Reforming skills requirements for workplace instructors

Policy development
Practical measure/Initiative
Finland
Download PDF version
Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Completed
ID number
28212

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

To become workplace instructors, learners in all IVET qualifications may follow the relevant optional module.

Description

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

In summer 2015, reforms to regulations for the 52 vocational qualifications came into force. They included amendments to the skills required for workplace instructor training to:

  1. identify tasks suitable for on-the-job learning and prepare plans for it;
  2. provide induction training on duties, practices and rules in the workplace;
  3. work with different learners and colleagues;
  4. receive and give feedback.

The three modules recommended by the Finnish National Agency for Education now cover:

  1. planning workplace training, vocational skills demonstrations and competence tests;
  2. supporting and assessing learning;
  3. assessing the learner's/candidate's competences.

EDUFI has recommended that VET providers implement the training for workplace instructors flexibly by considering the current situation and competence needs of workplace instructors, as well as their prior learning/knowledge and skills. These are to be assessed and recognised (supporting material is provided by EDUFI). Achieving the training objectives takes an average of three weeks. The three modules may be completed individually and in the order that suits participants. State subsidies, which are annually allocated from the Finnish National Agency for Education, can be used for the training of workplace instructors. Also, EU structural funds (Rakennerahasto) can be partly allocated to train workplace instructors.

In 2017-19, the Parasta osaamista project supported further training...

In summer 2015, reforms to regulations for the 52 vocational qualifications came into force. They included amendments to the skills required for workplace instructor training to:

  1. identify tasks suitable for on-the-job learning and prepare plans for it;
  2. provide induction training on duties, practices and rules in the workplace;
  3. work with different learners and colleagues;
  4. receive and give feedback.

The three modules recommended by the Finnish National Agency for Education now cover:

  1. planning workplace training, vocational skills demonstrations and competence tests;
  2. supporting and assessing learning;
  3. assessing the learner's/candidate's competences.

EDUFI has recommended that VET providers implement the training for workplace instructors flexibly by considering the current situation and competence needs of workplace instructors, as well as their prior learning/knowledge and skills. These are to be assessed and recognised (supporting material is provided by EDUFI). Achieving the training objectives takes an average of three weeks. The three modules may be completed individually and in the order that suits participants. State subsidies, which are annually allocated from the Finnish National Agency for Education, can be used for the training of workplace instructors. Also, EU structural funds (Rakennerahasto) can be partly allocated to train workplace instructors.

In 2017-19, the Parasta osaamista project supported further training for VET teachers, using newly developed models and materials on how to familiarise workplace instructors to guide and instruct learners at the workplace. During the project about 30 workplace instructor training events were organised, about 400 workplace instructors trained and about 50 VET providers familiarised with the workplace instructor training.

2015
Implementation
2016
Implementation
2017
Implementation
2018
Implementation
2019
Completed

The Parasta osaamista teacher training projects were completed in 2019.

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.
  • 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.

Education professionals

  • Teachers
  • Trainers

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.

Teachers, trainers and school leaders competences

Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.

This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.

The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.

Systematic approaches to and opportunities for initial and continuous professional development of school leaders, teachers and trainers

This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.

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.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Reforming skills requirements for workplace instructors: 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/28212