Homeschooler – an isolated freak?

Original: Kotioppija ja sosiaaliset taidot

Homeschooling is a legal way to complete compulsory education in Finland. Despite international studies in favor of home schooling, home schooling has been criticized in Finland. The social skills of homeschoolers have become a particular concern.

In addition to verbal communication, social skills include a set of gestures that are used to express opinions and convey feelings. Good social skills prevent conflict situations and create the conditions for cooperation and positive interaction between individuals. These skills develop in everyday interaction situations.

Proficient in research

In 2017, 378 children completed their compulsory education as home school students. The school and social authorities’ concern about homeschoolers is especially centered around the child’s social skills. Those who educate their children at home often have to justify their choice to people who are worried about the child’s social suitability. This is despite the fact that several international studies prove that homeschoolers’ social skills are at least as good, or even better, than those of schoolchildren.

In his dissertation Comparison of Social Adjustment Between Home and Traditionally Schooled Students (University of Florida, 1992), Larry E. Shyers (Ph.D.), who now works as a family therapist, compared the social skills of homeschoolers and school students. No differences were found between schoolchildren and homeschoolers. According to Thomas C. Smedley (Ph.D., 1992) of Virginia in his Socialization of Home School Children, school children are only temporarily socialized with a peer group, not for the rest of their lives. Homeschoolers are guided with the aim of raising the child into a responsible and emotionally balanced adult who takes others into consideration. Subsequent studies of homeschoolers have produced similar results.

Homeschoolers have time

Children and young people spend a significant part of their everyday life at school. According to a survey conducted in 2017 for parents of Espoo homeschoolers, homeschoolers spend an average of two hours a day on written assignments. The time used depends on the way of studying and the age of the homeschooler. Homeschoolers can also schedule their sleep and its amount according to their individual needs. This means that children studying at home have time to do a variety of activities. They also manage to participate in hobbies and activities outside the home better than schoolchildren.

Participation teaches

Participation develops only through participation. Participation teaches how to act in social interaction with others, to take a place as a member of the community, and to bear responsibility for one’s actions. At school, children are offered opportunities for participation and agency only within the framework limited by the school, but homeschoolers have almost unlimited opportunities.

The key difference is the homeschooler’s opportunity to work not only in peer groups but also in intergenerational relationships. They often have a huge desire for information, which is not limited to the contents of textbooks, as well as knowledge of individual subjects that is broader than the contents of school subjects. Therefore, they are able to socialize naturally and form meaningful and lasting friendships with people of all ages. Their circle of friends often consists of people of different ages, as they primarily seek out people who are like-minded, not just people their own age.

From participant to actor

Functional participation has a central place in the lives of children and young people. The homeschooler naturally grows into an active social actor when he is included in ordinary, but meaningful, everyday situations, and he is encouraged to take independent, initiative action. However, not all parents have the desire or capabilities to provide a learning environment that is optimal for a child’s learning, because teaching a child at home requires commitment, effort, and awareness and acceptance of responsibility.

For many homeschooling parents, it is especially important to be a part of their children’s lives, growth, and development. They are ready to bear the responsibility for the child’s comprehensive upbringing and invest in this. This responsibility includes taking care of the development of children’s social skills. When homeschooling is implemented responsibly, only prejudices and artificial restrictions set by society can prevent the homeschooler from growing into an independent and self-initiated, participating and active social actor.

[NOTE: This is not an official translation and should be used for reference only.]

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HOMESCHOOLING

https://www.oph.fi/fi/koulutus-ja-tutkinnot/kotiopetus

Students within the scope of compulsory education must participate in comprehensive school education organised in accordance with the Basic Education Act or otherwise receive information corresponding to the basic education syllabus. Knowledge and skills corresponding to the basic education syllabus can be acquired instead of participating in basic education, for example, by studying at home, hereinafter referred to as homeschooling. Homeschooling also includes group studies in which the party responsible for implementing teaching does not have a licence to organise teaching granted by the Government in accordance with the Basic Education Act. Homeschooling is not teaching in accordance with the Basic Education Act, but the progress of students within the scope of compulsory education must be supervised in relation to the objectives and key contents of the subjects included in the basic education syllabus laid down in the National Curriculum for Basic Education (2014).

The compulsory student must participate in basic education organized in accordance with the Basic Education Act or otherwise receive information corresponding to the curriculum of basic education. Knowledge and skills corresponding to the basic education curriculum can be acquired instead of participating in basic education, for example by studying at home, which is called home education below. Home education is also group-based study where the entity responsible for the implementation of the education does not have a government-issued license to organize education in accordance with the Basic Education Act. Home schooling is not teaching in accordance with the Basic Education Act, but the progress of the compulsory student must be monitored in relation to the objectives and key contents of the subjects included in the basic education curriculum set out in the Fundamentals of the Basic Education Curriculum (2014).

Homeschooling does not require permission from the authorities, i.e. in practice from the municipal education department. The decision is made by the guardian. The guardian’s notification to the municipality of residence of the child’s transfer to home schooling is sufficient. After the notification, the guardian is also responsible for achieving the knowledge and skills corresponding to the basic education syllabus of the student within the scope of compulsory education and for the progress of the student within the scope of compulsory education. Guardian who intentionally or through gross negligence neglect their duty to supervise the completion of compulsory education may be sentenced to a fine for neglecting the supervision of a student within the scope of compulsory education.

Home teaching does not require permission from the authorities, i.e. in practice from the municipality’s education department. The guardian decides on the matter. The guardian’s notification to the municipality of residence about the child’s transition to home education is sufficient. After notification, the guardian is also responsible for the acquisition of knowledge and skills corresponding to the basic education curriculum of the compulsory education student and the progress of the compulsory education student. Guardians who intentionally or through gross negligence neglect their duty to supervise the completion of compulsory education can be sentenced to a fine for neglecting to supervise compulsory education.

