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Clear and transparent process and lots of rules and regulations.  Good to see the feedback on the public data base from companies and students, which can be filtered so that VET providers can target those employers for which this system is working well

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Good Practice 4: Continuous learning reform

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Good Practice 4: Continuous learning reform

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Lots of reform at the moment, but the ministry is taking a holistic approach which is better than where reform takes place without acknowledgement of other parts of the system. Connection with other ministries is key to have a 'joined up' approach to prosperity and wellbeing of a population.

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Teaching has changed.  Technology supports learning.  It means that the teacher has to adapt and become not just the teacher but to be a counsellor, a mentor, a career guidance support.  That doesn't mean that independent careers guidance is not needed, but a recognition that the teacher is an expert in their vocational field.

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In Finland, there is a competence centre that works with schools and employers. They teach them so that SNE students can be supported.

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Good practice 3: Special support and individual learning paths

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Good practice 3: Special support and individual learning paths

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Recommend the establishment of specialist SEN vocational schools that have the right facilities and expertise to educate and train learners, where perhaps general VET schools might have a challenge to cater to their needs effectively. In Finland there are 6 SEN vocational schools. In England there are 39 SEN vocational schools. There is a recognition, however, that this model is expensive but integration into mainstream vocational education doesn't fully meet the specialist SEND needs of the individual learner.

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Good Practice 2: Youngsters and adults learning together

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Good Practice 2: Youngsters and adults learning together

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Estonian partners feel that it works really well, as in Finland. It must be well-managed and considered as a resource for learning.  The opportunity for mixed age groups creating strong role models is good. Creates enthusiasm, motivation and passion for the subject.  It prepares people for real working environments with mixed age groups and different backgrounds and how to communicate well.

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Has great benefits, learning from each other and grows empathy and understanding. Encourages adults to be more free and not worry about results and gives young people new perspectives about different life experiences. Synchronises the level of digital skills. Grows tolerance and acceptance, normalises life-long learning.

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Good practice 1: VET as a solution to unemployment

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Good practice 1: VET as a solution to unemployment

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Finnish as a second language learners are supported through a one-stop-shop approach which brings together employment services, education providers and social support services to support people to integrate, get the language and any vocational skills they may need in order to progress into work.  There are internships and traineeships with employers. Employers are incentivised to offer these placements through wage-based subsidies for a time-limited period.  It gives both employer and employee time to ‘test each other out’ and often the adult will be offered paid employment at the end of it.  They are supported in the internship period by a language coach where needed.  Counsellors provide support with accessing services.

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Close connections in working with companies.  Great systematic regulation by law. The system ins financed by the government. It is difficult for the school to build the system alone.

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All ministries work together: social, cultural, and education ministry. Great results.

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Structure of Omnia: how immigrants are supported by the state, municipality and vocational school together. Holistic approach to people. Recommendations and personal path for immigrants.

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* Whatever educational route you choose in Finland there are no dead ends.  It means you can go in every direction with your learning and not be restricted because, for example, you're moving from a higher level qualification to a lower level qualification.
* There are more entry points within the academic year meaning it's more flexible and accessible for adults

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https://vipunen.fi/fi-fi

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https://pralineadulteducation.wordpress.com/

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for the future of finland's economic development, inflows from outside are necessary, how will Finland do that?

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How many people go on to university through work recognition of degrees?

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So by getting the certificates, you can also get a VET diploma.
are these diplomas valued the same everywhere? Or is the name of the school also important for labour market recognition?

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i am very surprised that every VET student is supposed to be able to follow VET programs on level 4. There are apparently no or only very few programs on lower levels.

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Finnish vocational SNE knowhow - individual study paths

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Finnish vocational SNE knowhow - individual study paths

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praline_Finnish vocational SNE knowhow – individual study paths

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https://www.omnia.fi/en/services/omnia-skills-centre-immigrants

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Omnia Skills Centre is a path to employment. At OSKE, we help you with job search and provide training. Most of OSKE clients find work or a study place. OSKE's services are intended for unemployed immigrants over the age of 18 who live in Espoo and have a residence permit.

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Omnia Skills Centre is a path to employment. At OSKE, we help you with job search and provide training. Most of OSKE clients find work or a study place. OSKE's services are intended for unemployed immigrants over the age of 18 who live in Espoo and have a residence permit.

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Youngsters and Adults learning together, presentation by Marika Koski and Matti Isokallio

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Youngsters and Adults learning together, presentation by Marika Koski and Matti Isokallio

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Short introduction to the Finnish education system and VET

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Short introduction to the Finnish education system and VET

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How Finnish education system works? What kind of role VET has? Plus some interesting, funny, and concerning facts about Finland.

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Taitotalo Introduction

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The reform of continuous learning is one of the most important reforms in the 2020s, in which the skills of people of working age, the provision of education, livelihoods and the needs of working life are examined as a whole.

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The reform of continuous learning is one of the most important reforms in the 2020s, in which the skills of people of working age, the provision of education, livelihoods and the needs of working life are examined as a whole.

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Why did Finland need the reform? What are the vision, goals and measures to reach them?
https://okm.fi/en/continuous-learning-reform

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Continuous learning reform - OKM - Ministry of Education and Culture, Finland

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The changing demands of work will significantly increase the need for upskilling and continuous learning. The term ‘continuous learning’ was introduced in Finland to emphasise the importance of upskilling and reskilling as opposed to lifelong learning, which takes place occasionally during a person’…