This chapter discusses the important role of career guidance services and teachers in vocational education and training (VET) to support young people and adults in preparing for the green transition in Finland. The chapter describes available career guidance services in Finland as part of the VET system, identifying its strong points and aspects that could be reenforced. It also provides an overview of the current state of Finnish VET teaching and teacher training. Finally, it provides policy options to make career guidance more relevant for the green transition and to increase the supply of VET teachers while enabling them to effectively lead the green transition.
Vocational Education and Training and the Green Transition in Finland
Abstract
The previous chapters have highlighted the importance of ensuring that the offer and content of vocational qualifications is aligned with the skill needs for the green transition. Both chapters underlined that flexibility is needed to adapt to rapid changes in green(er) labour markets and societies. The effective implementation of new or revised VET qualifications critically hinges on VET providers’ ability to deliver the programmes preparing for those qualifications and to support students in their choices of learning pathways. This calls for strong career guidance services, within VET institutions and beyond, as well as a skilled teacher workforce. Teachers need to know the implications of the green transition for the jobs that VET targets and need to be able to develop relevant green-related skills among their students. Similarly, career guidance providers, which also includes teachers, need to have a good understanding of skills for the green transition, so that they can encourage prospective learners to enrol in green-related programmes and help them make informed choices throughout their vocational education and training.
Why career guidance is important…
Career guidance has become an essential tool in preparing individuals for the green transition, helping them explore green(er) career pathways and understand how the transition affects their current and future job prospects. In Finland, career guidance services embedded within vocational education and training programmes and public employment offices have a unique opportunity to contribute to addressing the skills gap in sectors critical to the green economy, such as renewable energy, sustainable construction, and resource-efficient manufacturing. By enhancing career guidance to include targeted information on green jobs and relevant upskilling opportunities, Finland can ensure that both youth and adult learners are well-positioned to thrive in an economy that prioritises sustainability and innovation. Informing individuals, especially young people, about green aspects of jobs and associated training, could help them consider training and career pathways they might not have considered otherwise. This could contribute to breaking existing stereotypes and misconceptions about certain VET pathways and careers.
This report uses the term ‘career guidance’ to refer to services intended to assist individuals to make well-informed educational, training and occupational choices. The definition of career guidance adopted in this study is based on the definition provided in OECD (2004[1]) – see Box 5.1.
This report uses the term ‘career guidance’ to refer to services intended to assist individuals to make well-informed educational, training and occupational choices. Career guidance can be referred to by different terms, including career development, career counselling, educational and vocational guidance and vocational psychology.
Effective career guidance informs individuals about education, training and employment opportunities, and makes this information accessible by helping with its interpretation. Career guidance helps individuals to reflect on their strengths and interests, provides tailored advice, and empowers individuals to make better decisions about their lifelong career development and learning.
Career guidance can be provided in different settings, for different target groups, and through different channels. It is commonly provided by public employment services, private providers, educational institutions, and to a lesser extent, within companies. Services may be targeted to particular groups, such as young people in schools, unemployed adults or low-skilled adults, or they may be open to anyone.
Source: OECD (2004[1]), Career Guidance and Public Policy: Bridging The Gap, https://dx.doi.org/10.1787/9789264105669-en.
Evidence suggests that career guidance improves employment outcomes for young people. For example, Covacevich et al. (2021[2]) report that Canadian students who participated in career classes by the age of 15 experienced a 3% reduction in the likelihood of being NEET (Not in Employment, Education or Training) by age 25, compared to those who did not. Beyond employment, school-based career activities such as career questionnaires and classes with career guidance, help reduce uncertainty and build students’ confidence in their career choices. The benefits of career guidance extend to increased career satisfaction and better alignment between educational ambitions and career goals. Career guidance programmes are found to be particularly impactful for disadvantaged groups, providing access to resources and networks that might otherwise be inaccessible (Covacevich et al., 2021[2]).
Career guidance benefits not only young people in education but also adults seeking training opportunities. According to an OECD study (OECD, 2021[3]), career guidance leads to improved employment, education, and training outcomes among adults. Adults who accessed career services are more likely to secure employment or participate in further education and training. Career guidance raises awareness of available training programmes and job opportunities, particularly for adults in sectors experiencing rapid changes, such as those at the heart of the green transition. These services assist individuals in acquiring and maintaining skills relevant to evolving job requirements (OECD, 2021[3]).
Access to information and training is important to those who are in green jobs (or aspiring to be), but also for adults in high emission jobs that are evolving to meet more stringent environmental requirements. Tyros, Andrews and de Serres (2023[4]) demonstrate that countries with the largest share of workers transitioning from high-pollution jobs to environmentally sustainable (green) jobs also have relatively high levels of low-skilled workers participating in training. This finding highlights the vulnerability of these workers to the green transition. Career guidance can act as a critical tool in facilitating participation in training and transitions from high emission to green(er) sector, particularly for those most at risk of adverse impacts during the transition.
The outcomes of career guidance are found to vary depending on the type of provider. Career guidance offered by employers or employer associations is often linked to positive employment outcomes, while guidance provided by education and training institutions is more closely associated with increased participation in training programmes (OECD, 2021[3]). Close collaboration between employers and educational institutions in guiding individuals toward green employment is likely to yield the most effective results by combining job-market relevance with skill-building opportunities.
… especially to support and foster the green transition
As described in Chapter 2, VET graduates are commonly employed in jobs that are growing, changing and/or emerging because of the green transition. Many of them work in greenhouse gas (GHG) -intensive jobs. Workers in GHG intensive occupations will often need training to transit to greener sectors and occupations or to upskill within their current jobs. Likewise, many green jobs are exposed to changing skill needs, requiring workers to continue to invest in their skills. Career guidance can mediate and facilitate these adjustments by informing individuals about available career opportunities and directing them to training matching best their needs.
Evidence shows that VET graduates in high emission and green occupations do not receive enough training. Kuczera (2025[5]) finds that across OECD countries upper-secondary VET graduates in occupations impacted by the green transition are not more likely to participate in non-formal job related training than those in non-green jobs. What is particularly concerning is that VET graduates in high emission occupations, who are the most at risk of losing their jobs, are underrepresented in job-related training compared to those in other types of occupations. The study also finds that across the countries upper-secondary VET graduates participate less often in training than their colleagues with higher levels of education. Furthermore, VET qualified workers in sectors such as construction and agriculture, which account for a large share of GHG intensive jobs, are particularly unlikely to receive job related training.
Similarly, an analysis of training participation by occupation type reveals comparable trends. (OECD, 2021[3]) shows that on average, the use of career guidance in semi-skilled occupations where VET graduates tend to work (e.g. craft and related trade workers, plant and machine operators and assemblers, services and sales workers, and elementary occupations) is lower than in more highly skilled professions.
Moreover, female workers are underrepresented in green jobs that typically require a VET qualification, suggesting that there is scope to better inform girls and women about the opportunities and associated training pathways.
Why teachers play a key role in developing the right skills for the green transition
Teachers in VET are central to equipping learners with the skills required for the green transition. Beyond their teaching responsibilities, VET teachers also play a crucial role in mentoring students, helping them understand the significance of sustainability in their future careers and lives and guiding them toward success in green industries. This requires VET teachers who are well aware of the broad spectrum of skills for the green transition and stay up to date with rapidly changing skill requirements.
