18941 Finland in Focus Web

8/13/2019 18941 Finland in Focus Web

1/40Leonardo da Vinci programme: Promoting cooperation and development

TOWARDS 2020 IN VOCATIONAL EDUCATION AND TRAINING


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The Finnish education system 4Vocational education and training in Finland 8International learning pathways with ECVET 12

Attractive vocational education and training 16Apprenticeships 19Training and rehabilitation of special needs students 22

Vocational teacher training in Finland 25Guidance and counselling in vocational education and training28

Quality management in vocational education and training 31

Excellence in skills a high priority 36Facts about Finland 39

Contents


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To the reader

3

INTERNATIONAL COOPERATION and cooperation with the world of workhave over the past decade become central components of the strive for excellence inFinnish vocational education and training (VET). Today this is especially highlightedby a globalised society that is increasingly skilled, competitive, and networked, asnoted also in the strategies of the Finnish Ministry of Education and Culture.

The Leonardo da Vinci programme has promoted international mobility, networkingand high quality standards in international cooperation since 1995. In Finland dur-

ing the past 15 years the programme has funded a total of 1500 development andmobility projects as well as 15 000 mobility periods for Finnish students and experts.Finland also annually receives a very high number of VET students and experts fromall over Europe.

Vocational education and training is very popular among the young in todaysFinland. Over 50% of applicants to secondary level studies choose VET as their rstoption. Vocational education also provides an international study option: accordingto recent statistics nearly 13% of Finnish students in VET are participating in mobility

periods abroad. The Leonardo programme funds around 44% of these periods.

The current topics on the EU agenda support the strivings of the Finnish vocationaleducation and training systems very well. Through the EU2020 objectives, theCopenhagen Process and the Bruge Communiqu important issues for the comingyears are developed: increasing student mobility, promoting social cohesion andactive citizenship, building the European Credit Transfer System for VET (ECVET),utilising the National and European Qualication Frameworks (EQF) and developingEuropean approaches towards quality assurance.

This publication is intended for vocational teachers, experts and working life repre-sentatives with a specic interest in Finland. It introduces some of the EU level priori-ties and other current topics and development trends within the Finnish vocationaleducation and training systems.

The Lifelong Learning Programme LLP and the Leonardo da Vinci programme willcontinue to provide a solid European framework for cooperation with Finnish traininginstitutions and workplaces. We hope you will make the most of this opportunity

together with your Finnish partners!


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The Finnish education system

6

ISCED-classication

Pre-primary education, 6-year-olds

BASIC EDUCATION, 716-year-oldsComprehensive schools

5A

4

3

2

and

1

0

SPECIAL VOCATIONALQUALIFICATIONS*

MATRICULATION EXAMINATIONGeneral upper secondary schools

VOCATIONALQUALIFICATIONS*

BACHELORS DEGREESUniversities

MASTERS DEGREES

POLYTECHNIC BACHELORS DEGREESPolytechnics

Work experience 3 years

POLYTECHNIC MASTERS DEGREESPolytechnics

DOCTORAL DEGREESLICENTIATE DEGREESUniversities

Durationin years

1

9

1

3

4

5

FURTHER VOCATIONALQUALIFICATIONS*

ISCED-classication 19970 Pre-primary education12 Primary education or lower secondary education

3 Upper secondary education4 Post-secondary non-tertiary education

5 First stage of tertiary education6 Second stage of tertiary education

Vocational institutions* Also available as apprenticeship training

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PRE-PRIMARY EDUCATION

Pre-primary education is intended for six-year-olds, who start their compulsoryeducation in the following year. Participation in pre-school education is voluntarybut municipalities are obliged to provide it. Almost all children aged 6 to 7 (99.2%in 2007) attend pre-primary education; about 70% of them also attend day care.

BASIC EDUCATION

Compulsory education starts in the year when a child has his/her seventh birthday,unless the child needs special needs education. Compulsory basic education lastsnine years, and nearly all children complete it in a comprehensive school. Basiceducation is free of charge.

UPPER SECONDARY GENERAL EDUCATION

Upper secondary schools provide general education for students who are usuallyfrom 16 to 19 years of age. Upper secondary school ends with the completion of thematriculation examination. This will yield eligibility for all forms of higher education. UPPER SECONDARY VOCATIONAL EDUCATION AND TRAINING (VET)

Upper secondary vocational education and training builds on the basic educationcurriculum. To complete an upper secondary level vocational qualication after basiceducation normally takes 3 years (120 credits). The duration of studies is up to 40credits shorter for those who have completed the general upper secondary school,as they are given credit for some of their studies there. A three-year vocationalqualication provides general eligibility for higher education. For further details,see pages 811.

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GENERAL EDUCATIONFOR ADULTS

General adult education comprisesgeneral upper secondary education foradults and liberal adult education. Gen-eral adult education responds to adultsself-development needs, offers learningopportunities catering for mature learn-ers own interests and preferences, anddevelops citizenship skills.

