Finland 2022

3.1. NQF structure and level descriptors

The eight-level framework is learning-outcome based, and describes qualification levels using an integrated approach, in terms of knowledge, skills, competences and their interrelationships, without an explicit distinction between them.

While the requirements for knowledge and skills are closely aligned with those of the EQF, the descriptors relating to competences reflect national objectives in these areas (e.g. relating to key competences such as entrepreneurship and language skills). A good illustration is the descriptor for level 4, where personal and social competences are described in the following way.

1. Has a good command of the knowledge base of his/her field of work or study in broad contexts in and certain cognitive and practical skills as well as expression skills, and makes use of such knowledge and skills when solving problems specific to his/her field and carrying out tasks in the field. Works independently in operating environments that are usually predictable but are subject to change.

2. Takes responsibility for completion of his/her tasks and works safely and responsibly within a work community. Works in an economical, productive and systematic manner, and organises his/her work taking other actors into consideration. Is able to supervise routine tasks performed by others. Has the ability to work in an entrepreneurial manner in someone else’s service or as an independent entrepreneur in the field. Evaluates his/her competence and scope of duties and improves actions relating to work or studies. Develops himself/herself and his/her work.

3. Has the ability for lifelong learning. Acts in a way that complies with ethical principles when interacting with different people in learning and working communities and other groups and networks. Communicates diversely and interactively in different situations and produces varied and also field‐specific texts in his/her mother tongue. Communicates in the second national language and interacts in his own field in at least one foreign language, also internationally.

Source: Government of Finland (2017), Government Decree 120/2017, Annex.

3.2. NQF scope and coverage

The FiNQF includes the full range of formal qualifications from general education, VET and higher education, within the remit of the education ministry, along with qualifications awarded by other ministries, such as qualifications related to defence and police. Certain competence modules, awarded outside formal education and training, are defined in learning outcomes and are included in the framework ([1]Competence modules can be considered to be microcredentials (Cedefop, 2023).); they can ‘refer to a part of a qualification (an entity), qualification units, further training related to an eligibility, or module of studies that is a requirement for a particular profession’ (Finnish National Agency for Education and Ministry of Education and Culture, 2018). These play an important role in lifelong learning and many relate to access to regulated or specialised professions.

The initial implementation phase covered formal qualifications under the responsibility of ministries. In February 2020, 16 competence modules ([2]Source: Internal communication with EDUFI.) were included in the framework at levels 2 to 7 based on a proposal (Finnish Ministry of Education and Culture, 2019) made by a working group set up by the education ministry ([3]Criteria for levelling competence modules to the FiNQF.). The qualifications, syllabi and other extensive competence modules are levelled based on the required competences. Stakeholders can propose new competence modules to be levelled to the FiNQF, while the education ministry is responsible for updating and supplementing the framework ([4]The ministry processes the proposals at least every 2 years. The last application round to include new competence modules in the FiNQF ended on 31 March 2023.) (see Section 2.2). In August 2022, two competence modules (‘Preparatory education for programmes leading to an upper secondary qualification’ and ‘Non-qualification programmes at folk high schools for learners within the scope of compulsory education’) have been included in the FiNQF, at level 3. ‘Preparatory education for programmes leading to an upper secondary qualification’ has replaced ‘Preparatory studies for general upper secondary school’ and ‘Preparatory education for vocational training’, which are no longer offered (European Commission and Cedefop, 2022); however, they remain part of the FiNQF ([5]Source: Internal communication with EDUFI.).

Regarding microcredentials (pienet osaamiskokonaisuudet), a review will be launched in autumn 2023 focusing on the possibility of including microcredentials in the FINQF. The review will try to shed light on the possible benefits, added value and challenges for various stakeholders; it will also try to define alternatives to increase the visibility of microcredentials (Puukka, forthcoming).

3.3. Use of learning outcomes

Developments in education have long occurred in parallel with the objectives of the EQF; vocational-competence-based qualifications ([6]In competence-based qualifications, proficiency is shown at work regardless of how the skills have been obtained: through work experience, education or another activity. All vocational upper secondary qualifications, further vocational qualifications and specialist vocational qualifications can be achieved as competence-based qualifications.) were introduced in the mid 1990s, and learning-outcome-based vocational qualifications in the late 1990s. Learning outcomes were chosen as the basis for levelling qualifications to the FiNQF.

Finland’s 2018 VET reform reflects a holistic approach to lifelong learning, with initial and continuing VET reorganised under the same legislation. Flexibility and customer orientation are the main features, translating into more provider autonomy and responsibility. This flexibility allows VET to be taken up at any time, depending on provider arrangements, following personal development plans that build on learners’ knowledge, skills and competences. The more learners know and can do already, the shorter their studies. All programmes enable progression to higher education. The scope of the competence in qualifications and units is expressed as competence points: 60 competence points corresponds to approximately 1 year of studies. Each VET qualification has a number of competence points (equivalent to the European credit system for VET) mentioned on all diplomas/certificates (Cedefop, 2019).

In higher education, Finland has actively, and at an early stage, complied with what was agreed in the Bologna process. The shift towards learning outcomes in higher education has been slower than in other sectors of education, but the progression has been systematic, and has intensified in recent years.

3.4. Quality assurance arrangements

Quality assurance of education is based on a principle of decentralisation for which the self-evaluation of education providers and external evaluations by national expert bodies provide the basis. External evaluations are mainly carried out by the Finnish Education Evaluation Centre (FINEEC) ([7]Fineec is an independent government agency that evaluates education and the work of education providers from early childhood education to higher education. It also produces information for education policy decision-making.), which operates as a separate unit within the Finnish National Agency for Education (EDUFI). EDUFI is the national reference point for quality assurance in VET and assists in this respect; however, VET providers are responsible for the quality of the qualifications, the training and any other services they provide.