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Rwanda Omnia, TVET in Finland
The document outlines the Finnish education system, emphasizing its commitment to equal opportunities for all children and a strong focus on vocational education and training (VET). It highlights the structured approach to lifelong learning, continuous teacher development, and the integration of labor market needs into educational planning. Additionally, it describes various strategies and initiatives by Omnia, the joint authority of education in the Espoo region, aimed at enhancing employability and collaboration with local enterprises.
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Rwanda Omnia, TVET in Finland
- 1. omnia.fi Education for workand life in Finland Satu Järvinen, Esko Lius Omnia, the Joint Authority of Education in Espoo Region
- 2. 5/11/2015 THINK FINLAND2EXPERIENCE / INGENUITY / COURAGE POPULATION: 5.4 million CURRENCY: Euro INTERNATIONAL STATUS: Achieved independence in 1917; member of the European Union since 1995; militarily non- aligned ECONOMIC STRUCTURE: Services 67 % of GDP, industry 30 %, agriculture 3 %; exports account for 39 % of GDP AREA: 338,000 km² (130,500 square miles) LOCATION: Northern Europe; shares borders with Sweden, Norway and Russia CAPITAL: Helsinki (population 596,000) OFFICIAL LANGUAGES: Finnish 90.4 %, Swedish 5.4 % RELIGIONS: Evangelical Lutheran Church 78 %; Orthodox Church 1 %; no religious affiliation 19 %; other religious communities 2 % SYSTEM OF GOVERNMENT: Parliamentary democracy; presidential elections every six years; Parliament (200 members) elected every four years GDP PER CAPITA € 33,600 USA FINLAND GERMANY EU
- 3. Finland’s history isa history of progress on education.
- 4. omnia.fi ”…every child shouldhave exactly the same opportunity to learn, regardless of family background, income, or geographic location. Education has been seen first and foremost not as a way to produce star performers, but as an instrument to even out social inequality.” - Pasi Sahlberg
- 5. omnia.fi HOW DO WEDO IT? https://www.youtube.com/watch?v=bcC2l8zioIw
- 6. omnia.fi Top scores areachieved where everyone has equal opportunities.
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- 9. omnia.fi Teachers are highlytrained & appreciated.
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- 11. omnia.fi National Administration ofEducation Two-tier structure: The Ministry of Education and Culture is the highest authority educational legislation, all necessary decisions and its share of the state budget. Finnish National Board of Education national development agency responsible for primary and secondary education as well as for adult education and training. Higher education is the responsibility of the Ministry of Education and Culture.
- 12. omnia.fi VET in Finland Finnish National Board of Education, Regulations on vocational qualifications qualification requirements assessment criteria other regulations concerning vocational education and training At present, there are 371 qualifications in Finland 52 vocational qualifications divided into 113 study programs 88 further vocational qualifications 131 specialist vocational qualifications
- 13. omnia.fi Funding of VETin Finland (2015) Vocational basic education 1,646 m. € Vocational additional education 170 m. € Apprenticeship training, basic education 70 m. € Apprenticeship training, additional education 70 m. € State budget 54.3 billion € of which MinEdu 6.8 billion € Gross national product (2014) 204 billion €
- 14. omnia.fi Vocational educationhas a high profile in Finland. apr. 50 % of 9th graders apply to vocational institutions. Optional double degree track; vocational qualification and matriculation certificate. No dead ends! A graduate can continue to a university or polytechnic with a vocational qualification. Strengths of Finnish VET 1/2
- 15. omnia.fi Stengths of FinnishVET 2/2 Lifelong learning skills embedded into the curriculum. All teachers have a bachelor’s or master’s degree, job experience and have completed a 60 credit teacher training program. The Finnish National Board of Education has focused programs on developing the VET curriculum, learning environments and working life cooperation.
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- 17. omnia.fi Long Term LaborforcePlanning Study to get forecasts of the supply and demand for labor within 12 main sectors. Scenarios cover the next 25 years. The Finnish National Board of Education (FNBE) uses the LLM results to anticipate educational needs on a time frame for the next 5 to 7 years.
