NON-STATE ACTORS IN EDUCATION
2.2 Non-state education provision
3.1 Regulations by distinct levels of education
- Early childhood care and education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
- Primary and secondary education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
- Tertiary education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
3.3 Supplementary private tutoring
The Basic Education Act (628/1998), which governs education from pre-primary to lower secondary education in Finland, refers to a “registered association or foundation” which may be authorized by the government to provide education. The Act on General Upper Secondary Education (714/2018) similarly refers to “registered associations or foundations”, while the Early Childhood Education and Care Act (540/2018) defines “privately run early childhood education and care” as “early childhood education and care that is provided by a private person, entity, foundation or an enterprise established by a public body as a business or professional activity in exchange for compensation”, referring specifically to “independent/private service providers”. The Universities Act (558/2009) distinguishes between “corporations under public law (public universities)” and “foundation universities” governed by the Foundations Act. The Universities of Applied Sciences Act (932/2014) defines “universities of applied sciences” as “legal entities in the form of limited liability companies (university of applied sciences as a limited liability company) governed by the Limited Liability Companies Act (624/2006)”. Finally, the Constitution of Finland 1999 (as amended in 2018) refers to “private educational institutions”.
2.1 State education provision
State schools
In Finland, almost all education (97% of schools and enrolments) at the basic level (9 years, ages 7 – 15) is provided by the state (mostly through local governments, with a few schools administered by the central government and joint municipal authorities). Basic education is provided in a single structure, integrating primary and lower secondary education. At upper secondary level (3 years, ages 16 – 18), the state similarly accounts for most of education, covering 91% of schools and 90% of enrolments. Education is free from pre-primary (1 year, age 6) to higher education level and compulsory for 9 years (at the basic level). According to the Compulsory Education Act 1214/2020, the government is extending compulsory education to the age of 18, which comes in force from August 2021. Education funding is shared among the state and local authorities, which cover the costs of tuition, school meals, and transport (the latter for students living in remote and sparsely populated areas).
Non-state managed, state schools
No information was found.
Non-state funded, state schools
No information was found.
2.2 Non-state education provision
Finland has very few non-state (private) schools, with only 3% of schools at basic education level owned by non-state actors (covering 3% of enrolments). The share increases at upper secondary level, where private schools account for 9% of schools and 10% of total enrolments.
Independent, non-state schools
No information was found.
State-funded (government-aided), non-state schools
In Finland, education is funded at all levels (irrespective of provider), with almost all private schools receiving funding from the state that is equivalent to funding in state schools and subject to the same standards. The ownership of the school has no bearing on the funding received, with funding granted on the basis of field of education. Private schools are owned and managed by non-profit associations or foundations, with the majority of schools having a faith-based/religious orientation (religious schools). They follow the national curriculum and qualification requirements and are prohibited from operating on a profit-making basis. These schools do not charge any tuition fees for student attendance, with moderate fees only charged in the case of education provided abroad, special education missions, and different language of instruction. The government encourages authorized pilots in the curriculum and pedagogical approaches, including the establishment of schools that are based on a particular philosophical or pedagogical system (such as Waldorf-Steiner schools and Christian schools). Such schools are granted authorization by the government to deviate from the core curriculum on the basis of a “special educational mission”. Other schools that follow non-traditional instruction include international schools that offer instruction leading to the International Baccalaureate (16 schools), European Baccalaureate (1 school), and Deutsche Internationale Abitur (1 school).
Finland also has over 70 folk high schools, which are non-formal adult education institutions that focus on arts and cultural education at basic and upper secondary level. These schools, which are mostly owned and operated by private ideological organizations and foundations, have a long and special history in the Finnish educational system and receive full government subsidies to cover their operational costs. Folk high schools (which are mainly categorized according to ideology) can be divided into Christian (49%), independent (37%), societal (11%), and special schools (3%). These schools mainly operate as boarding schools and offer general, non-formal studies that do not lead to any formal qualification.
Contracted, non-state schools
No information as found.
