1. Attractiveness, working-life approach and quality – solutions and results in Finnish vocational education and training
Timo Lankinen
WorldSkills Leaders Forum Melbourne
Government Counsellor
Director for vocational education and training
Ministry of Education
Finland

3. Students in education and training 2000 - 2004
2001
2002
2003
2004
Comprehensive
schools
593 451
595 727
597 356
597 414
593 148
Upper secondary generalschools 
 130 032
128 642
124 644
121 816
120 531
VET
 159 884
160 115
166 809
174 813
 I  230 823
Polytechnics 
114 020
118 013
126 767
129 875
131 919
Universities  
157 796
162 939
164 312
169 846
173 974
Total
1 155 183
1 165 436
1 179 888
1 193 764
 I  1 250 395

4. Challenges on VET Ageing population
Engaging all youth in VET and challenge on those in working life
From unemployment to skills shortages – Changing social and education trends contributing to skills shortages in tradional skills
More balanced approach to counteract current trends
Stronger recognition of the role of intermediate skills – broader base of skills
Changing needs of industry and service
New technology and work practices – New forms of employment
Engagement of employers
Competitive business environment/policy settings create a disincentive for many employers to make necessary investment in skill formation
Companies making decisions about the location of operations in global markets
Ageing populations – Engaging all youth in VET and challenge on those in working life
global phenomena for mature economies
double challenge for training systems: 1) larger share of youth earlier to the labour market as qualified workers, 2) need for upgrading and renewal of skills and competences during the career
training systems must find ways to provide training to clients in a style and format which suits their learning needs, to make up for an absence of younger workers entering employment
older workers encouraged to stay longer in the workforce
workers who have left or delayed entry to the workforce
From unemployment to skills shortages – Changing social and education trends contributing to skills shortages in tradional trades
poor image of some trades, public and education sector emphasis on HE: smaller pool for suitable applicants for VET
f. eg. building, metaltechnology, manufacturing, transport
low skills equilibrium – not adequate skills base to support growth and development
Changing needs of industry and service
great leaps in technology, innovation and investment driving the need for different and more sophisticated skills
for both new and existing employees
New technology and work practices
changing skill requirements
major determinant of new skill needs
Forms of employment are similarly undergoing change
International companies making decisions about the location of operations
availability of skilled workers, R&D and higher education together – internationally competitive market
interest to build on the high skill level of workforce and the responsiveness of VET sectors to meet the needs of industry

5. Challenges on VET… Social inclusion as a policy priority
Growing expectations of learners
Individuals taking increasingly responsibility for their own skill development
Productivity in education and training system
Need to produce more with existing financial framework
Financial constraints in future in public sector
Better links and pathways between school – VET – higher education
Competency-based qualifications structure – European qualications framework
Growing demand for workplace learning
Long lead time required for skill formation
Growing expectations of learners
especially among young people
new challenges to training providers
continue to innovate and adopt new technologies and practices to reach out to existing and new learners
Individuals taking increasingly responsibility for their own skill development
Social inclusion as a policy priority
many implications on VET
employment is the best safeguard against social exclusion
more diverse clients of VET
more individualised approach and personalised support
dilemma: assistance offered may be more attractive than getting into work
Growing demand for workplace learning
pressure on systems to deliver new forms of training
financial pressure on individuals and employers to invest more on training
High quality training beneficial to all stakeholders
quality as employer confidence (skills meet current and emerging industry needs, skills valued and rewarded, students entering and progressing within the workforce)
quality as catering for different learner needs
quality assurance mechanisms to ensure high quality training: benefits for employers and students and also to enhance traing systems reputation within other EU member states and outside EU (international training market)’
need for multi-faceted approach to quality

6. Policy priorities of VET in Finland
Strengthened links between VET and the world of work
Increasing employability and making transition from school to work more effective
Expansion of work-based learning: increased work-placements and apprenticeship training
Innovative forms of public –private –partnerships: "Training companies – corporation between employers, institutions and polytechnic/universities" –electro-metal insdustries – "Practice-training companies" in entrepreneurshiptraining
Better access to higher education and lifelong learning
General eligibility from 3 year VET qualifications into tertiary education
Creation of polytechnics (non university HE)
Increased training provision for adults
Common principles for recognition of prior learning

