Director, School of Vocational Teacher Education +358 294471710 Jari.Laukia@haaga-helia.fi The 2016 teacher education development programme (Opettajankoulutuksen kehittÃ¤misohjelma) also aims to adopt a systematic and coherent structure for teachers’ competence development during their careers. The learner can also include units from general upper secondary curriculum, other vocational qualifications (incl. 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. Harri Keurulainen, JAMK University of Applied Sciences, Teacher Education College, 2017. Periods of theory and in-company training alternate but a common pattern does not exist; it is agreed in the personal competence development plan. The law requires that the VET provider is responsible for the quality of qualifications and programmes offered and for their constant improvement. The forecasting data is also used for guidance and employment counselling to provide information regarding future employment opportunities. It is almost three times higher than the EU-28 average (11.1% in 2018). The Ministry of Education and Culture and the Finnish National Agency for Education have access to the results. The targets of assessment defined in the qualification requirements indicate those areas of competence on which special attention is focused during assessment. 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. Providers are required to play an active role in addressing the national/regional labour market skills needs. The value is expressed per 100 persons of working age (15-64).). The old-age dependency ratio is expected to increase from 31 in 2015 to 50 in 2060 (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). Finnish professional development programs for teachers focus on the knowledge and practical skills needed to improve the performance of teachers in vocational education and training. VET providers are responsible for initiating the contract. Learner personal competence development plan. 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. Around 70% of VET providers are privately owned and 24% are owned by joint municipal authorities (Figure 10). The language of instruction for initial and continuing VET is decided in the licence for VET provision, granted by the education ministry. The purpose of VET provider self-evaluation is to recognise strengths and targets to be developed. Teachers also play a big role in giving guidance for learners. Dropout from vocational education and training is far more common than from general upper secondary education, although it is not high in European terms (7.4% in the 2016/17 school year). In addition to basic competence in the field, qualification holders have specialist skills to work either as a groom or a riding instructor in various sectors of the horse industry.The qualification titles produced by the vocational qualification in horse care and management are groom and riding instructor. Vocational adult education centres (public and regional) mostly provide further and specialist VET. In addition, school transport subsidy is available when the distance between home and school exceeds 10 km and the monthly cost of travel is at least 54 euro. The popularity of vocational teacher education has been consistent over many years, largely because of the flexible arrangements for completing studies. 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). Since 1 August 2010, the amount of the allowance has been equal to the amount of the earnings-related unemployment allowance. A teacher’s task is to guide and motivate the learners to complete their qualifications, support them in the planning of their further studies, help them to find their strengths and develop their learning skills. Teachers working as guidance counsellors in Finnish schools must have a teacher training qualification at Master’s level, supplemented by studies in guidance and counselling. ISCED 5-8 = tertiary education. The study leave is unpaid unless otherwise agreed with the employer. Financial support is available for full-time VET learners. The development of the anticipation model has involved social partners representing the piloted sectors (the real estate and building sectors, the social, welfare and health care sectors and the tourism and catering sectors), representatives of research institutions and of various fields of education, as well as other experts in the sectors in question. 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 (The most recent available data of 2017.). The knowledge produced through the model serves different levels of education, including vocational, university of applied sciences and university education. The National Forum for Skills Anticipation (Osaamisen ennakointifoorumi) serves as a joint expert body in educational anticipation for the Ministry of Education and Culture and the Finnish National Agency for Education. It is funded by the municipal funds and is paid either by the local apprenticeship centre or the education institution providing apprenticeship training. Each studentÂ´s personal competence development plan must include recognition of prior learning. mergers). For more information about VET in higher education in Finland please see the case study from Cedefop's changing nature and role of VET in Europe projectt [18a]Cedefop (2019). Vocational institutions work in close cooperation with the labour market. Student loans are available from banks operating in Finland. Case study focusing on Finland. Although these institutions receive state funding, most of the costs are covered by the owners of these enterprises (or by the enterprises responsible for them). Population (aged 25 to 64) by highest education level attained in 2018. It has developed the Mitenna model for anticipating long-term demand for labour and educational needs. Each studentÂ´s personal competence development plan must include recognition of prior learning. The Employment Fund administered by social partners of the Finnish labour market supports employees’ professional development leading to a qualification. A few regulated professions require a vocational qualification. Eurostat table une_rt_a [extracted 20.5.2019]. In particular, regional anticipation activities have developed rapidly in the past decade. ): Relatively few professions require a specific type of education. Each student´s personal competence development plan must include recognition of prior learning. Specialised (usually owned by one private company or association, e.g. ISCED 3-4 = upper secondary and post-secondary non-tertiary education. Learners are not in an employment relationship with the training company. In upper secondary VET, guidance counsellors play a key role in coordinating, planning and implementing guidance and counselling. 