@article{Virolainen_Stenström_2014, title={Finnish vocational education and training in comparison: Strengths and weaknesses}, volume={1}, url={https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/32}, DOI={10.13152/IJRVET.1.2.1}, abstractNote={<p><span class="tx" style="word-spacing: 1.44pt; top: 180pt; left: 54.7pt; width: 323.7pt; height: 9.9pt; border-width: 0 13pt 4pt 0;">The study investigates how the Finnish model of providing initial vo</span><span class="tx" style="word-spacing: 3.36pt; top: 192.7pt; width: 370.9pt; height: 9.9pt; border-width: 0 10pt 4pt 11pt;">cational education and training (IVET) has succeeded in terms of enhancing </span><span class="tx" style="word-spacing: 0.96pt; top: 205.4pt; width: 371pt; height: 9.9pt; border-width: 0 10pt 4pt 11pt;">educational progress and employability. A relatively high level of participation in </span><span class="tx" style="word-spacing: 3.23pt; top: 218pt; width: 370.9pt; height: 9.9pt; border-width: 0 10pt 4pt 11pt;">IVET makes the Finnish model distinctive from those of three other Nordic </span><span class="tx" style="letter-spacing: 0.02pt; word-spacing: 1.78pt; top: 230.6pt; width: 368.2pt; height: 9.9pt; border-width: 0 13pt 4pt 11pt;">countries: Denmark, Norway and Sweden. All four Nordic countries have well-</span><span class="tx" style="letter-spacing: 0.02pt; word-spacing: 0.58pt; top: 243.4pt; width: 370.9pt; height: 9.9pt; border-width: 0 10pt 4pt 11pt;">organised labour markets and universal types of welfare states. Priority is given to </span><span class="tx" style="word-spacing: 1.2pt; top: 255.9pt; width: 370.9pt; height: 9.9pt; border-width: 0 10pt 4pt 11pt;">goals related to equal opportunities and social inclusion. At the same time, these </span><span class="tx" style="letter-spacing: 0.02pt; word-spacing: 1.54pt; top: 268.7pt; width: 370.9pt; height: 9.9pt; border-width: 0 10pt 4pt 11pt;">countries have different models of IVET. While the study compares the Finnish </span><span class="tx" style="word-spacing: 0.6pt; top: 281.3pt; width: 370.9pt; height: 9.9pt; border-width: 0 10pt 4pt 11pt;">model of organising IVET to those of other Nordic countries, it also examines the </span><span class="tx" style="letter-spacing: 0.02pt; word-spacing: 1.42pt; top: 293.9pt; width: 370.9pt; height: 9.9pt; border-width: 0 10pt 4pt 11pt;">German and UK models, which represent differing societal approaches to IVET. </span><span class="tx" style="letter-spacing: 0.02pt; word-spacing: 1.06pt; top: 306.6pt; width: 371pt; height: 9.9pt; border-width: 0 10pt 4pt 11pt;">The differences in the outcomes of the IVET systems are described and analysed </span><span class="tx" style="word-spacing: 1.08pt; top: 319.2pt; width: 370.9pt; height: 9.9pt; border-width: 0 10pt 4pt 11pt;">through reviewing secondary data provided by Eurydice and Eurostat, along with </span><span class="tx" style="top: 331.9pt; width: 314.8pt; height: 9.9pt; border-width: 0 66pt 11pt 11pt;">country reports produced in a Nordic comparative project, Nord-VET. </span></p>}, number={2}, journal={International Journal for Research in Vocational Education and Training}, author={Virolainen, Maarit and Stenström, Marja-Leena}, year={2014}, month={Dec.}, pages={81–106} }