ministry of education finland/timo lankinen/august 2007. 1 vocational education and training in...

Ministry of Education Finland/Timo Lankinen/August 2007.

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Vocational education and training in Finland

- solutions and results

Timo Lankinen

Government CounsellorDirector for vocational education and training

Ministry of EducationFinland


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Students 2000 2001 2002 2003 2004 2005

Comprehensiveschools

593 451 595 727 597 356 597 414 593 148 586 381

Upper secondary general schools

130 032 128 642 124 644 121 816 120 531 118 111

VET (IVET) 131 091 130 004 133 859 136 209 147 521 152 328

Polytechnics 114 020 118 013 126 767 129 875 131 919 132 783

Universities 157 796 162 939 164 312 169 846 173 974 176 061

Total1 155 183 1 165 436 1 179 888 1 193 764 1 250 395 1 165 664

Students in education and training 2000 - 2004


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Current expenditure on regular education system by type of expenditure 2005

Type of expenditure EUR million %

Pre-primary education1) 269 2.9

Comprehensive school education 3,413 36.5

Upper secondary general education 600 6.4

Vocational education and training 1,377 14,7

Polytechnic education 726 7.8

University education and research2) 1,671 17.9

Other education 361 3.9

Administration 190 2.0

Financial aid for students 732 7.8

Total 9,338 100.01) Pre-primary education for 6-year-old children (pre-school education) in day-care centres and comprehensive schools.

2) Includes universities' external financing for research.


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•Educational pathways for young people coming from

comprehensive schools

"Double examination"IVET qualification and

matriculationexamination

Upper secondary general schools

Gymnasiums

Vocational education and training in VET institutions

Those who haven´t succeeded well in basic education

Those who aim purposefully to skilled (practical) professions

Those who need more time to

make decisions about their future

careers

Academicly oriented, heading

highAmbitious, those who

already plan their further studies

’readers’ ’makers’10. grade


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Young students continuing immediately studies after basic education

2000 2001 2002 2003 2004 2005 2006

Gymnasium

53,7 % 54,2 % 54,8 % 55,1 % 54,1 % 53,3 % 50,5 %

Initial VET

36,3 % 36,1 % 36,7 % 37 % 39,7 % 40,7 % 41,6 %

10. grade 3,0 % 2,9 % 2,6 % 2,4 % 2,5 % 2,5 % 2,5 %

61 661 59 651 57 882 57 456 60 367 60 224 60 948

93 % 93,2 % 94,2 % 94,4 % 95 % 95,1 % 92,8 %

Other education and training

1,8 % 1,8 % 2,3 %

96,8 % 96,9 % 95,1 %


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Upper secondary general school

General education, three-year syllabus Gives eligibility for further education (universities, polytechnics) Providers authorised by the Ministry of Education Mainly provided by local authorities; some private and state schools Nearly 500 schools Different curriculum and allocation of lessons in adult education Over 50% of the age group complete upper secondary school education 18 compulsory subjects


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Upper secondary general school...

Course-based curriculum 1 course = 38 hours on average

- 47-51 compulsory courses - at least 10 advanced courses- applied courses- whole syllabus at least 75 courses

A student may count courses taken in other school forms towards their upper secondary certificate

Education providers in a region have a duty to cooperate in order to diversify the selection of upper secondary courses


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Upper secondary general school...

Distance and virtual teaching has been developed National matriculation examination The matriculation examination is a national examination set twice a

year, in which tests are based on the national upper secondary core curriculum

The matriculation examination comprises four tests; mother tongue is compulsory, the other three can be chosen from: a foreign language, the second national language, mathematics and general studies. In addition to these, it is possible to take voluntary tests.


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Mainly within institutions (work-based learning included)– apprenticeship training expanding (in IVET 10%, in CVET 40 %)

VET provided by registered VET providers – licence from Ministry of Education– municipalities, joint municipal boards or private organisations– 212 VET-providers (initial and continuing vet)

Financing system based on national unit prices based on costs in different sectors of VET – different systems for IVET and CVET

Financial contributions to VET providers from MoE– statutory division of costs at national level between state and municipalities– in IVET: state 46 % - municipalities together 54 %– in CVET mainly by state

IVET: tuition and meals free of charge, CVET: small fees Instruction for Swedish-speakers either in Swedish-speaking or bilingual institutions

VET in Finland


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Registered VET providers 2006

Registered VET providers 212 (incl. state) – Initial VET 175

• 156 have also licence for CVET• private 91• municipalities 26• joint municipal boards 57

