Transcript PowerPoint

Vilnius 11.-12.6.2007
The Cooperation and Partnership:
Developing Education and Science
in 2007-2013
Juha Mäntyvaara
Head of Department for Education and Culture,
State Provincial Office of Southern Finland
1
Vocational education and
training in Finland
- solutions and results
2
3
Students in education and training 2000-2004
Students
2000
2001
2002
2003
2004
Comprehensive
schools
593 451
595 727
597 356
597 414
593 148
Upper
secondary
general schools
130 032
128 642
124 644
121 816
120 531
VET
159 884
160 115
166 809
174 813
230 823
Polytechnics
114 020
118 013
126 767
129 875
131 919
Universities
157 796
162 939
164 312
169 846
173 974
1 155 183
1 165 436
Total
1 179 888 1 193 764 1 250 395
4
VET in Finland
• Mainly within institutions (work-based learning included)
– apprenticeship training expanding (in IVET 10%,
in CVET 40 %)
• VET provided by registered VET providers – licence from
Ministry of Education
– municipalities, joint municipal boards or private organisations
– 212 VET-providers (initial and continuing vet)
• Financing system based on national unit prices based on costs
in different sectors of VET – different systems for IVET and
CVET
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VET in Finland
• Financial contributions to VET providers from MoE
– statutory division of costs at national level
– in IVET: state 46 % - municipalities together 54 %
– in CVET mainly by state
• IVET: tuition and meals free of charge, CVET: small fees
• Instruction for Swedish-speakers either in Swedish-speaking or
bilingual institutions
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Registered VET providers 2006
• Registered VET providers 212 (incl. state)
– Initial VET 175
• 156 have also licence for CVET
• private 91
• municipalities 26
• joint municipal boards 57
– Only IVET 19
– Only CVET 37
• private 35
• municipals 1
• joint municipal boards 1
7
Costs of VET for providers in 2005
Costs for VET providers (not incl. capital costs)
Costs €
•
Initial VET in institutions
1 052 732 833
•
Apprenticeship training (IVET, CVET)
128 728 168
•
Continuing VET in institutions
101 151 129
•
Services–incl. Training for employment service
416 591 934
Total
1 699 204 064
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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 traditional
skills
– More balanced approach to counteract current trends
– Stronger recognition of the role of intermediate skills –
broader base of skills
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Challenges on VET
• 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
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Challenges on VET
• Social inclusion as a policy priority
• Growing expectations of learners
– Individuals taking increasingly responsibility for
their own skill development
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Challenges on VET
• 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
12
Challenges on VET
• Competency-based qualifications structure –
European qualifications framework
• Growing demand for workplace learning
• Long lead time required for skill formation
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Vocational education and training
in Finland
• Competence-based qualifications
– Based on the needs of working life
– National qualification structure
– Modular structure
– Curriculum and training programs at provider
level: more individualised programs
– Recognition of prior learning
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Vocational education and training
in Finland
• Skills demonstrations
– 1994 into adult VET – 2006 into all VET
qualifications
– Recognition of earlier professional experience:
regardless of how and where skills have been
acquired (informal and non-formal learning)
– Validation of skills and competences acquired
during the training
– Qualification committees
(national/regional/provider)
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Vocational education and training
in Finland
• Registered training providers
– Accreditation: fields of training, maximum number
of students/year, other requirements and
provisions
• National requirements for teachers
– HE qualification, work experience and VET
teacher training
– Training of trainers at work-places: no formal
qualification requirements
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Vocational education and training
in Finland
• Quality management at the training providers´ level
– National recommendations (CQAF)
– National quality awards (EFQM/CQAF)
– Quality enhancement and development projects (Leonardo,
national)
• Evaluation
– Obligation of VET providers to carry out evaluations: selfevaluations, external evaluations
– National evaluations: The Finnish Education Evaluation
Council
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Vocational education and training
in Finland
• Increased use of skills competitions
– Benchmarking, skills demonstrations
• Financial incentives
– Performance-based financing system for VET-providers –
performance indicators: impact (employment, HE transition),
processes (drop-out, completion/graduation), staff
(qualifications, staff development)
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Cross waves in Finnish VET
VET PROVIDERS RESPONSIVENESS
TO THE NEEDS OF CUSTOMERS:
LEARNERS AND WORKING LIFE
DESIRE FOR INTEGRATE VET AND
UPPER SECONDARY GENERAL
EDUCATION
ADULT LIBERAL EDUCATION
INSTITUTIONS MOVING INTO VET
VET IN CROSS WAVES
NEED TO MEET THE NEEDS OF
DIFFERENT SECTORS OF WORKING
LIFE
ADULT EDUCATION AS ENTIRETY ASPIRE TO DIVIDE THE SYSTEM INTO
YOUTH AND ADULT TRAINING
VET AND HIGHER EDUCATION AS
COMPETITORS
CREATION OF POLYTECHNICS
