Introduction to the Finnish Educational System [1 ed.] 9789004394278, 9789004394285

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Introduction to the Finnish Educational System

Introduction to the Finnish Educational System Edited by

Merja Paksuniemi and Pigga Keskitalo

අൾංൽൾඇ_ൻඈඌඍඈඇ

All chapters in this book have undergone peer review. Library of Congress Cataloging-in-Publication Data 1DPHV3DNVXQLHPL0HUMDHGLWRU_.HVNLWDOR3LJJDHGLWRU Title: Introduction to the Finnish educational system / edited by Merja Paksuniemi and Pigga Keskitalo. 'HVFULSWLRQ/HLGHQ%RVWRQ0$%ULOO6HQVH>@_,QFOXGHV bibliographical references. ,GHQWL¿HUV/&&1SULQW _/&&1HERRN _,6%1 HERRN _,6%1SENDONSDSHU _,6%1 KDUGEDFNDONSDSHU 6XEMHFWV/&6+(GXFDWLRQ)LQODQG_(GXFDWLRQ)LQODQG+LVWRU\ &ODVVL¿FDWLRQ/&&/$HERRN _/&&/$,SULQW _''& GF /&UHFRUGDYDLODEOHDWKWWSVOFFQORFJRY

,6%1SDSHUEDFN ,6%1KDUGEDFN ,6%1HERRN &RS\ULJKWE\.RQLQNOLMNH%ULOO19/HLGHQ7KH1HWKHUODQGV .RQLQNOLMNH%ULOO19LQFRUSRUDWHVWKHLPSULQWV%ULOO%ULOO+HV 'H*UDDI %ULOO1LMKR൵%ULOO5RGRSL%ULOO6HQVH+RWHL3XEOLVKLQJPHQWLV9HUODJ 9HUODJ)HUGLQDQG6FK|QLQJKDQG:LOKHOP)LQN9HUODJ All rights reserved. No part of this publication may be reproduced, translated, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publisher. Authorization to photocopy items for internal or personal use is granted by .RQLQNOLMNH%ULOO19SURYLGHGWKDWWKHDSSURSULDWHIHHVDUHSDLGGLUHFWO\WR7KH &RS\ULJKW&OHDUDQFH&HQWHU5RVHZRRG'ULYH6XLWH'DQYHUV0$ USA. Fees are subject to change. This book is printed on acid-free paper and produced in a sustainable manner.

CONTENTS

List of Figures and Tables

vii

Notes on Contributors

ix

Introduction Merja Paksuniemi and Pigga Keskitalo

xi

 Milestones of Basic Education in Finland: Pedagogy, Structure DQG/DQJXDJH Otso Kortekangas, Merja Paksuniemi and Heikki Ervast



 Tracing Inclusive Education and its Prerequisites in the Finnish (GXFDWLRQ6\VWHP Suvi Lakkala



 )LQQLVK9RFDWLRQDO(GXFDWLRQDQG7UDLQLQJLQ7UDQVLWLRQ Pertti Lakkala and Suvi Lakkala



 ,QLWLDO7HDFKHU(GXFDWLRQDWWKH8QLYHUVLW\RI/DSODQG Outi Kyrö-Ämmälä



 ,QWURGXFWLRQWR6iPL(GXFDWLRQ Rauna Rahko-Ravantti and Pigga Keskitalo



 ,PPLJUDQW6WXGHQWVLQWKH)LQQLVK(GXFDWLRQDO6\VWHP Minna Körkkö



 3URPRWLQJ0XOWLOLWHUDF\LQWKH)LQQLVK(GXFDWLRQDO6\VWHP Päivi Rasi, Marjaana Kangas and Heli Ruokamo



v

FIGURES AND TABLES

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TABLES

    

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vii

    

NOTES ON CONTRIBUTORS

Heikki Ervast, MA, is the principal at the Teacher Training School of the University of Lapland. Marjaana Kangas, PhD, works as a university researcher at Centre for Media Pedagogy at the University of Lapland’s Faculty of Education in Finland. Pigga Keskitalo, PhD, a docent at the University of Helsinki, is an Associate Professor at Sámi University of Applied Sciences in Norway. She also works parttime time as a university researcher at the Faculty of Education, University of Lapland. Minna Körkkö, M.Ed., is a doctoral researcher at the Faculty of Education, University of Lapland, Finland. Otso Kortekangas, PhD, works as a researcher at the Faculty of Humanities at Stockholm University. Outi Kyrö-Ämmälä3K'LVDXQLYHUVLW\OHFWXUHUVSHFLDOLW\WHDFKHUHGXFDWLRQ  DQG9LFH'HDQWHDFKLQJ LQWKH)DFXOW\RI(GXFDWLRQDWWKH8QLYHUVLW\RI/DSODQG Pertti Lakkala, MSc, is a lecturer in mathematics and natural sciences at /DSODQG9RFDWLRQDO&ROOHJH5RYDQLHPL Suvi Lakkala, PhD, is a senior lecturer in the Faculty of Education at the University of Lapland. Merja Paksuniemi, PhD, is a senior lecturer at the Faculty of Education, University of Lapland. Rauna Rahko-Ravantti, PhD, is an Associate Professor at Sámi Applied Sciences in Norway. She also works part-time at the Faculty of Education, University of Lapland. Päivi Rasi, PhD, is an Associate Professor of Education at Centre for Media Pedagogy at the University of Lapland’s Faculty of Education in Finland. Heli Ruokamo3K'LVD3URIHVVRURI(GXFDWLRQVSHFLDOW\0HGLD(GXFDWLRQ 9LFH 'HDQ5HVHDUFK RIWKH)DFXOW\RI(GXFDWLRQDQG'LUHFWRURIWKH&HQWUHIRU0HGLD Pedagogy at the University of Lapland’s Faculty of Education in Finland. ix

