Reference year 2019
1Scheme history
The first act concerning apprenticeship was enacted in 1923. Legislation was reformed in 1967 and after that in 1983, 1988 and 1992. The latest reform of VET was enacted from 1.1.2018 (finlex.fi > 531/2017).
The 2018 reform brought the Acts of vocational upper secondary education and training and vocational adult education and training together in a single act, which form a consistent whole, including apprenticeship.
The scheme has been continuously developed over the years.
The first legislation was set in 1923 and apprenticeships started in the field of craftsmanship. At that time, due the industrialization there was a growing need for skilled employees in factories with no training capacity.
In 1993, a new law eliminated the age limit in apprenticeships. At the same time Finland developed a new degree system, competence-based qualifications for adults. The law of apprenticeship training made it possible to complete the competence-based qualifications through apprenticeship training.
During the last years, adults have been using apprenticeship training more and more to upskill and reskill to respond the needs of working life in the Finnish information- and service-based society. The 2018 reform and the new act aim at increasing youth participation in apprenticeship training as a way to enter the labour market.
Apprenticeship training has always used to promote employment. It is one important tool to facilitate integration on the labor market also for unemployed persons.
2Beneficiaries
Apprenticeship is a fixed term employment relationship or public service relationship between a student aged 15 at least and an employer.
Apprenticeship is offered as an opportunity for all, but in practice the majority, which means 94 % of all apprenticeship students, were over 20 years of age in 2018.
Table: Apprentices in 2018, split by age group
Age | Share of apprenticeship learners |
15 – 19 | 6 % |
20 – 24 | 11 % |
25 – 29 | 14% |
30 – 34 | 15% |
35 – 39 | 15% |
40 – 44 | 13% |
45 – 49 | 11% |
50 – 54 | 9% |
55 – 59 | 5% |
60 – | 1% |
Statistics source: Education Statistics Finland www.vipunen.fi
In 2018, 222 855 students enrolled in vocational education and training to acquire full qualification or a qualification module (i.e. not to cover more specific, partial learning needs). From those, 25 575 apprentices enrolled in that year, raising the total number of enrolled apprentices to 57 354.
About 26 % of VET students were in apprenticeship training in 2018 (see Q15).
Statistics source: Education Statistics Finland www.vipunen.fi
3Qualifications
Initial vocational qualifications and further vocational qualifications are on level 4 and specialist vocational qualifications are on level 5 (EQF levels similarly).
Apprenticeship is included in the mapping of initial vocational qualifications (ISCED 354), further vocational qualifications (ISCED 354) and specialist vocational qualifications (ISCED 454).
Apprenticeship training can be used in all vocational qualifications that are also offered by school-based VET: initial, further and specialist vocational qualifications.
Apprenticeship training can be used in all vocational qualifications that are also offered by school-based VET: initial, further and specialist vocational qualifications. It can cover the full qualification or a module or part of that to meet specific skill needs.
The Finnish National Agency for Education draws up the national qualification requirements, which are the same for young and adult students. The number of qualifications for which apprenticeship can be offered is 164 (2019).
Vocational education graduates, including apprenticeship graduates, have general eligibility for further studies at polytechnics and universities. The polytechnics and the universities have their own admissions criteria and the eligibility requirements may vary from one programme to another.
Vocational education and training have been developed as an integral part of the education system, with the aim to lead to both employment on the labour market and further studies in either tertiary education or further vocational qualifications. Individual study pathways are open from basic education to higher education with no dead ends. Cooperation between secondary and tertiary VET is increasingly becoming a commonplace.
4Governance
Stakeholder roles are based on legislation. The legislation is prepared by The Ministry of Education and Culture.
The Finnish National Agency for Education guides and co-ordinates the implementation of the scheme on national level (EDUFI, oph.fi/en). Its role is to guide, advise and co-ordinate development and implementation of vocational education and training on national level and cooperate with VET providers who implement VET in practice. EDUFI cooperate also with other key stakeholders, including from the world of work. These tasks cover all vocational education and training, including apprenticeship. The overall and common aim is the high quality of VET.
EDUFI prepares the national qualifications and preparatory education and training for VET. It also develops education and training through funding projects, increases the productivity of education and supports internationalisation.
Within the limits of their respective VET providers licences, legislation and other regulation, VET providers can decide independently on the allocation of education they offer, in which educational institutions and learning environments, and how education is organised.
The experts on apprenticeship training in EDUFI are working in the Learning and internationalisation, Vocational education and training unit.
The employers and employee´s representatives:
- are involved in developing the vocational education and training system at national level and at education providers level; this work is done through different collaborative networks (advisory/consultative role),
- design qualification requirements so that they respond to the changing competence needs of working life; this work is done together with The Finnish National Agency for Education (advisory/consultative role),
- ensure the quality of the implementation of competence demonstrations and competence assessment; this work is done by committees representing the world of work (advisory/consultative role); these are 39 committees set by the Finnish National Agency for Education operating in different fields during 3-years term.
Trade unions negotiate the collective agreements that apply in apprenticeships too. They also have a major role in marketing apprenticeships as an option for learners.
The student unions are an important partner as well.
The employers´ and employees´ representatives role is to
- monitor that the apprenticeship training is implemented as agreed,
- act as workplace instructor; teach and guide the student,
- arrange for the student the competence demonstration opportunity at work place together with education provider (if this can be done in the work place in question), (see more in Q38)
- act as competence assessor,
- give feedback to contribute the quality improvement.
5Training at the workplace
Since the 2018 reform, there is no indication in the legislation where the theoretical part should be acquired. In fact, the word ‘theory’ is no longer in use. Instead, the terminology applied refers to ‘learning in the working place’ and ‘learning in other environments’.
