Petition for Increased Accessibility and Flexibility in Early Childhood Education Teacher Qualification Programs in Finland

To:

The Ministry of Education and Culture of Finland

Finnish National Agency for Education (OPH)

Universities and Higher Education Institutions Offering Early Childhood Education Programs

Request for Flexible and Inclusive Pathways to Complete the Required 60 ECTS in Early Childhood Education for Teacher Qualification

We, the undersigned, respectfully call upon the Finnish Ministry of Education and Culture and all relevant higher education providers to urgently address the lack of accessible and inclusive pathways to complete the 60 ECTS credits in Early Childhood Education and Care required for formal teacher qualification in Finland.

Many of us hold teaching degrees obtained in other European Union countries or outside, which have been officially recognized as equivalent to the Finnish Bachelor’s degree in education by the Finnish National Agency for Education (Opetushallitus). These qualifications meet the requirements set out in the Early Childhood Education and Care Act (540/2018) for employment in early childhood education roles.

However, as specified by the Finnish National Agency for Education (Opetushallitus), in order to become fully qualified teachers in Early Childhood Education (varhaiskasvatuksen opettaja), we are required to complete an additional 60 credits in the Finnish higher education system. These studies are titled:“varhaiskasvatuksen ja esiopetuksen tehtäviin ammatillisia valmiuksia antavat opinnot”,and must be provided by university faculties of education (yliopisto).

Currently, there is no program available in English to support the completion of these studies as it was in the past by the University of Tampere and the University of Oulu. This lack of accessible programs greatly limits the ability of international residents — many of us are already working as nursery nurses or early years educators in Finnish daycare centers, preschools or other educational places. Language barriers and limited program availability make it nearly impossible for many to progress professionally, despite motivation and relevant experience.

We highlight the following key points:

1. Equal Access to Education is a Core Principle in Finnish and EU Law

• Article 14 of the Finnish Constitution guarantees the right to free education for everyone.
• The EU Directive 2005/36/EC on the recognition of professional qualifications supports labor mobility and access to regulated professions across the European Union.
• While the Finnish education system is renowned for its equity and quality, without inclusive pathways, qualified individuals are being excluded from contributing to it.

2. Growing Demand for Early Childhood Educators

• Finland faces an ongoing shortage of qualified early childhood educators.
• Many of us are already integrated into the sector — working in kindergartens, daycare centers, and preschools — and are willing to meet all professional requirements.
• Restricting access to professional qualifications for motivated individuals with valid teaching backgrounds is counterproductive at a time of high demand.

3. Flexible, Online, and English-Language Options Are Necessary

• Many of us are working full-time, supporting families, and actively contributing to Finnish society.
• While several universities already offer online teacher education programs in Finnish, we strongly request that similar options be made available in English.
• A flexible, part-time, and online English-language program would allow us to continue our work while pursuing full qualification.
• This would align with the Finnish government’s commitment to lifelong learning, inclusion, and accessibility in education, as well as UNESCO and EU educational goals.

We want to emphasize that our issue is not with studying — we deeply value education and respect Finland’s high standards. We are ready and willing to complete the required training. However, the current lack of opportunity — specifically the absence of English-language, accessible programs — prevents us from doing so.

We respectfully urge you to:

● Develop and implement at least one fully online, part-time Early Childhood Education program (60 ECTS) in English.

● Recognize the challenges faced by international teachers and work towards inclusive, realistic solutions.

● Collaborate with EU-trained educators to create qualification pathways that build on existing qualifications and professional experience.

By increasing access and flexibility, Finland can continue to lead globally in inclusive, high-quality education — not just for children, but for the dedicated professionals who work with them every day. 

 Important to mention that the Finnish Ministry of Education and Culture aims to increase the proportion of qualified teachers in the early childhood sector by expanding teacher training programs and improving retention. By 2025, Finland expects that 100% of ECE teachers will hold a higher education degree. 

According to Finnish Municipalities’ Reports, 1,500 vacant positions for qualified early childhood educators were reported in 2024, with a notable rise in rural areas. This number reflects both a shortage of teachers and growing demand due to the increasing number of children entering early education programs. (Source: Kunnat.net (Finnish Municipalities))

We kindly request your attention and action on this matter. Together, we can ensure a better, fairer future for both educators and children in Finland.

Sincerely,

On behalf of all of us,

With a Bachelor’s degree in education recognized by the Finnish National Agency for Education (Opetushallitus) and everyone (management's personnel, students, families, and especially the children who benefit most with this matter)