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Curriculum Development in Finland

Pasi Sahlberg, PhD

Senior Education Specialist

World Bank

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Brief outlook

• Population: 5.2 million• The most northern corner of the EU• GDP per capita: $26,000• 4,100 comprehensive schools (1-9 grades)• 475 upper secondary schools• 50,000 teachers• Public expenditure on educational

institutions: 5.7 % of the GDP

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Why curriculum change?

• Situation in the beginning of 1990s– Teachers rarely used curriculum in their work– Teachers demanded more freedom– Teachers’ professional qualifications were

increasing– Decentralization of public administration– Central administration didn’t know exactly how

schools could improve performance– Paradigm shift in understanding learning

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What was the solution?

• New National Framework Curriculum 1994– Loose conceptual framework describing

intended experiences rather than content– Schools were invited to design their own

curricula (but not by Law)– Increased flexibility and freedom of choice– Focus on new conception of learning– Support to schools in curriculum design

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What happened?

• Schools progressed in different rhythms

• School curricula became very diverse (but still based on a common core)

• Curriculum became a school improvement instrument and an active reference for schools

• Schools created new identities and profiles

• Fundamental curriculum change!

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Possible impact of 1994 reform

• Focus shifted from individual teachers to school as a community of professionals

• The hidden potentials in schools, i.e. motivation, creativity and moral purposes were released but some got burned-out

• Trusting teachers increased their working commitments

• Schools became gradually learning centers