在全球化歷程中，各國無不展開一系列的人才培育政策，尤其是基礎教育階段的教育改革備受關注。面對社會急遽的變遷，芬蘭政府亦制定2016年綜合學校國家課程綱要，並以橫向跨領域和改變學校文化為這次課程綱要改革的重點。
芬蘭國家課程綱要的形成與執行有賴於中央、地方與學校三層級間的合作，因此2016國家課程綱要政策的制定，並非由中央集權的方式決定課程改革的方向與內容，而是在來自地方政府、學校、教師工會、家長聯盟、大學等利害關係人，透過反覆的溝通、合作，最終得以確認此次的課程改革政策之基本架構。
本研究旨在瞭解2016芬蘭國家課程綱要政策發生的原因，以及政策制定的條件與模式。研究者採用半結構式訪談，到芬蘭採訪11位參與政策制定的利害關係人，並輔以文件分析作為訪談語料之補充。
研究結果分為三個部分，關於課改政策形成的因素主要有區域發展不均、男學童學習意願較低、歐盟深化帶來的改變、以及學生是否具備未來的能力。本研究繼而藉由制度邏輯觀點，耙梳2016芬蘭國家課程綱要政策形成的條件，包括：
（一） 國家教育署雖為課程綱要的主要制定機關，卻以集體動員的方式，建立課綱政策之共識；
（二） 國家教育署在集體動員過程中，透過組織邊界開放法則與建構學習型組織作為其政策制定的領導策略；
（三） 國家教育署與各個參與政策制定的利害關係人，彼此的互動是在信任與平等的文化中展開。
最後，本研究從制度邏輯觀點中的同化與破例實踐進行分析，發現2016的課程改革內容在不同面向上，呈現有不同程度的破例實踐現象，包括：
（一） 課改政策中針對既有教育問題多依循往例，在制度邏輯觀點的分析上，較偏向同化實踐；
（二） 橫向跨領域課程架構是奠基於過去芬蘭校本課程所向前推進，為介於同化與破例實踐之間的政策調整；
（三） 數位科技融入課程跳脫過去政策格局，較為趨向破例實踐。

In the era of globalization, cultivation of talents demands a series of educational reform worldwide. The basic education has become the main target of policy intervention. In response to the rapid social changes, Finnish government made efforts on 2016 curriculum guidelines reform, aiming to provide transversal learning experiences to students, and to promote educational quality as well equity at comprehensive schools.
In 2012, the Finnish government kicked off a new policy making process of its National Core Curricula. After two years, the Finnish National Agency for Education published the 2016 National Core Curricula Guidelines. Owing to the autonomy of educational power shared between the central and the local government bodies, and also between local governments and schools, the Finnish National Agency for Education developed close relationships with stakeholders in order to facilitate a successful policy making process. To building shared visions and to nurturing a collaborative working pattern have become vital for the Finnish National Agency for Education to engage the public from 2012 to 2014.
In order to investigate the dynamic changes in the policy making process from 2012 to 2014, eleven participants via snowballing accepted semi-structured interviews. Two Finnish official documents were also been employed to supplement field data. The research aimed to explore how the Finnish National Agency for Education mobilized and motivated all stakeholders and what were the key process, conditions, and policy-making model of 2016 Finnish National Core Curricula. The findings revealed the critical factors that helped to shape the National Core Curricula on four aspects: the educational gap widened in Finland, Finnish boys as low achievers, the change from the Europeanization, and the preparation for the future skills and competences. Moreover, as a mobilizer, Finnish National Agency for Education achieved the consensus of new curricula policy with open-coordination across organization boundaries and establishing a learning complexity in the culture of trust and mutual collaboration. To conclude the research, this thesis indicated that varying anomalous practices took place in the different practice fields under the guidelines of 2016 curricula reform.

