The legislation on learning support in vocational education and training will be reformed as of 1 August 2026. The aim of the reform is to ensure that every student receives the support they need at the right time.
According to the Finnish National Agency for Education’s (EDUFI) guidelines, Learning Support and Special Support in Vocational Education and Training, guidelines, Oppimisen tuki ja erityinen tuki ammatillisessa koulutuksessa there are two forms of support available in vocational education and training:
- learning support
- special support.
The purpose of the support is to help students achieve the vocational competence requirements and learning objectives of their qualification.
Learning Support
Learning support is provided as soon as a need for support is identified. Its purpose is to prevent learning difficulties from increasing and to reduce the risk of delayed or interrupted studies.
Learning support may include, for example:
- remedial teaching provided by a teacher
- guidance and counselling provided by teaching and student guidance staff.
Learning support is planned together with the student. In the case of a minor, the student’s guardian or other legal representative also participates in the planning process.
Support measures are monitored regularly. If necessary, they may be increased, modified, or discontinued according to the student’s needs.
Remedial teaching is intended to support students during their studies towards completing their qualification. It does not replace instruction in Finnish or any other language but may help students strengthen the language skills needed to complete their studies.
Special Support
A student is entitled to special support if learning support is not sufficient and the student requires long-term or regular support in their studies.
The need for special support may be related to, for example:
- learning difficulties
- neuropsychiatric challenges
- a disability
- an illness
- another comparable reason that makes learning more difficult.
The need for special support may be identified either before the studies begin or during the studies. A diagnosis or professional statement is not required if the need for support can otherwise be established.
The need for special support is discussed with the student. In the case of a minor, the student’s guardian or other legal representative also participates in the discussion. The need for support is assessed, for example, when preparing the student’s Personal Competence Development Plan (PCDP).
The education provider makes the decision on special support by means of an administrative decision.
Please note: Careeria is not able to provide demanding special support.
Tietojen siirtyminen koulutuksesta toiseen
Kun oppivelvollinen opiskelija siirtyy oppilaitoksesta toiseen, edellinen koulutuksen järjestäjä toimittaa uuden oppilaitoksen käyttöön opetuksen järjestämisen kannalta välttämättömät tiedot. Näin voidaan varmistaa, että opiskelija saa tarvitsemansa tuen mahdollisimman sujuvasti myös uudessa opiskelupaikassa.
Transfer of Information Between Education Providers
- Teachers
- Vocational Special Needs Teachers (Vocational Qualifications)
- Special Needs Teachers Responsible for Special Support (Vocational Qualifications + Consultation and Development)
- Cross-Curricular Special Needs Teacher (Common Qualification Units)
- Individualisation Coordinators for Common Qualification Units
- Study Counsellors
- Vocational Instructors
- Student Welfare Specialist
Cooperation with External Networks, including:
- Student Welfare Services of the Wellbeing Services Counties (school social workers, psychologists, and public health nurses)
- Outreach Youth Work Services
- One-Stop Guidance Centres (Ohjaamo)