The guardian is responsible for organising the studies of the student within the scope of compulsory education, such as acquiring learning materials and actual studies. Municipalities are not obliged to organise teaching for students within the scope of compulsory education who are homeschooled or to provide materials free of charge.

The guardian is responsible for arranging the studies of the compulsory student, such as acquiring study materials and the actual studies. The municipality has no obligation to organize education for a student who is homeschooled, nor to provide free materials.

What does the basic education curriculum include?

Students within the scope of compulsory education must acquire the knowledge and skills corresponding to the basic education syllabus laid down in the National Agency for Education (2014) in basic education curriculum decided by the Finnish National Agency for Education. Students within the scope of compulsory education must study all the objectives and key contents of the teaching of the subjects that are part of the basic education syllabus.

In home education, the compulsory student must acquire the knowledge and skills corresponding to the curriculum of basic education prescribed in the Fundamentals of the Basic Education Curriculum (2014) decided by the Board of Education. The compulsory student must study all the teaching goals and key contents of the subjects that are part of the basic education curriculum.

The basic education syllabus includes the following common subjects:

• native tongue and literature
• second national language, Swedish or Finnish
• foreign language
• Environmental studies
• Health information
• religion or philosophical knowledge
• history
• civics
• mathematics
• physics
• chemistry
• biology
• geography
• exercise
• music
• visual arts
• handicraft
• household

Students within the scope of compulsory education within the scope of homeschooling do not need to study elective classes in arts and crafts subjects decided by government decree or locally decided elective subjects for pupils. Home schooling for a child of compulsory education age under the responsibility of a guardian does not need to include guidance counselling either.

• Read more about Government Decree 422/2012 (Finlex)
• Read more about the basics of the basic education curriculum in the eBasics service
• Distribution of hours in comprehensive school education (2018)

Home-schooled compulsory students do not have to study elective classes of art and skill subjects decided by the government decree or locally decided elective subjects for the student. Home education given to children of compulsory school age under the guardian’s responsibility also does not have to include student guidance.

• Read Government Regulation 422/2012 (Finlex)

• Read more about the basics of the basic education curriculum in the eBasics service

• Basic education timetable (2018)

 

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HOMESCHOOLING IN PRACTICE

However, according to Section 26 of the Basic Education Act, municipalities must monitor the progress of students within the scope of compulsory education if they do not participate in school education. The legislation does not contain provisions on the practical arrangements for supervision, but these are decided locally.

When notification of the child’s transfer to home education is received from the guardian, the guardian must be contacted and agree on the practical arrangements for supervision, as well as review the responsibilities and obligations of the guardian and the municipality.

Municipalities are not obliged to provide services or benefits for students within the scope of compulsory education who are in home education, to which a pupil participating in comprehensive school education is entitled under the Basic Education Act, such as:

• Classroom
• support for learning and school attendance
• free learning materials, tools and materials
• pupil welfare
• free school meals
• school transport.

Special teaching arrangements apply only to school attendees. By decision of a guardian, a person studying at home cannot, for example, be exempted from studying a common subject included in the basic education syllabus.

If the guardians of a student within the scope of compulsory education who is homeschooled wants their child to participate in a special examination, participation in it is free of charge.

The municipality is not obliged to arrange services or benefits for a compulsory student who is homeschooled, to which a student participating in basic education is entitled according to the Basic Education Act, such as

• for teaching
  • to support learning and going to school
  • free learning materials, work tools and materials
  • for student care
  • for free school meals
  • for school transport.

The special teaching arrangements only apply to those attending school. By decision of the guardian, a person studying at home cannot, for example, be exempted from studying a common subject included in the basic education curriculum.

If the guardian of a homeschooled compulsory student wants their child to participate in a special degree, participation is free of charge.

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SUPERVISORY OBLIGATION OF THE MUNICIPALTY OF RESIDENCE

According to section 26 of the Basic Education Act, the municipality of residence must supervise the progress of students within the scope of compulsory education if they do not participate in school education. The legislation does not contain provisions on the practical arrangements for supervision, but these are decided locally. As a general procedure, the municipality of residence appoints an investigative teacher whose task is to investigate and assess the progress of the student within the scope of compulsory education. The investigating teacher must contact the guardian and agree on the practical arrangements for supervision, as well as go through the responsibilities and obligations of the guardian and municipality of residence.

The progress of students within the scope of compulsory education in homeschooling is monitored in relation to the Basics of the Basic Education Curriculum (2014) and their subsequent amendments. The practical implementation of progress monitoring is agreed between the municipality and the guardian. The guardian may have their own plan for implementing home education, which should be submitted to the investigating teacher in the municipality of residence. If the guardian follows the local curriculum of the municipality in the implementation of home education, this will provide support in supervising the progress of the student within the scope of compulsory education.

The legislation does not specify how often monitoring events are organised. It is common practice to have them once a couple of years.

Residential supervision obligation

According to Section 26 of the Basic Education Act, the municipality of residence must monitor the progress of the compulsory education students if they does not participate in school education. The legislation does not contain regulations on the practical arrangements of supervision, but they are decided locally. The general procedure is that the municipality of residence appoints a research teacher whose task is to find out and evaluate the progress of the compulsory education student. The investigating teacher must be in contact with the guardian and agree on the practical arrangements for the supervision, as well as review the responsibilities and obligations of the guardian and the municipality of residence.

The progress of a compulsory student who is homeschooled is monitored in relation to the Fundamentals of the Basic Education Curriculum (2014) and the subsequent changes made to them. The practical implementation of progress monitoring is agreed upon between the municipality and the guardian. The guardians may have their own plan for implementing home education, which should be submitted to the investigating teacher in the municipality of residence. If the guardian follows the municipality’s local curriculum when implementing home education, this serves as a support in monitoring the progress of the compulsory student.