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INTRODUCTION

Over the last decade, Finland’s educational system has become internationally recognised. Different countries have shown an interest in learning about the Finnish education system to gain a better understanding of how education is developed, planned and executed in that country. This book aims to describe how the education system in Finland was built and what kind of aspects influence learning and teaching today. The authors of the chapters are academics and experts in the fields of teacher education or vocational education. The book presents a review of the historical and current aspects of the educational system of Finland. As such, it describes the learning path from compulsory education to vocational education and primary school teacher education, which is one of the main focuses of the Faculty of Education at the University of Lapland. Each chapter is based on its authors’ research results, which are adapted for inclusion in this book. This book answers an international call to provide an in-depth description of the National Finnish Education System from its beginning to today, and to discuss the practical implications of these measures. The first chapter of the book, “Milestones of basic education in Finland: Pedagogy, structure and language”, authored by Otso Kortekangas, Merja Paksuniemi and Heikki Ervast, addresses the roots of the Finnish education system. It examines the institutional beginnings of Finnish basic education and the kind of pedagogy that Finnish teacher education was based on. The authors also investigate the influence of country’s educational history on the current school system. The second chapter, “Tracing inclusive education and its prerequisites in the Finnish education system”, is authored by Suvi Lakkala. This chapter addresses two different factors that have impacted the development of the Finnish basic education system. On the one hand, the Finnish education system has succeeded in taking steps to make its education system more socially just. Finnish legislation and norms have deepened the understanding of the characteristics of inclusive education by emphasising socio-constructivist learning, learning skills and social interaction and by paying attention to developing a collective and supportive school culture. On the other hand, the problems in large Finnish cities and in remote areas in northern Finland have been diverging and growing. The demand for cost-efficiency has been competing with the human values of education, which has caused educational inequality in Finland. It has possibly also enhanced some misinterpretation of inclusive education.

xi

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The third chapter, “Finnish vocational education and training in transition”, authored by Pertti Lakkala and Suvi Lakkala, analyses the current changes in )LQQLVK 9RFDWLRQDO (GXFDWLRQ DQG 7UDLQLQJ ,W ILUVW LQWURGXFHV D VKRUW KLVWRU\ of vocational training to better understand the current situation. The reform of WKH)LQQLVK9(7WRRNSODFHLQ)LQODQGDVWKLVFKDSWHUZDVEHLQJZULWWHQGXULQJ WKH±DFDGHPLF\HDU7KHDQDO\VLVLVEDVHGRQPDSSLQJWKHWKUHDWVDQG VWUHQJWKVRIWKHUHQHZHG9(7V\VWHP,QWKHLUDUJXPHQWWKHDXWKRUVUHO\RQVRPH relevant research knowledge, official statistics and documents from the Finnish National Educational Administration authorities, the Ministry of Education DQG &XOWXUH 0R(&  DQG WKH )LQQLVK 1DWLRQDO$JHQF\ RI (GXFDWLRQ ('8),  )LQDOO\ E\ XVLQJ 5HVQLFN¶V   PRGHO RI SROLF\SODQQLQJ FRPSRQHQWV WKH chapter identifies three dilemmas associated with deploying the new Finnish 9(7SROLFLHVLQWRWKHGDLO\OLIHRIVFKRROV In the fourth chapter, “Initial teacher education at the University of Lapland”, 2XWL .\U|bPPlOl GHVFULEHV WKH SUHVHQW VLWXDWLRQ LQ WKH 7HDFKHU 7UDLQLQJ programme at the University of Lapland. That programme aims to provide students with opportunities to become acquainted with research and to evolve into reflective teachers. In this chapter, she introduces the initial teacher education model from the perspective of the development of reflective teachers who are also researchers. The model is based on principles of student teachers as reflective practitioners and researchers of their own work. The identity formation and professional development of teachers is regarded as an essential part of their initial teacher education. The final aim of the University of Lapland’s Teacher Education programme is to educate reflective practitioners who can facilitate dynamic school days for diverse learners. ,Q WKH ILIWK FKDSWHU ³,QWURGXFWLRQ WR 6iPL HGXFDWLRQ´ 5DXQD 5DKNR5DYDQWWL and Pigga Keskitalo discuss how the Finnish educational system addresses the educational needs of the Sámi, the indigenous people of Finland. The focus is on using different measures to maintain the language and culture of the Sámi people. This chapter concentrates on primary school and it addresses the challenges that pupils and teachers face every day when functioning in a minority language context. 5HVHDUFKHUFRQVWUXFWVDUHDOVRSUDFWLVHVWKDWFRXOGEHXVHGWRVROYHVRPHRIWKHVH educational challenges. In the sixth chapter, “Immigrant students in the Finnish educational system”, 0LQQD .|UNN| SUHVHQWV D EULHI KLVWRU\ RI LPPLJUDWLRQ LQ )LQODQG DQG GLVFXVVHV the main principles of organising immigrant education. The chapter sheds light on the main problems associated with immigrant education and it addresses ways to overcome the challenges and develop the educational system for immigrants in Finland. The final chapter, “Promoting multiliteracy in the Finnish educational system”, DXWKRUHGE\3lLYL5DVL0DUMDDQD.DQJDVDQG+HOL5XRNDPRGLVFXVVHVPXOWLOLWHUDF\± RQHRIWKHNH\FRPSHWHQFHDUHDVQHHGHGWREHGHYHORSHGLQHGXFDWLRQ±DQGLWFRQVLGHUV this both theoretically and practically. It first focuses on how multiliteracy is defined xii

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in the Finnish national core curricula for basic and upper secondary education, and then it addresses how multiliteracy is defined in the research literature. The chapter also discusses how teachers can use their teaching practices to promote their students’ multiliteracy, and it presents a six-step pedagogical model for promoting multiliteracy in cross-curricular phenomenon-based learning.

xiii

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1. MILESTONES OF BASIC EDUCATION IN FINLAND Pedagogy, Structure and Language

