Interest, repayment and other terms and conditions applying to the loan are agreed between the bank and the learner. through a range of channels including reports, workshops and online publications. Vocational education in Finland refers to programs that prepare youth and adults for the workplace. One specific challenge has been to find qualified teachers in some fields. In 2015, the Employment Fund granted EUR 157 million in adult education allowances and scholarships for qualified employees. A teacher draws up the plan together with a learner. Professional teacher education Professional/Vocational teacher education is intended for applicants who work or intend to work as a teacher at Universities of Applied Sciences and institutions of vocational education. Skills anticipation influences government policies on VET, higher education and adult education. Representatives of the employees/self-employed and employers (altogether called âworking lifeâ in Finland). An adult education allowance is available to employees and self-employed people who wish to go on a study leave for at least two months. mergers). There is also plenty of autonomy for continuing professional development (CPD) for VET teachers. Since the 1990s the expansion of adult education and training, as well as the creation of the competence-based qualifications system, offered many ‘baby-boomers’ born after World War II an opportunity to complete a VET qualification. It is divided into general (lukiokoulutus, gymnasieutbildning), and vocational (ammatillinen koulutus, yrkesutbildning). Basic education (perusopetus, grundlÃ¤ggande utbildning) is compulsory. Unlike in other teacher education programmes, it is more difficult for women than for men to gain a place in vocational teacher education. All learners take part in WBL and any form of WBL (training agreement or apprenticeship training) may be taken by learners in any qualification programme. The demand and supply of contracts/work places are not always in balance. The intake for class teacher education is only 10 percent of all applicants. The CPD obligation of teaching staff is defined partly in legislation and partly in the collective agreement negotiated between the Trade Union of Education in Finland and the employers’ organisation. The feasibility of the plan is self-monitored and self-assessed by VET providers as part of their quality assurance system. Working life committee members handle these tasks for three years, in addition to their regular duties. It increased by 1.6% since 2013 mainly due to immigration (NB: Data for population as of 1 January; break in series. The ministries mostly finance development prognoses of branches, which also include the demand for labour. No final examinations exist in VET. The most common types of VET provider are vocational institutions (owned by municipalities, industry and the service sector) (Some VET providers are foundations or limited companies; they are categorised as âprivateâ but municipalities usually have shares in such companies/foundations.). Total unemployment (Percentage of active population, 25 to 74 years old.) ISCED 0-2 = less than primary, primary and lower secondary education. This is also due to the increased number of asylum seekers in 2015-16 (Statistics Finland: Modularisation allows for a degree of individualisation of qualifications: The Finnish National Agency for Education reformed all 43 initial, 65 further and 56 specialist vocational qualifications in 2017-18. basic and field-specific study unit(s) (compulsory); specialised study units (compulsory and optional). The plan is drawn up by the teacher or guidance counsellor together with the learner and, when applicable, a representative from the world of work. In particular, regional anticipation activities have developed rapidly in the past decade. This will also force the retirement age to increase, reaching 62.4 years in 2025 (In 2017 it was 61.2 years. Forecasts of future skills demand have an impact on decisions about education supply. Source: Eurostat, lfsa_urgaed [extracted 16.5.2019]. Instead, ‘learning in the working place’ and ‘learning in other environments’ terminology applies. The government guarantees that student loans (with some exceptions) are available to learners who are receiving a study grant. The government introduced the youth guarantee programme from the beginning of 2013. This cost-efficiency trend in education has been apparent since the mid-1990s. Specialist vocational qualifications (continuing VET) are for adults who usually have work experience or other prior learning. The plan can be up-dated during the studies whenever necessary. carried out, for example, by the Finnish Education Evaluation Centre. VET provider collects feedback from learners twice: at the beginning of studies and at the end. In addition, if the apprentice is a long-term unemployed jobseeker, lacks professional skills, or is disabled, the employer may also receive a state-funded pay subsidy. It is almost three times higher than the EU-28 average (11.1% in 2018). The maximum length of study leave with the same employer is two years over a period of five years. Because the Finnish system places so much emphasis on school and teacher autonomy, there are not clearly defined career ladders. Finland benefits from a sound track record in high-quality vocational education, and this expertise can be successfully transferred to other countries and localized to yield the best results. The process of preparing a qualification requirements document usually takes one to two years. The education provides the pedagogical qualification required of teachers in Finland. Source: Education Statistics Finland (Vipunen): https://vipunen.fi/. The duration of the allowance is determined on the basis of the applicant’s working history and ranges from 2 to 15 months. Duration depends on the prior learning of the student, especially in the case of further and specialist vocational programmes, and is defined in the personal competence development plan of each learner. Population forecast by age group and old-age-dependency ratio. Another challenge is the sometimes limited shop floor experience of teachers with a university degree. NB: Data for population as of 1 January; break in series. a car manufacturer) and special needs (usually owned by municipalities and associations, e.g. While up to a third of the applicants are admitted annually, there are major variations between different fields. Vocational adult education centres (public and regional) mostly provide further and specialist VET. Quantitative anticipation is used to provide information on quantitative needs for vocationally and professionally oriented education and training in upper secondary vocational education and training, university of applied sciences education and university education. Specialised (usually owned by one private company or association, e.g. If the company is able to cover all the training needs, there is no