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The aim of the article is to revisit the principle of universalism and analyze how it has changed in the legislation on compulsory education by asking: how are different characteristics of universalism emphasized in the basic education legislation and parliamentary discussion (in 1968, 1982 and 1997)? The analysis portrays the varieties of universalism within the comprehensive school, produced by the four instruments used to govern education (legislation, economy, ideology and evaluatory). According to the analysis, the foundation of the comprehensive school system in the 1960s was laid on uniform content and aims at the ideological level, emphasizing equality of education. The 1980s was a transition phase between 'old' and 'new' universalism, when instruments of legal and economic governance enabled the expansion of universalism and increased costs. Simultaneously, the aims of the comprehensive system and its contents were increasingly set at the local level. We conclude that the 'new' comprehension of universalism in the 1990s entailed issues such as the rise of the evaluation of education, local economy of education and individualism.

In this paper educational careers are conceptualized as a function of the educational structure and a set of individual characteristics that comprise an individual's educational potential. Social inequality of education is defined in terms of the relationship between social origin and educational potential. Using this definition, it is shown that despite a marked increase in the number of students attaining higher education in Denmark, no change occurred in the social inequality of education. The relationship between social origin and educational potential is inferred by applying a stochastic process model in which the educational potential is assumed to govern the outcome.

The aim of this paper is to discuss the Finnish education system from an Indonesian perspective, and consider what citizens, notably from middle-income countries, may learn from the Finnish system. The source material is the author's book, which provides an Indonesian perspective on the Finnish education system, supplemented by discussions from webinars and weekly Instagram Live discussions on the topic. It is known that education is part of a country's culture, thus the Finnish education system cannot simply be implemented as such in another place. Yet there certainly are elements that can be adopted to the local culture, in this case, in Indonesia. The different models of education in Finland and Indonesia are compared to conclude with lessons that we can learn from Finland, notably regarding a sustainable future and the possibility of learning simple daily life skills.

The approaches to the cognitive modelling of education system as a complex system of modular architecture with the corresponding system attributes are defined. The modular hierarchical structure of educational system itself is based on the hierarchical structure of the set of particular criteria. The methodological principles for assessing the quality of the educational system are indicated. It is emphasised that measuring of indicator changes the system itself, thus making control ineffective. The insufficient performance of educational institutions' evaluation on the basis of radar chart is shown: education system deformation is possible through the redistribution of indicators. The possibility of aconsistent improvement in the quality indicators of an educational system based on the use of Pareto cumulative charts is assumed. The set of all formed competencies is considered as a vector criterion for assessing the quality of training of students. The illustration of the formation of competences is given on the example of the undergraduates studying the discipline "Complex systems mathematical modelling".

This article presents one way of changing the participatory culture of training teachers – the Critical Integrative Teacher Education (CITE) programme now being implemented at Jyväskylä University. For the last ten years the Finnish school system has been the centre of considerable international attention because of its success in PISA. The Finnish school, however, has two faces. In the shadow of those good learning outcomes there lurks a democratic deficit in school and a lack of school wellbeing amongst children. This article examines the nature of the Finnish school and teacher education from the perspective of democracy. If participatory culture in Finnish schools is restricted, then the same also applies to teacher education. The long tradition of education as well as the radical school democracy experiment in the early 1970s resulted in the neutralization of teacher education and the removal of politics and politicality. This led to a teacher education with the emphasis on didactics and psychology but with a social viewpoint conspicuous by its absence. Even though the system offers opportunities to implement even radically different training methods, there is little that is done differently.

Purpose
The purpose of this paper is to analyze the dynamics of budgetary biasing in the context of public hospitals.


Design/methodology/approach
The study applies theories of accounting and budgeting behaviors in the specific institutional context of health care systems. Based on the theoretical framework, data from interviews with hospital budget officers were analyzed using qualitative content analysis.


Findings
A typology of biases is provided. It proved to be useful and highlighted the central empirical assumptions and preliminary results of biasing dynamics.


Practical implications
Understanding the logic of budgeting actors and the drivers of bias may help explain why bias so often appears in health care budgeting. It further contributes to understanding whether the bias is functional or dysfunctional.


Originality/value
The concepts of budgetary bias are rarely used in the context of health care budgeting, so the study fills a gap in research knowledge.