The legislation does not specify how often monitoring events are organized. The general practice is that there are once or twice a year.

In supervision sessions, the investigative teacher monitors progress through discussions, portfolios, written and oral tests and demonstrations, and other types of evidence. Other demonstrations are particularly necessary when examining the progress of students within the scope of compulsory education in arts and crafts subjects. Demonstrations can be, for example, demonstration of skills through various performances in supervision situations or various demonstrations describing studying and its outputs.

Demonstration situations can also be arranged in different learning environments outside the home, such as in nature, in a laboratory or in sports facilities, so that the investigative teacher can examine and assess the pupil’s progress and competence in different areas of the subjects.

After assessing the progress made in the supervision sessions, the examining teacher should draw up a written report on the progress of the student within the scope of compulsory education, which will be delivered to the municipality of residence. It is also given to the guardian of a student within the scope of compulsory education. The record is not a certificate.

In supervision sessions, the examining teacher monitors progress through, for example, discussions, portfolios, written and oral tests and displays, and other types of displays. Other indicators are necessary, especially when explaining the progress of a compulsory student in arts and skills subjects. The displays can be, for example, demonstrating skills with different performances in self-monitoring situations or different displays describing studying and its outputs.

Demonstration situations can also be arranged in different learning environments outside the home, such as nature, in the laboratory or in sports venues, so that the examining teacher can find out and evaluate the student’s progress and competence in different areas of the subject.

After evaluating the progress made in the supervision sessions, the examining teacher should prepare a written report on the progress of the compulsory student, which will be delivered to the municipality of residence. It is also given to the guardian of the compulsory student. The statement is not a certificate.

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BASICS OF THE BASIC EDUCATION CURRICULUM AND HOME TEACHING

The progress of students within the scope of compulsory education who is homeschooled is monitored in relation to the objectives and key contents of the subjects included in the basic education syllabus laid down in the Basics of the Basic Education Curriculum (2014).

If a guardian decides to draw up their own plan for their child’s studies at home, teaching must be based on the objectives of the core curriculum below:

• Basics of the Basic Education Curriculum (2014)
• Basics of the A1 language curriculum for grades 1–2 (2019)  (entered into force 1.1.2020)

Fundamentals of the basic education curriculum and home teaching

The progress of a compulsory student in home education is monitored in relation to the objectives and key contents of the subjects included in the basic education curriculum determined in the Fundamentals of the Basic Education Curriculum (2014).

If the guardians decide to prepare their own plan for their child’s studies at home, the teaching must be based on the goals of the curriculum basics below:

• The Basics of the Basic Education Curriculum (2014)
  • Basics of the A1 language curriculum for year classes 1-2 (2019) (entered into force on 1 January 2020)

If the guardians of a student within the scope of compulsory education who is homeschooled want their child to participate in a special qualification, the assessment of learning and competence is based on the amendments to the Basic Curriculum for Basic Education (2014) below:

• Assessment of pupils’ learning and competence in comprehensive school education (2019)  (entered into force 1.8.2020)
• Criteria for the final assessment of comprehensive school education (2020) (entered into force 1.8.2021).

If the guardian of a compulsory student who is homeschooled wants their child to participate in a special degree, the assessment of learning and competence is based on the changes to the Fundamentals of the Basic Education Curriculum (2014) below:

• Assessment of student learning and competence in basic education (2019) (entered into force on 1 August 2020)
  • Criteria for the final evaluation of basic education (2020) (entered into force on August 1, 2021).

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CERTIFICATES, SPECIAL DEGREE, AND CERTIFICATE OF RESIGNATION

Certificates

Students within the scope of compulsory education who are homeschooled are not given certificates for their studies. If a guardian wants their child to receive a certificate for their studies, they must take a special degree.

Certificates, special degree and graduation certificate

Certificates

Home-schooled students are not given certificates of their studies. If the guardians wants their children to receive a certificate for their studies, they must participate in a special exam.

Special qualification and certificates

The basic education syllabus or part thereof can be completed in a special examination referred to in the Basic Education Act and Decree (Basic Education Act, Section 38, Basic Education Decree, Section 23). A special qualification can be arranged by a person who is authorised to organise basic education. Participants in a special qualification must demonstrate that their knowledge and skills correspond to those specified in the general syllabus of different subjects in basic education.

The certificates used in the special examination are:

1. certificate of completion of the syllabus of the subject of basic education

2. a certificate of partial completion of the basic education syllabus

3. a certificate of completion of the entire basic education syllabus.

Special degree and certificates issued for it

The basic education curriculum or part of it can be completed in a special degree referred to in the Basic Education Act and Ordinance (Basic Education Act § 38, Basic Education Ordinance § 23). A special degree can be organized by the person who is licensed to organize basic education. The person participating in the special degree must demonstrate that their knowledge and skills correspond to the knowledge and skills according to the general curriculum of the various subjects of basic education.

The certificates used in the special degree are

1. certificate of completing the syllabus of the basic education subject

2. certificate of partially completed basic education curriculum

3. certificate of completion of the entire syllabus of basic education.

If a pupil or other person completes the syllabus of a subject of basic education in a special qualification, they will be issued with a certificate of completion of the syllabus for the subject of basic education. The certificate must indicate the subject and syllabus completed. Performances in several subjects can be recorded on the same certificate. Those who have completed only part of the basic education syllabus, such as the syllabus for a year group, will be given a certificate of partially completed basic education syllabus.

If the entire basic education syllabus has been completed in a special qualification, a certificate of completion of the entire basic education syllabus is issued.

The same general information shall be entered on the certificates as on the leaving certificate. The name of the subject, syllabus and grade are entered for completed subjects.

Students within the scope of compulsory education must successfully complete all common subjects included in the basic education syllabus in order to receive a certificate of completion of the entire basic education syllabus.

