The objective of the policy development is to create a model of graduate tracking that systematically creates information that can be used to monitor the effectiveness of VET on a national level. Systematic gathering and analysing of graduate tracking information enables faster reaction to the changing need of the labour market and possible development needs in VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education and Culture has appointed a working group to design, pilot and produce the graduate tracking model simultaneously in general upper secondary education and VET. The content and schedule of the surveys are planned while taking into consideration research and the goals of general upper secondary and VET, and EU-level policies.
The working group is set to work from 2024 until 2026.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the policy development is to create guidelines for using AI in teaching and learning in early childhood education and care, pre-primary education, primary and lower secondary education, general upper secondary education, vocational education and training and liberal adult education.
The objective of creating the AI Guidelines is also to promote the digitalisation of education and to support the European artificial intelligence act, also known as AI Act, that came into force...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education and Culture and the Finnish National Agency for Education have decided to prepare the AI guidelines in collaboration with education providers, scholars and other experts in the field and considering existing academic and policy work, such as the AI competency framework for teachers (UNESCO).
The guidelines are to support the early childhood education and care, pre-primary education, primary and lower secondary education, general upper secondary education, VET, and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The new operational guidance for VET providers aims to create a model that would increase the effectiveness of VET and the agility of VET providers to match the labour market needs. The specificities of VET in Swedish and expanding sports at upper secondary level need to be considered.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new operational guidance for VET providers requires legislative changes and is prepared together with the reform of VET funding system to make sure that the new funding and guidance models create a coherent whole.
Approximately 40 VET providers will pilot the new operational guidance model in 2026-33. They will be able to provide qualifications more freely and without individual authorisations granted by the Ministry of Education and Culture. These VET providers will also be able to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
create financial incentives for VET providers to make sure students complete qualifications and find a job or continue in education after graduation;
increase the acquisition of micro-credentials especially to upskill or reskill adults in order to enhance their position in the labour market and increase employment prospects after graduating;
make the VET funding system more simple and responsive to changes in the labour market;
simplify the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education and Culture has appointed a working group to prepare the legislative changes needed to reform the VET funding system. The reform is prepared simultaneously with the reform of the operational guidance of education providers.
The legislative changes in the VET funding system are planned to come into effect in 2026.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
clarify and unify the chain of support for learning from early childhood education and care to upper secondary education;
clarify the relationship between special needs support and other forms of support for learning;
strengthen the cooperation between special education teachers, vocational teachers and other guidance staff, and increase the competence in special needs support;
make the identification of special needs support faster and more...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The reform of the support for learning is based on the government programme that came into effect in 2023. The reform covers all levels of education from early childhood education and care to upper secondary education. The reform requires legislative changes, and the implementation is supported by the Finnish National Agency for Education. The implementation is also supported by government grants to help VET providers to develop special needs support in their own organisations and in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To define and implement the sustainable development goals in VET, including innovative experiments.
To ensure that VET providers are carbon-neutral by 2035 and have integrated the operating methods required by sustainable development and the green transition into their operations.
To achieve permanent functional and structural changes so that VET institutions act as proactive operators of a sustainable future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Development programme for the sustainable development and green transition of VET is part of the wider development package for Climate and sustainability education. The programme supports implementation of 10 projects of sustainability practices in VET. The biggest project, Responsible and sustainable VET(VASKI) involves 61 training providers. It prepares a sustainability roadmap for the entire VET system, aiming for sustainable and green VET by 2030.
The sustainability breakthrough affects...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Developing upper secondary education content aims to:
make it possible to combine studies in VET, general upper secondary education and higher education more flexibly and comprehensively;
strengthen the capacity for further education, e.g., higher education in VET as well as in general upper secondary education;
meet the changing skill needs of the labour market;
increase the legal protection and equality of learners who acquire two qualifications (initial vocational qualification and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The development comprises several actions.
The expansion of initial vocational qualifications above 180 competence points need to be enabled, given they include more general upper secondary education studies, higher education studies and/or vocational qualification units. The possibility of expansion is set to be limited by 30 competence points. The expansion of a qualification is to be recorded in the learner's personal competence development plan and funded, regardless of the type of...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The 2020-22 Oikeus osata programme aims at raising the level of VET learner competence, strengthening the equality of education, reducing learning gaps and achieving objectives related to improving quality in VET. In addition, the programme helps prepare the government's key measures, such as extending compulsory education, reforming continuous learning and integration.