General upper secondary schools foradults are mainly intended for employedadults who wish to complete basiceducation or upper secondary generaleducation curricula or parts of these.Upper secondary schools for adults areeither independent institutions or theyoperate as separate units within institu-

tions providing education for youngpeople. They also offer the opportunityto complete the matriculation examina-tion or to study individual subjects. Itis also possible to improve grades insubjects completed earlier. There areupper secondary schools for adults inapproximately 40 municipalities.

VOCATIONAL EDUCATIONAND TRAINING FOR ADULTS

Vocational education and trainingfor adults can be divided into uppersecondary (initial) and further vocation-al education and training. The trainingmay either lead into a certied quali-cation or be non-formal. Vocational

training in upper secondary schoolsleads into a certied qualication,whereas further vocational trainingmay fall under either category.

A variety of measures are available

to adults to maintain and enhancetheir competencies and to study forqualications or parts of qualications:in-service training; apprenticeship train-ing; the competence test system; andlabour market training (adult employ-ment training).

HIGHER EDUCATION

After completing upper secondary edu-cation (general or vocational), studentscan apply for higher education. TheFinnish higher education system hastwo parallel sectors: traditional uni-versities and universities of appliedsciences. The traditional universitiesconcentrate on academic and scientic

research and education, whereas uni-versities of applied sciences are moreoriented to the needs of business andindustry.

Source: www.oph./english/

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Vocational educationand training inFinland

THE MINISTRY OF EDUCATION AND CULTURE GRANTS THEAUTHORITY to provide vocational training. This authorisation determines theelds of study taught by a provider and the total number of students. Within theframework of their authorisation and qualication structure, training providers arefree to target their training provision as they choose, to meet the needs of businessand industry.

At present, there are about 150 VET providers. The provider network is being devel-

oped with a view to comprising sufciently large and diversied institutions, capableof preparing students for the needs of business and industry. The education providersare mostly municipalities or federations of municipalities.

DRAFTING OF CURRICULA AT NATIONAL AND LOCAL LEVELS

At national level, The Ministry of Education and Culture sets the general goals forvocational education and training, determines the structure of qualications, andthe core subjects. Besides, the Finnish National Board of Education decides the

national requirements of qualications, detailing the goals and core contents of eachvocational qualication. In 2008-2010 the core curricula for the 52 qualications ininitial vocational education and training were reviewed. The curricula are compliantwith the National Qualication framework (NQF) and the European QualicationFramework (EQF). At local level, the education providers draw up their own curriculabased on the core curricula provided by the National Board of Education. Eachstudent follows an individual study plan.

THE FORMS AND SECTORS OF VOCATIONAL TRAINING

Upper secondary vocational education and training is provided in vocational schoolsand in the form of apprenticeship training. In addition, a vocational qualication canbe obtained through a so-called competence test administered by a qualicationcommittee.

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Vocational education and training is provided in the following sectors, comprisingnearly all areas of the labour market:

Humanities and EducationCultureSocial Sciences, Business and AdministrationNatural SciencesTechnology, Communications and TransportNatural Resources and the Environment

Social Services, Health and SportsTourism, Catering and Domestic Services.

PRE-VOCATIONAL PROGRAMMES

Prior to starting education leading to an upper secondary vocational qualication,students may apply for the following pre-vocational programmes preparing forvocational studies, where necessary:

Education preparing for upper secondary VET (2040 credits) The education is directed at young people without a clear idea of their career choice

or without sufcient capabilities to apply for or cope with vocational studies.

Preparatory and rehabilitative instruction and guidancefor the disabled (20120 credits)

This programme allows disabled students to develop their competencies, to acquirecapabilities required in vocational training, at work and to live independently,and to clarify their future plans. For the detailed description, see pages 2223.

Pre-vocational preparatory education for immigrants (2040 credits) The education is intended for immigrants and people of immigrant origin who

already have basic prociency in the language of instruction. Its objective is toprovide immigrants with capabilities to move on to programmes leading to uppersecondary vocational qualications by improving their basic prociency in thelanguage of instruction (Finnish or Swedish) and other skills required for voca-

tional studies. A further objective is to increase their knowledge of the Finnishlearning and working culture.

Home economics course (20 credits) The course provides students with capabilities and practical skills required to

manage their everyday lives and households.

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UPPER SECONDARYVOCATIONAL QUALIFICATIONS

Upper secondary vocational education and trainingprovides students with all-round basic skills neededfor employment and further training. There are 52 up-per secondary vocational qualications and 120 studyprogrammes. Students acquire comprehensive basicskills to work in different occupations within theirchosen sector, specialising in a particular occupation.

Upper secondary vocational education and training

builds on the basic education curriculum. The durationof a vocational qualication is 3 years (120 credits).The duration is up to 40 credits/1 year shorter forthose who have completed general upper secondaryschool education, as they are given credit for someof their studies there.

