Reference year 2026
Version 2026
Drafted by Riikka Vacker, Counsellor of education, Finnish National Agency for Education (EDUFI) and member of Cedefop's Community of apprenticeship experts for Finland
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 major reform of VET was enacted from 1.1.2018 (finlex.fi > 531/2017) and the Act has been partially revised since then. The scheme has been continuously developed over the years.
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 objectives are that the vocational education and training can respond more swiftly to the changes in work life and adapt to individual competence needs.
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 their competences to respond the needs of working life related e.g., information- and service-based society, sustainability, digitalisation, internationalisation. For young students, participation in apprenticeships can offer a good opportunity in the labour market. It is also an important tool for promoting employment for the unemployed.
2Beneficiaries
Apprenticeship is a fixed term employment 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 84 % of all apprenticeship students, were over 20 years of age in 2025.
Table: Apprentices in 2025, split by age group
Age | Share of apprenticeship learners |
15-19 | 16% |
20-29 | 21% |
30-39 | 26% |
40-49 | 23% |
50-59 | 12% |
60- | 2% |
Statistics source: Education Statistics Finland www.vipunen.fi
In 2025 there was 322 563 students in vocational education and training whose objective was to complete a qualification or one or more units of a qualification. Of those, 83 988 (26 %) included apprenticeship training in their studies.
Statistics source: Education Statistics Finland www.vipunen.fi
3Qualifications
Apprenticeship is an option offered for initial vocational qualifications and further vocational qualifications on EQF level 4, and for specialist vocational qualifications on EQF level 5.
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
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: 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 unit or units or part of that.
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 160 (as of 2024).
All vocational education graduates have general eligibility for further studies at Universities of Applied Science and Universities. The polytechnics and the universities have their own admissions criteria, and the eligibility requirements may vary from one programme to another.
The duration of apprenticeship is based on each student’s personal competence development plan which is designed according to individual needs and objectives. A student's studies may include one or more apprenticeship periods.
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 coordinates the development and implementation of the scheme at the national level in cooperation with the VET providers and key stakeholders (EDUFI, oph.fi/en). EDUFI prepares the national qualifications requirements for VET. The overall and common objective is the high quality of VET.
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 learning environments and how education is organised.
The employers and employee´s representatives:
• Are involved in developing the vocational education and training system at national level and at VET providers’ level; this work is done through different collaborative networks (advisory/consultative role).
• Design qualification requirements so that they meet the competence needs of labour market. This work is done together with The Finnish National Agency for Education (advisory/consultative role).
• Are planning the content and implementation of the workplace-learning period together with the student and the VET provider (contracting party role).
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 voluntary NGO OPSO – Oppisopimusosaajat ry (Association of Apprenticeship Experts), established by the VET providers, promotes cooperation, competence and the quality of apprenticeships among members and in cooperation with stakeholders (advisory/consultative role).
The apprenticeship agreement parties:
• The VET provider and the employer agree in writing on the provision of apprenticeship training.
• The student and the employer agree on a fixed-term employment contract.
The role of the employers´ and employees’ representatives is to
• monitor that the apprenticeship training is carried out at the workplace as agreed,
• act as workplace instructor; teach and guide the student,
• arrange for the student the competence demonstration opportunity at workplace together with the VET provider if this can be done in the workplace in question,
• act as assessor of competence,
• provide feedback to improve the quality of the VET provider´s operational processes.
Trade unions have a major role in marketing apprenticeships as an option for learners.
The Association of Apprenticeship Organisers offers an online database with a search engine for students, employers, entrepreneurs and its members, see apprenticeship.fi: https://oppisopimus.fi/en/
The Ministry of Education and Culture prepares the operational and financial legislation, guides their implementation and grant the authorisation to provide vocational education and training. The Ministry determine the vocational qualifications and their scope.
The Finnish National Agency for Education supports the implementation of legislation, design the national qualification requirements (decision-making role) and provides support materials, monitors and develops the quality of vocational education and training. The qualification requirements are independent of how the competence is acquired. VET providers can design qualification requirements for their own local units that meet the competence needs of local labour market and that can be utilised in several workplaces.