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Basic education in the seventeenth and eighteenth-century Finland was administered and provided by the Lutheran state church. At this point, Finland was an integral part of the kingdom of Sweden. In the early nineteenth century, Sweden was forced to cede )LQODQGWR5XVVLD$VDQDXWRQRPRXVSDUWRIWKH5XVVLDQ(PSLUHDQGIURPRQDV an independent country, Finland developed a system of basic education that in form and ideology resembled the other Nordic countries. Primary schools came to be an important component of the state, and, according to Mette Buchardt, Pirjo Markkola, DQG+HOL9DOWRQHQRQHRIWKHPDLQIRUXPVZHUHFLWL]HQVKLSZDVFRQVWUXFWHGLQWKH HDUO\ WZHQWLHWK FHQWXU\ )LQODQG %XFKDUGW HW DO  SS ±  :KDW LV ZRUWK noting in a Nordic context is that the Finnish school system was duplex in the sense that the considerable Swedish-speaking minority in Finland had a Swedish-speaking school system that was parallel to the Finnish-speaking one. In the northernmost part of Finland, a number of state and church-run primary schools also provided tuition in Sámi, the mother tongue of the indigenous population in northernmost Europe. The focus of this chapter is the ideological-pedagogical and institutional context of late nineteenth and early twentieth-century school policies. On top of secondary sources, the chapter builds on some of the key legislative documents regarding schools and basic education in late nineteenth and early twentieth-century Finland. A special focus will be turned to the formulation of language of instruction in the OHJLVODWLYHGRFXPHQWV:KHQGLVFXVVLQJWKHSHGDJRJLFDOEDFNJURXQGRIWKH)LQQLVK VFKRRO V\VWHP WKH FKDSWHU GLVFXVVHV WKH WZR HGXFDWRUV 8QR &\JQDHXV DQG -RKDQ 96QHOOPDQ7KHVHWZRLQWHOOHFWXDOVLQWURGXFHGLQWHUQDWLRQDOSHGDJRJLFDOPHWKRGV and guidelines to Finnish schools. The most important international influences came from Herbartian-Zillerian pedagogy, and later on, from reform pedagogy. 3('$*2*7KHJXLGDQFHSURYLGHGE\WKHFRUHFXUULFXOXP±:KDWZKRPDQGZK\"@Kasvatus, 45  ± 6DORYLLWD 7   +RZ FRPPRQ DUH LQFOXVLYH HGXFDWLRQDO SUDFWLFHV DPRQJ )LQQLVK WHDFKHUV" International Journal of Inclusive Education, 22 ± 6NLGPRUH' Inclusion: The dynamics of school development. Cornwall: Open University Press. 6OHH5 ,QFOXVLYHVFKRROLQJDVDQDSSUHQWLFHVKLSLQGHPRFUDF\",Q/)ORULDQ(G The Sage handbook of special educationSS± /RQGRQ6DJH3XEOLFDWLRQV 6SUDWW- Wellbeing, equity and education. A critical analysis of policy discourses of wellbeing in schools: Inclusive learning and educational equity 1. Cham: Springer. 6WHQEHUJ .   Working with identities: Promoting student teachers’ professional development. Helsinki: University of Helsinki. 2IILFLDO 6WDWLVWLFV RI )LQODQG   Erityisopetus. Erityisopetukseen siirretyt peruskoulun oppilaat erityisopetuksen järjestämispaikan tai -tavan mukaan 2004 [Students transferred to special education DFFRUGLQJWRWKHSODFHRUZD\RIWHDFKLQJ@5HWULHYHGIURPKWWSZZZVWDWILWLOHURSWDXKWPO 2IILFLDO 6WDWLVWLFV RI )LQODQG   Erityisopetus. Erityisopetukseen siirretyt peruskoulun oppilaat erityisopetuksen järjestämispaikan mukaan 2007 [Students transferred to special education according WRWKHSODFHRIWHDFKLQJ@5HWULHYHGIURPKWWSZZZVWDWILWLOHURSHURSBB BWDXBKWPO 2IILFLDO6WDWLVWLFVRI)LQODQG Comprehensive school pupils transferred to special education in 1995±2010 6SHFLDO HGXFDWLRQ$SSHQGL[ WDEOH   5HWULHYHG IURP KWWSVZZZVWDWILWLOHURSWDXB en.html 2IILFLDO6WDWLVWLFVRI)LQODQG Comprehensive school pupils having received intensified or special support, 2016 6SHFLDO HGXFDWLRQ $SSHQGL[ WDEOH   5HWULHYHG IURP KWWSVZZZVWDWILWLOHURS tau_en.html 2IILFLDO 6WDWLVWLFV RI )LQODQG   Comprehensive school pupils having received special support by place of provision of teaching, 2016 6SHFLDO HGXFDWLRQ $SSHQGL[ WDEOH   5HWULHYHG IURP https://www.stat.fi/til/erop/tau_en.html 2IILFLDO 6WDWLVWLFV RI )LQODQG   Comprehensive school pupils having received special support, 1995–2016 6SHFLDO HGXFDWLRQ$SSHQGL[ WDEOH   5HWULHYHG IURP KWWSVZZZVWDWILWLOHURSWDXB en.html 7KRPDV *  /R[OH\ $   Deconstructing special education and constructing inclusion. Buckingham: Open University Press.



S. LAKKALA 7KRXVDQG - 6 1HYLQ$ ,  9LOOD 5$   &ROODERUDWLYH WHDFKLQJ &ULWLTXH RI WKH VFLHQWLILF HYLGHQFH,Q/)ORULDQ(G The Sage handbook of special educationSS± /RQGRQ6DJH Publications. 7RPOLQVRQ&$ The differentiated classroom: Responding to the needs of all learnersQGHG  Alexandria: ASCD. 7RPOLQVRQ&$%ULJKWRQ&+HUWEHUJ+&DOODKDQ&00RRQ75%ULPLMRLQ.&RQRYHU/$  5H\QROGV7 'LIIHUHQWLDWLQJLQVWUXFWLRQLQUHVSRQVHWRVWXGHQWUHDGLQHVVLQWHUHVWDQGOHDUQLQJ profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27± ± 81(6&2 A guide for ensuring inclusion and equity in education.3DULV81(6&25HWULHYHG IURPKWWSXQHVGRFXQHVFRRUJLPDJHVHSGI 9HWWHQUDQWD-9lOLMlUYL-$KRQHQ$+DXWDPlNL-+LOWXQHQ-/HLQR./lKWHLQHQ61LVVLQHQ . 1LVVLQHQ 9 3XKDNND ( 5DXWRSXUR -  9DLQLNDLQHQ 03   +XLSXOOD SXGRWXNVHVWD KXROLPDWWD 3,6$  -\YlVN\OlQ \OLRSLVWR .RXOXWXNVHQ WXWNLPXVODLWRV >2Q WKH WRS GHVSLWH WKH GURS 3,6$  8QLYHUVLW\ RI -\YlVN\Ol 7KH UHVHDUFK LQVWLWXWH RI HGXFDWLRQ@ Opetus-ja kulttuuriministeriön julkaisuja>Publications of the Ministry of Education and Culture 41@ 9LWLNND(.URNIRUV/ +XUPHULQWD( 7KH)LQQLVKQDWLRQDOFRUHFXUULFXOXP6WUXFWXUHDQG GHYHORSPHQW,Q+1LHPL$7RRP $.DOOLRQLHPL(GV Miracle of education. The principles and practices of teaching and learning in Finnish schoolsSS± 5RWWHUGDP7KH1HWKHUODQGV Sense Publishers. 9\JRWVN\/6 Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press. :DWNLQV $  'RQQHOO\ 9   7HDFKHU HGXFDWLRQ IRU LQFOXVLRQ LQ (XURSH &KDOOHQJHV DQG RSSRUWXQLWLHV,Q&)RUOLQ(G Future directions for inclusive teacher education. An international perspectiveSS± $ELQJGRQ5RXWOHGJH

