Evaluation of the vocational qualification and the further vocational qualification in the wood industry
Objectives of the evaluation
The evaluation was carried out in 2023 and 2024. The aim of the evaluation was to provide information on how well students had achieved the competence requirements and competence objectives of the qualification criteria and what kind of competence they had for working life and further studies. It also examined the quality of the pedagogical activities of education and the VET providers.
Main results of the evaluation
Most VET providers consider that the processes related to their pedagogical activities are well implemented in education. Agreeing on the responsibilities for drawing up, updating and documenting the student's personal competence development plan, updating the plan according to the student’s individual needs during the studies, and students’ progress in their studies according to their own timetable were implemented well in both qualifications at almost all education providers. However, several education providers succeed only moderately in monitoring, evaluating and developing the functionality of the process involved in the personal competence development plan. Furthermore, with regard to workplace education and training, many education providers have room for improvement in engaging working life in the drawing up of the personal competence development plan. At one third of the providers, agreeing on the objectives of workplace education and training together with the student, the teacher and the workplace instructor before the workplace education or training begins is realised at most only moderately.
Some of the education providers are not able to provide all students studying for the vocational qualification with the teaching and guidance meeting their needs in vocational and common units. In addition, almost one third of the providers of the vocational qualification and just over one tenth of the providers of the further vocational qualification find that the guidance and support required by students during workplace education and training is implemented only moderately. There is also room for improvement in monitoring the development of students’ competence in different learning environments in both qualifications.
In the vocational qualification in the wood industry, the implementation of demonstrations at workplaces and the assessment of demonstrations by the two parties is not realised in accordance with the objectives. In the further qualification in the wood industry, almost all demonstrations were implemented at workplaces, but in the vocational qualification, almost one half of them were organised at the educational institutions. From a regional perspective, a large number of demonstrations in the vocational qualification are organised in all areas of the Regional State Administrative Agency. Education providers justify the small proportion of demonstrations implemented at workplaces especially with a poor availability of workplaces suitable for the demonstrations and with reasons related to students’ capabilities. Although under the law, the decision on the grade awarded for a vocational unit must be made by two assessors, every tenth demonstration in vocation qualifications was assessed by teachers alone and more than a third of the demonstrations were assessed without a representative from working life.
Based on demonstrations and the grades awarded for the common units, the competence of students studying for the vocational qualification in the wood industry is on average good. The most common grades awarded for the demonstrations were good 4 and excellent 5. The most common grade awarded for common units was good 4. The proportion of satisfactory (1–2) grades was considerably higher in common units (25 %) than in vocational units (8 %). Very seldom had assessment been adjusted and the vocational competence requirements and key competence requirements been deviated from.
The key strength of those graduating with the vocational qualification in the wood industry is their competence related to using the most important machines, equipment and tools of the field, but some students also have gaps in these skills. The key strengths of those graduating with the further vocational qualification in turn were considered to be the vocational skills and competence of the field, which is visible as efficient working, quality awareness and competence focused on the needs of the company and the industry. Students graduating with the further vocational qualification were considered to require development most in the deepening and diversification of their competence. In both qualifications, the development needs focus especially on communications and interaction competence and on competence related to sustainable development and entrepreneurship.
Students were on average very satisfied with the education they had been provided with and a majority of them also felt that the education improved their capabilities for moving on to the world of work or to further studies. One in five providers reported that there were deficiencies in the capabilities of those who had completed the vocational qualification with regard to studies in higher education. According to the education providers, strong vocational competence and motivation, attitude and own initiative contribute to finding employment.
Publication and press release
- Vocational competence and pedagogical activities in the vocational qualification and the further vocational qualification in the wood industry (in Finnish, abstract in English)
- Press release: Workplaces must be involved more closely in delivering VET in the wood industry
Other material produced in the evaluation
As part of the evaluation, FINEEC has produced various summaries. All materials have been published in Finnish and in in Swedish. You can find them here:
For more information about the evaluation, please contact
Paula Kilpeläinen