– Only IVET 19 – Only CVET 37

• private 35 • municipals 1 • joint municipal boards 1


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Students in different VET sectors 2005 (yearly average)

146 070 Initial VET• 120 300 in curriculum-based IVET qualifications in institutions

– 14 800 students with special needs

• 13 050 in preparatory training for demonstration-based IVET qualifications in institutions

• 12 720 in apprenticeship-training for IVET qualification 39 800 Continuing VET

• 13 790 CVET in institutions• 3 400 CVET in NOSTE -program • 22 610 CVET in apprenticeship-training

74 000 Labour market oriented training for adults (Ministry of Labour)


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Costs of VET for providers in 2005

Costs for VET providers (not incl. capital costs) Costs €

Initial VET in institutions 1 052 732 833

Apprenticeship training (IVET, CVET) 128 728 168

Continuing VET in institutions 101 151 129

Services – incl. Training for employment service 416 591 934

Total 1 699 204 064


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Challenges on VET

Ageing population– Engaging all youth in VET and challenge on those in working life

From unemployment to skills shortages – Changing social and education trends contributing to skills shortages in traditional skills– More balanced approach to counteract current trends– Stronger recognition of the role of intermediate skills – broader base

of skills Changing needs of industry and service

– New technology and work practices – New forms of employment Engagement of employers

– Competitive business environment/policy settings create a disincentive for many employers to make necessary investment in skill formation

– Companies making decisions about the location of operations in global markets


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Challenges on VET…

Social inclusion as a policy priority Growing expectations of learners

– Individuals taking increasingly responsibility for their own skill development

Productivity in education and training system– Need to produce more with existing financial framework– Financial constraints in future in public sector

Better links and pathways between school – VET – higher education

Competency-based qualifications structure – European qualifications framework

Growing demand for workplace learning Long lead time required for skill formation


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Vocational education and training in Finland

Competence-based qualifications– Based on the needs of working life– National qualification structure– Modular structure– Curriculum and training programs at provider level: more individualised programs

– Recognition of prior learning

Skills demonstrations– 1994 into adult VET – 2006 into all VET qualifications – Recognition of earlier professional experience: regardless of how and where skills

have been acquired (informal and non-formal learning)– Validation of skills and competences acquired during the training– Qualification committees (national/regional/provider)

Registered training providers– Accreditation: fields of training, maximum number of students/year, other

requirements and provisions National requirements for teachers

– HE qualification, work experience and VET teacher training– Training of trainers at work-places: no formal qualification requirements


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Quality management at the training providers´ level– National recommendations (CQAF)– National quality awards (EFQM/CQAF)– Quality enhancement and development projects (Leonardo, national)

Evaluation– Obligation of VET providers to carry out evaluations: self-evaluations, external

evaluations

– National evaluations: The Finnish Education Evaluation Council

Increased use of skills competitions – Benchmarking, skills demonstrations

Financial incentives– Performance-based financing system for VET-providers – performance indicators:

impact (employment, HE transition), processes (drop-out, completion/graduation), staff (qualifications, staff development)


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Cross waves in Finnish VET

VET IN CROSS WAVES

DESIRE FOR INTEGRATE VET AND

UPPER SECONDARY GENERAL

EDUCATION

ADULT EDUCATION AS ENTIRETY -

ASPIRE TO DIVIDE THE SYSTEM INTO

YOUTH AND ADULT TRAININGADULT LIBERAL EDUCATION

INSTITUTIONS MOVING INTO VET

VET PROVIDERS RESPONSIVENESS

TO THE NEEDS OF CUSTOMERS:

LEARNERS AND WORKING LIFE

VET AND HIGHER EDUCATION AS

COMPETITORS

CREATION OF POLYTECHNICS

NEED TO MEET THE NEEDS OF

DIFFERENT SECTORS OF WORKING

LIFE


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Policy priorities of VET in Finland

Strengthened links between VET and the world of work– Increasing employability and making transition from school to work more effective

– Expansion of work-based learning: increased work-placements and apprenticeship training

– Innovative forms of public –private –partnerships: "Training companies – corporation between employers, institutions and polytechnic/universities" –electro-metal industries – "Practice-training companies" in entrepreneurship training

Better access to higher education and lifelong learning– General eligibility from 3 year VET qualifications into tertiary education– Creation of polytechnics (non university HE)– Increased training provision for adults– Common principles for recognition of prior learning


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Policy priorities of VET in Finland ..

