In Finland, non‑formal and informal learning can be recognised in 2026 across different levels of education through their own procedures, with the exception of basic education. In general upper secondary education, the possibility is still used relatively little, and there are no nationally uniform guidelines, even though recognition is permitted by legislation. In contrast, in vocational education the recognition of prior learning is an established and well‑functioning part of the system: qualification requirements are competence‑based, modular and described through learning outcomes, and the revised qualification requirements (entering into force on 1 August 2026) further strengthen assessment based on demonstrations and individualisation. Each year, more than 100,000 adults are recorded as participating in recognition of prior learning, and the numbers continue to grow.

In higher education, recognition of prior learning has developed rapidly: curricula are widely described through learning outcomes, methods are continuously improved, and credit transfer and recognition have become more common among students. Reforms promoting continuous learning—such as the introduction of short learning modules (micro‑credentials) and the development of digital badges—have strengthened the recognition of learning acquired outside formal education. New projects are being implemented across different higher education fields, aiming to harmonise practices and reinforce the role of recognition within the lifelong learning system.

Validation of non-formal and informal learning in the competence-based qualifications system

In Finland’s competence-based qualification system, adults can demonstrate and use skills gained through work experience, volunteering, organisations, liberal adult education or everyday activities. Recognition of prior learning is based on documents, interviews, portfolios, skills assessments and practical demonstrations. Previously acquired competence can be credited directly toward qualification units if it meets the requirements, and every adult receives a personal competence development plan detailing how their prior learning will be used and what additional skills are needed.

Recent legislative changes allow studies completed in liberal adult education and basic education in the arts to be recorded in the national Koski database, improving the visibility and usability of non-formal and informal learning in later studies. Digital competence badges—such as KAPOS—are increasingly used to describe and recognise skills gained through voluntary and organisational activities. National development work continues to strengthen consistent practices for recognising learning acquired through work and daily life, supporting adults’ progress in qualification pathways and lifelong learning.

General upper secondary education

According to the General Upper Secondary Schools ActAct (629/1998, Section 23), a student has the right to have previously acquired competence assessed and recognised when it corresponds to the objectives and contents of general upper secondary education. Decisions on recognition are made by the education provider, who is responsible for planning and implementing the assessment procedures needed to verify the student’s competence. Although this right is established in legislation, recognition of prior learning is still used relatively little in 2026, and there are no detailed national guidelines for the procedure. The revised national core curriculum for general upper secondary education does not change this overall situation but continues to emphasise the education provider’s responsibility for local implementation of assessment and recognition.

Validation in higher education institutions

In Finnish higher education—both universities and universities of applied sciences—students may have previously completed studies or other acquired competences recognised as part of their degree, provided they meet the institution’s learning outcomes. Prior learning may come from another higher education institution, work experience, voluntary activities or other learning environments, and it can be recognised through substitution, inclusion or competence demonstrations. Higher education emphasises that competence itself, not where or how it was acquired, is what matters.

Universities have no upper limit on how much prior learning can be recognised toward a degree, although a thesis cannot be replaced by earlier competence. Universities of applied sciences (AMK and Master’s-level UAS degrees) use comparable RPL (recognition of prior learning) procedures. While the usual admission pathway is through an upper secondary qualification, both the Universities Act and the Universities of Applied Sciences Act allow admission based on sufficient skills and readiness even without formal prior education.

Validation and the third sector

More information 

Read more about validation of non-formal and informal learning in Finland from Cedefop’s report. The report can be founded from here.