They provide education and training to more than 75% of initial VET learners. The further vocational qualification in horse care and management comprises eight competence areas and seven qualification titles (in parentheses): provision of equine-assisted services (provider of equine services); provision of horse breeding service (same as previous); provision of equine massage services (horse massage therapist); farriery (farrier); tack-making (tack-maker); riding instruction (riding instructor (FQ) ); training and coaching riding horses (trainer of young riding horses); provision of training services in harness racing (trainer of trotters). This has been perceived in Finland as being a means of guaranteeing equal education opportunities for the entire population irrespective of social or ethnic background, gender and place of residence. Volume 3: the responsiveness of European VET systems to external change (1995-2015). 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. Lifelong learning offers training opportunities for adults, including early leavers from education. This means that the education providers need to have their own operating system that contains relevant and functional quality management measures (selected by VET providers). Admission to further vocational qualifications is decided on a case-by-case basis, taking work experience into consideration. If such a degree does not exist, it can also be supplemented by the highest possible other qualification in the sector. 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. The first two of these are government-financed monthly benefits, while student loans are granted by banks. VET providers have to have a functional quality assurance system in place. NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training. The most common type of VET provider is vocational institutions (owned by municipalities, industry and service sector) (Some VET providers are foundations or limited companies; they are categorised as âprivateâ but municipalities usually have shares in such companies/foundations.). Studying at the workplace can cover an entire degree, a module or a smaller part of the studies. Emphasis is put on developing coherent practices; unifying quality criteria; promoting competence-based and customer-oriented VET in cooperation with the world of work; mapping the competence needs of VET staff; developing tools and operational models for workplace learning; and the induction of workplace instructors. It provides students with instruction and guidance according to their personal goals and capabilities. 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). Major trade unions, employers, regional councils, and representatives of education institutions are involved in anticipation exercises. Those who apply for a place in vocational teacher education are, on average, older than applicants of other forms of teacher education. Specialised (usually owned by one private company or association, e.g. Employees (age 15 to 74) by economic sector in 2018, Source: Statistics Finland. In fact, the word ‘theory’ is no longer in use. Participation in lifelong learning in 2014-18. Particular attention is being paid to building up the vocational skills of young teachers and their opportunities for receiving support. Finland's PISA scores have sharply declined in recent years, leading many to argue that fashionable explanations of its initial success may have been inaccurate. The Ministry of Education and Culture grants authorisations to VET providers, determining the fields of education in which they are allowed to provide education and training and their total learner numbers. Because the Finnish system places so much emphasis on school and teacher autonomy, there are not clearly defined career ladders. The optional additional year is provided to students at age 16. 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. When it comes to top-quality education, Finland is one of the first countries that comes to mind. The overall duration of education and training is influenced by delays at transition points (For example, young graduates from upper secondary education at age of 19 cannot always enter higher education due to limited places available; they often apply several years in a row in order to enrol.) training for work and independent living (tyÃ¶hÃ¶n ja itsenÃ¤iseen elÃ¤mÃ¤Ã¤n valmentava koulutus, utbildning som handleder fÃ¶r arbete och ett sjÃ¤lvstÃ¤ndigt liv) is available for those who need special support due to illness or injury. Second, they have a pedagogical teacher training qualification with 60 ECTS credit points, and third, they need relevant work experience in their own field. VET in Finland comprises the following main features: Distinctive features (Cedefop (2016). Vocational education is not a dead end. Working life committees are responsible for the supervision of qualifications. 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. VET providers must collect these data. Pre-school teachers get a bachelor's degree in educational science, the extent of which is 180 credits (ETCS). The Finnish National Agency for Education determines the working life committee under which the specific qualification will fall, or establishes a new working life committee for the new qualification. In all circumstances, teacher’s main work is to guide students; for this, the teacher can use different digital tools and practices. Periods of theory and in-company training alternate but a common pattern does not exist; it is agreed in the personal competence development plan. The aim is to make the output from anticipation exercises accessible to a wide audience (policy-makers, employers, jobseekers and young people, etc.) Funding criteria for receiving state funding are uniform for public and private VET providers. Both rates have improved in recent years (Source: Statistics Finland.). The changing nature and role of vocational education and training in Europe. In further qualification the share has varied between 81-86% and in specialist qualification it has remained roughly the same at 95%. External evaluation of training is frequently (The term used in the legislation.) A learner may transfer flexibly from a training agreement to apprenticeship training when the prerequisites for concluding an apprenticeship agreement are met (see Section 2.5.2). Around 70% of VET providers are privately owned and 24% are owned by joint municipal authorities (Figure 10). The most suitable method for a learner is agreed in the personal competence development plan. To enhance the service capacity of VET providers, they have been encouraged to merge into regional or other strong entities. ISCED 0-2 = less than primary, primary and lower secondary education. The Ministry of Education and Culture and the Finnish National Agency for Education have access to the results. Luxembourg: Publications Office. Source: Education Statistics Finland (Vipunen): https://vipunen.fi/. https://www.tilastokeskus.fi/tup/suoluk/suoluk_tyoelama_en.html. Finland attributes its success in education to getting the right people to become teachers, developing them into effective instructors, and