Upper secondary vocational qualications comprisevocational modules (90 credits) and modules to

supplement vocational skills (20 credits), which maybe compulsory or optional, as well as free-choicemodules (10 credits).

!! Introduction of theECVET is likely to reform thecurrent Finnish credit system

from 2012 onwards.

Vocational modulesprovide studentswith vocational skills in their chosensector and mimic the world of work

and they include at least 20 credits ofon-the-job learning. Competence isassessed by means of vocational skillsdemonstrations, which entail perform-ing work assignments relevant to thevocational skills requirements in themost authentic settings possible. Wherenecessary, other assessment methodsare used to supplement vocational

skills demonstrations. Skills demonstra-tions are designed, implemented andassessed in co-operation with repre-sentatives of the world of work withinthe framework of the National CoreCurricula.

The modules to supplement vocationalskillsaim to provide students with the

general skills and knowledge neededat work, in further training and ascitizens. These can be replaced withstudies in general upper secondaryschools. Compulsory core subjects in-clude languages, mathematics, physicaleducation, as well as arts and culture.Free-choice modules may be vocationalsubjects, core subjects, or general-interest subjects.

FURTHER AND SPECIALISTVOCATIONAL QUALIFICATIONS

To achieve a further vocational quali-cation, people need to demonstratethey have the skills required of skilledworkers in their respective elds. In

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2010, there were a total of 187 further vocationalqualications available. To achieve a specialist qualica-tion, people need to demonstrate command of the

most demanding work assignments in their eld. In2010, there were a total of 129 specialist qualicationsavailable.

Further and specialist vocational qualications arealways achieved through competence-based tests.Studies are carried out at vocational institutions or inthe form of apprenticeship training. The scope of furt-her and specialist qualications or their constituent

modules is not specied.

ELIGIBILITY FORFURTHER STUDIES

Upper secondary vocational qualications, as well asfurther and specialist vocational qualications, providegeneral eligibility for higher education. A natural pro-gression for those who have completed a vocational

qualication at upper secondary level is to continuetheir studies in a university of applied sciences. This isthe case with under a third of new entrants in univer-sities of applied sciences have already completed sucha qualication. At present, entrants to traditional uni-versities mainly come from general upper secondaryschools, but it is also possible to get into a traditionaluniversity through vocational upper secondaryschools.

COMPETENCE-BASEDQUALIFICATIONS

In Finland, vocational education and training for adultsis very much based on the system of competence-based qualications. This system makes it possible torecognise an individuals competencies regardless ofhow they have acquired them: at work, at school or in

some other way. To acquire a compe-tence-based qualication, candidatesneed to demonstrate their vocational

skills in competence tests. The criteriafor each qualication is determined inthe Qualication Requirements. Com-petence tests are usually arranged inauthentic production and service situ-ations in the world of work. Each can-didate aiming at a competence-basedqualication progresses according tohis or her own individual study plan.

Qualications are generally completedone module at a time.

Candidates for competence tests oftenparticipate in preparatory training forcompetence-based qualications, whichenables them to obtain the necessaryvocational skills.

!! Did you know that

the international dimension

is an integral part of VET

curricula in Finland and

that international periods

can be integrated into the

individual study plans of

VET students.

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THE EUROPEAN CREDIT SYSTEM for Vocational Education and Training (ECVET)aims to give people greater control over their individual learning experiences andmake it more attractive to move between different countries and different learningenvironments. The system aims to facilitate the validation, recognition and accumula-tion of work-related skills and knowledge acquired during a stay in another countryor in different situations. It should ensure that these experiences contribute tovocational qualications.

ECVET aims for better compatibility between the different vocational education andtraining (VET) systems and their qualications across Europe.

The Finnish vocational education and training (VET) system can, in general, be con-sidered as ECVET friendly. Finnish qualications are already based on units of learn-ing outcomes. A unit is dened at national level and providers may dene sub-units.The providers plan and organise the assessment of units. They are consequently alsoin charge of validating and recognising learning that takes place abroad. Finally,the Finnish system uses credits to quantify the volume of learning in a unit.

The Finnish VET qualications are broad, they prepare learners for more than oneprofession. Furthermore, they enable learners and providers to design individualisedlearning pathways by allowing the use of different combinations of units. Prior learn-ing must be recognised and validated by law and VET providers have the authorityto do this locally.

ECVET SUPPORTS INTERNATIONAL MOBILITY

Since the technical framework for the transfer, recognition and accumulation of indi-viduals learning outcomes with a view to achieving a qualication is already in placein the Finnish VET system, the Finnish interest in ECVET lies on further developmentof transnational mobility. Mobility of learners is one of the priorities of Finnish educa-tion and training policy, and ECVET is considered a means to improve the recognitionof learning outcomes abroad and to evaluate the added value of international mobil-ity. Today, more than 6,000 Finnish students each year have the chance to experiencea learning period in a foreign country. This represents about 12% of newly-enrolledFinnish VET students in a year.