VET teachers equip students with the knowledge and skills needed for the green transition by teaching subjects directly linked to green occupations and sectors, such as science and engineering, renewable energy, sustainable construction and agriculture, and green logistics. For instance, Finland’s VET institutions offer specialised courses in renewable energy systems (e.g. safe and high-quality installation in solar energy).
Beyond subject-specific content, VET teachers influence green outcomes through their teaching methods and practices. Integrating environmental sustainability into their pedagogical practices and approaches, such as project-based learning focused on environmental challenges, can enhance students’ understanding and awareness of ecological issues. Evidence suggests that specific teaching approaches like teacher-directed feedback, adaptive instruction and enquiry-based learning may foster students’ environmental awareness and critical understanding of scientific and environmental problems, further emphasising the importance of embedding sustainability into teaching methodologies (Borgonovi et al., 2022[6]; OECD, 2023[7]). The use of environmentally sustainable practices and materials during training in workshops or classrooms reinforces key sustainability principles and prepares students for hands-on applications. For instance, in Finland, VET teachers in healthcare repurpose expired hospital equipment and materials for training, blending environmental responsibility with practical training (OECD stakeholder interview).
Career guidance in Finland is provided in different settings and by different bodies, depending on individual circumstances.
Career guidance to prospective and current VET learners
VET institutions are the main providers of career guidance to young people and adults who wish to participate or are already enrolled in VET programmes. The learners have a legal right for guidance and counselling services at educational institutions with a specified time allocation. The purpose of career counselling is to support students during their studies and to ensure that students have sufficient knowledge and skills to move on to further studies and working life (Finnish National Agency for Education, 2024[8]). From the beginning of 2018 all students in initial upper-secondary VET programmes develop study and career planning skills.
In addition to dedicated time allocated for study and career guidance, these services are also integrated into all vocational subjects. Consequently, study and career counselling is provided not only by designated counsellors but also by VET teachers. Guidance is available both individually and in group settings. (Finnish National Agency for Education, 2024[8]).
As discussed in Chapter 2, the Finnish VET system, with its modular qualification structure, offers learners substantial freedom in shaping their education and training pathways, and VET institutions assist learners during this process. Every learner develops a personal competence development plan that defines an education and training pathway based on what the person has already accomplished. The plan is updated throughout the studies, all the way from applying for a study place to completing the qualification. As the system is very flexible, the person can integrate into their study plan elements belonging to different qualifications, in terms of the subject area and the level of qualification, e.g. a person studying towards an upper-secondary VET qualification can take some courses provided by universities of applied science (if the VET provider has an agreement with the university of applied science). This flexibility extends not only to the content of the studies but also to how the education is delivered, allowing students to complete their training in school settings or a combination of school and work-based learning. In guiding the learner, the provider co‑operates with the organiser of competence-based qualifications, working life representatives and, if necessary, other experts in the field. While this personal competence development plan mostly serves to help the learner identify skills gaps and the qualification (or units of qualification) needed to close them, it could also serve to guide learners towards specific training options or careers for the green transition.
Finnish VET institutions cater both to young people coming directly from lower secondary education and adults seeking reskilling and upskilling opportunities. The average age of VET students in Finland is one of the highest among the OECD countries, indicating that many adult learners use VET to upskill and reskill. In Finland, young and adult learners follow the same classes – there is no specific provision for adults. This creates additional layer of complexity as the two groups might require a different career and study guidance reflecting their different needs. For example, a young person often signs up for a full VET upper secondary qualification whereas an adult will be interested only in some specific units. This is similar to countries such as the United Kingdom where further education colleges (VET providers) cater to young and adult populations but different from countries such as Norway, where adults and young people can use the same facilities and resources within the same VET institutions but usually follow separate classes. Moreover, Norway has specific centers for adult education (e.g. Voksenopplæring or Fagskoler for technical education) that cater exclusively to adults and provide advice and guidance to adult populations (Eurydice, 2023[9]).
Career guidance for individuals outside the education and training system
For individuals outside the education and training system, career guidance is provided by TE services (public employment services, known as TE services - työ- ja elinkeinopalvelut). These are managed by municipalities. TE services offer career counselling and assistance in finding employment. While their primary focus is on unemployed adults, they also support those currently in employment. TE offices are part of the local administration under Centres for Economic Development, Transport and The Environment (ELY centers). ELY centers co‑ordinate guidance services and ensure their availability in co‑operation with representatives of working life. There are 15 regional ELY centers across the country and each ELY Centre serves a larger region that includes multiple municipalities. (ELY-keskus, 2024[10]).
One-Stop Guidance Centers (Ohjaamo) provide study and career guidance to young adults under the age 30. They offer information, support and guidance in matters related to education and training, finding employment, housing, and welfare. They aim to increase employment and educational attainment among young people and assist them in securing good quality life (Euro Guide, 2024[11]). There are almost 70 One-Stop Guidance Centers across Finland (Ohjaamo, 2024[12]). One-Stop Guidance Centers are collaborative initiatives involving a range of stakeholders. They bring together services from various entities, including municipal authorities, educational institutions, social and health services, and public employment services. Different administrations involved in Ohjaamo centres provide the staff within the centres. While ELY Centres may participate in these collaborations, One-Stop Guidance Centers are not managed solely by any single organisation but operate through a multi-agency approach (OECD, 2024[13]).
Finnish career guidance provision has many strengths
Lifelong career guidance based on a collaboration across various bodies is considered a strategic goal in Finland
Career guidance in Finland is based on a principle of collaboration between different actors, recognising that a strong career guidance provision touches upon various issues such as education, employment, housing and health. These actors include, among others, the Ministry of Economic Affairs and Employment and the Ministry of Education and Culture. This principle is recognised by the Finnish National Strategy for Lifelong Guidance (2020-23) (The National Agency for Education, 2024[14]).
Well-prepared counsellors are essential for effective career guidance
A well-trained counsellor workforce requires the implementation of competency frameworks to standardise counsellors’ training and qualifications, along with benchmarking to assess and maintain their skill levels (OECD, 2021[3]). This is already the case in Finland where counsellors in VET institutions must have a specific qualification: a certificate of the completion of a specialist postgraduate diploma in guidance and counselling (60 ECTS) provided typically at universities of applied science and equivalent to EQF level 6 or a master’s degree programme in guidance and counselling (300 ECTS). Furthermore, they are required to participate in in-service training every year. Finnish requirements for school counsellors are similar to those found in Sweden but different from many other countries, such as the Netherlands, Estonia, Slovenia, Austria and Luxembourg where there are no official national requirements or qualifications to enter the career guidance profession as an occupation. For example, in Estonia and Luxembourg most practitioners have a higher education degree in social or educational sciences and in Austria the requirement is to have a teaching degree (Cedefop, 2023[15]).
Providing guidance through multiple channels increases the likelihood of reaching a broader audience
Individuals seeking career guidance have diverse needs and preferences and may benefit from receiving support through various channels. In Finland, VET institutions provide career guidance both as a separate subject and as part of regular teaching, thereby increasing the likelihood that individuals will receive the necessary information (Finnish National Agency for Education (OPH), 2025[16]). Furthermore, as described above, career guidance is also provided by bodies beyond VET institutions, increasing the chances of reaching individuals in need.
