„In allen Ländern mit verfügbaren Daten haben Schülerinnen und Schüler, deren Eltern einen niedrigeren Bildungsstand haben, deutlich niedrigere Erfolgsquoten als solche, deren Eltern einen höheren Bildungsstand haben. […] In Finnland beispielsweise ist die Erfolgsquote bei jungen Menschen in einem allgemeinbildenden Bildungsgang, mit einem Elternteil mit tertiärem Abschluss, um 28 Prozentpunkte höher als bei denjenigen, deren Eltern keinen Abschluss im Sekundarbereich II haben.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 214.

„In Finnland müssen Bildungsteilnehmende aus Ländern außerhalb der EU bzw. des EWR für Masterbildungsgänge an öffentlichen Bildungseinrichtungen rund 14.000 US-Dollar pro Jahr bezahlen. In Frankreich sind die Gebühren, die von Bildungsteilnehmenden aus Ländern außerhalb der EU bzw. des EWR in Masterbildungsgängen erhoben werden, um 5.200 US-Dollar höher, während der Unterschied in Österreich und der Schweiz weniger als 1.800 US-Dollar beträgt.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 318.

„Im Jahr 2022/2023 erhielten mindestens 80 % der inländischen Bildungsteilnehmenden in Australien, Dänemark, England (Vereinigtes Königreich), Schweden und den Vereinigten Staaten öffentliche finanzielle Unterstützung in Form von Bildungsdarlehen, Stipendien oder Zuschüssen. In Finnland, Litauen, Neuseeland und Norwegen lag der Anteil zwischen 50 und 75 %; in Kanada, Frankreich, Italien, Rumänien und Spanien bei 30-45 %.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 321.

„Für die europäischen Staaten gibt die EU-Benchmark Lebenslanges Lernen (LLL) Auskunft über die Beteiligung der 25- bis 64-jährigen Wohnbevölkerung an Aus- und Weiterbildung in den letzten vier Wochen vor der Befragung. Österreich lag im Jahresdurchschnitt 2022 mit einer Beteiligungsquote von 15,8 % über dem EU22-Durchschnitt von 15,2 %. Einen Spitzenwert von 36,2 % erzielte Schweden, gefolgt von Dänemark (27,9 %), den Niederlanden (26,4 %) und Finnland (25,2 %).“
Statistik Austria (Hrsg.), Bildung in Zahlen 2022/23. Schlüsselindikatoren und Analysen (2024), S. 74.

„A greater percentage of the variance in achievement is explained by the number of books at home in 2019 compared to 2011. This indicates a decrease in equity in the Nordic countries during this time period, and that students’ home backgrounds matter more and more to their achievements.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 12.

„The disturbing picture emerging from our findings of negative trends for both achievements and equity in the Nordic countries, suggests that it is critical to examine how teachers may promote learning and equity in the Nordic countries.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 13.

„The distribution of mathematics achievement per student group reveals that SES (Anm.: SES = socioeconomic status) is clearly related to achievement in all Nordic countries.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 241.

„The Nordic countries strive to provide equal learning opportunities for all students. However, the reality looks quite different both in Denmark, Finland, Norway, and Sweden.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 244.

„The strong composition effects of SES (Anm.: SES = socioeconomic status) on achievement […] indicate that equal opportunities to learn are a myth in the case of Finland but that tracking within schools related to student SES exists.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 245.

„The SES (Anm.: SES = socioeconomic status) and ethnic context of classrooms explained 62% of the mathematics achievement variation in Finland, followed by 58 percent in Denmark, 52 percent in Sweden and 44% in Norway.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 259.

„According to Statistics Finland's data, an increasing number of comprehensive school pupils received support for learning in 2022. Intensified support was received by 79,200, or 13.9 per cent of comprehensive school pupils and special support by 55,500, or 9.7 per cent of comprehensive school pupils. […] Thirty-four per cent of pupils receiving special support in grades 1 to 6 received all education in a special group or class, the corresponding share for grades 7 to 9 was 29 per cent in 2022.“
Statistics Finland online, Veröffentlichung vom 17. August 2023.

„OECD- und EU-weit sinkt die Lesekompetenz 15-/16-jähriger Schüler/innen. Zwischen 2018 und 2022 nimmt der OECD-Schnitt um 10 und der EU-Schnitt um 11 Punkte ab. Lediglich Japan weist mit einem Zugewinn von 12 Punkten im Vergleich zu 2018 eine signifikante Verbesserung auf. […] Den größten Punkterückgang im Vergleich zu 2018 weisen Island (–38 Punkte) und Finnland (–30 Punkte) auf. In Österreich zeigt sich keine signifikante Veränderung der Leseleistung im Vergleich zu 2018 (–4 Punkte).“
IQS (Hrsg.), PISA 2022. Kompetenzen in Mathematik, Lesen und Naturwissenschaft am Ende der Pflichtschulzeit im internationalen Vergleich (2023), S. 42.

„Im Bereich der Lesekompetenz erzielen die Schüler/innen ohne Migrationshintergrund aus 23 der 28 OECD-/EU-Länder signifikant höhere Leistungen als Jugendliche mit Migrationshintergrund. Die größten Leistungsunterschiede finden sich in Finnland (–92), Schweden (–81), Deutschland (–67) und Island (–65).“
IQS (Hrsg.), PISA 2022. Kompetenzen in Mathematik, Lesen und Naturwissenschaft am Ende der Pflichtschulzeit im internationalen Vergleich (2023), S. 85.

„Mit im Durchschnitt mehr als 55 Punkten ist der Vorsprung der Schüler*innen ohne Migrationshintergrund in Mathematik vor Berücksichtigung der anderen Hintergrundfaktoren in sieben europäischen Ländern – Belgien, Deutschland, Finnland, den Niederlanden, Österreich, Schweden und Slowenien – am größten. Dieser beträchtliche Abstand erklärt sich zum Teil aus sozioökonomischen Unterschieden […] Wird diesen Unterschieden Rechnung getragen, verringert sich der Migrationseffekt in Belgien, den Niederlanden, Österreich und Slowenien um mehr als die Hälfte und in Deutschland, Finnland und Schweden um mehr als ein Drittel. […] Der verbleibende Leistungsabstand kann großenteils auf Sprachbarrieren zurückgeführt werden. In diesen sieben Ländern ist bei 60–85 % der Schüler*innen mit Migrationshintergrund die Testsprache nicht mit der Familiensprache identisch. Wird dies zusätzlich zum sozioökonomischen Status berücksichtigt, ist in Deutschland, den Niederlanden, Österreich und Slowenien der Migrationseffekt nicht mehr statistisch signifikant; in Finnland (29 Punkte), Schweden (27 Punkte) und Belgien (17 Punkte) bleibt allerdings eine hohe Punktzahldifferenz bestehen.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 225f.

„Für die europäischen Staaten gibt die EU-Benchmark Lebenslanges Lernen (LLL) Auskunft über die Beteiligung der 25- bis 64-jährigen Wohnbevölkerung an Aus- und Weiterbildung in den letzten vier Wochen vor der Befragung. […] Österreich lag im Jahresdurchschnitt 2021 mit einer Beteiligungsquote von 14,6 % leicht über dem EU22-Durchschnitt von 13,9 %. Einen Spitzenwert von 34,7 % erzielte Schweden, gefolgt von Finnland (30,5 %), den Niederlanden (26,6 %) und Dänemark (22,3 %).
Statistik Austria (Hrsg.), Bildung in Zahlen 2021/22. Schlüsselindikatoren und Analysen (2023), S. 72.

„Adult learning is negligible in Bulgaria (1.4%), Greece (3.5%), and Croatia (4.4%), whereas at the other extreme Sweden (36.2%), Denmark (27.9%), the Netherlands (26.4%), and Finland (25.2%) stand out.“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 65.
In Österreich sind es 15,8 %. (Quelle, ibidem, Figure 36; Stand 2022.)

„Only seven EU Member States (Denmark, Germany, Estonia, Latvia, Slovenia, Finland and Sweden) as well as Norway guarantee a place in ECEC for each child from an early age (6–18 months), often immediately after the end of childcare leave. […] Therefore, when considering the differences in the starting age of the guaranteed place in ECEC, it is important to take into account another important family policy measure, namely the length of childcare leave.“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early childhood education and care (2023), S. 5f.

„In OECD countries, most national students entering tertiary education enrol in a programme at Bachelor’s or equivalent level. At this level, public institutions do not charge tuition fees to national students in Denmark, Estonia (only for programmes taught in Estonian), Finland, Norway, Sweden and Türkiye. In a similar number of countries, tuition fees are low or moderate, with an average cost to students of under USD 3,000. In the rest of the OECD, tuition fees are high or very high, ranging from around USD 4,000 to over USD 8,000 per year. These costs are highest in England (United Kingdom), where they exceed USD 12,000, which is considered even more expensive than in the US.“
Univ.-Prof. Dr. Hatidža Jahić u. a., Alternative financing models and student loans in higher education (2023), S. 8.

„In Finland, for instance, some of the most disadvantaged catchment areas in Helsinki have witnessed the 'flight' or 'avoidance' of native Finnish families.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 108.

„Schools in countries such as Finland are increasingly grouping students by ability and interest in 'special emphasis classes' (e.g., music, foreign languages). Admission criteria used to select students into these 'special emphasis classes' tends to privilege those from the most advantaged backgrounds.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 108.

„In Finland, school meals are an integral part of the national core curriculum. National legislation guarantees students, from pre-primary through upper secondary education, the right to free meals on school days.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 254.

TALIS 2018: „Only 43% of OECD lower secondary teachers felt well or very well prepared to use ICT for teaching when they completed their initial education or training (ranging from less than 25% in Austria and Finland to 60% and more in Hungary, Slovenia, Chile, Türkiye and Mexico).“
OECD (Hrsg.), Shaping Digital Education (2023), S. 159.

„The status of the teaching profession in a country has a profound impact on who aspires to enter the profession. Teaching is a highly selective occupation in Finland, with highly skilled, well-educated teachers spread throughout the country. Few occupations in the country have a higher reputation.“
OECD (Hrsg.), Teaching for the Future - Global Engagement, Sustainability and Digital Skills (2023), S. 17.

„Finland has made teacher education one of the most prestigious academic programmes. There are typically more than 10 applicants for every place in Finnish primary school teacher education each year; those who aren’t selected can still become attorneys or doctors. Applicants are assessed on the basis of their high school record and their score on the matriculation exam or university entrance exam. If they make it beyond the screening of their academic credentials, the selection process becomes even more rigorous. The candidates are observed in teaching-like activity and interviewed. Only those with a clear aptitude for teaching, in addition to strong academic performance, are admitted. A combination of raising the bar for entry and granting teachers greater autonomy and control over their classrooms and working conditions has helped lift the status of the profession.“
OECD (Hrsg.), Teaching for the Future - Global Engagement, Sustainability and Digital Skills (2023), S. 23.

„In Finland the only standardized examination is the secondary matriculation test (Anm.: Reifeprüfung), but principals do not use its outcomes for assessing teachers. On the contrary, teachers are expected to drive their own development, which contributes to the status of teachers as autonomous and reflective professionals.“
UNESCO (Hrsg.), Global report on teachers. Addressing teacher shortages (2023), S. 27.

„In several OECD countries with available data (Denmark, Finland, France, Norway, Sweden and the United States) non-immigrant students achieved higher upper secondary completion rates compared to students with an immigrant background. However, there were differences within immigrant cohorts. First-generation immigrants had generally lower completion rates compared to second-generation immigrants.“
Samo Varsik u. a., Intersectionality in education: Rationale and practices to address the needs of students’ intersecting identities (2023), S. 32f.

„Einige Länder haben die Ausweitung der FBE (Anm.: FBE = Frühkindliche Bildung und Erziehung) für Kinder unter 3 in den letzten Jahren besonders schnell vorangetrieben. So nahmen beispielsweise 2020 in Finnland 37 % der Kinder unter 3 an FBE-Angeboten (ISCED 0) teil im Vergleich zu 28 % im Jahr 2015 und 25 % im Jahr 2005.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 184.

„Hochselektive Zugangssysteme zum Tertiärbereich können dazu beitragen, dass Bildungsteilnehmer ein oder mehrere Jahre Auszeit einlegen. In Finnland beispielsweise kommt es häufig vor, dass Bildungsteilnehmer sich für bestimmte tertiäre Bildungsgänge mehrfach bewerben müssen, bevor sie aufgenommen werden, was erklärt, warum weniger als 30 % der Bildungsteilnehmer direkt aus dem Sekundarbereich II in den Tertiärbereich eintreten.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 232.

