European Centre for the
Development of Vocational Training
ERO National Research Report Template 2006
PLEASE CONSULT THE MANUAL FOR COMPLETING THIS TEMPLATE
(ERO National Research Report Manual 2006)
ERO National Research Report
Country:
Finland
Name(s) of author(s):
Kari Nyyssölä
Date of submission:
30 May 2006
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1. LINKS BETWEEN NATIONAL VET/HRD RESEARCH AND DEVELOPMENT INITIATIVES AND VET/HRD
POLICIES (IN PARTICULAR RECENT REFORMS/INNOVATIONS).
During the last few years the assessment results of education have brought up some problems which
have been intervened with extensive development projects. These projects have often regarded the
whole educational system.
The following two plans are examples of such development projects: 1) project aiming at developing
the guidance environment and 2) Diverse learners – common school – project.
1) An evaluation of educational guidance and counselling was completed in Finland in autumn 2002.
The evaluation covered basic education, general and vocational upper secondary education and
educational transitions from one level to another. The evaluation conducted was first of its kind in
Finland at the education system level. It revealed considerable shortcomings and has thus led to
initiatives to improve the situation. The initial training of study counsellors is being increased and inservice training enhanced. The National Board of Education has launched a development project for
educational guidance and counselling at all levels and forms of education. In addition there is a project
aiming at developing the guidance environment, among others applying web-based solutions. Also in
the present Government programme the development of educational guidance and counselling has been
emphasized more than earlier.
2) The quality of education is high in Finland. According to the OECD PISA assessments the learning
outcomes are excellent. Also the differences between pupils, schools and regions are relatively small in
Finland. However, according the national educational outcome evaluations, part of the pupils and
students seem to underachieve which might be one of the reasons behinds for example the considerable
differences in the average learning outcomes of boys and girls: the average results of the boys in all
subjects are clearly more modest than those of the girls.
Therefore The Finnish National Board of Education has initiated a project “Diverse learners – common
school” The aim of the project is to find means to reduce the number of underachieving pupils and
students. Further, the project will support practices which help all pupils and students to apply their
learning skills in an optimally way. Particular attention will be paid to boys’ and girls differences in
learning. The project encompasses pre-primary, basic and general upper secondary education as well as
vocational upper secondary education and training. It was launched in spring 2004 and will continue
until the end of 2006.
Educational reforms
Extensive educational reforms have also been supported with research.
Key research areas that have emerged during recent years include themes related to on-the-job learning.
This is largely to do with reforms of vocational education and training implemented in the 1990’s, when
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periods of on-the-job learning with a scope of 20 credits (800 hours) were incorporated into all
vocational qualifications. Studies have examined the implementation of these periods of on-the-job
learning from the perspectives of vocational institutions, enterprises and on-the-job instructors. Targets
of investigation also include pedagogical solutions involved in learning on the job. Another research
theme linked to on-the-job learning constitutes vocational skills demonstrations, which are currently
being piloted. Through skills demonstrations, students demonstrate how well they have achieved the
objectives of vocational studies and the vocational skills required in working life. During the next few
years, skills demonstrations will be incorporated into all upper secondary vocational qualifications. The
aim of skills demonstrations is to improve and guarantee the quality of vocational education and
training. Studies have examined the ways, in which the pilot projects have been implemented in
practical terms.
Life as learning research programme
As from 2003, the National Board of Education has supported the Life as Learning research programme
set up by the Academy of Finland. Life as Learning (LEARN) is a national research programme (EUR
5.1 million between 2002–2006), funded by the Academy of Finland, the National Board of Education,
the Ministry of Education, the National Technology Agency (Tekes) and the Finnish Work
Environment Fund. (www.aka.fi/learn)
The LEARN programme includes 17 research projects. By supporting the programme, the National
Board of Education promotes interaction between research organisations and educational administration
as well as utilisation of the latest research findings. LEARN is an extensive research programme, which
also includes themes relating to vocational education and training.
