Reform of the vocational qualifications requirements

Timeline

2015Approved/Agreed
2016Implementation
2017Implementation
2018Completed

ID number

28205

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The was a need to strengthen the learning outcomes approach of vocational qualification requirements, the modular structure of qualifications, flexibility and individualisation in learning paths and validation of prior learning. In August 2015, the existing legislation on VET was amended to steer the IVET system to implement validation more effectively. The most drastic change was the shift from time-bound credit points to competence points, which show the relative importance of the unit of learning outcomes to the overall qualification (e.g., based on relevance for the labour market and social integration as well as the complexity, scope and volume of the unit of learning outcomes). The implementation of ECVET was part of the reform of the qualification system and revision of the national qualification requirements. The scope of vocational upper secondary qualifications was set to 180 ECVET credits. The curricula were redesigned to serve the competence-based approach. The Finnish National Agency for Education oversaw information and cooperation in relation to ECVET.

2015

Approved/Agreed

2016

Implementation

2017

Implementation

2018

Completed

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.

Ministry of Education and Culture
Finnish National Agency for Education (EDUFI)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

Learners in upper secondary, including apprentices
Adult learners

Entities providing VET

VET providers (all kinds)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

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.

Using EU transparency tools (EQF, Europass, ESCO, ECTS, ECVET principles)

This thematic sub-category refers to the application of EU transparency tools that allow recognition of qualifications among EU Member States (EQF, Europass, ESCO, ECTS). Among others, it includes linking national VET platforms and databases to Europass in accordance with the Europass Decision and EQF Recommendation and the use of the ECVET principles and tools, such as memoranda of understanding or learning agreements applied in mobility actions. The sub-category also covers measures on recognition of foreign/third-country qualifications for specific target groups, e.g. migrants or highly skilled professionals.

Learners' possibilities of accumulation, validation and recognition of learning outcomes acquired non-formally and informally

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.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.

IVET

CVET

Country

Finland

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.

Regulation/Legislation

Cite as

Cedefop, & ReferNet. (2025). Reform of the vocational qualifications requirements: Finland. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/lv/tools/timeline-vet-policies-europe/search/28205