Online career guidance platforms complement face to face delivery and offer cost-effective ways to deliver support for career development. Online tools are typically one of the main sources of information on employment and education and training opportunities. According to (OECD, 2021[3]), in six OECD countries (Chile, Italy, New Zealand, United States, Germany and France) 69% of adults looked on line for information on employment, education and training opportunities over the past five years. Also among young learners, online information is a key part of career guidance. On average across OECD countries, searching the Internet for information about careers is the number one career development activity among 15-year olds, with more than 70% reporting this practice (OECD, 2019[17]).
Finland offers online tools for students such as Studyinfo developed by EDUFI (EDUFI, 2025[18]) and for job seekers and employer such as JobMarket Finland owned by KEHA Centres (KEHA Centre, 2025[19]). These resources provide essential information and support for navigating educational and career pathways.
VET teachers in Finland are highly qualified
VET teachers in Finland are required to have a bachelor’s or master’s degree in their vocational field, relevant work experience and pedagogical training, which can be integrated into their degree or completed separately (OECD, 2021[20]). There are two main types of VET teachers:
Teachers of vocational units focus on teaching within a specific qualification. They require a higher education degree in their own vocational sector; if such a degree does not exist, it can be supplemented by the highest possible other qualification in the sector. In addition, they must have a minimum of three years of industry experience and 60 credit points in pedagogical studies (Balint et al., 2022[21]).
Teachers of common units focus on teaching units that are offered to students of all qualifications. They require a master´s degree in the subject taught and the same pedagogical studies as teachers of vocational units (Balint et al., 2022[21]).
The pedagogical study programmes are delivered in universities and universities of applied sciences (UAS), which award the same qualification. Finland’s flexible system allows VET teachers to pursue the necessary pedagogical qualifications while already teaching in a VET institution (OECD, 2021[20]). Training incorporates personalised approaches that encourage teachers to share and build upon their own experiences.
The share of VET teachers with at least a bachelor’s degree is higher in Finland than on average across OECD countries (80% vs 72%). It is more common for general education teachers to have a bachelor’s or master’s degree: while almost 80% of VET teachers in Finland had a bachelor’s degree or higher, this is as high as 95% for general education teachers (OECD, 2021[20]). This difference is partly due to the fact that some vocational subject areas, such as plumbing and hairdressing, do not have corresponding bachelor's degree programs. Consequently, teachers in these fields typically hold a vocational qualification combined with pedagogical training.
VET teachers in Finland often participate in professional development
Teacher professional development (PD) is a cornerstone of Finland’s VET system. VET teachers are expected to update their skills, teaching content and methods (National Agency for Education (OPH), 2019[22]). Schools and teachers often create a PD plan helping teacher to plan and pursue continuous education opportunities. Almost 43% of VET teachers have these plans in Finland (OECD, 2021[20]; Finnish Board of Education, 2020[23]).
Furthermore, VET teachers in Finland are expected to have extensive contacts with the local labour market actors relevant to their field of specialty (National Agency for Education (OPH), 2019[22]), which can help them stay abreast of changes coming from the green transition.
Against this backdrop, Finnish VET teachers demonstrate high participation in PD. According to Education Statistics Finland, 69% of VET teachers engaged in PD in 2019, with activities ranging from degree programmes (24%) and other qualifications (17%) to staff training (23%), expert exchange programmes (4%), and other types of training (33%) (OECD, 2021[20]). The same database indicates that across green-relevant fields of study, PD participation (2019) was highest among VET teachers who teach in the fields of natural sciences, mathematics and statistics (75%) and agriculture-related fields (70%), slightly higher than the average. In contrast, participation in engineering, manufacturing and construction (61%) was lower than the average highlighting a potential need for continuous teacher training in this field (OECD, 2021[20]).
Comparative international data on PD activities among VET teachers are scarce. Data from the EU Labour Force Survey, shed some light on training participation among adults, including VET teachers – although the data do not tell us whether that training was taken as part of one’s professional activity (Figure 5.1). According to these data, 19% of VET teachers in Finland participated in formal education in the past four weeks, significantly higher than the EU average of 7%. The share of VET teachers who engaged in non-formal training was also above average in Finland, with 35% of VET teachers reporting non-formal training in the past four weeks, with only Sweden, Luxembourg and Switzerland having similar or higher participation rates.
Share of teachers/workers by type of learning activities in the last 4 weeks, 2017-19
Note: VET teachers are those who teach or instruct vocational or occupational subjects in adult and further education institutions and to senior students in secondary schools and colleges. Formal education indicates a status of student or apprentice in regular education during the last 4 weeks while non-formal education indicates attendance at any courses, seminars, conferences or receive private lessons or instructions outside the regular education system within the last 4 weeks.
Source: OECD (2021[20]), Teachers and Leaders in Vocational Education and Training, https://doi.org/10.1787/59d4fbb1-en.
Regarding PD in area related to the green transition, VET teachers in Finland have various opportunities to develop and update their sustainability skills (Box 5.2). The Finnish National Agency for Education and other Finnish education authorities provide training programme for VET teachers, as part of a programme for developing teacher education (2022-26) and Vocational Education Sustainable Development and Green Transition Development Programme (2022-23). A new project ‘Kartalla’ continues to provide support to teachers and other actors in VET to promote sustainability. The project runs from 2024 to 2027 (Kartalla - på Kartan, 2025[24]). EU initiatives also contribute to development of sustainability skills in VET teachers in Finland (Box 5.2). In addition, individual UAS provide modules for future and existing VET teachers to equipe them with necessary knowledge and pedagogical skills. For example, in Haaga-Helia UAS (Haaga-Helia ammattikorkeakoulu), students in training for vocational teachers can choose sustainability pedagogy as an option (see below). The UAS also offer courses and projects such as circular economy, green product and package design, responsible business management, responsible business and sharing economy and sustainable finance (Nyberg and Siirilä, 2022[25]).
Most Finnish VET institutions include sustainability in their operations and practices
The 2022-23 Vocational Education Sustainable Development and Green Transition Development Programme, managed by EDUFI, supports Finland’s efforts to achieve the global Agenda 2030 objectives in VET, and addresses the challenges posed by climate change. One of the objectives of the Programme is for all VET institutions to be carbon neutral by 2035. To reinforce the focus on sustainability and the green transition in VET programmes, various initiatives aim to support the development of corresponding competencies in VET teachers.
In the Responsible and Sustainable VET (VASKI) project, one of the ten projects of the Programme, VET providers in Finland: (i) prepared their own sustainable development programmes; (ii) organised skills-development events; (iii) trained teachers; and (iv) carried out carbon-footprint calculations. EDUFI organised a series of webinars for education providers to support its implementation (European Commission, 2024[26]).The VASKI project has recently ended. The new project – Kartalla, that aims to achieve similar objectives as the VASKI project, started in 2024.
The 2022-26 programme for developing teacher education in Finland states that sustainability expertise is one of the necessary skills a teacher must have. The Finnish National Agency for Education (EDUFI) funds activities for professional development (PD) to train teachers on how to teach about issues such as: (i) strengthening a sustainable lifestyle and climate responsibility; (ii) preventing nature loss; and (iii) promoting the earth’s health and a circular economy. The activities cover: knowledge; skills; attitudes and values; innovative pedagogical methods; the use of digital tools; and new technologies. The Finnish education authorities have released a guide for VET institutions and teachers on how to develop learning, school culture and everyday sustainable practices.
