Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries' higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist and have been exacerbated by the COVID-19 pandemic. The UNESCO International Institute for Educational Planning (IIEP) launched the "SDG 4 Planning for Flexible Learning Pathways in Higher Education" project in 2018 to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses "entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education." In collaboration with IIEP, the Finnish research team carried out an in-depth case study of policies and practices that support FLPs in Finland. In late 2019, the team conducted interviews and focus group discussions with 43 respondents representing two higher education institutions, a university, and a university of applied sciences (UAS) from different regions in Finland. The interview analysis was complemented by a review of relevant national projects, legislative documents, and national statistical databases. This Country Note reflects key findings and conclusions of "Flexible Learning Pathways in Higher Education: Finland's Country Case Study for the UNESCO International Institute for Educational Planning (IIEP-UNESCO) SDG4 Project in 2018-2021."