Continuous Learning in Working Life in Finland

Description

Foreword Acronyms and abbreviations Executive summary Assessment and recommendations Assessment Recommendations Making continuous learning provision fit for the future Improving learning participation of adults with low skills 1 The changing policy context Introduction Labour market context Following a protracted recovery, the Finnish employment rate is at an all-time high... ...and the vast majority of new jobs created require high levels of skills. Technological progress will induce further changes in the labour market… …and population ageing could exacerbate skill shortages in the future. Skill levels of the adult population The skill levels of the Finnish population are high by international comparison… … but there is some concern that skill levels are declining… Patterns of adult learning participation Participation in adult learning is one of the highest in the world... …but some groups are at risk of being left behind. The role of formal adult education is increasing… References Notes 2 The continuous learning system Introduction Governance The responsibility for continuous learning is shared within and across ministries... …as well as with municipalities and learning providers The current system lacks an overarching strategy Financing Direct costs of participation are low for individuals… …and a wide range of financial support is available Yet, investment may be lagging behind the other Nordic countries Structure of provision ...and learning typically takes place in public or government-dependent education institutions The distinction between formal and non-formal learning opportunities can be blurred References 3 Making continuous learning provision fit for the future Introduction The current system Structure of adult learning provision Responsiveness of provision to labour market needs Anticipating the skill needs of the labour market Using anticipation information to shape adult learning provision Key challenges The existing structure favours formal over non-formal learning. There are some important gaps in the continuous learning provision. Need for shorter non-formal learning opportunities that are labour-market relevant. Lack of opportunities to gain higher vocational skills. The use of skills anticipation information for the steering of education provision is limited. Policy recommendations and good practices Diversify the training offer Improving the market for non-formal training. Re-introduce opportunities to develop higher vocational skills. Explore the introduction of short-cycle tertiary education. Make the offer more labour-market relevant Systematise the use of skill anticipation information for strategic planning. Harness the capacity of employers to develop training programmes. Incentivise providers to offer training in line with skill demand. Incentivise individuals to take part in the ‘right’ offer Provide better information on the labour-market relevance of training. Review and calibrate financial incentives for individuals. References Notes 4 Improving learning participation of adults with low skills Introduction The current situation Profile of adults with low basic skills in Finland Socio-demographic background Labour market situation Learning participation of adults with low basic skills Reasons for participation in learning Learning participation of workers with low basic skills Learning participation of unemployed adults with low skills Guidance and learning provision for adults with low basic skills Learning provision for adults with low basic skills Advice and guidance services for adults with low basic skills Ongoing experimentation to improve service provision Key challenges Adults with low basic skills need more comprehensive advice and guidance services. Targeted education provision for adults with low skills is lacking. Outreach activities to engage adults with low-skills in learning are limited. Policy recommendations and good practices Provide comprehensive information and guidance services Further develop one-stop-shops that provide comprehensive advice and guidance Strengthen the capacity of the TE-offices Develop tailored education programmes Develop a programme of short courses that aim to improve motivation towards learning Contextualise the learning activity Reach out to adults with low basic skills Reach out to adults with low skills Improve understanding of the target group by collecting and analysing data References Blank Page Blank Page