putting systems and supports in place to ensure that all children benefit from excellent instruction. In the wake of the 2018 VET reform, key competences are no longer addressed as a separate part of vocational competence. Vocational education holds the promise to respond to these challenges by producing the skilled workforce essential for innovation and progress to adapt to our changing world. The recognition of prior learning must be done in all VET qualifications: in vocational, further and specialist qualifications. A personal competence development plan is prepared for each learner. In many cases, they perceive more responsibilities and autonomy as recognition of their professionalism; time spent with young learners away from normal routine is also considered to be a reward. At the beginning of VET studies objectives for competence development are recorded in a personal competence development plan for each learner. If the employment has lasted for less than a year, but for at least three months, the maximum length of study leave is five days. They provide education and training to more than 75% of initial VET learners. The lending bank will check the loan guarantee details with the social insurance institution of Finland (KansanelÃ¤kelaitos or Kela) when granting a loan. Vocational education qualifies the student for a particular vocation. It defines how many there are initial, further and specialist VET qualifications: their share, titles and competence points (total and for common units; their division within the qualification is decided by the Finnish National Agency for Education). Prior learning acquired in training, working life or other learning environments has to be recognised as part of the qualification. Since 2011, VET quality strategy has been in place, drawn up by the Ministry of Education and Culture. 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. All qualification requirements share a common structure. Another challenge is the sometimes limited shop floor experience of teachers with a university degree. Both can be flexibly combined. 120/150/180 competence points (https://ec.europa.eu/education/resources-and-tools/the-european-credit-system-for-vocational-education-and-training-ecvet_en). 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 targets of assessment defined in the qualification requirements indicate those areas of competence on which special attention is focused during assessment. A Nordic country with a population of 5.54 million in 2020, Finland has succeeded in not only keeping up with educational progress, but also excelling at setting a global standard. 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. The Finnish National Agency for Education recommends that, where possible, people acting as workplace trainers should participate in the training of trainers. Data from VET in Finland Spotlight 2016 (Cedefop (2016). The feedback is collected via a centrally designed questionnaire which learners answer twice: at the beginning of the studies and at the end, once the learner has demonstrated all the skills and competences needed for the qualification. http://www.cedefop.europa.eu/files/8100_en.pdf), updated in May 2019. The qualification requirements and the vocational competences form the basis for identifying the types of occupational work processes in which vocational skills for a specific qualification can be demonstrated and assessed. Organisation for Respiratory Health) vocational institutions, fire, police and security service institutions (national) and folk high schools, sports institutions, music schools and colleges (local) account for less than 10% of learners in initial VET. They are drawn up by the Finnish National Agency for Education in cooperation with working life (Representatives of the employees/self-employed and employers (altogether called âworking lifeâ in Finland).). Representatives of the employees/self-employed and employers (altogether called âworking lifeâ in Finland). Source: Statistics Finland (Vipunen). It is provided to children up to age six. 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. Learners themselves find work places for the training. Cooperation with the world of work and other key stakeholders is carried out in order to ensure that qualifications support is flexible and promotes efficient transition to the labour market, as well as occupational development and career change. 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. Since 2000, annual immigration to the country has more than doubled, reaching 249 500 or 4.5% of the population in 2017. VET provides students with strong vocational competence. Most teachers are required a master’s degree. The system consists of a steering group, anticipation groups and a network of experts. Vocational education and training in Finland Vocational education and training (VET) is designed both for young people without upper secondary qualifications and for adults already in work life. Volume 6: vocationally oriented education and training at higher education level. The employer pays the apprentice’s wages according to the relevant collective agreement for the period of workplace training. 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. Each vocational qualification unit is a specific occupational area, which can be separated into an independent and assessable component. Specialist vocational qualifications (continuing VET) are for adults who usually have work experience or other prior learning. Upper secondary education (toisen asteen koulutus, utbildning pÃ¥ andra stadiet) is provided in grades 10 to 12, to students aged 17 to 19 years old. Last spring, 70% of applications to the vocational education track were successful, as against 94% to the general education track. The specialised vocational institutions (also national private institutions) have been authorised by the Ministry of Education and Culture to provide education and training. The government introduced the youth guarantee programme from the beginning of 2013. The studies must be subject to public supervision. The share has decreased since 2009 by 1.6 percentage points (-3.6 percentage points in the EU) and it is very close to the national 2020 target of not more than 8%. The amount of the loan is EUR 300 per month (in secondary education for learners under age 18) or EUR 650 per month (in secondary education for learners of age 18 or older ). Vocational education and training You can apply for vocational education in Finland after you have completed the comprehensive school syllabus. Cedefop research paper; No 70. https://www.cedefop.europa.eu/files/finland_cedefop_changing_nature_of_vet_-_case_study_0.pdf, Share of learners in VET by level in 2017. Low reliability for ‘no response’ in Czechia, Iceland, Latvia and Poland. This is mostly due to the ‘baby-boomer’ generations, born after World War II, reaching pensionable age. The Employment Fund administered by social partners of the Finnish labour market supports employees’ professional development leading to a qualification. In the workplace, guidance is coordinated by a qualified trainer. 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