Suvi Lakkala Faculty of Education University of Lapland Rovaniemi, Finland



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3. FINNISH VOCATIONAL EDUCATION AND TRAINING IN TRANSITION

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,Q(XURSHDQHGXFDWLRQDOSROLFLHVLQLWLDOYRFDWLRQDOHGXFDWLRQDQGWUDLQLQJ,9(7  has a rather low status since it leads to lower-paid employment and lower-status RFFXSDWLRQV FRPSDUHG WR KLJKHU HGXFDWLRQ SURJUDPPHV ,9(7¶V SRVLWLRQ LV DOVR diminished by the fact that the vocational educational paths are chosen by those whose parents come from a lower educational background than the parents of FKLOGUHQ VWXG\LQJ LQ JHQHUDO XSSHU VHFRQGDU\ HGXFDWLRQ9LURODLQHQ  6WHQVWU|P   +RZHYHU QRW DOO VWXGHQWV DUH LQWHUHVWHG LQ DFDGHPLF VWXGLHV7KH FRXQWHU GHYHORSPHQWRIDFDGHPLFFRQWHQWLQYRFDWLRQDOHGXFDWLRQDQGWUDLQLQJ9(7 KDV EHHQ HPSKDVLVHG VLQFH WKH HDUO\ V ZKHQ WKH FXUULFXOD RI )LQQLVK9(7 ZHUH UHIRUPHGWRLQFOXGHDQRQWKHMREWUDLQLQJSHULRGDQGVNLOOVGHPRQVWUDWLRQV.RXNNX .\U|3DFNDOpQ 9ROPDUL9LURODLQHQ 6WHQVWU|P  %\  WKH VKDUH RI WKRVH FKRRVLQJ ,9(7 LPPHGLDWHO\ DIWHU WKH FRPSOHWLRQ RIFRPSXOVRU\HGXFDWLRQKDGLQFUHDVHGWRDQGKDVUHPDLQHGDW±VLQFH WKHQ.RXNNXHWDO2IILFLDO6WDWLVWLFVRI)LQODQG>26)@ $WWKHVDPH time, the share of those continuing in general upper secondary education has EHHQ ± 26)   7KLV LQFUHDVHG OHYHO RI SDUWLFLSDWLRQ LQ ,9(7 PDNHV the Finnish model distinctive and interesting concerning the vocational education systems of the other Nordic countries, as well as other European countries. Based on WKHLUFRPSDUDWLYHDQDO\VHVRI1RUGLFFRXQWULHV*HUPDQ\DQGWKH8QLWHG.LQJGRP 6WHQVWU|PDQG9LURODLQHQ FRQFOXGHWKDW)LQODQGKDVPDQDJHGWRLPSURYHWKH LPDJHRI9(77KHUHDUHVHYHUDOUHDVRQVIRUWKLVVRPHDFFLGHQWDODQGVRPHEHFDXVH of strategic planning. For example, one somewhat accidental cultural outcome is the visibility of chefs and gardeners in popular media. Due to strategic development, WKHLQWHUQDWLRQDOLVDWLRQRI,9(7KDVLPSURYHGLWVVWDWXVDVZHOODVFRPSHWLWLYHQHVV in national and international skills competitions. Still, the most important elements of success are the general eligibility for higher education in all upper secondary education and the establishment of applied science universities that offer interesting KLJKHUHGXFDWLRQURXWHVIRU9(7JUDGXDWHV 'XULQJWKHODVWIHZGHFDGHVWKH)LQQLVK9(7KDVEHHQGHYHORSHGDVDFRQWLQXXP WR UHVSRQG WR WKH QHHGV RI WKH ODERXU PDUNHW DQG WKH VRFLHW\ LQ JHQHUDO 7HUlV  ,QWKLVUHVSHFWWKH)LQQLVKYRFDWLRQDOHGXFDWLRQSROLF\FDQEHUHJDUGHGDV HYROXWLRQDU\LQQDWXUHFI6DKOEHUJ +RZHYHULQWKH)LQQLVK9(7$FW

© KONINKLIJKE BRILL NV, LEIDEN, 2019 | DOI:10.1163/9789004394278_003

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 ZDVUHIRUPHGFRPELQLQJWKHGLIIHUHQWSDUWVRI9(7GHYHORSHGLQWKHSDVW :HFODLPWKDWWKHVHFKDQJHVFDQEHUHJDUGHGDVUHYROXWLRQDU\FI6DKOEHUJ  DVWKH\FRQWDLQPDQ\QHZHOHPHQWVZKLOHDWWKHVDPHWLPHIXQGLQJIRU9(7ZDV reduced. The reduced financing, combined with new policies and concepts, create a worrying mixture. The current voices from the school field are dissonant, especially in schools that have begun to put the new policies into practice. The reform concerns QRWRQO\WKHSUDFWLFHDQGSHGDJRJ\RI9(7EXWDOVRWKHDGPLQLVWUDWLRQDQGILQDQFLDO criteria. ,Q WKLV FKDSWHU WKH FXUUHQW FKDQJHV LQ )LQQLVK9(7 DUH DQDO\VHG %HFDXVH WKH reform took place in Finland just when writing this, during the academic year of ±WKHUHDUHQRSURIRXQGUHVHDUFKUHVXOWVRIWKHUHIRUP¶VHIIHFWV\HW7KXV RXU DQDO\VLV LV EDVHG RQ PDSSLQJ WKH WKUHDWV DQG VWUHQJWKV RI WKH UHQHZHG 9(7 system. In our argumentation, we rely on some relevant research knowledge, official statistics and the documents of the Finnish national educational administration DXWKRULWLHVWKH0LQLVWU\RI(GXFDWLRQDQG&XOWXUH0R(& DQGWKH)LQQLVK1DWLRQDO $JHQF\ RI (GXFDWLRQ ('8),  %HVLGHV WKDW ZH KDYH GRQH VRPH XQRIILFLDO LQWHUYLHZVZLWK9(7WHDFKHUVDQGKDYHVHDUFKHGYDULRXVQHZVDQGDUWLFOHVLQWKH Finnish media. Before we begin the analysis, a brief history of vocational training is introduced to better understand the present. 7+(),11,6+92&$7,21$/('8&$7,21$1'75$,1,1*817,/

