The Finnish National Agency for Education's EQAVET NRP 2023–2026 project is developing a national monitoring system for the implementation of the Vocational Education Sustainability Roadmap. The project has defined indicators for the different areas of the Sustainability Roadmap and for regional monitoring. The aim is to obtain monitoring data on the measures taken by vocational education and training (VET) providers to contribute to the implementation of the Vocational Education Sustainability Roadmap. The EQAVET project is an EU-funded development project aimed at promoting the quality of VET.

Timetable

  • Drafting of indicators (Jan–May 2024)
  • Presentation of indicators (Jun 2024)
  • Piloting of indicators (autumn 2024)
  • Finalisation of indicators (spring 2025)
  • Launch of indicators (Oct 2025)
  • First data collection (Feb–Mar 2026)
  • Publication of the monitoring system and the results of the data collection (May 2026)

 

The indicators are grouped according to the areas of the sustainability roadmap as follows:

There are two indicators for sustainability in management and in the planning and monitoring of activities: a menu-based indicator and an indicator based on the national VET student feedback survey.
 
1) Each item on the list below awards one point. The points are added up (scale 0–5).
  • The VET provider has set longer-term sustainability goals and measures
  • The VET provider has a certificate or other external recognition of its sustainability activities
  • The VET provider monitors and reports on the implementation of sustainability
  • Staff participates in the planning and implementation of sustainability work
  • Students participate in the planning and implementation of sustainability work
 
2) Composite score of responses to the statements of the final stage questionnaire of the national VET student feedback survey on the theme of ‘Student welfare’ (scale 1–5)
  • I had access to student welfare services if necessary
  • My learning environment was safe
  • The students were treated equitably and equally
  • I have been bullied, discriminated against, harassed or experienced violence, or have seen these happen to other people, during my current studies at the educational institution or in the workplace where I am studying
  • In my experience, bullying, discrimination, harassment or violence is intervened in
  • I could participate in developing the educational institution’s activities if I wished
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3) Question of the final stage questionnaire of the national VET student feedback survey “I acquired capabilities for working in my vocational field in line with sustainable development objectives” (average on a scale of 1–5).
 
4) Development of students' sustainability competence through the completion of qualification units.  
 The indicator is calculated on the basis of how many students have completed the following qualification units (total number of units completed):
  • number of students that have completed the qualification unit ‘Working with climate responsibility’ included in initial vocational qualifications 
  • number of students that have completed the optional part of common unit ‘Promoting sustainable development’ included in initial vocational qualifications  
  • number of students that have completed the qualification unit ‘Promotion the green transition’ included in further vocational qualifications
  • number of students that have completed the qualification unit ‘Developing circular economy operations’ included in specialist vocational qualifications.
 
5) Development of sustainability competence is taken into account in pedagogical planning (utilisation of the GreenComp framework, competence promises or a sustainability competence path in personalisation or similar) (% of qualifications in relation to the qualifications offered by the VET provider)
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6) Staff training days (number of days/person/year combined)
 
7)  Training aimed at strengthening the sustainability competence of staff. All training courses completed by staff in the last five years that have supported sustainable lifestyles, environmental responsibility, the green transition, climate change mitigation, biodiversity, gender equality, the promotion of a culture of peace and non-violence, global citizenship and cultural diversity are counted. (completion rates as % of staff)
 
8) Question of the workplace instructor questionnaire of the national VET working life feedback survey “The educational institution provided the workplace instructor or mentor with a sufficient introduction to the sustainable development and responsibility aspects of the qualification.” (average, scale 1–5)
 
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9) Question of the workplace questionnaire of the national VET working life feedback survey “The educational institution promotes sustainable development and responsibility.” (average, scale 1–5)
 
10) Composite score of responses to the statements of the final stage questionnaire of the national VET student feedback survey on the theme of “Impact” (scale 1–5)
  • My education and training improved my capabilities for transitioning to working life, operating in the workplace or pursuing further studies.
  • My education and training gave me capabilities for enterprising.
  • During my education and training, I acquired competence and vocational skills that I will be able to use.
     
11) Project activities of the VET provider (regional development with local businesses, international cooperation projects, cooperation projects with higher education institutions, etc.) (amount in euros)
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12) Carbon footprint (CO2-e) (which calculator was used, the one developed in the VASKI project or some other, and whether the calculation includes scope 1, scope 2 or scope 3 data)
 
13) The educational institution has defined measures to reduce its carbon footprint (yes/no scale)
 
 
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The first data collection for the sustainability indicators was carried out in spring 2026 and focused on the activities of VET providers in 2025. More than 60 VET providers from all over Finland participated in the data collection, with the responding providers covering 70% of VET students in Finland. The sustainability indicators monitoring report provides information on how sustainability work and sustainability competence are implemented in VET.

Further information

Satu Nygård (satu.nygard [at] oph.fi) ja Jaana Villikka-Storm (jaana.villikka-storm [at] oph.fi) 

Read the report

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Updated