Decision-making powers largely shifted to training providers– Total reform of the education and training legislation – flexibility – Responsive to regional labour market – responsibilities within same hands– Anticipation of the match between demand and supply – signals to TPs

Need for better quality assurance– Competence-based qualifications – national qualifications structures– Skills demonstrations– Registered training providers - National requirements for teachers– Quality Charter for TPs - Quality management at the training providers´ level– Evaluation – no large inspection system– Increased use of skills competitions – Financial incentives– Training of teachers and enhancing teachers contacts with working life– Training of trainers


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Policy priorities of VET in Finland …

Financing system - lump sums without ear-marks– Public financing to TPs (for operational costs and investments)– Financing follows students´ choices – Based on national unit prices – Performance-based funding included: indicators: employment, HE transition, drop-

out, completion/graduation, staff qualifications, staff development More coherent network of VET providers

– Consolidation on TPs – “VET college strategy” Development of VET for students with special needs Lowering of the drop-out rates and increasing the attrition rates Active participation in EU Copenhagen process

– Enhanced co-operation between EU member states in VET


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National VET agenda 2007 -

Increased provision of IVET and CVET

More coherent VET provider network – in connection with municipal and public service structure reform

Securing relevant financing to VET providers with incentives to improve performance

Performance-based funding included into financing system – increased share of PBF of total funding

Skills demonstrations included into all initial VET qualifications – quality assurance

Better arrangements for recognition of prior learning

Securing competent teachers and trainers

Co-operation between VET and upper secondary general education

Implementation of development strategy in VET for persons with special needs

Increasing efficiency of education and training system– drop-out– attrition– linkages and transitions

• from basic education into VET

• from VET into working life– productivity program within state

administration– reform of joint application system

of upper secondary schools and VET into internet –based system

Strengthening co-operation between VET providers and working life– increasing work-placed learning

(apprenticeships, work placements, on-the-job learning)

– sector specific VET questions EU co-operation

– active participation into the EU Copenhagen process


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Strong links between VET and working-life– Competence-based qualifications, work-based learning, skills demonstrations, social

partner participation, quality of training

Increased counselling at comprehensive schools and enlarged information about VET and working-life

– Tripartite campaigns, skills competitions at national and international level

VET as educational pathway to higher education Increased possibilities to gain double qualification

– VET qualification and matriculation examination

Performance-based funding and quality-awards to training providers

Extra funding for VET-providers with non-attractive qualifications Increased use of skills competitions - celebrating excellence in skills

– T9 Skills Competitions (9th class pupils in comprehensive schools), National Skills Competitions, WorldSkills Competitions – EuroSkills Competitions

More attractive VET


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VET qualifications system in Finland

National qualifications structures– Ministry of Education: which qualifications to include in the qualifications structure– National Board of Education: 1) national requirements, 2) modules, 3) assessment criteria

Three types of qualifications: – IVET: vocational qualifications (52 qualifications, 115 study programs, a number of specialisations– CVET: further vocational qualifications (175) and specialist vocational qualifications (117)

All qualifications competency-based– based on the needs of working life and described as required competencies– prepared by NBE together with social partners in consultation with national training committees

The same standards to youth and adults – working life competencies All qualifications modular structured Curriculum and training programs at the provider level

– more individualised programs as a challenge Recognition of prior learning an established practice


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VET qualifications system in Finland…

Qualifications issued by– Registered VET providers

• together with committees for skills demonstrations (Initial vocational qualifications)

– Qualification committees set by NBE • (Initial vocational qualifications, further vocational qualifications, specialist vocational qualifications)

Different ways to acquire a qualification: – Curriculum-based training in VET institution or in

apprenticeship-training + skills demonstrations (IVET)– Demonstration-based examination in VET institution usually in

connection to preparatory training in institution or in apprenticeship-training (CVET & IVET)


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Demonstration-based qualifications

Knowledge, skills and competences regardless of how and where skills have been acquired

Primarily intended for adults skilled in different fields to demonstrate their practical competence and vocational skills

Taking part in skills demonstrations does not require formal preparation– however, most participants acquire preparatory training (individual learning

programmes) Tri-partite qualification committees (national, regional) (250 committees):

– do not organise skills demonstrations themselves– contract with VET-providers and give providers licence to organise skills

demonstrations in order to aqcquire demonstration-based qualification– supervise providers and issue certificates


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IVET qualifications in national educational classification

