Vocational Education and Training in Finland

One of the basic principles in Finnish education:

All people must have equal access to education and training.

Three different ways of to acquire a vocational qualification

1) Curriculum-based education (IVET)36 500 completed vocational qualifications in 2012

2) Competence-based qualification (CBQ) (figures comprise apprenticeship)Vocational qualifications indicate competence to enter employment in the field (14 110 completed in 2012).Further vocational qualifications indicate the vocational skills required of skilled worker in the field (14 610 completed in 2012).Specialist vocational qualifications indicate a command of the most demanding tasks in the field (5 384 completed in 2012).

3) Apprenticeship training (most of the skills are gained through learning at work) 

Upper Secondary Vocational Education

- Initial vocational qualifications (basic level) take 3 years and give eligibility for higher education.

- Covers 8 fields of education, more than 50 vocational qualifications including over a hundred different study programmes.

- Includes at least a half a year on-the-job learning in workplaces

- Can be completed either school-based or apprenticeship-based

- The national qualification requirements are based on learning outcomes (from the early 1990’s)

- a student is awarded a certificate on completed modules and studies, skills demonstrations and prior learning

• VET is an attractive choice, slightly under 50 % of relevant age group (16 years old) continue in upper secondary vocational education after compulsory education

• Number of qualifications in basic VET has increased (from 148 000 to 172 500) during 2004-2011

• 124 independent, multi-branch providers of VET year 2012

• Institutions are owned and operated mostly by municipalities or groups of municipalities

• VET provision is government regulated

• Funding from the State and local authorities

• School provides a free meal / Kela may pay school transport subsidiary

Vocational Education and Training 1

Vocational Education and Training 2

• The National Core Curricula for Upper Secondary Vocational Qualifications and the Requirements of Competence-based Qualifications are the same for young and adult students.

• From August 2015 the scope of the qualifications is 180 competence points.

• Studies are based on individual study plans, comprising both compulsory and optional study modules.

• The modularisation allows for a degree of individualisation of qualifications. Students can integrate relevant modules into their qualifications from specialist and further vocational qualifications, and modules from polytechnic degrees.

Cooperation with working life

•On-the-job learning periods (up to 80 % of education)

•Vocational Skills demonstrations / competence tests

•Individual learning pathways

•Individualization of adult education (recognition and validation of individual’s vocational competences)

•Apprenticeship training

• National qualification requirements are defined by the FNBE (Finnish National Board of Education)

• Qualifications divided into units (modules)

• Units are composed on basis of functions in working life

• Preparation of competence-based qualifications in tripartite expert groups

Design of competences / learning outcomes

Assessment of competences / learning outcomes

Assessment of competence

•As skills demonstrations or competence–based examinations at a workplace

•Based on qualitative criteria and achieved learning outcomes

•Tripartite assessment in adult education

•Assessment criteria of each unit at three levels 1-3 (satisfactory – good – excellent)

Supplementing assessment of competence

•Grades or passed

Assessment of learning

•Feedback given to student during the learning process

•Passed

Validation and recognition ofcompetences / learning outcomes

• Recognition of prior learning regulated by legislation

• Recognition based on learning outcomes - not on learning time.

• VET provider decides on the recognition

• For theory and practice one grade in certificate

An example of a vocational qualification in IVET

Vocational qualification in metalwork and machinery, study program in manufacturing technology, upper secondary qualification, 180 competence points

Vocational modules 135 pointsSpecialisation in manufacturing technology, machinist

The modules comprise gaining competence through on-the-job-learning at workplaces (a minimum of 30 points) and entrepreneurship skills (a minimum of 8 points)

Compulsory modules for all 90 points Fundamentals of installation and automationFundamentals of machiningFundamentals of plate work and welding

Optional modules 45 points e.g. Hydraulics installation, Precision mechanical CNC machining, Sheet metal work, Welding

Core subjects 35 points

Compulsory modules 20 points E.g. mother tongue, foreign languages, mathematics, social studies, health education

Optional modules 15 points E.g. environmental studies, ethics, psychology

Free-choice modules 10 creditsFree-choice modules can be vocational studies in one’s own or other vocational fields, or core subjects, general upper secondary studies or studies preparing for the matriculation examination or further studies, work experience, which support the general and vocational objectives of education and training and the growth of the student’s personality.

KEY COMPETENCES FOR LIFELONG LEARNING

1. Learning and problem solving

2. Interaction and cooperation

3. Vocational ethics

4. Health, safety and ability to function

5. Initiative and entrepreneurship

6. Sustainable development

7. Aesthetics

8. Communication and media skills

9. Mathematics and natural sciences

10. Technology and information technology

11. Active citizenship and different cultures

• Included in the objectives of the requirements of vocational qualification modules and their assessment criteria

• NOTICE: to be separately assessed- Learning and problem solving- Interaction and cooperation- Vocational ethics - Health, safety and ability to function

Qualification specific part of the curriculum = local curriculum

• Progression, timing and sequence of studies

• Provision of free choice modules

• Plan on the provision of individual in-depth vocational modules (modules enhancing a vocational upper secondary qualification)

• A plan on assessment of the modules and methods used for assessment of competence

• A plan on assessing vocational modules (including a plan on implementation and assessment of skills demonstrations approved by the local board for vocational skills demonstrations

• Locally offered modules, their skills requirements, targets of assessment and criteria as well as the objectives, targets of assessment and assessment criteria for the additional optional modules of compulsory core subjects

•Right to receive personal and other student counselling for every student

•Right to receive the support services student may need in studies or life situation changes.

•Special needs students study primarily in the same study groups with other students (in some cases partly or completely in special groups).

•The implementation immigrants’ and other language and culture group students’ teaching arrangements must be included to local curriculum.

Other regulations concerning the local curriculum