If a student or other person completes basic education in a special examination of a subject’s curriculum, they will be given a certificate of completing the curriculum of a basic education subject. The certificate must state the completed subject and syllabus. The performance of several subjects can be marked on the same certificate. Those who have completed only part of the basic education curriculum, such as the year class curriculum, will be given a certificate for the partially completed basic education curriculum.

If the entire curriculum of basic education has been completed in a special degree, a certificate of completion of the entire curriculum of basic education is given.

The certificates contain the same general information as the final certificate. Of the completed subjects, the name of the subject, the number of lessons and the grade are recorded.

The compulsory student must successfully complete all the common subjects included in the basic education curriculum in order to receive a certificate of completion of the entire basic education curriculum.

A special qualification is completed at least in subjects common to all, which, according to section 11 of the Basic Education Act, are mother tongue and literature, second national language, foreign language, environmental studies, health information, religion or philosophical knowledge, history, social studies, mathematics, physics, chemistry, biology, geography, physical education, music, visual arts, crafts and home economics. Basic education can be completed in a special degree without studying elective subjects or electives in arts and crafts subjects.

The assessment of a special qualification is based on the subject-specific teaching objectives and assessment criteria included in the National Curriculum for Basic Education 2014 at the end of grade 6 or the final assessment criteria for grade 8. As of 1.8.2021, the assessment of a special qualification will be based on  the criteria for the final assessment of comprehensive school education for grades 5, 7, 8 and 9.

A special degree is completed at least in subjects common to all, which are, according to Section 11 of the Basic Education Act, mother tongue and literature, second domestic language, foreign language, environmental studies, health knowledge, religion or outlook on life, history, social studies, mathematics, physics, chemistry, biology, geography, physical education, music, visual arts, crafts and household. Basic education can be completed in a special degree without studying electives or art and skill subjects.

The evaluation of the special degree is based on the subject-specific teaching goals and evaluation criteria included in the Fundamentals of the Basic Education Curriculum 2014 at the end of year 6 or the criteria of the final evaluation for grade 8. The evaluation of the special degree is based on the criteria of the final evaluation of Basic Education for grades 5, 7, 8 and 9 from August 1, 2021.

Section 38 of the Basic Education Act does not provide anyone with an absolute right to a special examination.  The education provider decides on the organisation of the examination. The education provider must have objective grounds for refusing to arrange a special qualification. The guardian may also turn to another education provider. According to the regulation on the assessment of pupils’ learning and competence in basic education (OPH-281-2020), the local curriculum must decide on the possibilities and times of completing a special qualification.

Section 38 of the Basic Education Act does not stipulate anyone’s absolute right to enter a special qualification. The organizer of the education decides on the organization of the degree. The organizer of the education must have valid reasons for refusing to organize a special degree. The guardian can also turn to another education organizer. According to the regulation ”Assessment of student learning and competence in basic education” (OPH-281-2020), the local curriculum must decide on the possibilities and dates of completing a special degree.

Report

When a student within the scope of compulsory education moves to home schooling, the school where the student within the scope of compulsory education has been a student must issue a certificate of resignation to the student.

The certificate of resignation is issued according to the same principles as the academic year certificate. No assessment of behaviour is recorded in the certificate of resignation.

Divorce certificate

When the compulsory student transfers to home education, the school where the compulsory student has been a student must give the compulsory student a certificate of separation.

The certificate of departure is issued according to the same principles as the academic year certificate. Behavior evaluations are not included in the separation certificate.

The certificate of resignation shall contain:

– name of the certificate- name of the education provider and school- language of instruction of the school- name and date of birth of the pupil- date of issue of the certificate- signature of the principal- pupil’s study programme and verbal evaluations or numerical grades of how the pupil has achieved the objectives- extent of studies in annual weekly hours in the grade in question in each common subject and elective subject- syllabus or syllabus studied by the pupil in the following subjects: mother tongue and literature,  second national language and foreign languages- assessment scale in accordance with section 10 of the Basic Education Decree, if numbers are entered on the certificate- a statement that the certificate complies with the curriculum criteria approved by the Finnish National Agency for Education on 10.2.2020.

• Read more about assessing student learning and competence.

The certificate of separation is marked

– the name of the certificate

– the name of the teaching organizer and the school

– the school’s Language of Instruction

– student’s name and date of birth

– date of issue of the certificate

– principal’s signature

– the student’s study program and verbal assessments or numerical grades on how the student has achieved the goals

– scope of studies in hours per week in the respective year class in each common subject and in the optional subject

– the syllabus or syllabus studied by the student from the following subjects: mother tongue and literature, second domestic language and foreign languages

– assessment scale according to § 10 of the basic education regulation, if numbers are entered on the certificate

– mention that the certificate complies with the curriculum criteria approved by the Board of Education on February 10, 2020.

• Read more about the assessment of student learning and competence.

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REGISTERING STUDENTS WITHIN THE SCOPE OF COMPULSORY EDUCATION WHO ARE HOMESCHOOLED IN THE KOSKI SYSTEM

The municipality of residence of a student within the scope of compulsory education who is homeschooled must record in the national information pool for basic education, upper secondary general education and vocational education and training, i.e. the KOSKI service, information that a student within the scope of compulsory education, whose completion of compulsory education the municipality is obliged to supervise, does not participate in education organised in accordance with the Basic Education Act.

In the KOSKI service, there is no separate section for homeschoolers, but students within the scope of homeschooling are primarily entered in the list of pupils at the teacher’s school studying their progress. In arranging the right to study, they will be entered in the Additional information section Homeschooling, which also includes the date when home schooling began. If a student within the scope of homeschooling later applies to comprehensive school education, the date of completion of home education is recorded in the system.

Registering a compulsory student who is homeschooled in the Koski system

The municipality of residence of a home-schooled compulsory student must record in the national database of basic education, upper secondary education and vocational education, i.e. the KOSKI service, the information that the compulsory student, whose performance of compulsory education the municipality is obliged to supervise, does not participate in the teaching organized in accordance with the Basic Education Act.

