Teachers, guidance and counselling staff and assessors of competence. Teachers working as guidance counsellors in Finnish schools must have a teacher training qualification at Master’s level, supplemented by studies in guidance and counselling. www.tilastokeskus.fi/tup/maahanmuutto/maahanmuuttajat-vaestossa/ulkomaan-kansalaiset_en.html#tab1483972171375_1). This is because applicants are required to have prior work experience in their own field. Specialised (usually owned by one private company or association, e.g. There are 145 VET providers in total (Figure 10); this is considerably fewer than in 2006 as they have been strongly encouraged to merge. Also the Finnish Evangelical Lutheran Church requires its employees to have education in the field. Source: Eurostat, lfsa_pgaed [extracted 16.5.2019]. Unemployment is distributed unevenly between those with low- and high-level qualifications. Its objective has been to renew VET legislation, the financing system and create a more competence-based and customer-oriented system. ISCED 3-4 = upper secondary and post-secondary non-tertiary education. External evaluation of training is frequently ([38]The term used in the legislation.) Nearly 400 students graduate from our post-degree programmes in Finland every year. The education provides the pedagogical qualification required of teachers in Finland. 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. One year of full-time study corresponds to 60 credit points. The ministry encourages VET providers towards voluntary mergers to ensure that all education providers have sufficient professional and financial resources to provide education. 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. At national level, the Finnish National Agency for Education, which operates under the auspices of the Ministry of Education and Culture, produces long-term (10+ years) national forecasts ([27]https://beta.oph.fi/fi/tilastot-ja-julkaisut/julkaisut/osaaminen-2035) on the demand for labour and education needs in support of decision-making. Each vocational qualification unit is a specific occupational area, which can be separated into an independent and assessable component. 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). Within this system, the learners acquire some experience during their studies and the learner and the company get to know each other. With the amendment to the Act on the Financing of the Provision of Education and Culture (532/2017) that entered into force at the beginning of 2018, a single coherent funding system was established for all VET programmes. In VET (excluding apprenticeships and special needs), funding varies by study field. This degree qualifies to serve as a kindergarten teacher and as a pre-school teacher. In vocational education, teachers should have a Master’s degree or Bachelor’s degree. The scholarship must be applied for within a year after completing the qualification. ... Finland: Covid-19 and vocational education and training . For the period of theoretical studies, learners receive social benefits, such as a daily allowance and allowances for accommodation and travel expenses. The high level of training is seen as necessary as teachers in Finland are very autonomous professionally. Vocational qualification requirements are developed in broad-based cooperation with stakeholders. The government introduced the youth guarantee programme from the beginning of 2013. 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. A training agreement period can also be conducted abroad, as an exchange period, e.g. The international variety of vocational teacher education patterns, profiles and recruitment practices is presented. Each working life committee is responsible for one or more qualifications. The development of the anticipation model has involved social partners representing the piloted sectors (the real estate and building sectors, the social, welfare and health care sectors and the tourism and catering sectors), representatives of research institutions and of various fields of education, as well as other experts in the sectors in question. Later you will also be able to apply to a polytechnic or university. In most countries, there are too many graduates with university degrees, while at the same time there is a shortage of vocational professionals. VET learners have a right to receive guidance and every VET provider has a guidance counsellor available (providers can share this service). Source: Eurostat, trng_lfse_01 [extracted 16.5.2019]. The 2016 teacher education development programme (Opettajankoulutuksen kehittämisohjelma) also aims to adopt a systematic and coherent structure for teachers’ competence development during their careers. Teacher education institutions enjoy wide autonomy in deciding on their curricula and training arrangements. It also supports learners’ growth into good and balanced individuals and members of society, and it provides them with the knowledge and skills needed for further studies and for the development of their personalities. The housing supplement covers 80% of the rent, but may not exceed EUR 201.60 per month. The legislation on VET gives education providers a great deal of freedom in deciding on the measures concerning their education provision, use of public funding and quality management. The education is also useful in different staff development tasks in companies and work communities. A maximum of nine members may be appointed to each working life committee. CPD, promoting the integration of Finnish language learning into the vocational studies, language awareness focused teaching and collaborative instruction, is being organised. 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. The education and training system comprises: Early childhood education and care (varhaiskasvatus, smÃ¥barnsfostran) is not compulsory and participation requires the payment of a small fee. Volume 6: vocationally oriented education and training at higher education level. While up to a third of the applicants are admitted annually, there are major variations between different fields. 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 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. Since 2011, VET quality strategy has been in place, drawn up by the Ministry of Education and Culture. The background of learners, including their financial circumstances, should not be a barrier to participation in education. In addition to the needs of the world of work, development of VET and qualifications takes into account consolidation of lifelong learning skills, as well as the individuals’ needs and opportunities to complete qualifications flexibly to suit their own circumstances. Vocational teacher education in Finland. Since 1 August 2010, the amount of the allowance has been equal to the amount of the earnings-related unemployment allowance. - working as a specialist in farriery (farrier (SQ)); 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. 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).) At national level, the general goals for VET and the qualifications structure ([21]Qualification structure is a system of qualifications. Working life committees are tripartite bodies consisting of employers and employees’ representatives, teachers and self-employed people. Unlike in other teacher education programmes, it is more difficult for women than for men to gain a place in vocational teacher education. According to the law, they must evaluate the quality, effectiveness (employability, pursuit of further education and feedback from learners and working life) and ‘profitability’ (i.e. Their aim is to ensure the quality and working life orientation of VET. 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. The allowance is a legal right and can be granted to an applicant who has a working history of at least eight years (or at least five years by 31 July 2010), and who has been working for the same employer for at least one year. Some VET providers are foundations or limited companies; they are categorised as âprivateâ but municipalities usually have shares in such companies/foundations. They provide education and training to more than 75% of initial VET learners. The national qualification requirements define the required vocational competence, principles of assessment and how the competence is demonstrated. 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%. Eurostat table edat_lfse_24 [extracted 16.5.2019]. Learners’ individual needs and existing competences are taken into account in all vocational studies. 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.) 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