Vocational Education and Training –

A Step to Better Life in Finland

Juhani PirttiniemiPhD, Counsellor of EducationFinnish National Board of EducationIAEVG-Congress Cape Town, S.A.19.10.2011

FINLAND AT A GLANCE

- independent since 1917, a member of the European Union since 1995

- total area 338,000 km2, population 5.2 million (17 inhabitants / km2)

- two official languages: Finnish 92 %, Swedish 6 %, (Sami 0,03%)

- religion: Lutheran Church (85 %), Orthodox church (1 %)

- immigrants: 2 % of population

- main exports: electronics, metal and engineering, forest industry

- 3 493 basic schools / 564 000 pupils

- 439 general upper secondary schools / 113 000 students

- 155 vocational upper secondary schools / 143 000 students (2009)

From Basic Education to Secondary level

Common applying system

5 % ”10th” grade, workshops etc.

45% Vocational education

50 % General upper secondary schools

Basic schools

VOCATIONAL EDUCATION

The popularity of vocational education has increased in recent years in Finland. In 2010 there were more applicants to vocational education than to general upper secondary education. This has been a result of:

appreciation and status of vocational education has increased among young people and their parents

co-operation between basic education and vocational education Activity of the guidance counselors (network) recognition of the high quality of vocational education employment opportunities are good common studies with general upper secondary education good wages.

Providers of Vocational Education and Training

Finnish tradition of VET is school-centred: VET schools are equipped to enable real hands-on learning of working skills

Schools are owned and operated mostly by municipalities or groups of municipalities

Approx. 130 independent, multi-branch providers of VET

VET Financing and Administration

Financing of VET through state and municipal budgets,

providers are paid mainly by the amount of students,

partly performance-based, no school fees

Administrative trends during the 1990’s- decentralisation- deregulation - from inspection to evaluation and feedback- mergers of small schools

PROBLEMS IN VET

THE CONDITION OF YONGSTERS:

LIFESTYLE

LESSURE TIME – DRINKS, FAST FOOD NET GAMES – ABSENCES, DROP OUTS, DEPRESSION

HOW TO SOLVE THE PROBLEMS:

The Work Capacity Certificate – a step to better life during the Vocational Education and Training

The objectives for the Work Capacity Certificate are • to motivate and lead the students towards engaging in regular physical activity, maintaining their functional and work capacity and taking care of their health.

• to support vocational growth and to respond to the work capacity demands of each occupation (e.g. work safety and ergonomics)

• to encourage students to participate and activate others and to support responsible work as individuals and as members of a group.

The categories in the work capacity certificate 

The work capacity certificate

is composed of five categories, each equalling to 40 hours of studies.

 

1. Physical activity that promotes functional capacity and work capacity

• Students understand the importance of physical activity for functional capacity and for work capacity

• physical activity that promotes health, well-being and psychological alertness.

• physical education provided by schools• physical education provided by school

clubs or nonprofit organizations

2. Health knowledge and skills

Students understand the links between physical activity, nutrition, rest, sleep, recreation and social relationships and take them into consideration in their actions.

• health education provided by the school• optional health education

Health knowledge and the skills

In practice: compulsory health education and optional courses (e.g. courses like "How to quit smoking”, “Healthy living habits”, “Stress management”, “How to avoid back pain”)

3. Occupational work capacity

Students recognize central risk factors in their future occupations and are able to develop their work and work methods accordingly

• parts of studies that improve occupational

skills and parts that promote occupational safety and ergonomics, eg. hot work course, first aid, ergonomics, or occupational safety study modules and hygiene pass.

Work capacity

In practice: Courses are planned according to the demands of each occupation, which requires co-operation with vocational teachers and working life.

4. Hobbies and social activity

Students are active in hobbies and also take initiatives in planning activities

• school student body or tutor activities• culture, sports or occupational clubs as

participants, instructors, coaches or referees • hobby, free time or voluntary activities outside

the school

…Activity

5. Strengthening of occupational work capacity

• Students develop and deepen knowledge and skills in the categories.

• compulsory, core subjects or free choice studies

• hobby activities in school and outside school• On-the-job learning periods

… Work capacity

Hobbies and social activity

In practice: hobby clubs organized by vocational schools (e.g. dance,

music, bands, sports) and hobbies outside the vocational school.

IMPORTANT ROLE OF GUIDANCE AND COUSELLING

Activities…

• student body- and tutoractivities• free time activities and clubs

Activities outside school environment• hobby-, free time- or voluntary activities

in which the student is active in participating and acts also as an instructor, coach or referee. 

Vocational education and training is a step to better life!

Thank you!

Futher information:

juhani.pirttiniemi@oph.fi