WEBVTT Kind: captions; Language: fi

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[♫ rhythmic theme music ♫]

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Features of Finnish Education System and 

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Finnish Educational Leadership 
to Reflect Further -

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Changing Operational Environment
is Changing Education in Finland

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As presented in slides 18, 19 and 20 the
Finnish education system has been evolving

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in history, not so differently
from so many other countries.

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At first a very fragmented education system with
the strong role of the church, then systemising

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the education for serving the whole 
nation and for nation building purposes,

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in which the role of the 
state radical is strengthened,

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still maintaining 
the mediaeval class society

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and inequalities between 
the towns and the countryside.

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Like in many other countries, taking the
modern welfare state, equity and equality as

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fundamental social goals
after the Second World War

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In Finland, taking education 
as the key policy tool

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to react these goals, abolishing 
the parallel education system

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in the 1970s and reaching the 
Nordic welfare state in the 1980s.

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Since the 1990s, Finland has been facing
demographic, economic, and ideological challenges

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that have altered the operational 
environment so dramatically

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that we can consider it as a 
paradigm shift as illustrated in slide 21.

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For this paradigm shift,
Finland has not had any answers

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or answers to be borrowed from elsewhere.

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This has totally altered the game board.

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Today Finland is a wonderful experimental
laboratory and must develop its education,

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policy, system and governance with the
inquiry method as shown in slide 22.

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This in turn has increased the need of educational
leadership and is radically transforming

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how we conceive educational
leadership and educational leaders.

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Everything in the Finnish education system
is presently being transformed in the new

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paradigm from the mission of 
education to its visions and strategies.

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We would claim that we do not really
know, but we are bravely experimenting.

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We would also claim that this is the key
feature to know and follow about Finland.

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What we will do, why and how, 
what will succeed, and what will fail,

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and we already have and
had and will we have both.

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Slide 7 presents how educational leadership
is determined in legislation today.

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It also describes how we
are planning to develop it.

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The Institute of Education and Leadership
University of Jyväskylä has been developing

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a national research based holistic
developmental entity for qualifying induction

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and continuing education for educational
leaders of all education forms since 2019

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in the Finnish Ministry of 
Education key project Kajo - Dawn.

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You find the research foundation
for this entity in slide 28.

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It starts with educational leadership
education for all students in the field

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of education and continue supporting them
throughout their careers, as the educational

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leadership tasks and
roles grow and transform.

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This is, because we believe that the new
paradigm, the inquiry method, and particularly

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the new educational organisations depicted,
for example, in slide 24 to 27 require.

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In this vision, such collaborative
leadership is demanded that all people working

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in the field of education must
be regarded as educational leaders.

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[♫ music ♫]

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