丁仁方（1999）。統合化、半侍從結構、與台灣地方派系的轉型。政治科學論叢，10，59-82。
王文科、王智弘（2006）。教育研究法。臺北市：五南出版社。
王光旭（2004）。政策網絡研究在公共行政領域中的核心地位與方法錯位。政策研究學報，5，61-102。
王如哲（2002）。論教育領域的知識管理。教育政策論壇，5（1），21-39。
王麗雲（2007）。教育政策借用的省思。發表於第六屆「意識、權力與教育—教育政策的理論基礎與論述形成」研討會，南華大學教育社會學研究所，嘉義縣。
王麗雲、徐銘璟（2015）。芬蘭師資培育制度特色及其對臺灣師資培育之啟示。教育實踐與研究，28（1），167-206。
丘昌泰（1995）。公共政策—當代政策科學理論之研究。臺北市：巨流圖書。
丘昌泰（2000）。公共政策－基礎篇。臺北市：巨流圖書。
史美強（2005）。制度、網絡與府際治理。臺北市：元照出版公司。
吳定（2003）。公共政策。臺北市：國立空中大學。
吳定（2004）。公共政策研究宜採「階段途徑」或「反階段途徑」評議。空大學訊，328，105-110。
吳建華、謝發昱、黃俊峰、陳銘凱（2009）。個案研究。載於潘慧玲（主編），教育研究的取徑：概念與應用（頁 199-236）。臺北市：高等教育出版社。
吳國卿、鄧伯宸（譯）（2013）Acemoglu, D. & Robinson, J著。國家為什麼會失敗：權力、富裕與貧困的根源（Why Nations Fail: The Origins of Power, Prosperity, and Poverty）。臺北市：衛城出版社。
吳淑娟（2009）。芬蘭高等教育評鑑制度。臺北市：臺灣評鑑協會。
吳清基（2014）。教育政策創新與行政發展。臺北市：五南出版社。
呂育誠（2002）。公共組織變革的另類思維：歷史制度主義觀點的啟示。公共行政學報，7，137-172。
呂柏毅（2014）。中等學校教師專業標準形成之研究：新制度論觀點（未出版之碩士論文）。國立臺灣師範大學教育政策與行政研究所，臺北市。
沈有忠（2010）。半總統制的崩潰、延續與轉型：威瑪共和與芬蘭的憲政比較。問題與研究，49（2），99-130。
周信輝、蔡志豪（2013）。網絡組織間關係治理的搭架：行動者網絡理論的動態觀點。臺大管理論叢，23（1），135-164。
林玉華（1999）。政策網絡：政策執行的新典範。行政暨政策學報，1，135-184。
林玉華（2002）。政策網絡理論之研究。臺北市：瑞興圖書。
林妮燕（2008）。英國1988年教育改革法案之政策網絡分析（未出版之博士論文）。國立暨南國際大學比較教育研究所，南投縣。
林韋萱（2016，9月）。荒謬的相親-公務人員考選制度。報導者，取自https://www.twreporter.org/a/civil-servants-examination
林曉欽（譯）（2009）。Pasi Sahlberg著。芬蘭教育這樣改（Finnish Lessons: What Can the World Learn from Education Change in Finland）。臺北市：商周出版。
林鴻泰、何偲安、施玉芬、許維芳（2009）。調查研究。載於潘慧玲（主編），教育研究的取徑：概念與應用（頁 37-80）。臺北市：高等教育出版社。
姜添輝（2015）。臺灣高等教育政策依循新自由主義的現像與缺失。臺灣教育社會學研究，15（2），131-165。
柯三吉（1991）。公共政策與政治經濟論叢。臺北市：時英出版社。
洪世章、林于婷（2003）。國家創新系統：概念、成因與效果。研考雙月刊，27（4），24-33。
紀俊臣、林怡均（2007）。檢視政策網絡的應用。公共事務評論，8（1），31-46。
胡國堅（1996）。政策網絡理論及其應用。空大行政學報，6，289-302。
范盛保（2009）。芬蘭適應政治的歷史分析-在「芬蘭化」以前。臺灣國際研究季刊，5（4），49-67。
范麗娟（2004）。深度訪談。載於謝臥龍（主編），質性研究（81-126頁）。臺北市：心理出版社。
唐鳳（2016）。從奇點到眾點。INSIDE硬塞的網路趨勢觀察，擷取自：https://www.inside.com.tw/2016/09/09/through-singularity-into-the-crowd-2
秦夢群（2013）。教育行政：理論與模式。臺北市：五南出版社。
張芳全（2006）。教育政策過程與方法分析。教育資料集刊，31，33-60。
張芳全（2009）。教育政策導論。臺北市：五南出版社。
張硯凱（2011）。中小學教師專業發展評鑑政策形成之研究：多元流程模式分析（未出版之碩士論文）。國立臺灣師範大學教育政策與行政研究所，臺北市。
張瀞文（2016，10月）。2016國際教育年會芬蘭前課綱主席分享學習落差最低的秘訣。親子天下。取自https://www.parenting.com.tw/article/5072257-/
莊蕙嘉、張錦弘（2015）。芬蘭教改：將推跨學科主題教學。聯合新聞網。取自：http://udn.com/news/story/6902/789326
郭文革（2014）。中國網絡教育政策變遷：從現代遠程教育試點到MOOC。北京市：北京大學出版社。
郭承天（2000）。新制度論與政治經濟學。載於何思因、吳玉山（主編），邁入二十一世紀的政治學（171-198 頁）。臺北市：中國政治學會。
陳之華（2008）。沒有資優班：珍視每個孩子的芬蘭教育。新北市：木馬文化。
