- 2019Design
- 2020Approved/Agreed
- 2021Implementation
- 2022Completed
Background
Key competences are embedded into vocational skills requirements. In addition to VET, key competences can be learned through hobbies, working life and different everyday activities.
Economic competence and the skills for sustainable development are now more central to society than before. VET students need those skills in everyday life as well as in their work. Based on the results of an inquiry that targeted VET teachers/actors, there is a need to reinforce the study of sustainable development, financial literacy and economic competences.
The Government Programme 2019-23 states: 'We will reinforce the general academic studies in vocational education and training (basic skills, critical thinking and learning to learn). In particular, we will improve the opportunities for vocational education and training graduates to apply to, and successfully study in, higher education institutions. We will consider education in sustainable development and climate change, digital transformation, financial literacy and working life skills, and sexual and equality education as horizontal themes across the different levels of education.'
Since 2018, key competences are no longer addressed as a separate part of vocational competence. They have been integrated in all vocational skills requirements and assessment criteria. The key competences for lifelong learning are: digital and technological competence; mathematics and science competence; communication and interaction competence; competence for sustainable development; cultural competence; social and citizenship competence; entrepreneurial competence; competence to independently use and develop one's skills and knowledge.
Objectives
The objective is to reinforce learning of sustainable development, financial literacy and economic understanding in VET (qualification requirements).
Description
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.
Preparing the optional competence modules for sustainable development, financial literacy and economic understanding for VET upper secondary qualifications started in 2019.
The optional competence modules for sustainable development, financial literacy and economic understanding for VET upper secondary qualifications were published at the end of March 2021.
The optional competence modules for sustainable development, financial literacy and economic understanding for VET upper secondary qualifications were published.
The optional competence modules for working in international environments for VET upper secondary qualifications were published.
The key competence requirements and the criteria for assessment of common modules in VET upper secondary qualifications were renewed.
The new assessment criterion for common units of initial vocational qualifications was adopted in August 2022. The Finnish National Agency for Education organised various training events for teachers of common units, under the topic of student assessment and implementation of the new criterion.
Bodies responsible
- Finnish National Agency for Education (EDUFI)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Young people not in employment, education or training (NEETs)
- Learners with migrant background, including refugees
- Learners at risk of early leaving or/and early leavers
- Adult learners
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Education professionals
- Teachers
- Trainers
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
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).
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Key competences in vocational qualifications: 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/36319