2.3 Other types of schools
Vietnam-Finland International School
In 2019, the first educational institution based on the Finnish pedagogical approach and curriculum opened in Ho Chi Minh City, Vietnam. The Vietnam-Finland International School (VFIS) is a private school that caters to approximately 200 students in grades 1 – 9. This program has been supported by the Finnish National Agency for Education and part of the teaching staff coming from Finland.
Homeschooling
While education is compulsory in Finland, school attendance is not compulsory, with parents allowed to arrange home instruction for their children that corresponds to the basic education syllabus. However, this phenomenon is quite marginal in Finland, with approximately 250 families providing home education to their children.
At general upper secondary education level, over 100 schools offer distance learning which complies with the national core curriculum.
During the COVID-19 outbreak in March 2020, the MoEC ordered the closure of all educational institutions (state and private), with a temporary transition to distance or e-learning. Temporary legislative amendments were introduced to the Basic Education Act (628/1998) to enable the safe organization of teaching by giving local authorities the flexibility to use exceptional teaching arrangements and hybrid teaching (alternating between contact and distance learning) if contact education could not be organized safely (by decision of the education provider). However, these exceptional teaching arrangements did not apply to students in Grades 1 – 3, students who receive special educational support, or students in extended compulsory and preparatory education. All schools in Finland have tutor teachers and mentors to facilitate the use of digital learning tools, which also proved valuable during the pandemic.
Market contracted (Voucher schools)
At early childhood care and education level, the government grants vouchers to families to widen access to this early education level. The voucher allows families to choose between a municipal or private early childhood education provider. In 2019, 13% of children were offered a service voucher, with the majority of services provided by municipalities.
Unregistered/Unrecognized schools
In Finland, there are very few schools which operate unlicensed by the government. If a private education provider is not licensed, the school may be established, but it remains outside of state supervision and is not entitled to any government funding. Moreover, any certificates issued by these schools are not considered sufficient proof of the completion of the education level in question.
The Ministry of Education and Culture (MoEC) is responsible for the governance and regulation of all education (state and non-state) in Finland, from early childhood to higher education. The Finnish National Agency for Education works with the MoEC on policy implementation and developing educational objectives.
The education system is based on the principle of decentralization, with responsibilities divided between 6 Regional State Administrative Agencies which work in close collaboration with 309 local authorities. Local authorities have significant autonomy and responsibility in the administration and financing of state and non-state education from early childhood to upper secondary level.
Vision: The Constitution of Finland 1999 (as amended in 2018) gives providers the “right to arrange corresponding education in private educational institutions”. The government is specifically committed towards the section that states “everyone has the right to basic education free of charge” (Section 16) and that “public authorities shall… guarantee for everyone equal opportunity to receive other educational services in accordance with their ability and special needs, as well as the opportunity to develop themselves without being prevented by economic hardship”. To this end, all registered private schools in Finland are funded at the same level as state schools, subject to the same standards, and prohibited from charging tuition fees and operating for financial gain. The government does not distinguish educational institutions by form of ownership, but by the type of education service provided (which determines level of government funding, curriculum, and admissions).
3.1 Regulations by distinct levels of education
In Finland, early childhood care and education (ECCE) is divided into early childhood education (ages 0 – 5) and pre-primary education (1 year, age 6). At early childhood education, the majority of children are enrolled in state-owned municipal centers (76%), with the rest of the services provided in private centers/daycare services (18%) and municipal family daycare services (6%). ECCE also includes so-called ‘open’ ECCE services which are activities organized by municipalities or the private or third sector (such as club and playground activities) in a suitable place. While most services are provided by municipalities, an increasing number of children are attending services owned and operated by private service providers, communities, and non-governmental organizations, which offer alternative opportunities for early childhood education and care. Pre-primary education is part of the compulsory education structure in Finland and is offered tuition-free in kindergartens or schools. See Multi-level regulations for information on pre-primary education.