International learning pathways withECVET

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What makes international mobility interesting is the fact that learners have theopportunity to learn something they would not have been able to learn at home. TheFinnish vocational qualications allow recognition of learning outcomes achievedabroad even though they were not part of the requirements in Finland. This isbecause national qualications include optional and free-choice units. The aim ofthe system is to help learners create their own pathways to qualications. ECVETcan serve as a tool to make individual learning pathways international since it makescomparison of learning outcomes acquired at home and in other countries easier.

The aim of the FINECVET project, supported by the Finnish National Board of Educa-tion, is to pilot the application of ECVET in transnational mobility in the Finnishvocational education and training system. The project has had two previous phases,the rst starting already in December 2004. The third phase will end in December2011. In its nal phase, the FINECVET project focuses on process, documentationand quality assurance and will produce a handbook for Finnish VET providers. Thehandbook will present the process as simply as possible: ECVET before mobility,ECVET during mobility and ECVET after mobility. For each phase there will be a set

of simple guidelines, formats and other tools.


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FUTURE TRENDS AND CHALLENGES

ECVET will be launched in January 2012, meaning that all vocational qualicationsshould then be translated using ECVET. In spring 2011, the Finnish Ministry of Educa-tion and Culture will propose changes to current legislation on vocational training,including proposals for the schedule for implementation of ECVET (information andtraining to training providers and qualication boards) and how to dene the scopeof ECVET credits.

The Finnish VET system is also facing some challenges regarding the implementationof ECVET: how to allocate ECVET credits in competence-based qualications, how toincrease mutual trust (assessment and validation), how to develop quality assuranceand make ECVET understandable to teachers and learners.

It is important to keep in mind that in ECVET learning outcomes form the core notonly in transnational mobility projects but also in cooperation between differentstakeholders, including employers.

Further information: http://ec.europa.eu/education/index_en.htm

15

!! Did you know that a number of Finnish

VET institutions have already tested and further

developed ECVET approaches in Leonardo projects

in such elds as social and health care, and busi-

ness and agriculture. Also the FINECVET project

has strong links to a number of Leonardo mobility

projects.


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A GROWING NUMBER OFYOUNG PEOPLE IN FINLAND are attracted to initial vocationaleducation and training (IVET). In 2009,there were 131,200 VET students, 3%more than in the previous year. Thenumber of students with a vocationalqualication has increased continuously

over the past few years. In 2008, 42%of youngsters who completed theircompulsory basic education went on tostudy a vocational training course thatsame year. This percentage has alsobeen increasing since the beginning ofthe 21st century.

In Finland, the demand for vocational

training exceeds the supply: Althoughtraining places have been constantlyincreasing, there are not enough placesfor all who wish to start in vocationaleducation and training. The number ofapplicants to VET has increased by 9%between 2008 and 2009. Thereforethere is much pressure to create moretraining places in VET in Finland.

A year after their qualication, 7% ofVET students continued in some formof other education and training, 11%of them part-time. This number hasdecreased slightly between 2005 and2008. In 2008, 74% of newly qualiedVET students were employed.

Attractive vocational education and training

ACTIVE INTERNATIONALMOBILITY

CIMO compiles annual statistics oninternational mobility in Finnish voca-tional training. International studentmobility in Finland is growing, althoughthe growth has not always been con-

stant and the numbers have occasion-ally dropped. It seems that around 12%of vocational students participated ininternational mobility when comparedto the total number of newly enrolledstudents.

International mobility within vocationaltraining in Finland is very Europe-

centred: in 2008 and 2009, the 10most popular host countries of out-going Finnish students were all inEurope. Estonia and Sweden have beenthe most popular host countries for along time. Germany and Spain havebeen taking turns in holding the thirdand the fourth positions.

The volume of international studentmobility within vocational trainingis high in Finland compared to otherEuropean countries. In 2009, 4.6%of all students in VET participated inan international exchange. In manyother European countries this numberis under 1%. Finlands objective is toincrease the annual mobility by 30%

during 20072012.

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Development of international mobility in vocational institutions 20062009

From Finland

To Finland

2006 2007 2008 2009

44924284

5343

6094

2059

2038

25102425


nearly 30% of the international

mobility that took place between

20082010 was awarded with the

Leonardo da Vinci Mobility

Certicate.

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Apprenticeships

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UNDER THE CURRENT LEGISLATION IN FINLAND apprenticeships area form of secondary-level vocational education and training. It is an alternative wayof obtaining a vocational qualication and provides apprentices with the sameaccess to further education as any other trainee. Today there are over 300 qualica-tions available. In the late 1900s apprenticeships almost withered away, but duringthe last 20 years there has been a drive to develop apprenticeships in Finland. As aresult, the number of apprentices has risen from the low of a few thousand in the1980s to over 68,000 in 2008.