The VET provider is responsible for the administration of apprenticeship training and for drafting apprenticeship agreements and monitoring their implementation. The VET provider is also responsible for, among other things, assessing the suitability of the workplace for workplace learning, identifying and recognising the student’s prior learning, preparing the student’s Personal Competence Development Plan, providing guidance and support to both the student and the workplace, training workplace instructors, paying training compensation to employers, paying student financial benefits, and making arrangements for skills and competence demonstrations and the completion of qualifications.
Approximately one third of publicly funded VET providers are publicly owned, while two thirds are privately owned.
The Decree on the Qualifications of Teaching Staff sets out the general qualification requirements for teaching personnel. Teachers of vocational qualification units are required to hold a formal teaching qualification based on a relevant higher education degree, pedagogical studies and work experience in the field concerned. It is the responsibility of the VET provider to determine which degree is appropriate in each case. In addition, specific qualification requirements apply to certain qualifications (for example in the social and health care field), common units (basic skills) and particular duties, such as special needs education.
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
The Finnish National Agency for Education collects data defined by law from the VET providers and maintains national data resources. This quantitative and qualitative data is used for quality monitoring and evidence-based decision-making.
Key figures and indicators include the number of VET students, the number of qualifications and qualification units completed, the age group, gender and mother tongue of students, the language of education, and the employment and further study outcomes of apprenticeship graduates at the end of the statistical year following the year in which they completed their qualification.
In addition, the use of apprenticeship training is monitored through national indicators that track students’ learning pathways during their studies. The data can be analysed using the following breakdowns: no workplace learning, learning based on a training agreement, learning based on an apprenticeship agreement, or a combination of training agreement- and apprenticeship-based learning. The data can also be examined based on the proportion of a student's studies undertaken through apprenticeship training (0 %, 1-24 %, 25-49 %, 50-74 %, 75-100%).
National qualitative feedback is collected from students and workplaces.
• The student feedback survey is sent twice during the studies, in the initial and the final stage. The questions in the survey are related to individualisation of the studies, acquisition of competence (including on-the-job learning), organisation of demonstrations, the student’s wellbeing and the impact of the education.
• The workplace feedback survey is sent to all workplaces that have instructed students based on an apprenticeship or training agreement. The survey to workplace instructors is sent at the end of the student’s on-the-job learning period. The survey to workplaces is sent twice a year to the person responsible for the workplace’s cooperation with VET providers. The questions in the survey are related to everyday aspects of the partnership, the customer orientation of the educational institution’s activities, the process of drawing up the agreements and the guidance and support offered to the workplace by the VET provider. The survey does not assess the student.
VET providers have access to all information and feedback results related to them. Anonymous statistical data are produced openly for everyone through the Vipunen.fi portal.
VET providers have monitoring processes based on their own quality management system.
A national graduate tracking system is under development.
5Training at the workplace
In apprenticeship training, most of the competence will be acquired at the workplace through practical job tasks and it is complemented by the acquisition of competence in other learning environments, if necessary. The theoretical part of learning can be integrated into on-the-job learning, or it can be studied at an educational institution or, for example, in digital learning environments.
The most suitable ways for student to acquire competence are planned individually when a personal competence development plan is drawn up for the student, which defines the content, schedule, study methods, learning environments and personal study support. If the student has previously acquired competence, it can be identified and recognised.
No distinction has been set per regulation. In apprenticeship training, work is always guided and goal-oriented learning.
The apprenticeship training is planned in cooperation with the VET provider, the employer and the student and it is defined in the personal competence development plan of student. Apprenticeship training can be planned for any stage of study. When the apprenticeship is agreed, the acquisition of competence in other learning environments is also agreed with the employer based on the student's individual needs. The acquisition of competence in other learning environments can be included in apprenticeships, or these can be designed as separate study periods.
The learning objectives and outcomes of apprenticeship training are the same as those of competence acquired in other learning environments. The national qualification requirements define the learning outcomes: competence requirements and assessment criteria.
The learning objectives and outcomes of apprenticeship training are the same as those of competence acquired in other learning environments. The national qualification requirements define the learning outcomes: competence requirements and assessment criteria.