„In Finnland und Schweden belaufen sich die Bildungsgebühren für Bildungsteilnehmer in Masterbildungsgängen an öffentlichen Bildungseinrichtungen, die nicht aus der EU/dem EWR kommen, auf rund 13.000 US-Dollar jährlich, während für inländische Bildungsteilnehmer (bzw. EU-/EWR-Bildungsteilnehmer) keine Bildungsgebühren anfallen. In Frankreich fallen 4.800 US-Dollar mehr an und in Lettland (staatlich subventionierte private Bildungseinrichtungen) 2.700 US-Dollar, während dieser Unterschied in Österreich und Ungarn weniger als 1.000 US-Dollar ausmacht.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 377.

„While Sweden added more centralisation measures in the early 2000s to combat the perceived decline of the education system, Finland has avoided this, highlighting teachers’ high social status and autonomy.“
Dr. Jennifer Chung, Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland (2022), S. 3.

„Teaching practice in Finland has strong connections to theory and research; therefore, student teachers must connect their teaching practice with current educational research.“
Dr. Jennifer Chung, Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland (2022), S. 5.

Finnland: „The gap in student performance related to socio-economic and immigration status, which was already among the highest across OECD countries, has widened in recent years.“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 4.

„With growing opportunities for school choice within the public sector, many middle-class Finnish families increasingly avoid schools in neighbourhoods with high shares of students from socio-economically disadvantaged and immigrant backgrounds.“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 47.

„Schools have started offering specialisation in particular subjects in the curriculum or placing an emphasis on a few more general themes (e.g. mathematics, communication, etc). These 'classes with a special emphasis', also known as 'following an extended curriculum', function as separate streams within regular municipal schools. […] In large urban municipalities, 30-40 % of pupils are selected for a class with special emphases. Students apply for and enter classes with a special emphasis through aptitude testing, which can result in ability grouping.“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 47.

Finnland: „The selective character for school classes based on aptitude tests has opened the possibility to families with higher cultural capital to access more privileged tracks and has increased the segmentation within the public comprehensive education system.“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 48.

„Measures of quality and equity in the Finnish education system have been weakening in recent years, with students from low-income families and immigrant backgrounds falling increasingly behind more advantaged peers. Moreover, indicators suggest that school segregation has been growing.“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 48.

„In Finland, the isolation index of immigrant students, which indicates the likelihood of students with an immigrant background to be enrolled in schools that enrol both immigrant and non-immigrant students (with 0 corresponding to no segregation and one to full segregation), is 0.49, against an OECD average of 0.45. This shows that, on average, a student with an immigrant background in Finland is more likely to be segregated from non-immigrant students.“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 48.

„PISA results suggest that there has been a significant increase in the percentage of schools that group students by ability into different classes for some subjects (34 % in PISA 2006; 53 % in PISA 2018).“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 53.

Finnland: „Grouping students based on aptitude has opened the possibility to families with higher cultural capital to access more privileged tracks and has increased the segmentation within the public comprehensive education system.“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 54.

„Several European countries apply lower or no fees for EEA (Anm.: EEA = European Economic Area) students but apply increased fees for those from outside the EEA. In Denmark, Finland and Sweden, higher education is tuition-free for nationals and EEA citizens, but international students from outside EEA countries are charged. While this policy has been in place for over a decade in Denmark (2006/07) and Sweden (2011), it was introduced only in 2017 in Finland. Similarly, France introduced a fee regime at public universities, which, as of 2019, applies different tuition fees to European and non-European students. From the start of the 2019/20 academic year, annual fees for a bachelor’s and master’s degrees increased more than 15-fold to EUR 2 770 for bachelor’s and EUR 3 770 for master’s annually for international students. In international comparison as shown above, they are nevertheless low.“
OECD (Hrsg.), International Migration Outlook 2022 (2022), S. 157.
Anm.: Die EEA besteht aus den 27 EU-Staaten plus Island, Norwegen und Liechtenstein.

„High performing systems with minimal teacher supply issues, including Singapore and Finland, have high entry standards linked to the attractiveness of teaching to high achieving candidates.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 7.

„In Finnland und Schweden gibt es Zulassungsbeschränkungen für viele Bildungsgänge und Fächergruppen, was dazu führt, dass mehr als 60 % der Bewerber abgelehnt werden.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 223.

„In Finnland und Schweden belaufen sich die Bildungsgebühren für Bildungsteilnehmer in Bachelorbildungsgängen, die nicht aus der EU/dem EWR kommen, auf rund 13.000 US-Dollar jährlich, während für inländische Bildungsteilnehmer keine Bildungsgebühren anfallen.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 335.

Finnland: „While increasing segregation on the neighbourhood level feeds into the growing differentiation of student composition between schools the residential mobility behaviour of young family households is increasingly informed by school choice considerations. Neighbourhoods with more popular schools attract more middle-class residents, while some neighbourhoods are rejected partly because of concerns related to schools.“
Univ.-Prof. Dr. Venla Bernelius u. a., ‘Notorious Schools’ in ‘Notorious Places’? Exploring the Connectedness of Urban and Educational Segregation. In: Social Inclusion, 2021, Vol. 9, S. 154f.

„While Alberta (Canada), Chile, Iceland, New Zealand and Sweden employ more than two pedagogical support staff for every ten teachers, there is less than one pedagogical support staff position for every twenty teachers in Austria, Belgium, Colombia and Italy. In a number of school systems, the presence of pedagogical support staff has increased significantly over recent years, notably in the Czech Republic, Denmark, Finland, Sweden, and the Slovak Republic.“
Luka Boeskens, MSC, u. a., Not enough hours in the Day: Policies that shape teachers‘ use of time (2021), S. 71.

PIAAC: „Countries with the highest average scores for literacy include Japan, South Korea, Finland, Netherlands and Austria, whilst those with the lowest scores include Chile, the US, Greece, Israel and Spain.“
Andy Green u. a., The Effects of System Type and System Characteristics on Skills Acquisition in Upper Secondary Education and Training (2021), S. 33.

„Finland has famously bolstered teacher status with high degrees of autonomy and good working conditions. While curricula and exams are set by authorities, the choice of teaching methods and approaches is left to the teacher, allowing educators to adapt pedagogy to learners’ needs and their own preferences and strengths.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 33.

„PISA 2018 […] asked students how many pages was the longest piece of text they had to read for their language test lessons (i.e. the language they took the test in) during the last academic year. […] In Canada, Denmark, Finland, and the United Kingdom more than 70 % of students reported that the longest piece of text they had to read for school was 101 pages or more.“
OECD (Hrsg.), 21st-Century Readers (2021), S. 124.
In Österreich waren es hingegen nur 43 %. (Quelle: ibidem, Fig. 6.5.)

„Denmark, Estonia, Finland, Germany, Latvia, Norway and Slovenia guarantee places in ECCE in their regulatory frameworks for all children after the end of parental leave. […] In Slovenia, preschool is free of charge for all children aged 3 to 6.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 243.

„Iceland, Latvia, New Zealand, Finland and Denmark have the highest quality of childcare. Denmark, Finland and New Zealand combine a low children-to-staff ratio with high qualifications of caregivers to ensure that children get sufficient attention from trained personnel.“
UNICEF (Hrsg.), Where do rich countries stand on childcare? (2021), S. 8.

„Of the ten countries where reading performance declined over time, most witnessed the steepest declines among their weakest students. In particular, mean performance declined, and performance gaps widened, in Australia, Finland, Iceland, Korea, the Netherlands, the Slovak Republic and Sweden.“
OECD (Hrsg.), PISA in Focus 103 (Jänner 2020), S. 2.

„In Australia, Costa Rica, Finland, Iceland, Korea, the Netherlands, the Slovak Republic, Thailand and Sweden, performance remained stable over time among the highest-performing students, but performance declined among the lowest-performing students.“
OECD (Hrsg.), PISA in Focus 103 (Jänner 2020), S. 5.

„The proportion of low achievers in reading literacy is lowest in Ireland, Latvia, Finland and Norway, at around 10 %. Finland is the only education system where the proportion of low achievers is below 10 % in the PIRLS survey.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 35.

„In Estonia, France and Finland, schools are generally allowed to use admissions criteria. For example, in Finland, schools with certain subject specialisations (but still following the same national curriculum) can set admissions criteria to assess students’ disposition or aptitude for certain subjects.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 103.

„In Finnland und Schweden gibt es Zulassungsbeschränkungen für viele Bildungsgänge und Fächergruppen, was dazu führt, dass mehr als 60 % der Bewerber abgelehnt werden.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 248.

„In den 27 OECD-Ländern mit verfügbaren Daten waren 2017 die Ausgaben pro Bildungsteilnehmer in berufsbildenden Bildungsgängen durchschnittlich 1.500 US-Dollar höher als in allgemeinbildenden Bildungsgängen. […] Im Gegensatz dazu kosten die beruflichen Ausbildungsgänge in Finnland und Slowenien, wo mehr als 70 % der Bildungsteilnehmer in diesen Ausbildungsgängen eingeschrieben sind, weniger als die allgemeinbildenden Bildungsgänge.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 337-340.
In Österreich waren die Ausgaben pro Bildungsteilnehmer in berufsbildenden Bildungsgängen um 3.629 US-Dollar höher als in allgemeinbildenden Bildungsgängen. (Quelle: ibidem, Abbildung C1.2.)

„At 5.8 %, Finland currently has only a small proportion of immigrant students in education, like Iceland. Since immigrants from the former Soviet Union tend to be better educated than the average population, Finland has, in recent years, been able to demonstrate how well minority language students are integrated in the education system.“
Univ.-Prof. Dr. Nils Buchholtz u. a., Equity, Equality and Diversity – Putting Educational Justice in the Nordic Model to a Test. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 31.

„According to the TALIS survey, only 18% of teachers think that the teaching profession is valued by society. Therefore, strengthening the teaching profession has been an important priority of governments in recent years. Several countries have been raising teacher salaries (Bulgaria, Czechia, Estonia, Croatia, Hungary, Lithuania and Slovakia) and increased budgets (Finland, Denmark) to address teacher shortages.“
EU-Kommission (Hrsg.), Education and Training Monitor 2020 (2020), S. 13.

„Several PISA cycles have found that girls outperform boys on reading tests and that the gender difference is especially large in Norway and Finland.“
Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Countries—Final Thoughts and Looking Ahead. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 401.

„Admission to postsecondary education is based on upper-secondary school grades and, often, entrance examinations.“
Univ.-Prof. Dr. Juho Härkönen u. a., Educational Transitions and Educational Inequality. In: European Sociological Review, 2020, Vol. 36, No. 5, S. 705.

„We analysed more recent birth cohorts and found that inequality in completed education increased from cohorts born in 1960s to those born in 1985, and more so for women.“
Univ.-Prof. Dr. Juho Härkönen u. a., Educational Transitions and Educational Inequality. In: European Sociological Review, 2020, Vol. 36, No. 5, S. 714.

„Young people in Finland often have longer initial education careers than in other countries. In particular, they start later and take longer to complete higher education. The average age of graduation with a Bachelors’ degree is 28 years, significantly higher than the OECD average of 26 years. Master’s graduates are on average 32 years of age, compared to an OECD average of 30 years.“
OECD (Hrsg.), Continuous Learning in Working Life in Finland, Getting Skills Right (2020), S. 27.

„Finnish adults (25-64) have the highest formal learning participation of any European country and are 2.5 times more likely to take part in formal education than the EU-average (14.2 % vs. 5.8 %). While formal learning participation has decreased in Europe over the past decade, it has significantly increased in Finland.“
OECD (Hrsg.), Continuous Learning in Working Life in Finland, Getting Skills Right (2020), S. 50.

Finnland: „Recent general upper secondary graduates can face waiting times of several years to get access to the highly restricted university places. Taking as an example the cohort of those who graduated with general upper secondary education in 2011, 77 % applied to higher education in the year of graduation, yet only 38 % were able to enter higher education in that year.“
OECD (Hrsg.), Continuous Learning in Working Life in Finland, Getting Skills Right (2020), S. 51.

„Socio-economic background is strongly associated with skill levels in Finland; the strongest association across all Nordic countries. Around 70 % of adults with low basic skills have parents who hold at most lower secondary qualifications, compared to 57 % of adults with low basic skills in other Nordic countries. The impact of parental background on skill levels has increased over time and is more pronounced in younger cohorts.“
OECD (Hrsg.), Continuous Learning in Working Life in Finland, Getting Skills Right (2020), S. 73.

„Teaching is among the most highly selective occupations in Finland, with highly skilled, well-educated teachers spread throughout the country. Few occupations in the country have a higher reputation.“
OECD (Hrsg.), TALIS 2018. Insights and Interpretations (2020), S. 10.

„On average across the OECD countries and economies that participate in TALIS, only 26 % of teachers 'agree' or 'strongly agree' that their profession is valued in society. […] The systems where a majority of teachers (at least 50 %) consider that the teaching profession is valued in society are Viet Nam (92 %), Singapore (72 %), the United Arab Emirates (72 %), Korea (67 %), Kazakhstan (63 %), Alberta (Canada) (63 %), South Africa (61 %), Shanghai (China) (60 %), Finland (58 %) and Saudi Arabia (52 %).“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 77.
In Österreich sind es nur 16 %. (Quelle: OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), Table II.2.1.)