Over EUR 270 million has been allocated for 2020-22 to implement the programme.
The development programme for improving...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme to develop quality and equality in VET is mainly implemented through comprehensive development projects funded by the Ministry of Education and Culture and the Finnish National Agency for Education. The projects are mainly wide-ranging network projects with one coordinator. This secures the efficient direction of the projects and the transition of the results as part of national development and VET provider everyday routine.
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The roadmap sets out a vision for education and research extending to 2040. It outlines the changes in resources, structures and guidance that will be needed to respond to, and to influence, the factors changing the national and international operating environment and to create the conditions for a meaningful life for everyone.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The targets presented in the roadmap and the measures needed to achieve it are based on the state of play in education and research as well as on key factors for changing the education and research environment. Finland's demographic trend is the most significant factor affecting the education system. The birth rate is dropping, age groups are smaller, and people live in growth centres in increasing numbers. The report (roadmap) outlines the guidelines for the future of the Finnish education...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Government Programme 2019-23 states: 'We will reinforce the implementation of the reform of vocational education and training, particularly supporting the provision of […] workplace learning and the development of apprenticeships. Together with the education providers, the Ministry [of Education and Culture] must draw up a model to implement full school days, which may also be delivered by making use of workplace learning and by promoting innovative local solutions. We will increase...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new Act on VET was adopted in June 2017 and entered into force in January 2018. The focus of the implementation of this latest reform is on the following elements:
a single Act on VET, i.e. VET for young people and adults within the same framework;
a single licence to provide education and to award qualifications;
flexible application and admission systems;
a clearer range of qualifications that better meets the needs of working life;
a single competence-based approach to completing...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to reinforce learning of sustainable development, financial literacy and economic understanding in VET (qualification requirements).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As a part of the larger and continuous updating of VET qualifications, which is caused by the changes in working life, the Finnish National Agency for Education is preparing optional competence modules for sustainable development, financial literacy and economic understanding to be included in vocational upper secondary qualification requirements.
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The government aims at increasing opportunities for retraining, continuous professional development, and professional specialisation education throughout working life, at developing apprenticeship training as a channel for reskilling and for adult education, and at providing flexible opportunities to study in higher education institutions. It also aims at developing study leave and financial aid for adult learners and improving the opportunities for studying while looking for a job.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The reform of continuous learning, in line with the Government Programme for 2019-23, is prepared by a parliamentary group that includes members from all parliamentary parties. Labour market organisations, education providers and other key organisations and ministries are represented in the monitoring group.
Policy areas:
provision and financing of education;
identification of prior learning and students' income;
increasing opportunities for retraining, continuous professional development and...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Service Centre for Continuous Learning and Employment
The government aims to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education. The extension of compulsory education was planned to come into force in 2021.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Preparations to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education help avoid discontinuing education due to the financial costs of attending VET.
A range of study and support options for completing compulsory education, such as voluntary additional comprehensive school education, folk high schools, workshops and rehabilitation and preparatory education may be included.
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To expand the national framework for qualifications and other competence modules.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In March 2018, the Ministry of Education and Culture set up a working group for the preparation and coordination of the expansion of the national framework for qualifications and other competence modules. The task of the working group was to specify in more detail the criteria specified in the Act on the national framework for qualifications and other competence modules (93/2017) and to formulate a proposal for the required legislative amendments.
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The strategic goals of the Quality strategy in VET aim to provide comprehensive long-term guidance for quality management and:
to implement comprehensive quality management in VET institutions;
to take customer orientation as the basis for activities;
to integrate continuous improvement towards excellence in all activities and decision-making;
to adopt evidence-based leadership and guidance;
to set clear targets for the quality and effectiveness of activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategic goals included in the Quality strategy are to be put into practice by using development measures. The development measures proposed for each VET actor have been set out for the next 3 years (2020-22). The actors are VET providers, the Ministry of Education and Culture, the Finnish National Agency for Education, working life committees and the Finnish Education Evaluation Centre. The monitoring and the review of the quality management strategy will take place at the end of the...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new training agreement approach was set up in 2018. It foresees that practical training is included in all VET qualifications. Training at workplaces on practical work tasks can be apprenticeship training or training based on a training agreement. When applying for a training agreement, learners are not in an employment relationship (their status is that of a learner). Learners receive no salary and employers receive no training compensation. The details of the training agreement are...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve VET teachers' continuous professional development (CPD) overall and, more specifically, to support education staff during the implementation of the 2018 reform.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the Teacher education development programme (Opettajankoulutuksen kehittämisohjelma) was launched by the Ministry of Education and Culture and coordinated by Jyväskylä Educational Consortium Gradia. The programme recommends that training should emphasise its capabilities for:
working as a teacher in different operating environments;
promoting learner-centeredness;
creativity.