,WLVLQWHUHVWLQJWRFRPSDUHWKHFXUUHQWJRDOVRI)LQQLVK9(7WRWKHHDUO\\HDUVRI official vocational training. This comparison gives perspective to the current era. The Early Development of VET :LWK LQGXVWULDOLVDWLRQ YRFDWLRQDO WUDLQLQJ ZDV XVHG DV D ZD\ WR DFKLHYH VRFLDO control when towns began to establish schools that prepared students for various RFFXSDWLRQV,QWKHHDUO\WKFHQWXU\LPSRUWDQWWDVNVLQFOXGHGJHWWLQJWKH\RXQJ people off the streets and enhancing possibilities to earn one’s living with different NLQGVRIKDQGLFUDIWVNLOOV.OHPHOl  2ULJLQDOO\ 9(7 ZDV GLYLGHG XQGHU WKH DGPLQLVWUDWLRQ RI VHYHUDO PLQLVWULHV Different vocational qualifications were offered by private and state education RUJDQLVHUV )RU H[DPSOH LQ ¶V WKH VWDWH RUJDQLVHG HGXFDWLRQ IRU WLPEHU supervisors, nurses and seafaring. The private sector took responsibility for farming, householding and craft industries, and also received subsidies from the state .OHPHOl  $IWHU WKH 6HFRQG :RUOG :DU WKH IRFXV RI WKH )LQQLVK HFRQRP\ VKLIWHG IURP farming to industry and services, and the Finnish state took more responsibility for vocational training. New occupations were born and, hence, school-based education became necessary. The increase of vocational education institutions was rapid during WKHVDQGVLQ)LQODQG.OHPHOl 7KHWLPHEHWZHHQWKHVDQG 

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VLVVHHQDVWKHH[SDQVLRQSKDVHRI)LQQLVKYRFDWLRQDOHGXFDWLRQ7KHGLIIHUHQW institutions and various occupations increased and studying in a vocational institute EHFDPH FRPPRQSODFH .OHPHOl   7KH QXPEHU RI YRFDWLRQDO LQVWLWXWLRQV GXULQJGLIIHUHQWGHFDGHVLVVKRZQLQ)LJXUH

Figure 3.1. The number of vocational institutions in Finland during the time 1820–1990 (Klemelä, 1999)

7KHILHOGRI9(7EHJDQWRRUJDQLVHLQZKHQWKH)LQQLVK1DWLRQDO%RDUGRI 9RFDWLRQDO (GXFDWLRQ ZDV HVWDEOLVKHG XQGHU WKH 0LQLVWU\ RI (GXFDWLRQ .OHPHOl  7RGD\WKH0R(&LVUHVSRQVLEOHIRUWKHIXQGLQJDQGZLGHUDQJHRIHGXFDWLRQDO policies. These topics include research, culture, youth issues and sports, supervising publicly subsidised education and training from primary and secondary general education and vocational training to polytechnic, university and adult education. In turn, the EDUFI is responsible for the implementation of educational policy goals in general and vocational education, among others, by developing the core curricula for FRPSUHKHQVLYHDQGXSSHUVHFRQGDU\HGXFDWLRQ0R(&QGD  'XULQJWKHVDORQJZLWKWKHUHIRUPRIFRPSXOVRU\HGXFDWLRQLQ)LQODQG vocational education began to parallel general education and, a decade later, the so-called ‘dead ends’ in the Finnish system of education were removed from vocational education as well, enabling the progression to higher education 5LQQH 9XRULR/HKWL ,QWKHVYRFDWLRQDOXSSHUVHFRQGDU\HGXFDWLRQ and training was built on about twenty initial educational programmes, replacing the previous hundreds of separate programmes. Students could further specialise in lower or higher vocational institutions. The criteria for applying to school and the duration of education were standardised. Also, degrees at the same level were PDGHFRPSDUDEOH$KRQHQ $QWWLOD 'XULQJWKHVWKHVWDWHJDYHXS its vocational institutions and vocational municipal federations were established. Several committees investigated the situation of vocational institutions in different parts of Finland. These committees noted that some educational 

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provisions overlapped and, therefore, caused unhealthy competition inside regions HJ0LQLVWU\RI(GXFDWLRQ  )RU D ORQJ WLPH )LQQLVK 9(7 ZDV PDQDJHG E\ WZR VHSDUDWH OHJLVODWLRQV one for adults and another for young people, the latest separate acts being The 9RFDWLRQDO (GXFDWLRQ DQG 7UDLQLQJ $FW   DQG 7KH 9RFDWLRQDO $GXOW (GXFDWLRQ DQG 7UDLQLQJ$FW   7KH ILUVW DFW HVWDEOLVKHG WKH LQVWUXFWLRQV for initial vocational education, required qualifications and education and training preparation for qualifications. The latter act, for adult education, set guidelines for both curriculum-based and competence-based vocational qualifications, specialist vocational qualifications and in-service vocational qualifications. Development in the 21st Century During the last few decades, Finland has been influenced by the economic and HGXFDWLRQ SROLFLHV RI WKH (XURSHDQ 8QLRQ 0lNLQHQ $QQDOD   7KH PDLQ objective is to offer all citizens equal opportunities to receive an education. This objective is parallel to other Nordic countries and is characterised as a universalistic UHJLPHDVLWHPSKDVLVHVWKHVWXGHQWV¶SDUWLFLSDWLRQLQHGXFDWLRQ:DOWKHU  The national guidelines for quality assurance were defined in the governmental GHYHORSPHQW SODQV RI (GXFDWLRQ DQG 5HVHDUFK LQ ± ± DQG ± 7KH )LQQLVK 9(7 ZDV DLPHG WR GHYHORS WKH TXDOLW\ PDQDJHPHQW RI 9(7DQGWKHVWUXFWXUHRIGLIIHUHQWYRFDWLRQDOTXDOLILFDWLRQV7KHQDWLRQDOVWUDWHJLHV were affected by, and elaborated within, the European framework. In this context, )LQODQGXVHGWKH(XURSHDQ&RPPLVVLRQ¶VUHFRPPHQGDWLRQRIWKH(XURSHDQ4XDOLW\ $VVXUDQFH5HIHUHQFH)UDPHZRUNIRU9(7,QDGGLWLRQWKH(XURSHDQ&UHGLW6\VWHP IRU9RFDWLRQDO(GXFDWLRQDQG7UDLQLQJ(&9(7 ZDVXVHG$KROD $QWWLOD  7KHPDLQJRDOVRI)LQQLVKYRFDWLRQDOHGXFDWLRQLQWKHVWFHQWXU\KDYHEHHQWR improve individuals’ professional skills, contribute to the development of working OLIHDQGVXSSRUWVWXGHQWV¶OLIHORQJOHDUQLQJ5HJDUGLQJ)LQQLVKVRFLHW\9(7KDYH EHHQ SODQQHG WR SURPRWH HPSOR\PHQW DQG HQWUHSUHQHXUVKLS :LWK WKH KHOS RI QXPHURXVSURMHFWV9(7KDVEHHQGHYHORSHGWRZDUGVPRUHIOH[LEOHDQGLQGLYLGXDO OHDUQLQJSDWKV$KROD $QWWLOD7KH9RFDWLRQDO8SSHU6HFRQGDU\(GXFDWLRQ DQG7UDLQLQJ$FW  6LQFH\RXQJSHRSOH¶VYRFDWLRQDOTXDOLILFDWLRQVKDYHLQFOXGHGFRPSHWHQFH based qualifications in addition to the traditional curriculum-based qualifications. Competence-based qualifications were primarily designed for adults who already had work experience or who were actively working. These qualifications allowed adults to demonstrate their vocational skills and their skills in work-life tasks through D FRPSHWHQFH WHVW $KROD $QWWLOD   7KH JRDO RI GHYHORSLQJ TXDOLILFDWLRQ VWUXFWXUHKDVKDUPRQLVHGWKHPZLWK(&9(7GHFUHDVLQJWKHQXPEHURITXDOLILFDWLRQV to reduce the various curricula and respond to the needs and changing demands RI ZRUNLQJ OLIH $KROD $QWWLOD   5HODWHG WR WKH ODVW JRDO WKH 6WUDWHJ\ RI 9RFDWLRQDO&ROOHJHV0R(&'QUR HQFRXUDJHGHGXFDWLRQSURYLGHUVWR 