„The teaching profession is highly valued in Finnish society, as teachers are considered to be experts with a special mission in the community. Teachers receive high-quality training and are responsible for constantly maintaining their professional skills. These statements imply trust-based assessment, where quality assurance does not rely on control.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 126.

„Parents’ reading enjoyment contributes significantly to children’s reading achievement as measured in all four PIRLS cycles in all Nordic countries.“
Univ.-Prof. Dr. Hildegunn Støle u. a., The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic Countries. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 377.

„The prevalence of current cannabis use has been quite stable in more than two thirds of the countries from 1995 to 2019. Increasing rates with respect to the 2015 prevalence can be observed in Austria, Croatia, Finland, Latvia, Montenegro and Norway.“
The ESPAD Group (Hrsg.), ESPAD Report 2019 (2020), S. 96.

„Eighty-four per cent of children of parents with high education passed the matriculation examination in the target time and 73 per cent of those having started studies for an initial vocational qualification. […] Of children of parents with no post-comprehensive level qualifications, 63 per cent passed the matriculation examination in the target time and 57 per cent of those having started studies for an initial vocational qualification.“
Statistics Finland online am 14. März 2019

„Eighty-two per cent of new students in upper secondary general schools completed the upper secondary general school syllabus in at most three-and-a-half years and 89 per cent in at most four-and-a-half years.“
Statistics Finland online am 14. März 2019

„Im internationalen Vergleich sind die Bildungsausgaben in den nordischen Ländern Dänemark, Finnland, Norwegen und Schweden mit jeweils mehr als 7 % des BIP deutlich höher als in Österreich.“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 27

„Im Zeitraum von 2000 bis 2014 wurde ihr Anteil von 5,7 % auf 7,2 % erhöht. Damit liegen die staatlichen Bildungsausgaben Finnlands auf einem ähnlichen Niveau wie bei den anderen nordischen Staaten Dänemark (7,6 %), Schweden (7,7 %) und Norwegen (7,7 %).“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 36
Österreichs Bildungswesen musste sich hingegen mit 5,4 % begnügen.

„Im EU-Schnitt fallen 12 % der Schüler/innen in die Spitzengruppe. In Österreich umfasst die Gruppe der lesestarken Kinder 8 % und liegt damit signifikant unter dem EU-Durchschnitt. […] Einigen EU-Ländern gelingt es, den Schüleranteil auf der höchsten Kompetenzstufe auf annähernd 20 % oder mehr zu bringen, nämlich Irland, Finnland, Polen, Nordirland, England und Bulgarien.“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 228

„In der EU zählt Österreich zu den Ländern mit dem höchsten Anteil an MigrantInnen. […] In Luxemburg war 2018 der Anteil der zugewanderten Personen (1. Generation) am höchsten (46,5 %), gefolgt von Zypern (21,0 %), Österreich (19,2 %) und Schweden (18,5 %). Hingegen wiesen die mittel- und osteuropäischen Länder, aber auch Finnland, sehr geringe Anteile an MigrantInnen der 1. Generation auf, wobei für Polen mit einem Anteil von 1,8 % statistisch der geringste Wert festzustellen war.“
Expertenrat für Integration (Hrsg.), Integrationsbericht 2019 (2019), S. 18.

„In Finnland […] kommt es häufig vor, dass Bildungsteilnehmer sich für bestimmte tertiäre Bildungsgänge mehrfach bewerben müssen, bevor sie aufgenommen werden, und die finnische Regierung bemüht sich aktiv, die Anzahl der Jahre zwischen dem Abschluss des Sekundarbereichs II und dem Eintritt in den Tertiärbereich zu reduzieren.“
OECD (Hrsg.), Bildung auf einen Blick 2019 (2019), S. 227.

„Finnland ist […] das Land mit dem niedrigsten Anteil von Bildungsteilnehmern mit Migrationshintergrund unter den Anfängern von Bachelorbildungsgängen: 4 % sind Migranten der ersten Generation und 0,1 % Migranten der zweiten Generation.“
OECD (Hrsg.), Bildung auf einen Blick 2019 (2019), S. 227.

„Der mittlere sozioökonomische berufliche Status (HISEI) liegt in Deutschland mit 51.8 Punkten in der Nähe des OECD-Durchschnitts von 52.4 Punkten. […] Besonders hoch und signifikant über dem OECD-Mittelwert liegt der mittlere sozioökonomische berufliche Status in den skandinavischen Staaten (Norwegen, Island, Dänemark, Schweden und Finnland) sowie in Israel. Der mittlere HISEI Norwegens stellt mit 61.6 Punkten den höchsten der OECD-Staaten dar. Ebenfalls sehr hohe Mittelwerte finden sich im Vereinigten Königreich, in Kanada, Neuseeland und Australien. In 13 OECD-Staaten liegt der mittlere sozioökonomische berufliche Status signifikant unter dem OECD-Durchschnitt, beispielsweise in Tschechien, in der Slowakei, in Chile, Kolumbien und Mexiko.“
Univ.-Prof. Dr. Kristina Reiss u.a., PISA 2018. Grundbildung im internationalen Vergleich (2019), S. 136.
Österreich gehört mit nur 50,8 Punkten zu den 13 OECD-Staaten, die sich signifikant unter dem OECD-Durchschnitt befinden. (Quelle: ibidem, Abbildung 6.1.)

Finnland: „Training to become a teacher is among the most popular choices of Finnish university students. Many students apply for teacher training, and universities are able to select the most qualified among them in each cohort.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 294

Finnland: „An indicator of the popularity of teaching is that a mere 10 to 15 percent of teachers abandon their profession. The intrinsic satisfaction of Finnish teachers is a gift to taxpayers who receive great value for their money. To attract equally qualified and well-educated people in countries where the teaching profession is less popular would force the government to pay high salaries. Finland’s ability to create attractive working conditions that generate high satisfaction among teachers explains a good deal of their success story.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 295

„The schools system of Finland and Sweden are, in reality, more different than a first impression might suggest. One difference is that the teaching profession in Sweden does not appear to have the same high social status as in Finland. Swedish teachers report low levels of job satisfaction. In a survey carried out by the Swedish teaching union, almost nine out of ten primary school teachers reported that their workload is too high and administrative tasks eat up too much valuable teaching time. One in three teachers in Sweden report that they 'probably' or 'definitely' will not continue working in schools until they retire. The low status and low satisfaction of teachers also translates into difficulties in recruiting them.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 297

„In Finland, ensuring that individuals gain a secondary qualification beyond compulsory general education (up to age 16) is a specific policy challenge, as 16 % of 25 year-olds only achieve compulsory education level.“
EU-Kommission (Hrsg.), Assessment of the Implementation of the 2011 Council Recommendation on Policies to Reduce Early School Leaving (2019), S. 37.

„In Finland, the 'Matriculation examination', the national test carried out at the end of upper secondary education, has been gradually digitalised since autumn 2016, and as of spring 2019 the test is fully digital nationwide and for all subjects.“
EU-Kommission (Hrsg.), „Digital Education at School in Europe“ (2019), S. 15

„The share of private funds for tertiary education in Austria, Finland, Iceland, Luxembourg and Norway accounted for 8 % or less in 2016, while it was 64 % and over of the total expenditures in Chile, Japan, United Kingdom and United States.“
OECD (Hrsg.), Government at a Glance 2019 (2019), S. 180.
In Österreich betrug der private Anteil an den Kosten für das tertiäre Bildungswesen 6,4 %, im OECD-Mittel 31,2 %. (Quelle: ibidem, S. 181)

„Public expenditures on tertiary education are above 1.8 % of GDP in Austria, Finland, Norway and Sweden (in comparison to the OECD average of 1.2 %), which allows universities in these countries to charge low or no tuition fees.“
OECD (Hrsg.), Government at a Glance 2019 (2019), S. 180.

„For international university students, the top five countries are Switzerland, Norway, Germany, Finland and the United States.“
OECD (Hrsg.), „How do OECD countries compare in their attractiveness for talented migrants?“ (2019), S. 1

„Those who failed to complete upper secondary education account for nearly half of all youth who are not in employment, education or training (the so-called NEETs).“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 9

Finnland: „Youth unemployment rates for the age group 15 to 29 reached 14.7% in 2017, placing Finland seventh highest in the OECD ranking, just behind France and Portugal.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 11

„Finland’s success in compulsory schooling is partly because teachers are valued by society and enjoy good working conditions, relatively high salaries, smaller classes and fewer teaching hours than the OECD average. Another feature of Finnish schools is the well-developed system to detect pupils with special needs early and provide timely interventions.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 12

„Finland has one of the most selective higher education system (sic!) in the OECD, with 67% of applicants rejected each year, compared with an OECD average of 30%. This high selectivity delays the start of studies, forcing applicants to take unwanted gap years and repeat the tests. Only 25% of upper secondary graduates manage to continue their tertiary studies immediately after graduation and the average age at which Finnish students enter tertiary education for the first time is amongst the highest in the OECD.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 14

„The generous parental leave policy in Finland apparently encourages many young mothers stay (sic!) at home during the first years of their child’s life.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 27

Finnland: „71% of students graduate within the regular programme duration and an additional 11% within the next two years.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 42

„Among OECD countries that were imposing specific entry criteria in 2016, Finland was the most selective with 67% of applicants rejected, compared with an OECD average of 30%. […] Only 25% of upper secondary graduates manage to continue their tertiary studies immediately after graduation, and the average age at which Finnish students enter tertiary education for the first time is amongst the highest in the OECD.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 55

PISA 2018: „Chronic truancy and, to a lesser extent, lateness have such adverse effects on learning that school systems around the globe are constantly devising strategies to tackle them. […] The countries and economies where fewer students had skipped a whole day of school were also the countries/economies with higher average reading performance, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Estonia, Finland, Hong Kong (China), Japan, Korea, Macao (China), Singapore, Sweden and Chinese Taipei.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 76

„Across all countries with a relatively large proportion of immigrant students, segregation of immigrant students across schools is the most prevalent in Brunei Darussalam, Denmark, Estonia, Finland, Kazakhstan, Lebanon, Malta, Panama, Portugal, Saudi Arabia and the United Kingdom.“
OECD (Hrsg.), „PISA 2018 Results. Where All Students Can Succeed“ (2019), S. 178

PISA 2018: „Immigrant students in Denmark, Estonia, Finland, Iceland, Lebanon and Sweden were more than twice as likely as their non-immigrant peers to score below proficiency Level 2 in reading, even after accounting for students’ and schools’ socio-economic profile.“
OECD (Hrsg.), „PISA 2018 Results. Where All Students Can Succeed“ (2019), S. 186

„Studies in Finland show the influence of the distinctive school choices made by the upper social class. Since 1998, school choice has increased in popularity, as have schools with a special subject emphasis (e.g., science, arts, or sports) and selective admission by aptitude tests.“
Univ.-Prof. Dr. Katariina Salmela-Aro u.a., Socioeconomic Inequality and Student Outcomes in Finnish Schools (2019), S. 13.

„The average library size in Norway was 212 and in Sweden it was 210, in contrast to 192 in Denmark and 162 in Finland. Estonians grew up with 218 books on average and the Czechs with 204.“
Dr. Joanna Sikora u. a., „Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies“. In: „Social Science Research“ 77 (2019), S. 6
In Österreichs Haushalten gab es im Mittel nur 131 Bücher.

„Becoming a primary school teacher is highly competitive in Finland. Selection for primary school teacher education happens in two steps: first, candidates are selected based on scores in matriculation exam and out-of-school accomplishment records. Next, candidates take a written exam in pedagogy, their social and communication skills are observed in clinical settings similar to school situations, and top candidates are interviewed and asked to explain their motivation to become teachers. About 1 in every 12 applicants is accepted in teacher education programs to become a primary school teacher.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 21.

„Countries with excellent education systems tend to have highly selective professions: a small fraction of those who desire to become teachers have the capacity to do so. At the University of Helsinki in Finland, only one out of every twelve students who applies to enter the teacher program is granted entrance (about 8 percent). In Singapore, only one of eight applicants to teacher education programs is admitted.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 26.

„According to Statistics Finland's education statistics, 72 per cent of new passers of the matriculation examination in 2017 did not continue studies leading to a qualification or degree in the year of the matriculation examination. […] Many new passers of the matriculation examination have to have a gap year or years before finding a place for further studies, even though most apply to further studies right after passing the matriculation examination. […] After two gap years most had started further studies. Of the 2014 passers of the matriculation examination, over 71 per cent were studying, 62 per cent in tertiary education and 10 per cent in upper secondary vocational education in 2016.“
Statistics Finland online am 13. Dezember 2018

„Die finnischen Befragten berichteten im EU-Vergleich von den meisten rassistischen Angriffen. 14 Prozent der finnischen Befragten gaben an, in den vergangenen fünf Jahren mindestens einmal aus rassistischen Gründen körperlich angegriffen worden zu sein. Von den finnischen Befragten mit Kindern im Schulalter gaben 45 Prozent an, ihre Kinder seien innerhalb des vergangenen Jahres in der Schule mindestens einmal rassistisch beleidigt oder körperlich angegriffen worden.“
Focus online am 12. Dezember 2018.

