Quality of identification of prior learning is developed in vocational education and training

Current issues Vocational education and training Assessment and certificates Education development Assessment of competence Working life cooperation

International peer reviewers evaluated how prior learning is identified and recognised in Finnish vocational education and training (VET). The evaluation focused particularly on learning for which no certificate has been issued by a competent authority and which has been acquired, for example, through work, hobbies or other studies.

Opettaja ohjaa ammatillisen koulutuksen opiskelijaa

Photo: Gettyimages-Hinterhaus Production

According to the evaluators’ observations, by investing in the quality of identification of prior learning, it can be ensured that the student’s personal competence development plan meets the student’s actual needs. This also increases the motivation to study.

In November 2025, the Finnish National Agency for Education participated in a peer review carried out by the international EQAVET network. European VET experts evaluated how the identification of prior field-specific learning acquired in VET works as part of the individualisation of studies in Finland. Identification and recognition are the responsibility of the education providers, and the Finnish National Agency for Education supports it with information guidance. The peer reviews carried out by the EQAVET network concern the assessment and improvement of quality.

Learning is accrued in all activities, work, hobbies, other education and training, and leisure activities. When the student’s prior learning corresponds to the vocational skills requirements or learning outcomes specified in the qualification requirements for VET, the learning can be recognised as part of the studies. When it is known what kind of competence the student already has, education and training can be directed towards acquiring new learning.

– The identification of this kind of prior learning is often challenging because the student's learning must meet the qualification requirements and be up to date. The large number of questions on the topic that we have received from education providers shows that there is a need to develop the practices. The conducted peer review is part of this development work, says Kurt Torsell, Acting Director of the Department for education, training and competence.

The quality of identification of prior learning ensures equality among students

Recognition of prior learning is relatively uncommon. In 2024, prior learning was recognised in only slightly over five per cent of all the common and vocational units completed. There is no national statistical data on identification of prior learning, but it is known that the practices related to identification vary between both education providers and teachers.

According to the evaluators, not identifying prior learning may lead to lower motivation to study when the education is prolonged unnecessarily. Overestimating, on the other hand, involves the risk that the personal competence development plan will not support the students’ actual need to acquire competence.

The evaluation identified education providers’ need for support and arenas for the development of the practices of identifying prior learning. The Finnish National Agency for Education can support education providers in this quality development work.

– We must make the identification practices more transparent and create structures that enable education providers to share good practices and jointly develop quality. This way we can ensure that students are treated equally, Kurt Torsell says.

According to the evaluation, the coordination of harmonised operating processes and individual decisions requiring student-specific consideration plays a key role in developing the quality of the identification of prior learning. Teachers must therefore have expertise and experience in the vocational field. The evaluators highlighted the identification of prior learning of students from other countries as a particular challenge. The communication of information to students could also be developed to increase awareness of the opportunities offered by VET in the identification of prior learning among all those who apply to education and training.

The international peer review highlighted the advanced quality assurance system, close cooperation between education administration and education providers, and our shared view of identification of prior learning as strengths of our education system. The students interviewed have also had positive experiences of identification.

– The international evaluation provided valuable insights. The Finnish National Agency for Education will continue to develop the quality of identification of prior learning together with education providers, Kurt Torsell says.

Further information:

Riikka Vacker, Lead Adviser of Education, tel. +358 29 5331215