Apprenticeships are nanced by the state. The annual subsidy paid to the organ-iser for one apprentice is calculated from the average cost of vocational trainingin Finland. At the moment, the state subsidy for an apprentice pursuing an initialvocational qualication is 63 percent of this average cost, and this is used to procuretraining from a vocational school, compensate the employer for training, and coverthe costs of student welfare benets if needed. In the case of advanced vocationalqualications the state subsidy is lower although the amount can vary from yearto year at the discretion of the Ministry of Education and Culture.

The organisers of apprenticeship training are municipalities, federations of muni-cipalities and registered associations or foundations (i.e. individual schools andinstitutes).

SPECIAL FEATURES

In Finland, a newcomer to apprenticeship training will be given a xed-term employ-ment contract for the duration of the training period. There are, however, many

apprentice trainees who are already employed when enrolling in apprenticeshiptraining. In fact, Finnish apprenticeships differ from the traditional European dualsystem countries in that most apprentices are adults. About 80 percent of theapprentices are over 25 years of age.

Another special feature of Finnish apprenticeships is that private entrepreneurscan also participate in apprenticeship training, even though they are self-employed.From the beginning of 2008 civil servants can also do an apprenticeship.


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As a rule of thumb, 80 percent of allapprenticeship training is done in thework place. The employer must be ableto offer appropriate and sufcientlydiverse training, and to appoint a quali-ed or sufciently experienced personas a tutor to the apprentice. Moreover,apprentices must be paid according to

the relevant collective labour agree-ment in force in the industry concerned.

Each apprentice must have an indi-vidual study programme which setsup guidelines for training, both in thework place and in the vocational insti-tute. All the previous learning, skillsand knowledge of the apprentice are

credited in the study programme. Atthe end of the training, apprenticestypically demonstrate their skills inpractice in a competence test in orderto obtain a competence-based quali-cation. The demonstration of skills planas well as an outline of the individualstudy programme must be attachedto the apprenticeship contract.

CURRENT TRENDSAND CHALLENGES

Apprenticeships are work conducive,which is one of the reasons why highereducation institutions have developedapprenticeship-type education for thefurther training of adults. The Ministry

of Employment and the Economy hasalso started its own apprenticeshipcourses as a form of employmenttraining.

The major challenges we are facingtoday within apprenticeships are en-suring the total quality of the training,co-operation between employers and

school teachers, the recognition andcrediting of prior learning leading tobetter individual training programmes,and cost-effective work-based training.In addition, it is important to encouragethe international mobility of apprentic-es together with other European Unioncountries.

INTERNATIONALDIMENSION

The international mobility of appren-tices has been in the spotlight for someyears in Finland and has also been tak-en up on the initiative of the EuropeanParliament. Compared to the mobilityof full-time vocational college students,

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the mobility of apprentices has notas yet taken off in Finland. However,apprenticeship training providers inFinland play a very active role in de-veloping training in the eld, and theyare also keen to develop a more activeapproach in the internationalisation

of apprenticeship training. For instance,Finnish training providers and the Finn-ish National Agency for the LifelongLearning Programme are actively takingpart in the initiatives of the EuropeanCommission to increase mobility amongapprentices. One of these initiatives is aproject to create a sustainable network

of operators and competent bodies inthe area of mobility for apprentices.In spite of this, much work remains tobe done to encourage apprentices andespecially small enterprises to see thebenets of transnational mobility.

!!Did you know that

apprentices can

also go abroadthrough Leonardo

mobility projects

during their training.


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SPECIAL NEEDS STUDENTS CAN RECEIVE preparatory training, rehabilita-tion and counselling as part of their initial vocational training; this does not counttowards a qualication. The training is executed according to the core curriculumdrawn up by the National Board of Education.

The aim of the preparatory training, rehabilitation and counselling is to equip studentswho need extra support due to a disability, illness, late development, emotionalproblems or some other reason, with skills and opportunities that will enable them

to complete a vocational training qualication, or to work and live independently.Another aim is to provide a link between compulsory basic education and initialvocational training. The training can also help those who have become disabledor ill in adult life re-train or re-enter employment or training.

The preparatory training, rehabilitation and counselling of disabled students is car-ried out in cooperation with other institutions involved in their rehabilitation. Thegoals and content of the training are exible and they are drawn up according tothe individual needs and capabilities of students.

TOWARDS INDIVIDUAL TRAINING AND COUNSELLING

There are two types of preparatory training, rehabilitation and counselling of disabledstudents, with different aims: The main goal of pre-vocational preparatory training,rehabilitation and counselling is to enable participants to enter vocational trainingor employment that meets their interests and abilities. The length of the training is20 to 40 credits (can also be up to 80 credits if required). The main goal of prepara-tory training, rehabilitation and counselling geared towards work and independent

living is to help participants become more independent in different spheres of theirlives and prepare them for work. Due to the nature of their disability or illness, it isnot normally possible for these students to go into training that leads to a vocationalqualication. The scope of the training is 40 to 120 credits.