„In Österreich, der Schweiz und Deutschland ist die Chancenungerechtigkeit nicht größer als in England, den USA und Finnland – alles Länder mit einer gemeinsamen Sekundarstufe für alle Schüler.“
Univ.-Prof. Dr. Helmut Fend, „Profil“ (Zeitung des dphv) vom November 2018, S. 25

„Across the OECD, knowledge of the host-country language is a key factor in determining the speed and success of integration. The Finnish language, in particular, is both highly complex and rarely spoken outside Finland. In this context, Finland has placed much emphasis on language training and taken the unusual step of publicly financing language courses for all new migrants who are outside employment.“
OECD (Hrsg.), Finland must focus on integrating migrant women and their children to boost their contribution to the economy and society, OECD online am 5. September 2018.

„As in many OECD countries, the children of immigrants do worse in school in Finland than children with native-born parents. In Finland, however, these differences are particularly striking. According to the OECD Programme for International Student Assessment, mathematics performance among native-born children with foreign-born parents lags that among those with native-born parents by equivalent to close to two years of schooling. Alongside Mexico, this is the largest gap of all surveyed countries.“
OECD (Hrsg.), Finland must focus on integrating migrant women and their children to boost their contribution to the economy and society, OECD online am 5. September 2018.

„In Deutschland, Österreich, Schweiz, Belgien, Dänemark, Finnland, Luxemburg, Slowenien und Schweden ist unter Migranten und deren Nachkommen der Anteil leistungsschwacher Schüler besonders hoch. In diesen Ländern erreichen Schülerinnen und Schüler mit Migrationshintergrund mehr als doppelt so häufig wie Schüler ohne Migrationshintergrund nicht die schulischen Grundkenntnisse.“

OECD, Presseaussendung vom 19. März 2018

Finnland: „Eighty-one per cent of students of Finnish background completed upper secondary general education in 3.5 years, while the pass rate for students of foreign background was 66 per cent.“

http://www.stat.fi am 14. März 2018

„Academic underperformance among immigrant students is particularly critical in Austria, Belgium, Denmark, Finland, Germany, Iceland, Luxembourg, Slovenia, Sweden and Switzerland.“

OECD (Hrsg.), „PISA in Focus 82“ (März 2018), S. 5

„The latest findings around school segregation indicate that, in addition to the school choices for selective classes, the choices for exceptional languages come primarily from more affluent urban blocks. This is now happening in Iceland as well.“
Univ.-Prof. Dr. Marianne Dovemark u. a., „Deregulation, privatisation and marketisation of Nordic comprehensive education“. In: „Education Inquiry“ 2018, Vol. 9, No. 1, S. 134

„Finland spends a higher share on secondary level, 2.6 % compared to the 1.9 % EU average, more than other comparable countries except Denmark.“
EU-Kommission, Education and Training Monitor 2018 (2018), S. 93.

„While equity is a key principle of Finnish education performance, gaps between different groups have increased and young people with an immigrant background, although still a relatively small group, perform significantly worse than native-born people.“
EU-Kommission, Education and Training Monitor 2018 (2018), S. 93.

„The IEA’s survey in 2016 (PIRLS) showed that the reading skills of 10 year-olds remain strong and unchanged compared to 2011. The main factors influencing reading skills are: (1) reading knowledge before entering school, (2) reading as a leisure activity, and (3) the family background (Kaisa Leino et al, 2017).”
EU-Kommission (Hrsg.), Education and Training Monitor 2018 (2018), S. 94.

„The salary of Finnish teachers compared to other tertiary-educated workers is higher at all education levels except in pre-primary level than in other Nordic countries or the EU/OECD average. However, comparing Finnish teachers’ salaries after 15 years of experience using purchasing power parity shows them to be clearly lower than those in other Nordic countries and only around the EU/OECD average.“
EU-Kommission, Education and Training Monitor 2018 (2018), S. 95f.

„Malta (89 %), Portugal (64 %), Italy (54 %) and Austria (50 %) have high proportions of men of African descent with low educational levels. By contrast, in Ireland, the share of men of African descent with low educational levels is considerably lower than that of men in the general population. Similarly, in Finland, France and Ireland, more men of African descent have high levels of education than men in the general population.“
European Union Agency for Fundamental Rights (Hrsg.), Second European Union Minorities and Discrimination Survey (2018), S. 46.

„There are no national central achievement tests for students in Finland, covering the entire age group, and there is no national control of text books or other learning materials. […] Rather than measuring the outcomes, the Finnish government invests more in the input, by paying more attention to the content of educational programmes.“
Dr. Andrea Frankowski u. a., „Dilemmas of central governance and distributed autonomy in education” (2018), S. 34

„The Finnish education system is unusual […] because there are no national testing programmes, and information on school quality measures is not publicly disclosed.“
Dr. Oskari Harjunen u. a., Best Education Money Can Buy? Capitalization of School Quality in Finland. In: CESifo Economic Studies (2018), S. 150.

„Teaching is a highly appreciated profession, and education programmes are among the most difficult programmes to access in Finnish universities.“
Dr. Oskari Harjunen u. a., „Best Education Money Can Buy? Capitalization of School Quality in Finland“. In: „CESifo Economic Studies“ (2018), S. 151

„Ein flächendeckendes Beratungsangebot für alle werdenden Eltern und Familien mit Babys und Kleinkindern. Finnland unterstützt Eltern und ihren Nachwuchs damit früher als andere Länder. Ein Netz aus Ärzten, Hebammen, Logopäden, Psychotherapeuten und Sozialarbeitern berät sie hier bis zum Schuleintritt der Kinder. […] Nahezu 100 Prozent der Eltern nehmen die Beratung in Anspruch und verbessern damit auch langfristig die Lernvoraussetzungen ihrer Kinder.“

Adrián Carrasco Heiermann, M.Sc., u. a., „Mehr Humankapital wagen!“ (2018), S. 9

„Teachers in Finland and Japan perform best in both numeracy and literacy, while teachers in Chile and Turkey perform worst in both domains.“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 9

„Teachers come from the upper part of the college skill distribution in some countries (e.g., Finland, Singapore, Ireland, and Chile) and from the lower part in others (e.g., Austria, Denmark, the Slovak Republic, and Poland).“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 11

„1 standard deviation increase in average test scores increases prices on average by 3%, which is comparable to findings from the UK and the USA.“
Dr. Oskari Harjunen u. a., „Best Education Money Can Buy? Capitalization of School Quality in Finland“. In: „CESifo Economic Studies“ (2018), S. 150

Finnland: „There is no central or nationwide testing programme in comprehensive schools, and standardized tests are not used in evaluating school accountability. Moreover, whenever pupils or schools are tested using standardized tests, the results are not publicly released but are only used internally by the schools or by researchers for research purposes.“
Dr. Oskari Harjunen u. a., „Best Education Money Can Buy? Capitalization of School Quality in Finland“. In: „CESifo Economic Studies“ (2018), S. 151

Finnland: „The risk for youths with immigrant origins to be positioned outside the education and workforce is four to five times higher in comparison with Finnish-origin youths. They end up becoming early leavers from education and training more often than Finnish-origin youths do.“
Dr. Liila Holmberg u. a., Educational trajectories of immigrant-origin youths in Finland (2018), S. 4.

„The selection of the new students is mostly based on matriculation examination, entrance examination or, very often, a combination of these two. The decisions about the selection procedures are under the control of the HE (Anm.: higher education) institutions and are therefore institution and discipline centred. The competition is harsh, as the number of applicants is still multiple in relation to the available study positions.“
Univ.-Prof. Dr. Sonja Kosunen u. a., Preparatory course market and access to higher education in Finland (2018), S. 4.

„The transparency of the Finnish orthography with its small set of grapheme-phoneme correspondences seems to enhance children’s reading acquisition, as previous studies have consistently found that basic word decoding skills are easily acquired by L1 Finnish children.“
Eva Malessa, „Learning to read for the first time as adult immigrants in Finland“. In: „Apples Journal of Applied Language Studies“ (2018), 12 (1), S. 30

„In Finland, Korea and Singapore, more than 50 % of lower secondary teachers agreed, or strongly agreed, with the statement 'I think that the teaching profession is valued in society'.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 44

„In some high-performing countries and economies, such as Finland, Hong Kong (China), Korea, Macao (China) and Chinese Taipei [Anm.: „Chinese Taipei“ = Taiwan], candidates must pass a competitive examination to be admitted into pre-service teacher education.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 46

„Several top-performing countries, such as Finland, Korea and Singapore, build high-quality education workforces by recruiting the best high school graduates into teacher-education institutions and then channelling them into the teaching profession.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 136

„In Helsinki, parents’ perceptions of school quality can be reflected in housing prices and reinforce residential segregation, especially in high density areas with an inelastic supply of land. Since measures of school quality are not publicly available in Finland, this effect appears to be primarily driven by parents’ perceptions of a school’s socio-demographic student composition.“
OECD (Hrsg.), „Responsive School Systems“ (2018), S. 179

„Across the EU, 77 % of all children in immigrant households attend some type of preschool education and care against 81 % among children in native households. […] Finland stands out as the only country where they are in fact more likely – by a full 10 percentage points – to go to preschool than the children of the native-born.“
OECD (Hrsg.), „Settling In 2018“ (2018), S. 186
Anm.: In Österreich sind es in den „immigrant households“ 79,4 % und in den „native households“ 83,6 %. (Quelle: OECD (Hrsg.), „Settling In 2018“ (2018), Figure 7.5.)

„Given the need for language learning and adaptation to a new education system, and the potential delays this can cause for the learning of content, the Ministry of Education and Culture has allocated additional funding to incentivise municipalities to offer preparatory education courses.“

OECD (Hrsg.), „Working Together: Skills and Labour Market Integration of Immigrants and their Children in Finland“ (2018), S. 26

Finnland: „While study plans are individualised to account for the educational background of each child, in practice, heterogeneous teaching groups that incorporate children of differing ages, backgrounds and skills often compromise the efficiency of learning.“

OECD (Hrsg.), „Working Together: Skills and Labour Market Integration of Immigrants and their Children in Finland“ (2018), S. 178

„In nearly all countries the public systematically underestimated the hours that teachers work, except for Italy, Indonesia, China and Finland where they have fairly accurate perceptions.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 13

„Some of the best performing education systems clearly recruit their teachers from the top third of each graduate cohort. According to McKinsey in South Korea and Finland, which perform at the very top of the international assessment programs on pupil achievement, teachers are recruited from the top 5% and top 10% of graduates, respectively.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 63

„Support for PRP (Anm.: PRP = Performance-Related Pay) has fallen in all countries from 2013 to 2018. It has waned most markedly in the countries which most strongly supported it in 2013, namely Finland, the Czech Republic, Japan, the UK and New Zealand.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 79

Finnland: „A relatively high proportion of pupils receive special needs education in their early years, with the proportion decreasing as their needs are addressed and they progress through primary and secondary education.“

OECD (Hrsg.), „Working Together: Skills and Labour Market Integration of Immigrants and their Children in Finland“ (2018), S. 179

„Unemployment rates of first-generation immigrants exceed unemployment rates of natives by 50 to 100 percent in Croatia, France, Finland and Germany. The relative gap between people with and without immigrant background is especially high in Luxemburg (127 %), Sweden (188 %), Austria (203 %) and Belgium (221 %).“

Prof. Dr. Holger Bonin, „The Potential Economic Benefits of Education of Migrants in the EU“ (2017), S. 27

„Der Unterschied bei den Erfolgsquoten zwischen Schülern ohne Migrationshintergrund und Schülern mit Migrationshintergrund der ersten Generation beträgt in Finnland, den Niederlanden, Norwegen und Schweden mehr als 10 Prozentpunkte – obwohl weniger als 5 Prozent der Anfängerkohorte in Finnland einen Migrationshintergrund der ersten Generation aufweisen.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 192

„In Dänemark, Finnland, Island und Schweden gibt die jüngere Altersgruppe tendenziell häufiger an, unter Depressionen zu leiden, als die ältere, und zwar unabhängig vom Bildungsstand. […] Laut dem OECD-Bericht ‚Fit Mind, Fit Job‘ setzen die meisten psychischen Erkrankungen früh ein, oft vor Erreichen des 14. Lebensjahrs.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 169

„A Finnish study showed that children from families with more highly educated parents have higher chances of becoming more qualified and obtaining better paid jobs, with the father’s educational status prevailing as the explanatory factor. While in infancy, the mother’s education better accounts for their children’s outcomes, the educational background of fathers accounted more for the outcomes of children in their early adulthood.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2017“ (2017), S. 28

