Lessons in creativity for Sri Lanka from Finland’s education system

There are two complaints that are frequently heard in Sri Lanka about its education system. One is that it’s quite outdated, “fossilised in a bygone era”; the other is that it fails to inculcate creative and analytical thinking in students. The first “complaint” is hardly surprising, as the present education system is structurally rooted in a framework that was meant to educate only a minority of the local population for the purpose of serving the colonial administration. The second complaint might stem from the observation that students graduating from secondary and tertiary institutions in Sri Lanka are not adequately equipped with creative critical thinking skills.

Given Sri Lanka’s unenvious track record of being left behind in many of the past economic transformations that have been within its grasp, the country can ill afford to do the same with the fourth industrial revolution, that is now being turbocharged with new developments in artificial intelligence. Having a national education curriculum that builds creative and critical thinking skills should not be viewed merely as an enhancement, but as a prerequisite to stay relevant in the global marketplace. 

The Benefits of Creative Education and the Finnish Model

Creativity in education is the ability to generate original ideas, solutions, or approaches that are both novel and valuable within a given context. It involves the use of divergent thinking to explore multiple possibilities, the ability to connect disparate concepts in meaningful ways, and the application of innovative approaches to problem-solving. Creativity in the pedagogical context is not only about producing new ideas but also about fostering an environment that encourages exploration, experimentation, and the development of unique perspectives among learners. Creativity as a much desired skill was also something that was recognised in The World Economic Forum’s 2023 Future of Jobs Report, which actively highlighted analytical thinking and creative thinking as the top two skills required for workers in 2023.

Countries that have successfully embraced creative pedagogy in their education systems offer compelling case studies, with arguably the most illuminating example being Finland. Finland’s education system, celebrated for fostering student autonomy, creativity, and innovative teaching methods, consistently ranks high in global assessments. The Finnish education system encourages, for example, what is known as ‘phenomenon-based learning (PhenoBL)’, which essentially tries to integrate different subjects under a common theme, thereby encouraging students to explore connections, and promote more effective problem solving. Most notably, the Finnish education system tends to place less emphasis on standardised testing and ranking of students whilst also valuing cooperation over competition. Does this mean Finland falls behind other countries? On the contrary, it outperforms the United States of America in assessments such as the  Programme for International Student Assessment (PISA) - which measures reading, math, and science literacy and other key skills among 15-year-olds in many developed and developing countries. 

Finland’s education system did not always occupy the envious state it enjoys today. Before the reforms were introduced in the 1970s, the state of education was described by leading American education academic Dr. Linda Darling-Hammond as “a turgid bureaucratic system that produced low-quality education and large inequalities”.  It is also important to note that Finland’s high standards have been a four-decade project in the making, and are not the result of an overnight policy shift in education policy.

Starting from the 1970s, Finland began investing in high-quality, state-funded teacher education, ensuring all teachers received rigorous three-year graduate-level training. In the 1980s, they overhauled their curriculum, moving away from centralised, prescriptive guidelines to a more flexible system that fostered creativity and local innovation. By the 1990s, Finland had established equitable funding policies — providing resources to schools based on need — and implemented holistic student support services, including free meals, healthcare, transportation and counselling.

In contrast, Sri Lanka’s education system, with its segregated approach to resource sharing in favour of elite national schools, often leaves many provincial schools underfunded and intensifies competition among students and parents for access. This disparity highlights the benefits of Finland’s approach, where equitable resources and a focus on creativity reduce the need for such competition and ensure a more consistent quality of education.

Revamping the Curriculum

Building on Finland’s success, it’s clear that integrating creativity into the curriculum is essential for preparing students for the future. Embracing methods like project-based learning, which involves tackling real-world problems over extended periods, can significantly enhance creativity, critical thinking, and collaboration. This approach allows students to apply their knowledge through practical experiences, such as scientific experiments and community projects.

Moreover, adopting interdisciplinary strategies, similar to Finland’s PhenoBL, can help students make meaningful connections across subjects and think more creatively. For example, integrating art with science can lead to innovative problem-solving and a deeper understanding of complex concepts. By incorporating the arts into traditional subjects, we not only boost creativity, but evidence suggests that it could also improve outcomes in areas such as math and science.

Addressing the Challenges

While implementing these changes involves challenges such as investing in teacher training and infrastructure, the long-term benefits are substantial. One of the main challenges in integrating creativity into the curriculum is the current focus on standardised testing. While tests are a useful measure of certain academic skills, they do not capture a student’s creative potential. We need to develop new assessment methods that value creativity alongside traditional academic achievements. This could include portfolio assessments, peer reviews, and project presentations.

Teacher training is another critical area. Educators need to be equipped with the tools and knowledge to foster creativity in the classroom. This means providing professional development opportunities focused on creative teaching methods and creating a supportive environment where teachers feel encouraged to innovate.

Infrastructure is also key. Creative learning often requires resources such as art supplies, technology and flexible classroom spaces. Investing in these areas will create an environment where creativity can flourish. All of this means, Sri Lanka needs to substantially increase its current spending on education. As it stands, Sri Lanka has one of the lowest government expenditures on education as a percentage of GDP among its South Asian peers. 

A Vision for the Future

Envisioning a new educational paradigm must also mean rectifying past mistakes made hastily under the guise of decolonisation. The removal of English as a medium of instruction during S.W.R.D. Bandaranaike’s administration has only exacerbated the knowledge divide between privileged classes and the rest of the population. 

It has further devalued university education in Sri Lanka and created a job market where someone without a university degree, but with a strong command of the English language, is better positioned to be gainfully employed, particularly in the corporate sector.

World-renowned linguist and political analyst Noam Chomsky, in the documentary Is the Man Who is Tall Happy? reflecting on his own John Dewey-influenced educational background, remarked that, “Teaching should not be like pouring water into a vessel. It should be like laying out a string along which the student travels in his or her own way, and maybe even questioning whether the string is in the right place.” By adopting, or at least drawing inspiration from, such an approach, we can create innovative thinkers who will help position Sri Lanka to thrive in a rapidly evolving world.

The author serves as an Executive Director at Verité Research giving strategic leadership to the organisation. She holds a master’s in finance from the University of Cambridge, UK, and a BSc in Economics from the London School of Economics and Political Science, UK. Research assistance was also provided by Malinda Meegoda, Assistant Manager-Economics at Verité Research.