Attractiveness, working-life approach and quality – solutions and results in Finnish vocational education and training Timo Lankinen 7.5.2006 WorldSkills Leaders Forum Melbourne Government Counsellor Director for vocational education and training Ministry of Education Finland

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

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

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

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

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

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

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

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

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

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

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

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