Registration and approval: The establishment and registration of ECCE centres is regulated by the reformed Early Childhood Education and Care Act (540/2018) and the Government Decree on Early Childhood Education (753/2018). According to these documents, ECCE services can be established by private persons, entities, foundations, or enterprises. This level of education differs to the establishment of other forms of educational institutions in that non-state providers offering ECCE services in exchange for compensation are only required to submit a written notification prior to starting to operate to the municipal authority on ECCE. However, all services are required to meet the minimum criteria set out in regulations (including financial capability to provide services), while all notifications must be accompanied by the information listed in the Act (including type of activity, service provider contact details, number of places available, self-supervision plan, and staff details). Upon receiving the application, the municipal authority conducts an on-site inspection to verify the information provided and the suitability of the premises (with statements from the rescue and health protection authorities where necessary). The information is then passed on to the Regional State Administrative Agency for approval. For more information, see Multi-level regulations.
License: If the minimum requirements are verified by the municipal authority and approved by the Regional State Administrative Agency, the service provider and their sites are registered. The Regional State Administrative Agency is responsible for the registration of providers. For more information, see Multi-level regulations.
Profit-making: In contrast to other education levels, ECCE services in Finland are allowed to be established as a “business or professional activity in exchange for compensation”, with providers allowed to make profit from the services provided. For more information, see Multi-level regulations.
Taxes and subsidies: Municipalities can either organize ECCE services themselves or outsource them to private (non-state) providers, as stipulated in the the Early Childhood Education and Care Act (540/2018) and the Guidelines and Recommendations for Evaluating the Quality of Early Childhood Education and Care (2019). When activities are outsourced, the private providers are funded in the form of service vouchers or private care subsidies as specified in the Act on Service Vouchers for Social Welfare and Health Care (569/2009). All procured services are required to meet the standards of equivalent municipal services. For more information, see Multi-level regulations.
Quality of teaching and learning
Curriculum and education standards: Regardless of the type of provider, ECCE services are required to adopt the National Core Curriculum for Early Childhood Education and Care and (for pre-primary level) the National Core Curriculum for Pre-Primary Education (2014) developed by the Finnish National Agency for Education. The aim of a unified curriculum is to “promote the equal implementation of early childhood education and care nationwide” and municipalities and private providers are instructed to use the core curriculum as a basis for the development of their local curriculum. The Finnish ECCE curriculum is based on the so-called “educare” model, which is an integrated approach to care, education and teaching with emphasis on pedagogy and learning through play. Children who speak the official languages of Finnish, Swedish or Sami (the language of the indigenous population of Finland) are offered education and care in their mother tongue, while children with different language and cultural backgrounds are supported in collaboration with representatives of their cultures. ECCE services (particularly private providers) may choose to follow different pedagogies (such as Steiner or Montessori), adopt a different language of instruction, or emphasize a particular physical activity or science (with some providers offering so-called forest ECCE centers that operate outdoors in the natural environment). For more information, see Multi-level regulations.
Teaching profession: The Early Childhood Education and Care Act (540/2018) lists the required qualifications for ECCE teachers, social pedagogues, child-carers, family daycare childminders, special education teachers, and staff offering Steiner education/pedagogy, with additional minimum requirements stipulated in the Government Decree on Early Childhood Education 753/2018. A teacher in ECCE is required to have at least a bachelor’s degree and at least two thirds of staff working in an ECCE center must be qualified teachers or social pedagogues in early childhood education and care. For more information, see Multi-level regulations.
Fee-setting: While the fees charged by municipal ECCE services are regulated by the Act on Early Childhood Education Fees 1503/2016, private ECCE providers may determine their own client fees (which are usually higher). However, families that choose to place their children in private ECCE are eligible for a private day care allowance and additional income-adjusted support by the respective municipalities. For more information, see Multi-level regulations.
Admission selection and processes: In private ECCE services, providers can determine their own selection and admission processes. For more information, see Multi-level regulations.
Policies for vulnerable groups: In Finland, families that opt for private ECCE services are eligible for government support in the form of a service voucher under the Act on Service Vouchers in Social Welfare and Health Care Services (569/2009) or a private day care allowance under the Child Home Care and Private Day Care Allowance Act (1128/1996). Vouchers allow families to choose among municipal or private ECCE services that are registered in the municipality. Private day care allowances are financial aid administered by the Ministry of Social Affairs and Health which (similar to vouchers) aim to increase parents’ choice in selecting ECCE services other than those provided by the municipality. In both cases, the level of financial aid received is income-based and only available towards private providers that have been registered with the municipality and fulfil the minimum requirements. For more information, see Multi-level regulations.
