The future of Finland’s funding model for higher education institutions

doi:10.1787/3d256b59-en

Cited by 3 publications

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References 11 publications

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“…They enable modularisation and offer different learning options to learners in initial education, while also supporting lifelong learning, which is important in the face of demographic and technological shifts. Additionally, micro-credentials are sometimes viewed as a means to promote social inclusion, widening access to higher education and vocational education and training among a wide range of learners, including underserved communities (OECD, 2023 [6]).…”

Section: Figuresmentioning

confidence: 99%

“…Among adults who express a desire to learn but do not manage to participate in organised learning activities, the primary obstacles often include work and family responsibilities, financial constraints and inflexibility in programme provision. In addition, others are simply unaware of the need for upskilling and reskilling, as well as the learning opportunities available to them (OECD, 2023 [6]).…”

Section: The Demand Side: Learners and Firmsmentioning

confidence: 99%

“…Micro-credential programmes, on the other hand, still lack a universally recognised definition in many jurisdictions and are often offered as less regulated nonformal programmes and are often not established within higher education institution data reporting to ministries. Together, these pose challenges in gathering information on micro-credentials (OECD, 2023 [6]).…”

Section: Figure 24 Provision Of Information and Guidance To Prospecti...mentioning

confidence: 99%

“…The involvement of employers and industry stakeholders in the design, delivery and review of micro-credential programmes plays an important role in ensuring the value and currency of micro-credentials within labour markets. There are robust examples of close engagement that are especially prevalent in technical and vocational education and training, for example, the MBO (middelbaar beroepsonderwijs, vocational upper secondary education) system in the Netherlands and T-level qualifications 4 in the United Kingdom (Institute for Apprenticeships and Technical Education, 2023 [54]; OECD, 2023 [6]). These can serve as examples of practice that may be incorporated into funding requirements or that accrediting organisations may ask of educational institutions.…”

Section: Quality Assurance Mechanismsmentioning

confidence: 99%

“…In Australia and Slovenia, for example, providers participating in national micro-credential pilots are mandated to submit outcome data. Concurrently, in the United States, efforts are being made to enhance transparency around the value of industry certifications by linking multiple data sets, specifically, data from certification bodies, educational attainment and enrolment statistics from post-secondary institutions, and aggregate wage data from the Census Bureau (OECD, 2023 [6]).…”

Section: Information Systemsmentioning

confidence: 99%

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Public policies for effective micro-credential learning

2023

OECD Education Policy Perspectives

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This OECD Education Policy Perspective serves as Part A in a two-part series of summary papers, published as part of the Micro-credentials Implementation Project, which ran from August 2022 to December 2023. This paper examines the evolving landscape of micro-credentialsa form of credential that individuals can earn upon the completion of organised learning activities that are smaller, more targeted, and more flexible than traditional education and training programmesprimarily in OECD countries. The paper focuses on the development of public policies that can foster effective utilisation of micro-credentials for lifelong learning, upskilling, and reskilling. The document is divided into two main sections, complemented by an Annex that provides a self-assessment tool for micro-credential policy implementation. Paper B, the following publication, presents case studies from the four European Union Member States that participated in the project -Finland, the Slovak Republic, Slovenia, and Spain (OECD, 2023[1]).The first section addresses the foundational elements necessary to create a thriving micro-credential ecosystem. It identifies key challenges related to supply and demand in the micro-credential landscape. In response to these challenges, the paper advocates efforts to create a cohesive ecosystem that integrates different stakeholderseducation and training providers, public authorities, industries and society, and learnersto collaboratively address these issues and maximise the benefits of microcredentials.The second section offers an in-depth analysis of four critical policy instruments that serve as building blocks for creating a robust micro-credential ecosystem. These include regulations and guidelines for providers, public funding mechanisms, quality assurance protocols, and information systems to facilitate transparency and accessibility. The paper draws on international examples to elaborate on various approaches to public policy implementation and provides a list of consideration points for policy makers.While this paper primarily focuses on these four policy tools, it acknowledges other influential factors that merit attention but were outside the scope of the project. These factors include employment and staffing policies at educational institutions, frameworks for recognition of prior learning, and sectoral and inter-ministerial coordination. These elements are incorporated into the self-assessment tool in Annex A, designed to assist policy makers in arriving at a comprehensive understanding of microcredential policy implementation in their jurisdictions.Overall, the paper serves as a guide for policy makers and stakeholders in the education and training sectors, offering a strategic framework for the integration and effective utilisation of micro-credentials.