Another relevant initiative has been initiated by the OKKA Foundation. The Foundation administers Finland’s national Sustainable Development Certification for upper-secondary educational institutions, including vocational schools. The certification framework – comprising criteria, evaluation tools, and supporting materials – enables institutions to self-assess and improve their management, teaching, and operational culture from the perspective of sustainability. The system also allows for external audits and applications for certification through the OKKA Foundation. As of March 2018, the foundation has awarded the Sustainable Development Certificate to 100 educational institutions. The certification is partly funded by the Ministry of Education.
The Academy for Sustainable Future Educators – an EU-funded initiative
The Academy for Sustainable Future Educators (EduSTA) is an EU-funded initiative that promotes VET teachers’ sustainability competences through micro-credentials in sustainability.
Pilots in Finland and the Netherlands use digital open badges to certify competencies as part of in-service training or coaching programme for academic and vocational teachers, and over 200 teachers and teacher students have participated as of 2024. For instance, in March 2024, Tampere Vocational College Tredu in Finland initiated a pilot programme as part of EduSTA. This initiative focuses on enhancing VET teachers’ sustainability competencies through a structured system of digital open badges. Eighteen Tredu teachers are participating in this pilot.
The digital open badges are designed to strengthen VET teachers’ abilities to integrate sustainability into their teaching practices. The EduSTA project team has developed an initial version of the badge constellation, which will undergo further refinement based on feedback from various pilot groups throughout 2024, with an international launch planned for 2025. The pilot programme also incorporates a self-assessment tool to help teachers evaluate their current competencies and identify areas for growth (EduSTA, 2024[27]).
Source: European Commission (2024[26]), Education and training monitor 2024 – Finland, https://data.europa.eu/doi/10.2766/25884;
EduSTA (2024[27]), Sustainability themed digital open badge pilot in Finland – Tredu’s teachers test the digital badge constellation, https://projects.tuni.fi/edusta/news/sustainability-themed-digital-open-badge-pilot-tredu-teachers-test-the-badge-constellation-created-in-the-edusta-project/; Kartalla - på Kartan (2025[24]), A Sustainable Future Together Within the Planet's Limits, https://kartallaverkosto.fi/en/; OKKA Foundation (2025[28]), Sustainable development certification of educational establishments, https://koulujaymparisto.fi/in-english/.
Finnish career guidance has many strengths and checks many boxes for excellent service. However, the incorporation of green career elements within the existing services remains limited. Likewise, while Finnish teachers are highly qualified with many opportunities for PD, challenges exist in terms of attracting teachers to green-related field and providing PD related to the green transition. This section identifies the key challenges in these areas.
Limited information on the green transition within career guidance
According to the OECD questionnaire conducted as part of this project, Finland, as many other countries, integrates career guidance services related to the green transition into its broader career guidance framework. The robust career guidance system in Finland is well placed to offer this type of information. However currently, the focus on the green transition within the Finnish career guidance service is somehow missing, for example information on the online portals such as JobMarket Finland and Studyinfo does not allow to find information on green occupations and education and training programmes preparing for the associated careers, nor on how the green transition is impacting a broader set of occupations and sectors and what that means for career prospects and job content. Building on its existing strengths, Finland could identify and better signal green job opportunities and education and training pathways within the existing career guidance services.
More efforts are needed to guide and encourage training participation among workers in jobs affected by the green transition
As described above, training participation among workers with a vocational qualification in occupations strongly impacted by the green transition is relatively low in OECD countries, despite the obvious need for upskilling and reskilling. Analysis by country demonstrates that Finland, alongside Sweden, Denmark, the United Kingdom, and Norway, boasts high participation rates of upper-secondary VET graduates in non-formal, job-related training. 14% of VET graduates in Finland report to have participated in such training in the past four weeks, above the OECD average of 8% (see Figure 5.2). However, as 11% of VET graduates in Finland work in green occupations with changing tasks composition and 5% in GHG intensive occupations, it is clear that not all of the workers in jobs impacted by the green transition are engaging in training.
Hence, while Finland’s overall participation rate of VET graduates in job-related training is relatively high compared to other countries, those in occupations most affected by the green transition may not be accessing the training they need. Targeted guidance interventions, along with supportive measures to overcome training barriers, can help ensure that workers requiring upskilling and reskilling due to the green transition gain access to relevant training opportunities.
Share of VET graduates below the age of 35 participating in training (in the last 4 weeks) and across jobs 2014-22
Note: Data for the United Kingdom correspond to the period: 2014-2021. Upper secondary VET includes ISCED 3 and ISCED 4 vocational programmes.
The categories of high emission and green jobs, as described in Chapter 2, are not mutually exclusive, meaning some workers may be counted in both. To address this issue and avoid double counting workers in jobs that are both high emission and green are categorised as being in jobs only for the purpose of this figure.
Source: Kuczera (2025[5]), “Vocational education and training (VET) and the green transition: Insights from labour market data”, OECD Social, Employment and Migration Working Papers, No. 327, https://doi.org/10.1787/02b7fcb1-en.
Girls and women may need additional guidance towards green jobs and learning pathways
In all countries with available data, women with upper-secondary VET qualifications are less likely to work in green occupations than their male counterparts, and this gap is particularly large in Finland (see Figure 5.3). At the same time, across OECD countries men are more likely than women to be in GHG-intensive jobs: 9% of men qualified to upper-secondary VET level work in GHG-intensive occupations, compared to 4% of women. The gender imbalance partially reflects sector composition of green employment: most of the sectors with a high concentration of green jobs are male dominated. For example, in OECD countries only 22% of the upper-secondary VET workforce in the manufacturing sector and 5% in the construction sector are women, and these are sectors that employ many VET graduates and have a substantial share of green jobs.
Individuals aged below 35, 2014-22
Note: Unweighted OECD average, excluding Croatia and Romania (accession countries). Data for the United Kingdom correspond to the period: 2014-2021. Upper secondary VET includes ISCED 3 and ISCED 4 vocational programmes, higher VET corresponds to ISCED 5 programmes.
Source: Kuczera (2025[5]), “Vocational education and training (VET) and the green transition: Insights from labour market data”, OECD Social, Employment and Migration Working Papers, No. 327, https://doi.org/10.1787/02b7fcb1-en.
Overall, men with VET qualifications face a higher risk of being left behind but also stand to benefit from the green transition. In contrast, demand in women-dominated sectors like health and education is driven by other factors (e.g. demography) and is less impacted by the green transition.
Similarly, in Finland, it is evaluated that policies introduced to achieve a carbon-neutrality by 2035 would mainly affect male-dominated sectors and have a greater impact on men’s consumption habits. As a result, men are expected to bear a larger share of the consequences from these measures. However, despite some job losses in fossil fuel-related industries, the overall impact on economic activity and employment in male-dominated sectors like energy production, construction, transport, industry, and forestry is projected to be positive. As investment and demand for labour in these areas increase, some women may wish to transition into these new opportunities but could face challenges due to a lack of relevant skills (Ministry of Economic Affairs and Employment of Finland, 2022[29]).
Given that many of the green occupations have good employment prospects and some of these green job categories have high job quality, barriers for women to enter these occupations should be removed. Moving to greener jobs can mean changing sectors, but the data suggest that even within sectors there is space for women to gain better access to green-driven jobs by changing occupation/job roles. Clear information about these occupations and sectors, including their content, working conditions and relation to the green transition, can help girls and women make informed education and career choices.
