A comparative paper identifying practical reforms the UK could adopt from Finland’s equity-driven, teacher-centred model to improve engagement, inclusion and learning outcomes.
Executive summary
Finland’s education system is widely regarded as one of the most effective and humane in the world. By prioritising equity, teacher professionalism, student well-being and personalised learning, Finland achieves strong outcomes while maintaining high student satisfaction. The UK’s system, by contrast, emphasises high-stakes assessment, longer instructional hours and prescribed curricula. This case study compares the two systems and highlights practical, actionable reforms the UK could adopt to improve equity, engagement and lifelong learning.
1. Philosophical differences: equity and well-being vs assessment and accountability
Finland: a balanced, equity-driven approach
Finland’s philosophy centres on equal opportunity, reduced academic pressure and holistic development. Shorter school days, minimal homework and delayed high-stakes testing allow time for play, rest and exploration that support deeper learning and creativity. Assessment is largely formative and teacher-led until the final year of secondary schooling.
UK: assessment and accountability
The UK places heavy emphasis on standardised assessments (SATs, GCSEs, A-Levels) and tightly sequenced curricula. While accountability frameworks aim to raise standards, they can narrow classroom practice and increase stress for students and teachers.
Implication: Reducing the frequency and stakes of standardised testing could create space for deeper learning, creativity and wellbeing without compromising quality.
2. Teacher preparation, status and autonomy
Finland: highly qualified, highly respected teachers
Finnish teachers are selected through competitive routes and typically hold master’s degrees. Teacher education is research-oriented and teachers enjoy substantial autonomy to design instruction and assessment.
UK: recruitment, retention and administrative burden
The UK faces recruitment and retention challenges and a heavier administrative load linked to inspection and reporting. These pressures can reduce time for professional development and classroom innovation.
Implication: Investing in teacher education, professional development and classroom autonomy would strengthen morale and instructional quality.
3. Curriculum design: personalisation, play and real-world learning
Finland: flexible, learner-centred curriculum
Finland supports personalised, multidisciplinary learning and phenomenon-based approaches where students explore real-world themes collaboratively. Formal academic instruction begins later, allowing social and emotional skills to develop through play.
UK: rigid, subject-based sequencing
The UK curriculum is more prescriptive and subject-focused, with early emphasis on academic progression and tightly sequenced content.
Implication: Adopting integrated, project-based learning and curricula that allow student choice can promote engagement, critical thinking and practical competencies.
4. Assessment and accountability: from standardised tests to teacher-led evaluation
Finland: assessment as learning
Finland minimises standardised testing and relies on teacher-led assessment to inform instruction and support growth. Nationwide testing is limited, with the matriculation exam as a late-stage exception.
UK: multiple high-stakes exams
The UK’s assessment regime includes several high-stakes exams across compulsory education, shaping classroom practice and student experience.
Implication: Shifting toward formative, teacher-driven assessment could emphasise understanding over performance and reduce test-related anxiety.
5. Equity and inclusion: universal access vs stratification
Finland: education without barriers
Finland provides universal supports-free tuition, textbooks, meals, health services and transport-reducing barriers to participation. Inclusive practices keep most students in mainstream classrooms with targeted support integrated.
UK: mixed provision and wider disparities
The UK’s mix of state and private provision correlates with wider performance disparities by socioeconomic background. OECD and national data indicate larger gaps in adult literacy and skills across the population compared with Finland.
Implication: Strengthening universal support structures and inclusive classroom practices could narrow achievement gaps and improve lifelong skills.
6. Student well‑being and learning culture
Finland: well-being as a priority
Finnish schools embed well-being into the school day through frequent breaks, play and social-emotional support that foster resilience and intrinsic motivation.
UK: longer days and performance focus
Longer instructional hours and a stronger focus on measurable performance can prioritise external achievement over student experience and mental health.
Implication: Integrating well-being strategies and balancing academic rigor with holistic development can enhance engagement and mental health.
7. Technology integration and future-ready skills
Finland uses technology as a pedagogical tool to support individualised and creative learning rather than as a replacement for teaching. The UK has invested in digital education, but access and effective pedagogical use vary.
Implication: Prioritising equitable digital access and purposeful integration of technology can strengthen learning outcomes and future skills development.
Conclusion: a pathway for UK educational reform
Finland's model cannot be transplanted wholesale, but its emphasis on equity, teacher trust and learner'centred practice offers clear lessons. Practical reforms for the UK include reducing high-stakes testing, investing in teacher education and autonomy, designing personalised interdisciplinary curricula, strengthening universal supports, embedding well-being in the school day and using technology to enhance pedagogy.
By adopting these principles, the UK can move toward an education system that produces not only high attainment but also adaptable, confident learners prepared for the challenges of the 21st century.
Further Reading (selected)
Call to action
Policymakers, school leaders and sector partners should pilot reforms that increase teacher autonomy, reduce high-stakes testing, expand universal supports and trial integrated, project-based curricula. Commission cross-sector pilots, evaluate outcomes using formative measures and scale successful approaches to improve equity and learning at national scale.