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merge regionally, since it was thought that the larger and more diversified the unit, the EHWWHULWFDQVHUYHWKHQHHGVRIWKHORFDOODERXUPDUNHW.DUMDODLQHQ 3RLNHOD  According to the latest statistics, the largest fields in vocational education are WHFKQRORJ\FRPPXQLFDWLRQVDQGWUDQVSRUWRIQHZVWXGHQWV VRFLDOVHUYLFHV KHDOWK DQG VSRUWV   DQG VRFLDO VFLHQFHV EXVLQHVV DQG DGPLQLVWUDWLRQ   26)D ,QWKHUHZHUHGLIIHUHQWYRFDWLRQDOTXDOLILFDWLRQVLQ)LQQLVK 9(7 2I WKRVH  ZHUH LQLWLDO YRFDWLRQDO TXDOLILFDWLRQV  ZHUH YRFDWLRQDO TXDOLILFDWLRQVDQGZHUHVSHFLDOLVWYRFDWLRQDOTXDOLILFDWLRQV0R(&QGD  In selecting students for vocational upper secondary school, entrance and aptitude tests may be used and students may be awarded points for hobbies and other relevant activities. However, the basic selection is based on the applicant’s grade point average IRUWKHWKHRUHWLFDOVXEMHFWVRIWKHLUEDVLFHGXFDWLRQFHUWLILFDWH('8),  7KHIXQGLQJIRU9(7FRPHVIURPWKHDQQXDOVWDWHEXGJHWRI)LQODQG7KHVWDWH ILQDQFHVGLUHFWO\DSSUR[LPDWHO\RI9(7ZKLOHWKHPXQLFLSDOLWLHVILQDQFH RIWKH9(7FRVWV7KHPXQLFLSDOLWLHVDUHREOLJHGWRSDUWLFLSDWHLQWKHUHJLRQDO9(7 FRVWVUHJDUGOHVVRIKRZPDQ\9(7VWXGHQWVWKH\KDYHVLQFHWKHVKDUHRIILQDQFLQJ 9(7LVSURSRUWLRQDOEDVHGRQWKHSRSXODWLRQRIHDFKPXQLFLSDOLW\ 7+(&855(176758&785(2)),11,6+92&$7,21$/ ('8&$7,21$1'75$,1,1*

6LQFH WKH V WKH SRVWFRPSXOVRU\ OHYHO ± WKH VRFDOOHG XSSHU VHFRQGDU\ HGXFDWLRQ OLQHV ERWK JHQHUDO DQG YRFDWLRQDO ± KDYH EHHQ EDVHG RQ WKH QLQH\HDU comprehensive education. Curriculum-based upper secondary education lasts for approximately three years. In Finland, general upper secondary schools train students for higher education but do not qualify them for the labour market, whereas 9(7TXDOLILHVVWXGHQWVIRUWKHODERXUPDUNHWDQGDOVRRIIHUVHOLJLELOLW\IRUKLJKHU education. Some students qualify from both general and vocational upper secondary schools at the same time, achieving wider general studies than those studying only vocational education. In such cases, studies usually require four years. Still, this is not the compulsory way of organising education but is instead based on a common agreement between the local educational providers in general and vocational upper VHFRQGDU\HGXFDWLRQDQGWUDLQLQJ)LJXUHVKRZVWKHSRVLWLRQRI9(7DQGJHQHUDO upper secondary education in the Finnish system of education. Upper secondary education is not only for people of a certain age. Both general and vocational upper secondary education and training offer studies for young people and adults. After upper secondary education, students can continue their studies in higher education. )LJXUHLOOXVWUDWHVWKHGHWDLOHGVWUXFWXUHRI9(7LQZKLFKYRFDWLRQDOHGXFDWLRQ and training are divided into two parts. First, there is education that aims for a vocational qualification. Initial vocational qualification is curriculum-based education, whereas vocational qualification is competence-based. Also, there is always a possibility to deepen one’s competence through specialist vocational qualification. Second, there 

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Figure 3.2. Vocational upper secondary school in Finnish system of education

Figure 3.3. The detailed structure of Finnish vocational education and training (MoEC, n.d.b)

is training that prepares the student for the vocational qualification or deepens the YRFDWLRQDOFRPSHWHQFH7KLVSDUWRI9(7ZDVHVWDEOLVKHGLQ7KHSUHSDUDWRU\ WUDLQLQJIRUYRFDWLRQDOHGXFDWLRQ9$/0$D)LQQLVKDFURQ\P LVPHDQWIRUVWXGHQWV at risk of being marginalised. These students require enhanced support in choosing 

