vocational teacher education finland

This supports building flexible and individual learning paths and promotes validation of prior learning. Vocational schools in other countries offer similar training … Any qualification can be acquired through apprenticeship training – a work-based form of VET that is based on a written fixed-term employment contract (apprenticeship contract) between an employer and an apprentice, who must be at least 15 years old. The share of work-based learning (WBL) is individually planned for each learner in the personal competence development plan. First, teachers of vocational units must have an appropriate higher education degree in their own vocational sector. further vocational qualifications and specialist vocational qualifications) or degrees of universities of applied sciences in their personal competence development plan. The most common type of VET provider is vocational institutions (owned by municipalities, industry and service sector) ([46]Some VET providers are foundations or limited companies; they are categorised as ‘private’ but municipalities usually have shares in such companies/foundations.). This builds on the trust that the Finnish education system has in its teachers. In the programme aiming for upper secondary vocational qualification the share of adults has been increasing and was 36% in 2017. Validation is based either on: The Vocational Upper Secondary Education and Training Decree (673/2017) defines the principles for recognising prior learning. One year of full-time study corresponds to 60 credit points. Early leavers from education and training in 2009-18. The main forms of support are study grants, housing supplements with transport subsidy and government guarantees for student loans. In vocational education, teachers should have a Master’s degree or Bachelor’s degree. Vocational education and training You can apply for vocational education in Finland after you have completed the comprehensive school syllabus. 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. Guidance and counselling start at the beginning of basic education and continue through all education levels. The training is very practically-oriented. Higher education institutions decide on student admissions and admission criteria independently. The ECVET system ([35]http://www.cedefop.europa.eu/en/events-and-projects/projects/european-credit-system-vocational-education-and-training-ecvet) was put into practice in Finland in 2014 and from the beginning of August 2018, in accordance with ECVET recommendations, vocational upper secondary qualifications have covered 180 credit points; further vocational qualifications 120, 150 or 180 credit points; and specialist vocational qualifications 160, 180 or 210 credit points. The specialist vocational qualification in horse care and management comprises four competence areas and qualification titles (in parentheses): CEDEFOP ReferNet, The European network of expertise on VET, Summary of main elements and distinctive features of VET, https://www.cedefop.europa.eu/files/finland_cedefop_changing_nature_of_vet_-_case_study.pdf, https://www.cedefop.europa.eu/files/finland_cedefop_changing_nature_of_vet_-_case_study_0.pdf, Incentives for enterprises to boost their participation in VET provision, https://www.cedefop.europa.eu/en/publications-and-resources/country-reports/inventory-lifelong-guidance-systems-and-practices-finland. Then, the authors examine Finland's recent history of vocational teacher education and teacher education today in Finland. Vocational adult education centres (public and regional) mostly provide further and specialist VET. Interest, repayment and other terms and conditions applying to the loan are agreed between the bank and the learner. It provides students with instruction and guidance according to their personal goals and capabilities. Guidance and counselling should enable all pupils to reach the best results possible for them. Its share is slightly higher in upper secondary VET and higher education, but still remains below 5%. The education provides the pedagogical qualification required of teachers in Finland. ISBN: 978-952-263-592-1. VET was made more individual and flexible for learners. A career as a VET teacher is generally considered attractive, reflected in the high number of applications to enrol in vocational teacher training programmes that invariably exceed intake. Admission to initial VET programmes requires a basic education graduation certificate. The aim of this project was to create a process model for anticipating vocational competence and skills needs for the future (looking 10 to 15 years ahead). Teachers of vocational units take teacher’s pedagogical studies at five vocational teacher education institutions (universities of applied sciences) while teachers of common units (such as languages and mathematics) generally complete them at universities. The legislation does not stipulate a maximum or minimum amount of work-based learning but it strongly recommends that VET providers organise at least part of the learning at the workplace. Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18. Source: Finnish National Agency for Education. They provide education and training to more than 75% of initial VET learners. The goal is to steer the number of learner places in education and training provision to ensure that it matches developments in the demand for labour as closely as possible. https://vipunen.fi/. The housing supplement covers 80% of the rent, but may not exceed EUR 201.60 per month. It is recommended that education institutions prepare competence development plans, which will be underpinned by strategic plans and evaluations of competence by education providers. Almost half of those taking further vocational qualifications completed their studies under the age of 35, and over half of those taking specialist vocational qualifications were over 40. In 2016 almost 70% of those completing vocational upper secondary qualifications in Finland were under 25. A new Act on VET was adopted in June 2017 and entered into force on 1 January 2018. The Ministry of Education and Culture decides on study places by field of education (around 10). Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission: https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en [accessed 14.11.2018]. In general, there is a high degree of stakeholder involvement in skills anticipation activities. 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 forecasting data is also used for guidance and employment counselling to provide information regarding future employment opportunities. This is also due to the increased number of asylum seekers in 2015-16 ([6]Statistics Finland: The employer has no obligation to keep the apprentice employed after the training period is completed. 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. Internal audits, benchmarking and peer reviews are other methods employed in evaluation. Teacher training programs are competitive (admitting about 1 in 10 students) and rigorous. Working life committees participate in developing the qualification structure and in designing the qualification requirements. Eurostat table tps00001 [extracted 16.5.2019].). Training content is decided by individual employers and the teachers themselves. ISCED 3-4 = upper secondary and post-secondary non-tertiary education. The most suitable method for a learner is agreed in the personal competence development plan. This offers everyone under 25, as well as recent graduates under 30, a job, on-the-job training, a study place or rehabilitation within three months of becoming unemployed. The national qualification requirements define the required vocational competence, principles of assessment and how the competence is demonstrated. Although there are no official data for trainers ([25]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.) Self-employed people are also represented in the preparation of qualification requirements in fields where self-employment is prevalent. According to OECD studies, over 90% of teachers in primary, upper secondary and vocational schools in Finland like their job. Finland has one of the highest shares of 25-64 year old people with higher education qualifications (43.7%) and one of the lowest shares with low qualifications (11.7%) in the EU. Youth unemployment is on the increase; the rate for 15 to 24 year-olds was 20% in 2014, 21.4% in 2016 and 20.4% in 2019. WBL may be provided during the whole programme duration and cover the whole qualification, a module/unit, or a smaller part of the programme. A training agreement period can also be conducted abroad, as an exchange period, e.g. - riding instruction (riding instructor (SQ)).). 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). All programmes are competence-based. Omnia offers: vocational training from basic to … mergers). Their participation in continuing professional development is also left completely up to them and their employers. The background of learners, including their financial circumstances, should not be a barrier to participation in education. and the overall time spent in each programme. Their aim is to ensure the quality and working life orientation of VET. Lifelong learning offers training opportunities for adults, including early leavers from education. All qualification requirements share a common structure. NB: Data as of 30 April 2019. Governance and funding of the relevant exercises are the remit of three ministries (Education and Culture, Finance, Economic Affairs and Employment). NB: Share of adult population aged 25 to 64 participating in education and training. The optional additional year is provided to students at age 16. The education is also useful in different staff development tasks in companies and work communities. While up to a third of the applicants are admitted annually, there are major variations between different fields. There is growing concern over the risk of social exclusion of young people. The highest share of the labour force is in human health and social work, manufacturing and in wholesale and retail trade. NB: Data based on ISCED 2011; breaks in time series; low reliability for ISCED 5-8, age 15-24. The responsibility of education providers for anticipating and responding to labour market changes has increased, as operational targeting and steering powers ([28]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.) Spotlight on vocational education and training in Finland. It could be used, for example, for VET national development projects, skills competitions and developing education provider networks (e.g. The common units may be included in further and specialist qualifications but only if this is seen as necessary when making the personal competence development plan. programmes that comprise work-based learning but are not apprenticeships or fall under training agreement category. Vocational institutions can organise their activities freely, according to the requirements of their fields or their regions, and decide on their institutional networks and other services. Second, they have a pedagogical teacher training qualification with 60 ECTS credit points, and third, they need relevant work experience in their own field. There are 145 VET providers in total (Figure 10); this is considerably fewer than in 2006 as they have been strongly encouraged to merge. The plan is attached to the application for a licence to provide VET. 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. The 2018 reformed system has increased the significance of the quality management, together with the providers’ role in managing VET. This degree qualifies to serve as a kindergarten teacher and as a pre-school teacher. Work-based learning is guided and goal-oriented training at a workplace, allowing learners to acquire parts of the practical vocational skills included in the desired qualification. The 2022 financing system for better performance. Each vocational qualification unit is a specific occupational area, which can be separated into an independent and assessable component. In some fields, therefore now possible to acquire teaching qualifications by completing a specialist vocational qualification (ISCED 4) or some other qualification or training that provides solid competence in the field concerned. Although these institutions receive state funding, most of the costs are covered by the owners of these enterprises (or by the enterprises responsible for them). Learners pay taxes from their allowances if they receive income from other source(s). Spotlight on vocational education and training in Finland. Providers are required to play an active role in addressing the national/regional labour market skills needs. There is also plenty of autonomy for continuing professional development (CPD) for VET teachers. At the beginning of VET studies objectives for competence development are recorded in a personal competence development plan for each learner. 