EDUCATION SYSTEM FOR ADULTS in Finland

1. EDUCATION SYSTEM FOR ADULTS in Finland Working life Doc. Lic. Professional Courses and continuing education Polytechnic Master's degrees 5 4 3 2 1 Work experience Master's degrees Bachelor's degrees Universities (20) 4 3 2 1 Polytechnic degrees (Bachelor's degree) Polytechnics (29) Higher Education Open University and Polytechnic studies Working life Specialist vocational qualifications Further vocational training Work experience Secondary Education 3 2 1 3 2 1 Matriculation examination Upper secondary school Liberal Adult Education Further vocational qualifications Vocational schools for adults Vocational qualifications Vocational schools Vocational training Work experience 9 8 7 Liberal Adult Education Basic education Liberal adult education 26 Primary Education Working life 16 15 Basic educationl Age

2. FINLAND Individualisation in Adult Education and Competence Based Qualifications in VET • BACKGROUND • The competence-based qualifications system came into force in 1994, and competence tests • have been arranged since then. • The system has been developed in close cooperation between teachers and representatives of working life. • THREE LEVELS • Vocational qualifications (basic level) may also be taken in the form of competence-based qualifications • Further vocational qualifications demonstrate the vocational skills required of skilled workers • Specialist vocational qualifications demonstrate a command of the most demanding tasks in the field.

3. HOW? • Adults may demonstrate their vocational skills in competence tests regardless of how and where they have acquired the skills. • Taking part in competence tests does not require formal training • Many participants participate in preparatory training to rectify gaps in vocational skills learnt at work and to enhance vocational skills. • The students participating in preparatory • training are provided with individual learning programs. • STRUCTURE • The qualifications structure is revised annually according to changes in working life and to feedback obtained from the world of business. • At present, there are 373 qualifications (191 of them further vocational qualifications and 130 specialist vocational qualifications) included in the structure.

4. CBQ STAKEHOLDERS • Ministry of Ecucation • Decideswhich competence-based qualifications are included in the qualifications structure • National Board of Education (NBE) • Specifies and confirms the requirements for the competence-based qualifications • Qualification Committees • Arrange and supervise the competence tests • award competence-based qualification certificates

5. Schools, colleges and other educational institutions • organise preparatory training, organise competence tests, monitor competence tests according to the national guidelines • award preparatory training and CBQ certificates • are responsible for guidance and advising • are partly responsible for assessment (along with working life representatives and the candidate) • are responsible for carrying out the individualisation process • Working life • plans the CBQ tests in co-operation with (training) organisation • assesses the candidates with (training) organisation • provides efficient on-the-job-learning possibilities • communicates the working life’s needs to educational authorities and organisers

6. Certification in competence-based qualification (CBQ) system • Students are awarded the qualification certificate upon the completion of all the required qualification modules. • On request, students may also be granted a certificate for each passed module. • The certificates of competence-based qualifications are awarded by representatives of the Qualification Committee and the body that arranges the competence tests.

7. Individualisation – March 2007 • Phase I / Application • marketing and initial guidance • APL canvassing • planning of sudy / career paths with advisors and assessors • canvassing and identifying counselling and guidance needs • canvassing and identifying training needs • support and counselling throughout the phase

8. Phase II / Competence tests • counselling of advisors and assessors • assessment and acknowledgement of prior competences • planning of competence tests • compiling an individual competence test plan • taking competence tests • support and counselling throughout the phase

9. Phase III / Completing the vocational skills • compiling an individual study plan for preparatory training, including on-the-job learning • flexible learning, multiple learning environments and methods • canvassing and identifying customer’s needs regarding life and work situation, prior learning and special learning needs • support and counselling throughout the phase