Step into a Finnish workshop on a weekday morning. You will see safety boots, real tools, and calm focus. A student checks a task list with their workplace instructor. A teacher nods, listens, and adds one tip. This is not only school. It is work and learning at the same time.
In Finland, vocational education is built for real life. Finnish Vocational Colleges do not sit apart from companies. They plan together, teach together, and judge skills together. This close relationship helps students move from classroom to career without a long waiting line. It also gives employers the fresh talent they need.
How does this partnership work in practice? It starts with a simple idea: learn by doing, show your skills in real tasks, and keep your learning personal. From day one, each student has a clear plan, and that plan stretches across campus and workplace. The college trusts companies as co‑educators. Companies trust colleges as talent partners. Everyone wins.
In this guide, we open the doors and show you the methods, tools, and stories behind this model. You will see how plans are made, how learning flows, and how quality stays high. You will also find a practical blueprint you can adapt in your own school or region. Ready to see how partnership can feel simple, human, and powerful?
Finland’s vocational education and training—often called VET—is for both young people and adults. It serves school‑leavers and those already at work who want to reskill or upskill. The goal is strong professional competence and continuous learning. This “learning for life” idea runs through the whole system, not just the early years.
A key feature is the competence‑based approach. Instead of counting hours, Finland checks real skills. Students learn in different places—at school, at a company, or online—and then show what they can do in tasks that match working life. Every student has a personal plan called a HOKS (in Finnish: henkilökohtainen osaamisen kehittämissuunnitelma). The plan recognizes prior learning, sets new targets, and agrees where and how each skill will be learned and shown. This plan is made together by the student, a teacher or counsellor, and when relevant, a representative from working life.
What does this look like as students move from basic education into upper‑secondary choices? In Finland, around half of the young people who complete basic education continue to VET rather than general upper‑secondary school. This shows how normal and respected the vocational path is. It is not a second choice. It is simply a different route into a good life and a good job.
Work‑based learning sits at the center. Students can learn in the workplace through two main agreements. The training agreement is flexible and covers shorter periods or specific parts of a qualification. The apprenticeship agreement is an employment contract where the student is paid and learns mainly at work. Colleges and companies can even mix both routes, so the path fits the learner and the job.
When people think of “partnership,” they might picture a yearly meeting and a handshake. In Finland, it is more active. A program head and an employer meet at the start of the year to check which skills the company needs right now. Together they map tasks that match the national qualification requirements. They pick tools, safety rules, and targets that are easy to observe. The college then links these into student HOKS plans.
During the term, teachers visit the workplace. They talk with the workplace instructor, answer questions, and coach both the student and the mentor. Sometimes a company expert comes to campus to run a masterclass on the newest tool or method. On other days, students attend the company’s induction or safety briefings, just like new hires. This back‑and‑forth rhythm keeps learning current and practical.
Many colleges also have advisory boards for each field. In these meetings, employers, employees, and teachers discuss trends: electric vehicles in mechanics, robotics in logistics, sustainable menus in hospitality, or home‑care tech in social and health care. These talks flow straight into unit choices, project ideas, and assessment tasks. The result is simple: students learn what companies use, and companies help shape what students learn.
Let’s look at the two main pathways for learning at work.
Training Agreement: This is a flexible way to learn at a workplace without an employment contract. It can cover a whole degree, one unit, or even a smaller part. The college and the company agree on what the student will do, what skills will be practiced, and how the results will be shown. Because it is modular, this route is perfect for students who need a short, focused period in a specific task or tool. It is also good for companies who want to test a learning role before offering a longer placement.
Apprenticeship Agreement: This is a paid employment relationship between the student and the employer. The company pays a salary based on the relevant collective agreement. Most learning—often around four days out of five—happens in real work. The college provides the theory and any missing skills through short campus days or online modules. In other words, the job is the classroom and the team is the teaching staff.
In both cases, the student is not a helper on the side. They do real tasks that match the qualification requirements and the company’s needs. The college, student, and employer agree on the tasks in the HOKS. This shared plan keeps expectations clear and progress visible. If a student already has some skills—maybe from a hobby, a previous job, or volunteering—those skills are recognized so time is not wasted.
What if a student needs to study a new concept before trying it at work? The college offers short bursts of theory or practice in labs and workshops. Many colleges now use simulators and VR to rehearse tricky or risky tasks. Then the student heads back to the workplace ready to try the real thing. The loop is fast, friendly, and effective.