Quality assurance, monitoring and accountability
Reporting requirements: Private ECCE providers are required to create self-supervision plans to ensure the appropriateness of their activities as part of their quality management. The National Supervisory Authority for Welfare and Health issues regulations on the formulation, content, and supervision of self-supervision plans. The Finnish Education Evaluation Centre (FINEEC) has developed the Guidelines and Recommendations for Evaluating the Quality of Early Childhood Education and Care (2019) to specifically support providers in carrying out systematic and goal-oriented self-evaluation of their activities. According to these guidelines, self-evaluation helps providers identify their existing strengths and areas of development and includes regular and systematic monitoring of their activities, parent and guardian participation, and self-evaluation structures. The purpose of this evaluation is to develop the quality of ECCE and improve the conditions for children’s learning and development. For more information, see Multi-level regulations.
Inspection: Inspection activities were discontinued in Finland in the early 1990s. Instead, providers are themselves responsible for evaluating the education and care provided (see accountability requirements). ECCE services are externally supervised by the Regional State Administrative Agency, the National Supervisory Authority for Welfare and Health and the municipal decision-making body or an Officeholder. Supervision activities include providing steering and guidance and monitoring the development of operations in collaboration with providers. According to the Early Childhood Education and Care Act (540/2018), inspections are only carried out on the sites and premises of ECCE services for “justifiable reasons”. In the case of an inspection, supervisory authorities may receive executive assistance from the police. For more information, see Multi-level regulations.
Child assessment: At the ECCE level, there are no performance requirements. Instead, the focus is on the overall well-being of the child, with ECCE staff expected to systematically observe and document the child’s development and learning, known as pedagogical documentation. The teacher then guides children by giving them daily encouragement and feedback on their strengths and development areas, with parents receiving regular feedback. For more information, see Multi-level regulations.
Sanctions: The Early Childhood Education and Care Act (540/2018) includes sanctions in the case that providers are in breach of the Act or registration requirements, which range from fines to the provider being ordered to discontinue their operations in immediate effect. For more information, see Multi-level regulations.
Registration and approval: See Multi-level regulations.
Licence: See Multi-level regulations.
Water, sanitation and hygiene (WASH): According to UNICEF, all schools (100%) in Finland have access to basic drinking water, hygiene, and sanitation services.
Profit-making: See Multi-level regulations.
Taxes and subsidies: See Multi-level regulations.
Quality of teaching and learning
Curriculum and education standards: See Multi-level regulations.
Textbooks and learning materials: In Finland, teachers in state and private schools have pedagogical autonomy and can decide for themselves the teaching methods, textbooks, and learning materials (which are provided to pupils for free).
Teaching profession: See Multi-level regulations.
Corporal punishment: Corporal punishment has been prohibited in all school settings (state and private) since 1914. In the Basic Education Act (628/1998) and the Act on General Upper Secondary Education (714/2018), there is no provision for corporal punishment among the permitted disciplinary measures to students in state and private schools.
Other safety measures and COVID-19: All students are entitled to a safe learning environment, with state and private providers required to draw up plans and school rules for safeguarding students against any violence, harassment and bullying. Moreover, all students are entitled to free welfare services that promote good mental and physical health. Specific provisions on student welfare are regulated by the Student Welfare Act (1287/2013).
Fee-setting: See Multi-level regulations.
Admission selection and processes: See Multi-level regulations.
Policies for vulnerable groups: See Multi-level regulations.
Quality assurance, monitoring and accountability
School board: The administration and management of state and private schools is regulated by the Act on the Administration of Education Provided by the State and the Private Sector (634/1998). All schools (irrespective of ownership) must have a school board with representatives of teachers, students (over the age of 14), and other school staff. In the case of private schools that are registered as associations or foundations, the board may be appointed by the entity, while the board of directors of the association or foundation may also serve as the board of directors of the school. According to the Act on General Upper Secondary Education (714/2018), all schools offering upper secondary education must additionally have a student association to “promote cooperation between students, improve their potential for engagement and exercise of influence and develop cooperation between the students and the education provider”.
