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The situation is similar in China. Along with the rapid development of manufacturing technologies and businesses, the requirements for more skilled and professional talents are the basic basis of the existence and growth of Chinese companies and factories (Meng 2013). Currently, there is a continuous reform of vocational upper secondary education in 2018 in Finland due to the fact that work life requires a new type of competition, while there are fewer financial resources available for education. For example, there are up to 370 different vocational qualifications available in Finland, but in the future, the number will decrease and the rating content will be expanded. This supports the design of individual study routes and allows faster responses to the need for changing competition in Labor Life (Ministry of Education and Culture of Finland N.D.).

 

The highest competition demands for graduates of vocational schools and universities of applied sciences require important qualified and excellent teachers to provide pedagogical guidance and skills based on competencies for each student.

 

Teachers in Finland are highly educated. In general education, all teachers require a Master's degree and teachers of vocational education must have a master's degree or bachelor's degree. The high level of education is necessary since teachers in Finland are professionally very autonomous. Teachers are required that the universities of the applied sciences have a master's degree or doctorate, depending on their position. They must also complete the pedagogical rating. (National Finnica Agency for Education N.D.)

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