One of the essential goals of the LEARN programme is to produce new knowledge about what learning
is in working life and how new knowledge is created in work environments. Learning is no longer
limited to schools or the formal education system. The goal is to find those processes, which help
empower individuals and work communities through learning. One very important aim for the Finnish
education policy is also to identify the barriers which increase the risks of exclusion in working life.
The LEARN programme aims to produce new evidence in support of education policy measures and
also of the joint objectives of education and labour policies. LEARN programme calls researchers to
work in crossboundary modes with societal partners, to create new concepts and tools together, and to
share learning research with different partners in society.
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2. LINKS BETWEEN EU SPONSORED VET/HRD RESEARCH AND DEVELOPMENT INITIATIVES AND
VET/HRD POLICIES ( IN PARTICULAR RECENT REFORMS/INNOVATIONS).
EU R&D programmes/projects
Since 1995, the European Union has executed European level training policy in the form of the
Leonardo da Vinci program. The first stage of the program was carried out from 1995 through to 1999.
The second stage commenced on 2000 and will continue until the end of the year 2006. The objective
of the program is to develop vocational training in cooperation between training organizations and
working life. Tools used to reach this goal are development projects and mobility measures. In Finland,
the program runs under the administration of the Leonardo Centre situated under the National Board of
Education, and the Leonardo Unit of the CIMO (Center for International Mobility).
The Finnish Ministry for Education ordered two evaluations of the program: a retrospective evaluation
of the development projects during the first stage, and an interim evaluation of the second stage of the
program. These evaluations were carried out by senior researcher Seija Mahlamäki-Kultanen of the
University of Tampere's Research Centre for Vocational Education. The results of the retrospective
evaluation supported the interim evaluation of the second stage of the program, and they both add to the
overall picture of what effects the Leonardo da Vinci program has had in Finland.
The objective of the retrospective evaluation of the development projects during the first stage was to
answer the following questions: What kind of long term effects have the projects and their products
had, and how have these results been utilized after the projects have ended? What kind of impact has
the projects had on new skills and employability? Does the program have an impact on educational
practices or policies? How has the level of international cooperation of the target group changed, and
what is its status at the moment? How well does the program suit the needs of the target group? How
can an international program, especially within the European Union, affect the development of
vocational education and training? What are the additional values brought along by the European
Union? Could it be possible to manage these operations on a national level, too?
The total finances directed towards the development projects in Finland during 1995 to 1999 were
11,070,119€. Both the contents, the coordinators and the objectives of the 65 different LdV
development projects contracted by Finnish organizations during the first program period varied
greatly. Thus, the material for the evaluation was collected using open, qualitative methods through
questionnaires, interviews and data research, aiming to find different forms and degrees of impact.
Replies were received from 56 projects, representing 86 % of the projects. The report presents short
summaries of the projects, their updated contact information, description of what kind of impact they
had during their implementation period as well as today, and an estimate of the scale of the project's
impact.
The results indicate that the impact of a typical development project during its running phase was either
very big or big, and continues to remain so. The most essential factor influencing the long-term impact
of the project seems to be the principally simple fact that the objective of the project has to be both
meaningful and important to the target group. This is far more important than the seeming
innovativeness of the project.
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3. OVERVIEW OF IMPORTANT ISSUES AND THEMES ADDRESSED IN CURRENT VET/HRD RESEARCH AND
DEVELOPMENT PROJECTS.
Lately the most important themes in national VET research have been studies on vocational education
reforms and research projects on exclusion. Studies on vocational education reforms have mapped out
especially realizations of skill demonstration in the experimental phase from different aspects. Skill
demonstrations are a part of student evaluation. They have been used in pilot programmes for a few
years. Skill demonstrations are planned to be added as a part of the whole vocational education in 2006.
Exclusion has mostly been studied from the view point of young people who are in danger of being left
without vocational secondary education. This is why the subjects of research have included, for
example, early interference, educational guidance and the inspection of different flexible educational
channels.
ANNEX: SELECTION OF ERO BASE PROJECTS.