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 first two of these are government-financed monthly benefits, while student loans are granted by banks. 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. VET in Finland comprises the following main features: Distinctive features ([1]Cedefop (2016). Volume 3: the responsiveness of European VET systems to external change (1995-2015). Average training compensation varies between EUR 100-200 per month for initial VET qualification and EUR 10-100 per month for continuing VET. Through evaluation, providers obtain information about major strengths and development needs. 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. http://www.cedefop.europa.eu/files/8100_en.pdf), updated in May 2019. VET providers have to have a functional quality assurance system in place. Operating costs per learner in upper secondary VET by study field in 2012, 2014, 2017 (euros), Source: Education Statistics Finland (Vipunen): https://vipunen.fi/. Learner feedback and its collection are regulated in the legislation. The new system of funding is moving away from the current model of core funding and a very small element of performance funding (5%), towards one based on funding divided into core, performance and effectiveness and strategy. Starting from 2020, one sixth of effectiveness-based funding will be granted to VET providers based on the feedback from learners. Teachers have control over their classrooms, lesson plans, and hours outside of teaching. The most common type of VET providers is vocational institutions (owned by municipalities, industry and service sector) ([61]Some VET providers are foundations or limited companies; they are categorised as ‘private’ but municipalities usually have shares in such companies/foundations.). The first regional anticipation projects were launched at the beginning of the 2000s. According to population forecasts, the proportion of those aged over 65 is increasing faster than the EU average. Further vocational qualification in horse care and management ([56]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).). In some cases, a person who has completed Vocational Teacher Education may also be formally qualified to teach in comprehensive education or high school. Share of high, medium and low level qualifications: Early leavers from education and training: Continuing professional development of teachers/trainers: You must have Javascript enabled to use this form. Trainers are generally experienced foremen and skilled workers. The section entitled ‘Ways of demonstrating vocational skills’ describes how candidates are to demonstrate their vocational skills in vocational demonstrations. 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. Such professions usually require a higher education degree. Vocational teacher education in Finland. Source: Education Statistics Finland (Vipunen): https://vipunen.fi/. At the very beginning of the training, the personal competence development plan shall be designed by the teacher/guidance counsellor, working life representative and the learner. Teaching, or rather, facilitating learning, is a challenging yet rewarding career choice for professionals from different fields of expertise. In most countries, there are too many graduates with university degrees, while at the same time there is a shortage of vocational professionals. Nearly 400 students graduate from our post-degree programmes in Finland every year. 160/ 180/210 specialist vocational qualifications. They do not receive salary and employers do not receive any training compensation. Teacher education institutions enjoy wide autonomy in deciding on their curricula and training arrangements. Because the Finnish system places so much emphasis on school and teacher autonomy, there are not clearly defined career ladders. 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. An employer or another representative of a workplace or other cooperation partner may also participate in the preparation of the personal competence development plan, when required. All learners who have completed basic education may enrol in VET, but each provider decides the selection criteria. They are drawn up by the Finnish National Agency for Education in cooperation with working life ([48]Representatives of the employees/self-employed and employers (altogether called ‘working life’ in Finland).). The aim is to steer the education system – both VET and higher education – to meet the needs of the labour market. ISCED 3-4 = upper secondary and post-secondary non-tertiary education. You can work as a teacher in vocational education and possibly in the universities of applied sciences. After the studies, you will qualify to work as a teacher in vocational institutions and universities of applied sciences. Qualification holders manage daily stable maintenance and horse care tasks and are able to carry out the essential maintenance tasks associated with horse care, such as care of hooves and tack. It started in 2016 and is coordinated by Jyväskylä university. 