On this page

1. Policy framework

2. Existing arrangements

Policy framework

The publication Validation of non-formal and informal learning in higher education in Europe (2024) published by the European Education and Culture Executive Agency (EACEA) of the European Commission describes the policy frameworks related to the recognition of competences in each country. According to this, in Finland access to higher education through validation is legally possible. It is based on the Universities Act and the Universities of Applied Sciences Act, both of which state that higher education institutions can accept students to degree programmes without a certificate if the student can show they have the skills needed for the studies. On the basis of these Acts, higher education institutions may also recognise and provide credits for different types of learning, including non-formal and informal learning. The Ministry of Education and Culture is the highest authority responsible for the validation and recognition of qualifications. 

Existing arrangements

Based on the above-mentioned publication Validation of non-formal and informal learning in higher education in Europe, and as stated in the Universities Act and the Universities of Applied Sciences Act, higher education institutions may accept candidates without standard entry qualifications if they can demonstrate the skills required for their studies. It is up to higher education institutions to decide how to use this option. There are no national restrictions on the type of learning that can be recognised/validated. This is determined by the higher education institutions.

As mentioned in the publication, the Finnish Education Evaluation Centre conducts its evaluations according to an audit framework, which is translated into the Audit manual for higher education institutions (period 2019-2024). Section 3.1.2 of the manual (p. 12) contains a broad formulation that the higher education institution 'applies the rules and regulations concerning student admission, recognition of prior learning, progress of studies and completion of degrees consistently and transparently'. It is also noteworthy that the Ministry of Education and Culture and the Ministry of Economy and Employment have established a working group to promote and guide the creation of tools and procedures for the recognition of competences acquired in the workplace and in non-formal education. Its mandate runs from July 2021 to December 2024. 

In the previous National Youth Work and Youth Policy Programme periods (-2024), Kentauri was one of the youth work centres of expertise. It was led by the Guides and Scouts of Finland. One of its main purposes was to concentrate on how the knowledge, skills and competences acquired during voluntary activities can be made visible and measurable by a model for validating skills so that they can grant study points (ECS) as a part of formal education. The report from the first version of the validation model was published at the end of 2019 (report in Finnish). One of the concrete tools developed has been called the Digital Competence Disk. The competence disc shows how accumulated competence (as translated into credits) gained through some specific hobbies and volunteering can be recognised in some specific studies leading to a qualification, for example: Basic Training for Guide and Scout Leaders can now be recognised as a part of a Bachelor's of Humanities, Community Education in HAMK Häme University of Applied Sciences and at Humak University of Applied Sciences. Building these connections takes place during the deliberation process called the ‘Interpretation Forum’ where representatives of voluntary organisations and educational institutions negotiate over the kind of adaptation needed in order to put into effect this studification procedure. The establishment of the validation model follows the principles of the EU Council Recommendation 2017/C189/03 and the European Credit Transfer and Accumulation System (ECTS). A search engine has also been launched to find matches between leisure courses and studies leading to qualifications. On the webpages of the Digital Competence Disk, it is outlined that ´the education provider is responsible for the identification and recognition of prior learning. Versatile recognition of prior learning helps avoid unnecessary overlaps in education and the assessment of competence. This will also help the student earn their degree faster.’ The service is funded by the Ministry of Education and Culture.

Sivis Study Centre is a nationwide adult education provider, which has introduced the Open Badge system (in Finnish). The goal is to recognise and certify learning through the courses provided by the centres. Also other liberal adult education providers have been developing Open Badges for learning gained in the informal sector. These include voluntary activities.