Conference Agenda

National vocational education systems are unique in some ways due to the historical circumstances of their formation and development (Virolainen & Persson Thunqvist 2017), the evolving national social and economic situation as well as imperatives and societal sentiments (Hanf 2002). Goals for developing a mature VET might include substantially elevating the standing within the community to be higher, championing the richness and importance of vocational education and the occupations, communities and individuals it serves. Integrating of theory and practice, promoting the autonomy of students, and to enhance the standing of vocational educators, trainers and teachers (Kaiser 2025), their selection and education, is part of this development. As well as granting them the kinds of professional discretion that will permit them to address localised needs, specific requirements and respond flexibly to the needs of their students in generating the skills required by industries and employers, and by legislators and policymakers (Billet 2013).

These different possibilities for the focus of system developments has often led to nation-specific kinds of educational purposes for these systems, their institutions, engagements with communities, and processes of teaching and assessment (Billet 2011).

As with their formation, the development of these systems is being continually reshaped by national imperatives and external factors, such as the demands of supranational agencies and geopolitical events (Klassen 2025). Yet, there will always likely be interplays between localized, national, and external imperatives shaping its purposes, practices, and policies.

The focus of the symposium is on the Nordic Countries (Denmark, Norway, Sweden, Finland, and Iceland) and the aim is to present and discuss comparative accounts of how these processes play out in current developments of the vocational education systems in these countries. They share many similarities in their development for the last century, in terms of culture, mentality, and economics. Based on a symposium including all Nordic Countries during the Nordic VET research conference (Nordyrk) in Aarhus 2025 (Eiriksdottir et.al. 2025) the aim is to present short insides in some Nordic countries and a comparison view along with three questions:

- What might constitute a mature vocational education system?

- What are the changes in governance/structures seen in the last decade?

- What are the key lessons from the country?

In an intended publication the aim is to generate a conceptual basis comprising the kinds of imperatives and factors and their educational consequences that permit the appraisal of the changes and their legacies that may have wider applicability in identifying and critically evaluating future changes.

After a short introduction, short reports from some Nordic countries (Denmark and Finland) and a comparison view will follow and lead to discussion among presenters and audience.

Method:

Participants in the symposium represent findings from a symposium at NORDYRK 2025 based on contributions from all Nordic countries: Denmark, Finland, Iceland, Norway, and Sweden. It is based on several Online discussions between the Nordic researchers and Stephen Billett and Franz Kaiser, who serve as external experts and commentators. The group meets every other month for discussion and in-between meetings the group members work individually to answer questions, whose responses are then synthesized, summarized and shared.The method comprises a comparative set of case studies being conducted in each of the five Nordic countries. The symposium at ECER is intended to be another step in an ongoing discussion-based process, that commenced in September 2024.

Intended Outcome:

1. Establishing a process for capturing and evaluating the evolving purposes, institutions and practices of vocational education systems in the Nordic countries.
2. Identifying key changes and their potential educational consequences.
3. A conceptual framework for comparative analyses of what constitute a mature VET system.

This presentation examines the major reforms that have reshaped Finnish vocational education and training (VET) since 2017, including the VET Reform 2017, the extension of compulsory education adopted in 2020, and the strengthening of the competence‑based approach accompanied by a shift toward more individualised study programmes. Collectively, these reforms have had a far‑reaching impact on the structure, governance and pedagogical practices of Finnish VET. The 2017 legislative reform unified youth and adult VET under a single legal framework, aiming to streamline provision, reduce fragmentation, and enhance responsiveness to labour‑market needs. The extension of compulsory education until the age of 18—or until completion of upper secondary education—brought new learner groups into VET, increasing diversity in prior learning experiences, study preparedness and support needs. This shift has intensified the demand for inclusive pedagogical approaches and strengthened guidance. At the same time, the reinforced competence‑based approach has stimulated public debate about the balance between vocational specialisation and the provision of sufficient general competences to support transitions to higher education (Rosenblad et al., 2022; Pietilä, 2025). For young learners in particular, questions have emerged concerning the adequacy of vocational qualifications as a foundation for further study and long‑term career development. The presentation explores the outcomes of these reforms with regard to study completion, transitions to employment and progression to further education. Drawing on national statistics from the Educational Statistics Finland repository, alongside desk research and secondary analysis of published reports (e.g. Junttila, 2025), the presentation provides an overview of the reforms and their outcomes. The presentation also reflects on methodological challenges in contemporary VET research. While Finland’s comprehensive national follow‑up systems provide robust data for identifying large‑scale trends, they remain insufficient for capturing the lived experiences of students, teachers, leaders and developers. Understanding how reforms unfold in practice requires qualitative approaches that explore local interpretations, implementation processes and contextual variation.

