finnish training guarantee model. structure of presentation: o what? o how? o why?
TRANSCRIPT
Finnish Training Guarantee Model
Structure of presentation:
o What?o How?o Why?
Finnish education system
Priorities of Finnish educational development
• to raise the level of education and upgrade competencies among the population and the work force
• to improve the efficiency of the education system
• to prevent exlusion among children and young people
• to enlarge adut learning opportunities
• special attention is paid to quality enchancement and impact in education, training and research and to internationalisation
What are we talking about
when we are talking about training guarantee?
o The training guarantee means a) that at least 96% of young people who completes comprehensive school is offered a place of further education (2003) b) each young person who completes comprehensive school is offered a place in secondary level, apprenticeship training, youth working center or other place serving his/hers needs (2011)
o The training quarantee in a wider context means that extra attention is paid reducing drop outs in secondary level and transition phase from school to work or further education
o The society quarantee: each unemployed young person under 25 years , with no vocational qualification and each young person under 30 years graduated from secondary level is offered work, training place, study place or other place serving his/hers needs within three months from the start of unemployment
Some projects dealing with training guarantee:
o VaSkooli (Turku and Salo region) 2004-2008
o EQUAL-themework (national) 2006-2008
o VaSkooli for Young Immigrants (Turku ja Salo region) 2008-2010
o MAST (South-West Finland) 2009-2011
o Hyvällä mallilla (Practically Good – National project to disseminate best practises) 2010-2011
VaSkooli – Training with Guarantee
o communication and information transfer between basic and further education
o developing different administrative branches and school levels as well as regional co-operation and work distribution
o the need for low-treshold places of guidance the developing further guidance
o developing and implementing new guidance, support and other operational models in basic and further education
o developing new operational models and co-operation for the transition from school to work
o ensuring that there are enough places of education and that they are directed appropriately
Results of VaSkooli
An increased share of young people has received a study place in secondary education
Training guarantee rate in Turku and Salo regions raised from 93,9% in 2004 to 95,1% in 2006 and over 96% in 2010.
•The overall drop-out rate, in for example in Turku Vocational Institute which is with over 4000 students one of the biggest training institutions providing secondary level education in Finland, decreased from 4,7% in 2004 (almost 10% in early 2000s’) to 2,8% in 2008.
Good practices for education and guidance•new guidance, support and education models•low-threshold counselling and follow-up guidance•new models for communication, co-operation and transfer of information
Impact •less social exclusion among young people •reduced social costs •increased share of competent and motivated labour force in Finland
Training Guarantee for Young Immigrants
Challenges summarised into four core points:
1.Diversity of young immigrants’ educational path
2.Imbalanced educational provision and demand
3.Developing learning, teaching and guidance
4.Inadequate provision of secondary vocational education
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EffectivenessTurku Vocational Institute
oNumber of students with a mother tongue other than Finnish or Swedish out of those selected through joint application system: 7.4 % (2009: 6.0 %)
o75% of students who participated in preparatory education passed the language test (2008: 35%)
o66.7% of those who participated in preparatory education were accepted into upper secondary education or a polytechnic (2008: 32%)
o84.7% of those who participated in preparatory training found a place in education or working life
oThe drop-out rate of those upper secondary students whose mother tongue is other than Finnish or Swedish has halved since 2006.
Turku Upper Secondary Schoolso5.6% of the intake speak other than Finnish or Swedish as their mother tongue (2009: 4.5%)
Turku Christian Instituteo10.6% dropped out from immigrant education (2008: 26.7%)o2.2% of negative drop-outs in immigrant education (2008: 3.3%)
Salo Region Educational Federation of Municipalities
oNumber of students with a mother tongue other than Finnish or Swedish out of those selected through joint application system: 3.6 % (2009: 2.5 %)
o90% of students who participated in preparatory education passed the language test
o70% of those who participated in preparatory education were accepted into upper secondary education or a polytechnic
o100% of those who participated in preparatory training found a place in education or working life.
oThe number of negative drop-outs among those upper secondary students whose mother tongue is other than Finnish or Swedish has gone down in 2009-2010: 2.7 %
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MAST – Developing Provincial Guiding Model
The key concept of the provincial guiding model is flexibility, which is seen in all measures carried out. The operating model generated by the project was based on:
othe cooperation between schools and workshops and between basic and secondary educationodevelopment of provincial youth monitoring system, implementing new pedagogic guiding modelsocutting number of drop-outs and enhancing graduation in secondary educationoenchacing the transfer of youth from school to working lifeoincreasing cooperation between actors
Guiding model in a nutshell
The provincila guiding model can be crystallised in four key points:
•values•commitments•measures•materials
The implementation and realisation of the model is guided by values, such as equality, fairness and accepting and respecting individualism and diversity.
