When I began the Master's Degree Programme in Educational Sciences (EDUMA) at JYU, I expected studying to mean lectures, readings, assignments and graduation. Those are all part of it. However, some of my most important lessons have happened outside the classroom, where theories about equity and inclusion became visible in real life.
Through the course "Finnish Education in Practice", we visited schools and educational institutions around Jyväskylä. At Valtteri School Onerva, I saw how much individual support can be organised around students with special educational needs. At Spesia Vocational College, I learned about TELMA, preparatory education for work, and independent living. It showed me that educational success is not only about finishing school. It is also about having the support needed to build an independent life.
These visits did not make me believe that Finland has a perfect education system. Instead, they showed me that values such as inclusion require professionals, time, resources, and everyday decisions.
That is very different from simply declaring that no student should be left behind.
What Studying EDUMA Looks Like in Practice?
What does studying look like in an ordinary week? My timetable changes between study periods, but I normally attend classes three or four days a week. I would estimate that around 40 percent of my studies involve group work. The rest includes lectures, discussions, and independent reading and writing. I have not had a traditional examination so far. Assessment has mainly involved essays, presentations, and learning diaries.
The assignments often ask us to connect theory with real situations. In one leadership project, my group compared educational leadership in Pesawaran, Indonesia, and Espoo, Finland, through interviews. Another assignment helped me understand decolonial thinking and the idea of concrete utopias more clearly. It pushed me to question whose knowledge is treated as universal and to see that a fairer education system is not only something to imagine – it can begin with practical actions in the present.
Another aspect I value is flexibility. Although I study educational sciences, I can also take courses outside my immediate field. I am currently studying Ideas to Business and Development Studies, which connects education with entrepreneurship, media, and my previous experience. JYU’s alumni study rights also mean that learning can continue after graduation.
Opportunities outside regular courses are supported too. I received a travel grant for a FORTHEM course in Norway and funding that helped make my internship possible. These experiences have allowed me to explore interests that I did not expect to pursue when I first arrived.
From Finding Answers to Asking Better Questions
This freedom does not mean that the programme is easy. Group work can be challenging because students bring different communication styles and expectations. Flexible schedules also require self-discipline. For me, another challenge is balancing my studies with family life and other responsibilities.
I came to Finland hoping to understand how Finnish education works. My studies have not given me a perfect formula that can simply be copied elsewhere. They have taught me to look more carefully: Who receives support? What allows students to become independent? Which ideas can travel between countries, and which must be adapted?
I came looking for answers. I learned to ask better questions.
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