Junttila, J. (2025). Oppivelvollisuusiän korotuksen vaikutuksia [The effects of raising the compulsory school age]. VATT Institute for Economic Research. https://urn.fi/URN:NBN:fi-fe20251201113174 Pietilä, P. (2025). Äidinkielen luokka ja sukupuoli: Etnografinen tutkimus äidinkielen/suomen opinnoista osaamisperusteisessa tekniikan alan ammatillisessa perustutkintokoulutuksessa [Native language class and gender: An ethnographic study of native language/Finnish studies in competence-based vocational basic education in the field of technology][Doctoral dissertation, Helsingin yliopisto]. Helsingin yliopisto. Rosenblad, N., Schaffar, B., & Löfström, E. (2022). VET and the “Competency-Tetris”: Inclusion of Whom, to What, and Where?. Nordic Journal of Comparative and International Education (NJCIE), 6(3-4). https://doi.org/10.7577/njcie.4835

This symposium paper examines the Danish VET system as one of three Nordic cases in a comparative discussion of what may constitute a mature VET system in contemporary welfare states. Denmark is often portrayed as a strong example of a dual VET model with close alignment between education and the labour market. However, persistent challenges related to recruitment, dropout and educational identity call into question how maturity should be understood and assessed. Danish VET is rely on the dual principle, combining workplace-based apprenticeship with shorter periods of school-based learning. Almost all graduates with a journeyman’s certificate gain employment, and the system is closely associated with low youth unemployment. At the same time, VET attracts only around 20% of each youth cohort, and dropout rates have remained high at approximately 40–45% over the past decade. This tension between labour market effectiveness and limited educational attractiveness represents a key paradox in the Danish case. The Danish VET system is characterized by a tripartite governance involving the state and social partners – employees and employers, who play a central role in curriculum development, regulation of workplace training and financing. National advisory bodies and trade committees institutionalize stakeholder involvement and ensure strong labour market alignment. Despite these features, the paper identifies four areas where maturity remains contested: the lack of formal pedagogical requirements for workplace training managers; weakly institutionalized cooperation between VET schools and training companies; ongoing difficulties in attracting socially diverse groups of young people; and a limited emphasis on broader educational aims such as Bildung, democratic participation and critical technological awareness.

Louw, A. & Katznelson, N. (2019). Learning in a performance culture: a Danish study on grades, learning and student strategies in upper secondary education programs.Nordic Research Symposium 2019: Narrowing paths - transgressive routes - Center for Rusmiddelforskning, Århus Universitet, Århus, Denmark Krogh, S. O.; Louw, A.; Lyneborg, R. & Hjermov, P. (2024) Forandringer i EUD-elevers motivation og faglige selvsikkerhed: En undersøgelse af udviklingen i elevprofiler på erhvervsuddannelsernes grundforløb fra 2009 til 2024 vha. machine learning. Aalborg University

The Nordic countries, Denmark, Finland, Iceland, Norway, and Sweden, have traditionally been viewed as a coherent group, characterised by universal welfare policies and a strong emphasis on social equality and inclusion within a free market capitalist framework. However, there are important national differences in how the education systems are organized and their coherence has been questioned, especially as market‑oriented reforms in the past decades have made their mark. The aim of the paper is to compare the vocational education systems at the upper secondary level in the five Nordic countries in terms of their structural features and contemporary challenges and reforms. The findings show important differences among the countries in how their VET systems are structured at the upper secondary level, the role of apprenticeship, and whether preparation to higher education is emphasized. There are also important similarities in terms of state involvement and how recent reforms have shaped these systems to deal with current challenges. Overall, the findings suggest that rather than a unified Nordic model of VET, the systems share family resemblance shaped by common values.

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