Efforts to tackle misconceptions about certain sectors, careers or education programmes and to avoid stereotypes should start early on. Gender stereotypes that exist at home, in the classroom, and in society contribute to major gender segregation in fields of study and career expectations, notably in STEM sectors, which are crucial for green-driven jobs (OECD, 2024[30]). Addressing these issues within career guidance services can encourage young women to pursue green careers and support female workers in transitioning into greener roles by overcoming the specific barriers they may encounter. By emphasising the green nature of certain jobs, career guidance activities could promote careers that girls and women have typically been less attracted to.
High drop-out rates among VET students and weak school-to-work transitions call for better guidance and support
VET serves as the primary pathway preparing individuals for a variety of green occupations. Among VET programmes, those focused on engineering, manufacturing, and construction produce the highest proportion of graduates entering green jobs.
As also described in Chapter 4, relatively low completion rates and weak school-to-work transitions have been a challenge in the Finnish upper-secondary VET system, limiting its ability to create a pipeline of talent for green occupations. Finnish data shows that initial upper-secondary VET programmes (attended by the majority of young VET students) face a dropout rate of 11%, compared to just 3.7% in upper-secondary general education programmes. The dropout rate in engineering, manufacturing, and construction programmes aligns with the average rate for all the VET programmes (StatFin, 2024[31]). Furthermore, out of those who successfully graduate from initial upper-secondary VET programmes 14% are unemployed in the year following the graduation (2022 is the year of reference). This rate varies largely across VET programmes, from 6% for VET graduates in health and welfare to 18% for those who specialised in engineering, manufacturing and construction programmes and nearly 25% for those with VET qualifications in ICT (see Figure 2.11 in Chapter 2). The high dropout rate and relatively low progression from initial VET programmes to employment, result in a loss of potential workforce capacity for green jobs and imposes significant personal and economic costs on individuals.
Multiple factors influence dropout rates, and a Finnish longitudinal study (Psyridou et al., 2024[32]) highlights that previous academic performance is the strongest predictor of whether a student will drop out. Investing in solid foundational skills is therefore essential for tackling dropout, as is attracting high-performing students to VET (and to green careers more specifically). Career guidance can play a key role in the latter.
Likewise, there are many factors that contribute to good transitions from VET into the labour market. One key element will be the alignment between VET programmes and labour market needs, and a relatively high unemployment rate among VET graduates may suggest existing mismatches. As discussed in Chapter 3, efforts are needed to ensure that VET qualifications sufficiently incorporate skills for the green transition. Weak school-to-work transition rates may also be related to a poor match between learners and the career pathway they are preparing for, as well as imbalances between the supply of graduates in certain fields/study programmes and the demand for such graduates in the labour market. Here again, career guidance can help guide learners towards careers which boast strong labour market outcomes, such as certain in-demand green jobs, as well as ensure that learners have a good understanding of careers to avoid a mismatch between their interests and aspirations and the future job opportunities that they may have access to.
VET teacher shortages are emerging in fields that are critical to the green transition
VET teacher shortages are an emerging issue in Finland. According to Education Statistics Finland’s forecast on skills match (the balance of labour supply and demand), Finland will face VET teacher’s shortages. Between 2019 and 2028, job openings for VET teachers are expected to grow by an average of 2.9% while the supply of VET teachers is expected to increase only by 1.5% (Education Statistics Finland, 2025[33]). To compare, the supply and demand for teachers in higher education and in upper secondary general education are expected to remain balanced.
The National Forum for Skills Anticipation estimate that, VET teachers’ skill needs will grow in areas such as sector-specific working life competence, digital learning tools and digital pedagogy, but also sustainability education (See Figure 5.4). Specific technical fields are already facing challenges in recruiting VET teachers, such as energy and electrical and automation engineering, mainly due to competition from industries for skilled professionals (Tikkanen, 2022[34]).
The skill needs index is calculated as the average of responses from 38 experts, who rated skill needs on a five-point scale (5 = skill needs will grow; 1 = skill needs will decline).
Note: The skills needs assessments are based on the competence needs survey developed by the National Forum for Skills Anticipation (OEF), with 38 experts rating skill needs for VET teachers.
Source: Education Statistics Finland (2025[33]), Foresight, https://vipunen.fi/en-gb/foresight.
There are many factors behind teacher shortages. Although Finland is among the OECD countries with the most attractive teaching salaries (OECD, 2023[35]), VET teacher salaries may be less attractive compared to salaries in non-teaching jobs in high demand sectors.
The VET teaching workforce in Finland is aging, and this can result in further shortages in the years to come. In 2021, 57% of upper secondary VET teachers in Finland were aged 50 or older (Figure 5.5), a significantly higher share than that of teachers in general programmes in Finland (40%) and the OECD average for VET teachers (43%) (OECD, 2021[20]). Ageing in some of the fields that are most important for green sectors and occupations is posing particularly pressing challenges. This is the case, for example, in the field of Engineering, manufacturing and construction, where 63% of VET teachers were aged 50 or older in 2022 (Education Statistics Finland, 2022[36]). The high average age of VET teachers in Finland can be attributed to the common practice of requiring both teacher qualification and extensive industry experience before entering the teaching profession, which delays entry into the field. This delay in entry means that new VET teachers often start later in their careers, contributing to the higher average age of the VET teaching workforce (OECD, 2023[37]). Given this context, building VET teacher workforce depends, among other things, on the ability of VET institutions to attract highly skilled professionals into the profession, particularly those in the middle or later stages of their careers.
Percentage of upper secondary VET teachers, 2021
Source: OECD (2023[35]), Education at a Glance 2023: OECD Indicators, https://doi.org/10.1787/e13bef63-en.
This aging teaching workforce poses challenges for Finland’s VET system, not only in terms of potential future shortages, but also in terms of ensuring that teachers’ skills stay aligned with labour market developments. As technological and sustainability demands evolve, the ability of VET teachers to keep abreast of changing demands directly impacts the preparation of VET learners for the labour market.
The integration of skills for the green transition in VET teacher training is not yet fully systematic
Although green transition and sustainability issues have been around for more than 20 years in VET sector, there is still room for systemic and structured actions to fully integrate these elements into the preparation and professional development of VET teachers. For initial VET teacher preparation, the extent to which VET teachers have been exposed to green elements in their subject-specific training depends on how well higher education programmes for VET teachers align with skill needs related to the green transition. A curriculum analysis of the pedagogical studies programmes in selected universities of applied science (UAS) in Finland (see Table 5.1) shows that the integration of sustainability in the VET teacher training could be more systematic or consistent.
For example, among four UAS offering pedagogical studies for VET teachers with relevant public data, only one includes sustainability in its compulsory modules, while the other three address it through optional courses. The allocation of ECTS credits also varies across UAS: green-related optional modules uniformly require 5 ECTS, whereas the compulsory course is allocated 3 ECTS. One UAS programme (Haaga-Helia UAS) explicitly highlights ecological aspects as an objective of its curriculum whereas such practices are absent in the other programmes.
Likewise, PD could take a more systemic approach to accelerate the green transition. While several ad hoc or voluntary initiatives exist to provide professional development opportunities to VET teacher to develop green-related skills, they often depend on individual interest or individual institution’s initiative. For example, some VET institutions mandate their teachers to complete an online course by the Environmental College (Sykli) to provide basic knowledge on sustainable development and the green transition and teachers can choose specialised courses related to their field, but this practice is not standardised. Moreover, while VET teachers in Finland are relatively more active in professional development compared to other countries, as discussed above, they are less likely to have participated in in-service-training or mobility programmes (65%) compared to general education teachers (88%) within Finland (Paronen and Lappi, 2018[38]).