1. Humanities and Education3 vocational qualifications

2. Culture6 vocational qualifications

3. Social Sciences, Business and Administration1 vocational qualification

4. Natural Sciences1 vocational qualification

5. Technology, Communications and Transport26 vocational qualifications

6. Natural Resources and the Environment 5 vocational qualifications

7. Social Services, Health and Sports 6 vocational qualifications

8. Tourism, Catering and Home Economics5 vocational qualifications


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Composition of studies (120 credits) in initial vocational qualifications at upper secondary level

Vocational studies 90 credits(including at least 20 credits of on-the-job learning)- compulsory field-specific study modules- optional specialising study modules (decided at national level) - optional studies (decided by VET provider)

Core subjects (common to all) 20 creditslike languages, maths, physics, chemistry

Free-choice studies 10 credits- individual choice


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Studies defined in study modules, scope of studies in credits

The studies are divided into study modules. Vocational study units are composed on the basis of functions in working life, their names describe activities at working life.

The scope of studies is expressed in credits (study weeks). One credit is equal to 40 hours of students’ average workload. One school year is equal to 40 credits.

The scope of vocational study units is mostly between 10 to 40 credits.


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Recognition of prior learning

Perspectives to recognition and accreditation of prior learning– during application to education and training– during studies– in demonstration-based qualifications

Differences in post-secondary education and training– recognition is most widely used in demonstration-based VET qualifications– recognition of prior learning is also an established practice in initial VET: accreditation of prior

studies and non-formal and informal learning– not largely used in higher education – more in polytechnics than in universities

Education and training providers empowered to– approve proofs/evidence and to select assessment methods of non-formal and informal learning

results– grant credit for competency acquired in non-formal and informal learning– accredit prior non-formal and informal learning when persons are applying to education and

training


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Teachers and trainers in VET

12 000 teachers in IVET institutions 3 000 in adult training centres 80 % of teachers teach vocational studies

– others are specialists in core subjects, special needs teachers and guidance counsellors

VET teachers are seen as their own specific group within the teaching profession– education and qualification requirements for VET teachers differ greatly

from those of general education teachers– differences in their teaching work and work context are recognised

Directors of VET providers, heads of VET divisions, coordinators f.ex. international affairs, planning specialists, training coordinators in apprenticeship training

Support staff, special needs assistants, school social workers, school psychologists

Skilled workers within VET institutions Trainers at work places (apprenticeships, on-the-job learning periods) National qualification requirements for teachers (incl. principals):

– masters/bachelors degree, work-experience, vocational teacher education studies (60 ETCS points, special licences in some sectors


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Teacher groups, institutions and qualification requirements

upper secondaryVET institutions

polytechnics

Polytechnic VET teacher ●

Polytechnic senior lecturer ●1

VET teacher ■

Core subject teacher ● ●

Special needs teacher ● ■

Guidance counsellor ● ■ ● ■2

Principal ● ■ ● ■

●= Master’s degree including pedagogical studies■= Master’s or Bachelor’s degree in relevant field and pedagogical studies at vocational teacher education college (60 ETCS points)1Polytechnic senior lecturers are required to hold a postgraduate licentiate or doctorate2Some polytechnics employ guidance counsellors even if they are not required to by law.


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Number of graduates from vocational teacher training programmes 1997-2005

Since 2002 teacher training has exceeded 1,000 people

Intake was raised to prevent a shortage of teachers

40 % men – 60 females Average time spent on

completing the pedagogical studies for vocational teachers was 1.5 years

0200400600800

100012001400


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Continuing training of VET teachers

Obligation to participate in in-service-training based on collective agreements 88 % participated in continuing training 2005 Training intended for keeping skills and competences up to date, not to have a

direct bearing on teachers’ salary and career development National support for continuing training of teachers and trainers in specific

fields decided yearly in state budget or through ESF funding International mobility programs as continuing training Special programs to support co-operation between training and working life

– specialist in demonstration-based qualifications– studies for teachers in increasing their competence in the world-of-work – teachers` on-the-job learning periods

The topics prioritised in state budget are for teachers at basic education, upper secondary general schools and in VET:

– eLearning pedagogy and media competence– Developing the foundation of learning and subject-specific skills– Promoting education in entrepreneurship – Well-being of students and guidance and counselling– Special needs education – On-the-job learning and skills demonstrations – Promoting active citizenship and education of students with multicultural background– Training for school management

ministry of education finland/timo lankinen/august 2007. 1 vocational education and training in...

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