How to reach the goals of training guarantee?
Key issues are…
…face the facts
”Our task is to teach those children we have. Not those we used to have, not those we’d like to have nor those who are only in our dreams. That means we have to offer learning enviroment which is as wide range as humanhood is”.
Chris Pense, Head of Edcation Department , Toronto
…good practises and models before entering secondary level education
o three-level support program of special education (based on individual need)
o flexible learning paths in basic educationo cooperation with familieso adequate information about further educationo cooperation between different authoritieso clear responsibilities between authoritieso transfer of information
…focus on transition phases
o multi-vocational co-operationo clear responsibilities between actorso most important transiton phases are between basic and
secondary education and between school and working life
…and in secondary level
o support and guidanceo flexibilityo team worko guiding is everybody’s responsibility -principleo cooperation between different authoritieso empowerment/inclusiono challenges are there to be solvedo customer first -thinking
…remember the most vulnerable groups
Students with need of special educationo challange/problem: amount of students with need of special
education increased 59,7% in vocational education at the same time that amount of the students in special vocational schools increased only 22,0%
Young immigrantso a risk of dropping out in transition phase or secondary level
is twice as high as it is for average student
…and commitment
o adequate resources o management level supporto cooperation, openness, development spirit, courage to try
new things etc. o setting goalso keeping promises
Why bother?
Two answers:
”The training guarantee provides equal opportunities for all individuals to realise their desired career path. It is an individual's basic right in a democratic society.”
Pasi Kankare, Director of Vocational Education,
National Board of Education
”True success cannot be measured in money. It's about life and unique opportunities.”
Rauno Saari, Governor of the Province of Western Finland
A few more reasons:
1. Education is one of the most effective means to prevent exclusion of the young people.
In Finland it’s been estimated by National Audit Office of Finland that every youngster dropping permanately out of the education and working life will cost society at least one million euros before reaching the retirement age. On one-year basis, every drop-out costs society at elast 28 000€
2. As a reasult of the development the age structure of the working age population is chancing everywhere in Europe.
3. Ministry of the Interior in Finland: ”Social exclusion is the biggest threat to internal security”.
4. You can’t measure everything in money.
Saving by spending
CASE 1: Turku Vocational Institute
These results show that organizations offering educational and/orguidance services can actually save money by spending more.Positive economical consequences of measures described can be counted by the following formula:
(A – B) x C – D = E
A = Number of drop-outs in a chosen year (here: 2009) counted by the drop-out % of 2003
B = Actual number of drop-outs in a chosen year (2009)C = Average funding per student from the state to the educational
organizationD = Wage and other extra costs for support and guidance (year
2009 compared to 2003 with a 2009 wage level)E = Savings
(177 – 139) x 8 880,98 € – 150 651 € = 186 826,24 €
Using our prime year’s (2008) – so far – figures amount of money saved would be even higher:
(172 – 102) x 8 880,98 € – 150 651 € = 471 017,60 €
Moreover, Turku Vocational Institute has due to its’ low drop-out percentage and high number of graduated students received so called efficiency funding from the state (surveys made by the National Board of Education show that Turku Vocational Institute has been in that sense most successful among the big, over 1 000 students, vocational schools and training centers) as follows:
2008: 1 488 750 €
2009: 1 091 858 €
In conclusion: by giving enough resources for guidance, support, teaching and development of new tools, methods and good practices Turku Vocational Institute profited over two million euros in 2008 and almost 1,25 million in 2009.
Non-direct savings
Education is one of the most effective means to prevent exclusion of the young people. In Finland it has been estimated that every youngster dropping permanently out of the education and working life will cost society at least one million euros before reaching the retirement age. On one-year basis, every drop-out costs society at least 28 000 euros.
Case 2: workshop based studies
o 59 students in youth workshopso 9 graduatedo 35 returned to vocational studieso one young person finished his comprehensive schoolo four continue their studies in workshopo ten dropped out
• Success procentage: 83,1 %
Costs:o study period in youth workshop costs approximately
2 254 €/student
Benefits:o vocational institute: student doesn’t drop out and eventuallly
graduates – vocational institute doesn’t lose state funding and possibly gains efficiency funding
o society: risk to drop out from society decreases among young people – savings per person: 28 000€-1 000 000€
o young person: unmeasurable
Project Manager Matti Mäkelä
+ 358 44 907 3166
Project Manager Anu Parantainen
+ 358 44 907 3475