陳世榮（譯）（2013）。Robert Hanneman& Mark Riddle著。社會網絡分析方法：UCINET的應用（Introduction to social network methods）。 臺北市：巨流圖書。
陳向明（2004）。社會科學質的研究。臺北市：五南出版社。
陳佩英 (2015)。 結構縫隙、社群結連與教育學想像的實踐。中等教育，66（1）， 58-78。
陳佩英（2016b）。以素養能力為導向的教育學想像之實踐。通識在線，66，8-11。
陳佩英（主譯）（2016a）。Reijo Miettinen著。創新、人才、民主：賦能福利國家的再轉向（Innovation, human capabilities, and democracy: Toward an enabling welfare state）。臺北市：高教出版社。
陳佩英、焦傳金（2009）。分散式領導與專業學習社群之建構：一所高中教學創新計畫的個案研究。教育科學研究期刊，54（1），55-86。
陳雅慧（2015，11月）。借鏡芬蘭，翻轉公校。親子天下，取自http://www.parenting.com.tw/article/5068957-%E9%99%B3%E9%9B%85%E6%85%A7%EF%BC%9A%E5%80%9F%E9%8F%A1%E8%8A%AC%E8%98%AD%E3%80%80%E7%BF%BB%E8%BD%89%E5%85%AC%E6%A0%A1/
陳嫈郁（2014）。新制度論的困境與挑戰。政治學報，58，1-36。
陳照雄（2007）。芬蘭教育制度：培育高品質之國民，建立平等、安全、福利之社會。臺北市：心理出版社。
陳竫詒（2015，3月）。小學就跨界，芬蘭教育再進化。天下雜誌。取自：http://www.cw.com.tw/article/article.action?id=5065984&from=line
湯堯、成群豪、王宗坤、歐宏國、林子園 （2014）。主要國家人才培育之教育政策取向初探。教育研究月刊，246，20-39。
黃志傑（2007）。勢不可免的衝突：從結構/過程的辯證看美麗島事件之發生。台灣社會學，13，71-128。
楊深坑、黃嘉莉主編（2011）。各國師資培育制度與教師素質現況。臺北市：教育部。
楊瑩（2008）。歐盟高等教育品質保證制度。臺北市：高等教育評鑑中心基金會。
溫明麗（2010）。芬蘭教育成就的啟示─找回臺灣教育的主體性。台灣國際研究季刊，6（4），139-175。
賓靜孫（2015，11月）。全球教育冠軍的秘密。親子天下，取自http://www.parenting.com.tw/article/5068956-%E5%85%A8%E7%90%83%E6%95%99%E8%82%B2%E5%86%A0%E8%BB%8D%E7%9A%84%E7%A7%98%E5%AF%86/
劉宜君（2010）。網絡管理的理論與實務之研究。臺北市：商鼎出版。
劉曉芬（2006）。歷史制度主義觀點的教育政策分析-以高職轉型綜合高中為例。教育政策論壇，9（2），1-22。
劉豫鳳（2013）。芬蘭協同教學之研究：以一個幼教師資培育學程為例（未出版之博士論文）。國立暨南國際大學國際文教與比較教育學系，南投縣。
歐用生（1989）。質的研究。臺北市：師大書苑。
潘淑滿（2003）。質性研究：理論與應用。臺北市：心理出版社。
潘慧玲（2003）。社會科學研究典範的流變。教育研究資訊，11（1），115-143。
潘慧玲（2009）。緒論：轉變中的教育研究觀點。載於潘慧玲（主編），教育研究的取徑：概念與應用（頁 1-34）。臺北市：高等教育出版社。
蔡曉楓、甄曉蘭（2012）。不只教育平等，更要成功學習：以融合為本的芬蘭教育。教育研究月刊，221，118-132。
魯炳炎（2009）。從多元流程觀點談蘇花高興建決策之議程設定與政策選擇。東吳政治學報，27（4），171-240。
賴至巧、謝錦芳（2016）。赫爾辛基經驗：開放智慧城、市民實驗室。中時電子報，取自：http://www.chinatimes.com/newspapers/20161023000319-260102
賴鳳照（2007）。芬蘭「不分年級制」高中課程改革研究（未出版之碩士論文）。國立暨南國際大學比較教育研究所，南投縣。
戴曉霞（2001）。全球化及國家/市場關係之轉變：高等教育市場化之脈絡分析。教育研究集刊，47，301-328。
謝文全（2015）。教育行政學。臺北市：高等教育。
謝水南（譯）（2003）。J. R. Frankel, & N. E. Wallen 著。質的研究方法（二）。載於楊孟麗（主編）教育研究法：研究設計實務（How to design & evaluate research in education.）（頁 570-596）。台北市：心理。
謝國斌（2009）。芬蘭的族群政治。臺灣國際研究季刊，5（4），69-90。
鍾宜興（2005）。比較教育的方法與認同。高雄市：復文。

英文部分
Aho E., Pitkanen, K. & Sahberg, P. (2006). Policy development and reform principles of basic and secondary education in Finland since 1968. Retrieved from http://www.pasisahlberg.com/downloads/Education%20in%20Finland%202006.pdf
Albrow, M. (1996). The Global Age. Cambridge, England: Polity Press.
