Over the next six years it will build evidence on the causes of education success and failure in these countries, developing a systems approach for education and guidance on how education provision can be reformed to deliver better learning for all. It is crucial that these studies focus not only on the technical aspects of education systems, but also how systems – and reforms to them – are driven and shaped by the political context they operate in.
5. Building alliances is crucial for reform, but this is often challenging and requires adaptation to context. A wide range of actors have an interest in expanding education access, but their incentives can have perverse impacts on learning outcomes. Attempts to improve education quality can face opposition from those concerned about its impact on their ability to exercise patronage (politicians) or working conditions (teachers’ unions). How best to defeat, circumvent, accommodate or harness these different actors to achieve improved learning outcomes varies from context to context.
2025 Education, training and demand for labour in Finland by 2025 This report provides a description of the Mitenna model for anticipation of long-term demand for labour and educational needs, complete with anticipation data relating to demand for labour up until 2025 as well as intake needs for education and training in the latter part of the 2010’s based on this data. The report also describes the use of anticipation results in preparation of the Development Plan for Education and Research adopted by the Government. The purpose of the report is to offer a concise overview of long-term quantitative anticipation of demand for labour and educational needs for international experts in the field and other people interested in anticipation of educational needs.
Education Research 2010 - 2016 The reform is projected to start in 2012.
(...) Adult education and training - Measures will be taken to halve the effect of the social status and educational background on participation in adult education and training by 2020. The long-term aim is to do away with these differences altogether. (...) The aim of the municipal reform is to bring about a thriving municipal structure based on robust municipalities. A strong municipality is made up of natural commuter areas and is sufficiently large to be able independently to manage basic services, with the exception of specialised health care and social welfare services. After the municipal reform, the local authorities will be better placed to take care of educational services and their development. (...) The financing is to give more weight to indicators describing the operational environment in basic education, such as the proportion of immigrants in the population, the level of education among the adult population and the unemployment rate.
(...) In terms of education policy, this means - Shortening the overall time spent in education and training and the average age at the time of qualification by means of shortening the time spent at each level of education, expediting transition phases, reducing unnecessary doubling in education and enhancing the recognition of prior learning, - Improving the completion rate in education, and - Improving the matching of education supply and labour demand.
(...) The effects of the economic recession on the national economy, the dwindling labour force and the unfavourable development in the dependency ratio due to the ageing population call for measures aiming to extend careers and to improve the match between the competencies of the labour force entering the labour market and the skills needs of businesses and public bodies.
(...) In terms of education, this means measures such as accelerating qualification completion times, improving flexibility at transition points between different levels of education, reducing educational overlaps and enhancing recognition of prior learning. Furthermore, it is also possible to make use of quantitative anticipation of educational needs to steer the volume of education and training provision so as to ensure that it matches developments in demand for labour as closely as possible.
(...) The need for entrants in tourism, catering and domestic services is 1,300 smaller than the current intakes; the cuts will be mostly made in initial vocational and polytechnic education in tourism and in initial vocational training in hotel and catering. The largest needs for increases exist in initial vocational automotive technology and logistics training and in the health and social services sector. (...) Lifelong learning means learning throughout the lifespan and in all walks of life. For the principle of lifelong learning to be realised, it is vital that knowledge and competencies are made visible and knowledge and skills are valued to the full wherever, whenever and however they have been acquired. When done correctly, the identification and recognition of prior learning will make for a well-working education and qualification system and improve the motivation and progress of the individual in education and in working life (...) Fewer young immigrants go on to study in the upper secondary school than the mainstream population and therefore they are also underrepresented in higher education. One crucial factor is their language proficiency, which they often feel to be deficient. The provision of additional voluntary basic education has not given sufficient support to them in language development. The aim is that immigrants and people with immigrant backgrounds participate in education in the same ratio as the mainstream population.
Strategic framework 2020 National report for Finland, 2014
2010/06/28 Europa 2030: retos y oportunidades