- 2016Approved/Agreed
- 2017Implementation
- 2018Approved/Agreed
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Description
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 needs to ensure the learner has sufficient language skills to acquire the competences during their studies. Different study fields have different requirements. According to the plan, language studies and support for language learning integrated in vocational studies should be increased.
Learners can either enter the labour market straight after the successful completion of their vocational training or complete the other parts of the qualification as competence-based qualifications. Competences and qualifications which they might have acquired earlier are identified and recognised whenever possible. Immigrants will be directed towards sectors in high labour demand.
In 2019, EDUFI granted about EUR 2 million of State subsidies to liberal adult education institutions to improve the language and learning-to-learn skills of young immigrants.
In 2020, EDUFI prepared and sent for consultation a draft of a single set of preparatory education programmes leading to an upper secondary qualification (TUVA) to replace LUVA and VALMA in 2022. One of the target groups of this programme were immigrants who were not able to access directly general or vocational upper secondary education.
The Ministry of Economic Affairs and Employment has prepared a draft report of the development needs for promoting the integration of migrants. The report has been sent out for comments, following which the report is to be sent to the government. According to the draft report, the development measures about VET were connected to financing, studies supporting learning skills and teachers' further training.
Between 2019 and 2020, the Finnish Education Evaluation Centre (FINEEC) implemented an evaluation examining the effects of reforms aimed at accelerating the educational pathways of immigrants in literacy training at liberal adult education institutions, in basic education for adults and in VET (VET). According to the evaluation results, liberal adult education institutions have succeeded in taking on their new educational task. In basic education for adults, the reformed structure has harmonised and clarified teaching at national level. In VET, it was possible for applicants with weaker language skills to receive a study place as a result of the more flexible language skills requirements. According to the evaluation results, the government transfer systems for liberal adult education and basic education for adults functioned well, while the system of funding for VET didn't support the realisation of immigrants' educational pathways.
Preparatory education programmes leading to an upper secondary qualification (TUVA) combined supplementary education in basic education (the so-called 10th grade), preparatory education for general upper secondary education (LUVA) and vocational education (VALMA) into a new, unified joint education unit. In 2021, preparations were made to ensure that these programmes, leading to an upper secondary qualification, are provided in the future.
International experts and workers arriving in the country were supported through the national talent boost programme, coordinated by the Ministry of Economic Affairs and Employment and the Ministry of Education and Culture. The Finnish National Agency for Education has prepared a draft setting out the basic guidelines for the integration education of adult immigrants. The principles of the integration education curriculum, which were being renewed, strengthen the synergy of its language and communication skills and social and working life skills, student guidance and the consideration of students' individual starting points and goals. In addition, emphasis was placed on language awareness, the utilisation of multilingualism in teaching and extensive competence as part of the education content.
In March 2022, a study on implementation and development needs of instruction of Finnish or Swedish as a second language, including in VET, was published. The study was commissioned by the Ministry of Education and Culture. TUVA (preparatory education for programmes leading to an upper secondary degree) started in August 2022. One of the target groups of TUVA were persons with an immigrant background or who spoke a language other than Finnish or Swedish. From the beginning of TUVA in August, there was a notable increase in their share: at the end of 2022, around 44% (5,148 students) of all students in TUVA were non-Finnish citizens.
In November, the Ministry awarded eight education providers 13 new authorisations to provide VET to complete a qualification in English as of January 2023. At the end of 2022, the Ministry allocated discretionary additional funding for organising VET and TUVA for Ukrainian refugees. This additional funding was granted for education providers that in their application presented resource needs in the education of Ukrainian refugees for the year of 2022.
In 2023, legislation was developed, collaboration took place, and education initiatives were launched to improve VET and integrate immigrants into it in Finland.
The funding provided by the Service Centre for Continuous Learning and Employment supported the integration of Ukrainians into the Finnish labour market by offering training and competence services that meet their needs.
Various measures were implemented in Finland to support Ukrainians who had fled the war. Ukrainian refugees were given the opportunity to apply for VET without restrictions. Various efforts aimed not only to facilitate the education transition of Ukrainian refugees but also to enhance their employability in Finland.
The Ministry of Economic Affairs and Employment published an action plan for the years 2024-27 to assist those who have fled from Ukraine. As part of the action plan, the employment of Ukrainians was promoted by increasing work-based learning, recognition of qualifications, supplementary training, completion of certification training, as well as Ukrainian-language career coaching and online job search training.
The project VIERKO (Development of foreign language teaching in vocational education), including the training of workplace instructors at Keuda, a Finnish VET provider, focused on several key areas to better support immigrant students, particularly those from Ukraine.
Bodies responsible
- Ministry of Education and Culture
- Ministry of Economic Affairs and Employment
- Ministry of Finance
- Finnish Education Evaluation Centre (FINEEC)
- Finnish National Agency for Education (EDUFI)
Target groups
Learners
- Learners with migrant background, including refugees
- Low-skilled/qualified persons
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Entities providing VET
- VET providers (all kinds)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
European priorities in VET
VET Recommendation
- VET promoting equality of opportunities
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Integration of immigrants in VET: Finland. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28209