Andersson, S. B., & Andersson, I. (2005). Authentic learning in a sociocultural framework: A case study on non-formal learning. Scandinavian Journal of Educational Research, 49(4), 419-436.

Angus, L. (2004). Globalization and educational change: bringing about the reshaping and reforming of practice. Journal of Education Policy, 19(1), 23-41.
AVI, Regional State Administrative Agencies (2016). Welcome to the website of Regional State Administrative Agencies. Retrieved from http://www.avi.fi/swe/Sidor/InEnglish.aspx
Ball, S. & Junemann, C. (2012). Network, new governance and education. Bristol, England: The Policy Press.
Ball, S. (2008). The education debate: Policy and Politics in the Twenty-First Century. Bristol, England: Policy Press.
Berry, J. & Sahlberg, P. (2006). Accountability affects the use of small group learning in school mathematics. Nordic Studies in Mathematics Education, 11(1), 5-31.
Boje, D. (2014). Storytelling Organizational Practices: Managing in quantum age. London, England: Routledge.
Brown, J. S., & Duguid, P. (2001). Knowledge and organization: A social-practice perspective, Organization Science, 12(2), 198-213

Caldwell, B. & Harris, J. (2006). Comparative Governance, Administration and Finance for Elementary and Secondary Education in Selected Countries. Washington, DC: National Center on Education and the Economy.
CIMO, Centre of International Mobility (2016). CIMO in brief. Retrieved from http://www.cimo.fi/cimo_in_brief
DiMaggio, P. & Powell, W. (1983). The iron cage revisited institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48, 147-60.
Edmondson, J. (2005). Policymaking in Education: Understanding Influences on the Reading Excellence Act. Education Policy Analysis Archives, 13(11), 1-20.
Edquist, C. (2005). Systems of Innovation. London, England: Routledge.
ELY, Centers for Economic Development, Transport and the Environment (2016). Centre for EconomicDevelopment, Transport and the Environment. Retrieved from http://www.ely-keskus.fi/en/frontpage/Sivut/default.aspx
Eurydice (2010). Organization of the education system in Finland. Brussels, Belgium: European Commission.
Eurydice (2015). Political and Economic Situation. Retrieved from https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Finland:Political_and_Economic_Situation
FEEC, Finnish Education Evaluation Council (2016). Introduction. Retrieved from http://www.edev.fi/portal/english5/basis_for_operation
Finnish Government (2015). Prime Minister. Retrieved from http://valtioneuvosto.fi/en/sipila/ministers
Finnish Matriculation Examination (2016). The Finnish Matriculation Examination. Retrieved from http://www.ylioppilastutkinto.fi/en/index.html
Fligstein, N. (1997). Social Skill and Institutional Theory. American Behavioral Scientist, 40, 297-405.
FNAE (2017a). Finnish National Agency for Education begins its operations at the beginning of 2017. Retrieved from http://www.oph.fi/english/current_issues/101/0/finnish_national_agency_for_education_begins_its_operations_at_the_beginning_of_2017
FNAE (2017b). Tasks, Services and Organisation. Retrieved from http://www.oph.fi/english/about_us/task_services_and_organisation
FNBE (2014). National Core Curriculum for Basic Education 2014. Helsinki city, Finland: Next Print Oy.