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 country has two official languages, Finnish and Swedish. A teacher draws up the plan together with a learner. Population forecast by age group and old-age-dependency ratio. The amount of compensation to be paid to the employer is agreed separately with employer and VET provider as part of each apprenticeship contract. The content of teacher training is updated continuously by vocational teacher education colleges. It also includes quality strategy, quality award competition, government subsidies for quality improvement, supporting materials produced by the ministry and the agency and criteria for self- and peer evaluation. Professional Teacher Education provides the pedagogical qualification for teaching your specific subject in Finland. Both lines offer general education ... fill the air as they, teachers and other members of the school community proceed to their classrooms and Most education provision is publicly funded and free for learners from pre- primary to higher education levels. VET often attracts more applicants than there are places available, especially in programmes in social services, health and sports, vehicle and transport technology, business and administration, electrical and automation engineering, and beauty care. NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training. Source: Education Statistics Finland (Vipunen): https://vipunen.fi/. The Vocational Upper Secondary Education and Training Decree (673/2017([50]https://www.finlex.fi/fi/laki/alkup/2017/20170673)) defines the principles for recognising prior learning. Finally, they handle the requests related to the rectification of assessment. within the Erasmus+ programme or through other programmes or individual arrangements. VET providers monitor, assess and analyse results achieved systematically through means such as surveys, quantitative indicators and self-evaluation. A holder of a further vocational qualification has the vocational skills that meet work needs and that are more advanced or more specialised than what is required in the vocational upper secondary qualification. 180 for initial/upper secondary vocational qualifications; 120/150/180 for further vocational qualifications; 160/180/210 for specialist vocational qualifications. 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. When the basic education is finished, Finland opens the ability to study a general upper secondary school or to get an education in vocational institutions. Luxembourg: Publications Office. 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. Working life committees are responsible for the supervision of qualifications. #24 66% of high school students go on to further education (college or vocational courses). engineering, manufacturing and construction. Student loans are available from banks operating in Finland. 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. Participation in lifelong learning in 2014-18. Studying at the workplace is either based on apprenticeship or on training agreement. The government guarantees that student loans (with some exceptions) are available to learners who are receiving a study grant. According to the guidelines, training for trainers comprises three modules, providing participants with the capabilities required in order to: plan training at the workplace; provide vocational competence demonstrations; instruct VET learners and assess their learning; and impart vocational skills. The National Forum for Skills Anticipation (Osaamisen ennakointifoorumi) serves as a joint expert body in educational anticipation for the Ministry of Education and Culture and the Finnish National Agency for Education. 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%. early childhood education and care (ISCED level 0); primary education and lower secondary education; (ISCED levels 1 and 2), also called basic education; optional additional year (ISCED level 2) (age 16); Upper secondary education (ISCED level 3 and 4); Tertiary education (ISCED levels 6, 7, and 8). Each working life committee is responsible for one or more qualifications. Promoting employment and self-employment are key elements of VET. Major trade unions, employers, regional councils, and representatives of education institutions are involved in anticipation exercises. The competence assessment plan is used by teachers, guidance personnel and assessors of competence. There are nine anticipation groups representing the following fields: • natural resources, food production and the environment; See also Cedefop’s skills forecast ([33]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/skills-forecast) and European Skills Index ([34]https://skillspanorama.cedefop.europa.eu/en/indicators/european-skills-index). VET is an important form of adult education. Prior learning acquired in training, working life or other learning environments has to be recognised as part of the qualification. Teaching is a popular profession in Finland. 3 ([44]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. www.tilastokeskus.fi/tup/maahanmuutto/maahanmuuttajat-vaestossa/ulkomaan-kansalaiset_en.html#tab1483972171375_1). 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 ). They are drawn up by the Finnish National Agency for Education in cooperation with working life partners ([62]Representatives of the employees/self-employed and employers (altogether called ‘working life’ in Finland).). In the workplace, guidance is coordinated by a qualified trainer. In the wake of the 2018 VET reform, key competences are no longer addressed as a separate part of vocational competence. Each student´s personal competence development plan must include recognition of prior learning. Funding responsibility rests with teachers’ employers, mainly local authorities. Each student´s personal competence development plan must include recognition of prior learning. Out of 145 VET providers in total, there are 26 specialised vocational institutions, which are generally maintained by manufacturing and service sector enterprises. More than in the US. Percentage of active population, 25 to 74 years old. Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4). Is concluded by Jyväskylä university training agreement period can also be conducted abroad, well... Assurance of VET providers towards voluntary mergers to ensure that all education levels education Council! ] and European Commission: https: //atlas.media.mit.edu/en/profile/country/fin/ [ accessed 14.11.2018 vocational teacher education finland. ). ) )... 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