In the KOSKI service, there is no separate section for those who are homeschooled, but the students who are homeschooled are marked primarily in the list of students of the teacher’s school who examines their progress. They are marked in the ”Additional information on the right to study” section Home education, where the time when the home education has started is also marked. If the subject who is homeschooled later applies to become a student of basic education, the date of the end of homeschooling is recorded in the system.

If a student within the scope of compulsory education who is homeschooled does not complete the basic education syllabus in a special qualification, the additional information Home schooling and the date on which home schooling began will be transferred to Koski. The tab for the school year will be removed from the student within the scope of compulsory education and, finally, the right to study will be marked as divorced because the student within the scope of compulsory education will not receive a leaving certificate.

The KOSKI service does not store data on children who participate in other activities that achieve the objectives of pre-primary education, such as home teaching, in the year preceding the start of compulsory education. If a preschool pupil moves to home schooling in the middle of pre-primary education, the right to study is terminated in the KOSKI service with the status ”divorced”.

If the subject who is homeschooled does not complete the curriculum of basic education in a special degree, additional information Homeschooling and the time when homeschooling has started are transferred to Koske. The academic year tab is removed from the student, and finally the right to study is marked as terminated, because the student does not receive a graduation certificate.

The KOSKI service does not store information about a child who participates in other activities that achieve the goals of pre-school education, such as home schooling, in the year before compulsory schooling begins. If a pre-school student transfers to home education in the middle of pre-school education, the right to study is set to ”withdrawn” in the KOSKI service.

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EXCEPTIONAL WAYS OF ORGANIZING COMPREHENSIVE SCHOOL EDUCATON DURING THE CORONAVIRUS SITUATION

• Read more about exceptional ways of organising teaching

Exceptional methods of organizing basic education in the corona situation

• Read more about exceptional teaching methods

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FREQUENTLY ASKED QUESTIONS ABOUT HOMESCHOOLING

1. Can a guardian suggest an investigative teacher from another school or municipality?
   
   According to section 26 of the Basic Education Act, the municipality of residence must supervise the progress of students within the scope of compulsory education if they do not participate in school education. The legislation does not contain provisions on the practical arrangements for supervision, but these are decided locally. As a general procedure, the municipality of residence appoints an investigative teacher whose task is to investigate and assess the progress of the student within the scope of compulsory education. The guardian may propose an investigative teacher, but the municipality of residence always has the power to decide on the matter. 
2. By what age must a student within the scope of homeschooling have completed the entire basic education syllabus in accordance with the objectives and key contents?
   
   According to section 26(1) of the Basic Education Act, completion of comprehensive school education ends when the basic education syllabus has been completed or at the latest at the end of schoolwork for the academic year in which the pupil turns 17.
3. Is it possible to complete upper secondary studies without participating in teaching?
   
   Yes, it is. In this case, the student within the scope of compulsory education must register either to complete general upper secondary education in a special qualification or vocational education and training in a demonstration. 
4.  Who is responsible for guiding and supervising students within the scope of homeschooling in questions and answers related to applying for upper secondary education?
   
   According to the Act on Compulsory Education, the responsibility for guidance and supervision lies with the municipality of residence of students within the scope of compulsory education. The municipality of residence decides how guidance and supervision will be organised in the municipality. Carrying out the task can be entrusted to the investigative teacher. 
5. Is it the municipality’s obligation to provide students within the scope of compulsory education with a report on the completion of the entire basic education syllabus for the purpose of applying for upper secondary education if the student within the scope of compulsory education does not complete a special qualification and does not wish to have a leaving certificate?
   
   Municipalities must provide students within the scope of compulsory education with a document on the progress of compulsory education.
6. What kind of certificate will be issued to a student within the scope of homeschooling at the end of comprehensive school education if the guardian does not request a special qualification for their child?
   
   Students within the scope of compulsory education who are homeschooled are not given certificates. Students within the scope of compulsory education are given a description even when the investigating teacher has ascertained that the child has progressed in his/her studies in home schooling in such a way that he/she has acquired the knowledge and skills corresponding to the basic education syllabus prescribed in the Basics of the Basic Education Curriculum (2014).
   
   For example, the following may be recorded in the record: ” (…) has made progress in home schooling in accordance with the objectives and key contents of the entire basic education syllabus.”
7. Does the municipality of residence have a duty of supervision regarding the completion of preschool in home schooling?
   
   Municipalities are obliged to offer children a place in pre-primary education, but if the parents do not accept it, the municipality has no other statutory obligations.  The guardian is responsible for ensuring that the child achieves the goals set for pre-primary education.
   
   Municipalities have no monitoring obligations with regard to children other than those within the scope of extended compulsory education who do not participate in pre-primary education. Sometimes staying at home raises concerns about the child’s development or well-being, in which case a child welfare notification is appropriate.

For more information about home teaching, please email perusopetus(at)oph.fi.

Frequently asked questions about homeschooling

1. Can the guardian suggest a research teacher from another school or municipality

According to Section 26 of the Basic Education Act, the municipality of residence must monitor the progress of the compulsory education students if they do not participate in school education. The legislation does not contain regulations on the practical arrangements of supervision, but they are decided locally. The general procedure is that the municipality of residence appoints a research teacher whose task is to find out and evaluate the progress of the compulsory education student. The guardian can propose a research teacher, but the decision-making power in the matter always rests with the municipality of residence.

2. By what age must a homeschooled student have studied the entire curriculum of basic education in accordance with the goals and key contents?

According to Section 26, subsection 1 of the Basic Education Act, the completion of basic education ends when the curriculum of basic education has been completed or at the latest when schoolwork for the school year ends in the calendar year in which the student turns 17.

