The general part of the National Curriculum Guide for Upper Secondary Schools stipulates the goals and organization of school work at the upper secondary school level. The curriculum discusses the role of the National Curriculum Guide, general education and basic elements, evaluation of school work, new emphases and a new organization for curriculum development at the upper secondary school level, collaboration, rights, obligations, the school curriculum guide and more.

Secondary schools have a multifaceted role. They are intended to promote the all-round development of all students and their active participation in a democratic society by offering each student a suitable education. They are also intended to prepare students for participation in the world of work and further education. Within the walls of secondary schools, students are therefore given the opportunity to choose a variety of study programmes that provide a variety of preparation and qualifications in the fields of general education, arts, literature and vocational training. The programme concludes with different degrees of study, such as an upper secondary school diploma, a professional qualification, a matriculation examination, a master’s degree or another final examination. Curriculum descriptions at secondary school level take this great diversity into account. They need to meet the demands of the world of work and the next level of education, while providing students with a comprehensive general education.

According to the Act on Upper Secondary Schools No. 92/2008, responsibility for curriculum development is increasingly shifting to upper secondary schools. They are now tasked with making proposals for the arrangement, context and content of studies in accordance with criteria, templates and rules for the development of curriculum descriptions. This gives upper secondary schools increased authority to develop curricula that take into account the unique situation of the school, the needs of students, the local community and the economy. This structure should also provide schools with the opportunity to respond systematically to the needs of students, society and the economy, the results of research and quality control. Proposals for curricula require confirmation by the ministry to become part of the National Curriculum Guide for Upper Secondary Schools.

In the new curriculum, all upper secondary school studies are organized into four competency levels that overlap with the primary school level on the one hand and the university level on the other. The levels describe the progressive requirements for students’ knowledge, skills and competences towards specialization and increased professionalism. The completion of study programmes is linked to competency levels. The final objectives of study programmes are called competency criteria and indicate the competences that students are expected to possess upon completion of their studies. When developing study programmes, upper secondary schools must follow the Ministry’s rules, which are published, among other things, in the general part of the National Curriculum Guide.

At the upper secondary school level, it is planned to introduce a new unit assessment system, upper secondary school credits, which will allow students to assess their work throughout their studies. An upper secondary school credit (EC) is a measure of the work effort of students in upper secondary schools, regardless of whether the study is practical or theoretical and whether it takes place inside or outside the school. Each credit corresponds to approximately three days of student work (6-8 hours/day).