"Many countries determine their educational reforms’ effectiveness, according to the
results of international evaluation studies they took part in, moreover, they provide
feedback for their education systems with these results. Finland and Turkey, as the
members of OECD, are among these countries. The success Finland got from PISA
in 2000, 2003, 2006, 2009, 2012 and 2015 draws attention of many countries, being
researched the reasons behind the success of the Finnish education system becomes
important for the countries like Turkey that have not achieved the desired success in
these evaluation studies. In this study, it is aimed to examine the pre-school education
and teacher training and appointment systems, which are thought to be the basis of
the success of the Finnish education system. Even if there are similar and different
aspects between Fin and our education system, this study doesn’t aim to propose the
adaptation of Fin education model to Turkish education system model entirely.
Because every country has to create their educational policies specific to their country
while trying to meet different needs in its own context in its own country; there is no
doubt that it will contribute to the creation of more effective national education
policies by not pursuing imitations but making follow-up attempts that make a
significant difference in education. In our qualitative study, some information will be
given about the system for preschool education and teacher training and assignment
of Finland, which is among the most successful countries in PISA 2000, 2003, 2006,
2009, 2012 and 2015; factors believed to have an impact on their success will be
presented in a comprehensive literature review. In addition, with the ideal of catching
and protecting the desired qualities in education, we aim to make recommendations
for Turkey by comparing the policies applied in the formulation of the education
policies necessary for Turkey and the policies implemented by Finland"
2016 
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