Ammattikoulu (Vocational) Schools
Over the past few years, Finland has been in a unique situation where the amount of young people entering the labor market falls below the amount of people retiring. Because of this unbalance there is a focus in speeding up the completion of education and preventing the dropout of students. It is also very important to have at least a basic qualification in a career field to gain employment. These are some of the contributing factors to the increase in popularity of vocational education in Finland.
The Finnish vocational system has 52 qualifications and 113 different study programs for students to pursue. Each of these qualifications has the same structure and study period (3 years) that is set by the National Board of Education. The amount of placements that are allotted for each vocation are determined on Job Forecasting and a prediction of what areas of employment will be lacking in the specific region the school is located in. Finland also prides itself in leading the development of the dual-degree system where students can complete both the initial vocational qualification and the upper secondary school certificate (matriculation examinations). After completing vocational studies, students are eligible to attend higher educations studies at universities and polytechnics. This supports the Finnish value of having no dead ends when it comes to equal educational opportunities.
The Finnish vocational system has 52 qualifications and 113 different study programs for students to pursue. Each of these qualifications has the same structure and study period (3 years) that is set by the National Board of Education. The amount of placements that are allotted for each vocation are determined on Job Forecasting and a prediction of what areas of employment will be lacking in the specific region the school is located in. Finland also prides itself in leading the development of the dual-degree system where students can complete both the initial vocational qualification and the upper secondary school certificate (matriculation examinations). After completing vocational studies, students are eligible to attend higher educations studies at universities and polytechnics. This supports the Finnish value of having no dead ends when it comes to equal educational opportunities.
In Jyväskylä College
Jyväskylä College is a consortium of all of the individual vocational schools located in Central Finland. Students can study to receive 24 different vocational qualifications. Each year there are approximately 3,000 applicants and only 1,700 are accepted into vocational schools. In 2011, there were 4,485 students enrolled in vocational schools in Jyväskylä. There are also 138 students enrolled in “Career Start” for an extra year of support to apply to specific areas of vocational studies. There are 169 students completing a year of supplementary studies to raise their grades and reapply for upper secondary school placement. There are 514 students enrolled in the double diploma program. In 2011, 1,218 students graduated and of those 88 graduated from the double diploma program.
Jyväskylä also had as strong international exchange program that sends hundreds of student and staff abroad to learn from other countries through on the job training, internationally focused study paths and acquire skills needed to work in multicultural communities in Finland.
Jyväskylä also had as strong international exchange program that sends hundreds of student and staff abroad to learn from other countries through on the job training, internationally focused study paths and acquire skills needed to work in multicultural communities in Finland.
Curriculum
To complete a vocational qualification, students take vocational studies, core subjects and free choice subjects. Within the vocational studies there is an opportunity for at least half the year (20 credits) to complete on the job training. The following is a breakdown of the credit requirements.
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The curriculum for vocational schools is broken up into study modules that allow for the basis of assessment and skills demonstrations. Qualification certificates are awarded for each study module based on a student’s performance. Students must also complete a final project in their last year of study. Core subjects are designed to provide students with the skills and knowledge that they need to be successful in the work environment, in further studies and as citizens. The National Core Curricula determines that the following skills be integrated into all fields and core classes:
Within the last few years, there has been an increased focus on entrepreneurship training in Jyväskylä. There are four phases of the entrepreneurship training that are introduced in all study programs of vocational education. The first phase explores student’s interest and general information about starting your own business. Then student’s progress into creating a business under Jyväskylä College that is supported and advised by teachers and other stakeholders. The third phase is for students to become a member of a cooperative and to move their business toward independence. The final phase is for students to leave the cooperative and to own their own business where they are the sole trader. The philosophy of the entrepreneurship study program is based on social constructivism, learning by doing, teamwork and coaching instead of teaching. So far this program has been very successful in Jyväskylä and many other parts of Finland are following the city’s lead.
Students also have access to Apprenticeship training opportunities. This allows students to enter into a written contract with an employer as an apprentice. Then 70-80% of the training takes place at the workplace. The apprentice’s learning is entrusted to the workplace instructor. Students will be released from work to take general studies classes and then return to the apprenticeship. The employer pays the apprentice’s wages according to the agreement. The employer receives training compensation to cover the costs of the training period.
Special education students are integrated into mainstream vocational education and training. Their study path is tailored as much as possible to fit each student’s individual needs and provide them with a successful path to employment. There are separate vocational training institutes for training students with the most severe disabilities.
- learning skills
- problem-solving skills
- interaction and communication skills
- co-operation skills
- ethical and aesthetic skills
Within the last few years, there has been an increased focus on entrepreneurship training in Jyväskylä. There are four phases of the entrepreneurship training that are introduced in all study programs of vocational education. The first phase explores student’s interest and general information about starting your own business. Then student’s progress into creating a business under Jyväskylä College that is supported and advised by teachers and other stakeholders. The third phase is for students to become a member of a cooperative and to move their business toward independence. The final phase is for students to leave the cooperative and to own their own business where they are the sole trader. The philosophy of the entrepreneurship study program is based on social constructivism, learning by doing, teamwork and coaching instead of teaching. So far this program has been very successful in Jyväskylä and many other parts of Finland are following the city’s lead.