ERO:
ECVET reflector
http://www.trainingvillage.gr/etv/projects_networks/ero/prj_view.asp?theID=887
Financial autonomy of professional higher education sector - international comparison
http://www.trainingvillage.gr/etv/projects_networks/ero/prj_view.asp?theID=990
History of open university education and its position in the field of higher education in Finland
http://www.trainingvillage.gr/etv/projects_networks/ero/prj_view.asp?theID=1001
International activities at Institutes of Arts and Crafts
http://www.trainingvillage.gr/etv/projects_networks/ero/prj_view.asp?theID=1023
Knowledge work and change in work organizations
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http://www.trainingvillage.gr/etv/projects_networks/ero/prj_view.asp?theID=983
Learning through the arts - Integrated learning processes, its premises, implications and
advantages
http://www.trainingvillage.gr/etv/projects_networks/ero/prj_view.asp?theID=1024
Nursing practice and nursing education
http://www.trainingvillage.gr/etv/projects_networks/ero/prj_view.asp?theID=1008
Quality Assurance and Practice-oriented Assessment in Vocational Education and Training
(QUAL-PRAXIS)
http://www.trainingvillage.gr/etv/projects_networks/ero/prj_view.asp?theID=667
Polytechnics as an innovator for tourism and services industry
http://www.trainingvillage.gr/etv/projects_networks/ero/prj_view.asp?theID=985
Role of structural fund projects in developing regional competence
http://www.trainingvillage.gr/etv/projects_networks/ero/prj_view.asp?theID=997
Resarch database KOTU:
- Young people at risk of social exclusion and Omaura Follow-up study of episodes in the life of the
young people who participated in the Omaura-project 1995¿2001. Researche: Ms Elsi Veijola
- Skills demonstrations in vocational upper secondary education and training. Interim report of projects
on skills demonstrations in 2002. Researche: Ms. Niina Nyyssölä
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4. MAJOR INSTITUTIONS INVOLVED IN VET/HRD R&D IN YOUR COUNTRY.
Extensive research into vocational education and training is being carried out in Finland. Research
mainly takes place at universities and within university research organisations. Key research
organisations include:
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

Research Unit for the Sociology of Education, University of Turku, (Koulutusosiologian
tutkimuskeskus) www.utu.fi/ruse
Work Research Centre, University of Tampere, Työelämän tutkimuskeskus)
http://www.uta.fi/laitokset/tyoelama/
Research Centre for Vocational Education, University of Tampere (Ammattikasvatuksen
tutkimus- ja koulutuskeskus) www.uta.fi/laitokset/aktk/
Institute for Educational Research, University of Jyväskylä (Koulutuksen tutukimuslaitos)
www.jyu.fi/ktl
5. FUNDING FRAMEWORKS AND SUPPORT STRUCTURES.
VET and HRD research have mainly been conducted in Finnish universities. There are 20 universities
in Finland and more than 164,000 university students in all. Ten of these universities are traditional
multidisciplinary universities and the remaining ten are specialised institutions. All Finnish universities
are state-owned and their activities are mainly financed from the state budget; however, they enjoy a
high degree of autonomy in their internal affairs. In recent years, the proportion of external funding has
increased in universities, mainly in research activities.
Important financiers of research in Finland are The Academy of Finland and the National Technology
Agency (Tekes).
The Academy of Finland provides funding for high-level scientific research, acts as a science and
science policy expert and works to strengthen the position of science and research. Annually the
Academy issues funding decisions worth around 200 million euros. More than 3,000 research
professionals are engaged in Academy-funded projects at universities and research institutes. Academy
research funding is designed to promote gender equality and specifically to encourage women to apply
for research posts and research grants.
Tekes, the National Technology Agency is the main public financing and expert organisation for
research and technological development in Finland. Tekes finances industrial R&D projects as well as
projects in universities and research institutes. Tekes especially promotes innovative, risk-intensive
projects.
