Upper secondary vocational qualifications were reformed between 1999 and 2001. Those who have completed such qualifications have extensive basic vocational skills for various assignments in their field, complete with more specialised competence and vocational skills required by working life in one sector of the qualification. The qualifications allow immediate transition to working life upon completion. They also guarantee flexible transition on the labour market from one assignment in the field to another. Topical issues in development of vocational education and training include:
- bringing education and working life closer together;
- improving quality and learning in the workplace;
- incorporating vocational skills demonstrations into upper secondary qualifications;
- co-operation between general upper secondary education and vocational education and training;
- expanding further study tracks to higher education;
- developing practices for recognition of previously acquired competencies;
- supporting the most vulnerable students, special needs education, reducing dropout rates and developing participation mechanisms for young people;
- improving the performance and quality of vocational education and training;
- internationalisation of vocational education and training on the globalising education, training and labour markets;
- improving the appreciation and attractiveness of vocational education and training, in order to bring new competent employees and entrepreneurs into working life.
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