Entrepreneurship education and VET in Finland – Case: Jyväskylä College Jyrki Lempinen International Coordinator Tel Jyväskylä College, Jyväskylä Institute of Adult Education and Jämsä College belong to the Jyväskylä Educational Consortium

The area of Central Finland is 250 km by 150 km. The distance from Jyväskylä to Helsinki is 270 km. Finland from south to north strectches 1300 km.

Jyväskylä Educational Consortium Jyväskylä Educational Consortium is owned by 12 municipalities in the region and it is one of the largest training providers in Finland for vocational training and adult education. Jyväskylä Educational Consortium consists of Jyväskylä College, Jyväskylä Institute of Adult Education, and Jämsä College that provide a coherent range of courses and study programmes enabling young people and adults to gain (vocational) qualifications for the labour market and/or for further higher education.

Jyväskylä College Number of students Teaching staff 350 Others 100 Annual budget 32 Meur Jyväskylä Institute of Adult Education Number of full- and part time students7 000 Trainers and other staff350 Jämsä College Number of students1 200 Teaching staff200 Annual budget6,4 Meur

Common Core Subjects DevelopmentCommunication Quality FinancePersonnel International OperationsStudent Services Welfare and Culture Head of Unit Programme Managers Vocational Qualification in Social and Health Care Beauty Care Hairdressing Clothing Crafts and Design Visual Expression Audiovisual Communication Music Basic Education in Arts (music, dance) Business and Services Head of Unit Programme Managers Vocational Qualification in Hotel and Restaurant Services Catering Tourism Industry Food Production Business and Administration Information Technology Technology and Logistics Head of Unit Programme Managers Vocational Qualification in Electrical Engineering Publishing and Printing Laboratory Technology Vehicle Technology Logistics Metalwork and Machinery Construction Wood Processing Building Mainenance Technology Surface Treatment Technology Jyväskylä College Principal

Finnish Education System

Characteristics of the Vocational Upper Secondary Qualification Admission requirement is the completion of basic education syllabus Education providers primarily select their students based on earlier academic achievement but may also hold entrance exams or aptitude tests and may take the applicant’s work experience into consideration Application takes place through a state-wide joint application system The studies primarily aim at obtaining the vocational skills needed in working life. Additionally, three-year studies give general eligibility to engage in tertiary studies at universities and polytechnics. There are no educational dead ends.

The same structure and duration in all examinations The National Core Curricula issued for each qualification determine the vocational skills requirements, the objectives of studies in terms of competence and the core competence of studies. The studies consist of vocational studies, core subjects and free choice studies. The main emphasis is on vocational studies. Composition of studies Vocational studies90 credits - extensive basic studies - specialisation studies - on-the-job learning (minimun 20 credits) Core subjects20 credits Free-choice studies10 credits 120 credits Structure of studies

Core subjects and common emphases Core subjects aim to provide students with the skills and knowledge that they will need at work, in further study and as citizens. Core subjects also include options and they can be replaced with general upper secondary school studies. Upper secondary vocational qualifications include the following compulsory core subjects for all students: - native language - second national language (Swedish/Finnish) - foreign language - mathematics - physics and chemistry - civics (social, business and labour-market subjects) - physical and health education - arts and culture

Core subjects and common emphases The National Core Curricula determine topical common emphases, which are crosscultural themes filtering through all areas of instruction. Their purpose is to provide general vocational learning and citizenship skills required in all fields in terms of: - internationality - promotion of sustainable development - Utilisation of technology and information technology - high-quality and customer-focused activity - consumer skills - management of occupational health and safety Core skills common to all fields - learning skills - problem-solving skills - interaction and communication skills - co-operation skills - ethical and aesthetic skills

Administration of VET in Finland PARLAMENT (Legislation, State budget, General education) GOVERNMENT (Decrees, Education development plans and policy programmes, General objectives of studies) MINISTRY OF EDUCATION (Education policy definitions, Steering and financing regulation, Qualifications), esp. higher education NATIONAL BOARD OF EDUCATION (National Core Curricula and Requirements of Qualifications implementation of development programmes, Services) > basic education and upper-secondary education EDUCATION PROVIDERS (Local planning and organisation of education and training, education provider and training, Local advisory councils for VET and other bodies) NATIONAL EDUCATION & TRAINING COMMITTEES (in the MoE) QUALIFICATION COMMITTEES (adult education, tripartite)