7. Policy priorities of VET in Finland ..
Decision-making powers largely shifted to training providers
Total reform of the education and training legislation – flexibility
Responsive to regional labour market – responsibilities within same hands
Anticipation of the match between demand and supply – signals to TPs
Need for better quality assurance
Competence-based qualifications – national qualifications structures
Skills demonstrations
Registered training providers - National requirements for teachers
Quality Charter for TPs - Quality management at the training providers´ level
Evaluation – no large inspectionsystem
Increased use of skills competitions
Financial incentives
Training of teachers and enhancing teachers contacts with working life
Training of trainers

8. Policy priorities of VET in Finland …
Financing system - lump sums without ear-marks
Public financing to TPs (for operational costs and investments)
Financing follows students´ choices
Based on national unit prices
Performance-based funding included: indicators: employment, HE transition, drop-out, completion/graduation, staff qualifications, staff development
More coherent network of VET providers
Consolidation on TPs
Development of VET for students with special needs
International Abiolympics
Lowering of the drop-out rates and increasing the attrition rates
Active participation in EU Copenhagen process
Enhanced co-operation between EU member states in VET

9. EU Copenhagen process since 2002
Strategy for improving VET in European Union
overall performance,
quality and
attractiveness
Increased voluntary and bottom-up co-operation
Promoting mutual trust, transparency and recognition of competences and qualifications
Building basis for increased mobility and facilitating access to lifelong learning
Crucial role of social partners

10. EU Copenhagen process: How to focus reforms and investment?
Increase participation in VET
Raise image and attractiveness of vocational route to individuals and employers
High level of quality and innovation in VET systems
Benefit all learners
Make European VET globally competitive
Link VET to labour market requirements
Highly skilled workforce, also upgrading and competence-development of older workers
Social cohesion and increased labour market participation
Needs of low-skilled and disadvantaged groups
VET taking place at all educational levels - need to foster parity of esteem and closer links:
to general education and
especially to higher education
in order to promote higher qualifications in their further careers

11. EU Copenhagen process – review and policy priorities in Helsinki
Upcoming Finnish presidency of EU: June – December 2006
Ministerial Conference December, 5
Policy priorities
European qualifications framework, EQF
European credit transfersystem for VET, ECVET
Quality assurance
Better statistics
Financing and investement in VET

12. More attractive VET Strong links between VET and working-life
Competence-based qualifications, work-based learning, skills demonstrations, social partner participation, quality of training
Increased counselling at comprehensive schools and enlargened information about VET and working-life
Tripartite campaigns, National Year of Vocational Training and Young Professionals 2005
VET as educational pathway to higher education
Increased possibilities to gain double qualification
VET qualification and matriculation examination
Performance-based funding and quality-awards to training providers
Extra funding for VET-providers with non-attractive qualifications
Increased use of skills competitions - celebrating excellence in skills
T9 Skills Competitions (9th class pupils in comprehensive schools), National Skills Competitions, WorldSkills Competitions – EuroSkills Competitions

13. Goals for WorldSkills 2005 Helsinki - successfully reached
Enhance the appreciation of VET and skills
Improve the quality of training and skill levels
Highlight excellence in vocational skills
Consolidate national skills competitions and their role as developing training and skills levels
Build up new national and international skills networks
to learn from each other
to strengthen the international capacity of VET providers

14. Shortcomings in VET systems in Europe (Commissioner Figel´)
Too many systems failing to provide an alternative for the young unemployed
Systems not open and flexible enough to attract young people disenchanted with school and lacking key competences
Institutions lacking close links to knowledge-based economy and to the world of work
Systems frequently fail to help students progress to higher education
Not enough anticipation of skill needs of companies and working life
Constant need to develop and adapt workers´ competencies: systems failing to lay foundation for lifelong learning and societies should cultivate a strong demand for continuing VET
CVET plays only marginal role in many countries – more investment, especially private investment needed