Competence-based qualifications for adults 

The competence-based qualification system is the most established form of validation in Finland. Competence-based qualifications can be awarded regardless of how and where the skills and knowledge have been acquired, since the candidate’s knowledge, skills and competence can be demonstrated in officially approved tests. The qualification system was established in 1994 through the implementation of the Vocational Qualifications Act 306/1994 and are now included in the 1998 Act on Vocational Adult Education. The framework was created by the National Board of Education in close co-operation with the main labour market organisations and teachers. It is possible to complete competence-based vocational qualifications, further vocational qualifications or special vocational qualifications or only parts of them. The popularity of competence-based examinations has increased rapidly since their introduction, and they have continued to strengthen their position in the Finnish education system.  

There are now nearly 380 different qualification titles, and almost 90,000 competence-based qualifications were acquired during the first 10 years of the system. Recent statistics show the continuing popularity of the system (for example, 33,168 qualifications werw awarded in 2013). A total of 418,699 competence-based qualifications were awarded between 1995 and 2013.  

Mature students are expected to demonstrate the required professional skills primarily with real-life work tasks. This is often preceded by preparatory training, where students learn more about the necessary skills. A competence-based qualification includes practical work assignments and written or oral assignments. The student’s existing competences and know-how will also be taken into account. Students willing to complete a competence-based qualification are usually expected to apply directly to their desired educational institution. It is also possible to complete competence-based training as labour market training for adults. 

The recognition of prior learning is part of the process of drafting a personal study plan during the phase for enrolment in studies for competence-based qualifications. The competence-based qualifications are subject to rules and regulations that apply throughout Finland. The provider of training must ensure that students wishing to complete a competence-based qualification receive customer-oriented advice and guidance and other services and forms of support agreed in collaboration in drafting a personal plan for 1) applying for the competence-based qualification and the preparatory training 2) completing the competence-based qualification and 3) acquiring the necessary professional skills.  

Guidance during the phase of enrolment in competence-based qualification means that applicants receive advice in improving their self-knowledge, identifying their skills, finding and understanding the information necessary for completing the qualification, and making the right study choices. The aim is to identify the qualification and learning arrangements that serve the needs of the applicant in the best possible way. All instructors of the candidate should be familiar with the workplace culture, learn its operational processes to be able to share this information with the candidate, and provide guidance in completing the qualification. Applicants often need guidance and support in their learning. To take any language and learning difficulties into account, they should be identified from the onset. In the stage of enrolment in the studies, the candidate chooses the most appropriate qualification together with the employer, the body arranging the competence-based qualification and the training institution. However, the applicant should have the final word on the selection of the qualification. The task of the employer and the bodies arranging the qualification or training is only to provide support for the candidate’s choice. 

During the phase in which the skills required for the competence-based qualification are being acquired, and in the qualification completion phase, the student receives guidance from the teachers of preparatory training, the guidance and career counsellors of the educational institution, and other supporting personnel of the educational institution. At the stage of enrolment in the studies, however, the availability of guidance seems to leave a lot to be desired. Personalised study plans are not drafted before the selection interview for the training or the beginning of the preparatory training, when the applicant has already been selected to study for a particular qualification. TE Offices try to provide guidance and counselling during the qualification selection phase, but they often lack sufficient sector-specific information. Guidance and counselling services provided during the phase of enrolment in adult education, such as Door to Learning services, are an appropriate source of competent and relevant guidance. Adult educational institutions are also able to provide guidance, if the applicant is able to ask for it, since adult educational institutions employ a growing number of guidance professionals.