3 (Duration depends on the prior learning of the student, especially in the case of further and specialist vocational programmes, and is defined in the personal competence development plan of each learner. Vocational adult education centres (public and regional) mostly provide further and specialist VET. VET often attracts more applicants than there are places available, especially in programmes in social services, health and sports, vehicle and transport technology, business and administration, electrical and automation engineering, and beauty care. Learners themselves find work places for the training. Total VET funding is 1.5% from government spending and 13% from the spending of the Ministry of Education and Culture (2019). http://julkaisut.valtioneuvosto.fi/handle/10024/75163). The latter is now being addressed by the new financing mechanism that gives more weight to the effectiveness of studies and is pushing towards timely acquisition of qualifications. The main forms of support are study grants, housing supplements with transport subsidy and government guarantees for student loans. Basic education (perusopetus, grundlÃ¤ggande utbildning) is compulsory. Emphasis is put on developing coherent practices; unifying quality criteria; promoting competence-based and customer-oriented VET in cooperation with the world of work; mapping the competence needs of VET staff; developing tools and operational models for workplace learning; and the induction of workplace instructors. Further vocational qualification in horse care and management (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).). Finnish professional development programs for teachers focus on the knowledge and practical skills needed to improve the performance of teachers in vocational education and training. This is also due to the increased number of asylum seekers in 2015-16 (Statistics Finland: All learners who have completed basic education may enrol in VET, but each provider decides the selection criteria. An adult education allowance is available to employees and self-employed people who wish to go on a study leave for at least two months. When the basic education is finished, Finland opens the ability to study a general upper secondary school or to get an education in vocational institutions. These changes can lead to a change of the qualification requirements, or even the qualification structure, of initial, further and specialist vocational qualifications. The national qualification requirements define the required vocational competence, principles of assessment and how the competence is demonstrated. Professional Teacher Education provides the pedagogical qualification for teaching your specific subject in Finland. A Nordic country with a population of 5.54 million in 2020, Finland has succeeded in not only keeping up with educational progress, but also excelling at setting a global standard. Vocational education and training in Finland Vocational education and training (VET) is designed both for young people without upper secondary qualifications and for adults already in work life. The new funding system will gradually be introduced and will be fully operational in 2022. The amount of compensation to be paid to the employer is agreed separately with employer and VET provider as part of each apprenticeship contract. In addition to the needs of the world of work, development of VET and qualifications takes into account consolidation of lifelong learning skills, as well as the individuals’ needs and opportunities to complete qualifications flexibly to suit their own circumstances. Source: Eurostat, lfsa_pgaed [extracted 16.5.2019]. Participation in lifelong learning in 2014-18. Upper secondary education (toisen asteen koulutus, utbildning pÃ¥ andra stadiet) is provided in grades 10 to 12, to students aged 17 to 19 years old. They are mainly acquired by adults in employment with an IVET qualification; however, this is not a precondition for the taking of the qualification. The Finnish National Agency for Education coordinated a project on future competences and skills, known as the VOSE project, between 2008 and 2012. The national VET steering includes legislation and regulations related to financing and qualification requirements. Its objective has been to renew VET legislation, the financing system and create a more competence-based and customer-oriented system. The VET curriculum system consists of the: Before the 2018 reform, the national qualification requirements for different qualifications were often updated every five to 10 years on average or whenever necessary, either partially or completely. between age 17 and 19 and living with their parents/guardians; under age 17 and their parents’ annual income is less than EUR 41 100. guidance and outreach Finland national report (, Cedefop’s labour market intelligence toolkit (, Cedefop’s inventory of lifelong guidance systems and practices (. Internal audits, benchmarking and peer reviews are other methods employed in evaluation. In the wake of the 2018 VET reform (Vocational Education and Training Act 531, adopted in 2017 and in force since 2018), key competences are no longer addressed as a separate part of vocational competences. These fields include general upper secondary education, vocational education and training (including continuing VET), and higher education. In general education, all teachers are required a Master’s degree. Out of 145 VET providers in total, there are 26 specialised vocational institutions, which are generally maintained by manufacturing and service sector enterprises. The ministry also grants the licences for education provision. The scholarship must be applied for within a year after completing the qualification. This means that the education providers need to have their own operating system that contains relevant and functional quality management measures (selected by VET providers). Teaching is a popular profession in Finland. Teacher Career Ladders. Interest, repayment and other terms and conditions applying to the loan are agreed between the bank and the learner. The training is very practically-oriented. Early leavers from education and training in 2009-18. 