Reporting requirements: See Multi-level regulations.
School inspection: See Multi-level regulations.
Student assessment: See Multi-level regulations.
Diplomas and degrees: The qualifications awarded in licensed private schools are considered equivalent to the qualifications awarded in state schools. Upon government authorization, providers may offer education leading to international qualifications such as the International Baccalaureate. If a school is not licensed by the MoEC, the qualifications awarded are not considered proof of the completion of the respective level of education.
Sanctions: See Multi-level regulations.
In Finland, tertiary education is provided by universities (academically oriented) and universities of applied sciences (professionally oriented). Under the Implementation Act of the Universities Act 558/2009, universities are independent corporations under public law or foundations under private law, while universities of applied sciences are independent legal entities run by a private or municipality-driven company or foundation. In 2020, there were 14 universities (only two of which are foundation universities) and 23 universities of applied sciences.
Registration and approval: According to the Universities Act 558/2009, foundation universities are governed by the Foundations Act. Universities are separated from the state and due to their unique legal status, requirements for operating licenses do not concern them. They operate instead as registered foundations under the Foundations Act. On the other hand, universities of applied sciences, which are governed by the Universities of Applied Sciences Act 932/2014, always require an operating license from the government in order to operate. These universities are required to be registered as limited liability companies under the Limited Liability Companies Act (624/2006) and are only granted a license on the condition that they satisfy an educational need and possess the operational and financial requirements to properly fulfil their tasks. Applications must additionally be accompanied by all the information and documents listed in the in the Government Decree on Universities of Applied Sciences 1129/2014.
License: The MoEC issues operating licenses to universities of applied sciences if the provider meets all the minimum standards and requirements set out in the Universities of Applied Sciences Act 932/2014.
Profit-making: According to the Universities of Applied Sciences Act 932/2014, universities of applied sciences “may not be profit seeking” and are prohibited from distributing financial gains or dividends for shareholders or other actors taking part in the educational activities of the university. Foundation universities are established as registered foundations and are similarly non profit-making entities.
Taxes and subsidies: All higher education institutions in Finland (universities and universities of applied sciences) are granted government funding based on similar terms and conditions (irrespective of the type of provider) with the main purpose to improve the quality and productivity of all institutions. Institutions may be granted operational or performance-based funding which takes into account the quality and effectiveness of their operations, education objectives, performance, and structure. Once developing qualitative and operational targets with the MoEC, the required resources are calculated for every 3 years. When granted the funding, all institutions are subject to specific restrictions and conditions on the use of the government funds.
Quality of teaching and learning
Curriculum and education standards: The curriculum of universities and universities of applied sciences is decided by the institution’s administrative body. All institutions (irrespective of provider) must ensure a high international standard and research integrity, while tuition may be organized in cooperation with other universities or universities of applied sciences (with institutions not obliged by law to provide such tuition themselves). The language of instruction must be specified in the institution’s operating license as Finnish or Swedish (with institutions allowed to use different languages in their instruction and degrees). Institutions may also arrange for commissioned education for students which have been commissioned by the Finnish state, another state, foreign public corporation, foundation or a private corporation, or international organization. However, commissioned education cannot be provided for specific types of students (including students who are citizens of the European Economic Area States or who have a European Union Blue Card).
Teaching profession: All university lecturers (irrespective of the provider) are required to have a doctoral degree, while professors in universities of applied sciences must have a master’s degree, as stipulated in the Government Decree on Universities of Applied Sciences 1129/2014. Teachers are additionally required to be proficient in the language in which they teach (Finnish or Swedish).
Fee-setting: Universities and universities of applied sciences may not charge tuition fees to students who are citizens of the European Economic Area states or students who have a European Union Blue Card. However, tuition fees may be charged for students admitted to programs in a language other than Finnish or Swedish at a minimum rate of EUR 1,500 per academic year. All higher education institutions are required to have a scholarship system to aid students participating in fee-charging degree programs. The specific fees charged by universities is regulated by the Government Decree on Fees Charged for the Operation of Universities 1082/2009, while the fees charged in universities of applied sciences are regulated by the Government Decree on Fees for the Activities of Universities of Applied Sciences 1440/2014.