„High NEET rates close or above 20 % are still recorded in a number of countries (Croatia, Bulgaria, Italy and Romania, the latter even showing a substantial increase in 2015). There are also indications that the NEET rate is going in the wrong direction in Denmark, Finland, France and Slovakia.“

EU-Kommission (Hrsg.), „Joint Employment Report 2017“ (2017), S. 38

„Finland has placed particular emphasis on effective recruitment strategies and strong teacher preparation.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 5

Finnland: „Teachers are treated as pedagogical experts who have extensive decision-making authority in the areas of curriculum and assessment in addition to other areas of school policy and management.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 117

„A salient feature of educational practice in Finland is that there is no universal standardized testing used to evaluate students or school.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 34

„Teaching is a highly regarded profession in Finland and one of the top occupational choices of young people. Entering salaries are comparable to those of other professions. However, the greater draw appears to be the high esteem with which the profession is held, the desirable working conditions, and the trust that allows teachers to be creative and innovative in their work.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 35

„In Finland, teaching is the top-choice profession for college students. Teaching is highly ranked in Singapore as well, and there is a very low attrition rate, less than 3 % annually.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 53

„Among young Finns, surveys of high school graduates show that teaching is consistently the most admired profession. […] Annually about 20,000 students apply for about 4,000 slots in teacher education institutions.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 55

„Finland is well-known in the education world for the primacy of classroom-based assessment, using no external standardized student testing until the open-ended matriculation exam that is voluntary for students in 12th grade.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 117

„Finland has no high-stakes testing at all other than matriculation exams at the end of high school. Evaluation of education is largely left to the professional judgement of local educators.“

Univ.-Prof. Dr. Daniel Koretz, „The Testing Charade. Pretending to Make Schools Better” (2017), S. 212

„In a number of countries, equity outcomes have deteriorated in the last nine years. In Finland and Korea, for example, the gap in science performance between students from different socio-economic backgrounds has widened.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 20

„Finland, one of the top five performers in science in 2015, saw a 10 score-point increase in the average impact of socio-economic status on science performance and a 1.8 percentage point increase in performance variation explained by students’ socio-economic status.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 38

„At the Tikkakoski School in Finland, teachers track students depending on their progress and provide extra help for students who are falling behind. Students who are struggling get additional help in separate classes on specific subjects.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 84

„In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training programmes must pass a competitive entry examination.“

OECD (Hrsg.), „What do we know about teachers’ selection and professional development in high-performing countries?“ (2017), S. 2

„The proportion of 15-34 year olds with a migration background who are neither in employment nor in education and training (NEET) is among the highest in the OECD.“

OECD (Hrsg.), „Finding the way: A discussion of the Finnish migrant integration system“ (2017), S. 7

„In Finland […] even those migrants who arrive before the age of 15, struggle to integrate, and survey data suggests that 35 % of this group leave school early – the highest in the OECD.“

OECD (Hrsg.), „Finding the way: A discussion of the Finnish migrant integration system“ (2017), S. 18

„The literacy disparity between the native-born children of the foreign-born and those with native-born parents is the largest among surveyed countries.“

OECD (Hrsg.), „Finding the way: A discussion of the Finnish migrant integration system“ (2017), S. 18

„Finland stands out among OECD countries in the lack of high-stakes tests, and indeed the first national assessment is the matriculation examination at the end of general upper-secondary education.“

OECD (Hrsg.), „Finding the way: A discussion of the Finnish migrant integration system“ (2017), S. 18

„Schweden ist nicht nur immer mehr im Niveau gesunken, die Migrantenkinder in Schweden zeigen für 2012 wie die in Finnland niedrigere Leistungen und eine größere Leistungsdifferenz zu den Einheimischen als in Deutschland.“

Univ.-Prof. Dr. Hartmut Esser, Frankfurter Allgemeine Zeitung online am 24. Oktober 2016

„Kanada sucht sich seine Migranten gezielt nach Qualifikation und Sprachkenntnissen aus. Kaum jemand hat je zur Kenntnis genommen, dass Finnland in den Leistungen zu den Ländern gehört, die den größten Abstand zwischen Einheimischen und den Migrantenkindern überhaupt aufweisen.“

Univ.-Prof. Dr. Hartmut Esser, Frankfurter Allgemeine Zeitung online am 24. Oktober 2016

„Schweden ist nicht nur immer mehr im Niveau gesunken, die Migrantenkinder in Schweden zeigen für 2012 wie die in Finnland niedrigere Leistungen und eine größere Leistungsdifferenz zu den Einheimischen als in Deutschland.“

Univ.-Prof. Dr. Hartmut Esser, Frankfurter Allgemeine Zeitung online am 24. Oktober 2016

„Der große Unterschied zwischen Finnland und anderen Ländern ist gerade, dass hier Lehrer, Schulen und Kommunen weitgehend selbst entscheiden, was gelehrt wird und wie.“

Univ.-Prof. Dr. Pasi Sahlberg, finland.fi am 17. Juli 2016

Finnland: „Die Lehrerausbildung ist sehr beliebt, und es ist schwer, die Leistungsvoraussetzungen dafür zu erfüllen. So schafften 2014 nur rund 9 % der Kandidaten die Immatrikulationsprüfung an der Helsinkier Universität für die Ausbildung zum Klassenlehrer.“

Univ.-Prof. Dr. Pasi Sahlberg, finland.fi am 17. Juli 2016

„In Finnland werden insgesamt 1,1 Prozent aller Schüler in klassischen Sonderschulen unterrichtet, darüber hinaus 2,7 Prozent in getrennten Spezialklassen in allgemeinen Schulen.“ (S. 18)

Univ.-Prof. Dr. Bernd Ahrbeck, „Inklusion“ (2016), S. 18

„Generell weisen die skandinavischen Länder im Allgemeinen auffallend hohe Quoten speziellen Förderbedarfs auf. In Finnland liegt er nach neuesten Angaben bei 8,3 % aller Schüler; zusätzlich erhalten 23 % der Kinder mit weniger gravierenden Lernproblemen eine zeitweilige spezielle Unterstützung – mit entsprechenden Folgen für die Personalausstattung.“

Univ.-Prof. Dr. Bernd Ahrbeck, „Inklusion“ (2016), S. 20

„Finnland hat seit 1998 einen kontinuierlichen Ausbau spezieller pädagogischer Settings vorgenommen, in zeitweiser oder vollständiger Trennung von anderen Schülern.“

Univ.-Prof. Dr. Bernd Ahrbeck, „Inklusion“ (2016), S. 124

„In Finnland gibt es kein vergleichbares System der beruflichen Bildung wie in Deutschland. Die extrem hohe Studienanfängerquote ist auch Ausdruck eines Defizits, es gibt keine nicht-akademische Berufsausbildung.“

Univ.-Prof. Dr. Julian Nida-Rümelin, in Hanns Seidel Stifung (Hrsg.), „Akademikerschwemme versus Fachkräftemangel“ (2016), S. 81

„In den skandinavischen Staaten Finnland, Schweden oder Norwegen sowie der Schweiz oder Kanada liegt der sozioökonomische Status signifikant über dem OECD-Mittelwert.“

Univ.-Prof. Dr. Kristina Reiss u. a., „PISA 2015. Eine Studie zwischen Kontinuität und Innovation“ (2016), S. 291f

„Auffallend hohe Quoten von Schulleitungen, die das Lernen und Schulklima an ihrer Schule durch Absentismus gefährdet sehen, finden sich in Finnland (44 Prozent), Österreich (49 Prozent), Slowenien (53 Prozent) und Kanada (56 Prozent).“

Univ.-Prof. Dr. Kristina Reiss u. a., „PISA 2015. Eine Studie zwischen Kontinuität und Innovation“ (2016), S. 210

„Kritisiert wird […], dass die Integration v. a. geistig beeinträchtigter Kinder in die Gemeinschaftsschule eine interne Segregation der Schülerschaft nach sich zieht. Beispielsweise hat sich in Finnland die Zahl der Schüler/innen, die dauerhaft sonderpädagogische Förderung in einer von der Hauptgruppe zeitweise oder dauerhaft separierten Lerngruppe erhalten, vergrößert.“

BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2015, Band 2“ (2016), S. 41

„Not only did the score point average drop by an equivalent of half a school year (25 points) from the 2003 results quoted above, but the bottom 10 % of Finnish schools fell markedly further than most schools. […] The effect of socio-economic background on individual outcomes was also shown to have grown significantly, as the effect of one unit increase in the SES background grew from 28 points to 33 points.“
Univ.-Prof. Dr. Venla Bernelius u. a., „Choice and segregation in the ‘most egalitarian’ schools: Cumulative decline in urban schools and neighbourhoods of Helsinki, Finland“. In: „Urban Studies“, 2016, Vol. 53(15), S. 3157

Finnland: „In 2014 general government expenditure on education as a proportion of GDP (6.4 %) was among the highest in the EU, and was also above the EU average as a proportion of total general government expenditure (11 %).“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 90

„Teacher education in Finland remains very competitive and is one of the most attractive educational programmes at tertiary level. For example, at the University of Helsinki only 7 % of applicants were accepted onto the primary school teacher programme in 2016.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 93

Finnland: „PISA 2012 showed a skills gap of about two years for first-generation immigrants, depending on the subject. This is one of the largest performance gaps between native-born and firstgeneration migrants of participating EU countries.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 91

„The City of Helsinki has established preparatory classes with a specific curriculum for immigrants and refugees. They provide instruction in the Finnish/Swedish language and all other core school subjects for one year. Those under 10 receive 900 hours of instruction and those over 10 receive 1 000 hours of instruction.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 92

Finnland: „Participation in early childhood education and care in Finland has traditionally been lower than in other EU countries.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 90

„In Canada, Chile, Denmark and Hong Kong (China), 15-year-olds spend five hours per week in language-of-instruction classes, while students in Austria, Finland and Russia spend less than 2 hours and 30 minutes per week in these classes.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 43

„In Finland, school principals exercised greater autonomy over selecting and firing teachers in 2015 than in 2009, but had less responsibility for the curriculum and for assessment and disciplinary policies.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 113

„In Finland, for example, a special teacher who is specifically trained to work with struggling students is assigned to each school and works closely with teachers to identify students who need extra help. Multi-professional care groups, consisting of the school principal, special education teacher, the school nurse, the school psychologist, a social worker, teachers and parents, meet periodically to discuss individual students’ learning progress.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 143

Finnland: „Students classified as having more intensive learning difficulties, including severely delayed development, severe handicaps, autism, dysphasia, and visual or hearing impairment (1.2 percent of the school population in 2010) were educated in a special education school.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 64

Finnland: „Each school has a group of staff that meets twice a month to assess the success of individual classrooms and potential concerns within classrooms. This group, comprising the principal, the school nurse, the special education teacher, the school psychologist, a social worker, and the classroom teachers, determines whether problems exist, as well as how to rectify them.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 64

Finnland: „Entry to the five-year teacher education programme is highly competitive, and education is rigorous, researchbased and combined with supervised teaching for at least one year in schools associated with the university.“

OECD (Hrsg.), „OECD Economic Surveys – Finland“ (2016), S. 84

„In Japan and Finland, for example, the average teacher has better numeracy skills than the average college graduate while in the Czech Republic, Denmark, Estonia, the Slovak Republic and Sweden, the reverse is true.“

OECD (Hrsg.), „Teaching Excellence through Professional Learning and Policy Reform“ (2016), S. 12

Finnland: „Only 5 % of the population is foreign-born and gross inflows are 0.3 % a year, of which half is work immigration, almost exclusively from other EU countries.“

OECD (Hrsg.), „OECD Economic Surveys – Finland“ (2016), S. 94

Finnland: „Non-EU work immigrants can only immigrate if their job offer is in an occupation where there is a lack of local supply, by improving systems for recognition of foreign qualifications and by bridging courses, and streamlining systems to integrate workers’ families.“

OECD (Hrsg.), „OECD Economic Surveys – Finland“ (2016), S. 38

„Labour force participation among Finnish mothers with children below three years of age is the lowest in the Nordics, some 20 percentage points below that of Sweden and Denmark despite the legal entitlement to public day-care at rates capped below 10 % of

average monthly wages.“

OECD (Hrsg.), „OECD Economic Surveys – Finland“ (2016), S. 90

„In 2010, 23.3 percent of comprehensive school students in Finland received extra instruction from a school-based Special Needs Education Teacher in the subjects in which the student needed help. Of this group, 12 percent received aid for a speech disorder, 40.5 percent received help in reading or writing, 23.7 percent for learning difficulties in mathematics, 9 percent for learning difficulties in foreign languages, 5.5 percent for adjustment difficulties or emotional disorders, and 8.9 percent for other learning difficulties.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 64

Finnland: „Forty to 45 % of students receive extra help during compulsory school, which reduces the stigma that may be attached to receiving such assistance.“

OECD (Hrsg.), „OECD Economic Surveys – Finland“ (2016), S. 84

Finnland: „Enrolment in early childhood education and care for five year-olds in Finland is the lowest in the OECD, at 68 %.“OECD (Hrsg.), „OECD Economic Surveys – Finland“ (2016), S. 86

Im OECD-Mittel sind es 94 %, in Österreich 96 %.