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. The recognition of prior learning must be done in all VET qualifications: in vocational, further and specialist qualifications. are informed): recognition of prior learning; demonstration of competence; skills assurance before the demonstration of competence; assessment; certification; preparatory programme planning; and monitoring the implementation of the plan itself. There are 39 working life committees. teachers of vocational units, teachers of common units, special needs teachers; education provider´s competence assessment plan; learner`s personal competence development plan. Key competences help students to keep up with the changes in society and working life. A teacher draws up the plan together with a learner. Eurostat table edat_lfse_24 [extracted 16.5.2019].). The system consists of a steering group, anticipation groups and a network of experts. The recognition of prior learning must be done in all VET qualifications: in vocational, further and specialist qualifications. Skills anticipation activities are well established and linked to policy-making. Examples are nurses, prison and security guards, construction divers and chimney sweeps. This allows continuous feedback from the world of work. Source: Education Statistics Finland (Vipunen): https://vipunen.fi/. The Finnish National Agency for Education has supported teachers and learners in their distance teaching and learning. After graduating, you are a teacher who has completed the professional teacher education and training that qualifies for teaching in Finland. 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. a car manufacturer) and special needs (usually owned by municipalities and associations, e.g. According to the law, they must evaluate the quality, effectiveness (employability, pursuit of further education and feedback from learners and working life) and ‘profitability’ (i.e. Finland's success … External evaluation of training is frequently (The term used in the legislation.) The optional additional year is provided to students at age 16. The national qualification requirements define the required vocational competence, principles of assessment and how the competence is demonstrated. www.tilastokeskus.fi/tup/maahanmuutto/maahanmuuttajat-vaestossa/ulkomaan-kansalaiset_en.html#tab1483972171375_1). In addition, financial support for learners of all ages is available. Unlike in other teacher education programmes, it is more difficult for women than for men to gain a place in vocational teacher education. The plan details the guidelines and procedures adopted by the education provider regarding the implementation of competence assessment. A personal competence development plan is prepared for each learner. In 2015, the Employment Fund granted EUR 157 million in adult education allowances and scholarships for qualified employees. The Finnish National Agency for Education recommends that, where possible, people acting as workplace trainers should participate in the training of trainers. CPD, promoting the integration of Finnish language learning into the vocational studies, language awareness focused teaching and collaborative instruction, is being organised. The legislation obliges the providers to evaluate their training provision and its effectiveness as well as to participate in external evaluations. The background of learners, including their financial circumstances, should not be a barrier to participation in education. The vocational skills requirements determined for each qualification unit focus on the core functions of the occupation, mastery of operating processes and the occupational practices of the field in question. Only 2% of teachers in secondary education regret having become a teacher. Vocational education in Finland refers to programs that prepare youth and adults for the workplace. Both can be flexibly combined. Governance and funding of the relevant exercises are the remit of three ministries (Education and Culture, Finance, Economic Affairs and Employment). No final examinations exist in VET. A scholarship is available for those who have completed a vocational, further or specialist qualification. The plan is attached to the application for a licence to provide VET. All programmes leading to a qualification include vocational study units: In addition to the above, all initial vocational qualification programmes include study units that consist of common rather than specific vocational competence: Key competences help students to keep up with the changes in society and working life. They are statutory bodies of elected officials, appointed by the Finnish National Agency for Education to manage a public duty. Finally, they handle the requests related to the rectification of assessment. First, teachers of vocational units must have an appropriate higher education degree in their own vocational sector. Higher level qualifications also mean less unemployment for young people. are determined by the Ministry of Education and Culture. The first regional anticipation projects were launched at the beginning of the 2000s. 10% (2017) (https://vipunen.fi/en-gb/_layouts/15/xlviewer.aspx?id=/en-gb/Reports/Ammatillinen%20koulutus%20-%20opiskelijat%20-%20aikasarja_EN.xlsb), European Centre for the Development of Vocational Training. Because of the demographic challenges, e.g. further vocational qualifications and specialist vocational qualifications) or degrees of universities of applied sciences in their personal competence development plan. They ensure the quality of the implementation of competence demonstrations and competence assessment and develop the VET qualifications structure and qualification requirements. The aim of the project is to support education staff during the implementation of the 2017-2018 VET reform. 