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1. Policy Framework

2. Formal learning

3. Non-formal and informal learning

4. Quality assurance/quality guidelines for non-formal learning

5. Educators' support

Policy Framework

The development of social and civic competences and the promotion of active citizenship among all young people are broadly applied in Finnish policy. For instance, the National youth work and youth policy programme (2024–2027) (Valtakunnallinen nuorisotyön ja -politiikan ohjelma (VANUPO)), published in 2024, promotes ways that children and young people can participate in their everyday settings. The programme provides several examples of how the principle of ‘learning to participate by doing’ can be supported. Additionally, it offers youth organisations and municipal youth work services (see Glossary) recommendations on how to empower young people to take an active role in society.

A key element of the National Programme to Promote Democracy and Participation (2025–2027) (Kansallinen ohjelma demokratian ja osallistumisen edistämiseksi) is to support educational institutions in democracy and human rights education.

Formal learning

According to the publication 'Democracy and Human Rights Education in Finland. A review with recommendations' (2023) (Demokratia- ja ihmisoikeuskasvatus Suomessa. Tilannekuva ja suositukset 2023) written by Anu Gretschel, Matti Rautiainen, Liisa Vanhanen-Nuutinen and Kai Tarvainen, published by the Prime Minister's Office, there are several measures designed to support different forms of `learning to participate´ in formal education in both lower and upper secondary level in Finland. The need to increase forms of participation were one of the main aspects which motivated the renewal process of the curriculums for general and vocational upper secondary education, or to be more specific: in vocational education the terms ‘national qualification requirement’ and ‘education provider's locally approved curricula’ are used. The civic elements including participation, voluntary activities, an awareness of the various forms of civic activity and societal impact are integrated in all education activities and subjects. Most closely linked to these are history, social studies, geography, religion and ethics, economics, working life skills and health education. On the other hand, the curriculum still contains the separate subject of citizenship education. For example, for general upper secondary education the new curriculum included one additional course of citizenship. On the other hand, according to the new curriculum for basic education, the subject starts already in the sixth grade (pupils are 12 years old). (More about the Finnish Education System by National Agency for Education).

Non-formal and informal learning

Participative structures within formal educations settings

According to the Basic Education Act (628/1998) (Perusopetuslaki, also available in Swedish), the Act on General Upper Secondary Schools (714/2018) (Lukiolaki, also available in Swedish) and Act on Vocational Education and Training (531/2017) (Laki ammatillisesta koulutuksesta, also available in Swedish), education providers must promote the participation of all pupils and students. They are also required to ensure that all students have the opportunity to express their opinions on matters affecting their status. These objectives are included in the respective curricula at all levels of education. Furthermore, all schools and educational institutions must establish a student body. The role of the student body is to promote collaboration between students and the school; it must be heard in decision-making regarding the development of curricula and other school plans, such as those involving the formulation of codes of conduct. 

Measures to encourage student participation in the local community and wider society

At the government level, measures to encourage student participation in the local community and wider society include the National Programme to Promote Democracy and Participation (Kansallinen ohjelma demokratian ja osallistumisen edistämiseksi). The Government resolution for the programme was adopted on 20 March 2025. It outlines the strategy for promoting democracy and participation through 2025–2027, in alignment with the Government programme (2024-2027) (Hallitusohjelma). The programme prioritises the development of child- and youth-friendly approaches to support participation. In addition, it aims to strengthen the position of local youth councils, as well as the cooperation between student bodies and other bodies representing young people.

Student participation is also promoted at the organisational level. For example, the expert organisation Nuorten Suomi promotes youth participation and youth agency nationwide. As part of its core activities, Nuorten Suomi ry organises ongoing Impact! theme days (Vaikuta! -teemapäivä), a concept originally created in 2017. Currently, the organisation participates in implementing the National Programme to Promote Democracy and Participation 2023–2027. The model has been developed in collaboration with young people and supported by Erasmus+ funding. Various organisations participate in arranging the theme days, which cover a wide range of topics and are hosted across various educational institutions, from primary schools to vocational education centres. As part of the theme days, Nuorten Suomi ry has, for example, addressed the theme of security.   

Partnerships between formal education providers, youth organisations and youth work providers

A partnership between formal education providers and youth work providers, including youth organisations, was added to the lower and upper secondary education curricula that came into force on 1 August 2016. In addition, both the previously mentioned National Programme to Promote Democracy and Participation (2025–2027) (Kansallinen ohjelma demokratian ja osallistumisen edistämiseksi) and the National youth work and youth policy programme (2024–2027) (Valtakunnallinen nuorisotyön ja -politiikan ohjelma (VANUPO) set specific goals for such cooperation.

The Mannerheim League for Child Welfare offers training for pupils who are peer-supporters in their school. The Operation a Day’s Work (ODW) Finland offers pupils the possibility of doing a Day’s Work for charity. The Development Centre Opinkirjo (in Finnish) organises activities for pupil councils and Youth Parliament clubs in schools, the culmination of which is the Youth Parliament meeting at the national level. The Youth Academy offers expertise and funding for pupils to realise their own projects.

The Finnish National Youth Council and Youth Sector (FYCS) has organised various activities supporting young people’s participation in election-related activities. Currently, FYCS coordinates the project YOUTHVOTES (2025–2027) in collaboration with the National Youth Councils of Denmark (DUF) and Estonia (ENL), as well as the OpenVAA association. The Finnish National Youth Council and Youth Sector is an umbrella organisation for 130 national youth organisations lobbying for their viewpoint and youth work in general in public decision-making.

Quality assurance/quality guidelines for non-formal learning

As described in Youth Wiki/Finland 5.6 Supporting Youth Organisations, state funding for youth organisations includes measures of monitoring the quality and impact of funded projects.

Educators' support

Teaching citizenship skills through the practice of democracy within and beyond the educational institution has created new challenges for teacher education. The Finnish National Agency of Education offers various training opportunities for educational staff. For example, it maintains a website called 'Democracy, Human Rights and Participation' (available in  Finnish and Swedish), which includes examples of 'good practice' and information on recent studies. For more information, see Youth Wiki/Finland 4.5 Initiatives promoting social inclusion and raising awareness. 

The Finnish National Youth Council and Youth Sector organises training events, including sessions providing information on youth participation for the youth sector and educators working with young people.

In addition to the previously mentioned organisations, other youth organisations produce material for learning participation by doing, carrying out school visits, and organising the Citizen Participation markets in the Educa-fairs. Cooperation for the Educa fairs is managed by  Finnish Development NGOs – Fingo, which serves as an umbrella organisation for 300 member organisations working in the development cooperation and global education. Educa fairs are the largest event for the education and training sector in Finland.