„The Netherlands is in the 7th position among OECD countries behind Switzerland, the United Kingdom, the United States, Luxembourg, Ireland and Canada in terms of attracting talent. Likewise, the country appears to be in a good position to retain talent. It ranks 6th among OECD countries, behind Switzerland, the United States, Norway, Finland and the United Kingdom.“

OECD (Hrsg.), „Recruiting Immigrant Workers – The Netherlands 2016“ (2016), S. 196

„The Nordic countries Finland, Iceland, Norway and Sweden are traditionally among the countries with the lowest rates of current alcohol use. […] Among the countries with the highest rates are Austria, Bulgaria, Croatia, Denmark, Hungary, Liechtenstein and Monaco.“

The ESPAD Group (Hrsg.), „ESPAD Report 2015“ (2016), S. 85

„Suicide rates among under 30s are highest in Finland, Japan, Korea and New Zealand, with 15 or more suicides per 100 000 youth.“

OECD (Hrsg.), „Society at a Glance 2016” (2016), S. 118

„Several top-performing countries, such as Finland and Korea, build high-quality teaching forces by recruiting the best high school graduates into education institutions.“

OECD (Hrsg.), „PISA in Focus“ Nr. 58, Dezember 2015, S. 2

„In Finnland werden Lernschwächen viel früher diagnostiziert und auch behandelt. Dazu gibt es Unterstützungspersonal wie Logopäden, Sozialarbeiter oder Psychologen.“

Univ.-Prof. DDr. Christiane Spiel, Kurier online am 9. Juli 2015

„Es gibt verschiedene Formen von ‚Gesamtschulen‘ und nicht alle diese Systeme führen zu hohen Leistungen und hoher sozialer Gerechtigkeit, Finnland ist eher eine Ausnahme als die Regel; neben der Zusammenfassung aller SchülerInnen in einer Schule.“

Dr. Lorenz Lassnigg, „Politics – Policy – Practice. Eckpunkte einer sinnvollen Weiterentwicklung des Schulwesens“ (2015), S. 115 

„In Belgien, Spanien und Finnland zählte […] mehr als ein Drittel der im Inland Geborenen mit zwei im Ausland geborenen Elternteilen zur Gruppe der NEET.“

OECD (Hrsg.), „Integration von Zuwanderern: Indikatoren 2015“ (2015), S. 260

Finnland: „In 2014, there were 115,816 persons aged 20 to 29 with only basic level of education, which is 17.0 per cent of the age group.“

Statistics Finland online am 5. November 2015

In Österreich haben hingegen nur 10,4 % der 20- bis 29-Jährigen die Schule ohne Abschluss einer Sekundarstufe II verlassen.

„The Finnish media regularly report results of opinion polls that document favorite professions among general upper secondary school graduates. Teaching is consistently rated as one of the most admired professions, ahead of medical doctors, architects, and lawyers, typically thought to be dream professions.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 31

„Unlike other Nordic countries, Finland has managed to keep up the appreciation and attractiveness of the teaching profession, which is reflected in the high level of applicants for teacher education.“

Finnish Institute for Educational Reasearch (Hrsg.), „Mobility and transition of pedagogical expertise in Finland“ (2015), S. 20

„The Finnish education system does not employ external standardized student testing to drive the performance of schools. Neither does it employ a rigorous inspection system of schools and teachers. Instead of test-based accountability, the Finnish system relies on the expertise and professional trust-based responsibility of teachers who are knowledgeable and committed to their students and communities.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 32

„The teaching force in Finland is highly unionized; almost all teachers are members of the Trade Union of Education.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 37

„A key characteristic of Finnish teachers’ work environment is that they are autonomous, trusted, and respected professionals. Unlike nations that have bureaucratic accountability systems that make teachers feel threatened, overcontrolled, and undervalued, teaching in Finland is a very sophisticated profession, where teachers feel they can truly exercise the skills they have learned in the university. Test-based accountability is replaced by trust-based responsibility and inspiration for human development.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 37f

„From an international perspective, Finnish teachers devote less time to teaching than do teachers in many other nations.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 41

„Finnish schools accept that there may be some limitations on comparability when teachers do all the grading. At the same time, Finns believe that the problems often associated with external standardized testing – narrowing of the curriculum, teaching to the test, unethical practices related to manipulating test results, and unhealthy competition among schools – can be more problematic.”

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 41

Finnland: „In the early years of primary school, intensive special support – mostly in reading, writing, and arithmetic – is offered to all children who have major or minor special needs.“

Univ.-Prof. Dr. Pasi Sahlberg, „Finnish Lessons 2.0“ (2015), S. 67

„Finnish education is characterised by a high level of trust in all the parties concerned, in particular teachers. This enables highly trained individuals to perform well and to remain highly motivated.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2015 - Country analysis“ (2015), S. 90

„OECD data indicate that there are a number of high-achieving nations where many students are not happy with school. These high achievement/low engagement systems include Korea, where students describe their secondary school experience as ‚Examination Hell‘, and Finland.“

OECD (Hrsg.), „Improving Schools in Scotland“ (2015), S. 121

Finnland: „Each school has at least one special teacher, trained to help struggling students. The special teacher is tasked with early identification and intervention, helped by a multi-professional care group consisting of the principal, the special teacher, the school nurse, the school psychologist, a social worker and the class teacher.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 20

„The highest public spending on education relative to GDP was observed in Denmark (8.8 % of GDP), while Malta (8.0 %), Cyprus (7.9 %), Sweden, Finland (both 6.8 %) and Belgium (6.6 %) also recorded relatively high proportions.“

Eurostat (Hrsg.), „Key figures on Europe 2015 edition“ (2015), S. 67

„In the best performing countries (e.g. Finland), higher shares of students tend to report not being engaged with their Reading, Mathematics and Science instruction.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 42

Finnland: „Perhaps because parents have the right to stay at home until their youngest child reaches the age of 3, enrolment in early childhood education remains comparatively low.“

OECD (Hrsg.), „Education at a Glance. Country Note Finland“ (2015), S. 2

„66.5 % of Korean teachers and 58.6 % of Finnish teachers feel that their profession is valued by society – the highest levels in the OECD.“

OECD (Hrsg.), „Education Policy Outlook 2015 – Making Reforms Happen“ (2015), S. 88

„In Scandinavia, relatively stark differences can be found between immigrants’ and natives’ educational success; especially for first-generation immigrants, differences increased significantly between 2000 and 2012.“

Mag. Dr. Bernhard Riederer u. a., „Changes in the Educational Achievement of Immigrant Youth in Western Societies“ in „European Sociological Review“, 2015, Vol. 31, No. 5, S. 634

„Countries such as Australia, Finland and the United Kingdom use bilingual assistants (also referred to as 'minority ethnic pupil support staff' or 'ethnic assistants') to support the specific language needs of bilingual students and students whose first language is not the language of instruction, as a way of including migrant students and those from ethnic minorities.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 17

„Enrolment rates for early childhood education remain low, especially compared with Finland’s Nordic neighbours.“

OECD (Hrsg.), „Education at a Glance. Country Note Finland“ (2015), S. 2

„There is no regular and systematic external evaluation of schools in Finland.“

EU-Kommission (Hrsg.), „Assuring Quality in Education“ (2015), S. 157

Finnland: „The aim of national assessment is to develop and steer, not to control, nor produce school rankings.“

EU-Kommission (Hrsg.), „Assuring Quality in Education“ (2015), S. 158

„Becoming a primary school teacher in Finland is a very competitive process. […] Annually only about 1 in every 10 applicants will be accepted to study to become primary school teacher.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 32

„The Finnish teacher’s salary is more comparable to that of other college-educated workers in that country than is true of the U.S. teacher’s salary.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 33

Finnland: „When new teachers are employed in a school, they usually stay there for life. Very few primary school teachers leave their work during the first 5 years, and attrition is much less common than in other countries. An official estimate suggests that only 10 % to 15 % of teachers leave the profession during the course of their career.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders. The Case of Finland“. In: Darling-Hammond u. a., „Teaching in the Flat World“ (2015), S. 37

Finnland: „In the school year 2012-2013 […] more than one fifth of all students were in part-time special education that focuses on curing minor dysfunctions in speaking, reading, writing, or learning difficulties in mathematics or foreign languages. Respectively, 8.5 % of students were permanently transferred to a special-education group, class, or institution.“

Univ.-Prof. Dr. Pasi Sahlberg, „Finnish Schools and the Global Education Reform Movement“ in Evers u. a., „Flip the System“ (2015), S. 168

Finnland: „Only 18.2 % of Finnish students use ICT for projects or class work, far below the average of the participating EU (34 %) and OECD countries (37.5 %). The weekly usage of desktop and laptop computers at grade 8 and 11 is among the lowest in the EU.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2015 - Country analysis“ (2015), S. 91

„With its 62 point gap, Finland has the largest gender gap of any PISA participant, with girls scoring 556 and boys scoring 494 points (the OECD average is 496, with a standard deviation of 94). If Finland were only a nation of young men, its PISA ranking would be mediocre.“

Dr. Tom Loveless, „How well are American Students Learning?“ (2015), S. 3

„Finnish superiority in reading only exists among females. […] Finland’s gender gap illustrates the superficiality of much of the commentary on that country’s PISA performance.“

Dr. Tom Loveless, „How well are American Students Learning?“ (2015), S. 13

Finnland: „The focus of national evaluations is on the education system, not on individual schools and there is no system for school inspection.“

Eurydice (Hrsg.), „Assuring Quality in Education“ (2015), S. 157

„In Finnland gibt es kein vergleichbares System der beruflichen Bildung wie in Deutschland. Die extrem hohe Studienanfängerquote ist auch Ausdruck eines Defizits, es gibt keine nicht-akademische Berufsausbildung.“

Univ.-Prof. Dr. Julian Nida-Rümelin in Nida-Rümelin u. a., „Auf dem Weg in eine neue deutsche Bildungskatastrophe“ (2015), S. 39

„Finland does not monitor the performance of schools, and school inspections were in fact abolished in 1991.“

OECD (Hrsg.), „Starting Strong IV“ (2015), S. 208

„The Finnish system has not been infected by market-based education reform models, such as tougher competition between schools over enrollment, standardization of teaching and learning in schools, and high-stakes testing policies.“

Univ.-Prof. Dr. Pasi Sahlberg, „Finnish Lessons 2.0“ (2015), S. 48f

„New research shows that Finnish teachers’ numeracy and literacy scores are higher than in any other country for which scores are available. These scores, in turn, are found to have a positive impact on pupil performance in PISA.“

Gabriel Heller Sahlgren, „Real Finnish Lessons – The true story of an education superpower“ (2015), S. 18f

Finnland: „By tradition, the ability to read and write was required for legal marriage by the church for both women and men. Becoming literate, therefore, marked an individual’s entry into adulthood, with its associated duties and rights.“

Univ.-Prof. Dr. Pasi Sahlberg, „Finnish Lessons 2.0“ (2015), S. 99

Finnland: „Child poverty is at a very low level – about 5 % of the child population, compared with over 23 % in the United States and 13 % in Canada.“

Univ.-Prof. Dr. Pasi Sahlberg, „Finnish Lessons 2.0“ (2015), S. 68

In Finnland lebten im Jahr 2013 nur 4,6 % der Unter-18-Jährigen in Armut, in Österreich aber 10,4 %. (Quelle: Eurostat-Datenbank)

„In 2013, Finland, Spain and Greece stand out for having the highest NEET rates among young immigrants who arrived as children …“

OECD (Hrsg.), „Indicators of Immigrant Integration 2015 - Settling In“ (2015), S. 256

Finnland: „The upper secondary level has witnessed an increase in the number of 'special schools', focusing on the education of talented youngsters in arts, sports, science and languages. According to Finnish researchers Kirsi Tirri and Elina Kuusisto, 'these special schools can just as well be called schools for the gifted and talented as it is very difficult to be accepted into them'. Selection is based on the marks of the student, while most places organize their own admission exam as well.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 159

Finnland: „The Finnish approach to equality means pupils with learning- or other disabilities are well taken care of. Legislation guarantees their right to receive special education. This kind of caring constitutes one of the factors behind Finland’s success in the PISA studies.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 156

Finnland: „Entrance to higher education is highly selective and all study paths are subject to quota. The amount of seats for each study path at each HEI (Anm.: Higher Education Institution) is determined in negotiations with the ministry of Education and Culture. Universities and polytechnics select their students independently. Institutions apply different selection criteria, but the most common procedure includes the grades attained in the matriculation examination together with the results of an entrance examination. On average, about one third of those taking the exam gain access to university.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 157