In Finland, skills are shown in competence demonstrations. These are real tasks carried out in real settings. A culinary student plans, cooks, and serves a dish during a lunch rush. A mechanic diagnoses and fixes a fault on an EV. A health and social care student supports a client at home with safety, dignity, and independence. In each case, the student demonstrates the required skills rather than “sitting an exam.”
Assessment is a team effort. A teacher and a representative from working life observe and judge the performance together. They use clear criteria linked to the qualification. This simple step—bringing the employer into the assessment—keeps the bar honest and the feedback rich. It also builds trust: the company sees what “good” means, and the student hears two voices as one.
Quality is not left to chance. Finland has national working life committees that oversee the quality of vocational skills at a system level. They ensure the connection to real work stays strong. At provider level, each college prepares a competence assessment plan that describes how assessment is done in every program. These routines are part of the internal quality system and are updated as industries evolve.
Think of HOKS as a student’s GPS. It shows where you are, where you need to go, and which roads you will take. At the start, the student and teacher look at prior learning, interests, and goals. If a workplace is already in view, the employer joins the talk. Together they agree what to learn at school, what to learn at work, and how to show each skill. The HOKS also lists any support the student needs and the timetable for each unit.
HOKS shines because it respects different starting points. Some learners arrive with strong hands‑on skills but need literacy or digital support. Others bring theory strength but need time on the tools. Some already work part‑time or care for family members. The plan adapts. Skills gained in hobbies or earlier jobs count. The path is not one‑size‑fits‑all.
Plans are not static. Teachers, students, and employers update the HOKS as skills grow. If a company introduces a new technology, the plan can add a short module and a demonstration task. If a student shows faster progress than expected, some units can be completed earlier. If life happens, timelines can shift without losing the overall flow. This is personal learning made simple.
Finnish VET teachers are subject experts and learning designers, but they are also close to industry. Many colleges support short “work‑life periods” where teachers spend time in companies to refresh their skills. In return, industry mentors visit campus to co‑teach practical sessions or introduce new equipment. This two‑way exchange keeps teaching tools current and language aligned with the shop floor.
Because assessment is competence‑based, teachers focus on what a student can do right now. They design tasks that show real performance under real conditions. They discuss criteria with workplace instructors beforehand, so judgment is fair and consistent. Over time, these shared practices build a local community of learning where teachers and employers learn from each other as peers. It is simple, respectful, and productive.
Finland’s VET funding encourages results, not just participation. Today the model combines core funding, performance funding, and effectiveness funding. In plain words, colleges receive a base share for providing education, a performance share for completed qualifications and units, and an effectiveness share for outcomes like employment or further study. Recent summaries describe the shares as approximately 70% core, 20% performance, and 10% effectiveness.
Why does this matter for partnership? Because the model rewards colleges for getting learners to real competence and real jobs. That means colleges invest time in employers: designing good tasks, training workplace instructors, and aligning assessment. It also means programs can move quickly when a local sector changes.
Employers also get practical support. In apprenticeship training, a discretionary training compensation may be paid to the employer to cover guidance costs. This helps a company allocate a skilled mentor who can train the student safely and well. There are also broader training compensation mechanisms that support employers to organize competence development for staff. Together, these incentives make it easier to say “yes” to new learners.
Good partnership needs good information. Finland’s national platforms collect and share data that helps colleges plan and improve. For example, data flows on student progress and outcomes can be viewed and analyzed through services like Vipunen, while KOSKI and ARVO support record‑keeping and feedback at the provider level. The result is simple: leaders see what works, teachers spot gaps early, and employers get programs that reflect local needs.
Data also supports transparency. Advisory boards can review employment outcomes and unit completions before recommending changes to curricula or equipment. Teachers can compare cohorts and refine tasks. Students can track their own progress in the HOKS. With this cycle of feedback, the system keeps moving forward.
Industries are changing fast, and Finland keeps qualifications fresh. Recent updates add new options that promote green and digital transitions. Colleges can offer optional vocational units that focus on sustainable practices, energy efficiency, data skills, and automation. This shift helps students move into jobs that matter for the future economy and the planet. It also gives employers a pipeline of talent ready for new tools and standards.
In practice, this might mean an electrical student learns to install EV charging points, or a hospitality student designs a low‑waste menu. An ICT learner might work with a local SME to harden a simple cloud service. With employer mentors at the table, these topics become real projects, not just theory.
