There is noneed to introduce Finland’s reputation for quality in education. That much is aglobally known and much-envied fact.

Many havetried to understand what it is that makes this system so successful. Clearlythey have not really managed it, because no emulated policy has seen this muchsuccess.

But fromthe perspective of the ECo-C, and the ECo-C’s concern for quality in education,this leads to a wholly different palette of questions: do Finnish professionalsrequire teaching in communication skills? Does the particular Finnish educationsystem automatically include this particular set of teachings? What would thedevelopment of the ECo-C in Finland really bring to professionals who havealready benefited from such a high-quality system?

At firstsight, it would not be out of line to say that the ECo-C quality assurancemechanism and its stringent requirements would certainly ensure that anystudent got the best out of the examination, and the examination itself, oncepassed, would get one an internationally recognised certificate. This is abenefit in itself, and as a consequence, it would be both plausible and usefulfor Finns to take the ECo-C, with the only question being timing. If they studysocial competency at school, would it not be best to take the certificate atthat very time?

As to that,the simple yet very understated truth is that Finland also praises great valueon adult education in addition to regular schooling. With several kinds of institutions, some municipal, someprivate, dispensing adult, by the will of the government, with several lawsencouraging employees to take further education leave and thus improve theirchances in the job market, there is every reason for Finnish workers to learnthat which ECo-C dispensing institutions have to teach.