An individualised study plan must be drawn up for all students, which allows thema lot of individual choice on how to progress in their studies. The plan is drawn uptogether with the student, carers, teaching and student welfare staff, the relevantauthorities from the students home town, as well as with rehabilitation and support

Training and rehabilitationof special needs students

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23

networks. Depending on the studentsphase of life, the network can includeactors from the organisation where thestudent comes from or where he or sheis going to. The plan also details thegoals, contents, realisation and scopeof the training. The progress of studentsis monitored during training, and the

personal goals and support measurescan be adapted when needed.

23

!!

Did you know that the

Finnish vocational spe-

cial needs schools have

formed a national net-

work, the purpose of

which is to further de-

velop the education

through international

cooperation, to train

staff and send out stu-

dents on international

study and training

periods.


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Teachers of vocational subjects are required to have an appropriate Masters degree,a degree from a university of applied sciences or, if there is no such qualication intheir eld, the highest possible qualication available. In addition, they must com-plete pedagogical studies of at least 60 ECTS credits and have at least three yearsof work experience in their eld.

Vocational teacher training is based on two basic requirements: a degree and workexperience. When applying for teacher training, students should already have work

experience in their eld.

FLEXIBLE AND INDIVIDUAL TRAINING MODELS

A vocational teacher qualication may be completed in one academic year studyingfull-time, or in 1 to 3 years in exible study programmes, including online pro-grammes. The studies comprise basic studies in educational sciences, vocationalpedagogy, teaching practice, as well as a thesis or a development project. Studentscommonly link their studies to developing their own teaching methods and their

institutions. Each teacher trainee should have an individual study plan.

The aim of the pedagogical studies is to provide trainee teachers with the skills andknowledge necessary to guide the learning of a diverse range of students. They arealso provided with the skills needed for professional development, to keep up withchanges in the world of work and in their particular area of expertise.

As qualication requirements have been raised and teachers are required to have ahigher education degree, one of the challenges to VET teacher training and policy-

making is to ensure that teachers practical vocational skills are maintained.

FURTHER SPECIALISATION OF VET TEACHERS: SPECIAL NEEDSTEACHER AND GUIDANCE COUNSELLOR TRAINING

Teachers providing special needs education and guidance counselling are rst quali-ed to teach general or vocational subjects and then specialise in special needs edu-cation or guidance counselling. The scope of these specialisation study programmesoffered by vocational teacher training institutions is 60 ECTS credits.

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according to a recent EU study,

after the ve biggest EU coun-

tries, Finland is visited the most

by VET teachers, professionalsand experts from other EU

countries.

The aim of the special needs teacher training is to train experts who, in addition toteaching, can supervise the special needs pedagogical work of other teachers andtheir institution as a whole. In guidance counsellor training, the students familiarisethemselves with the underlying social factors involved in student counselling as wellas with various counselling methods used both within their own institutions and inother organisations.

Further information:

Description of the Finnish education system in Eurybasehttp://eacea.ec.europa.eu/education/eurydice/eurybase_en.php#nland

VET in Europe, thematic country report, Finlandhttp://libserver.cedefop.europa.eu/vetelib/eu/pub/cedefop/vetreport/2009_CR_FI.pdf

VET Teachers and Trainers in Finland http://www.minedu./export/sites/default/OPM/Julkaisut/2006/liitteet/opm41.pdf?lan

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THE GOAL OF GUIDANCE AND COUNSELLING AT VOCATIONALSCHOOLS is to provide individual support to students in their studies, in careerplanning, and in nding employment.

The objectives and content of student counselling are determined in the nationalcore curriculum approved by the Finnish National Board of Education. Accordingto the core curriculum guidance and counselling should ensure that students:

receive sufcient information on their education and training,prior to and during their study programme; receive information and experience of the world of work,entrepreneurship and different occupations;are provided with international contacts, study and work opportunities; and

receive support in case of personal or study-related problems.

All vocational study programmes include at least 1.5 credits of student counselling.Each education provider decides how they implement this in practice.

ALL STAFF TAKE PARTIN GUIDANCE AND COUNSELLING

The most important principles of guidance and counselling within vocational educa-tion and training can be summed up in two points. Firstly, according to the voca-tional education and training statutes, students have the right to receive trainingand guidance that is in line with the curriculum. Such guidance services are carriedout in a number of ways: provision of information, guidance in both large and small

groups, and personal guidance and counselling. This varied approach brings us to thesecond point: all staff members of a training institution should take part in guidanceand counselling. These aims, as well as the guidelines for the arrangement of guid-ance and counselling, have been clearly dened in the core curricula for the initialvocational qualications. Furthermore, the local curricula of training institutionsshould also give more detailed guidelines on how to draw up personal study plans,how to recognise prior learning and how to transfer credits.