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WKHLUIXWXUHYRFDWLRQDOHGXFDWLRQDQGLQWKHLUVWXG\VNLOOVDQGFRPSHWHQFHV('8), 2UGHU 7KHVWXGHQWVDUHLGHQWLILHGLQFRPSUHKHQVLYHVFRROE\VWXGHQW ZHOIDUH DQG VFKRRO KHDOWK VHUYLFHV DQG DUH JXLGHG WR 9$/0$ LQ WKH HGXFDWLRQDO WUDQVLWLRQSKDVH7KHIRFXVJURXSLQ9$/0$FDQDOVREHDGXOWVVXFKDVLPPLJUDQWV people who have to change their occupation, or those who face some challenges in WKHLUVWXGLHV0LHWWLQHQ  The preparatory special education training for vocational education, TELMA D )LQQLVK DFURQ\P  LV DOZD\V EDVHG RQ D VSHFLDO HGXFDWLRQ GHFLVLRQ 7(/0$ LV meant for students who have difficulties in their studies due to illness or some other issue. The goal is that the student will find good solutions for work, livelihood and LQGHSHQGHQWOLIH('8),2UGHU %RWK9$/0$DQG7(/0$XVXDOO\ODVW for a year, but may extend to three years. Other vocational special education is arranged in mainstream groups, in small special education groups, in special institutions or as an apprenticeship. Other vocational training is targeted at certain restricted occupations RUFRPSOHPHQWDU\RUIXUWKHUWUDLQLQJ0LHWWLQHQ )URPWKHEHJLQQLQJRI HYHU\ VWXGHQW LQ 9(7 ZLOO KDYH D SHUVRQDO FRPSHWHQFH GHYHORSPHQW SODQ +26 D)LQQLVKDFURQ\P ZKLFKDOVRLQFOXGHVJXLGDQFHDQGVXSSRUWVHUYLFHV3UHYLRXVO\ students with special education needs had an individual education plan, but now the +26ZLOOFRYHUWKHLULQGLYLGXDOSODQVDVZHOO0R(&QGF  $SSUHQWLFHVKLS WUDLQLQJ LV DQ LQWHJUDO SDUW RI9(7$SSUHQWLFHVKLS LV SURYLGHG DV a practical work assignment primarily carried out at a workplace, complemented by theoretical studies. The employer pays the apprentice’s wages, and the student has an on-the-job instructor at the workplace. Apprenticeship training is integrated with the VWXGHQW¶V SHUVRQDO VWXG\ SODQ GHYHORSHG LQ WKH YRFDWLRQDO LQVWLWXWH .XPSXODLQHQ  $FFRUGLQJWRWKHODWHVWQRUPVDSSUHQWLFHVKLSDVVLJQPHQWVFDQWDNHSODFHIOH[LEO\ even in the middle of the student’s curriculum-based studies, if the employer is willing WRKLUHWKHVWXGHQWDVDQHPSOR\HH9RFDWLRQDO(GXFDWLRQDQG7UDLQLQJ$FW  &5,7,&$/5(9,(:2)),11,6+92&$7,21$/('8&$7,21 $1'75$,1,1*5()250,1

,QWKHIROORZLQJFKDSWHUWKHPDLQHOHPHQWVRIWKHFXUUHQW)LQQLVK9(7UHIRUPDUH LQWURGXFHG $OWKRXJK )LQQLVK 9(7 KDV EHHQ V\VWHPDWLFDOO\ GHYHORSHG LQ UHFHQW last decades, the constantly changing working life’s needs for competence have set new challenges regarding educational administration, practice and student learning. In the reform that was implemented as we wrote this, during the academic year ±WKHGLIIHUHQWOLQHVGHYHORSHGLQWKHSDVWWZRGHFDGHVZHUHEURXJKWWRJHWKHU /LNHWKH)LQQLVK9(7FRPSXOVRU\HGXFDWLRQKDVDOVREHHQGHYHORSHGWKURXJK QXPHURXVSURMHFWV$VDZKROHWKH)LQQLVK9(7UHIRUPVHHPVWRIROORZWKHVDPH principles that were used in developing Finnish compulsory education, i.e. policies aiming towards school for all. The newest national Core Curriculum for Basic (GXFDWLRQ   ZDV ODXQFKHG LQ DXWXPQ  $ WKUHDG UXQQLQJ WKURXJK WKH compulsory education is the creation of flexible, multiple learning environments 

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IRUGLYHUVHOHDUQHUV7KHVDPHJRDOVDUHH[SUHVVHGZLWKLQWKH9(7UHIRUPWKDWLV 9(7 ZLOO EH UHIRUPHG DV D FRPSHWHQFHEDVHG DQG FXVWRPHURULHQWHG HQWLW\ 2Q the-job learning and individual study paths will be increased, and bureaucracy and RYHUODSSLQJZLOOGHFUHDVH)LQQLVK&RXQFLORI6WDWH  Consolidation of Adult and Young People’s Vocational Education $FFRUGLQJWRWKH0R(&QGE 9(7IRU\RXQJSHRSOHDQGDGXOWVZDVFRQVROLGDWHG in the reform. Instead of having distinct structures for adult education and education IRU\RXQJSHRSOH9(7QRZIRUPVDVLQJOHHQWLW\ZLWKLWVRZQVWHHULQJDQGUHJXODWLRQ system and, furthermore, its own financing. One important aim is to continue the principle of providing equal study opportunities for all, regardless of one’s family EDFNJURXQG RU HFRQRPLF VLWXDWLRQ 0R(& QGE  &RUUHVSRQGLQJO\ WKH PLQLVWU\ UHJXODWHVWKHOLFHQFHVSHUPLWWHGIRUHGXFDWLRQSURYLGHUV)URPIRUZDUGWKHUH are no longer separate licences for various education providers, i.e. for adult or young people’s education, but the education is regulated through a single authorisation OLFHQFH0R(&QGE  This reorganisation seems reasonable, since the previous dual vocational system overlapped, with separate legislation and education centres for adults and young people. Also, different reports for the same kinds of vocational qualifications were confusing to employers. The Local Education Providers’ Position National qualification requirements and core curricula are coordinated by the Finnish National Agency of Education and are drawn up in cooperation with employers’ organisations, trade unions, the Trade Union of Education and student unions. Furthermore, education providers have more freedom in organising their activities than before. The education providers can decide for themselves how they will put the YRFDWLRQDOHGXFDWLRQLQWRSUDFWLFH0R(&QGE  The power given to local education providers may bring many advantages when decision-making is granted to regions. However, according to Thuneberg HW DO   WKH DGRSWLRQ RI QHZ SUDFWLFHV LQ ORFDO OHYHO PD\ YDU\ ZLGHO\ )RU example, the interpretations of new concepts are different and may lead to different instructional policies. The quality and success of the reform will rely on how the SURFHVVHVOHDGLQJWRGHVLUHGJRDOVDUHHODERUDWHGDQGGHILQHGFI/LQJDUG E\ the local authorities. The Demands of the Working Life The working life orientation and competence-based qualification have been the OHDGLQJSULQFLSOHVRIWKHUHIRUP9RFDWLRQDO(GXFDWLRQDQG7UDLQLQJ$FW  7KH DFW VWUHVVHV WKH QHHG IRU WKH )LQQLVK 9(7 WR PHHW WKH GHPDQGV RI ZRUNLQJ 