Note: The number in brackets refers to the allocated ECTS.
Source: Haaga-Helia (2024[39]), Vocational Teachers' Development Programme 2024–2025, www.haaga-helia.fi/fi/node/9868; HAMK (2025[40]), 2025 International Professional Teacher Education – HAMK, www.hamk.fi/en/degree/international-professional-teacher-education/#curriculum; HAMK (2025[41]), Structure, https://hamk.opinto-opas.fi/curricula/degreeprogrammes/groups/plan?groupId=132961&planId=133119; OAMK (2025[42]), Opettajan pedagogiset opinnot: Opettajan pedagogiset opinnot, https://opetussuunnitelmat.oamk.fi/213573/fi/68089/68168/1405; TAMK (2025[43]), Professional Teacher Education: 25OPKOU, https://tamk-study-guide.tuni.fi/175/en/11/12/3966.
Provide dedicated information on green job opportunities and relevant education and training within career guidance services
Finland’s career guidance system is well-established and comprehensive but it currently lacks a focused approach to green jobs and related training pathways. To address this gap Finland can enhance its services by integrating dedicated information on green careers into career services.
While the share of employees affected by the green transition is relatively small, the impact on those involved can be significant. Jobs influenced by the green transition encompass a wide range of positions with varying skill requirements and outcomes. For example, new jobs created by the green transition typically require higher-level skills and offer better labour market outcomes compared to existing jobs that are being reshaped by the transition.
Providing clear and accessible information about green jobs, including on employment opportunities, wages, and career progression, can help individuals better understand the options available and make informed decisions. This can, for instance, prevent students from enrolling in programmes that lead to professions likely to be negatively affected by the green transition.
Information on green career opportunities can be initiated and provided by public authorities or by interested employer associations, typically facing skills shortages. Job Bank in Canada provides an example of publicly run career guidance portal with information broken down by ‘the greenness’ of the job. (see Box 5.3). Similarly in the United Kingdom, public National Careers Service has developed a dedicated "Green Careers" platform within its national career guidance service. This platform offers detailed information on green jobs, related qualifications, and training opportunities, helping individuals map their career paths in sustainable sectors. The service also highlights funding options for reskilling and upskilling in green-related fields (National Careers Service, 2024[44]).
Building on examples from other countries, Finland could enhance the existing StudyInfo platform and other information tools by incorporating information on green careers, making it accessible to both students and career counsellors. To increase awareness among counsellors about this new feature, an information campaign and training, if necessary, could be proposed.
Job Bank helps Canadians find work and plan their careers and make it easier for employers to recruit and hire across the country. It helps job seekers and employers better understand the green economy and play a more active role in the transition to a more sustainable future. It is available as a website and mobile app. It recently launched two web pages about green employment targeting employers and job seekers.
Page for employers - Hire for a Green Future
This page helps employers:
Learn how to advertise their green jobs on Job Bank to reach qualified candidates.
Adopt and promote eco-friendly business practices.
Find financial support to help their businesses on their journey to sustainability.
Page for job seekers - Find a Green Job in Canada
This page helps job seekers:
Learn about green jobs that contribute to the conservation, preservation, or restoration of the environment.
Search for green job opportunities advertised on Job Bank.
Access other resources that can help job seekers find work in the green economy.
Job Bank’s promotion of green jobs to external job boards and on its training platform
Job Bank is encouraging private job boards that it works with to adapt a similar approach/model to identifying and promoting green jobs.
Through ongoing communications (emails, Teams calls, meetings, and events) it provides these external job boards with updates on the uptake, interest, and growth of green jobs on Job Bank including:
Data analytics on the number of green jobs postings, searches, and matches.
New developments to the Government of Canada’s and Job Bank’s definitions/methodologies to assessing and monitoring the green economy and green jobs.
Additionally, Job Bank is in the final stages of launching a new training platform that will provide a single point of access to quality job-related training information for all Canadians (jobseekers, workers, employers, newcomers, Indigenous people in Canada, veterans) to help them make informed training decisions. This training platform will be home to a repository of green VET short-duration courses from recognised learning and education institutions from across Canada.
Source: Email communication with Job Bank; Government of Canada (2024[45]), Find a Green Job in Canada, www.jobbank.gc.ca/green-jobs; Government of Canada (2024[46]), Hire for a Green Future, www.jobbank.gc.ca/hiring/green-jobs; Government of Canada (2024[47]), Job Bank, www.jobbank.gc.ca/home.
In some countries, industry groups from green sectors took the initiative to provide dedicated information about the sector and advertised jobs in this area, especially as many of the job roles are new and emerging. For instance, Wind Energy Ireland in collaboration with public authorities has launched easy to navigate and user-friendly websites discussing various career opportunities in the offshore wind sector. It describes typical working patterns, career options, salary and education pathways preparing for specific jobs.1 (GreenTech Skillnet, 2024[48]; Wind Energy Ireland, 2024[49]). Finland can encourage similar initiatives among employer associations and integrate this information into career search engines and career guidance platforms.
As discussed in Chapter 3, Finland aims to develop targeted micro-qualifications that are shorter in duration than full qualifications, with the goal of quickly transitioning individuals into employment. One key challenge is the lack of awareness about these pathways and their outcomes among both individuals and employers. Including this information, along with data on associated career prospects, into career guidance services would help raise awareness and promote these opportunities more effectively.
Since VET institutions are the primary providers of career services, implementing the proposed solutions would mean that they will not only need to fulfil their existing responsibilities but also develop expertise on how the green transition is reshaping job content and how these changing requirements are reflected in VET qualifications and modules. Furthermore, they will need to stay informed about which jobs are experiencing growing demand and which are facing decline due to the green transition. Easily accessible resources, such as those provided through online platforms, can support them in these tasks. Online platforms that operate independently of individual institutions may be the most effective way to present comprehensive information on relevant training opportunities across the country, as individual institutions may not always be aware of offerings provided elsewhere.
Finally, organising information sessions on green career guidance (e.g. where to find and how to communicate relevant information) to the concerned staff could further enhance the effectiveness of career guidance services.
Provide career guidance for green jobs to students in lower secondary education
Young people could be encouraged to pursue VET programmes (instead of academically oriented education) if they see clear, rewarding pathways in green jobs. In that respect, career guidance can be more effectively leveraged to highlight the benefits of green careers and VET programmes leading to them, particularly for students who may otherwise overlook these opportunities. This effort should be complemented by creating clear and attractive pathways from VET programmes to higher levels of education, as discussed in Chapter 4 of this report, to align with the aspirations of some students. Moreover, students should receive career guidance directing them towards green occupations that fit best their interest and lead to good quality employment, and that is based on objective and fair information about various career options both at the regional and national level.
Denmark provides an example of a country that included the green transition dimension in its efforts to better inform and attract learners to VET. Denmark has recently approved a new political agreement to strengthen its VET system (see also Box 5.6). The funding supports integration of green transition principles into the curriculum, upgrading educational frameworks and equipment required in programmes preparing for green jobs, creation of three climate vocational schools that would act as centres of innovation and development, and providing opportunities of study abroad for students. This initiative not only aims to bolster the green transition in education but also to attract young people to VET. Career guidance is a key component of this effort, featuring a nationwide corps of young role models currently in vocational training for green occupations. These role models, passionate about their fields, visit lower secondary schools to help students make informed decisions about their upper-secondary pathways (State of Green, 2024[50]; Danish Ministry of Children and Education, 2024[51]).
