“The market situation in the construction industry, weakened opportunities for on-the-job learning, and cuts in contact teaching threaten the attractiveness of the electrical industry. It would be advisable to address these warning signs as soon as possible”, says Marko Utriainen, CEO at STUL, The Electrical Contractors’ Association of Finland and member of EuropeOn.
Young people’s interest in and awareness of sustainable energy production and use have grown due to climate change and the energy transition. The electrical industry offers broad opportunities to contribute to a more responsible future and to find a place in the workforce through a profession. The popularity of electrical and automation fields has been growing for years in Finland. However, it is still worth promoting the industry’s attractiveness in the eyes of young people.
In September 2023, STUL conducted a national survey of vocational colleges and electrical contractors. According to the survey, the weak market situation in the construction industry and the economic downturn threaten to significantly reduce on-the-job learning opportunities for students in the electrical field. About one in three electrical contracting companies planned layoffs within the next six months. Nearly two-thirds (64%) of the contracting companies that responded to the survey stated that on-the-job learning periods are not arranged during layoffs and dismissals. However, this would not be necessary, as the industry’s collective labor agreement in Finland allows on-the-job learning to continue even in situations of layoffs and dismissals of permanent staff. STUL encourages companies to keep an eye on the future and arrange on-the-job learning periods despite difficult times.
Clarifying the requirements and goals of on-the-job learning
The companies that responded to the survey hoped that in the early years of vocational education, young people would be taught more work-life skills than at present. 85% of companies considered adhering to working hours the most important skill a young person should have before starting an on-the-job learning period. Contracting companies also hoped that students’ work motivation would be better supported.
Educational institutions, on the other hand, wanted a variety of tasks from companies that support the curriculum, as the tasks are sometimes secondary or monotonous. However, most companies providing on-the-job learning placements are not familiar with the content and schedules of the curricula, which can make it difficult to plan tasks. STUL recommends that the objectives and schedules of the on-the-job learning period be shared with industry companies well in advance.
Reductions in the amount of contact teaching weaken the assimilation of many skills. Practical professional skills cannot be learned remotely or outsourced to companies. Students themselves also want more practice in workshops and laboratories. Cuts negatively affect, for example, the mastery of tool use, different work methods, knowledge of electrical materials and supplies, understanding of different installation and work environments, internalization of electrical requirements, and adoption of professional identity.
Steps toward evolving education
Shifting learning to the workplace requires quick adaptation from the learner and the supervisor at the workplace. Both parties need good communication skills, motivation, and patience. It is important to create enough opportunities for success, but also safe situations for failure. Learning in the workplace is primarily about learning through job performance. Successful learning through job performance is always a two-way street, requiring time and multiple repetitions. It is increasingly important for teachers and employers to jointly plan the content of work placements so that young people learn the necessary skills and take on appropriate responsibilities, with safety considerations in mind.
STUL is currently assembling a working group to consider how the curriculum can be specified with an institution-specific appendix. The aim of the appendix is to clarify the professional skills required in different parts of the qualification. Additionally, the appendix would provide more detailed descriptions of the requirements for specific job performances, tools, work process management, and especially electrical work safety related to electricity. These descriptions should be updated to a level that more broadly supports the understanding of the electrical industry and legislation.
The need for skilled professionals in the electrical field will increase in the future. There is still appeal, but the factors that threaten it must be addressed now. The development of education and the promotion of cooperation between companies and educational institutions are the responsibility of all actors in the field.
