Overview of qualification system and VET system

in Finland

Subordination of the formal VET institutions

FINNISH EDUCATION SYSTEM

• The Finnish National Board of Education (FNBE) is the national agency subordinate to the Ministry of Education. • FNBE is responsible for drawing up the national core curricula for basic and general upper secondary education and the framework for vocational qualifications and competence-based qualifications.

Vocational upper secondary qualifications and study programmes are definedin a Ministry of Education decree. The fields of education are as follows:

Humanities and education;Culture;Social science, business and administration;Natural sciences;Technology, communication and transport;Natural resources and the environment;Social services, health and sport;Tourism, catering and domestic services

Vocational upper secondary education and training in humanities, education and sports is mainly provided by liberal adult education institutions.

Upper Secondary Vocational Education and Training in a Nutshell• Admission requirement is the completion of basic education syllabus;• Education providers primarily select their students based on earlier academic achievement but may also hold entrance

exams or aptitude tests and may take the applicant’s work experience into consideration;• Application takes place through a joint application system electronically;• The studies primarily aim at obtaining the vocational skills needed in working life;• Additionally, three-year studies give general eligibility to apply for studies at universities and polytechnics;• Opportunities for individual progress in studies have been enhanced;• A vocational upper secondary qualification can be obtained through attending a vocational school, through apprenticeship

training, or through a competence test;• 20 credits (around 6 months) of the studies are conducted on-the-job;• Skills demonstrations were launched in 2006 as proof of having reached the goals given to vocational studies.

VET IN FINLANDFinnish National Board of Education

Qualifications, study programs and modules of the qualification the vocational skills required in the qualification the assessment criteria

Vocational Qualification, (120 credits) The basic skills of the profession

Further Qualification for adults, (40 credits) Skilled worker, professional in the field

Specialist Qualification for adults, (40 credits) The most demanding tasks in the field

At present, there are 371 qualifications 52 vocational qualifications divided into 113 study programmes188 of them further vocational qualifications131 specialist vocational qualifications

VOCATIONAL EDUCATION AND TRAINING

• Vocational upper secondary education and training is based on the national core curriculum by the National Board of Education

• The scope of a vocational qualification is 120 credits / 3 years

• Accreditation of prior learning is used to shorten the study time for those who have previous studies or other experience related to the learning objectives

• Level 4 in EQF (European Qualifications Framework)

• 90 credits of vocational studiesincludes at least 20 credits of on-the-job learning

• 10 credits of free-choice studies• 20 credits of common core subjects: Compulsory:• mother tongue 4 credits• second national language (Swedish) 1 credit• foreign language (in general English) 2 credits• mathematics 3 credits• physics and chemistry 2 credits• social, business and labour market studies 1 credit• physical and health education 1 credit• arts and culture 1 creditElective studies: (0-4 of the subjects above, or environmental studies,ICT, ethics, other cultures, psychology, entrepreneurship)

Vocational Qualification 120 credits

The Government decides on the general goals of vocational education and training, the structure of qualifications, and the core subjects. The Ministry of Education decides on the studies and their scope.

The curriculum system of vocational education and training consists of the national core curricula, each education provider's locally approved curricula and the students' personal study plans.

The FNBE decides on the national core curriculum for each vocational qualification, determining the composition of studies and objectives, core contents and assessment criteria for study modules. It also includes provisions on student assessment, student counseling, on-the-job learning, special education and training, educational arrangements for immigrants and apprenticeship training. The content of local curricula is defined in the national core curriculum as well.

The national core curricula are drawn up by the FNBE in co-operation with employers' organisations, trade unions, the Trade Union of Education and student unions.

The Curriculum

They are dealt with by National Education and Training Committees, which are tripartite bodies established for each occupational field by the Ministry of Education for a term of three years at a time to plan and develop vocational education and training. Local tripartite bodies as well as other representatives of working life take part in the curriculum work as advisers and consultants. Local curricula are approved by the boards of education providers.

The national core curricula constitute a legal norm for educational institutions. Their purpose is to reflect the objectives of education policy, to determine the requirements for nationally uniform vocational competence and the capabilities for learning to learn and functioning as a citizen. In addition, the core curricula must also function as the basis for the evaluation of national learning outcomes.

The national core curricula for upper secondary vocational qualifications and the requirements for competence-based qualifications are common to education and training for young and adult students.

The education includes a period of on-the-job learning (a minimum scope of 20 credits). One of the aims of on-the-job training is to enhance young people’s employment opportunities.

Vocational skills demonstrations were introduced as a way of assessment as of August 2006 and they will mostly take place during the periods of on-the-job learning.

Student AssessmentThe students’ knowledge and skills are assessed and the students are given feedback on their

progress at sufficiently regular intervals both during and after the studies. The students’ acceptable performances are graded on the following scale: excellent (5), good (4–3) and satisfactory (2–1). Free-choice studies may, with the consent of the student, be given a pass mark without indicating a grade.