While upper-secondary VET enrolment in Finland has remained stable over time demonstrating its sustained attractiveness, Finland could introduce career guidance initiatives similar to Denmark’s to further enhance the appeal of VET and raise awareness of green career opportunities among lower-secondary students. This is particularly important for more academically oriented students and girls, who are significantly less likely to choose VET programmes, and in the case of the later to pursue careers in green industries.
Include assessments of cross-sectoral green skills to guide adults towards suitable green employment opportunities
STEM knowledge and skills are critical for many jobs created or transformed by the green transition, particularly in fields such as renewable energy, energy efficiency, and green manufacturing. Alongside these cross-sectoral technical skills, soft skills such as leadership and project management are increasingly recognised as indispensable in green jobs. Drawing on recent studies of Rutzer, Niggli and Weder (2020[52]) whose approach is also applied in Kuczera (2025[5]), skills commonly found across green occupations and sectors can be categorised as:
Higher level cross-sectoral technical skills and knowledge, such as: building and construction, geography, physics, economics and accounting, engineering and technology, programming, law and government and public safety and security, and chemistry. Many of these skills can be described as STEM.
Leadership and managerial skills, such as: developing and building teams, provide consultation and advice, co‑ordinating work and activities, negotiation, persuasion, selling and influencing others.
These ‘cross-sectoral green’ competencies enable individuals to move between sectors and jobs, making them particularly valuable for navigating the green transition. When planning education and training for green jobs, it is essential to assess individuals' existing skills. Depending on their skills endowment, different strategies may be applied to help the person transit to green employment:
Individuals equipped with strong ‘cross-sectoral green’ skills can make the transition relatively easily with minimal additional training.
Those lacking ‘cross-sectoral green’ skills but possessing strong basic skills / core competencies (e.g. numeracy and communication skills) that support the development of such cross-sectoral green skills may enter green jobs after receiving targeted, job-specific training.
Individuals without ‘cross-sectoral green’ skills and solid core competencies may require more extensive education and training to develop the full range of necessary skills.
Career guidance services often include assessments of individual competencies to determine educational needs, as is already the case in Finland. This approach could be further enhanced by integrating detailed information on the skill requirements of green occupations into these assessments. To identify a comprehensive set of green skills relevant to green professions, Finland can map the skills of individual professions to the ESCO green skill classifications while adapting it to the national context, as argued in Chapter 3.
In Finland, core competencies such as mathematics and language are included in USVQs but are typically absent from further and specialised VET qualifications. It is generally assumed that adults enrolling in the later already possess these core competencies. However, a recent evaluation of the Finnish VET system by FINEEC highlights that some adult learners lack the core competencies, which are needed for proficiency in STEM fields and managerial roles (Education Evaluation Centre (FINEEC), 2024[53]). Implementing a systematic screening could help identify adult learners in FVQs ans SVQs who would benefit from targeted instruction in these areas.
Access to STEM-related training is particularly important for girls and women, as female workers are underrepresented in green-driven occupations and in jobs with high green potential. By equipping girls and women with the necessary STEM and other ‘cross-sectoral green’ skills, VET programmes can help bridge the gender gap in green employment, ensuring more inclusive participation in the green transition. This may require tailored training and support programmes for women, but also career guidance activities and information to promote green-driven jobs among girls and women and tackle misconceptions or stereotypes about certain sectors, occupations, careers and training pathways.
Ensure green career guidance is objective and independent from individual VET providers
VET providers may not always be fully aware of emerging skill demands outside their local area and of the programmes offered by other institutions. This can affect the type of information conveyed to prospective and current students, potentially influencing their career decisions. Career guidance based solely on local labour market characteristics and missing a ‘wider picture’ may contribute to skill mismatches, and hamper employment of VET graduates.
For example, there may be high national demand for wind turbine technicians, but limited local demand in a particular region. If a student interested in this career and willing to relocate seeks guidance from a local VET provider, they may be steered toward a different, more regionally common profession that may not align with their personal goals or the broader labour market demand.
Providing independent, relevant information on labour market needs in green occupations nationally and in various parts of the country, along with details about corresponding training programmes, would enable individuals to make more informed career decisions, as recommended above. This information should be available and used as much as possible by all VET providers. This approach could help address skills shortages in green sectors and ensure that students have access to guidance that reflects both local and national job trends. Eventually, this could facilitate transition from VET to employment.
Attract industry professionals to VET teaching
Attracting industry professionals to teaching in VET programmes bring green-relevant skills and up-to-date industry knowledge directly into VET. This contributes to ensuring that VET provision remains aligned with evolving sustainability standards, green technologies and labour market needs. Furthermore, the involvement of industry professions can help address VET teacher shortages.
Industry professionals can be engaged in VET teaching in various ways. They can be recruited as “standard” full-time teachers, which may require offering alternative pathways for experienced professionals to transition into teaching roles to overcome potential barriers such as demanding qualification requirements and lengthy training (OECD, 2021[20]; OECD, 2022[54]). Such alternative pathways typically include an element of recognition of prior learning (in particular for non-Finnish degree holders) so that industry professionals can focus on the skills that they lack – typically pedagogical in nature and enabling teachers to complete the necessary training while already working as a teacher.
Industry professionals can also be involved in VET teaching through hybrid roles where they continue working part-time in their industries while contributing to VET, or where they provide guest lectures, lead workshops or collaborate on curriculum development.
In Finland, VET teachers with the required work experience can already complete their pedagogical training while working, as recommended by OECD (2021[20]; 2022[54]). Examples from other countries could provide inspiration for Finland to facilitate the entry of highly skilled professionals into the teaching profession. For example, Switzerland encourages industry professionals to work as part-time VET teachers in addition to their regular employment by reducing vocational pedagogy training requirements (see Box 5.4). However, when easing pedagogical requirements, it is essential to balance professional expertise with teaching skills. Online training and mentorship initiatives within institutions can serve as effective alternatives to formal pedagogical training.
Germany encourages professionals from green industries to enter VET teaching through subsidised training programmes and flexible certification pathways. These initiatives are accompanied by public campaigns highlighting the societal impact of VET teaching (OECD, 2021[20]; OECD, 2022[54]) (see Box 5.4).
Switzerland
In Switzerland, industry professionals working at least half of the standard workweek in their main employment can teach part time in VET. The Ordinance on Vocational and Professional Education and Training specifies that part-time teachers are required to complete 300 learning hours of vocational pedagogy training to qualify for teaching roles, which is lower than full-time teachers’ requirement (1 800 hours). However, individuals who teach or train for less than an average of four hours per week are exempt from this requirement (Swiss Confederation, 2003[55]).
Germany
To address teacher shortages in certain vocational subjects, all 16 federal states in Germany have launched recruitment campaigns targeting ‘side entrants’ (SeiteneinsteigerInnen) — industry professionals transitioning into teaching. Particular focus is placed on recruiting professionals from green industries, ensuring their expertise contributes to the VET system’s support of a sustainable economy. Such initiatives are designed to facilitate the entry of professionals from green industries into VET teaching by recognising their prior experience and offering targeted training to bridge any skill gaps.
These professionals should have a relevant master’s degree combined with some professional experience. They are eventually required to obtain the same competences and pass the same examination as regular VET teachers. However, they may complete this process while already working as a VET teacher.
