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Title page 1

Contents 5

Foreword 4

Executive summary 8

1. Key insights 10

Introduction 11

Development of VET qualifications 11

Strengthening post-secondary vocational education and training in Finland for the green transition 14

Supporting learners in the green transition through strong career guidance 15

Supporting learners in the green transition through excellence in teaching 17

References 18

2. Implications of the green transition for vocational education and training in Finland 19

Introduction 20

Finland's skill needs to deliver on its ambitious climate targets 25

Finland's education system's readiness to support the green transition 28

References 37

Notes 39

3. Development of vocational education and training qualifications 41

Introduction: VET qualifications for the green transition, why it matters 42

Overview of how VET qualifications adapt to the green transition labour market in Finland 44

Challenges in developing, managing and using qualifications units and micro-qualifications 49

Discussion of policy options: How to better match VET qualifications and skills for the green transition 52

References 63

Notes 66

4. Strengthening post-secondary vocational education and training in Finland for the green transition 67

Introduction: Why expansion of post-secondary VET may benefit the green transition in Finland 68

Overview of post-secondary vocational education and training in Finland 71

Challenges that limit contribution of the Finnish post-secondary VET system to the green transition 77

Discussion of policy options: How to increase the supply of higher technical skills for the green transition in Finland? 80

References 86

Note 89

5. Supporting learners in the green transition through strong career guidance and excellence in teaching in vocational education and training 90

Introduction: How career guidance and a skilled VET teacher workforce can foster the green transition 91

Overview of career guidance services in Finland 93

Overview of the VET teaching workforce in Finland 96

Challenges faced by career guidance services and VET teachers in the context of the green transition in Finland 99

Discussion of policy options: How to better account for the green transition in career guidance services and training of VET teachers? 105

References 113

Note 117

Tables 6

Table 3.1. OECD countries where VET qualifications can be adjusted locally or regionally 45

Table 3.2. Incorporation of sustainability skills in VET programmes 46

Table 4.1. Finnish VET qualifications and UAS degrees and how they are classified 69

Table 4.2. Post-secondary VET programmes cater to various populations 84

Table 5.1. Integration of sustainability themes in pedagogical studies for VET teachers in Finland 105

Figures 6

Figure 2.1. Share of upper-secondary VET graduates in green and GHG intensive jobs 23

Figure 2.2. Green jobs among upper-secondary VET graduates by the field of study in OECD countries 24

Figure 2.3. 15 year-olds performance in mathematics, reading and science, PISA 2022 28

Figure 2.4. Finnish PISA results have been declining relatively strongly compared to other countries 29

Figure 2.5. VET enrolments are on the rise among young people in Finland since 2019 30

Figure 2.6. Educational attainment among young adults in OECD countries, 2022 30

Figure 2.7. Finnish VET enrols a large share of adults, 2020 31

Figure 2.8. Students in vocational education in Finland by age and type of VET qualification, 2023 32

Figure 2.9. The structure of the vocational qualification system in Finland 33

Figure 2.10. VET students in Finland by area of study, 2023 34

Figure 2.11. Unemployment rates (1 year after graduation) among VET graduates by field of study and type of qualifications, 2022 35

Figure 3.1. Collaboration of employers with VET institutions varies by sector 51

Figure 4.1. SVQ and UAS graduates from green-related fields have high employment rates in Finland 70

Figure 4.2. Post-secondary VET accounts for a small portion of VET in Finland 72

Figure 4.3. SVQ programmes are largely attended by employed adult learners 73

Figure 4.4. Female students outnumber male students in SVQs 73

Figure 4.5. There are more higher education graduates in SVQs in green-relevant fields are than those with upper secondary VET qualifications 74

Figure 4.6. Enrolment in specialist vocational qualification programmes in environmental management is on the rise 75

Figure 4.7. Many entrants to universities of applied science have an upper secondary vocational qualification 76

Figure 4.8. Upper secondary vocational qualification holders are increasingly applying to UAS 77

Figure 4.9. Upper secondary VET completion rate in Finland is about the OECD average 79

Figure 4.10. ISCED 6 students with VET background are less likely to complete their programme, compared to those with general upper secondary education 79

Figure 4.11. The business and management field in SVQs is large in Finland from an international perspective 81

Figure 5.1. A high share of Finnish VET teachers participate in training 97

Figure 5.2. Training participation of VET graduates and their distribution in high-emission and green jobs 100

Figure 5.3. VET qualified workers in green jobs, by gender 101

Figure 5.4. Finland will need more VET teachers, including with competences related to the green transition 103

Figure 5.5. Almost 60% of VET teachers in Finland are over 50 years-old 104

Boxes 21

Box 2.1. OECD project "VET and the green transition" 21

Box 2.2. Environmental policies in Finland 25

Box 3.1. Microcredentials in VET: International context 43

Box 3.2. Australia's purpose-driven model for VET qualifications 53

Box 3.3. Green skills labelling in ESCO: Supporting the EU's climate neutrality goals 54

Box 3.4. Denmark's VET climate schools 57

Box 3.5. A joined-up approach to ensure education and training meet the demands of emerging jobs in France and Estonia 58

Box 3.6. Training in the green transition in building and construction sectors in Luxembourg 61

Box 3.7. The MASTERY project: Piloting green micro-credentials for a sustainable future 62

Box 4.1. Post-secondary VET in this report 69

Box 4.2. Efforts to strengthen post-secondary VET to support the green transition 82

Box 4.3. Articulation between ISCED level 5 and 6 programmes in France 85

Box 5.1. What is career guidance? 91

Box 5.2. Finland's green initiatives that support VET teachers 98

Box 5.3. Job Bank in Canada - national employment service 106

Box 5.4. Examples of flexible pathways to the VET teaching profession 110

Box 5.5. Recognition of VET teachers' green competency through micro-credentials 111

Box 5.6. Denmark's Knowledge Centres for Vocational Education 112

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