Admission selection and processes: Universities and universities of applied sciences may determine their own admissions criteria. During the application process, students may be divided into separate applicant categories based on specific educational backgrounds, with the process required to be consistent for all applicants within the same category. Moreover, any factors that relate to the health or functional capacity of an applicant may not influence the admissions process.
Quality assurance, monitoring and accountability
Board: Each foundation university must have a board consisting of 7 members (including the chairperson and vice-chairperson), with 3 members appointed by the founding partners. The president, vice-president and dean of faculty may not be members of the board. According to the Universities Act 558/2009, the board must represent the highest national and international experts in sciences and arts in the university’s field. In the case of universities of applied sciences, the governing board must consist of 7 – 9 members, including individuals with practical knowledge and experience in business and industry and 2 members representing the institution’s community (one teaching staff member and one student). The principal of a university of applied sciences may not be a member of the board.
Reporting requirements: In Finland, higher education institutions have the primary responsibility for the quality of education provided, which is stipulated in both the Universities Act 558/2009 and the Universities of Applied Sciences Act 932/2014. Each institution must continuously evaluate its research, activities, and education, while providers are additionally accountable to the MoEC in terms of use of government funds and, whenever requested, must provide the Ministry with the necessary data for their evaluation and supervision. Universities and universities of applied sciences agree on their performance targets with the MoEC and are accountable in achieving these goals within the agreed time period.
Inspection: All universities and universities of applied sciences are subject to external evaluations by the Finnish Education Evaluation Center (FINEEC), a branch of government under the MoEC, which conducts quality audits, thematic evaluations, and engineering program accreditations. These evaluations involve staff, students and stakeholders, aiming to support institutions in meeting their objectives and recognizing their strengths and development areas.
Assessment: The administrative bodies of universities and universities of applied sciences are responsible for determining the student assessment processes, with established Examination Boards specifically responsible for assessments.
Diplomas and degrees: The qualifications awarded in universities and universities of applied sciences that are not owned and managed by the state are considered equivalent to those issued by a state institution if the provider is registered and licensed by the MoEC. Universities and universities of applied sciences award bachelor’s and master’s degrees.
Sanctions: The MoEC may order the government funding on an institution to be discontinued if the recipient is no longer organizing the agreed activities, has failed to return any excess funding, given false or misleading information, or violated any regulations. Moreover, the MoEC may revoke an institution’s operating license if the provider fails to meet their obligations or is in violation of government regulations.
3.2 Multi-level regulations
This section covers regulations from pre-primary to upper secondary level.
Registration and approval: The establishment and registration of private schools at pre-primary and basic education level is regulated by the Basic Education Act (628/1998) and (for upper secondary level), the Act on General Upper Secondary Education (714/2018). According to these documents, a registered association or foundation may apply to the MoEC (through the relevant municipality or joint municipal authority) for an authorization to provide education. The authorization granted is conditional on the specific educational or cultural need fulfilled by the proposed school, an agreement between the education provider and the local authority, and the provider’s financial and professional prerequisites. The National Board of Education is responsible for giving recommendations in matters concerning the construction of school buildings. In the quality criteria drawn up by the MoEC, there is a recommendation on class size for grades 1-6 (20- 25 pupils), but exact class size and student-teacher ratio are not provided for by law. Authorizations may be granted for the provision of education in a foreign language, according to a particular ideology or philosophy, abroad, or for special educational needs. The education provider may also choose to supplement the education provided by procuring the required services from another education provider (which may be state-owned or a registered foundation or association).
License: If the provider meets the minimum requirements to the satisfaction of the MoEC, a license is issued.
Profit-making: Profit-making in education is prohibited at basic and upper secondary level in Finland, with the Basic Education Act (628/1998) and the Act on General Upper Secondary Education (714/2018) specifically stating that “education may not be provided in pursuit of financial gain”. Private providers are only granted a license if they are registered non-profit associations or foundations. In the case of commissioned education, the provider is required to allocate any proceeds from the commissioned party to its own educational activities.
