Finland

Skills dimension

According to the Finnish members, the European Union of Skills places too strong emphasis on the working-age population, overlooking a more holistic perspective on skills. This narrow focus risks limiting the growth of personal and social competences that extend beyond employability. Skills should not be viewed solely as individual assets but as an important part of social interaction.

The organisations believe that the New Agenda for Adult Learning, with its more holistic approach, should play a central role in shaping future education policies. However, skills discussion may have some positive implications if it results in greater cooperation between non-formal education and vocational education and training sectors.

AI in adult learning

According to Kvs and FAEA, artificial intelligence (AI) is integrated into multiple dimensions of the work in the Finnish adult education organisations.

As society and the labor market continue to evolve rapidly due to technological change, the Finnish members consider it essential for adults to understand and use AI – as a support tool for personal learning but also to use in the workplaces. The adult education institutions organise teaching about AI and use it to produce various materials. AI also plays a growing role in student guidance and counseling.

AI has also been incorporated into the new Digital Service Package for Continuous Learning, ensuring that digital innovation remains a core component of Finland’s adult education system. The Finnish members have used AI in policy work as well. For instance, when preparing a statement for the Finnish Parliament’s Education and Culture Committee on funding for non-formal adult learning and education, AI tools were used to synthesise a large mass of policy texts.

Participation in decision-making

Both Finnish members are actively engaged in the national decision-making process on adult learning and education.

Representatives from several civil society organisations, including Kvs, participate in the National Commission for Sustainable Development - an influential forum that brings together key societal actors. The Commission works to integrate the strategic objectives of sustainable development into national policy, administration, and social practices.

Kvs and FAEA have also contributed to several consultation processes and policy discussions. FAEA has issued multiple statements concerning financial cuts to the non-formal adult education sector, while both KVS and FAEA took part in consultations on the new finance management system organized by the Ministry of Education and Culture.

FAEA actively participated in the consultation on the new digital competence learning path organised by JOTPA (the Continuous Learning and Employment Service Centre) and attended stakeholder forum meetings, which provided a valuable opportunity to influence upcoming legislation.

In addition, both FAEA and Kvs contributed to discussions within the Education and Culture Committee of the Finnish Parliament, particularly regarding the Year of Sivistys (Bildung) and the financial situation of the non-formal adult education sector.

The Finnish members consider that learners don’t generally have opportunity to engage actively in policy making processes nor are their views and concerns taken directly into account. They can influence indirectly through the adult education organisations.

Finnish members' view on the PIAAC results

Kvs and FAEA welcome Finland’s strong performance in the latest Survey of Adult Skills (PIAAC) conducted by the OECD. They confirm the country’s high level of adult competences. However, they express concern about the ability to maintain these achievements in the future, given the recent large funding cuts in the non-formal adult education sector.

They also highlight that more than 300.000 Finns still have low basic skills, highlighting the need for continued efforts to support this group through adult learning and education.

Funding of adult education

According to the Finnish members, the funding situation of non-formal adult education has significantly deteriorated in 2024-2025. There have been significant funding cuts for non-formal education, around 14% due to the economic situation of the Finnish state. The funding changes are linked to Finland's growing debt, geopolitical shifts, and a new social and healthcare reform. This shift in priorities and financial considerations could potentially reshape the direction of adult education policy in the country.

Additionally, further education for teachers in liberal adult education institutions was cut by 14,6 million euro. This was almost all the funding previously provided by the National Agency for Education.

The main funding sources of ALE in Finland are:

• Project funding
• Program funding
• Operating grants/structural funding
• Fees paid by individuals
• Contribution paid by employers

Recommendation to the European Commission

According to FAEA and Kvs, there is currently a very narrow understanding of adult learning and education within European Union politics, and this perspective needs to be broadened. Moreover, the rise of far-right has challenged migrant education in many countries. The European Union should actively support and emphasise the importance of migrant education through adult learning and education.

DISCLAIMER ON THE PARTICIPATION IN EDUCATION AND TRAINING DATA: the data focuses on formal and non-formal education and training, excluding guided on-the-job training. Participation is higher when on-the-job training is included. Data coming from sources such as OECD and the monitoring framework of the European Pillar of Social Rights may differ from the presented data.