3. Is it possible to complete secondary studies without attending classes?

Yes it is. In this case, the compulsory student must register either to complete upper secondary education in a special degree or vocational education in the monitor.

4. Who is responsible for guiding and monitoring the questions and answers related to applying for the second level of home schooling compulsory students?

According to the Compulsory Education Act, the responsibility for supervision and control belongs to the municipality of residence of the compulsory education student. The housing municipality decides how control and supervision is organized in the municipality. The task can be given to the research teacher.

5. Does the municipality have an obligation to provide the compulsory education student with a report on the completion of the entire basic education curriculum for applying for secondary education, if the compulsory education student does not complete a special degree and wants a graduation certificate?

The municipality must give the compulsory education student a document on the progress of compulsory education.

6. What kind of certificate is given to a compulsory student who is homeschooled at the end of basic education, if the guardian does not request a special degree for their child?

Certificates are not given to those who are obliged to study at home. The compulsory students are given a report even when the examining teacher has determined that the child has progressed in their studies in home education, so that they have acquired the knowledge and skills corresponding to the basic education curriculum specified in the Fundamentals of the Basic Education Curriculum (2014).

For example, the report can be entered as follows: ”(…) has progressed in home education in accordance with the goals and key contents of the entire curriculum of basic education.”

7. Does the municipality of residence have a supervisory obligation regarding the completion of pre-school in home education?

The municipality has an obligation to offer children a pre-school place, but if the parents do not accept it, the municipality has no other statutory obligations. It is the guardian’s responsibility that the child achieves the goals set for preschool education.

The municipality has no monitoring obligations for children who do not participate in pre-school education, other than those in the scope of extended compulsory schooling. Sometimes staying at home raises concerns about the child’s development or well-being, in which case a child protection notice is appropriate.

For more information about homeschooling, email perusopetus(at)oph.fi.

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READ MORE

• Basic Education Act 628/1998 (Finlex)
• Basics of the Basic Education Curriculum 2014 in the eBasics service
• Read more about comprehensive school students studying abroad

WHO ARE THE HOMESCHOOLERS?

There are about 500 homeschooled children in Finland (2023). For many children, homeschooling is a good way to learn and complete compulsory education. According to the results of a questionnaire made by SuKo (2023), it seems that especially many neurodiverse students like the option of homeschooling and find it suitable for them.

Homeschoolers are not a homogeneous group, though. There can be various reasons for choosing homeschooling: differing educational orientations; lack of individually-adapted education at school; bullying; long distances to school; long stays abroad; religiously-oriented approaches to learning; music or sports activities that require absence from school; and more.

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SESSIONS WITH THE MONITORING TEACHER

The municipality is responsible for monitoring the progress of the homeschooler’s studies. Common practice is for guardians to have meetings once or twice a year with the monitoring (or ”supervising”) teacher, who then gives a certificate when the homeschooled student has learned the specified content for their grade. The monitoring teacher and the homeschooling family together should seek mutual understanding and cooperation regarding such meetings.

INFORMAL DISCUSSION

A casual discussion is a useful way to assess the learner’s progress. During the discussion, the monitoring teacher pays attention to things such as the way the child presents what they have learned, their ability to talk about their studies, and their interest in learning. The purpose of the conversation is to create a pleasant and relaxed situation, making it easier to monitor the child’s actual progress.

LEARNING PORTFOLIO

A learning portfolio helps the learning family keep track of the child’s progress and allows the teacher to examine the thoroughness of the completed work, the versatility of the learning methods, and the learned content. Homeschoolers should participate along with their guardians in compiling their own portfolio, because it is important that they can tell about their progress themselves—explaining what is easy and meaningful, what is difficult or less interesting, how they learn best, how difficulties have been overcome, what experiences have proven successful, and so on. The learners should observe their learning in relation to the goals that guide the learners’ acquisition of knowledge and choice of content. They should be able to modify their study methods according to achieved and unachieved goals and set new goals for themselves. Becoming aware of one’s own skills through feedback is also relevant in terms of learning outcomes.

Many have found an online portfolio—blog or webpage—to work, which the teacher can log into and easily monitor in real time. The online portfolio should be updated regularly. You can make your own updates about special events, such as educational field trips. These online posts can be enhanced by including pictures, videos, and stories illustrating the goals, successes, and failures in the learning process. Then the learning family and the monitoring teacher can refer to the portfolio during their monitoring sessions together.

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LEARNING MATERIALS

School books are available from many different publishers and sources. Libraries and the internet are great sources for learning materials as well. Additionally, you can get a lot of help and useful tips from the discussion groups of other homeschooling families.

COMPULSORY EDUCATION, VOLUNTARY SCHOOLING

In Finland, compulsory education can be completed either by participating in elementary school education or by learning the knowledge and skills corresponding to the curriculum of elementary school education in some other way—such as through homeschooling. This means, then, that education is compulsory but schooling is not.

Parents, in other words, have the legal option to choose homeschooling for their child’s primary school education. Even so, there are regulations that the guardians must adhere to in terms of the child’s compulsory education—and the guardians can be fined for failure to fulfill these duties—so awareness of these responsibilities is important.

When homeschooling, the child is not a student in any school. Instead, parents themselves are responsible for offering their child the required education defined in the National Core Curriculum. Homeschooling parents are responsible for purchasing books and other learning material in addition to the actual tutoring. There is freedom for choosing the methods of teaching as long as the required goals in the state curriculum are met and parents are able to demonstrate the progress of learning in a good manner. Most homeschoolers make a portfolio or a blog demonstrating the work done over the year.

When parents choose homeschooling for their child, they must send a written notification to the head of education (opetuspäällikkö) of the city/municipality of their residence, who will in turn name a monitoring teacher responsible for following the student’s learning progress. The monitoring teacher will not teach or evaluate the skills of the student, but follow the progression of the studies and whether the student reaches the goals set out in the Core Curriculum.