VET and HRD research costs cannot be specified from the statistics. Most of the VET-HRD research is
linked under the field of educational research. In 2004, the operating expenses for educational research
were a total of 50 million euros of which 33 million euros was provided by basic financing from
universities. The rest of the financing came from outside the university financing. The Academy of
Finland contributed the research with 3.6 million euros, the Ministry of Education with 1.6 million
euros and TEKES with 0.7 million euros.
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6. PROFESSIONAL RESEARCH ASSOCIATIONS AND NETWORKS.
Finnish Educational Research Association FERA
The purpose of FERA is to promote educational research and increase the interest it attracts. For this
purpose FERA awards grants and scholarships to organisations and individuals who practise
educational research. FERA also keeps in contact with Finnish and foreign associations and
organisations working in this field. It publishes its own magazine called ‘Kasvatus’ [Education] among
other publications, gives out information and arranges meetings with public presentations. FERA also
arranges the annual national pedagogical event in Finland.
OKKA
Founded in 1997 Okka is an independent foundation which promotes education and pedagogics. OKKA
was founded when Ammattikasvatussäätiö ( Foundation for Professional Pedagogics) and Opetusalan
koulutussäätiö (Foundation for Education in the Field of Pedagogics) emerged. OKKA strives towards
development of the fields of education and pedagogics, promotion of scientific research, enhancement
of influence, heightening of appreciation and promoting of art education. OKKA does some publish, for
example ‘Ammattikasvatuksen aikakauskirja’ [Journal on professional pedagogics].
7. BRIEF REVIEW/ASSESSMENT OF THE CURRENT R&D ACTIVITIES AND INDICATION OF FUTURE ISSUES
THAT NEED TO BE ADDRESSED. THIS SECTION SHOULD BE COMPLETED BY A RESEARCH EXPERT.
7.1
Firstly, comment briefly on the status, effectiveness and impact of current VET/HRD R&D activities in
your country.
(One third of a page)
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VET/HRD research in Finland is very diverse both in basic and applied research. Research is mostly of
a high standard. This is partly because Finnish researchers publish their works in international
publications and cooperate internationally.
One way of measuring the impact of VET/HRD research is to evaluate its effects on education political
decision making. Research projects linked strongly to education political reforms and reform projects
have a huge influence. The results of these kinds of studiesare being monitored and taken in account in
decision making processes. Such studies are, for example, those connected to learning, evidence,
student guidance and Leonardo-program. On the other hand, studies concentrated on basic research the
impact on national decision making is weaker.
7.2
Secondly, briefly outline and comment on those issues that need to be addressed by R&D in the future.
(One third of a page)
In the future, the needs for research are mainly concentrated to the following themes:

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




quality of VET
effiency of VET institution network
appreciation of VET
preventing underachievement and drop out
background factor of educational choices
entrepreneurship
pedagogical and practical solutions concerning on the-job learning and skill demonstrations
8. VET/HRD CONTACT PEOPLE.
Full name
E-mail address
Function
Particular expertise related to
VET/HRD research
Päivi Tynjälä
paivi.tynjala@kt
l.jyu.fi
Research Professor
Work-based learning
Karin Filander
karin.filander@
uka.fi
Researcher
Relationship between working life
and education
Sakari Ahola
sakari.ahola@ut
Researcher
Educational pathways
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u.fi
Kari Nyyssölä
kari.nyyssola@o
ph.fi
Councellor of Education
Transition from school to work
9. REFERENCES TO VET/HRD RESEARCH RESOURCES.
a) Publications
Ammattiosaamisen näyttöjen vaikutukset ammatillisen koulutuksen laatuun / The Impact of the Skill Demonstrations on the
Quality of Vocational Education Jukka Vehviläinen Helsinki : Opetushallitus, 2004
Education and Research 2003 – 2008 : Development plan. Ministry of Education.
Evaluation of Educational Guidance and Councelling in Finland / Helena Kasurinen, Ulla Numminen Helsinki :
Opetushallitus/National Board of Education, 2003 (Arviointi, ISSN 1238-4453 ; 5/2003)
Leonardo da vinci -ohjelman ensimmäisen vaiheen (1995-1999) arviointi ja toisen vaiheen (2000-2006) väliarviointi /
Evaluation of the first stage (1995-1999) of the leonardo da vinci program in finland interim evaluation of the second stage
of the program (2000-2003).” Opetusministeriö. 2003.