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Imagine an automotive program that meets a local dealership. The employer needs talent for electric vehicle diagnostics. Together they map tasks aligned with the qualification: high‑voltage safety, battery health checks, and software updates. The HOKS lists a two‑week training agreement for the first exposure, followed by an apprenticeship. On campus, the college adds a simulator session on safe lock‑out procedures. At the workplace, the student shadows a senior tech, then performs a full diagnostic under supervision and demonstrates competence. The employer gains a ready junior technician, and the student sees a clear path into a fast‑growing niche.
Picture a social and health care student placed with a home‑care provider. Tasks include safe mobility support, digital care notes, and medication routines within the assistant’s scope. The teacher checks the HOKS with the company mentor and plans the competence demonstration during a regular shift. After the demonstration, teacher and mentor sit with the student to give balanced feedback. The provider now knows this learner can work with clients respectfully and safely, and the student has proof of real‑world ability.
Think of a hospitality college and a local hotel chain. They design a “low‑waste breakfast” project. Students measure waste for one week, design new prep steps, and test a menu with local produce. The competence demonstration is a live service morning with guests. The hotel gains lower costs and a story to share. Students gain confidence and skills that transfer anywhere food is served.
If you lead a school or department outside Finland, you can build a partnership model that fits your context. Here is a simple blueprint you can adapt step by step.
List the companies in your region. Group them by size and skill needs. Identify a few “early partners” who love to mentor young people. Run a short roundtable to hear what skills they struggle to find. Record which tasks could make safe and rich learning moments for students.
Pick one qualification unit as a pilot. With two employers, write three workplace tasks that match the unit’s outcomes. Use plain language so everyone understands what “good” looks like. Align each task with a short theory module at school. Decide how long each workplace stint should be and where the demonstration will happen.
Use a flexible training agreement for early exposure or for students who need short, focused tasks. Move to an apprenticeship when the student is ready for paid, full‑role learning. Keep the paperwork simple. Make the plan visible to student, teacher, and workplace mentor.
Offer a two‑hour micro‑course for mentors on coaching and feedback. Share the assessment criteria and a simple checklist. Invite mentors to campus once per term to compare notes with teachers. Give mentors a direct contact person so help is always one phone call away.
Plan the competence demonstration at a natural point in the work cycle. Assess as a team—teacher and employer—using shared criteria. Give feedback the same day while the task is fresh. Collect a short satisfaction note from the mentor and the student. Feed the insights back to your advisory board.
Even a simple spreadsheet can track units completed, demonstrations passed, and employment offers. As you grow, consider a light dashboard. Review the results every term. If a task produces weak evidence, redesign it with the employer. If a company changes a tool, update the campus module.
Add one new employer at a time. Keep your rhythm: plan, teach, assess, review. Celebrate quick wins—a student hired, a safe practice adopted, a cost saved. Share stories to bring new partners on board.
Seeing the model in action is the best way to learn it. A well‑planned school visit lets you watch a competence demonstration, talk with workplace mentors, and sit in on a HOKS meeting. You can ask students what helped them most. You can ask teachers how they plan, and ask employers how they choose tasks.
A typical one‑day visit might begin with a welcome and a short briefing on the local partnership map. After that, you tour two workshops or labs, each paired with a partner company. After lunch, you join a live assessment moment at a workplace or a simulated task in the college lab. You finish with a Q&A panel: a teacher, a program head, a student, and an employer. You leave with templates, contacts, and a clear next step.
If you have two days, add a deeper dive. Join a planning meeting where a HOKS is updated for a new workplace task. Visit an employer site to see how mentors coach. Sit with the quality lead to look at dashboards and discuss how feedback becomes change.
When colleges and companies learn together, students win. They gain confidence, competence, and a clear route into work. Employers win because they help shape the skills they seek—and often hire graduates they already know. Colleges win because programs stay current and results stay strong. In Finland, this is daily life. The system is built to make partnership the easiest choice.
Do you want to see this harmony up close? Do you want your own staff to bring home ready‑to‑apply practices?
Book a school visit with TechClass. We are an e‑learning provider in Finland, and we arrange inspiring, structured visits to Finnish Vocational Colleges that partner with industry. Meet teachers and mentors. Watch live competence demonstrations. Leave with templates, contacts, and a practical plan you can use right away.