need for the learner to attend a school venue at all. The changing nature and role of vocational education and training in Europe. This section is based on Cedefopâs Skills Panorama (2017). In further qualification programmes, there are more females. The content of teacher training is updated continuously by vocational teacher education colleges. In all circumstances, teacher’s main work is to guide students; for this, the teacher can use different digital tools and practices. According to the law, they must evaluate the quality, effectiveness (employability, pursuit of further education and feedback from learners and working life) and ‘profitability’ (i.e. They are mainly acquired by adults in employment with an IVET qualification; however, this is not a precondition for the taking of the qualification. Furthermore, skills once acquired need to be regularly updated and kept current, in order to benefit both employers and employees. vocational special education institutions, vocational institutions, adult education institutions and universities of applied sciences 1 1 Finnish teachers are trusted professionals The Finnish education system is based on trust in teachers and teacher education. Source: Ministry of Education and Culture; Finnish National Agency for Education (2018). The qualification requirements determine: the units included in the qualification; any possible specialisations made up of different units; selection of optional units in addition to compulsory ones; the vocational skills required for each qualification unit; the guidelines for assessment (targets and criteria of assessment); and the ways of demonstrating vocational skills. JAMK's School of Professional Teacher Education is a highly esteemed professional pedagogy expert and a sought-after partner in the development of education and guidance. In the programme aiming for upper secondary vocational qualification the share of adults has been increasing and was 36% in 2017. Internal audits, benchmarking and peer reviews are other methods employed in evaluation. The share of early leavers from education and training was 8.3% in 2018. This means that completing a qualification does not depend on where and how competences have been acquired. This assessment plays a significant role on learners’ final qualification certificates. There is also emphasis on creating practices to recognise prior learning more effectively. In addition to basic competence in the field, qualification holders have specialist skills to work either as a groom or a riding instructor in various sectors of the horse industry.The qualification titles produced by the vocational qualification in horse care and management are groom and riding instructor. The proportion of women among applicants and teacher training learners has increased noticeably in recent years. The Finnish National Agency for Education decides the national requirements of qualifications, detailing the goals and core content of each vocational qualification. Regarding salaries and terms and conditions of employment, there are no remarkable differences between teachers in general education and VET. Anticipation groups are involved in both qualitative and quantitative anticipation work. According to the VET legislation, VET providers also have to participate regularly in external evaluations of their operations and quality management systems and publish the main results of those evaluations. The curriculum in vocational teacher education in Finland is competency-based. VET providers monitor, assess and analyse results achieved systematically through means such as surveys, quantitative indicators and self-evaluation. The Vocational Upper Secondary Education and Training Decree (673/2017(https://www.finlex.fi/fi/laki/alkup/2017/20170673)) defines the principles for recognising prior learning. At one time, the United States also used the name vocational education, however more recently that name changed to career technical education (Krupnick, 2017; Association for and Career Technical Education… Validation is based either on: The Vocational Upper Secondary Education and Training Decree (673/2017) defines the principles for recognising prior learning. Funding criteria are uniform irrespective of the type of education provider. Although upper secondary education is free of charge, learners are required to buy their own learning materials (for instance, books, toolsets and any other materials). Guided and goal-oriented studying at the. The key competences for lifelong learning are: digital and technological competence; mathematics and science competence; competence development; communication and interaction competence; competence for sustainable development; cultural competence; social and citizenship competence; and entrepreneurial competence. Finnish professional development programs for teachers focus on the knowledge and practical skills needed to improve the performance of teachers in vocational education and training. www.tilastokeskus.fi/tup/maahanmuutto/maahanmuuttajat-vaestossa/ulkomaan-kansalaiset_en.html#tab1483972171375_1). have been devolved to universities, universities of applied sciences, and VET providers. This type of WBL can be offered in all initial and continuing VET programmes. In further qualification the share has varied between 81-86% and in specialist qualification it has remained roughly the same at 95%. Director, School of Vocational Teacher Education +358 294471710 Jari.Laukia@haaga-helia.fi It is also meant to give education providers an opportunity to meet regional and local labour market demands more effectively. The fundamental goal of this reform was to reduce the number of qualification titles from 360 to 164 and offer broader programmes, strengthen the competence-based approach of vocational qualification requirements and the modular structure of qualifications. The criteria for assessment have been derived from the vocational skills requirements. VET education providers are responsible for providing the training. 