Näytöt ammatillisessa peruskoulutuksessa 2002 Väliraportti näyttöprojektien toiminnasta. / Skills demonstrations in
vocational upper secondary education and training. Interim report of projects on skills demonstrations in 2002. Nina
Nyyssölä. Helsinki: National Board of Education. 2003.
Tasavertaiset työmarkkinat - työryhmän muistio. Memorandum by the Committee ”Equality in the Labour Market” Reports
of the Ministry of Education. Helsinki : Opetusministeriö, 2004 (Opetusministeriön työryhmämuistioita ja selvityksiä, ISSN
1458-8102 ; 2004:1)
Työpaikkaohjaaja oppimisen edistäjänä : - työssäoppimisen ohjaaminen ja arviointi työyhteisön arjessa / Work Place
Counselor as a Learning Promoter : - Counselling and Evaluating Learning at Work in the Work Community’s Daily
Operations / Tarja Mykrä Helsinki : Educa-instituutti Oy, Opetusministeriö, Opetushallitus, 2002
Syrjäytymisvaarassa olevat nuoret ja Omaura. Seurantatutkimus Omaura-toimintaan osallistuneiden nuorten
elämänvaiheista 1995¿2001 / Young people at risk of social exclusion and Omaura Follow-up study of episodes in the life
of the young people who participated in the Omaura-project 1995¿2001. Elsi Veijola. Helsinki: Ministry of Education. 2005.
b) databases
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Educational Research in Finland - Research database KOTU
www.oph.fi -> NBE Sites in English -> Educational Research in Finland
c) web-based resources
Centre for International Mobility CIMO www.cimo.fi
Finnish Agency of Leonardo da Vinci Programme www.leaonardodavinci.fi
Finnish Educational Research Association, FERA www.kasvatus.net/english.html
Ministry of Education www.minedu.fi
Institute for Educational Research www.jyu.fi/ktl
National Board of Education www.oph.fi
Research Centre for Vocational Education www.uta.fi/laitokset/aktk/
Research Unit for the Sociology of Education www.utu.fi/ruse
Work Research Centre www.uta.fi/laitokset/tyoelama/
10. ABSTRACT.
During the last few years, the assessment results of education have brought up few problems which
have also been intervened with extensive development projects. These projects have often included
projects that deal with the whole educational system, especially student guidance development project
and Diverse Learners Common School Project which aims to equalize the learning results of men and
women. Also extensive educational reforms have been promoted with research. The most essential
educational reforms include studies that deal with learning in work and its evidence. The report also
mentions
Life as learning research programme (LEARN). The LEARN programme aims to produce new evidence
in support of education policy measures and also of the joint objectives of education and labour
policies. An essential study project regarding EU-projects has been the national evaluation of Leonardoprogram.
Lately the most important themes in national VET research have been studies on vocational education
reforms and research projects on exclusion.
Research mainly takes place at universities and within university research organisations. Key research
organisations include: Research Unit for the Sociology of Education, Work Research Centre, University
of Tampere, Research Centre for Vocational Education, Institute for Educational Research, University
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of Jyväskylä.
VET and HRD research has mainly been conducted in Finnish universities. The research costs are
covered with both university finance and with other financers. The main financers are The Academy of
Finland the National Technology Agency and Ministry of Education.
FERA is an important national network in this field. Among other things, FERA publishes a magazine
called Kasvatus. Another network is OKKA-säätiö; a foundation which, for example, publishes a
journal on professional pedagogics.
VET/HRD research in Finland is very versatile, both in the fields of basic and applied research.
Research projects that are strongly linked to education political reforms or reform projects have a huge
impact. The results of these studies are monitored an taken into account in decision making processes.
In the future, the need of research is emphasised, for example, on quality of VET, effiency of VET
institution network, appreciation of VET and preventing underachievement and drop out.
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