This thesis compares the educational system of Bangladesh, a democratic South Asian country, with the educational system of Finland, a Scandinavian country that scores high in international comparisons on tests, such as PISA (Program for International Student Achievement). Areas for comparison include multilingualism, high stakes testing, teacher autonomy and motivation, urban/rural populations, special education, and teacher professionalism. The extent to which “the Finnish way” can help and direct improvements for the Bangladesh educational system is the major focus of the discussion. Drawing from Finnish education, the most attractive resolutions can be setting intervention for children with learning difficulties within the school system; empowering children’s native language; de-emphasizings testing; providing equal access to and resources for education in rural areas; increasing teachers’ autonomy, improving teachers’ working conditions; and ensuring teachers’ professional development
