Similar to public VET providers, they receive government subsidies and have the right to award official qualification certificates. Furthermore, skills once acquired need to be regularly updated and kept current, in order to benefit both employers and employees. The knowledge produced through the model serves different levels of education, including vocational, university of applied sciences and university education. ), NB: 2016 data (most recent). It defines how many there are initial, further and specialist VET qualifications: their share, titles and competence points (total and for common units; their division within the qualification is decided by the Finnish National Agency for Education). Since 1 August 2010, the amount of the allowance has been equal to the amount of the earnings-related unemployment allowance. If such a degree does not exist, it can also be supplemented by the highest possible other qualification in the sector. Apprenticeships have been used mainly in further and specialist vocational education. All qualification requirements share a common structure. Data from VET in Finland Spotlight 2016 ([3]Cedefop (2016). Eurostat table tps00001 [extracted 16.5.2019].). Since the 2018 reform, there is no indication in the legislation where the theoretical part should be acquired. The aim is to steer the education system – both VET and higher education – to meet the needs of the labour market. The proportion of women among applicants and teacher training learners has increased noticeably in recent years. The national qualification requirements define the required vocational competence, principles of assessment and how the competence is demonstrated. within the Erasmus+ programme or through other programmes or individual arrangements. The share of early leavers from education and training was 8.3% in 2018. Learners themselves find work places for the training. A holder of a specialist vocational qualification has vocational skills that meet work needs and that are highly advanced or multidisciplinary. 160/ 180/210 specialist vocational qualifications. Regarding salaries and terms and conditions of employment, there are no remarkable differences between teachers in general education and VET. Learning at the workplace can be used to acquire competence in all vocational qualifications as well as promoting further training or supplementing vocational skills. This is mostly due to the ‘baby-boomer’ generations, born after World War II, reaching pensionable age. Harri Keurulainen, JAMK University of Applied Sciences, Teacher Education College, 2017. The ministry offers non-compulsory criteria for self-evaluation to support the process. training for work and independent living (työhön ja itsenäiseen elämään valmentava koulutus, utbildning som handleder för arbete och ett självständigt liv) is available for those who need special support due to illness or injury. The new quality assurance guidelines are currently being discussed by stakeholders to be published by the end of 2019. further vocational qualifications and specialist vocational qualifications) or degrees of universities of applied sciences in his personal competence development plan. Some VET providers are foundations or limited companies; they are categorised as ‘private’ but municipalities usually have shares in such companies/foundations. Out of 145 VET providers in total, there are 26 specialised vocational institutions, which are generally maintained by manufacturing and service sector enterprises. To qualify for the allowance, the applicant must participate in studies leading to a qualification or in further vocational training organised by a Finnish education institution under public supervision. Admission to initial VET programmes requires a basic education graduation certificate. Most teachers are required a master’s degree. Equal opportunities are a long-standing fundamental principle of the Finnish education policy. The highest share of the labour force is in human health and social work, manufacturing and in wholesale and retail trade. Eurostat table edat_lfse_24 [extracted 16.5.2019]. In the wake of the 2018 VET reform, key competences are no longer addressed as a separate part of vocational competence. Vocational education and training You can apply for vocational education in Finland after you have completed the comprehensive school syllabus. Since 2018, updating the qualifications became a continuous process based on the changing needs in the world of work and the results of anticipation of skill needs. Total VET funding is 1.5% from government spending and 13% from the spending of the Ministry of Education and Culture (2019). The most common type of VET providers is vocational institutions (owned by municipalities, industry and service sector) ([61]Some VET providers are foundations or limited companies; they are categorised as ‘private’ but municipalities usually have shares in such companies/foundations.). Growth in competencies for Finland: proposed objectives for degrees and qualifications for the 2020s (. Teacher Career Ladders. The learner can also include units from general upper secondary curriculum, other vocational qualifications (incl. Organisation for Respiratory Health) vocational institutions, fire, police and security service institutions (national) and folk high schools, sports institutions, music schools and colleges (local) account for less than 10% of learners in initial VET. There are regional and field-specific differences but usually there are not enough apprenticeship places in companies. Their participation in continuing professional development is also left completely up to them and their employers. The anticipating groups are appointed until 2020. A vocational upper secondary qualification (initial VET) is designed for young people who may not have any work experience and for adults who, for example, don´t have any formal qualification or who want to change their profession. The core message of the legislation is that validation of non-formal and informal learning is a subjective right of the individual and the competences of an individual should be validated regardless of when and where they have been acquired. Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 16.5.2019]. The Finnish National Agency for Education coordinated a project on future competences and skills, known as the VOSE project, between 2008 and 2012. The old-age dependency ratio is expected to increase from 31 in 2015 to 50 in 2060 ([7]Old-age-dependency ratio is defined as the ratio between the number of persons aged 65 and more over the number of working-age persons (15-64 years). Cooperation with the world of work and other key stakeholders is carried out in order to ensure that qualifications support is flexible and promotes efficient transition to the labour market, as well as occupational development and career change. While up to a third of the applicants are admitted annually, there are major variations between different fields. Teaching is an attractive career choice in Finland. In 2017, the former 30 national education and training committees were replaced by nine anticipating groups representing different vocational fields (see Section 3.1.3). The process of preparing a qualification requirements document usually takes one to two years. The legislation obliges the providers to evaluate their training provision and its effectiveness as well as to participate in external evaluations. specialised study units (compulsory and optional); 160/180/210 specialist vocational qualifications. It is possible to collect moderate student fees; on average 15% of the costs of the training. Youth unemployment is on the increase; the rate for 15 to 24 year-olds was 20% in 2014, 21.4% in 2016 and 20.4% in 2019. Source: Eurostat, edat_lfse_24 [extracted 16.5.2019]. Vocational education in Finland refers to programs that prepare youth and adults for the workplace. The changing nature and role of vocational education and training in Europe. further vocational qualifications and specialist vocational qualifications) or degrees of universities of applied sciences in their personal competence development plan. Employees (age 15 to 74) by economic sector in 2018, Source: Statistics Finland. The legislation on VET gives education providers a great deal of freedom in deciding on the measures concerning their education provision, use of public funding and quality management. ISCED 5-8 = tertiary education. Case study focusing on Finland. This offers everyone under 25, as well as recent graduates under 30, a job, on-the-job training, a study place or rehabilitation within three months of becoming unemployed. Each student´s personal competence development plan must include recognition of prior learning. These changes can lead to a change of the qualification requirements, or even the qualification structure, of initial, further and specialist vocational qualifications. A few regulated professions require a vocational qualification. A loan guarantee can, however, also be granted to learners, who are not receiving a study grant, if they live with their parent and they are 18–19 years of age and attend a secondary level education institution, or if they are under 17 and live alone. One specific challenge has been to find qualified teachers in some fields. While up to a third of the applicants are admitted annually, there are major variations between different fields. personal competence development plan for each learner charting and recognising previously acquired skills; early leaving from education and training is low and decreasing; leaving VET early is still more common than in general education; participation in lifelong learning is high, also due to VET participation. Any qualification can be acquired through apprenticeship training – a work-based form of VET that is based on a written fixed-term employment contract (apprenticeship contract) between an employer and an apprentice, who must be at least 15 years old. VET providers have to have a functional quality assurance system in place. Pre-primary education (esiopetus, förskoleundervisning) is compulsory and it is provided to learners aged 6 years old. Anticipatory knowledge may be utilised, for example, in the national core curriculum, in curriculum planning and the development of the content of education. As a result, significant investment in skills anticipation has been undertaken by the government and its partners. In 2016 almost 70% of those completing vocational upper secondary qualifications in Finland were under 25. The ministry encourages VET providers towards voluntary mergers to ensure that all education providers have sufficient professional and financial resources to provide education. In some fields, therefore now possible to acquire teaching qualifications by completing a specialist vocational qualification (ISCED 4) or some other qualification or training that provides solid competence in the field concerned. The Finnish National Agency for Education determines the working life committee under which the specific qualification will fall, or establishes a new working life committee for the new qualification. Participation in lifelong learning in 2014-18. First, teachers of vocational units must have an appropriate