Finnish Education Research Articles

Inequalities in adolescent mental health and allocation of students to selective classes in comprehensive schools in Finland: a longitudinal study

BackgroundLower socioeconomic positions (SEP) and poor academic achievement increase children’s risk for mental health problems. The Finnish education system is officially non-selective and unified, but a part of children can...

CREATIVITY IN THE EDUCATIONAL SYSTEM OF FINLAND AND UZBEKISTAN (COMPARISON BETWEEN TWO COUNTRIES)

Improvement Developing creativity, problem-solving skills and critical thinking provides the opportunity to create your future and inspire more deserving generations in government. This article examines the importance of the role of creativity in the Finnish education system, which encourages and values creativity in addition to academic success, and the possibility of its application in Uzbekistan.

PRINCIPLES OF TEACHER TRAINING IN THE FINNISH EDUCATION SYSTEM

The article presents in detail the principles of the Finnish educational policy, which are the basis of the principles of school management and teacher training. It presents the principles that are widely used in the process of teacher training in developed European countries and the principles that are characteristic mainly of the Finnish education system. We reveal the peculiarities of the principles of Finnish teacher training by presenting the theories of adaptation of education and masterful learning based on them. The paper analyzes the principles of equality, continuity, teaching evaluation, teaching research, and trust at the same time. It presents the current stage of the teacher training process in the education system in Finland, as well as the factors that form the principles of teacher training, in particular the innovative policy of Finland in the field of education. The article analyzes the principles of systematization, consistency of state policy, strategic direction of reforms, taking into account the socio-economic goals of the country, correction and modernization of programs. It analyses as a special feature, adaptive learning theories, examines in the context of which evaluation approaches and standards. It singles out the principle of individual development of Finnish teacher training. It is noted that it acts as an alternative principle. The idea is emphasized that any principles of Finnish teacher training are based on the principles of educational reforms, which are the starting point in educational policy. The novelty of the research is that, as a result of historical comparative analysis, trends and features of the formation and development of Finnish teacher training principles were revealed.

Proměny profesní přípravy učitelů ve Finsku

The article discusses the issue of the transformation and reform of teacher education in Finland with an accent on the 20th century. In the context of the issues of education transfer, borrowing and lending policy, it reflects on the characteristics of Finnish education policy, which is also reflected in the discussion of teacher education. The paper reconstructs the main premises of teacher training reforms in Finland in the 20th century and asks how these premises can be helpful in the Czech debate on teacher education reform.

Differences in the Classroom: Gender, Race, and Trauma as Affective Hotspots in Finnish Education for Adult Migrants

ABSTRACT In this article, we examine the affects that become constructed in Finnish education for adult migrants. Our point of departure for analysing the research material—educators’ interviews—is in the everyday situations where educators’ and students’ emotions and life experiences meet with the institutional conditions of education. In the educators’ narrations of these situations, the affects are constructed in patterns attached to intersectional categories of difference. The most affectively intense categories are gender, race, and trauma. With the first two being the classic subjects of feminist analysis and the latter less traditional, we argue that utilizing affect theory can produce new knowledge of these categories and of educators’ work. Our analysis shows that, whereas the affective patterns of gender and race become rooted in cultural and structural factors, the pattern of trauma is more difficult to grasp. We also show that understanding the affective patterns of educators’ work can disclose how to encounter differences in the classroom.

Balancing Quality and Equity in Education: Finnish Education Experience and Implications

In the 21st century, rapid technological development and changes in the times have made international competition increasingly fierce. The Finnish education system has been highly regarded for its excellent quality of teaching, unique education concepts, and innovative education policies. Through comparative analyses of the Finnish education system, this study finds that the key to its success lies in its unique 'all-inclusive' education system, flexible and reasonable education policies, and comprehensive financial aid system. Compared with Finland, China's education is developing continuously, but there are still many problems. For example, unequal distribution of education resources, uneven quality of education, and poor implementation of education policies are still prevalent. Therefore, this study needs to draw inspiration from Finland's successful experience to further improve China's education system and policies. Taking into account the Finnish experience in reforming the education system, China can carry out education reform by upgrading the links between vocational and academic education, formulating reasonable and flexible education policies, and establishing a sound system of relevant student subsidies.

Studi Komparatif Terkait Kompetensi Guru di Negara Finlandia dan Indonesia

: Etymologically, comparative education means comparing two or more educational systems and studying procedures or procedures. It is not surprising that the term "comparative education" is often combined with "comparative education", because both words have the same meaning. In comparative studies we can compare various problems related to teaching strategies, facilities and infrastructure, curriculum and the academic results of students. Therefore, this article aims to discuss in more depth comparative studies regarding the quality of education in Indonesia and Finland. The research method used in writing this article is a qualitative method with data collection and analysis techniques carried out by searching for literature studies through several books and scientific articles as well as other trusted sources. In conclusion, the comparative study between the Indonesian and Finnish education systems shows the importance of educational policies and systems that support the overall development of teacher competency to improve the quality of education. There are several main differences between teacher assessment systems, namely teacher qualifications, assessment methods and educational focus.

