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EPALE

Electronic Platform for Adult Learning in Europe

 
 

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What can the adult learning sector learn from Finland?

04/06/2015
by Mary-Clare O'CONNOR
Language: EN
Document available also in: ES IT PL FR DE

The participation rate in adult learning is the fourth highest in Finland. In 2012, approximately half of the population aged between 18 and 64, participated in adult education in 2012. The participation rate is habitually 10% higher for women since the 1980s.

What kind of adult education system can secure these high participation rates? The answer could be simple - a system that addresses comprehensively the different learning needs of adult learners. The key strengths of the Finnish adult learning system can be summarized as follows:

1.Individualised competence-based qualifications

Employment or career related qualifications have gained increasing popularity in recent years.  In 2012, 54% of people participated in work-related adult learning. This share has been increasingly consistently over the past ten years. Again the use individual study plans and recognition of prior learning and experience have proven to be critical in ensuring that each individual learner’s needs are responded to effectively. The key principles of competence-based qualification system include: tripartite cooperation of employees, employers and teachers, independence of qualification from training, demonstrating skills in competence tests and personalization of the testing, e.g. completion of just one module rather than the full qualification. Employers have been found to respond particularly to this approach, for instance, by offering salary increases and other incentives to their staff to complete such career-based qualifications. However, there does remain a challenge in developing greater cooperation between the adult learning sector and the labour market to ensure all forms of informal and non-formal learning are also recognised as part of the system.

2. Highly flexible learning arrangements

Key features supporting adult learning leading to qualifications, whether career related or otherwise, include blended learning (through e-learning, for example) and the active use of individual learning plans and peer networks.  After completing a qualification, there are different opportunities for adults to progress either horizontally to a higher level of education, but also vertically to other sectors and fields of learning within the national qualifications framework, according to the individual or professional need, interest and motivation. Recognition of prior learning is a key facet supporting this approach.

3.Opportunity for learners to pursue their own interests

In addition to employment related education leading to qualifications, the “liberal” education has managed to sustain its position as informal, non-vocational form of adult training. This type of training, for example arts and music classes, is often available in the evenings and over weekends, has been consistently popular in Finland. In 2012, about a sixth of the population aged 18–64 participated in this form of hobby or leisure related education, of which women accounted for as much as 70%. Such popularity demonstrates the value of adult education which allows adult learners to develop their self-expression skills freely without the restrictions of qualifications and working life demands.

4.Competitive adult learning sector

It should be noted that adult learning market is highly competitive in Finland. Given that government subsidies have been reduced in recent years, adult learning organisations have been compelled to find new ways of working, for example, by seeking cooperation with other education organizations and enterprises and finding new adult learner segments to secure the continuation for their operations. I would therefore expect more and more synergies across the different types of adult education providers alongside a greater diversification of adult learning provision. Cooperation between key stakeholders in adult learning and increasing the choice for individual learners will therefore become even more important over the next decade.

Dr. Eila Heikkilä has a Doctor in Education Degree from the Faculty of Policy and Society, Institute of Education, University of London. She is a Senior Expert with professional experience of more than 25 years in Education and Training, and 15 years in European Programmes of Education and International Education Development. Dr Heikkilä lectures on Adult Education at the University of Helsinki.

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  • Ros Bauer's picture
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  • Ros Bauer's picture
    I am currently in Scandinavia on an Australian Executive Fellowship study tour. My areas of interest are adult learning, adult language/literacy/numeracy and Indigenous learning. I am in Oulu this week and then flying out from Helsinki at the end of September. I would really like to connect with any practitioners or policy makers to talk about Finnish initiatives, since Finland has such an excellent reputation in adult learning/literacy and community education.p Any Epale colleagues that could connect me? It would be a fabulous opportunity and I would be very fearful. Regards Ros Bauer
  • Giuseppina Raso's picture
    Mi è capitato di visitare alcuni centri per l’apprendimento in età adulta finlandesi. E’ bastato vedere un’aula multimediale in aperta campagna, sepolta sotto metri di neve, per capire il grado di diffusione di questo settore dell’istruzione. Se quanto ho verificato non mi dà informazioni sul livello qualitativo, dà però un’idea chiara del grado di diffusione sul territorio. Dal grande centro per anziani di Helsinki, un palazzo di quattro piani, ai vari centri superaccessoriati, anche in aperta campagna, si ha chiara l’idea che tutti i cittadini finlandesi possono fruire di percorsi formativi. Tornando all’aula multimediale in aperta campagna, in quanti Paesi europei si può verificare qualcosa di simile? In Italia sicuramente no, malgrado la pressante necessità di colmare il gap digitale di ampie fasce di popolazione adulta, specie anziani!