Continuous Learning in Working Life in Finland

Foreword
Acronyms and abbreviations
Executive summary
Assessment and recommendations
	Assessment
	Recommendations
		Making continuous learning provision fit for the future
		Improving learning participation of adults with low skills
1 The changing policy context
	Introduction
	Labour market context
		Following a protracted recovery, the Finnish employment rate is at an all-time high...
		...and the vast majority of new jobs created require high levels of skills.
		Technological progress will induce further changes in the labour market…
		…and population ageing could exacerbate skill shortages in the future.
	Skill levels of the adult population
		The skill levels of the Finnish population are high by international comparison…
		… but there is some concern that skill levels are declining…
	Patterns of adult learning participation
		Participation in adult learning is one of the highest in the world...
		…but some groups are at risk of being left behind.
		The role of formal adult education is increasing…
	References
	Notes
2 The continuous learning system
	Introduction
	Governance
		The responsibility for continuous learning is shared within and across ministries...
		…as well as with municipalities and learning providers
		The current system lacks an overarching strategy
	Financing
		Direct costs of participation are low for individuals…
		…and a wide range of financial support is available
		Yet, investment may be lagging behind the other Nordic countries
	Structure of provision
		...and learning typically takes place in public or government-dependent education institutions
		The distinction between formal and non-formal learning opportunities can be blurred
	References
3  Making continuous learning provision fit for the future
	Introduction
	The current system
		Structure of adult learning provision
		Responsiveness of provision to labour market needs
			Anticipating the skill needs of the labour market
			Using anticipation information to shape adult learning provision
	Key challenges
		The existing structure favours formal over non-formal learning.
		There are some important gaps in the continuous learning provision.
			Need for shorter non-formal learning opportunities that are labour-market relevant.
			Lack of opportunities to gain higher vocational skills.
		The use of skills anticipation information for the steering of education provision is limited.
	Policy recommendations and good practices
		Diversify the training offer
			Improving the market for non-formal training.
			Re-introduce opportunities to develop higher vocational skills.
			Explore the introduction of short-cycle tertiary education.
		Make the offer more labour-market relevant
			Systematise the use of skill anticipation information for strategic planning.
			Harness the capacity of employers to develop training programmes.
			Incentivise providers to offer training in line with skill demand.
		Incentivise individuals to take part in the ‘right’ offer
			Provide better information on the labour-market relevance of training.
			Review and calibrate financial incentives for individuals.
	References
	Notes
4 Improving learning participation of adults with low skills
	Introduction
	The current situation
		Profile of adults with low basic skills in Finland
			Socio-demographic background
			Labour market situation
		Learning participation of adults with low basic skills
			Reasons for participation in learning
			Learning participation of workers with low basic skills
			Learning participation of unemployed adults with low skills
		Guidance and learning provision for adults with low basic skills
			Learning provision for adults with low basic skills
			Advice and guidance services for adults with low basic skills
			Ongoing experimentation to improve service provision
	Key challenges
		Adults with low basic skills need more comprehensive advice and guidance services.
		Targeted education provision for adults with low skills is lacking.
		Outreach activities to engage adults with low-skills in learning are limited.
	Policy recommendations and good practices
		Provide comprehensive information and guidance services
			Further develop one-stop-shops that provide comprehensive advice and guidance
			Strengthen the capacity of the TE-offices
		Develop tailored education programmes
			Develop a programme of short courses that aim to improve motivation towards learning
			Contextualise the learning activity
		Reach out to adults with low basic skills
			Reach out to adults with low skills
			Improve understanding of the target group by collecting and analysing data
	References
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