The national initial vocational qualifications are composed of compulsory and optional vocational units and common units. The common compulsory units include competences related to basic skills such as communication and interaction, mathematics and science, citizenship and working life, sustainability and digital skills. In general, the scope of the initial vocational qualifications is 180 competence points, of which the scope of the common compulsory units is 35 competence points in total.
All initial vocational qualifications also include optional common units such as working as a top expert, working with climate responsibility, working in an international work environment, workplace instructor training, working in an enterprise and planning a business. The scope of these units is 15 competence points each.
The scope of the further vocational qualifications is 120, 150 or 180 competence points (mainly 150). The scope of the specialist vocational qualifications is 160, 180 or 210 competence points (mainly 180). In further and specialist vocational qualifications the digital and green transition competences will be renewed and strengthened in 2025–2027.
All further vocational qualifications include optional common units such as promoting green transition, utilisation of artificial intelligence in the work process and promoting digital skills in the work community. The scope of these units is 15 competence points each.
All special vocational qualifications include optional common units such as promoting digitalisation, promoting cybersecurity, experimenting with new technologies and developing the circular economy. The scope of these units is 30 competence points each.
The student's personal objective of learning can be the entire qualification or its unit or units. Depending on the objective, the studies may include a different number of units.
Workplace training is based on Act on Vocational Education and Training and Government Decree on Vocational Education and Training. On this basis, the VET provider and the employer agree the content of the apprenticeship training. An individualised personal competence development plan of the student is agreed and annexed to the agreement. It specifies e.g. key learning tasks at work, how on-the-job learning can be supplemented in other learning environments, if necessary, and the guidance and support that the student need for learning. Learning on-the-job is always goal-oriented and guided. The VET provider is responsible for oversight of agreements.
To enter into an agreement on apprenticeship training, it is required that the training workplace shall have the following, regarding the provision of vocational education and training compliant with the national qualification requirements or personal competence development plan and the organisation of competence demonstrations:
• sufficient production and service operations
• the necessary tools and equipment
• personnel that is qualified in terms of vocational skills, training and work experience.
The Act on Vocational Education and Training specifies that a responsible workplace instructor is appointed at the training workplace who is sufficiently qualified in terms of vocational skills, training or work experience. Where an entrepreneur is undergoing apprenticeship training, the workplace instructor may come from another workplace or be someone else suitable for the task.
In addition to the responsible workplace instructor, the student can also be guided by other people at the workplace according to their work tasks.
The VET provider is responsible for ensuring that workplace instructor is familiar with the vocational qualification requirements, assessment criteria, guidance practices, and the student's personal learning objectives during the workplace learning period. The VET provider arranges training for workplace instructors when necessary. VET providers also work together in the training of workplace instructors, for example by developing shared induction and training materials.
The VET provider always ensures that the workplace has the prerequisites to serve as a place of training before signing the apprenticeship. The VET providers’ responsibility is to monitor and support the workplace training and oversee that the apprenticeship training is implemented as agreed. If there are problems that cannot be solved, the agreement can be terminated.
6Contract and compensation
During apprenticeship training, the student is an employee, but at the same time a student of the VET provider.
There are two agreements and one appendix for the implementation of apprenticeship training:
1) The VET provider and employer agree in writing on the provision of apprenticeship training. The agreement defines the tasks of the parties, any training compensation that will be paid to the employer and other necessary things related to educational cooperation.
2) The apprenticeship is a fixed-term employment contract between a student and an employer. The contract includes the duration of the contract, the applicable working hours, the length of the trial period and the basis for the student's salary (in accordance with the applicable collective agreement).
3) The student's personal competence development plan for this work is an appendix approved by all parties: the student, the employer and the VET provider. This plan defines the responsible workplace instructor, the key work tasks, how on-the-job learning can be supplemented in other learning environments if necessary, and the demonstration of competence at the workplace, if it is included.
These agreements are usually drafted as a single agreement that everyone signs.
See above
The contract is in the possession of all parties. The VET provider archives the contract. The recommended storage period is 10 years.
Employer pays wage of which amount depends on the industry and the tasks agreed in the contract. It must be in accordance with the appropriate collective agreement, which also determines the progress of the salary over time. If there is no collective agreement in the field in question, the student must be paid a reasonable wage.
During their studies in other learning environments, such as in the educational institution, students are entitled to a daily allowance if their employer does not pay them a wage for these periods. The amount of the allowance is decided by the Ministry of Education and Culture, and it is paid by the VET provider.
The wage is agreed in the sector-specific collective agreements. If there is none, the student must be paid a reasonable wage in the field in question.
7Financing and incentives
The employers cover the wage. The VET providers cover the allowance. The education and training provided by the VET providers is funded by state.
Employer covers the direct costs. Employer may be entitled to training compensation, the amount of which is agreed between the employer and the VET provider. The training compensation is based on the student-specific amount of guidance work and has no regulated minimum or maximum limits.
The employer may be entitled to training compensation. The amount of compensation is negotiable, and it is agreed between the employer and the VET provider, taking into account the student's skills and experience as well as the guidance and support measures needed by the student. In an entrepreneur's apprenticeship, another entrepreneur who is tutoring may be entitled to training compensation.
The KEHA Centre is a national government development Agency under the Ministry of Economic Affairs and Employment, responsible for the nationwide information systems supporting public employment services.
The Online service Job Market Finland helps to match supply and demand between suitable jobs and suitable job seekers. The service enables employers to advertise vacancies for either a qualified professional, an apprentice, or both, depending on their recruitment needs. The service also enables VET providers to advertise apprenticeship opportunities, while jobseekers can create profiles to seek jobs and apprenticeship placements.
The Association of Apprenticeship Organisers (NGO, oppisopimus.fi) offers an online database with a search engine for students, employers, entrepreneurs and its members, that provides information on the apprenticeship training. The database includes a search service that helps those interested in apprenticeships find their nearest VET provider, which can act as a partner in arranging apprenticeship training, supporting staff recruitment, and developing the skills and competences required by the companies.
The Ohjaan.fi network maintains and develops the national Ohjaan.fi online service, which contains information on student guidance and assessment aimed at workplaces, as well as online courses for workplace instructors. The service also offers the opportunity to train independently regardless of time and place, which supports workplace´s opportunities to participate. The service is maintained by a cooperation network of volunteer VET providers.
The VET providers have extensive regional labour market cooperation networks and systematic collaboration procedures with workplaces, through which training needs are identified and apprenticeship training can be offered as a form for development of personnel skills and a channel for recruitment. The VET providers offer practical pedagogical support for guiding students at workplaces. Teachers keep in regular contact with workplace instructors.
A significant incentive is the industry´s own will to develop the attractiveness of the sector by training professionals for future needs. Trade unions play an important role in this communication.
Employers can decide whether their wage also covers the acquisition of competence in other learning environments.
During their studies in other learning environments, such as in the educational institution, students are entitled to a daily allowance if their employer does not pay them a wage for these periods. The amount of the allowance is decided by the Ministry of Education and Culture, and it is paid by the VET provider.
VET provider pays students a daily allowance and family assistance for loss of earnings for the same period, if no wage is paid by the employer during the school-based learning component. In addition, the legislation defines the criteria according to which the compensation for accommodation and travel costs is paid for the duration of competence acquisition in the VET provider’s learning environment.
Prior learning acquired in different ways, also through non-formal and informal learning, can be identified and recognised as part of the studies. Previously acquired competencies are compared to the current qualification requirements that the student is studying. Only the missing competence needs to be studied. The length of the study period depends on the student´s personal objective and the need for competence development. The VET provider is responsible for identifying and recognising competence.
Students have the right to have support for learning in all learning environments, including on-the-job learning, in accordance with the law. This support is designed individually based on personal needs. The VET provider determines the content and implementation of the support.
For students, the wage and learning through practical job tasks are a significant incentive in apprenticeship training.
Studyinfo (Opintopolku.fi) is Finland's national online service for education and training information, guidance, applications and admissions. Maintained by the Finnish National Agency for Education, it enables learners to explore study opportunities and apply for studies. The service also includes upper secondary vocational education and training programmes and apprenticeship opportunities offered by VET providers through rolling admission.
For more information on guidance and validation arrangements in the country, you may visit Cedefop’ inventory of lifelong guidance systems and practices and Cedefop’s information hub on validation of non-formal and informal learning.