Regional approach for entrepreneurship 1 In Finland educational providers have responsible for local planning and organization of education and training in their regions The Finnish national core curricula have also emphasis on entrepreneurship and intrapreneurial approach in studies Jyväskylä Educational Consortium carries out regional development schemes in accordance with the education policy of Central Finland. The strategic tasks are the development of working life, and carry out and develop vocational education and training in collaboration with the business life in the province The basis for entrepreneurial studies is the development of regional competitiveness

Regional approach for entrepreneurship 2 Jyvaskyla Educational Consortium implies the Y4 strategy together with major educational providers and organizations in the region/province Y4 entrepreneurship ideology is an innovation of Central Finland European Commission and the Committee of the Regions chose the Y4 ideology the best entrepreneurship initiative in Europe in the first European Enterprise Award Competition in 2006 (according to Jury the strength of the Y4 ideology was ability to transfer the Y4 know-how to other regions/areas) Y4 Finland Ltd. has specialized in developing preconditions for entrepreneurship through cooperation with different regional stakeholders by using the Y4 methods.

Where Jyväskylä College is located in the lifelong learning pathway Basic Education (Comprehensive School) Upper Secondary General School Jyväskylä College Universities Universities of Applied Sciences Working life

STUDENTS ENTREPRENEURIAL PATH (5-29 CR) Entrepreneur studies 5 cr. ”Entrepreneur-minded Pro” projects  company visits  fair etc. - integration e.g. in other subjects Common Studies 4 credit * Focus on profit of a company Entrepreneurship 10 credit during the 2nd year  JA –YE - companies  projects  fairs  on the job learning -periods Entrepreneur 10 credit  during the 3rd year  Further developed JA-YE - companies  ”Real Companies” OPTIONALSTUDIES10 CROPTIONALSTUDIES10 CR     ”Dream”   One’s own company Another company Networking with others Further degrees and Competence- based exams in Entrepreneurship International on the job learning One is coming back to school to tell his/her story of becoming an entrepreneur web-coursessweb-coursess

Junior Achievement Program JA Finland is a Finnish branch of the JA Worldwide based on (l)earning-by-doing –method the idea is that students establish small companies setting up a company until closing down the business takes one school year gaining real profit even up to € by working as JA-entrepreneur the students can earn real income and get credits for their diplomas at the same time the companies are allowed to use the facilities, equipment and material of the school, but they have to pay 5% of their profits as a rent teachers work as coaches

Fields of study involved in learning space for entrepreneurship Business and Services Technology and Logistics Welfare and Culture Business Administration Tourism Catering Building Painting Car – mechanics Sewing Metal Printing Beauty therapist Hair dressing Primary nursing AV Media

Junior Achievement by numbers – progress in over 5 years 2003 – 4 –number of companies: 3 –number of students: – 6 –number of companies: 22 –number of students: – 9 –number of companies: 30 –number of students: – 10 –number of companies: 50 ?? –number of students: 250 ??

ACTIVITIES PERFORMED DURING THE SECOND YEAR AUTUMNSPRING Period 1Period 2Period 3Period 4Period 5Period 6 orientation advisors from business life business plan est. business opening bank account marketing plans building the organisation book-keeping cost-mgmt meeting the advisors working in companies acquiring projects meeting the advisors check points with teachers working in companies acquiring projects meeting the advisors Check points with teachers closing down the companies closing bank accounts sharing the profits finishing the profit & lost statements Recruiting new students for the next year analysing the year Making adjustments for the next year

Teachers comments about the JA “The most important issues seem to be teaching and learning commitment and responsibilities: students realised that they have to do everything by themselves” “The method seems to be functional in many ways: the professional confidence, cooperation skills and self-confidence of students increased during the year”.

Students’ comments about the JA ”Entrepreneurship studies are often read from books but this method reveals how business operations are managed in practise. This is more efficient and motivating learning method!” ”Everyone has realised that we mean business..”