50% core funding is based on the number of students; it is important for forward planning and ensuring future provision of VET in all fields and for all students; 35% performance funding is based on the number of completed qualifications and qualification units; it is meant to steer education providers to target education and qualifications in accordance with competence needs and to intensify study processes; 15% effectiveness funding is based on students’ access to employment, pursuit of further education and feedback from both students and the labour market (. Ehdotus tutkintotavoitteista 2020-luvulle). The optional additional year is provided to students at age 16. Then, the authors examine Finland's recent history of vocational teacher education and teacher education today in Finland. The legislation obliges the providers to evaluate their training provision and its effectiveness as well as to participate in external evaluations. The recognition of prior learning must be done in all VET qualifications: in vocational, further and specialist qualifications. The 2018 reform aimed to increase the share of work-based learning in VET by offering more flexibility in its organisation. Similar to public VET providers, they receive government subsidies and have the right to award official qualification certificates. Data from VET in Finland Spotlight 2016 (Cedefop (2016). Out of 145 VET providers in total, there are 26 specialised vocational institutions, which are generally maintained by manufacturing and service sector enterprises. There are 39 working life committees. Depending on the agreement between employer and employee, an employer who takes on an apprentice may receive training compensation to cover the costs of training provided at the workplace. Learning at the workplace can be used to acquire competence in all vocational qualifications as well as promoting further training or supplementing vocational skills. There are, however, training programmes available for trainers that follow national guidelines (as recommended by the Finnish National Agency for Education). https://www.tilastokeskus.fi/tup/suoluk/suoluk_tyoelama_en.html. Their participation in continuing professional development is also left completely up to them and their employers. a car manufacturer) and special needs (usually owned by municipalities and associations, e.g. The purpose of VET provider self-evaluation is to recognise strengths and targets to be developed. Each studentÂ´s personal competence development plan must include recognition of prior learning. Once the expert group has completed a draft version of the new qualification requirements, the document will be sent to representatives of unions, organisations, the world of work and VET providers for a broad consultation process. A learning material supplement of EUR 46.80 per month (equal to approximately EUR 1 400 for three semesters) is to be granted from August 2019 onwards for VET learners if they are: All employees in a contractual and public service employment relationship are entitled to study leave when the full-time employment relationship with the same employer has lasted for at least one year (In one or multiple periods.). Self-evaluation and external evaluation supports VET providers’ continuous improvement and results-oriented performance. You can work as a teacher in vocational education and possibly in the universities of applied sciences. It means among other things that VET providers can decide within the limits of the licence received from Ministry of Education and Culture what qualifications and training programmes to offer. A bachelor’s degree is required in early childhood education and in vocational education … The last one requires passing the matriculation examination. The form of WBL may vary during the studies. A reduction in the number of employees, which is achieved by not replacing those who leave. Major trade unions, employers, regional councils, and representatives of education institutions are involved in anticipation exercises. At national level, the general goals for VET and the qualifications structure (Qualification structure is a system of qualifications. Involvement of the world of work in developing qualification requirements and quality in VET. The competence assessment plan is used by teachers, guidance personnel and assessors of competence. This preparatory education and training provides students with capabilities for applying to VET, leading to qualifications, and fosters their preconditions for, completing qualifications. They are statutory bodies of elected officials, appointed by the Finnish National Agency for Education to manage a public duty. Teacher Career Ladders. NB: Breaks in time series. personal competence development plan for each learner charting and recognising previously acquired skills; early leaving from education and training is low and decreasing; leaving VET early is still more common than in general education; participation in lifelong learning is high, also due to VET participation. Promoting employment and self-employment are key elements of VET. The Vocational Upper Secondary Education and Training Decree (673/2017(https://www.finlex.fi/fi/laki/alkup/2017/20170673)) defines the principles for recognising prior learning. These also include skills generally required in working life, such as social skills and key competences for lifelong learning. The popularity of vocational teacher education has been consistent over many years, largely because of the flexible arrangements for completing studies. Vocational adult education centres (public and regional) mostly provide further and specialist VET. In-company trainers (nationally referred to as workplace instructors) are responsible for supervising learners during their on-the-job learning periods or apprenticeship training in enterprises. Another key principle is … The legislation on VET gives education providers a great deal of freedom in deciding on the measures concerning their education provision, use of public funding and quality management. Source: Statistics Finland (Vipunen). A vocational upper secondary qualification (initial VET) is designed for young people who may not have any work experience and for adults who, for example, donÂ´t have any formal qualification or who want to change their profession. The duration of both is approximately three years. Vocational institutions work in close cooperation with the labour market. All programmes are competence-based. In fact, the word ‘theory’ is no longer in use. In VET (excluding apprenticeships and special needs), funding varies by study field. The main forms of support are study grants, housing supplements with transport subsidy and government guarantees for student loans. The core message of the legislation is that validation of non-formal and informal learning is a subjective right of the individual and the competences of an individual should be validated regardless of when and where they have been acquired. Specialist vocational qualification in horse care and management (The specialist vocational qualification in horse care and management comprises four competence areas and qualification titles (in parentheses): The value is expressed per 100 persons of working age (15-64).). However, there is no one single law for this; laws and regulations for each field of education define validation separately. Prior learning acquired in training, working life or other learning environments has to be recognised as part of the qualification. For the period of theoretical studies, learners receive social benefits, such as a daily allowance and allowances for accommodation and travel expenses. Growth in competencies for Finland: proposed objectives for degrees and qualifications for the 2020s (. The first two of these are government-financed monthly benefits, while student loans are granted by banks. 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