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Sahlberg notes that Finland has taken a very different path.

Resources for children and schools, in the form of both overall funding and the presence of trained, experienced teachers, have become more disparate in many states, thus undermining the capacity of schools to meet the outcomes that are ostensibly sought.

By contrast, he suggests: "Finnish education policies are a result of four decades of systematic, mostly intentional, development that has created a culture of diversity, trust, and respect within Finnish society in general, and within its education system in particular.…

Education sector development has been grounded on equal opportunities for all, equitable distribution of resources rather than competition, intensive early interventions for prevention, and building gradual trust among education practitioners, especially teachers." Equity in opportunity to learn is supported in many ways in addition to basic funding.

Although most immigrants are still from places like Sweden, the most rapidly growing newcomer groups since 1990 have been from Afghanistan, Bosnia, India, Iran, Iraq, Serbia, Somalia, Turkey, Thailand, and Vietnam. Yet achievement has been climbing in Finland and growing more equitable.

Because of these trends, many people have turned to Finland for clues to educational transformation.

Beginning in the 1970s, Finland launched reforms to equalize educational opportunity by first eliminating the practice of separating students into very different tracks based on their test scores, and then by eliminating the examinations themselves.

This occurred in two stages between 19, and a common curriculum, through the end of high school, was developed throughout the entire system.

Finnish schools are generally small (fewer than 300 pupils) with relatively small class sizes (in the 20s), and are uniformly well equipped.

The notion of caring for students educationally and personally is a central principle in the schools.

Yet this country created a productive teaching and learning system by expanding access while investing purposefully in ambitious educational goals using strategic approaches to build teaching capacity.

I use the term “teaching and learning system” advisedly to describe a set of elements that, when well designed and connected, reliably support all students in their learning.

Ninety-eight percent of the cost of education at all levels is covered by government rather than by private sources.

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