Guidance and counsellingin vocational education and training

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29

!! Did you know that Finnishguidance and counselling practitioners

participate actively in the Academia

exchanges through Leonardo da Vinci

programme which has sent themabroad since 2004.

CURRENT TRENDS AND CHALLENGESTO GUIDANCE AND COUNSELLING

Firstly, recognition of prior learning is one of the main trends within VET today. Thestructures of VET must be more and more exible in order to answer to the needs ofbusiness and industry. The effective use of educational resources, including guidanceand counselling, depends on this ability to adapt.

Secondly, vocational education has an international dimension. Vocational qualica-tions include international study modules, student exchanges, recognition of priorlearning in other EU countries and the use of the EU diploma supplement in thecertication. Guidance and counselling has to take these into account.

The third challenge is guidance and counselling of adult learners. At the moment,there is a lack of staff with appropriate skills to provide guidance and counselling toadult learners. The teaching staff is not given enough time for guidance and coun-selling nor to developing these skills. Solutions to these issues are being sought in

cooperation with other professionals in the eld. In the future, the ability to worktogether with different guidance and counselling professionals from different eldsto provide guidance and counselling services will build a solid foundation for life-long learning. In an ESF project (Opin Ovi), ofcers from employment ofces andguidance and counselling practitioners have developed their services together. Inthe next phase, the health and social sector will join to the project.

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Quality managementin vocational education and training

CONTINUOUS IMPROVEMENT OF THE QUALITY of vocational educa-tion and training is a key priority both in Finland and within the European Union.Improvement of quality is also one of the main objectives of the Copenhagen processin VET and the Europe 2020 Strategy.

In Finland, the national quality management system in vocational education andtraining can be divided into three main elements: national steering of VET, qualitymanagement by VET providers and external evaluation of VET. There are two types

of quality assurance mechanisms in Finland:

Normative mechanisms (licensing/accreditation, qualication requirements,skills demonstrations, matriculation examination, nancing, self-evaluation,taking part in external evaluations)

Voluntary mechanisms (quality management recommendation,quality awards etc.)

International policies and mechanisms relating to quality assurance, such as the

European Unions Common Quality Assurance Framework (CQAF) in vocationaleducation and training and later the Recommendation of the European Parliamentand of the Council of 18 June 2009 on the establishment of a European QualityAssurance Reference Framework for Vocational Education and Training (EQARF),play an increasingly signicant role in the development of quality management atboth national and provider levels.

Legislation governing vocational education and training of young people and adultsconfers extensive decision-making powers on VET providers in issues concerning VET

provision. VET providers have the key role in quality assurance of VET. The providersare free to choose which method of quality management and self-evaluation theyuse.


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NATIONAL STEERING OF VOCATIONAL EDUCATION AND

TRAINING AS PART OF QUALITY MANAGEMENT

The aim of the national steering of VET is to set objectives for VET provision and itsquality, and to ensure these objectives are achieved.

The Ministry of Education and Culture grants authorisation to provide vocationaleducation and training, decides on the qualication structure, denes qualications

required from teaching staff along with the criteria for funding VET operations andfor performance-based funding. In addition to statutes governing operations andnancing, the main tools for steering quality management on state level include thegovernments Development Plan for Education and Research and the State Budget.

The role of the Finnish National Board of Education (FNBE) in quality assurance isto decide on the Qualication Requirements and the Requirements of Competence-

based Qualications. FNBE also hoststhe Quality Assurance National Refer-

ence Point in Finland whose task is todisseminate and promote the EQARF.A part of the FNBEs steering role isalso to provide guidance throughtheir development and informationservices.

The Ministry of Education and Cultureand key stakeholder groups are pre-

paring a quality assurance strategy forVET at the moment, which will developnational steering further. The strategywill be ready at the end of 2010.


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Examples of Instrumentsfor Quality Managementat National Level

Recommendation for VET

The Finnish National Board of Educa-tion (FNBE), working in cooperation

with VET providers, representatives ofbusiness and industry, and students,has drawn up the Quality Manage-ment Recommendation for VocationalEducation and Training. It is primarilydesigned to support the work of VETproviders. Each provider can decidehow to best implement the recom-mendations in practice. The National

Board of Education has developeddifferent tools to support the use ofthe recommendations in cooperationwith VET providers, such as proceduresand criteria for peer reviews in IVETand CVET. A lot of training in peer re-views has also been organised and thepeer review procedure has been usedin ESR projects. Experience on peer

review acquired in Leonardo projectshas been useful for this work.

The Quality Management Recommen-dation document is divided into sec-tions on the basis of what are regardedas the characteristics of an excellentorganisation. Within each section, inturn, the recommendations are grouped

in accordance with the differentphases of the CQAF model: planning,implementation, evaluation and assess-ment, and feedback and proceduresfor change. In addition, they take intoaccount special characteristics, keypriorities and development targets ofvocational education and training, as

dened in national strategies.