- 18. omnia.fi Long-term anticipation ofdemand for labor and educational needs in Finland
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- 20. omnia.fi TRAINING OF VETTEACHERS IN FINLAND
- 21. omnia.fi VET Teacher Qualificationin Finland Applicable university or polytechnics degree Three years of working experience Vocational teacher education: pedagogical qualification Further professional training
- 22. omnia.fi National Goals Finland tobe the most competent nation in the world in 2020 85% of VET teachers have their Vocational Teacher Qualification - Omnia: 91.6%
- 23. omnia.fi Vocational Teacher Education ●Arranged by universities and polytechnics ● Connected to work environment and contexts, interaction, collaboration and networking ● Personal development plan, takes into account previous acquired competences ● Teacher is a team-player, guidance-counselor > reflected in studies
- 24. omnia.fi VET Teacher StudiesConsist of Recognition, display, development plan and assessment of competence 5 cp Basic studies in pedagogy 25 cp Teacher activity in communities and networks 6 cp Teaching practice 13 cp Research and development of learning and the Work of Teachers 6 cp Advanced studies 5 cp
- 25. omnia.fi Further Professional Training NationalBoard of Education (NBE) sets the emphasis on the areas of development and further professional training NBE funds further professional training for 8.4 m. € (2015) ▪ Particularly allocated to VET 1.7 m. € The pedagogical studies for vocational teachers are regulated by the competence objectives and qualification requirements set by vocational institutes or universities of applied sciences (law on universities of applied sciences 351/2003 and the decree on teaching personnel qualification requirements 986/1998)
- 26. omnia.fi Topics and Formsof Further Professional Training Pedagogical competences ICT competences Specialist in competence based qualifications Workplace instructor training Short term courses Long term courses Combined with development projects RPL & open badges
- 27. omnia.fi Further Professional Trainingin Omnia Pedagogical competences Substance competences (on-the-job training minimum every 5th year) 70% of personnel (2014) Management development ICT competences Specialist in competence based qualifications 5.7 training days / year / person (2014) Development projects, peer mentoring, ICT-support, RPL & open badges Annual personal development discussions with manager
- 28. omnia.fi Omnia, the JointAuthority of Education in Espoo Region Our Vision Omnia – the path to top competence Our Values – High appreciation of professional skills – Customer orientation – Responsibility – Social cohesion Our Strategies – Socially and Ecologically Responsible Development – Innovative Learning Solutions – Effective Regional Development – Effective Performance
- 29. omnia.fi Omnia, the JointAuthority of Education in Espoo Region 2015 Consortium meeting Executive board Inspection board General director of Omnia Committees Consortium services Accounting and financial services HR services ICT services Facility services Communication and development services InnoOmnia General administration Information, advice and guidance services InfoOmnia Vocational upper- seondary school Vocational adult education and training Youth workshops Apprenticeship training General upper secondary school for adults Liberal adult education Learning solutions for youth Learning solutions for adults Board of directors
- 30. omnia.fi Omnia in numbers… Students 40 000 – In vocational education apr. 11 000 – General upper secondary education – Liberal adult education Personell 850 – Full-time teachers 2/3 Our region – Capital region – Population is growing – SMEs at our focus
- 31. omnia.fi …and with keywords Life Long Learning , LLL Life Long Guidance Multi-sectoral training programmes – Focus on competencies and the needs of worklife Enterprises and worklife have a central role – As clients – As partners: Working life development and service assignment Multi-cultural population – Importance of international co-operation
- 32. omnia.fi In Practice Authentic,practical & real learning an learning environments Work based learning Examinations based on demonstration of skills and competences Context and needs-specific design of training – Competences must meet the needs of worklife Marketing: awareness raising and dialogue with enterprises and potential students Development work in partnership with stakeholders
- 33. omnia.fi Vocational training cannotbe relevant without close connection to working life There are many ways to do it - but we must do it – and listen to the stakeholders: Enterprises/employers, students –and those who pay the bill
- 34. omnia.fi InnoOmnia creates 21stcentury learning solutions and entrepreneurship together with local working life. offers training, rents workspace, but above all is a buzzing community of people with a passion for innovation & entrepreneurship. strengthens bridges between employers and VET students. aims at ensuring employability and successful careers and life paths for Omnia sudents.
- 35. omnia.fi Regional Development Ongoingdialogue with the three municipalities owning Omnia, the local entrepreneurs’ associations and working life to improve the impact. Multiple entrepreneurial and pedagogical projects at the national and international level. Wide local, national and international networks.