Repurposing public education: governmental rationality of education export in Finland through public education problematisations

ABSTRACT The Finnish government’s education export (FGEE) programme, which was initiated in 2010, seeks to promote and coordinate education as an export product. Until recently, research on the Finnish education export has focused on individual education sectors, with only passing consideration of the governmental rationality of education export. Drawing on Bacchi’s (2009) post-structural policy analysis, I use the FGEE documents as a material starting point, as ‘practical texts’ (Bacchi 2009, 34; Bacchi and Goodwin 2016, 34) to study how education export discourse problematises public education and produces a contextualised governmental rationality. Contributing to the growing body of knowledge on emerging global, national, and local public – private structures, the paper illustrates how minor policy strands such as the FGEE programme can be seen as production sites in which education practices and their governmental rationalities are constructed.

FINLANDIYA TAJRIBASI – BOSHLANG‘ICH TA’LIM TIZIMI SOHASIDA RIVOJLANISH ASOSI

It is important to use foreign experience to achieve effective results in the educational system and to eliminate shortcomings. Research shows that the Finnish education system is in the leading positions in terms of development prospects. This article focuses on the Finnish primary education system and its effective results. It has been proved by opinion that the prospects of the development of this educational system are important according to which aspects.

RIVOJLANGAN TA’LIM TIZIMI: FINLANDIYA TAJRIBASINING DUNYO TA’LIM SIFATI UCHUN NAMUNAVIY JIHATLARI

This article presents exemplary aspects of the Finnish education system, which is highly appreciated all over the world for its innovative approach and successful results in the education system, which can be taken into account in improving the quality of education in other countries.

Low and very low birthweight disadvantage in compulsory education achievement and the transition to upper secondary education in the Finnish birth cohorts of 1987 to 1997.

We compared the educational achievements of very low-birthweight (VLBW) and low-birthweight (LBW) adolescents (ages 16 to 19) to those of their normal-birthweight (NBW) peers in the complete Finnish birth cohorts of 1987 to 1997. We focused on three key phases of the education process: the end of compulsory education (9th-grade completion), and the transition to and the completion of upper secondary-level education. We used register data on grades, educational transitions and completed education. We employed multiple indicators on the progression of the education process and estimated population-level and within-families linear probability (LPM) models with robustness checks at the population level using logistic regression. We tested whether parental education and the child's sex modify the association between (V)LBW and educational achievement. Results of both descriptive analysis and the population-level and within-family LPM models indicate that (V)LBW is associated with an increased risk of not being able to keep up with the normative education process and to compete for upper secondary education study places at the end of compulsory education. The modifying effect of parental education was robust, whereas that of the child's sex was not. Among (V)LBW students who were able to keep up with the normative education process, (V)LBW was not associated with a lower grade point average or with a meaningfully lower probability of completing upper secondary education by the normative age. The upper secondary-level educational choices and achievements of the children born with (V)LBW who managed to complete the standard compulsory education curriculum and complete the transition to upper secondary-level education within the expected time did not, in essence, differ from those of the NBW children. Some specific characteristics of the Finnish education system likely contributed to these results, such as the grading at compulsory education being only relatively loosely standardized.

Participatory Support for NEET Young People: A Case Study of a Finnish Educational Project

Participatory Support for NEET Young People: A Case Study of a Finnish Educational Project

Insight into Two Education System: The Finland Phenomenon and A Journey to Guatemala

This article examines two documentaries related to the education system: The Finnish Phenomenon and Crossing the Bridge: A Journey to Guatemala. First, the article describes the mode of Finnish education, emphasizing the excellence of the Finnish education system, including teacher training and student choice. The article then explores the educational challenges in Guatemala described in Crossing the Bridge and how the Friendship Bridge program helps women lift themselves out of poverty and gain access to education through micro-credit and need-specific curricula. The author highlights the educational philosophy of allowing students to be creative and the importance of personalized instruction. This article provides contributions to International educators.

핀란드 국가핵심교육과정의 역사교육 평가 기준과 실천

This article focuses on Finnish education, which is receiving global attention, and examines the evaluation of Finnish history education. Finland has not chosen the competitive and market-based management system for improving educational quality that many countries around the world have chosen. Instead, teachers' autonomy was guaranteed, and in the 2014 national core curriculum revision, teachers' autonomy was further strengthened by setting the content of the subject more comprehensively than before. This study examines how the evaluation standards for history education in Finland's national core curriculum are designed and how they are evaluated in actual tests. To this end, Finland intends to analyze the characteristics of history education evaluation standards in the National Core Curriculum, which was revised in 2015, through mock test questions and model answers for history subjects in the Finnish Matriculation Examination.

Nature-Based Education for Facilitating Resilience and Well-Being among Youth—A Nordic Perspective

This article provides a brief overview of current research regarding well-being among youth to find factors that may have influenced an increase in mental health problems among children and young people and to clarify the current state of knowledge. Research highlighting protective factors that seem to promote resilience is put forward, which includes factors regarding interactions between youth and their families, friends and education providers. An insight into the development of the Finnish education system is also provided in the search for factors that affect students learning and engagement in school. To provide a possible pathway forward, the article will highlight some existing studies on resilience building from nature-based activities, indicating a possibility to help youth and children with mental illness or problematic school absences develop socio-emotional skills, confidence in themselves and a belief in the future.