If the student has been attending a school before starting homeschooling, one should notify the school as well. The school must give a certificate of departure when the student transfers to homeschooling.

The guardian is responsible for the costs and making arrangements to ensure that the homeschooler makes progress in their education. The guardian also makes sure that the homeschooler gets the necessary services for health care and well being.

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AND NOW, A FEW WORDS ON TERMINOLOGY

One difficulty that people have in trying to understand educational regulations in Finland arises because there is no common terminology among the various English speaking communities. And while the Finnish Education Administration has created a Finnish-English glossary of education-related terms, the English versions do not necessarily match those actually used in English-speaking countries. Terms such as ”preschool,” ”reception,” ”kindergarten,” ”elementary school,” ”middle school,” ”secondary school,” ”high school,” and so on often mean different things in the UK than they do, for instance, in the U.S. Take the term ”preschool,” for example. (See Comparison Table). In the U.S., ”preschool” refers to the more-or-less informal schools for children younger than five years old, who then move on to ”kindergarten” (age five) and then ”elementary” or ”primary” school (ages roughly from six through ten or grades one through five).

This means, then, that English speakers should try to understand exactly what the various stages in the Finnish education system involve rather than to try to attach their own particular terminology as equivalents of Finnish terms. For example, the term ”esikoulu” literally translates as ”preschool,” but esikoulu is not the equivalent of what English-speaking countries mean by the word ”preschool.” Esikoulu is equivalent to the U.S. version of kindergarten, for example, with the exception that American children start kindergarten at age 5 rather than at age 6 as in Finland. And the British school system, on the other hand, has a very different set of terms than the American. Things get even more complicated when we take into account all other English-speaking countries, not to mention the many English speakers in Finland from non-English speaking countries and for whom English is their second or third language.

FINNISH TERMS FOR STAGES IN EDUCATION

Esiaste	Before Primary
• varhaiskasvatus (ages 0-5)	• early childhood education and care (ECEC)
• esikoulu (age 6)	• preschool; pre-primary
Perusaste	Primary
• peruskoulu (ages 7-15—grades 1-9)	• primary school; basic education
Toinen aste eli keskiaste	Secondary
• lukio TAI ammattikoulutus (ages 16-18)	• high school (general upper secondary) OR vocational education and training (VET)

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ESIKOULU HOMESCHOOLING

Children at age 6 are entitled to receive esikoulu (pre-primary / UK year 1 / US kindergarten) tutoring, and this level can also be done as homeschool esikoulu. Municipalities might not have clear rules about monitoring home esikoulu, so it is best to contact the appropriate municipality officials for more information about it in your municipality.

The guardian must ensure that they meet the goals set for compulsory esikoulu education. Suomen Kotikouluyhdistys ry recommends that the guardian carry out the child’s teaching and activities in compliance with the goals of the Early Childhood Education Curriculum 2014 and to document the child’s learning and activities during homeschooled kindergarten.

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GENERAL EXPECTATIONS

Compulsory school education in Finland covers ages seven to eighteen.

All students in Finland, whether in the municipal school or homeschool, are bound by the most recent valid curriculum. Based on regulations set forth in the National Curriculum and Homeschooling Guidelines, the guardians can draw up their own curriculum for the compulsory education student, which provides the knowledge and skills corresponding to the basic education curriculum. If the guardians prepare their own curriculum, it must be submitted to the municipality of residence and the monitoring teacher.

While some home learners might choose to follow their local curriculum, they are only required to meet the goals of the national basic education curriculum.

While in special cases accommodations in the curriculum are allowed for those students attending municipal school, learners studying at home, on the other hand, cannot leave out a common subject included in the national basic education curriculum. Special education accommodations can only be made for those studying at the municipal school. (OPH 2019) Nevertheless, homeschoolers are not tied to a specific learning method or school grades under law.

Up-to-date legislation defines an upper limit for the end of compulsory education, but no lower limit. ”Compulsory schooling shall end when the basic education syllabus has been completed or ten years after the beginning of compulsory schooling” (Basic Education Act 628/1998, Section 25).

In order to complete compulsory education, ”one must participate in basic education organized in accordance with this law or otherwise obtain information corresponding to the curriculum of basic education” (Basic Education Act 628/1998, Section 26). Studying that is not tied to year classes is possible in primary school (Basic Curriculum Principles 2014, 38), and when applying the first point of special teaching arrangements (Basic Education Act 628/1998, Section 18), it is possible, for example, to transfer a student (with the guardian’s consent) ahead to the year class for which it is estimated that they already has sufficient knowledge and skills. The possibility of a home learner to study without being tied to age-specific year classes is explained through the foundations of the Basic Education Act and the Basic Education Curriculum referred to above. For example, a home learners can progress in some or all subjects faster than the year class division. They can also achieve the knowledge corresponding to the basic education curriculum before the ninth grade.

As with all subject areas, students studying a second domestic language have three levels of support offered to them at the municipal school, such as general support, enhanced support, or, if necessary, a special support decision if the previous levels of support are not sufficient for learning the language. If there is still no effect, you can be exempted from studying the subject. But in homeschooling, there is no possibility to receive this extra support or to be exempted from studying common subjects.

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REQUIRED LANGUAGES

Homeschooled students may be taught in their native language, but any student living permanently in Finland must acquire the knowledge and skills in Finnish and Swedish corresponding to the Finnish basic education curriculum.

In some municipalities, the population is large and there are several schools in different languages of instruction, which means that, for example, monitoring homeschool in a certain language can be easily arranged. Some municipalities, on the other hand, have very few residents, perhaps only one small school and a few teachers. In this case, practical arrangements in a language other than the school’s language of instruction can be more complicated.

