Vocational Education and Training – A Step to Better Life in Finland

1. Vocational Education and Training – A Step to Better Life in Finland Juhani Pirttiniemi PhD, Counsellor of Education Finnish National Board of Education IAEVG-Congress Cape Town, S.A. 19.10.2011

2. 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)

4. 50 % General upper secondary schools Basic schools From Basic Education to Secondary level • Common applying system

5. 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.

6. 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

7. 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

8. PROBLEMS IN VETTHE CONDITION OF YONGSTERS:LIFESTYLELESSURE TIME – DRINKS, FAST FOOD NET GAMES – ABSENCES, DROP OUTS, DEPRESSION

9. HOW TO SOLVE THE PROBLEMS:The Work Capacity Certificate – a step to better life during the Vocational Education and Training

10. 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.

11. The categories in the work capacity certificate • The work capacity certificate • is composed of five categories, each equalling to 40 hours of studies.

12. 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

13. 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

14. 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”)

15. 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.

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

17. 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

18. …Activity

19. 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

20. … Work capacity

21. 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

22. 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.

23. Vocational education and training is a step to better life! • Thank you! • Futher information: • juhani.pirttiniemi@oph.fi