„In Helsinki there are also bilingual elementary schools, where children receive teaching in both Finnish and another language (e.g., English, French, German or Russian). These schools select their pupils according to their own criteria.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 159

Finnland: „A national entrance exam is taken for every study program and admission is based on these exam results. Competition for places in popular programs is fierce.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 249

„There are more provisions for talented and gifted students in 2014 than there were in 2000. Special legislation about gifted and talented students has been introduced throughout Germany, Denmark, Belgium, Switzerland, and the Netherlands. Special schools and/or classes are now in place in Denmark and Finland.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 271

„The children of professionals in Germany outperform the children of professionals in Finland.“

OECD (Hrsg.), „PISA in Focus“ Nr. 36, Februar 2014, S. 1

„The children of professionals in Germany outperform the children of professionals in Finland.“

OECD (Hrsg.), „PISA in Focus“ Nr. 36, Februar 2014, S. 1

Finnland: „Teachers perceive their status as high: 59 % think the teaching profession is valued in society (the highest share in the EU).“

Europäische Kommission (Hrsg.), „The Teaching and Learning International Survey (TALIS) 2013“ (2014), S. 31

„Finnish teachers are better paid than their peers and enjoy a lighter teaching workload than average. […] On average, actual salaries of upper secondary teachers are 9 % higher than those of other tertiary educated workers whereas their peers across OECD countries earn 8 % less.“

OECD (Hrsg.), „Education at a Glance 2014 – Country Note Finland“ (2014), S. 1

„Among young Finns, teaching is consistently the most admired profession in regular opinion polls of high school graduates. Classroom teaching is considered an independent and creative, high-status profession that attracts some of the best secondary school graduates each year.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 174

„Young Finns see teaching as a career on a par with other professions where people work independently and rely on scientific knowledge and skills that they gained through university studies.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 174

„While average performance in mathematics declined by 31 points in Sweden between 2003 and 2012 […], performance in Finland declined by 26 points, in Iceland by 22 points, and in Denmark by 14 points.“

OECD (Hrsg.), „Resources, Policies and Practices in Sweden’s Schooling System“ (2014), S. 26

„TALIS 2013 results show 58.6% of Finnish teachers (primary and secondary) agreed that the teaching profession is valued in society – one of the highest proportions among participating countries and far above the TALIS average of 30.9%.“

OECD (Hrsg.), „Teacher Remuneration in Latvia. An OECD Perspective“ (2014), S. 153

„The Finnish family policy model provides ample support to parents with young children through paid parental-leave, home care leave and subsidised pre-school until children go to primary school at age seven.“

OECD (Hrsg.), „OECD Economic Surveys – Finland“ (2014), S. 75

Finnland: „Because stakeholders manage educational development, the government and/or minister of education cannot mandate changes to the educational system without approval from the local community, teachers, and parents.“

Kelly Lynch, „A Comparison of the American Common Core State Standards with the Finnish“ (2014), S. 28

Finnland: „Once they are hired, teachers are free to manage their classrooms with little to no interference from the government or policy-makers.“

Kelly Lynch, „A Comparison of the American Common Core State Standards with the Finnish“ (2014), S. 45

„Teachers in Finland, with the exception of pre-primary and primary teachers, earn about the same or more as other tertiary-educated workers in the country, with the actual salaries of primary teachers at 89 %, of lower secondary teachers at 97 % and of upper secondary teachers at 109 % of other workers’ average earnings. These figures are above the OECD averages and make teaching a financially attractive profession to young graduates.“

OECD (Hrsg.), „Teacher Remuneration in Latvia. An OECD Perspective“ (2014), S. 155

Finnland: „Among the recipients of special support, 19 per cent received all education in a general education group and 42 per cent received all education in a special education group. Among the recipients of special support, 39 per cent received part of the education in a general education group and part in a special education group.“

Statistics Finland (Hrsg.), „Special education 2013“ (2014), S. 3

Von den 7,3 % der SchülerInnen Finnlands, die „special support“ erhalten, werden …

Statistics Finland (Hrsg.), „Special education 2013“ (2014), S. 7

5,9 Prozent der SchülerInnen Finnlands erhalten Unterricht in Sonderschulen bzw. Sonderschulklassen; etwa vier Mal so viele wie in Österreich.

„Only 30 per cent of Finnish 1 year olds are in enrolled in childcare services, compared to 49 per cent in Sweden and 71 per cent in Norway. […] 51 per cent of Finnish 2 year olds have a place in municipal childcare services, compared to 89 and 91 per cent in Norway and Sweden, respectively.“

Dr. Anne Lise Ellingsaeter, „Cash for Childcare: Experiences from Finland, Norway and Sweden“ (2014), S. 8

„A typical middle-school teacher in Finland teaches just less than 600 hours annually, corresponding to about four 45-minute lessons a day.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 182

„Finland has in fact lost 22 points since 2000. This immense loss is only surpassed by Sweden which has lost a stunning 33 points on the PISA reading scale since 2000.“

Univ.-Prof. Dr. Ludger Wößmann, „The Economic Case for Education“ (2014), S. 24

Finnland: „Every comprehensive school has a student welfare team that meets at least twice a month for two hours. The team consists of the principal, the special education teacher, the school nurse, the school psychologist, a social worker, and the teachers whose students are being discussed.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 173

„The highest-performing educational systems recruit their teachers from the top third of each cohort of graduates (top 5 % in Korea, 10 % in Finland and 30 % in Singapore and Japan).“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 193

„In Singapore, candidates are chosen from the top third of high school graduates. In Finland, selection is highly competitive, with only about 10 % of applicants gaining entrance to teacher education programmes.“

UNESCO (Hrsg.), „Teaching and learning – Achieving quality for all“ (2014), S. 234

„Das eigentliche Geheimnis der finnischen Schulen wird oft übersehen: eine strenge Selektion beim Lehrerstudium. Nur etwa jeder zehnte Interessent wird zugelassen.“

Univ.-Prof. Dr. Elsbeth Stern, Die Zeit vom 21. März 2013

Finnland: „Inspectorate systems do not exist. […] Teachers have full pedagogical freedom and also a freedom to choose the learning material they want use. National tests are very rare. All this freedom means that schools and teachers have been handed a great responsibility, which they have taken with great devotion.“

Univ.-Prof. Dr. Jukka Kangaslahti, „A public education system can excel“ in „Euromentor Journal“ (März 2013), Vol. IV, No. 1, S. 10

„20 % der Volksschüler/innen in Österreich besitzen im Lesen bestenfalls Basiskompetenzen. In Finnland und den Niederlanden ist der Anteil halb so groß. Der Anteil Leistungsstarker im Lesen ist in Finnland, Großbritannien sowie den Vereinigten Staaten dreimal größer als in Österreich.“

BIFIE, „Nationaler Bildungsbericht - Österreich 2012; Indikatoren und Themen im Überblick“ (2013), S. 11

PISA: „In Österreich liegen die Schüler/innen mit eingewanderten Eltern im Schnitt um 67 Punkte zurück. [...] Ähnlich stark ist der Rückstand von Kindern von Migranten/Migrantinnen in Schweden, Belgien, Finnland und Italien.“

BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2012“ (2013), Band 1, S. 154

67 PISA-Punkte entsprechen mehr als eineinhalb Lernjahre.

„In Finland, measures to further promote the education of immigrant children, including strengthening reception classes and increasing language training, appear in the 2011-2016 Development Plan for Education and Research.“

Eurydice (Hrsg.), „Education and Training in Europe 2020“ (2013), S. 23

„Only Singapore had more than half of its students reach the high benchmark in all three subjects, and only two more countries, Chinese Taipei and Finland, had at least half of their fourth grade students reach the high benchmark in each subject separately.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 5

Von Österreichs 10-Jährigen erreichten nur 18 % in allen drei Bereichen den „high benchmark“ (= 550 Punkte); beim Lesen waren es 39 %, in der Mathematik 26 % und in den Naturwissenschaften 42 %.

„More than three-fifths of the fourth grade students reached the high benchmark in science (65 %) and reading (63 %), and half reached that level in mathematics.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 20

Von Österreichs 10-Jährigen erreichten in den Naturwissenschaften 42 % den „high benchmark“ (= 550 Punkte); im Lesen waren es 39 %, in Mathematik sogar nur 26 %.

„A research published in June 2012 revealed that in Finland teachers are the most satisfied professional group. In Finland, education has been respected through its history. Thus, teachers have also enjoyed considerable respect.“

Univ.-Prof. Reijo Laukkanen, „Finland’s Experiences of Compulsory Education Development“ (2013), S. 9

„In Austria, France, Hungary and the Netherlands children are at least pressured by school work and are also in the best performing group in liking school a lot. Contrast this with Finland which has one of the highest proportions of young people feeling pressured by school work and one of the lowest proportions of liking school a lot.“

UNICEF (Hrsg.), „Children’s Subjective Well-being in Rich Countries“ (2013), S. 13

Finnland: „PISA has thrown a country to the top of the international ranking charts that least follows the OECD’s ‘standard global reform package’ – i.e. an accountability-driven and standardized-test based model of global education.“

Univ.-Prof. Dr. Heinz-Dieter Meyer u. a., „PISA and the Globalization of Education Governance: some puzzles and problems“ in Meyer u. a., „PISA, Power und Policy“ (2013), S. 14

„Unlike the high-performing education systems in East Asia that have a well-known reputation for authoritarian and standardized-test-driven education that emphasized rote memorization, Finnish students do not take standardized tests until the end of high school.“

Dr. Yong Zhao u. a., „High on PISA, Low on Entrepreneurship? What PISA Does Not Measure“ in Meyer u. a., „PISA, Power und Policy“ (2013), S. 273f

„The more different school types migrant students can choose from in secondary education, the better they perform on average.“

Univ.-Prof. Dr. Jaap Dronkers u.a., „Why are Migrant Students Better Off in Certain Types of Educational Systems or Schools than in Others“. In: „European Educational Research Journal“, November 2012, S. 12

Finnland: „Zugewanderte Sechs- bis Zehnjährige besuchen mindestens 900 Stunden einen Finnischkurs, bevor sie am Regelunterricht teilnehmen.“

ÖIF (Hrsg.), „Zusammen: Österreich“ (Herbst 2012), S. 10

„40 Prozent der Schulen in Finnland haben weniger als 50 Schüler und 60 Prozent haben weniger als sieben Lehrer.“

Univ.-Prof. Dr. Bernd Ahrbeck, www.bildungsklick.de am 18. Mai 2012

„There are two main pathways in special education in the Finnish comprehensive school. The first path sees the student included in a regular class and provided with part-time special education in small groups. […] The second pathway is to provide permanent special education in a special group or class in the student’s own school or, in some cases, in a separate institution.“

Univ.-Prof. Dr. Pasi Sahlberg, „A Model Lesson – Finland Shows Us What Equal Opportunity Looks Like“ in „American Educator“ (Frühjahr 2012), S. 24

„The proportion of students in special education in Finland in the early grades of primary school is relatively higher than in most other countries. The number of special needs students in Finland declines by the end of primary school and then slightly increases as students move to subject-based lower secondary school.“

Univ.-Prof. Dr. Pasi Sahlberg, „A Model Lesson – Finland Shows Us What Equal Opportunity Looks Like“ in „American Educator“ (Frühjahr 2012), S. 24

„Mehr als zwanzig Prozent aller finnischen Schüler erhalten eine stundenweise Förderung innerhalb der allgemeinen Schule (Part-time special education). [...] Acht Prozent besuchen Spezialklassen mit besonderer sonderpädagogischer Förderung in der allgemeinen Schule und für drei Prozent der Kinder mit geistiger oder schwerer Körperbehinderung werden Spezialschulen vorgehalten.“

„Profil“ (Zeitung des dphv) 3/2012, S. 7

Finnland: „Ungefähr 20 Prozent aller Schüler erhalten im Lauf eines Schuljahrs die Unterstützung in Form von ‚part-time special education‘ mit Hilfe von stundenweiser Förderung durch sonderpädagogische Fachkräfte in der allgemeinen Schule und 8 Prozent aller Schüler erhalten ihren Unterricht in ‚full-time special education‘, also in Spezialklassen innerhalb der allgemeinen Schule.“

Univ.-Prof. Dr. Clemens Hillenbrand, „Gymnasium und Inklusion – Möglichkeiten und Grenzen“ (Fachtagung des Deutschen Philologenverbandes), 6. Februar 2012 in Kassel

„In Finland, a maternity pack is available for free to all families with a new-born child including clothes and other necessary equipment for the new-born and the parents. The maternity pack also includes a baby’s first picture book, together with guidance for parents about the importance of early interaction with the baby.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 41

"Countries with the most effective education systems, such as Finland and Singapore, tend to have the most selective teacher recruitment policies. In these cases, the teaching profession is considered and treated as a cornerstone of society, acknowledging that teachers enable a country to maximise its future human capital. Only the most talented are encouraged to apply, and there are strict entry criteria based on competence and motivation. This approach is crucial to help boost the status of the profession. Boosting status also requires good pay, good working conditions, a high degree of professional autonomy and high qualification requirements – for all teachers.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 44

„Finland offers extensive learning support to a large proportion of pupils in the first years of primary education. Over 31 % of pupils receive learning support in speech, reading and writing in their first year of primary education.”

