The questions elaborated upon and discussed during this article emanate from all educational levels at which education and studies in crafts appear in Finland. the subsequent questions permeate the article: what’s the status of Finland´s educational craft field at the top of the 2010s? What are the challenges and opportunities for crafts on different educational levels?
What seem to be the trends for the longer term of Finnish craft education? Education in crafts in the least educational levels in Finland is directly or indirectly suffering from the steering documents for general basic education, which have consisted of the National Core Curriculum (NCCBE) since 2014 (Finnish National Agency for Education, 2016) and therefore the lesson-hour distribution since 2012 (Government Decree, 2012).
For the primary time, the craft subject within the NCCBE has been clearly defined together subject for all pupils with no division into textile crafts or technical crafts.
This has influenced how teaching is organised and implemented. More generally, there’s also an ever-increasing need for basic education to require under consideration the stress for lifelong learning, innovation, and therefore the knowledge and skills to unravel the issues of the longer term. Questions concerning the cooperation between teachers and therefore the nature of holistic craft-based projects with content from the wide selection of content within the subject must be addressed and resolved.
The effects of the curriculum on teacher education contains the dilemma of restructuring the education and completing further education of subject teachers within common crafts. At an equivalent time, universities in Finland are undergoing constant restructuring thanks to the strained economic situation publicly finance. The Ministry of Education and Culture (MEC) steers the event of universities by allocating project funding for the cooperation between educational institutions and stakeholders in society.