芬兰职业教育培训与绿色转型

OECD Reviews of Vocational Education and TrainingVocational Educationand Training and the GreenTransition in Finland This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed andarguments employed herein do not necessarily reflect the official views of the Member countries of the OECD.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty overany territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements inthe West Bank under the terms of international law.Note by the Republic of TürkiyeThe information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no singleauthority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognises the Turkish Republic ofNorthern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Türkiyeshall preserve its position concerning the “Cyprus issue”.Note by all the European Union Member States of the OECD and the European UnionThe Republic of Cyprus is recognised by all members of the United Nations with the exception of Türkiye. Theinformation in this document relates to the area under the effective control of the Government of the Republic of Cyprus.Please cite this publication as:OECD (2025),Vocational Education and Training and the Green Transition in Finland, OECD Reviews of Vocational Educationand Training, OECD Publishing, Paris, https://doi.org/10.1787/4d29a34a-en.ISBN 978-92-64-76694-5 (print)ISBN 978-92-64-38134-6 (PDF)ISBN 978-92-64-91244-1 (HTML)OECD Reviews of Vocational Education and TrainingISSN 2077-7728 (print)ISSN 2077-7736 (online)Photo credits:Cover © Juice Verve/Shutterstock.com.Corrigenda to OECD publications may be found at: https://www.oecd.org/en/publications/support/corrigenda.html.© OECD 2025Attribution 4.0 International (CC BY 4.0)This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be bound by the terms of this licence(https://creativecommons.org/licenses/by/4.0/).Attribution– you must cite the work.Translations– you must cite the original work, identify changes to the original and add the following text:In the event of any discrepancy between the original work and thetranslation, only the text of original work should be considered valid.Adaptations– you must cite the original work and add the following text:This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed inthis adaptation should not be reported as representing the official views of the OECD or of its Member countries.Third-party material– the licence does not apply to third-party material in the work. If using such material, you are responsible for obtaining permission from the third party and forany claims of infringement.You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of the work.Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration (PCA) Arbitration Rules 2012. The seat of arbitration shallbe Paris (France). The number of arbitrators shall be one. VOCATIONAL EDUCATION AND TRAINING AND THE GREEN TRANSITION IN FINLAND © OECD 2025ForewordThegreentransition has significant implications for labour markets, driving increased demand for skillsthat support sustainable development.Vocational education and training (VET) is well placed to supportthegreen transition, as it lies at the intersection between education and the labour market. Through itsclose interaction with the world of work, VET can more quickly respond to changing skill needs and canfoster green innovations. A VET system that supports the green transition has curricula that reflect ongoingand anticipated changes in skill needs in the labour market and that include green attitudes and values. Itprovides opportunities for teachers and trainers to develop their skills so they can effectively prepare theirstudents for the green transition. Moreover, VET systems must be accessible to workers in jobs affectedby the transition, enabling them to access high-quality upskilling and reskilling opportunities.While the green transition poseschallenges for VET in terms of its content, design and delivery, it alsobrings many opportunities. VET can be a catalyst for the green transition, facilitating knowledge exchangeand fostering innovation through the interaction between training providers, employers and learners. VETprogrammes that have green elements a