This presentation examines the major reforms that have reshaped Finnish vocational education and training (VET) since 2017, including the VET Reform 2017, the extension of compulsory education adopted in 2020, and the strengthening of the competence‑based approach accompanied by a shift toward more individualised study programmes. Collectively, these reforms have had a far‑reaching impact on the structure, governance and pedagogical practices of Finnish VET. The 2017 legislative reform unified youth and adult VET under a single legal framework, aiming to streamline provision, reduce fragmentation, and enhance responsiveness to labour‑market needs. The extension of compulsory education until the age of 18—or until completion of upper secondary education—brought new learner groups into VET, increasing diversity in prior learning experiences, study preparedness and support needs. This shift has intensified the demand for inclusive pedagogical approaches and strengthened guidance. At the same time, the reinforced competence‑based approach has stimulated public debate about the balance between vocational specialisation and the provision of sufficient general competences to support transitions to higher education (Rosenblad et al., 2022; Pietilä, 2025). For young learners in particular, questions have emerged concerning the adequacy of vocational qualifications as a foundation for further study and long‑term career development. The presentation explores the outcomes of these reforms with regard to study completion, transitions to employment and progression to further education. Drawing on national statistics from the Educational Statistics Finland repository, alongside desk research and secondary analysis of published reports (e.g. Junttila, 2025), the presentation provides an overview of the reforms and their outcomes. The presentation also reflects on methodological challenges in contemporary VET research. While Finland’s comprehensive national follow‑up systems provide robust data for identifying large‑scale trends, they remain insufficient for capturing the lived experiences of students, teachers, leaders and developers. Understanding how reforms unfold in practice requires qualitative approaches that explore local interpretations, implementation processes and contextual variation.

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