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 67

„In Finnland gibt es sowohl die Sonderschulen als auch die Sonderklassen. An den meisten Grundschulen gibt es neben den normalen Klassen mindestens eine Sonderklasse.“

Katariina Syrjälä, „Die Sonderpädagogik an den finnischen und deutschen Grundschulen und in den Lehrerausbildungen“ (2012), S. 19

„The systematic attention given to children who are identified as having ‚learning needs’ is a key feature of Finland’s success in international rankings, and it is premised on the idea that individual pupils who are struggling need to be identified early and given appropriate support to improve.“

Jonathan Clifton u.a., „Closing the Attainment Gap in England’s Secondary Schools“ (2012), S. 24

„Teachers’ trade unions in Finland are closely involved by government in developing the school system.“

ETUCE (Hrsg.), „School Leadership in Europe: issues, challenges and opportunities“ (2012), S. 38

„Finland has raised the social status of its teachers to a level where there are few occupations with higher status.“

OECD (Hrsg.), „Preparing Teachers and Developing School Leaders for the 21st Century“ (2012), S. 62

„The recommended maximum number of children per ECEC (Anm.: ECEC = „Early Childhood Education and Care) professional in Finland is among the most favourable in the OECD (1:4 for zero-to-three-year-olds; 1:7 for older children in ECEC; and 1:4 in family day care).“

OECD (Hrsg.), „Quality Matters in Early Childhood Education and Care: Finland“ (2012), S. 10

„Finland has the best staff-child ratio in ECEC (Anm.: ECEC = „Early Childhood Education and Care) services for zero-to-three-year-olds as well as in ECEC services for three-to-six-year-olds.“

OECD, „Quality Matters in Early Childhood Education and Care: Finland“ (2012), S. 22

„In Finland, there are large differences in reading performance between students without an immigrant background and first- and second-generation immigrant students.“

OECD (Hrsg.), „Quality Matters in Early Childhood Education and Care: Finland“ (2012), S. 59

„Only in four countries (Czech Republic, England, Estonia and Finland) are primary schools allowed to be selective academically.“

OECD (Hrsg.), „School Choice and Equity“ (2012), S. 15

„Finland and South Korea [...] obtain their annual teacher intake from the top 10 % and 5 % of graduating students respectively. The key to such success is the status in which teaching is held culturally.“

Pearson (Hrsg.), „The Learning Curve“ (2012), S. 25

„Unlike nations that have bureaucratic accountability systems that make teachers feel threatened, overcontrolled, and undervalued, teaching in Finland is a very sophisticated profession, in which teachers feel they can truly exercise the knowledge and skills they have learned in the university.“

Dr. Pasi Sahlberg, „Lessons from Finland“. In: „American Educator“ (Sommer 2011), S. 36

„Wenn ich in Helsinki wohne oder in Oslo, weiß ich exakt, in welchen Bezirk ich ziehe, wo die guten Schulen sind. Da kostet Wohnen aber zwei- bis dreimal so viel.“

Univ.-Prof. Dr. Stefan Hopmann, „drinnen und draußen“ 3/2011

„Finland reports that whole-group instruction is favoured over individual student work.“

EU-Kommission (Hrsg.), „Mathematics Education in Europe“ (2011), S. 69

Finnland: „Every school has a special teacher and pupil support group who support the classroom teacher and intervene early on if any child shows signs of falling behind.“

Asia Society (Hrsg.), „Improving Teacher Quality Around the World: The International Summit on the Teaching Profession“ (2011), S. 8

„Teachers in Finland must be fully certified at the university level in the areas of their expertise. Teachers of math must be fully trained, university-level mathematicians. This might seem simple common sense. How can one teach what one does not understand?“

Univ.-Prof. Charles Sabel u.a., „Individualized Service Provision in the New Welfare State - Lessons from Special Education in Finland“ (2011), S. 58

Finnland: „Für Schüler mit leichten Lern- oder Anpassungsschwierigkeiten, die besondere Unterstützung benötigen, wird ein spezieller Sprachförderungsunterricht angeboten, der entweder in kleinen Gruppen oder als Einzelunterricht erteilt wird. Ziel ist es, die Schüler frühzeitig wirksam zu fördern, auch um zu vermeiden, dass die Schüler in anderen Fächern und/oder zu einem späteren Zeitpunkt ihrer Schulbildung Schwierigkeiten bekommen.“

Eurydice (Hrsg.), „Leseerziehung in Europa“ (2011), S. 163

„Finnish teachers enjoy important public confidence. Furthermore, teaching careers are highly valued and the number of candidates is significant, of which only 15 % are selected.“

Univ.-Prof. Dr. Nathalie Bulle, „Comparing OECD Educational Models through the Prism of PISA“ (2011), S. 24

22

„The status of teachers in Finland is so high that teaching is one of the top two preferred occupations for a future spouse – right up with medicine, and higher than business or law.“

Univ.-Prof. Dr. Andy Hargreaves u. a., „The global fourth way“ (2011), S. 47

„Teachers in Finland have positive symbolic capital. They are respected and admired in politics and the media, rather than criticized and abused by them.“

Univ.-Prof. Dr. Andy Hargreaves u. a., „The global fourth way“ (2011), S. 54

„Finnish teachers know their children well. Schools are small, with rarely more than 400 students, so there are not too many children to know.“

Univ.-Prof. Dr. Andy Hargreaves u. a., „The global fourth way“ (2011), S. 53

Finnland: „Almost 30% of students take part in some catching-up session, which eliminates the problem of discrimination. The necessity of prompt intervention has been realised and, consequently, no students lag behind in the longer term, as problems are remedied in time via at extra-curricular lessons held by professional teachers.“

Balázs Hornyák, „Pillars of Talent Support in Finland“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 53

„In the countries with the most successful public education (South Korea, Singapore, Hong-Kong, Finland) teachers come from the upper tier of university graduates; in Finland they come from the uppermost 10 %.“

Balázs Hornyák, „Pillars of Talent Support in Finland“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 54

„In Finland university graduate teachers have a relatively high starting salary, which is a good incentive for attracting the best to this career.“

Balázs Hornyák, „Pillars of Talent Support in Finland“. In: „Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 55

Finnland: „At secondary level, 37 of the 463 general secondary schools of the country provide special education. These could also be defined as talent support institutions, for it is very difficult to be admitted there. Selection is based on the marks of the student, while most places organise their own admission exam as well.“

Balázs Hornyák, „Pillars of Talent Support in Finland“. In: „Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 56

„A key problem in Greece, France and Finland is the high rate of ESL (Anm.: ESL = Early School Leavers) during the first few months of the first grade of upper secondary vocational education.“

Anne-Marie Nevala, „Reducing Early School Leaving in the EU“ (2011), S. 45

„At two-and-half Finnish children are tested for emergent cognitive problems, and by the time they reach pre-school, at age six, their teachers will be able to anticipate learning difficulties on the basis of a rich battery of further tests.“

Univ.-Prof. Charles Sabel u.a., „Individualized Service Provision in the New Welfare State - Lessons from Special Education in Finland“ (2011), S. 12

„While remedial special education was created in Finland in tandem with the shift to comprehensive schools in the 1970s, it has exploded since the early 1990s.“

Univ.-Prof. Charles Sabel u.a., „Individualized Service Provision in the New Welfare State - Lessons from Special Education in Finland“ (2011), S. 32

„While some 5 percent of students received special education in 1970, by 2010 approximately 30 percent of all Finnish comprehensive school students receive at least some special education; a majority (22 percent) receives part-time assistance for minor learning difficulties, while the remaining 8 percent receive full-time special education in segregated classrooms.“

Univ.-Prof. Charles Sabel u.a., „Individualized Service Provision in the New Welfare State - Lessons from Special Education in Finland“ (2011), S. 33

„Finnish schools accept that there may be some limitations on comparability when teachers do all the grading. At the same time, Finns believe that the problems often associated with external standardized testing—narrowing of the curriculum, teaching to the test, unethical practices related to manipulating test results, and unhealthy competition among schools—can be more problematic.“

Univ.-Prof. Dr. Pasi Sahlberg, „Developing Effective Teachers and School Leaders: The Case of Finland“ in Darling-Hammond u.a., „Teacher and Leader Effectiveness“ (2011), S. 18

„Finnish ‚sisu‘, a cultural trademark that refers to a principle of sticking with and not giving up whatever on is aiming at, coexists with calmness and tenderness.“

Dr. Pasi Sahlberg, „Paradoxes of educational improvement: The Finnish experience“. In: „Scottish Educational Review“, 43 (1), 2011, S. 13

„In lower secondary schools, on average, Finnish teachers teach about 600 hours, i. e. 800 lessons of 45 minutes, annually. […] Lower teaching hours provide teachers more opportunities to engage in school improvement, curriculum planning, and personal professional development during their working hours.“

Dr. Pasi Sahlberg, „Paradoxes of educational improvement: The Finnish experience“. In: „Scottish Educational Review“, 43 (1), 2011, S. 14

Finnland: „The better secondary-school graduates are, the more likely they will become teachers. […] Among young Finns, teaching is consistently rated as the most admired profession, leading ratings of medical doctors, architects, and lawyers.“

Dr. Pasi Sahlberg, „Paradoxes of educational improvement: The Finnish experience“. In: „Scottish Educational Review“, 43 (1), 2011, S. 17f

„The popularity of the teaching profession among Finnish students is a fact. Year after year teaching has retained its position as one of the most popular careers in terms of university entrance examinations.“

Univ.-Prof. Dr. Hannu Simola u.a., „Education Politics and Contingency“. In: Pereyra u.a. (Hrsg.), „PISA Under Examination“ (2011), S. 235

Finnland: „According to a survey among candidates for the matriculation examination (i.e. final-year students in upper-secondary school), teaching is clearly the number-one career choice and overtakes traditionally favourite professions such as medicine, law, psychology, engineering and journalism.“

Univ.-Prof. Dr. Hannu Simola u.a., „Education Politics and Contingency“. In: Pereyra u.a. (Hrsg.), „PISA Under Examination“ (2011), S. 235

„Wann immer von Bildungsexperten das finnische Vorbild zitiert wird, stellt sich binnen Kurzem heraus, dass der finnische Erfolg in erster Linie einer besseren Schuldisziplin, weniger fremdsprachigen Schülern und einer effizienteren Einbindung der Familien zu verdanken ist, nicht aber einem allen anderen Ländern überlegenen Schulmodell (schon gar nicht der Gesamtschule).“

Univ.-Prof. Dr. Gerhard Strejcek, Salzburger Nachrichten vom 14. September 2010

„Während rund 98 Prozent der finnischen Schüler nach Abschluss der allgemeinbildenden Schule einen weiterführenden beruflichen oder gymnasialen Bildungsgang besuchen, sind dies bei denen mit einem Migrationshintergrund (Anm.: gemeint sind Jugendliche mit nichtfinnischem Vater ODER nichtfinnischer Mutter) lediglich etwa 65 Prozent. Bei Jugendlichen ohne einen finnischen Elternteil liegt die Quote sogar nur bei 34 Prozent.“

Univ.-Prof. Dr. Joachim Schroeder, „Lernen von Finnland? Im Ernst? Probleme der Herstellung von Bildungsgerechtigkeit im Schulsystem“. In Waxmann (Hrsg.), „Strategien der Ausgrenzung“ (2010), S. 174

„From the different kinds of teachers, special needs teacher, kindergarten teacher and speech teacher rank higher than class teacher and subject teacher.“

Univ.-Prof. Dr. Pertti Kansanen, „HORRIBILE DICTU: The success story of the Finnish school system“ (2010), S. 3

„The world’s top performing school systems – Singapore, Finland and South Korea – make a different choice. They recruit, develop and retain what this report will call ‚top third+‘ students as one of their central education strategies, and they’ve achieved extraordinary results.“

McKinsey (Hrsg.), „Closing the Talent Gap: Attracting and Retaining Top Third Graduates to a Career in Teaching“ (2010), S. 5

„At two-and-half Finnish children are tested for emergent cognitive problems, and by the time they reach pre-school, at age six, their teachers will be able to anticipate learning difficulties on the basis of a rich battery of further tests.“

Univ.-Prof. Dr. Charles Sabel u. a., „Individualized Service Provision in the New Welfare State: Lessons from Special Education in Finland“ (2010), S. 5

„It is the bottom quintile of Finnish students who outperform the most, and thereby raises the mean to the top of the international league tables.“

Univ.-Prof. Dr. Charles Sabel u. a., „Individualized Service Provision in the New Welfare State: Lessons from Special Education in Finland“ (2010), S. 3