FNBE (2015). Education system. Retrieved from http://www.oph.fi/english/education_system
FNBE (2016a). The Finnish National Board of Education. Retrieved from http://www.oph.fi/english
FNBE (2016b).Organization Chart. Retrieved from http://www.oph.fi/download/138657_NBE_organisation_250112.pdf
FNBE (2016c).Tasks and Services. Retrieved from http://www.oph.fi/english/about_us/tasks_and_services
FNBE (2016d). Basic Education. Retrieved from http://www.oph.fi/english/education/basic_education
FNBE (2016e). General Upper Secondary Education.Retrieved from http://www.oph.fi/english/education/general_upper_secondary_education
FNBE (2016f). Vocational Upper Secondary Education. Retrieved from http://www.oph.fi/english/education/vocational_upper_secondary_education_and_training
FNBE (2016g). Higher Education. Retrieved from http://www.oph.fi/english/education/higher_education
FNBE (2016h). Polytechnic Education. Retrieved from http://www.oph.fi/english/education/higher_education/polytechnic
FNBE (2016i). OPS2016: Curriculum Reform in Finland. Retrieved from http://www.oph.fi/download/151294_ops2016_curriculum_reform_in_finland.pdf
FNBE (2016j). Curriculum Reform 2016. Retrieved from http://www.oph.fi/english/education_development/current_reforms/curriculum_reform_2016
FNBE (2016k). What is going on in Finland? – Curriculum Reform 2016. Retrieved from http://www.oph.fi/english/current_issues/101/0/what_is_going_on_in_finland_curriculum_reform_2016
Freeman, C. (1995). The ‘National System of Innovation’ in historical perspective. Cambridge Journal of Economics, 19, 5-24.
Friedland, R. &Alford, R. (1991). Bringing society back in: Symbols, practices, and institutional contradictions. In W. W. Powell& P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp. 232-263). Chicago, IL: University of Chicago Press.
Fullan, M. (2015). The new meaning of educational change. New York, NY: Teachers College Press.
Gibton, D. (2016). Researching Education Policy, Public Policy, and Policymakers: Qualitative methods and ethical issues. London, England: Routledge.
Giddens, A. (1990).The Consequences of Modernity. Cambridge, England: Polity Press.
Grover Starling (1988). Strategies for policy making. London, England: Dorsey Press.
Halachmi, A. (1972). Policy Evaluation--an Elaborated Approach to the Policy Making Process. Buffalo city, NY: State University of New York at Buffalo.
Halinen, I. & Jarvinen, R. (2008). Towards inclusive education: the case of Finland. Prospects, 38, 77–97.
Halinen, I. (2016). Finnish Curriculum Reform 2016 – Building the Future: from subject knowledge to transversal competencies. Retrieved from http://www.oph.fi/download/151294_ops2016_curriculum_reform_in_finland.pdf
Hall, A., & Taylor, R. (1996). Political science and the three new institutionalisms. Political Studies, 44, 936-957.
Hargreaves, A. & Shirley, D. (Eds.) (2009). The fourth way: The inspiring future for educational change. Thousand Oaks, CA: SAGE Publications.
Hatcher, R. (2001). Getting down to business: schooling in the globalized economy. Education and Social Justice, 3(2), 45-59.
Hjern, B. & Hull, C. (1982). Implementation Research as Empirical Constitutionalism. European Journal of Political Research, 10(2), 105–115.
IEA (2016a). TIMSS 2015 International Results in Mathematics: average mathematics achievement by gender. Retrieved from http://timss2015.org/wp-content/uploads/filebase/mathematics/1.-student-achievement/1_10_math-mathematics-achievement-by-gender-grade-4.pdf
IEA (2016b). TIMSS 2015 International Results in Science: average science achievement by gender. Retrieved from http://timss2015.org/wp-content/uploads/filebase/science/1.-student-achievement/1_10_science-science-achievement-by-gender-grade-4.pdf
James, A. (1975). Public policy-making. New York, NY: Praeger Publishers.
Janne, P., Kirsi, P. & Tiina, S. (2016). Large-scale curriculum reform in Finland- exploring the interrelation between implementation strategy the function of the reform, and curriculum coherence. The Curriculum Journal, 27, 1-19.
Janssen, M., Charalabidis, Y. & Zuiderwijk, A. (2012). Benefits, Adoption Barriers and Myths of Open Data and Open Government. Information Systems Management, 29(4), 258-268.
Jordi, D. (2010). The importance of policy frames in contentious politics: Mexico's national anti-homophobia campaign. Latin American Research Review, 45(1), 33-56.
Kingdon, J. (1984). Agenda, alternatives, and public policies. Boston, MA: Little Brown.
Korkeamaki, R. &Dreher, M. (2011). Early literacy practices and the Finnish national core curriculum. Journal of Curriculum Studies, 43(1), 109-137.
Lindblom, C. (1984). The policy-making process. Newark, NJ: Prentice-Hall.
Lounsbury, M. & Crumley, E. (2007). New Practice Creation: An Institutional Approach to Innovation. Organization Studies, 28, 993-1012.