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OLIH DQG PDLQWDLQ FRRSHUDWLRQ ZLWK )LQQLVK LQGXVWULHV DQG EXVLQHVVHV :LWK WKLV cooperation, the educational contents are to be kept up-to-date. The current supplyRULHQWHGDSSURDFKZLOOEHUHIRFXVHGLQWRDGHPDQGGULYHQDSSURDFK0R(&QGE  At first glance, the reform seems to stress swift modifications instead of rigid institutional structures. However, problems may arise in small Finnish municipalities and towns. Like many other countries, Finland’s population is concentrated in big centres in southern Finland. The remote areas in the north and east are mostly dependent on a few livelihoods, such as farming, forestry, mining and tourism. :KHQWKHIRFXVRIYRFDWLRQDOHGXFDWLRQIROORZVWKHGHPDQGVRIWKHZRUNLQJOLIH LWPD\OHDGWRDQDUURZHGSURYLVLRQRIYRFDWLRQDOHGXFDWLRQLQFHUWDLQDUHDV:LOO young people be forced to move away from home at the age of sixteen, or choose a YRFDWLRQDOHGXFDWLRQWKDWGRHVQRWLQWHUHVWWKHPFI.LLODNRVNL ")XUWKHUPRUH how will the schools be able to change the machinery and personnel that the vivid changes of educational delivery require? Individual Study Paths Each student will be offered the possibility to design an individually appropriate path to finishing an entire qualification or a supplementary skill set. The primary importance here is on what the student learns and can do. Due to this emphasis, education will be competence-based and customer-oriented so that each student can design an individually appropriate path to completing a qualification or supplementary skill set. Each student only studies the areas in which he or she has QRSULRUFRPSHWHQFH0R(&QGE  This part of the reform contrasts the customer’s demands and the student’s competence. The school must offer up-to-date education and plan individually with each student. Therefore, instead of teaching, the focus will shift to planning. Much effort must be put towards planning if everyone is to prepare their personal FRPSHWHQFH GHYHORSPHQW SODQ +26  &DQ WKH HGXFDWLRQ ± WHDFKLQJ VXSHUYLVLQJ DQG VXSSRUW ± EH RUJDQLVHG IRU HDFK VWXGHQW LQGLYLGXDOO\" +RZ FDQ WKH VFKRRO organise courses if no one can anticipate who will choose, and what? How many resources are needed? Here, teamwork and networking, internal consulting and informing will have a crucial part in school culture when flexible arrangements are XVHGFI/DNNDOD8XVLDXWWL 0llWWl ,QDGGLWLRQWKHSODQQLQJRIWKHVFKRRO year and the students’ and teachers’ schedules will require a new kind of organising V\VWHPFI5HVQLFN  7KHIOLSVLGHRIWKLVUHIRUPLVWKHVWXGHQWV¶FRPSHWHQFH,QRIVWXGHQWV in Finnish vocational schools came directly straight from compulsory education 26)D :KHQVXFKDODUJHVKDUHRIVWXGHQWVHQWHUGLUHFWO\IURPFRPSXOVRU\ education, it is fair to ask whether they can design their own educational path, at least when it comes to selecting courses from the curriculum-based programme they are likely to enter. Most of them also lack competence in any vocational field; hence, at the beginning of their studies, the so-called previously acquired knowledge is not 

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topical for most of the students. Here, emphasising individuality and the previously acquired knowledge seem to be a waste of resources in the name of individuality. Instead of changing the whole school to supervise the students individually, some likely study paths could be prepared and the resources could be invested in multiprofessional teamwork and taking care of the students at risk of being marginalised FI (GZDUGV   $OVR XVLQJ D PXOWLSURIHVVLRQDO DSSURDFK LV QRW HDV\ WR achieve, and thus personnel will require in-service education in organising their work as teams. Following one’s individual study path will break the community and reference JURXSVIRUWKH9(7VWXGHQWV7KHVWXGHQWVZLOOVWXG\PRVWO\LQRQWKHMRESHULRGV in various work places. There, the community consists of adults and, after a few weeks or months, the student will change to another working place with new adults. The natural reference group, the students’ peers, will remain distant and patchy. Studying without peers may suit the adults who will study parts of the vocational qualifications but, for young people, the development of social competence and the VXSSRUW RI IULHQGV LV LPSRUWDQW %ORRPHU  +RGNLQVRQ  $OVR WKH SHHUV DW VFKRROIRUPDQDWXUDOUHVRXUFHIRUHPRWLRQDOVXSSRUWFI(OIIHUV $ERYHDOO the concept of an individual path is poorly defined in the reform. (DFKVWXGHQWZLOOKDYHDSHUVRQDOFRPSHWHQFHGHYHORSPHQWSODQ+26D)LQQLVK DFURQ\P ZKLFKDOVRLQFOXGHVJXLGDQFHDQGVXSSRUWVHUYLFHV6XSSRUWIRUVWXGHQWVLV JLYHQE\WKHSUHSDUDWRU\WUDLQLQJ9$/0$DQG7(/0$ZKLFKFDUHIRUVWXGHQWVZLWK various issues in the future as well. These forms of training were created just before WKHUHIRUPLQ0LHWWLQHQ ,WLVSRVLWLYHWKDWWKHVSHFLDOHGXFDWLRQWHDFKHUV will continue to support the students in the same ways as before, if the resources are VXIILFLHQWVHH)LJXUHUHJDUGLQJUHGXFHGILQDQFLQJ 7KHUHVRXUFHVIRUVXSSRUWDUH LPSRUWDQWVLQFHLQ9(7WKHUHDUHPDQ\VWXGHQWVZKRKDYHFKDOOHQJHVLQOHDUQLQJ RUPRWLYDWLRQ)RUH[DPSOHLQWKH\HDUVWXGHQWVZLWKVSHFLDOHGXFDWLRQQHHGV ZHUHRIWKHVWXGHQWVLQ\RXQJSHRSOH¶VYRFDWLRQDOHGXFDWLRQ7KHYRFDWLRQDO upper secondary school does not have the same kind of three-tiered support system DVWKHFRPSXOVRU\HGXFDWLRQ('8), 7KHVWXGHQWVZLWKLQWHQVLILHGVXSSRUW i.e. who were on the second tier of support during their comprehensive school, do not appear in the statistics. $QRWKHUQHZFKDOOHQJHLQ9(7LVWKHULVHLQIRUHLJQODQJXDJHVSHDNLQJVWXGHQWV )URPWRWKHLUQXPEHULQ9(7JUHZ,QRIVWXGHQWVLQ)LQQLVK 9(7VSRNHDODQJXDJHRWKHUWKDQ)LQQLVKDVWKHLUSULPDU\ODQJXDJH26)E  Learning in the Workplace Learning in the workplace will be increased along with the reform. The goal is WR ORZHU WKH WKUHVKROG IRU HPSOR\PHQW 0R(& QGE  &RRSHUDWLRQ ZLWK )LQQLVK LQGXVWU\DQGEXVLQHVVKDVEHHQKDPSHUHGVLQFHWKHEHJLQQLQJRIWKHVZKHQ the task of public service for developing working life was given to adult education providers. Among other reasons, the task meant offering product development and 

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Figure 3.4. The development of financing and the number of students in VET in Finland during 2009–2018 (AMKE ry, 2017)

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