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Section: Figuresmentioning

confidence: 99%

Section: The Demand Side: Learners and Firmsmentioning

confidence: 99%

Section: Figure 24 Provision Of Information and Guidance To Prospecti...mentioning

confidence: 99%

Section: Quality Assurance Mechanismsmentioning

confidence: 99%

Section: Information Systemsmentioning

confidence: 99%

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Public policies for effective micro-credential learning

2023

OECD Education Policy Perspectives

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Analyzing the Finnish University funding system through system-based simulation

Rissanen,

Savolainen,

Collan

2024

Policy Futures in Education

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This research explores the suitability of system-based simulation analysis for higher education (HE) policy-planning. A dynamic system model of the Finnish university funding system covering bachelor-level students is presented. The results show that the model captures the nature of the current funding system, which can be considered a zero-sum game, where the funding an individual university can only be improved at the cost of others. Based on the simulations, it seems that in the Finnish HE system increasing the importance of target time graduations in the funding model would favour the small universities. The generalizability of the used model´s and methods’ suitability outside the Finnish context is evaluated and discussed.

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Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain

2023

OECD Education Policy Perspectives

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This OECD Education Policy Perspective serves as Part B in a two-part series of summary papers published as part of the Micro-credentials Implementation Project, which ran from August 2022 to December 2023. The first publication, Paper A, examined the evolving landscape of micro-credentials, with a particular focus on the development of public policies that can foster effective utilisation of microcredentials for lifelong learning, upskilling, and reskilling (OECD, 2023[1]). This publication, Paper B, presents case studies from the four European Union Member States that participated in the project -Finland, the Slovak Republic, Slovenia and Spain.Each case study commences with a short overview of the respective national contexts in relation to the development of micro-credentials, followed by a discussion of assets and challenges in that national context, as identified through desk research, stakeholder interviews and workshops. The case studies conclude by outlining policy options that may serve to enhance the efficacy of micro-credential learning within these countries.Overall, the two-part series of summary papers are aimed to serve as a guide for policy makers and stakeholders in the education and training sectors, offering a strategic framework for the integration and effective utilisation of micro-credentials. 1 Micro-credentials Implementation Project 6  No. 86 -Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain OECD EDUCATION POLICY PERSPECTIVES © OECD 2023 Activities and methodologies Preparatory phase: Strengthening the evidence base on the current and near-term potential of micro-credentials and related challenges (from August to December 2022)The main question underpinning the first activity in the project was what policy implementation measures countries might aim to develop given the current trajectory of micro-credentials. Taking into account the evidence already developed by different bodies with respect to micro-credential innovation, including the OECD's own previous work on micro-credentials (Kato, Galán-Muros and Weko, 2020[3]; OECD, 2021[4]; OECD, 2021 [5]), the project team principally focused on the areas where evidence on the potential of microcredentials was limited. Specifically, this meant examining how micro-credentials can contribute to: a) enhancing employability, labour-market participation and outcomes among completers; b) widening pathways from upper secondary education (including vocational education and training (VET) to higher education and improving completion of higher education; and c) promoting social inclusion among disadvantaged learners and workers.This activity involved desk-based research, interviews with leading international practitioners in the design and use of micro-credentials, and analysis of data supplied by micro-credential providers and data aggregators. A concise guidance paper summarised key findings from this activity was published under the title "Micro-credentials for Lifelong Learning and Employability: Uses and ...

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The future of Finland’s funding model for higher education institutions

Abstract: Box 1. The effects of performance-based funding: evidence from the United States Box 2. Limits on eligibility to student financial aid Box 3. Limiting publicly funded study places in OECD higher education systems

Cited by 3 publications

References 11 publications

Public policies for effective micro-credential learning

Public policies for effective micro-credential learning

Analyzing the Finnish University funding system through system-based simulation

Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain

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