Skills suitable for a vocational qualification can be acquired in multiple learning environments, for example the theoretical part of the learning can be integrated in learning at work or it can undergo at virtual environments or leisure activities, in addition to the facilities at the educational institution. If the student has prior learning and competences, they can be identified and recognized.
No distinction has been set per regulation between what is to be learned at the workplace and what is to be learned in other environments (at the institution, by online learning etc.). The forms and time of training are based on the personal competence development plan.
In apprenticeship training students gain most of the skills by completing practical job-specific tasks at the workplace. If everything can be learned at the workplace, there is no need to complement studies elsewhere.
In practice, it is common that learners complement their studies in other learning environments offered by the education provider. Students who learn skills at work during weekends, evenings or summer holidays may have them recognized as part of their studies.
It depends on agreements between the school and the company based on individual needs of student. The training is planned together with the education provider, the employer and the student and it is defined in the personal competence development plan.
Workplace training is based on Act on Vocational Education and Training and Government Decree on Vocational Education and Training.
On this basis, the education provider and workplace agree the content of the apprenticeship training. An individualised personal competence development plan (PDCP) is agreed and annexed to the contract. It specifies key learning tasks at work, studies and their timing in other learning environments, the responsible workplace instructor and required support and guidance (see also in Q27).
The workplace, as per regulation and as per national qualification requirements for VET, must offer:
- sufficient production and service activities
- necessary tools
- staff, which have professional, educational competence and by work experience; one of those is assigned as the responsible workplace instructor.
The education providers’ duty is to monitor and support the workplace training and oversee that the apprenticeship is implemented as agreed. If there are problems that cannot be solved, the agreement may be terminated.
The apprenticeship is an employment contract, and for this reason, labour code regulations apply also in its sanctions if needed (e.g. work safety, work time).
6Contract and compensation
Apprenticeship has its legal basis on the Act on Vocational Education and Training and on the labour code.
The apprenticeship contract and the annexed student's personal competence development plan (PDCP) concerning training through apprenticeship, are approved and signed between the student, the employer and the education provider.
The apprenticeship contract includes the responsibilities of parties: the employer, the assigned workplace instructor, the education provider and the student. The contract includes the title of the qualification or module, the period of validity, working hours, trial period, basis for pay for the student (in accordance with the applicable collective agreement, a student must be paid at least the minimum wage), wages paid for skills acquired in an education provider (yes/no) and the training compensation to be paid to the employer.
The PDCP specifies e.g. key learning tasks at work, studies and their timing in other learning environments, the responsible workplace instructor and required support and guidance.
Apprenticeship is a fixed term employment relationship or public service relationship, having its legal basis on the Act on Vocational Education and Training and on the labour code (e.g. employment contract and employment relationship, working hours and annual holiday).
The education provider does the registration and transfers the defined data of the contract and of the personal competence development plan (PCDP) to the national databases for Study Rights and Completed Studies (Koski) and the database of PCDP (eHOKS). The Finnish National Agency for Education maintains these national databases.
National services sharing student data enable better planning and personalization of studies, recognition of skills qualifications acquired from previous studies and tracking progress and attendance, compiling statistics, evaluation of education.
Employers pay wages. Apprenticeship pay depends on the sector and tasks stated in the contract.
It must be in compliance with the relevant collective agreement, which also defines the progress of wage in time. If there is no collective agreement in the field of work in question, the student must be paid a reasonable wage. The bases for pay are described in an apprentice contract.
During periods of learning in other environments (such as in a VET provider), students are eligible for allowances daily allowance, reimbursement of travel and accommodation costs), if they are not paid by the employer for these periods. Education providers pays these allowances. The Ministry of Education and Culture decides the amount of these allowances by legislation (. State budget can be source of the allowances.
7Financing and incentives
Employers cover the wage.
Education providers pay apprentices an allowance if needed, and if the wage does not cover training at the education provider.
Employers pay at the least minimum wage to the apprentice.
Remuneration depends on the sector and tasks and must be in compliance with the relevant collective agreement (if existing). The progress of wage in time is also defined in collective agreement. The bases for remuneration are defined in an apprentice contract.
Employers may be eligible for training compensation, the amount of which is agreed between the employer and the education provider (See Q13).
The Public employment and business services (TE Office) may grant a subsidy to an employer to cover pay costs of the apprenticeship wage of an unemployed jobseeker (see Q13).
The employer may be eligible for training compensation. The amount of the compensation is negotiable and agreed between the employer and the education provider, taking into account the student´s skills and experience and the guidance and support measures that the student may need. An entrepreneur´s apprenticeship can be implemented for a self-employed person. In this case, the other entrepreneur who is tutoring the self-employed person may be eligible for training compensation.
Education providers are granted funds from the state budget. Funding is based on completed units and qualifications, employment or placement in further studies after the end of apprenticeships, as well as the feedback collected from students and employers. The amount of time spent on education is not relevant from the point of view of the funding structure. The education providers decide on the use and allocation of the financing.
The Public employment and business services (TE Office) may grant a pay subsidy to an employer to cover pay costs of an unemployed jobseeker. A pay subsidy may be granted for the entire duration of apprenticeship training. If the amount of subsidy is based on the length of unemployment, it covers a maximum of 30%, 40% or 50% of the payroll costs for a period not exceeding 12 months. The subsidy for the rest of the course of the training is a maximum of 30% of payroll costs. If the subsidy is granted based on a disability or an illness of the jobseeker, it will cover 50% of payroll costs throughout the entire training period.
Employers can decide if the wage they pay can also cover skills acquisition in education provider's learning environments (if they are based on the personal competence development plan).
If employers don't pay for the time spent at the VET institution, education providers can pay allowances to student if needed (daily allowance, reimbursement of travel and accommodation costs).