Lounsbury, M. (2007). A Tale of Two Cities: Competing Logics and Practice Variation in the Professionalizing of Mutual Funds. Academy of Management Journal, 50, 289-307.
Lounsbury, M., Ventresca, M. &Hirsch, P. (2003). Social Movements, Field Frames and Industry Emergence: A Cultural-Political Perspective on US Recycling. Socio-Economic Review, 1, 71-104.
Lowy, I. (1992). The strength of loose concepts: boundary concepts. Federative experimental strategies and disciplinary growth. The case of immunology. History of Science, 30, 371-396.
Lundvall, Bengt-Åke. (2005). National Innovation Systems - Analytical Concept and Development tool. Paper to be presented at the DRUID Tenth Anniversary Summer Conference 2005 on dynamics of industry and innovation: organizations, networks and systems.
Majon, G.& Wildavsky, A. (1979). Implementation as Evolution. In J. L. Pressman& A. Wildavsky(Eds.), Implementation. (pp. 177-194). San Pablo, CA: University of California Press.
March, J. & Olsen, J. (1989). Rediscovering Institutions: The Organizational Basis of Politics. New York, NY: Free Press.
Marsh & Rhodes (1992). Policy Communities and Issue Networks: Beyond Typology. In David Marsh & R.A.W. Rhodes (Eds.), Policy Networks in British Government (p.251-260). Oxford, England: Oxford University.
Max, E. (2015). Finland’s new plan to change school means combining subjects. The Washington Post. Retrieved from https://www.washingtonpost.com/news/wonk/wp/2015/03/24/finlands-radical-new-plan-to-change-school-means-an-end-to-math-and-history-class/?utm_term=.c157a73db335
Metsämuuronen, J., Kuosa, T. & Laukkanen, R. (2013). Sustainable leadership and future-oriented decision making in the educational governance – a Finnish case. International Journal of Educational Management, 27(4), 402-424.
Michaels, F. S. (2011). Monoculture: How one story is changing everything. Toronto, Canada: Red Cover press.
Micklethwaite, J. & Wooldridge, A. (2015). The Fourth Revolution: The Global Race to Reinvent the State. London, England: Penguin Books.
Niemi, H., Multisilta, J., Lipponen, L., & Vivitsou, M. (2014). Finnish Innovations and Technologies in Schools
A Guide towards New Ecosystems of Learning. Rotterdam, Netherland: Sense Publishers.
North, C. (1990). Institutions, institutional change and economic performance. New York, NY: Cambridge University Press.
OECD (2004a). What makes school systems perform? Seeing school systems through the prism of PISA. Retrieved from http://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/33858946.pdf
OECD (2004b). Learning for tomorrow’s world: First results from PISA 2003. Retrieved from http://www.oecd.org/dataoecd/1/60/34002216.pdf
OECD (2007). PISA 2006: Science competencies for tomorrow’s world. Retrieved from http://www.oecd.org/dataoecd/15/13/39725224.pdf
OECD (2010a). Finland: Slow and steady reform for consistently high results. In OECD (Ed.), Strong performers and successful performers in education: Lessons from PISA for the United States (pp.117-135). Paris, France: Author.
OECD (2010b). PISA 2009 at a glance. Retrieved from http://dx.doi.org/10/1787/9789264095298-en.
OECD (2012). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Paris, France: Author.