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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 workplacements and apprenticeship training
– Innovative forms of public –private –partnerships: "Training
companies – corporation between employers, institutions
and polytechnic/universities" –electro-metal industries –
"Practice-training companies" in entrepreneurship training
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Policy priorities of VET in Finland
• 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
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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
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Policy priorities of VET in Finland
• 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
23
Policy priorities of VET in Finland
• Evaluation – no large inspection system
– Increased use of skills competitions
– Financial incentives
– Training of teachers and enhancing teachers
contacts with working life
– Training of trainers
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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
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Policy priorities of VET in Finland
• More coherent network of VET providers
– Consolidation on TPs – “VET college strategy”
• Development of VET for students with special needs
• 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
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VET Agenda 2006 in Finland
• Skills demonstrations – quality assurance
• Performance-based funding
• More coherent VET providers network
• Increased provision of CVET
• Development program of VET for persons with special needs
• Securing availability of competent teachers and trainers
• Co-operation between VET and upper secondary general
education
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VET Agenda 2006 in Finland
• Strengthened co-operation between VET providers and workinglife
– increased work-placed learning
• Increased efficiency of education and training system
– drop-out, attrition
– linkages and transitions
– productivity program
– improved joint application system
• EU presidency
– review of the Copenhagen process
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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
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Demonstration-based qualifications
• Knowledge, skills and competences regardless of how and
where skills have been acquired
• Primarily intended for adults skilled in different fields to
demonstrate their practical competence and vocational skills
• Taking part in skills demonstrations does not require formal
preparation
– however, most participants acquire preparatory training
(individual learning programmes)
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Demonstration-based qualifications
• Tri-partite qualification committees (national,
regional) (250 committees):
– do not organise skills demonstrations themselves
– contract with VET-providers and give providers
licence to organise skills demonstrations in order
to aqcquire demonstration-based qualification
– supervise providers and issue certificates
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Recognition of prior learning
• Perspectives to recognition and accreditation of prior learning
– during application to education and training
– during studies
– in demonstration-based qualifications
• Differences in post-secondary education and training
– recognition is most widely used in demonstration-based VET
qualifications
– recognition of prior learning is also an established practice in
initial VET: accreditation of prior studies and non-formal and
informal learning
– not largely used in higher education – more in polytechnics
than in universities
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Recognition of prior learning
• Education and training providers empowered to
– approve proofs/evidence and to select assessment methods
of non-formal and informal learning results
– grant credit for competency acquired in non-formal and
informal learning
– accredit prior non-formal and informal learning when persons
are applying to education and training
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Continuing training of VET teachers
• Obligation to participate in in-service-training based on collective
agreements
• 88 % participated in continuing training 2005
• Training intended for keeping skills and competences up to date,
not to have a direct bearing on teachers’ salary and career
development
• National support for continuing training of teachers and trainers
in specific fields decided yearly in state budget or through ESF
funding
• International mobility programs as continuing training
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Continuing training of VET teachers
– Special programs to support co-operation between training
and working life
» specialist in demonstration-based qualifications
» studies for teachers in increasing their
competence in the world-of-work
» teachers` on-the-job learning periods
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Continuing training of VET teachers
• The topics prioritised in state budget 2006 are for teachers at
basic education, upper secondary general schools and in VET:
– eLearning pedagogy and media competence
– Developing the foundation of learning and subjectspecific skills
– Promoting education in entrepreneurship
– Well-being of students and guidance and counselling
– Special needs education
– On-the-job learning and skills demonstrations
– Promoting active citizenship and education of
students with multicultural background
– Training for school management
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