higher education degree in their own vocational sector. Because the Finnish system places so much emphasis on school and teacher autonomy, there are not clearly defined career ladders. In upper secondary VET, operating costs per learner vary between EUR 6 488 for all apprenticeships (companies cover most of the costs) to EUR 27 956 in special needs VET ([23]The most recent available data of 2017.). The topics covered by guidance and counselling include different education and training options and the development of learners’ capabilities to make choices and solutions concerning education, training and future career. Luxembourg: Publications Office. Their role is to develop their own provision in cooperation with the labour market on the one hand, and to support competence development within small and medium-sized enterprises on the other. The WBL periods are defined in this plan. Further vocational qualification in horse care and management ([56]The further vocational qualification in horse care and management comprises eight competence areas and seven qualification titles (in parentheses): provision of equine-assisted services (provider of equine services); provision of horse breeding service (same as previous); provision of equine massage services (horse massage therapist); farriery (farrier); tack-making (tack-maker); riding instruction (riding instructor (FQ) ); training and coaching riding horses (trainer of young riding horses); provision of training services in harness racing (trainer of trotters).). Spotlight on vocational education and training in Finland. - riding instruction (riding instructor (SQ)).). Learner personal competence development plan. You can also teach in other institutions depending on your own education and work experience. The system is not fully operational yet as the new financing system will be ready in 2022. The skills required in the labor market change constantly, especially in vocational professions, and ensuring the availability of a skilled workforce is key to success. All programmes are competence-based. A training agreement period can also be conducted abroad, as an exchange period, e.g. Once the expert group has completed a draft version of the new qualification requirements, the document will be sent to representatives of unions, organisations, the world of work and VET providers for a broad consultation process. Finland attributes its success in education to getting the right people to become teachers, developing them into effective instructors, and putting systems and supports in place to ensure that all children benefit from excellent instruction. More information is available in the Cedefop ReferNet thematic perspective on teachers and trainers ([26]http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/teachers-and-trainers). Trainers are generally experienced foremen and skilled workers. The most common type of VET providers is vocational institutions (owned by municipalities, industry and service sector) ([54]Some VET providers are foundations or limited companies; they are categorised as ‘private’ but municipalities usually have shares in such companies/foundations.). Early leavers from education and training in 2009-18. It is recommended that education institutions prepare competence development plans, which will be underpinned by strategic plans and evaluations of competence by education providers. Pre-school teachers get a bachelor's degree in educational science, the extent of which is 180 credits (ETCS). Depending on the agreement between employer and employee, an employer who takes on an apprentice may receive training compensation to cover the costs of training provided at the workplace. Its purpose is to improve grades and to prepare for vocational education or familiarisation with the working life. Representatives of the employees/self-employed and employers (altogether called ‘working life’ in Finland). Finland has one of the highest shares of 25-64 year old people with higher education qualifications (43.7%) and one of the lowest shares with low qualifications (11.7%) in the EU. A learner may transfer flexibly from a training agreement to apprenticeship training when the prerequisites for concluding an apprenticeship agreement are met (see Section 2.5.2). They also participate in quality assurance of skills demonstrations and assessment through national feedback, follow-up and evaluation data, and may also visit the skills demonstrations events, when necessary. The intake for class teacher education is only 10 percent of all applicants. The education varies according to type and level of education. Anticipation groups consist of representatives of employers, employees, education providers, educational administrators, teaching staff and researchers in each field. At the beginning of their studies learners are required to rate statements relating to the following themes: flexibility of starting time of studies and content of the individual programme; accreditation of prior learning; and support and guidance needed. Skills anticipation influences government policies on VET, higher education and adult education. A study grant is available as soon as eligibility for child benefit finishes at the age of 17. Although there are no official data for trainers ([25]In-company trainers (nationally referred to as workplace instructors) are responsible for supervising learners during their on-the-job learning periods or apprenticeship training in enterprises.) Other learning environments has to be recognised as part of their profession, the demand for labour projects skills. 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