OECD (2016). PISA 2015 Results in Focus. Retrieved from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
OKM (2010). Basic Education Act. Retrieved from http://www.finlex.fi/en/laki/kaannokset/1998/en19980628.pdf
OKM (2016a). History of the Ministry. Retrieved from http://www.minedu.fi/OPM/Ministerioe_ja_hallinnonala/historia/?lang=en
OKM (2016b). Departments and units in the Ministry of Education and Culture. Retrieved 8 Feb, 2016 from http://www.minedu.fi/OPM/Ministerioe_ja_hallinnonala/osastot_ja_yksikoet/?lang=en
OKM (2016c). Organograms. Retrieved from http://www.minedu.fi/export/sites/default/OPM/Ministerioe_ja_hallinnonala/liitteet/organigram.pdf
OKM (2016d). Department for Education Policy. Retrieved from http://www.minedu.fi/OPM/Ministerioe_ja_hallinnonala/osastot_ja_yksikoet/koulutuspolitiikan_osasto/?lang=en
OKM (2016e). Department for Higher Education and Science Policy. Retrieved from http://www.minedu.fi/OPM/Ministerioe_ja_hallinnonala/osastot_ja_yksikoet/korkeakoulu_ja_tiedepolitiikan_osasto/?lang=en
OKM (2016f). Division for Adult Education and Training. Retrieved from http://www.minedu.fi/OPM/Koulutus/aikuiskoulutus_ja_vapaa_sivistystyoe/?lang=en
OKM (2016g). Department for Cultural, Sport and Youth Policy. Retrieved from http://www.minedu.fi/OPM/Ministerioe_ja_hallinnonala/osastot_ja_yksikoet/kulttuuri-_liikunta-_ja_nuorisopolitiikan_osasto/?lang=en
OKM (2016h). Administration Department. Retrieved from http://www.minedu.fi/OPM/Ministerioe_ja_hallinnonala/osastot_ja_yksikoet/hallinto_osasto/?lang=en
OKM (2016i). International Relations. Retrieved from http://www.minedu.fi/OPM/Ministerioe_ja_hallinnonala/osastot_ja_yksikoet/kansainvaelisten_asiain_sihteeristoe/?lang=en
OKM (2016j). Communications and Public Relations. Retrieved from http://www.minedu.fi/OPM/Ministerioe_ja_hallinnonala/osastot_ja_yksikoet/viestintaeyksikkoe/?lang=en
OKM (2016k). Administration of basic and upper secondary education. Retrieved from http://www.minedu.fi/export/sites/default/OPM/Koulutus/koulutusjaerjestelmae/liitteet/sv_liitteet/Administration_of_basic_and_upper_secondary_education.pdf
OKM (2016m). Administration of the higher education system and research. Retrieved from http://www.minedu.fi/export/sites/default/OPM/Koulutus/koulutusjaerjestelmae/liitteet/sv_liitteet/Administration_of_the_higher_education_system_and_research.pdf
OKM (2016n). Formal Education in Finland. Retrieved from http://www.minedu.fi/export/sites/default/OPM/Koulutus/koulutusjaerjestelmae/liitteet/finnish_education.pdf
OKM (2016o). Basic education. Retrieved from http://www.minedu.fi/OPM/Koulutus/yleissivistaevae_koulutus/perusopetus/?lang=en
OKM (2016p). General education. Retrieved from http://www.minedu.fi/OPM/Koulutus/yleissivistaevae_koulutus/?lang=en
OKM (2016q). Education and Research 2011-2016. Retrieved from http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2012/liitteet/okm03.pdf
OKM (2016r). University reform. Retrieved from http://www.minedu.fi/OPM/Koulutus/koulutuspolitiikka/Hankkeet/Yliopistolaitoksen_uudistaminen/index.html?lang=en
Peters, G. (1999). Institutional theory in political science: The new institutionalism. London, England: Pinter Press.
Pressman, J.& Wildavsky, A. (1973). Implementation. Los Angeles, CA: University of California Press.
Rhodes, R. A. W.& Marsh, D. (1992). New directions in the study of policy networks. European Journal of Political Research, 21(1), 181–205.
Rhodes, R.A.W. (1990). Policy network: A British perspective. Journal of TheoreticalPolitical, 2(3), 293-317.
Rhodes, R.A.W. (2007).Understanding Governance: Ten Years On. Organization Studies, 28(8), 1243-1264.
Risku, M., Kanervio, P. & Björk, L. (2014). Finnish Superintendents: Leading in a Changing Education Policy Context. Leadership and Policy in Schools, 13, 383–406.
Robertson, R. (1992).Globalization: Global theory and global culture. London, England: Sage.
Sabatier, P. &Jenkins-Smith, H. (1999). The advocacy coalition framework. In Sabatier P. A. (Ed.), Theories of the policy process. (pp. 117-166). Boulder Colo, CO: Westview Press.
Sabatier, P. &Jenkins-Smith, H. (1999).The need for better theories. In P. A. Sabatier (Ed.), Theories of the policy theories. (pp. 3-17). Boulder, Colo, CO: Westview Press.
Sahlberg, P(2011). Paradoxes of educational improvement: The Finnish experience. Scottish Educational Review, 43(1), 3-23.
Sahlberg, P. (2007). Education policies for raising student learning: the Finnish approach. Journal of Education Policy, 22(2), 147-171.
Sahlberg, P. (2009). A short history of educational reform in Finland. Retrieved from http://192.192.169.112/filedownload/%E8%8A%AC%E8%98%AD%E6%95%99%E8%82%B2/A%20short%20history%20of%20educational%20reform%20in%20Finland%20FINAL.pdf
Sahlberg, P. (2011). Developing Effective Teachers and School Leaders: The Case of Finland. In L. Darling-Hammond＆R. Rothman(Eds.), Teacher and Leader Effectiveness(pp. 13-22). Washington, DC: Alliance for Excellent Education and Stanford, CA: Stanford Center for Opportunity Policy in Education.
