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Although Finland is internationally known for its education system based on the universal principles of the welfare state and equality, cultural education as a systemic entity is not equal or accessible. As a general education, arts and culture should be a significant part of the basic education system and its concept of civilisation. However, the system fails to provide enough opportunities for all in achievable and qualitative cultural education. The Finnish basic education system and basic services in arts education are not able to provide children with sufficient cultural competences. In basic education the share of art subjects in the curriculum is minimal, learning outcomes are poor, pupils do not perceive them as relevant and teachers are not competent. There is also ongoing inequality of access to basic arts education services. Cultural Education Plans are designed to address these problems. Cultural Education Plans enable the implementation of cultural, artistic, and cultural heritage education as part of teaching. A systematic and multidisciplinary plan that combines the objectives of the local curriculum and the cultural offers of the municipality supports the holistic growth and development of pupils. This chapter gives an overview of Finnish cultural education: how neither the primary school system nor the basic services in arts education are not yet sufficient in themselves to provide children with the cultural skills they need, and how Cultural Education Plans seek to equalize cultural education by addressing the problems and filling the gaps left by those institutions.

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“For Some Children, These Can Be Unique Experiences and First Encounters with the Arts. Why not Strenghten Them Everywhere?”—Cultural Education Plans as a Way of Strengthening Equity for the Arts and Culture in Finland

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  • 发表日期：

    2025年

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  • Eeva Laitinen

摘要

Although Finland is internationally known for its education system based on the universal principles of the welfare state and equality, cultural education as a systemic entity is not equal or accessible. As a general education, arts and culture should be a significant part of the basic education system and its concept of civilisation. However, the system fails to provide enough opportunities for all in achievable and qualitative cultural education. The Finnish basic education system and basic services in arts education are not able to provide children with sufficient cultural competences. In basic education the share of art subjects in the curriculum is minimal, learning outcomes are poor, pupils do not perceive them as relevant and teachers are not competent. There is also ongoing inequality of access to basic arts education services. Cultural Education Plans are designed to address these problems. Cultural Education Plans enable the implementation of cultural, artistic, and cultural heritage education as part of teaching. A systematic and multidisciplinary plan that combines the objectives of the local curriculum and the cultural offers of the municipality supports the holistic growth and development of pupils. This chapter gives an overview of Finnish cultural education: how neither the primary school system nor the basic services in arts education are not yet sufficient in themselves to provide children with the cultural skills they need, and how Cultural Education Plans seek to equalize cultural education by addressing the problems and filling the gaps left by those institutions.