It supports:
developing coherent practices;
unifying quality criteria;
promoting competence-based and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In summer 2015, reforms to regulations for the 52 vocational qualifications came into force. They included amendments to the skills required for workplace instructor training to:
identify tasks suitable for on-the-job learning and prepare plans for it;
provide induction training on duties, practices and rules in the workplace;
work with different learners and colleagues;
receive and give feedback.
The three modules recommended by the Finnish National Agency for Education now cover:
planning...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2016, the Finnish government launched an action plan for the better integration of immigrants in all types and levels of education, including vocational training. The plan, which is targeted at supporting immigrants, foresees an increase in the preparatory training for initial vocational qualifications (IVET) and competence-based qualifications (CVET). The general language proficiency requirement should no longer be an admission criterion for VET, but the education provider still...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The competence-based qualifications in Finland embed validation of non-formal and informal learning as an integral part of the entire CVET qualifications system. The system has been in place since 1994 and was further strengthened in 2007 and in 2015 by the Decree on individualisation. The Decree defines principles of validation more precisely than before. The CBQ system is very popular among the adult population in Finland with 100 000 learners involved each year. In IVET, validation is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Act on the Finnish national framework for qualifications and other competence (Act 93/2017) and the related government Decree (120/2017) entered into force in March 2017. The framework covers the entire education/qualifications system. In this framework, the qualifications, syllabuses and other extensive competence modules of the Finnish national education system were classified into eight levels based on learning outcomes. The referencing to the EQF was completed in December 2017.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As part of the 2018 reform the Ministry of Education confirmed in February 2017 the restructuring of vocational qualifications as of January 2019. The number of vocational qualifications has decreased from 351 to 164 (43 vocational qualifications, 65 further vocational qualifications and 56 specialist vocational qualifications). The new qualification structure, which is composed of broader qualifications, helps individual learners better organise their competence development in a more...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The was a need to strengthen the learning outcomes approach of vocational qualification requirements, the modular structure of qualifications, flexibility and individualisation in learning paths and validation of prior learning. In August 2015, the existing legislation on VET was amended to steer the IVET system to implement validation more effectively. The most drastic change was the shift from time-bound credit points to competence points, which show the relative importance of the unit of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Finnish National Agency for Education has been developing and coordinating the skills anticipation model for adult education since 2016. The participatory and interactive process ensured an opportunity to participate in developing and piloting the model as extensively as possible. Experts on working life participated in the development and brought their field-specific knowledge of how big a workforce and what kind of competence and skills would be needed in the future.
The goal is to...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, 30 national education and training committees were replaced by nine skills anticipation groups, each representing different vocational fields and together with the steering group formed the National forum for skills anticipation. The members of these groups are representatives of employers, employees and entrepreneurs, as well as VET providers, higher education institutions, teaching staff, researchers and education administrators. The current mandate of the anticipation groups...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Based on the results of the 2015 evaluation, the Ministry of Education and Culture supported the development of the quality assurance system for VET providers. The Quality assurance national reference point (QANRP) used Erasmus+ funding in 2016-17 to update the criteria for self-assessment and related guidelines for VET providers. It was also involved in other projects and networking with QANRPs from other countries (e.g. Austria) to strengthen the culture of quality assurance in VET and...
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The main aim is to reduce the administrative and financial burden of the provision of training on employers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The increased compensation for employers was part of the youth guarantee and it was paid during 2013-17. The 2017 Act on VET changed the financing system and from 2018 the funding of apprenticeship training was raised to the same level as the institution-based funding. (The term institution-based VET is no longer a useful expression because its current meaning differs from earlier institution-based VET. It now consists of different learning environments such as apprenticeship training,...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
