1. 1 Vilnius 11.-12.6.2007 The Cooperation and Partnership: Developing Education and Science in 2007-2013 Juha Mäntyvaara Head of Department for Education and Culture, State Provincial Office of Southern Finland

2. 2 Vocational education and training in Finland - solutions and results

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4. 4 Students in education and training 2000-2004 Students20002001200220032004 Comprehensive schools 593 451595 727597 356597 414593 148 Upper secondary general schools 130 032128 642124 644121 816120 531 VET 159 884160 115166 809174 813230 823 Polytechnics 114 020118 013126 767129 875131 919 Universities 157 796162 939164 312169 846173 974 Total 1 155 1831 165 4361 179 8881 193 7641 250 395

5. 5 VET in Finland Mainly within institutions (work-based learning included) –apprenticeship training expanding (in IVET 10%, in CVET 40 %) VET provided by registered VET providers – licence from Ministry of Education –municipalities, joint municipal boards or private organisations –212 VET-providers (initial and continuing vet) Financing system based on national unit prices based on costs in different sectors of VET – different systems for IVET and CVET

6. 6 VET in Finland Financial contributions to VET providers from MoE –statutory division of costs at national level –in IVET: state 46 % - municipalities together 54 % –in CVET mainly by state IVET: tuition and meals free of charge, CVET: small fees Instruction for Swedish-speakers either in Swedish-speaking or bilingual institutions

7. 7 Registered VET providers 2006 Registered VET providers 212 (incl. state) – Initial VET 175 156 have also licence for CVET private 91 municipalities 26 joint municipal boards 57 – Only IVET 19 – Only CVET 37 private 35 municipals 1 joint municipal boards 1

8. 8 Costs of VET for providers in 2005 Costs for VET providers (not incl. capital costs)Costs € Initial VET in institutions1 052 732 833 Apprenticeship training (IVET, CVET) 128 728 168 Continuing VET in institutions 101 151 129 Services–incl. Training for employment service 416 591 934 Total1 699 204 064

9. 9 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 traditional skills –More balanced approach to counteract current trends –Stronger recognition of the role of intermediate skills – broader base of skills

10. 10 Challenges on VET 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

11. 11 Challenges on VET Social inclusion as a policy priority Growing expectations of learners –Individuals taking increasingly responsibility for their own skill development

12. 12 Challenges on VET 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

13. 13 Challenges on VET Competency-based qualifications structure – European qualifications framework Growing demand for workplace learning Long lead time required for skill formation

14. 14 Vocational education and training in Finland Competence-based qualifications –Based on the needs of working life –National qualification structure –Modular structure –Curriculum and training programs at provider level: more individualised programs –Recognition of prior learning

15. 15 Vocational education and training in Finland Skills demonstrations –1994 into adult VET – 2006 into all VET qualifications –Recognition of earlier professional experience: regardless of how and where skills have been acquired (informal and non-formal learning) –Validation of skills and competences acquired during the training –Qualification committees (national/regional/provider)

16. 16 Vocational education and training in Finland Registered training providers –Accreditation: fields of training, maximum number of students/year, other requirements and provisions National requirements for teachers –HE qualification, work experience and VET teacher training –Training of trainers at work-places: no formal qualification requirements

17. 17 Vocational education and training in Finland Quality management at the training providers´ level –National recommendations (CQAF) –National quality awards (EFQM/CQAF) –Quality enhancement and development projects (Leonardo, national) Evaluation –Obligation of VET providers to carry out evaluations: self- evaluations, external evaluations –National evaluations: The Finnish Education Evaluation Council

18. 18 Vocational education and training in Finland Increased use of skills competitions –Benchmarking, skills demonstrations Financial incentives –Performance-based financing system for VET-providers – performance indicators: impact (employment, HE transition), processes (drop-out, completion/graduation), staff (qualifications, staff development)

19. 19 Cross waves in Finnish VET

20. 20 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 industries – "Practice-training companies" in entrepreneurship training

21. 21 Policy priorities of VET in Finland 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

22. 22 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

23. 23 Policy priorities of VET in Finland 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

24. 24 Policy priorities of VET in Finland Evaluation – no large inspection system –Increased use of skills competitions –Financial incentives –Training of teachers and enhancing teachers contacts with working life –Training of trainers

25. 25 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

26. 26 Policy priorities of VET in Finland More coherent network of VET providers –Consolidation on TPs – “VET college strategy” Development of VET for students with special needs 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

27. 27 VET Agenda 2006 in Finland Skills demonstrations – quality assurance Performance-based funding More coherent VET providers network Increased provision of CVET Development program of VET for persons with special needs Securing availability of competent teachers and trainers Co-operation between VET and upper secondary general education

28. 28 VET Agenda 2006 in Finland Strengthened co-operation between VET providers and working- life –increased work-placed learning Increased efficiency of education and training system –drop-out, attrition –linkages and transitions –productivity program –improved joint application system EU presidency –review of the Copenhagen process

29. 29 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

30. 30 Demonstration-based qualifications Knowledge, skills and competences regardless of how and where skills have been acquired Primarily intended for adults skilled in different fields to demonstrate their practical competence and vocational skills Taking part in skills demonstrations does not require formal preparation –however, most participants acquire preparatory training (individual learning programmes)

31. 31 Demonstration-based qualifications Tri-partite qualification committees (national, regional) (250 committees): –do not organise skills demonstrations themselves –contract with VET-providers and give providers licence to organise skills demonstrations in order to aqcquire demonstration-based qualification –supervise providers and issue certificates

32. 32 Recognition of prior learning Perspectives to recognition and accreditation of prior learning –during application to education and training –during studies –in demonstration-based qualifications Differences in post-secondary education and training –recognition is most widely used in demonstration-based VET qualifications –recognition of prior learning is also an established practice in initial VET: accreditation of prior studies and non-formal and informal learning –not largely used in higher education – more in polytechnics than in universities

33. 33 Recognition of prior learning Education and training providers empowered to –approve proofs/evidence and to select assessment methods of non-formal and informal learning results –grant credit for competency acquired in non-formal and informal learning –accredit prior non-formal and informal learning when persons are applying to education and training

34. 34 Continuing training of VET teachers Obligation to participate in in-service-training based on collective agreements 88 % participated in continuing training 2005 Training intended for keeping skills and competences up to date, not to have a direct bearing on teachers’ salary and career development National support for continuing training of teachers and trainers in specific fields decided yearly in state budget or through ESF funding International mobility programs as continuing training

35. 35 Continuing training of VET teachers –Special programs to support co-operation between training and working life »specialist in demonstration-based qualifications »studies for teachers in increasing their competence in the world-of-work »teachers` on-the-job learning periods

36. 36 Continuing training of VET teachers The topics prioritised in state budget 2006 are for teachers at basic education, upper secondary general schools and in VET: –eLearning pedagogy and media competence –Developing the foundation of learning and subject- specific skills –Promoting education in entrepreneurship –Well-being of students and guidance and counselling –Special needs education –On-the-job learning and skills demonstrations –Promoting active citizenship and education of students with multicultural background –Training for school management