Sahlberg, P. (2011). The Fourth Way of Finland. Journal education change, 12, 173-185.
Salonen-Hakomaki, S., Soini, T., Pietarinen, J. & Pyhalto, K. (2016). The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change. Journal of Curriculum Studies, 48(5), 671-691.
Sanders, D. (2002). Behavouralism. In D. Marsh ＆ G. Stoker (Eds.), Theory and method in political science (pp. 45-64). New York, NY: Palgrave Macmillan Press.
Scott, R. (2008). Approaching Adulthood: The Maturing of Institutional Theory. Theory and Society, 37, 427-442.
Senge, P. (1990). The fifth discipline: the art and practice of the learning. New York, NY: Currency Doubleday.
Simkins, T. (2000). Education reform and manegerialism: comparing the experience of schools and colleges. Journal of Education Policy, 15(3), 317-332.
Simola, H. (2002). From exclusion to self-selection: examination of behaviour in Finnish primary and comprehensive schooling from the 1860s to the 1990s. Retrieved from http://www.mv.helsinki.fi/home/his mola/From%20exclusion%20to%20self-selection%2002.pdf
Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative Education, 41(4), 455-470.
Simola, H. (2015). The Finnish Education Mystery: Historical and sociological essays on schooling in Finland. London, England: Routledge.
Simola, H., Rinne, R. & Kivirauma, J. (2002). Abdication of the Education State or Just Shifting Responsibilities? The appearance of a new system of reason in constructing educational governance and social exclusion/inclusion in Finland. Scandinavian Journal of Educational Research, 46(3), 247-264.
Statistics Finland (2016a). Providers of education and educational institutions 2015. Retrieved from http://www.stat.fi/til/kjarj/2015/kjarj_2015_2016-02-11_en.pdf
Statistics Finland (2016b). Students and qualifications of educational institutions 2014.Retrieved from http://www.stat.fi/til/opiskt/2014/opiskt_2014_2015-12-16_en.pdf
Statistics Finland (2016c). Educational finances 2013. Retrieved from http://www.stat.fi/til/kotal/2013/kotal_2013_2015-05-08_en.pdf
Statistics Finland (2016d). Educational structure of population 2014. Retrieved from http://www.stat.fi/til/vkour/2014/vkour_2014_2015-11-05_en.pdf
Stenström, M-L., & Virolainen, M. (2014). The history of Finnish vocational education and training. Finnish Institute for Educational Research University of Jyväskylä.
Suomi Fi. (2015). Regional Administration. Retrieved from https://www.suomi.fi/suomifi/english/state_and_municipalities/regional_administration/index.html
Taylor, S., Rizvi, F., Lingard, B. & Henry, M. (1997). Educational Policy and the Politics of Change. London, England& New York, NY: Routledge.
The President of the Republic of Finland (2012). Curriculum vitae. Retrieved from http://www.tpk.fi/public/default.aspx?nodeid=44811&contentlan=2&culture=en-US
Thornton, P. & Ocasio, W. (2008). Institutional logics. R. Greenwood, C. Oliver, R. Suddaby and K. Sahlin (Eds), Organizational Institutionalism(pp. 99-129). Los Angeles, CA: Sage Press.
Thornton, P., Ocasio, W. & Lounsbury, M. (2012). The Institutional Logics Perspective. Oxford, England: Oxford University Press.
Torres, C. (2002). Globalization, education, and citizenship: solidarity versus markets. American Educational Research Journal, 39(2), 363-378.
Valijarvi, J. (2003). The system and how does it work: Some curriculum and pedagogical characteristics of the Finnish comprehensive school. Education Journal, 31(2), 31-55.
Waters, M. (1995). Globalization. London, England: Routledge.
Welch, A. (2002). Going global? Internationalizing Australian universities in a timeof global crisis. Comparative Education Review, 46(4), 433-471.
White House (2009). Memorandum on Transparency and Open Government. Retrieved from http://www.whitehouse.gov/the_press_office/TransparencyandOpenGovernment.
World Bank (2016).Finland population. Retrieved from http://data.worldbank.org/indicator/SP.POP.TOTL/countries/FI?display=graph
Zakaria, F. (2016). In Defense of A Liberal Education. New York, NY: W. W. Norton & Company.
Zilber, B. (2008). The work of meanings in institutional processes and thinking. In Greenwood, R., Oliver, C., Sahlin, K. & Suddaby, R. (Eds.), The Sage handbook of organizational institutionalism (pp. 151–169). New York, NY: Sage Press.