Современные аспекты обучения школьников и студентов среднего профессионального образования в Финляндии иностранному языку

Introduction. Within the framework of this article, the author made an attempt to consider some features of teaching a foreign language in Finland at school and in institutions of secondary vocational education, which allow the Finns to speak a foreign language at a fairly good level. Theoretical analysis. Consideration of the reasons for these results made it possible to reveal the fact that in recent years a system of early learning of a foreign language has been introduced in Finnish education. Much attention is paid to the formation of communication and interaction skills. The study of a foreign language in the secondary school is aimed at familiarizing the student with the culture of the language being studied. When teaching a foreign language to students of secondary vocational education institutions, there is an active integration of general education and vocational training. Conclusion. When studying their native language, students consider general linguistic concepts that are also inherent in other languages and contribute to a common understanding of the language structure. Finnish teachers in their professional activities rely on the teachings of L. S. Vygotsky about the zone of proximal development. Language learning is seen as a lifelong process that aims to develop multilingual competence.

Sistem Pendidikan Finlandia: Membangun Kemandirian dan Semangat Belajar Siswa

The Finnish education system has attracted global attention because it has succeeded in forming students who are independent and enthusiastic about learning. The 20th century philosophy of equality and educational transformation is a key foundation, reflected in a holistic approach to student development. Curriculum transformation and formative evaluation approaches are key instruments in achieving this goal. Qualitative methods and literature studies were used in the research to highlight that Finland's success is not limited to academic achievement alone. More than that, this system succeeds in exploring and advancing students' creativity and adaptation skills. This success is not only local, but also has global relevance. Finland's education model provides inspiration for other countries to improve their education systems. This improvement does not only cover academic aspects, but also involves developing students' creative and adaptive skills. This encourages further research and exchange of experiences between countries, reinforcing the idea that Finland's educational philosophy can be the basis for sustainable educational innovation at an international level. Finland's success paves the way for enriching and enhancing global education, making it a valuable source of inspiration.

Kontribusi Denominasi Lutheran Dalam Membentuk Pendidikan Finlandia Dan Pemikirannya Bagi Pendidikan Kristen

This study describes the historical and theological influence of Martin Luther's Protestant reform movement on education in Finland. The Church's role in congregational catechisation, starting with education for priests and developing later for the congregation, had implications for the congregation's desire to learn new things. The thinking of Martin Luther and Philipp Melanchton also impacted on the ongoing reformation movement to think about congregational education. As a result, educational facilities ranging from schools, libraries and educational methods were thought of by reformers after Luther, in Finland. Until, the basic principles of Lutheran thought are also guided either consciously or unconsciously in modern Finnish education. This research is a qualitative research with data collection techniques through literature study. The results of the study show that there is a theological continuity in Finnish educational practices after Luther's Reformation Movement in 1517, with implications for congregational catechisation, growing interest in learning, the availability of educational facilities by the Church to develop modern educational methods in Finland.
 Keywords: State and Religion; Protestant Reformation; Finnish Christian Education

Shaping the Future: Navigating Youth Ideology and Mental Health in a Digital Age

The rapid evolution of societal and cultural dynamics in the contemporary era presents both significant challenges and remarkable opportunities for the guidance of youth ideology and the promotion of mental health among young people. The pervasive influence of technology, especially social media, has transformed the way youth interact with the world and each other, impacting their ideological development and psychological well-being. This article examines the multifaceted challenges faced by today's youth, including the pressure of social media, the conflict between traditional values and modern norms, and the increased prevalence of mental health issues. Concurrently, it explores the opportunities that arise from these challenges—opportunities for leveraging technology for mental health support, the role of progressive education in shaping ideology, and the potential for family and community support structures to provide a nurturing environment. Through a review of diverse case studies, from the Finnish education system to digital platforms for mental health, this article provides insights into successful strategies and programs that address the complex needs of contemporary youth. These examples highlight the importance of a comprehensive and adaptive approach, emphasizing the need for collaboration across various sectors to foster a generation that is not only ideologically sound but also mentally resilient.

Suomalaisen koulutuspolitiikan tasa-arvopyrkimykset: heijastumia ja katvealueita kielikoulutuksessa

In this article, we examine Finnish language education in relation to the historical developments of promoting equality in Finnish education policy. We focus on language education in basic education and discuss this topic through the lens of three cases: the comprehensive school reform, projects to develop language education, and heritage language teaching. Although, in international comparison, the Finnish educational system has good outcomes for certain equality measures (e.g., small differences in student achievement between schools), many aspects of equality have been overlooked. In addition, success in PISA and achieving European goals of mother tongue plus two languages may have caused a certain level of complacency or reluctance to develop the educational system. When striving for justice and equality in language education, it is important to understand the historical and societal structures that have maintained and reproduced inequality up to today.