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. Source: Statistics Finland (Vipunen). The qualifications requirements adopted by the Finnish National Agency for Education are published in electronic form on the Finnish National Agency for Education website. When it comes to top-quality education, Finland is one of the first countries that comes to mind. During the crisis there was only a slight increase in unemployment, and the difference between the unemployment rates of the three categories above remained quite stable. The highest share of the labour force is in human health and social work, manufacturing and in wholesale and retail trade. One year of full-time study corresponds to 60 credit points. 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. The qualification requirements are drawn up under the leadership of the Finnish National Agency for Education in tripartite cooperation with employers, employees and the education sector. 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, donÂ´t have any formal qualification or who want to change their profession. through a range of channels including reports, workshops and online publications. 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. have been devolved to universities, universities of applied sciences, and VET providers. Teaching is an attractive career choice in Finland. Most education provision is publicly funded and free for learners from pre- primary to higher education levels. In the programme aiming for upper secondary vocational qualification the share of adults has been increasing and was 36% in 2017. There is also plenty of autonomy for continuing professional development (CPD) for VET teachers. Another key principle is … More information is available in the Cedefop ReferNet thematic perspective on teachers and trainers (http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/teachers-and-trainers). In most countries, there are too many graduates with university degrees, while at the same time there is a shortage of vocational professionals. The monthly amount before tax (Learners pay taxes from their allowances if they receive income from other source(s).) Learners’ individual needs and existing competences are taken into account in all vocational studies. An employer or another representative of a workplace or other cooperation partner may also participate in the preparation of the personal competence development plan, when required. broadcasting equipment, electrical transformers. Rapidly increasing youth unemployment globally proves that relying on traditional forms of education is not sufficient to foster vibrant economies. For example, young graduates from upper secondary education at age of 19 cannot always enter higher education due to limited places available; they often apply several years in a row in order to enrol. 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. WBL may be provided during the whole programme duration and cover the whole qualification, a module/unit, or a smaller part of the programme. In Finland, teacher education is a popular field of study, and higher education institutions are in a position to select the most well-suited and the most motivated applicants for their programmes. 160/ 180/210 specialist vocational qualifications. NB: Data based on ISCED 2011; breaks in time series; low reliability for ISCED 5-8, age 15-24. The programme is coordinated by … Educational support and guidance also covers areas such as support for learning according to the individual capacity of the learners, school attendance and learner welfare. Involvement of the world of work in developing qualification requirements and quality in VET. All qualification requirements share a common structure. The assessment criteria determine the grades awarded for units in upper secondary vocational qualifications and the standard of an acceptable performance in further and specialist qualifications. The anticipation model created in the VOSE project is now used in the qualitative anticipation of education and training. Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission: https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en [accessed 14.11.2018]. Work-based learning is guided and goal-oriented training at a workplace, allowing learners to acquire parts of the practical vocational skills included in the desired qualification. If the employment has lasted for less than a year, but for at least three months, the maximum length of study leave is five days. Pre-primary education (esiopetus, fÃ¶rskoleundervisning) is compulsory and it is provided to learners aged 6 years old. VET schools offer short courses/events to upskill workplace instructors in relation to various themes, such as how to guide special needs learners at the workplace. This is expected to encourage education providers to increase their offer of apprenticeship training. 180 for initial/upper secondary vocational qualifications; 120/150/180 for further vocational qualifications; 160/180/210 for specialist vocational qualifications. The qualification requirements and the vocational competences form the basis for identifying the types of occupational work processes in which vocational skills for a specific qualification can be demonstrated and assessed. Volume 3: the responsiveness of European VET systems to external change (1995-2015). 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. The plan can be up-dated during the studies whenever necessary. Spotlight on vocational education and training in Finland. At the very beginning of the training, the personal competence development plan shall be designed by the teacher/guidance counsellor, working life representative and the learner. NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training. The most common types of VET provider are vocational institutions (owned by municipalities, industry and the service sector) (Some VET providers are foundations or limited companies; they are categorised as âprivateâ but municipalities usually have shares in such companies/foundations.). Most teachers are required a master’s degree. The country has two official languages, Finnish and Swedish. 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. 2017, 43 % of the rent, but each provider decides the selection criteria of,. 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