Source: OECD (2021[20]), Teachers and Leaders in Vocational Education and Training, https://doi.org/10.1787/59d4fbb1-en; OECD (2022[54]), Preparing Vocational Teachers and Trainers: Case Studies on Entry Requirements and Initial Training, https://doi.org/10.1787/c44f2715-en; Huismann and Hippach-Schneider (2021[56]), Teachers’ and Trainers’ professional development to support inclusive and sustainable learning: Germany, www.bibb.de/dokumente/pdf/DE_2021_Teachers_and_Trainers_Article_final.pdf.
As discussed in Chapter 3, Finland can make more use of modular teaching certification options to offer stackable, micro-credential programmes that allow aspiring teachers to qualify gradually while teaching part-time (see Box 5.5). This way can facilitate transitions for professionals from green industries and other sectors by recognising their existing expertise and reducing the time required to qualify as a teacher. More flexible entry to the VET teaching profession can particularly be useful for addressing specific needs in rapidly evolving sectors and occupations such as those related to the green transition.
Academy for Sustainable Future Educators (EduSTA), ongoing since 2022
The Academy for Sustainable Future Educators (EduSTA) is a collaborative project involving VET institutions from Finland, the Netherlands, Spain, the Czech Republic (hereafter ‘Czechia’) and Sweden. Its primary goal is to enhance teachers’ sustainability competencies through the use of Digital Open Badges, which serve as micro-credentials to recognise and validate specific skills and achievements.
Educators can earn a “Sustainable Future Educator” meta-badge upon achieving the required micro-badges in the areas relevant to environmental sustainability development (ESD).
The project also includes pilot programs where these learning modules and badge-driven learning pathways are tested and refined. These pilots are conducted as part of teacher education programmes, continuous learning offerings for in-service teachers, or online self-study implementations, depending on the organisational structures of the participating institutions.
By integrating Digital Open Badges into teacher education, EduSTA aims to strengthen the European dimension of teacher education, providing flexible and transparent methods for educators to develop and demonstrate their sustainability competencies.
During the project, the participating teacher educators will:
Conduct Context and Competences research to achieve a more holistic and operational understanding of sustainability competences as part of professional teacher skills and identity.
Design and implement new learning modules to develop future VET teacher ESD competences.
Plan and construct open digital badge-driven learning pathways.
Test pilot courses with more than 300 university students (i.e. future VET teachers).
Enhance ESD competences in practising international collaboration in a sustainable way.
Source: EduSTA (2022[57]) “Education is an essential tool for achieving sustainability” − EduSTA is building a community for sustainable future educators, https://projects.tuni.fi/edusta/news/education-is-an-essential-tool-for-achieving-sustainability.
Provide opportunities for VET teachers to better understand and teach the green transition through initial training and professional development
In Finland, sustainability topics are provided as a separate subject but also integrated into teaching of other subjects in VET qualifications. VET teachers should thus receive guidance and support on how to integrate green dimension in their teaching and how to adapt their pedagogical approaches accordingly.
There are already good examples of Finnish universities and UAS that successfully integrate sustainable development into the initial VET teacher training curriculum (see Table 5.1). Furthermore, ad hoc initiatives such as VASKI project described earlier and initiatives supported by EU funds contribute to raising awareness on the importance of the green transition and the needs of VET teacher training. However, given that not all teacher training curriculum include sustainability elements and it is mostly dependent on personal interest, Finland would benefit from standardising the inclusion of green competencies in initial teacher training programmes.
In addition, more systematic professional development opportunities are needed. These programmes can update teacher knowledge and skills about sector-specific green transition and its impact on the job content. They can also focus on enhancing VET teachers’ green competencies in general, preparing them to teach complex sustainability concepts.
In Germany, training material for VET teachers take into account the specificity of the subject area. For example, a guide ‘Designing Learning Processes in Vocational Training with Sustainability in Mind’, offers didactic material for in-company trainers and vocational teachers for professions in the food trade and industry. This practical guide equips teachers and trainers in food-producing professions with tasks that align with sustainable development principles. It also supports learning processes and promotes the idea of companies as sustainable learning environments (European Commission, 2024[58]). Moreover, the German Project Agency for VET for Sustainable Development (PA-BBNE) has developed materials for implementing the national green competence standard in vocational training. These materials were produced for many occupations and consider all dimensions of sustainability relevant to VET. The project targeted VET teachers, students, trainers and trainees in companies as well as, researchers in VET, pedagogues and VET institutions (European Commission, 2024[58]).
In Denmark, Knowledge Centres are an integral part of the VET landscape, providing expertise to VET institutions and teachers. Among other things, they prepare and test new teaching courses and materials as well as assist with the development of sustainability competences and knowledge among VET teachers (European Commission, 2023[59]) (Knowledge Center Portal, 2025[60]). The centre is typically hosted by a VET institution with strong expertise in the subject area. See also the Box 5.6.
Denmark has taken significant steps to ensure that VET teachers are equipped to prepare students for the green transition. One of the central initiatives is the establishment of Knowledge Centres for Vocational Education (Videnscentre for Erhvervsuddannelser), which focus on providing VET teachers with the skills and knowledge needed to address emerging challenges, including sustainability and green technologies. There are currently ten centres, but from 2025, their number will be reduced to seven. (Knowledge Center Portal, 2025[60]).
The Centres aim to provide cutting-edge training and resources for teachers in areas such as renewable energy, sustainable construction, and eco-friendly manufacturing. Additionally, they strengthen the link between VET, research, and the labour market to ensure that teaching methods align with the needs of a greener economy. They also promote interdisciplinary collaboration among schools, businesses, and research institutions.
For example, the Centres offer workshops, seminars, and practical courses that enable teachers to integrate green competencies into their curricula, ensuring that students gain the sustainability skills required for their future professions. The Centres also provide teachers with professional development programmes for teachers on sustainable technologies, resource management and the principles of a circular economy, access to research and teaching materials on green skills, and partnership opportunities with green technology firms.
In recent years, Denmark has consistently strengthened its focus on the green transition in VET. Knowledge Centres have been responsible for developing expertise on integrating the green transition into VET programs and effectively translating it into teaching.
In 2021-22, Denmark allocated a total of EUR 8 million (DKK 58 million) to Knowledge Centres to boost green continuing education and upskilling. These funds supported the development and testing of new teaching materials, courses on sustainability and green technologies, alongside upskilling initiatives for teachers in sustainability and green transition competencies. In addition, the Knowledge Centres were tasked with assisting with competence development in the field of sustainability and green transition for teachers in both vocational and labour market education and training. (Danish Ministry of Children and Education, 2025[61]).
In 2024 all Danish political parties stroke an agreement to invest in vocational education and training. It prioritises school equipment and teacher competencies, with approximately EUR 12 million allocated to further training teachers (State of Green, 2024[50]).
Source: Danish Ministry of Children and Education (2025[61]), Videnscentrenes mål og opgaver [The goals and tasks of the knowledge centers], www.uvm.dk/erhvervsuddannelser/skoleudvikling/videncentrene/videnscentrenes-maal-og-opgaver; Knowledge Centre Portal, (2025[60]), Videnscenter Portalen, https://videnscenterportalen.dk/; State of Green (2024[50]), Denmark to upgrade its vocational education with focus on the green transition, https://stateofgreen.com/en/news/denmark-to-upscale-its-vocational-education-with-focus-on-the-green-transition/?utm_source=chatgpt.com.
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← 1. See for example: https://offshore-wind.ie/ and www.workinwind.ie/.