It is important to be aware of the possible local school language limitations and discuss them with the municipality’s education authorities in advance when deciding on homeschooling. Guardians, then, should discuss these issues with the municipality in advance. Since the municipalities have different practices in organizing the monitoring, Suomen Kotikouluyhdistys ry cannot take a position on the language in which the supervision is organized.

Often Finnish is the mother tongue of the homeschooler and Swedish is the second domestic language (B1) or vice versa. When the homeschooler’s mother tongue is other than Finnish, Swedish, Sámi, sign language, or Romani, Finnish is studied as an S2 language and Swedish as a second native language or vice versa.

In Finland, it is also possible to study remotely in a foreign language in another country according to that country’s curriculum, in which case the country in question monitors the learning progress. The language of instruction must be an official language in the destination country.

In the school environment, language learning would proceed in such a way that the first-year student would go to a preparatory class, during which Finnish is taught more intensively. For the second year, the student switches to a regular class to study, usually in Finnish. According to Section 18 of the Basic Education Act, this can be used for B1 Swedish. It is not automatic that students are exempted from studying a language, but if they come to Finland for the 8th or 9th grade without a previous schooling background, the situation would be unreasonable to learn two domestic languages at the same time. However, if the child has attended some school earlier in their life and comes to Finland for example in the 6th grade, then they are expected to study the B1 language just like everyone else

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AFTER COMPULSORY SCHOOLS?

Homeschoolers do not get diplomas per se. If homeschoolers so wish, the learner can take proficiency tests to receive a diploma called “erityinen tutkinto” (“special degree”). In this special degree, the competence of the home learner is evaluated in relation to the general curriculum of basic education and its goals.

​A regular primary school final certificate is not strictly required for admission to postgraduate studies, though. You can also apply to upper secondary school or vocational education through discretionary selection, unless it is an educational institution that selects students only through a separate entrance or selection exam. You can also enter a high school as a student without a regular school-leaving certificate or a similar certificate, if the applicant has sufficient conditions to complete high school (lukio=”upper secondary”) studies. 

Adult high school or online high school are alternative ways to complete further studies if the home learner is interested in high school studies but has not made it to the local high school of their choice. Depending on the educational institution, there may be special considerations when searching for a place to study. For example, a vocational educational institution that enables discretionary choice can accept a maximum of 30% of students in one application due to learning difficulties, social reasons, or difficulties in comparing school certificates. Some educational institutions, including upper secondary schools, may have their own emphasis, entrance, or aptitude tests or, for example, the possibility to provide additional evidence, which is taken into account in selections. Additional points can also be obtained, for example, from work experience or participation in workshop activities. One possible route is an apprenticeship, to which people over 15 can apply. (Adult high school 2020; Etälukio 2020; How students are selected… 2020; Opintopolku.fi 2020; Oppisopimus.fi 2020.) It is a good idea to contact possible postgraduate study places directly for more information.

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EXTERNAL LINKS

• Government Statement on Homeschooling (Unofficial English; Finnish)
• National core curriculum for primary and lower secondary (basic) education (English; Finnish)
• Basic Education Act (English; Finnish)
• Compulsory Education Act (Finnish)
• Basic Kindergarten Curriculum (Finnish)
• Lukion opetussuunnitelman perusteet 2019 (Highschool Curriculum)
• National Homeschooling Guidelines (Finnish)
• Key legislation on general education
• Evaluation of the student’s learning and competence in basic education (English; Finnish)

The Finnish Homeschool Association is a religiously, politically, and ideologically independent association.

The Finnish Homeschool Association (SuKo) is a forum for cooperation, peer support, and guidance for citizens and residents in Finland. The association also hopes to promote the official recognition of the validity of homeschooling (which in Finnish is referred to as kotikoulu or kotiopetus).

The purpose of the association is to promote knowledge about homeschooling and to encourage the integration of related concepts and practices. If necessary, SuKo will inform municipal authorities and school staff about homeschooling as an approved and legal alternative to municipal schooling. Currently, practices regarding the official monitoring of homeschoolers vary greatly from municipality to municipality and teacher to teacher.

WAYS TO CONNECT WITH US:

Email:	SuKo provides more detailed information and advice by e-mail if necessary: toimisto@suomenkotikouluyhdistys.fi.
Facebook Groups:	Kotikoulu – Suomen Kotikouluyhdistys ry SuKo, a peer support group for homeschooling parents.
	Kotiopetus Suomessa – SuKo ry:n monialainen keskustelufoorumi, SuKo’s Facebook multidisciplinary discussion group.
Online Discussions:	The association also organizes Virtuaali-illat (Virtual Evenings), where parents can meet for on-line discussions every other week on specific topics regarding homeschooling. Admission to the groups does not require membership in the association.

BECOME A MEMBER OF SuKo

You can apply to become a full or supportive member of the Finnish Homeschool Association using a PDF form with instructions.

The Board of Directors will process the received application at its next meeting and announce the decision by email. After acceptance, the new member will be sent a letter of acceptance and instructions for membership fees and other practical matters.

Full Member

Full members may include parents and other guardians of a child enrolled in preschool education as well as those unenrolled in school; former homeschoolers who have completed compulsory education; and persons who have shown a special interest in homeschooling. The full members are approved by the board of the association after review of the application.

Supporting member

A person or legal entity that wants to support the purpose and operations of the association can be accepted as a supporting member of the association. You can become a supporting member by paying the amount of your choice:

• Generous membership fee 30€
• Standard membership fee 20€
• Discounted membership price 10€

[Katso täältä jäsentiedot suomeksi.]

English speakers can find important information regarding homeschooling in Finland at the links provided below:

• About SuKo
• General Homeschooling Practices
• Homeschooling Regulations
• Government Statement on Homeschooling
• Homeschooling and Social Skills

The Finnish Homeschool Association is a religiously, politically, and ideologically independent association.

SuKo provides more detailed information and advice by e-mail if necessary: toimisto@suomenkotikouluyhdistys.fi.