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This Country Background Report for Finland was prepared by the Finnish Ministry of Education as an input to the OECD Thematic review of Tertiary Education.
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This note, taken from Chapter 3 of Economic Policy Reforms, focuses on key structural policy priorities for Finland, supported by a comparative analysis of the indicators in Chapter 2. The note also presents individual structural indicators of economic and labour market performance as well as comparative indicators for the key policy priorities listed.
View reports relating to a review of higher education institution support of regional development. These reports focus on the region of Jyväskylä, Finland.
In the early 1990s, in the midst of a major economic slump, the Finnish government embarked on a strategy to re-mold Finland into a knowledge society. A key element in this strategy was to raise the knowledge and skill levels of the population by...
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In 1959, the University of Oulu, one of Finland's 20 universities, was created 600 km north of Helsinki, the beginning of regional higher education in Finland. Today, its five faculties -- Education, Humanities, Medicine, Science and Technology -...
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As part of its national strategy for success in the world market, Finland is implementing an educational reform which in the future is aimed at giving university level education of high quality up to 65 per cent of the population. At the same tim...
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In this report we will describe the various assessments of operations carried out at the University of Helsinki in the 1990s. In addition, we will discuss where these assessments have led and how the operations of the university have benefited fr...
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The university degree system underwent considerable changes at the end of the 1970s: degrees based on subject levels were replaced by degree or study programmes, a credit called a "study week" (referring to c. 40 hours of study) was introduced as...
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The aim of the article is to analyse the impacts of quality assessment, called 'total evaluation' that was carried out at Jyväskylä University in 1992-93. Analytically, the starting point is to analyse both direct and indirect impacts of quality ...
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The goal of achieving lifelong learning is ambitious in its aims to engage all citizens in the process of learning. It is complex because it breaks with past education reforms by defining in new ways the content, place, timing and duration of lea...