Quality Award for VET

Quality awards for VET have been offer-ed since 2000 in Finland. The aim ofthe quality award is to encourage andpromote quality management of VETproviders and evaluation of training,

to nd and exchange good practices,and to highlight the role of vocationaleducation and training. Another aim isto raise the prole of VET. The qualityaward competition has a special themeevery year, based on current educationpolicy goals.

To receive the award, VET providers can

apply to have an external evaluationmade. The external evaluation boardsinclude representatives of all importantstakeholders like employers, employees,VET providers, teachers and students.The Ministry of Education and Culturewill award 1 to 4 VET providers everyyear for their systematic and success-ful work on quality and its results.

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THE EXCELLENCE IN SKILLS TRAINING SYSTEM, developed and main-tained by Skills Finland, helps maintain vocational expertise in Finland. The trainingof young professionals is designed and carried out in collaboration with vocationalinstitutions and employers. The training offers a wide range of training elementsrequired to succeed in international skills competitions EuroSkills, WorldSkills, andAbilympics. The development of the excellence in skills training system has beensupported by the European Social Fund. The system helps to maintain Finnishexpertise, skilfulness and competences.

The system seeks to create new teaching models, to raise the prole and improvethe attractiveness of vocational training, and to improve cooperation between voca-tional training and business and industry. For the young people in training, the mostsignicant objective is to develop their vocational skills and professional pride and,of course, to excel in the competition!

The national training network consists of dozens of training units: both upper sec-ondary vocational institutions and companies. Qualied trainers and skills managers

for each skill category are responsible for guiding the young people towards successin their eld.

A THREE-STEP PROCESS

The training is carried out in three steps. First, several motivated, skilled youngpeople are selected for each skill category in the basic training stage. The basic train-ing concentrates on basic vocational skills and is provided in a group. The best can-didates are then selected to go on further intensive training. At this stage, the aim is

to develop the skills of the participants set as goal for them individually to preparethem for the international skills competitions: WorldSkills, EuroSkills or Abilympics.

At the end of the second stage the competitors for the national team are selected.The aim of this stage is, among other things, to improve the participants skills,competitive abilities and physical condition. This will make it possible to compete ininternational skills competitions against other top professionals. During the national

Excellence in skills a high priority

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team training phase, the members form a cohesive team, supportive of each other.The training is further intensied to acquire the routines, speed and quality requiredin the competition. Mental training is a crucial part of the training, especially at thenational team - Team Finland - phase. See mental training work book atwww.skillsnland.com/en/skillsnland-en/publicationsen

The excellence in skills training system is continuously developed in cooperation withvocational institutions and employers e.g. through national and international projects

and research.


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Centre for International Mobility CIMO, Leonardo da Vinci programme. Editor: Paula Tyrvinen. Layout: SatuSalmivalli. Photos: Esko Koivisto. English proofreading/translation: Maarit Ritvanen. ISBN 978-951-805-380-7(printed). ISBN 978-951-805-381-4 (pdf). Libris 2010, 1st edition of 2000 copies.

THE LEONARDO PROGRAMME IN A NUTSHELL

The Leonardo da Vinci programme is part of the

European Commissions Lifelong Learning Pro-

gramme (20072013). Leonardo is open to the entire

spectrum of subjects covered by vocational education

and training. It supports the transfer of knowledge,

innovation and expertise between all key actors in

this domain.

Leonardo da Vinci funds a wide-range of actions,

notably transnational mobility, European projects

focusing on the development or the transfer of inno-

vation and networks. It addresses trainees in initial

vocational training, people available on the labour

market and professionals in vocational education and

training, as well as any organisation active in this

eld.

The Centre for International Mobility CIMO

administers and is responsible for implementing

the Leonardo da Vinci programme in Finland.

ACKNOWLEDGEMENTS:

Special thanks to all thevocational and education

training experts who have

contributed to this publi-

cation.

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Facts aboutFinland

Finland in Finnish: SuomiFinland in Swedish: Finland

Independent republic since 1917Ofcial name: Republic of FinlandHead of State: The President of the Republic is currentlyMrs Tarja Halonen, Finlands rst female head of state. The next presidential elections will be held in 2012.

Parliament: One chamber with 200 members. The next parliamentary elections will be held in 2011.Member of the European Union since 1995.

Ofcial languagesFinnish 91 %Swedish 5,4 %In addition, Sami and sign language

ClimateFour distinctive seasons; cold winters and fairly warmsummers

GDPEUR 171bn in 2009, approximately EUR 32,000 percapita

Population

5.4 millionAbout 155,000 foreign nationals living in Finland (2009)Capital Helsinki (population 583,000)

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CIMOLeonardo da Vinci programmeP.O.Box 343FI-00531 Helsinki, Finland

18941 Finland in Focus Web

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