Finland
Études économiques consacrées périodiquement par l'OCDE à l’économie de la Finlande. Chaque étude analyse les grands enjeux auxquels le pays fait face. Elle examine les perspectives à court terme et présente des recommandations détaillées à l’intention des décideurs politiques. Des chapitres thématiques analysent des enjeux spécifiques. Les tableaux et graphiques contiennent un large éventail de données statistiques.
OECD’s periodic surveys of the Finnish economy. Each edition surveys the major challenges faced by the country, evaluates the short-term outlook, and makes specific policy recommendations. Special chapters take a more detailed look at specific challenges. Extensive statistical information is included in charts and graphs.
This study evaluates the Finnish Education Evaluation Centre (FINEEC), focusing on the scope, quality and usefulness of FINEEC’s activities and outputs. Using a variety of methods, including self-assessment, consultations and international workshops, the report identifies nine areas for improvement and underscores the necessity for strategic and operational enhancements to strengthen FINEEC’s contribution to policy making in Finland.
This chapter provides the conclusions of the evaluation of the Finnish Education Evaluation Centre (FINEEC). It highlights the importance of FINEEC’s enhancement-led evaluation approach and its contributions to schools, higher education institutions, and municipalities, and its reputation, and impartial and highly credible institution. The chapter then summarises the nine key identified areas for improvement, as well as the strategies and actions for moving forward. The chapter concludes with suggestions for strengthening FINEEC’s contribution to policy making and the wider Finnish education system.
This study presents a detailed examination of the Finnish Education Evaluation Centre (FINEEC), focusing on the scope, quality and usefulness of its activities within the Finnish education system, and specifically highlights areas for improvement.
The Theory of Change methodology is generally used for the conceptual evaluation of programmes and policies. The Theory of Change is defined as “a specific and measurable description of a social change initiative that forms the basis for strategic planning, decision making and ongoing evaluation” (Retolaza, 2011[1]). Its structure is somewhat flexible, which makes it possible to understand the linkages between the different components of a programme and identify the causality of the effects of an intervention.
[1] FINEEC (n.d.), National Evaluation of Learning Outcomes in Vocational Education and Training, https://www.karvi.fi/sites/default/files/sites/default/files/documents/Learning%20outcomes%20evaluations%20in%20VET_0.pdf.
This chapter provides an overview of Finland’s education system and the role of the Finnish Education Evaluation Centre (FINEEC) within it. It details FINEEC’s evaluation activities, which include assessing learning outcomes, conducting thematic and system evaluations, performing quality management assessments and carrying out audits. The chapter also outlines FINEEC’s objectives, stakeholders and contributions to educational improvement and policy development. Additionally, it addresses various ongoing and emerging challenges that prompted the decision to evaluate FINEEC.
[1] FINEEC (n.d.), National Evaluation of Learning Outcomes in Vocational Education and Training, https://www.karvi.fi/sites/default/files/sites/default/files/documents/Learning%20outcomes%20evaluations%20in%20VET_0.pdf.
The Finnish Education Evaluation Centre (FINEEC) plays a crucial role in monitoring and assessing Finland's education system. Established in 2014, FINEEC has earned a reputation as an impartial and credible institution, providing invaluable data and insights that support educational institutions and policy makers. As Finland faces evolving challenges such as declining performance in international assessments, unmet employment outcomes for vocational education and training (VET) graduates, and the integration of new technological tools, it is essential to examine how FINEEC can adapt and enhance its contributions to policy making.
This chapter outlines the objectives and methodology employed to assess the work of the Finnish Education Evaluation Centre (FINEEC). The chapter begins by presenting the objectives of the evaluation, which included assessing the scope, quality and usefulness of FINEEC’s activities. It then presents the evaluation framework and the dimensions evaluated, including the relevance, coherence and effectiveness of FINEEC’s work. The chapter also provides a detailed description of the evaluation methodology, which involves desk research, self-assessments, expert panels, interviews, focus groups and theory of change.
To refine the review of the Finnish Education Evaluation Centre’s (FINEEC’s) reports, a detailed guide was crafted by the OECD team and subsequently executed with the support of artificial intelligence technology. This process involved the use of ChatGTP to systematically scan and analyse the selected FINEEC reports across four dimensions. The analysis was structured around a series of key questions designed to assess the quality of the reports, as shown below.
This chapter presents the results of the evaluation of the Finnish Education Evaluation Centre (FINEEC). It begins with an overview of perceptions of FINEEC, highlighting its reputation as an impartial and credible institution. The chapter then identifies nine key areas for improvement, organised around the themes of FINEEC’s strategy and scope of work, operations and contributions to policy making. For each of the challenges identified, strategies and actions for moving forward are highlighted.
This paper studies the differences between the organisation of budget management in selected government administrations in the Western Balkans and the Republic of Moldova and good practice across the European Union (EU). It observes that the ministry of finance (MoF) in these administrations typically engages in direct budget negotiations with a large number of budget organisations. This practice is in stark contrast with the budgeting approach observed in the EU, where the MoF only deals directly with government ministries and a limited number of constitutional bodies. The paper highlights the adverse consequences for the strategic role of the MoF for fiscal policy, the accountability of line ministries for budgeting and service delivery in their sector and the introduction of modern public financial management instruments such as medium-term budgeting and performance-based budgeting. This paper recommends that governments reduce the number of first-level budget organisations and give line ministries more responsibility for budget management in their sector. At the same time, the paper recommends strengthening line ministries’ accountability for budget management towards the parliament.
This country profile features selected environmental indicators from the OECD Core Set, building on harmonised datasets available on OECD.stat. The indicators reflect major environmental issues, including climate, air quality, freshwater resources, waste and the circular economy, biodiversity, and selected policy responses to these issues. Differences with national data sources can occur due to delays in data treatment and publication, or due to different national definitions and measurement methods. The OECD is working with countries and other international organisations to further improve the indicators and the underlying data.
Finland’s National Public Procurement Strategy (2020) aims at strengthening the strategic use of public procurement to achieve wider societal goals, including environmental sustainability. The Strategy promotes ecological responsibility in public procurement operations and activities, at all levels of government, and it defines a set of indicators and an action plan with concrete measures.