Students also have access to Apprenticeship training opportunities. This allows students to enter into a written contract with an employer as an apprentice. Then 70-80% of the training takes place at the workplace. The apprentice’s learning is entrusted to the workplace instructor. Students will be released from work to take general studies classes and then return to the apprenticeship. The employer pays the apprentice’s wages according to the agreement. The employer receives training compensation to cover the costs of the training period.
Special education students are integrated into mainstream vocational education and training. Their study path is tailored as much as possible to fit each student’s individual needs and provide them with a successful path to employment. There are separate vocational training institutes for training students with the most severe disabilities.
Assessment

Each vocational qualification has the same core curriculum and competencies that are set by the Finnish National Board of Education and all of the vocational institutes in Finland comply with them. The grading scale is based on a rubric score of 1-3 and students are routinely given oral and written feedback on their performance. Students take a combination of theory and practical classes, both contributing to their final qualification.
In the third and final year of schooling, students are encouraged to choose a project in a subject of their choice guided by teachers and even with the teachers. Students are encouraged to work with students from other departments to bring in the skills they need to complete their project.
In the third and final year of schooling, students are encouraged to choose a project in a subject of their choice guided by teachers and even with the teachers. Students are encouraged to work with students from other departments to bring in the skills they need to complete their project.
What Makes Vocational Schools Successful?

Every time I walk into a vocational school, I have a sudden desire to learn a new skill. The atmosphere and the excitement in the schools are contagious. Students are engaged in the learning process and are genuinely excited to show off their skills. I am honestly moved every time I get to visit a classroom with the level of critical thinking, problem solving and real world application that is present in the lessons. It is clear to see why the students are engaged in their education.
There are many factors that make vocational schools successful. It is very clear that there is strong partnership between businesses and the curriculum being taught in school. The partnership between local businesses extends far beyond the experiences of on the job learning that are provided, but are deeply involved in making sure that the most up to date skills are being taught using the most up to date technology. The investment that has been made in entrepreneurship and the international vocational skills (specifically in Central Finland) sets the programs steps ahead for developing the skilled labor that is needed. There is also a very strong and effective guidance system that helps students create and maintain individual study paths that will reach their career goals. It is also important to acknowledge that the diversity of student choices for a vocation plays a significant role in student motivation and career path development.
I love Finland’s approach to vocational education. Some of my initial observations are:
When I think about all of the vocational schools that I have visited in context of the US educational system, I only wish that my students had such a wide range of choices to make. It is clear that within the educational reform a decision was made to make vocational schools a priority and increase the prestige that comes with attending and graduating from a vocational school. Within the 53 qualifications that are offered, there are countless specializations that reach every student’s dreams and goals. There is also a structure that is well supported for students who may not know what they want to do or my have special needs to reach their goals. Student interests are clearly valued in this system. The US is far from being able to state the same. One of my hopes is to help spread the word that really smart and successful people take successful career paths other than college. I hope that the US can look to Finland to learn that lesson.
There are many factors that make vocational schools successful. It is very clear that there is strong partnership between businesses and the curriculum being taught in school. The partnership between local businesses extends far beyond the experiences of on the job learning that are provided, but are deeply involved in making sure that the most up to date skills are being taught using the most up to date technology. The investment that has been made in entrepreneurship and the international vocational skills (specifically in Central Finland) sets the programs steps ahead for developing the skilled labor that is needed. There is also a very strong and effective guidance system that helps students create and maintain individual study paths that will reach their career goals. It is also important to acknowledge that the diversity of student choices for a vocation plays a significant role in student motivation and career path development.
I love Finland’s approach to vocational education. Some of my initial observations are:
- the system is well funded so that labs get the resources they need
- the students are given control over what they learn, which motivates them
- there is more of an emphasis placed on the depth of learning versus the amount of information covered, which relaxes the pace of classes and allows for creativity
- teachers are very well trained and highly regarded giving them a wide range of expertise to pull from when teaching
- students don’t display the fear of failure when approaching a new project, they feel supported and encouraged to try new task
- teachers are prepared to engage students by allowing topics to be generated from student interest and not a scripted curriculum
- guidance plays a very unique role in helping students develop their individual study paths
- students receive study breaks and warm meals throughout the day to create for a safe and welcoming climate in a school
When I think about all of the vocational schools that I have visited in context of the US educational system, I only wish that my students had such a wide range of choices to make. It is clear that within the educational reform a decision was made to make vocational schools a priority and increase the prestige that comes with attending and graduating from a vocational school. Within the 53 qualifications that are offered, there are countless specializations that reach every student’s dreams and goals. There is also a structure that is well supported for students who may not know what they want to do or my have special needs to reach their goals. Student interests are clearly valued in this system. The US is far from being able to state the same. One of my hopes is to help spread the word that really smart and successful people take successful career paths other than college. I hope that the US can look to Finland to learn that lesson.
Source: Jyväskylä College PPT
VET- Finland, 2012
The Finnish National Board of Education Curriculum
Interviews with multiple study counselors and vocational teachers
VET- Finland, 2012
The Finnish National Board of Education Curriculum
Interviews with multiple study counselors and vocational teachers