Large-scale curriculum reform in Finland – exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherence

ABSTRACT

The study aims to gain a better understanding of the national large-scale curriculum process in terms of the used implementation strategies, the function of the reform, and the curriculum coherence perceived by the stakeholders accountable in constructing the national core curriculum in Finland. A large body of school reform literature has shown that a central determinant for the effectiveness of curriculum reform is the way in which the reform is implemented. Accordingly, implementing curriculum reform always entails translation of the new ideas into new educational practices, which involves complex sense-making processes from those involved. Altogether, 117 stakeholders accountable in constructing the national core curriculum in Finland completed a survey. The results showed that the effect of the implementation strategy for the perceived curriculum coherence was mediated by the perceived educational impact of the reform both for the school and society. The mediated interrelation between the top-down–bottom-up implementation strategy in the curriculum process, and the estimated coherence in the written core curriculum implies that the objects of the activities, namely elaborating and focusing on the educational impact of the decisions, is a crucial determinant for achieving curriculum coherence, and further, facilitating sustainable school development at the local level.

KEYWORDS:

• Curriculum reform
• curriculum coherence
• educational change
• sense-making

Acknowledgments

This research is funded by the Ministry of Education and Culture.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research is funded by the Ministry of Education and Culture.

Notes on contributors

Janne Pietarinen

Janne Pietarinen is a professor of teacher education in the School of Applied Educational Science and Teacher Education, University of Eastern Finland and an adjunct professor in the University of Tampere. He is a co-PI in the learning and development in School research group together with Tiina Soini and Kirsi Pyhältö. His research interests include educational transitions, pupils and teachers learning and well-being in the context of sustainable school development.

Kirsi Pyhältö

Kirsi Pyhältö is a research director in the Research and Development Centres for University Pedagogy, University of Helsinki and a professor of Educational Science in the University of Oulu. She is a co-PI in the learning and development in School research group together with Tiina Soini and Janne Pietarinen. Her research interests include learning, well-being and professional agency of in service teachers.

Tiina Soini

Tiina Soini is a research director in the School of Education, University of Tampere and an adjunct professor in the University of Eastern Finland. She is a co-PI in the learning and development in School research group together with Kirsi Pyhältö and Janne Pietarinen. Her research interests include learning and well-being of educational communities, with special focus on teacher communities in comprehensive school.