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Finnish teachers are better paid than their peers and enjoy a lighter teaching workload than average. Finland is one of the OECD countries in which teachers enjoy comparatively better working conditions, especially women teaching in upper secondary schools.
English, Excel, 53kb
Education at a Glance 2012: Key facts - Finland
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This publication is intended to be a quick reference guide for anyone with a role to play in encouraging quality in Finland’s early childhood education and care (ECEC) workforce.
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As part of the OECD review on migrant education, countries were invited to provide information on their national migrant education policies.
Across OECD countries, close to 40% of high-school students who come top in science subjects have no interest in pursuing a science-related career, while almost 45% do not want to continue studying science, according to a new OECD report.
Cet ouvrage s’appuie sur une étude consacrée par l’OCDE aux pratiques et politiques en matière de direction d’établissement scolaire dans le monde.
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Summary of a book of case studies examining innovative approaches to sharing leadership across schools in Belgium (Flanders), Finland and the United Kingdom (England) and leadership development prgrammes for system improvement in Australia and Austria.
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This note contrasts key findings for Finland with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.
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The Finns regard education as very important. In a survey in 1993-94 Finnish adults were asked how they consider the Finnish comprehensive school to have succeeded in reaching its core objectives (3). Up to 66% of the adult respondents considered the school to have succeeded in developing skills and knowledge which support students in their further studies, as well as in promoting study motivation (60%), mediating a healthy lifestyle
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends.