Finland 2018

[6] This section draws mainly on input from the 2018 update to the European inventory on validation of non-formal and informal learning (European Commission et al., forthcoming).

Validation of non-formal and informal learning has relatively long and established roots in Finland and the legislation and policies are well developed and detailed. As in many other countries, there is no one single law on validation of non-formal and informal learning, but laws and regulations for each field of education define validation separately. These fields include general upper secondary education, vocational education and training and higher education.

Validation of non-formal and informal learning has gone through relatively profound changes since the 2016 inventory on non-formal and informal learning ([7] Karttunen, A.; Cedefop (2016). European inventory of informal and non-formal learning: country report: Finland. https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_validate_FI.pdf). In 2015, major VET reform planning commenced and was enforced on 1 January 2018 ([8] Learn more: https://minedu.fi/en/reform-of-vocational-upper-secondary-education). The biggest changes brought by the reform concern increasing flexibility of the VET system, overall simplification of the system in terms of legislation (one law, Act on Vocational Education ([9] The Act on Vocational Education and the Act on Vocational Education for Adults were joined into one single law: Act on Vocational Education 531/2017 of 11 August 2017, Nådendal: https://www.finlex.fi/sv/laki/alkup/2017/20170531)), reduction in the number of qualifications (164 qualifications instead of 351) and one uniform funding system (instead of several sources of funding).

The working life committees are tripartite bodies (sometimes quadripartite), composed of representatives of employers, employees and/or self-employed persons, and the education sector.

Validation has not been widely used in general upper secondary education. A proposal for a new Act on General Upper Secondary Education ([10] Learn more: https://minedu.fi/en/artikkeli/-/asset_publisher/esitys-uudeksi-lukiolaiksi-julki-vahvaa-yleissivistysta-tiivistyvaa-korkeakouluyhteistyota-ja-panostuksia-lukiolaisten-hyvinvointiin) appears to strengthen the potential of validation in this sector: First, general upper secondary education will start using credit points, which facilitates recognition of prior learning. Second, it is proposed that practices for identifying and recognising competence acquired elsewhere before and during general upper secondary studies would be improved.

In all other sectors (VET and HE) validation arrangements are in place and typically cover the four validation stages: identification, documentation, assessment and certification. VET qualifications are modular and units of qualifications are awarded in increasing numbers. In VET – both initial (IVET) and continuing (CVET) – there are national standards (qualification requirements) and validation arrangements are well defined in laws and policies. The VET sector has applied a competence-based approach since 1994 and the qualification requirements are defined in terms of learning outcomes.

The Universities of applied sciences Act (932/2014, §37) (Ammattikorkeakoululaki) and the Universities Act (558/2009, §44) (Yliopistolaki) state that a student may – in accordance with the decision of the higher education institution – have his/her prior studies accredited when studying for a degree or specialisation studies. A student may also have prior non-formal or informal learning demonstrated in some other manner substituted for studies belonging to a degree or specialisation studies syllabus, or counted towards a degree or specialisation studies.

Validation arrangements in higher education are relatively young in comparison with the VET sector. However, most of the curricula are described in terms of learning outcomes, the validation methodologies are continuously developing, and validation is increasing in popularity as it is relatively well known among students. New initiatives and projects promoting and developing validation arrangements are carried out in different areas of higher education.

The labour market has a central role in the Finnish validation system, especially in VET; however, there are few examples where labour market organisations would independently carry out validation activities in the full meaning of the process. The VET qualifications system is built to serve the labour market and ensure hands-on participation in validation processes.

120 737 individuals were registered in the competence-based qualifications system in 2015:.VET students registered to complete a VET qualification or a module belonging to such a qualification. There is little or no research or statistics on the actual benefits of competence-based qualifications but the number of individuals keeps growing. The EDUFI has collected data on the perceived benefits of the VET qualification system using, for example, the National feedback system of students and candidates (AIPAL). In 2015/16 students and graduates reported that they viewed that previously acquired competence significantly shortened the preparatory training and the time needed to complete qualification (75% of candidates). A similar number of respondents reported that it had been possible to organise the competence test in their own workplace (76%). Some 80% viewed that they had received enough guidance for preparing for the competence test.