The assessment will be graded gradually into the following scale: excellent (3), good (2) and satisfactory (1). The change will take place between August 2008 and August 2009, depending on the qualification.

The national core curricula contain criteria for student assessment.Assessment is conducted by the teachers and, for on-the-job learning periods and vocational skills

demonstrations, the teacher in charge of the period or demonstration together with the on-the-job instructor, workplace instructor appointed by the employer or the demonstration supervisor. The assessment must guide and motivate the students as well as develop their abilities in self-assessment.

Formal education

Formal education refers to participation in education provided by the regular educationsystem with the aim to complete a qualification. Education leading to a qualificationaccording to the regular education system is arranged in the following educationalinstitutions: comprehensive schools, upper secondary schools, vocational schools andcolleges, polytechnics and universities. Education leading to a vocational qualificationcan also be arranged in apprenticeship training and in folk high schools and sportsinstitutes.

- Vocational college after basic education (students between 16 – 21 years old) 3 yearsafter general upper secondary school (students up to 18/19 years old) 2 years

- Vocational education and training centres (for young and/or adult students)- Adult education centres (students from 20 years, some work experience)- Polytechnics (after basic vocational education)

In Finland there are no national levels for Vocational Qualifications (NQF).

Non-formal educationNon-formal education refers to participation in course-form, other thaneducation and training leading to a qualification according to theregular education system. Examples of course training are in-servicetraining arranged and sponsored by the employer, hobby andlanguages courses at adult education centres, vocational furthereducation courses, driving school, dance school, etc.

• Accreditation; In general, accreditation means that a student can substitute some or all studies included in the currently performed qualification by studies, work experience or practical training. In the Finnish legislation the accreditation appears to be partly a subjective right of the student.

• Recognition and validation of prior learning by adult students• Structure of adult vocational qualification system is based mostly on non-

formal learning idea. Nonetheless 95 % of the candidates taking the tests choose to prepare themselves for the examinations by undertaking some formal training.

Informal learning

Informal learning is activity practised for the purpose of learning, which is lessorganised and structured than other education. Informal learning is notinstitutionalised, in other words, not the responsibility of any organisation. It hasno student-teacher arrangement, timetables or entrance requirements.

Informal learning can take place almost anywhere irrespective of place; amongfamily or friends, at workplace or in everyday life. Informal learning can beself steered or take place under the guidance of family or some other socialcontext.

*Official recognition of prior learning acquired in different ways (by adult students)*Independent of the way the competence is acquired*Accreditation (a student can substitute some or all studies included in the currently performed qualification by studies, work experience or practical training)

ECVET PROCESS IN FINLANDThe EQF is a common European reference framework, which links countries’ qualification systems together,

acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe.

ECVET supports flexibility of programmes and personal pathways to achieve qualifications, enhancing the opportunities for lifelong learning. It makes it easier to recognise the learning achievements that student have gained in other contexts – be it countries, institutions or systems as well as initial or continuous training as also formal, non-formal, or informal ways of learning.

Both EQF and ECVET based on learning outcomes. ECVET based on learning outcomes, units, ECVET points, credit, mutual trust and partnership

(Memorandum of Understanding and Learning Agreement). Learning outcomes will be described by knowledge, skills and competence (KSC-) principle Qualification is independent of way how the vocational skills and competences have been acquired, not

on learning time.

More individual choice in the new national requirements for VQs.Individual learning pathways are enabled by optional and free-choice units and by recognition of learning outcomesRecognition by VET provider for upper secondary vocational qualificationsRecognition by qualification committee for competence-based qualifications

What is important in ECVET implementation?Added value of ECVET needs to be clear

Instruments or internationalising of individual learning pathways–euro in VET (and education?) in Finnish caseEnrichment vs. ”harmonisation”Accumulation of learning outcomes

•Mutual trust•Need for more systematic agreements and procedures for assessment and validation•Quality Assurance needs to be in placeFocus on Learning Outcomes!

Individual Learning pathway vs. national requirements for vocational qualifications

Finnish NQF levelsLevel 1

Level 2 Completion of Basic Education syllabusLevel 3Level 4 Matriculation examination, completion of upper secondary syllabus

Vocational upper secondary qualificationsFurther Vocational QualificationsQualifications from other administrative sectors corresponding to requirements of vocational upper secondary or further vocational qualifications

Level 5 Specialist vocational qualificationsQualifications from other administrative sectors corresponding to requirements of specialist vocational qualifications

Level 6 University and polytechnic Bachelor’s DegreesLevel 7 University and polytechnic Master’s DegreesLevel 8 Scientific and artistic post-graduate degrees, such as licentiate and

doctoral degrees