Taxes and subsidies: In Finland, licensed private education providers at basic and upper secondary level receive government grants and subsidies for operational costs based on the same criteria and conditions as state schools, as stipulated in the Act on the Financing of Educational and Cultural Provision (1705/2009) and the Government Decree on the Financing of Educational and Cultural Provision (1766/2009). The form of school ownership has no bearing on the funding received, with the funding level determined by the type of education provided and specific circumstances. This may be per-student funding, or on the basis of specific education services provided (with the aim to “even out local differences”), with certain services eligible for additional support (including special education, special educational tasks, home education, remote location, and demographic factors). Providers may also be granted discretionary government transfers for investment projects as stipulated in the Act on Discretionary Government Transfers (688/2001) and tuition supplements for students receiving meals and accommodation. If a private provider is not licensed by the state, the school is not eligible for any government funding. Finally, the Act on the Financing of Educational and Cultural Provision (1705/2009) does not apply to the provision of commissioned education.
Quality of teaching and learning
Curriculum and education standards: The curriculum adopted by both state and private education providers must be guided by the unified national core curriculum determined by the Finnish National Agency for Education, with each provider then responsible for preparing their more detailed local curriculum. Providers who have been assigned a special educational mission with the aim to “deepen knowledge and diversify study opportunities” (such as education in a foreign language, catering to students with special educational needs, provided abroad, or following a particular ideology) must also follow the core curriculum (with certain exceptions and specific guidelines developed for such syllabi). For example, providers offering Steiner-pedagogical instruction must still adhere to the national core curriculum with certain exceptions. The MoEC (through the National Board of Education) may also authorize schools to conduct pilots or educational experiments which are considered “necessary” for the development of education and training. Schools which are authorized to conduct educational pilots (which are granted for a maximum of 3 years, subject to a 2 year extension period) are allowed to additionally deviate from the core curriculum in terms of lesson hour allocation set out in the Government Decree on the General National Objectives and Distribution of Lesson Hours in Basic Education (422/2012), structure, and scope of studies and may only be granted if the provider carries out the pilot in an “appropriate manner” without jeopardizing students' educational rights. The Finnish National Agency for Education is responsible for determining the programs to be followed in educational trials. Providers that are authorized to provide education leading to an International Baccalaureate qualification may organize education for students entering Finland if the education is commissioned and financed by another state, a foundation or private community, international organization, or foreign public corporation (referred to as ‘commissioned education’). Commissioned education may not be arranged however for citizens of European Economic Area States or for citizens that are deemed comparable to European Union citizens under European Union treaties. The language of instruction must be Finnish, Swedish, Saami, Roma or sign language (with some schools authorized to conduct education in a different language or some teaching in a different language under certain conditions). Class size and student-teacher ratio is not regulated by law in Finland, with the MoEC only making recommendations and the schools determining their own standards.
Teaching profession: The qualifications required for teaching staff according to education level and subject matter in both state and private schools are regulated by the Decree on the Qualifications Required of Teaching Staff (986/1998), with the minimum requirement for all teachers being a master’s degree. According to the Basic Education Decree 852/1998, permission to organize teaching must be applied for at least one year earlier to the MoEC and working conditions and qualifications are the same for state and private school teachers. The qualifications of teaching staff involved in morning and afternoon activities at the school is additionally regulated by the Act on Checking the Criminal Background of Persons Working with Children (504/2002). Teaching working conditions in Finland are additionally regulated by the Employment Contracts Act which includes minimum terms of employment, equal treatment and prohibition of discrimination, minimum pay, and general obligations of employers and employees.
Fee-setting: As private schools from pre-primary to upper secondary level receive government funding based on similar conditions with state schools, these schools may not charge students any tuition fees. Moderate and ‘reasonable’ fees (subject to MoEC approval) may only be charged for education provided abroad, in a foreign language (other than Finnish, Swedish, Saami, Romani or sign language), after-school activities, or based on a special education mission assigned by the MoEC, as stipulated in the Decree of the Ministry of Education on the Criteria for Certain Fees Charged from Students (1323/2001). Any fees charged are determined by the MoEC (through local authorities), while textbooks, learning materials, boarding, and school equipment must be provided free-of-charge in all schools. In the case of students with special educational needs, additional equipment required (such as special aids) must also be provided for free, while students who live over 5 kilometres away from their school at basic education level are additionally entitled to free transportation (or government subsidy for their transportation). At upper secondary level, separate examination tests may also be subject to a fee.