- 36. omnia.fi Why new approaches? Structural changes in Finnish industries Increasing youth unemployment Low rate of VET graduates’ entrepreneurship Need for entrepreneurial education within VET system Need for novel ways of creating innovations and services
- 37. omnia.fi New Approaches Needed forStaff Development 21st century transforms the world of work Less money available Teachers are not motivated to find time to attend training Onsite training is not always available
- 38. omnia.fi Anticipation of Demandfor Labor and Educational Needs National skills & competences standards Vision, mission, objectives, and strategies Pedagogical and pedagogical ICT strategy HR development strategy
- 39. omnia.fi Action Plan for21st Century VET Set minimum skill requirements for permanent staff (including management) School management must internalise the process and engage to it Motivate to self-steering development Mechanism how to assess and analyse development in organization Peer mentoring Public-private partnership
- 40. omnia.fi Professional Development Basedon Recognition of Prior Learning Open systems for recognizing competence according to minimum requirements Personalized learning paths Use of ICT in competence development Use of existing open standard systems like Mozilla Open Badges Gamification: motivation of personal, team and organization competition Updating the tools and environments of work and professional development Open educational resources easily accessible BYOD: Own smart phones in teaching and learning
- 41. omnia.fi Applying Open Badgesin Staff Development Badges provide an easy and scalable tool for structuring HR development Build a practical approach on minimum requirements Let the operative field to set criteria and create badges Utilize pools of ICT-competent teachers and organizations Collaborate with private sector and third sector
- 42. omnia.fi Some examples ofour projects: Egypt (Twinning) Strengthening the Institutional Capacity of the Productivity and Vocational Training Department PVDT within the Vocational Training System in Egypt Kosovo (Twinning) Support Implementation of the Kosovo Education Sector Strategic Plan 2011-2016 Tunisia (AfDB) Elaboration et mise en oeuvre d’un dispositif de formation en entreprenariat et en pédagogie active au profit des Universités et centres de formation professionnelle.
- 43. omnia.fi Awarded work • NationalQuality Award with special recognition for entrepreneurial learning • Konsta award for promoting innovation in learning • Member of UNEVOC, a global community promoting excellence in vocational education and training • 2013 WISE book Learning a Living: Radical Innovation in Education for Work • InnoOmnia's mobile learning initiatives showcased by VISIR, a network promoting micro innovation practices in the field of ICT for learning • Member of the ETF good practice network striving to develop indicators for entrepreneurship education • Omnia's achievements in innovating vocational education and training were disseminated as part of the Torino process • Certificate of Sustainable Development in 2014 • Seniori365.fi rewarded by Design for All Foundation’s Best Practice 2014 • Awarded in Digital Media and Learning Competition: Open Badge Passport
- 44. omnia.fi Thank you foryour attention ! satu.jarvinen@omnia.fi esko.lius@omnia.fi
Editor's Notes
- #4 Finland is a country of over 5 million inhabitants located in northern Europe. A century ago Finland was still an impoverished country by European standards, dependent on subsistence farming. Finland’s progressive transformation into a well-functioning welfare society has been based on the belief that all citizens should have opportunities to develop themselves and society as a whole. In other words, everyone must have an opportunity to educate themselves.
- #7 The success of Finland’s education system has nothing to do with individual world-beating elite schools. The system has instead been designed to provide equality of opportunity, by ensuring that all pupils – regardless of their gender, social class or geographical location – can benefit from excellent teaching. An emphasis on the teaching of girls is reflected in the fact that young Finnish women (aged 25–34) have been rated as having the fourth highest educational attainment levels worldwide. Teaching methods in Finland are far from authoritarian. Learning is based on discussion, working together, and pupils finding information for themselves. This striving for equality also involves taking special care of pupils with learning difficulties. For this reason Finland particularly emphasises the role of remedial teaching and opportunities for pupils from linguistic minorities.
- #8 Education is provided free-of-charge in Finland all the way from pre-school level to university level. Schoolchildren additionally get a free school meal every day. This gives everyone the chance to reach an educational level that suits their abilities and desires. Another indication of the success of the system is that variations in average educational attainment levels between different localities or city districts are only very small. Schoolchildren’s educational achievement standards in Finland also show very little relation to their parents’ social class in comparison with other countries. This is undoubtedly part of the reason why Finland has the world’s third highest level of social mobility.
- #9 In addition to free schools and universities, Finland also has an extensive network of “citizens’ institutes” providing free tuition for all adults in a wide range of subjects. Studying is consequently a popular leisure-time activity among all age-groups. As many as 500,000 people join such courses every year – almost a tenth of the whole population. Learning is also very much part of working life in Finland. Each year more than 40% of the national workforce participate in some form of work-related training.
- #10 There are many reasons for the success of Finland’s education system. One of the most important factors is that Finnish teachers are the most highly trained anywhere in the world. Even primary school teachers need to have master’s degrees. More importantly still, teaching as a profession is greatly valued in Finland. In a survey conducted in 2011 as many as 98% of parents said they appreciated the work of their children’s teachers. Teacher training courses consistently attract many more applicants than there are places available. Finland’s former president Martti Ahtisaari, who was awarded the Nobel Peace Prize in 2008, started his career as a qualified primary school teacher. (Kuvaoikeudet ostamatta, Gorilla: f9508421)