Equity and good learning outcomes. Reflections on factors influencing societal, cultural and individual levels - The Finnish perspective

Learning has been acknowledged lately in Europe as the very core of economic development (e.g. Conçeicao/Heitor/Lundwall 2003; Cochinaux/de Woot 1995, p. 52; Schleicher 2006). A strong optimistic trust has been placed in the power of knowledge and learning. Learning and the acquisition of competence and skills are seen as the most important tools for achieving individual or organisational goals of welfare. Learning and empowerment through learning are also considered as key tools in promoting democracy in society. What do equity and equal opportunities mean in education? How can equity be combined with high-quality performance? We may ask what characteristics an education system has when it combines equity with good learning outcomes. Relations between good learning outcomes and equity are very complex and multifaceted. We have evidence that there is a very clear correlation between high educational outcomes and the welfare of society. However, serious problems in reaching all people with learning opportunities still exist. We see that exclusion is growing (OECD 2003; 2004; 2005; 2006) in connection with the global economy. In her article [the author] elaborates how good learning outcomes and equity are related and how these are connected with larger societal trends. At the end of [the] article [she] refers to Finnish experiences related to equity and learning outcomes. (DIPF/Orig.