VET provides skills required in higher education – students' vocational competence should be recognised more broadly at universities of applied sciences
Almost half of the new students at universities of applied sciences (UAS) have graduated from a vocational school. In the context of UAS studies, these students’ strengths include industry-specific competence, work experience and workplace skills. Deficiencies in the students’ competence are typically related to communication skills, foreign languages and mathematics. However, universities of applied sciences provide diverse support to their students, and students who hold a vocational qualification are successful in their higher education studies.
The Finnish Education Evaluation Centre (FINEEC) has evaluated the competences provided by vocational education and training (VET) in relation to the requirements of universities of applied sciences (UAS). The evaluation examined the competence of VET graduates, how VET supports the development of skills and knowledge required in further studies, the guidance and support provided by UASs to those with a vocational qualification and the collaboration between UASs and VET providers. The evaluation aims to promote pathways from VET to higher education.
Universities of applied sciences are a popular choice among VET graduates
Students who hold a vocational qualification are eligible to apply to both universities and universities of applied sciences. Currently, nearly half of the new students at universities of applied sciences have completed a vocational qualification. In certain fields, such as health and welfare, as well as technology, the proportion of new students with a vocational qualification is more than half.
There is a widely shared understanding of the skills required in higher education studies
For the most part, VET providers and UASs agree on the essential skills and knowledge needed in higher education studies. These include study skills and communication skills, e.g. writing and reading skills, as well as proficiency in foreign languages and mathematics. Furthermore, VET providers highlight that vocational education and training provides students with industry-specific competence that supports students’ ability to succeed in further studies.
‘UASs should recognise the industry-specific competence provided by vocational education and training more broadly as a factor that increases students’ ability to succeed in further studies, and such competence should be taken into account when planning individual study paths. Currently, when creating personal study plans for students, universities of applied sciences do not consistently enquire about students’ existing competence that may be relevant in terms of their UAS studies,’ says Senior Evaluation Advisor Veera Hakamäki-Stylman.
Vocational competence is a strength – skills in mathematics need improvement
The evaluation indicated that, in the context of UAS studies, the strength of individuals with a vocational qualification lies in their vocational competence. In addition, their strengths include work experience and workplace skills, and some students also have strong study skills. Deficiencies in competence are related to communication skills, such as reading and writing, proficiency in mathematics and, in some cases, study skills. However, universities of applied sciences offer various forms of support, such as workshops and courses, to help students succeed in their studies.
In order to support students' skills for further study, VET providers should plan how to support the development of these skills. At present, almost half of the providers have not described in the document guiding their pedagogical activities how they support the development of knowledge and skills required in further studies. They also need to ensure that students receive education that aligns with their goals. In particular, there is room for improvement in the teaching of the common units of qualifications focusing on general competences.
Statistics show that those with a vocational qualification tend to graduate from universities of applied sciences slightly faster compared to students who have completed general upper secondary education. However, some VET students lack confidence in their potential to study at a university of applied sciences.
‘It seems that the reality and assumptions regarding VET graduates’ ability to succeed in UAS studies differ to some extent. Increasing the percentage of young people with a higher education degree is a national objective. To achieve this objective, it is important that more VET students see further studies at a university of applied sciences as an option,’ says Senior Evaluation Advisor Raisa Hievanen.
Implementation of the evaluation
The published results are based on surveys which were aimed at VET providers and universities of applied sciences and conducted in the spring and early autumn of 2023, materials gathered from workshops with UAS students in the autumn of 2023, information on VET students' grades retrieved from the KOSKI database, data from the eHOKS service and the student admissions register, education statistics retrieved from the Vipunen service, the AVOP student feedback survey, and results from tracer studies on UAS graduates. Results from the VET student survey (AMIS-tutkimus) conducted by OSKU ry were also utilised in the evaluation. The evaluation’s initial conclusions and recommendations have been refined together with VET providers, universities of applied sciences and other stakeholders in a development webinar.
Closing webinar of the evaluation on 25 January 2024
FINEEC will organise a webinar on 25 January 2024 from 9 a.m. to 11:30 a.m. to support the utilisation of the evaluation results and recommendations. The webinar is open to all interested parties. Welcome!
Report:
Hakamäki-Stylman, V., Hievanen, R., Aaltola, M., Anttila, A., Keränen, H., Nurkka, N., Peteri, S., Ranta, K., Riihimäki, S., Stadius, A. & Tammilehto, M. 2024. Transitioning from VET to universities of applied sciences – an evaluation of the competences provided by vocational education and training in relation to the requirements of studies at universities of applied sciences
Evaluation website:
Additional information
Veera Hakamäki-Stylman