Admission selection and processes: Both state and private schools are subject to the same admissions conditions, with students required to be subject to ‘equal’ and ‘equitable’ admission selection criteria. According to the Basic Education Act (628/1998), if a school is providing education according to a special educational mission (with emphasis on specific subjects), the admission of students may be based on a test which shows the student’s aptitude for that specific education. In these cases, the selection criteria must be known in advance.
Policies for vulnerable groups: In Finland, state or private education providers which organize education for minorities (such as instruction in Roma or Sami languages) or for immigrants (in their mother tongue) are eligible for additional government funding and support. Moreover, the MoEC allocates additional funds to schools serving low-income students or high-need students (such as students with special educational needs) which may require hiring additional staff or support.
Quality assurance, monitoring and accountability
Fee-setting: As private schools from pre-primary to upper secondary level receive government funding based on similar conditions with state schools, these schools may not charge students any tuition fees. Moderate and ‘reasonable’ fees (subject to MoEC approval) may only be charged for education provided abroad, in a foreign language (other than Finnish, Swedish, Saami, Romani or sign language), after-school activities, or based on a special education mission assigned by the MoEC, as stipulated in the Decree of the Ministry of Education on the Criteria for Certain Fees Charged from Students (1323/2001). Any fees charged are determined by the MoEC (through local authorities), while textbooks, learning materials, boarding, and school equipment must be provided free-of-charge in all schools. In the case of students with special educational needs, additional equipment required (such as special aids) must also be provided for free, while students who live over 5 kilometres away from their school at basic education level are additionally entitled to free transportation (or government subsidy for their transportation). At upper secondary level, separate examination tests may also be subject to a fee.
Admission selection and processes: Both state and private schools are subject to the same admissions conditions, with students required to be subject to ‘equal’ and ‘equitable’ admission selection criteria. According to the Basic Education Act (628/1998), if a school is providing education according to a special educational mission (with emphasis on specific subjects), the admission of students may be based on a test which shows the student’s aptitude for that specific education. In these cases, the selection criteria must be known in advance.
Policies for vulnerable groups: In Finland, state or private education providers which organize education for minorities (such as instruction in Roma or Sami languages) or for immigrants (in their mother tongue) are eligible for additional government funding and support. Moreover, the MoEC allocates additional funds to schools serving low-income students or high-need students (such as students with special educational needs) which may require hiring additional staff or support.
3.3 Supplementary private tutoring
Similar to other Scandinavian countries, historically Finland has very low rates of private supplementary tutoring, although rates have been recorded to be growing. Due to schools being responsible for serving a wide range of age groups and abilities (tailoring provision when and where necessary based on need through school-organized remedial teaching and enhanced support services), the private tutoring market has not expanded at high rates. Private tutoring mainly comes in the form of preparatory courses (valmennuskurssit) organized by private companies that sell specific exam preparation packages to students who prepare for the competitive university entrance examinations. There was no information found on teachers providing one-to-one private lessons to students. The MoEC does not regulate the practice, but focuses on enhancing school support and teaching for students for may need it.
Preparatory courses are provided by private companies in Finland, who are registered as private companies under the Limited Liability Companies Act (624/2006).
Financial operation and quality
As providers of preparatory courses are run as companies and not regulated by the MoEC, profit-making and curriculum is not regulated (with providers allowed to be established as profit-making entities).
The Decree on the Qualifications Required of Teaching Staff (986/1998) lists minimum qualifications for student tutors (providing student study guidance), teachers providing special support to students, teachers providing preparatory training, and instructors engaged in morning and afternoon activities in schools, without referring specifically to private lessons, but to “organizations of study guidance”, which may be provided by teachers referred to in the act “as part of his or her other teaching”.
