We look at issues from the intersection between higher education and working life.
Akava Students promotes the interests of students and recent graduates of universities and universities of applied sciences. We represent over 127,000 student members of Akava affiliates.
Our activities are not limited to any particular field of study or educational institution; rather, we highlight the common national interests of all higher education students. Our supervision of interests focuses mainly on education, labour force and sociopolitical matters.
This programme sets out the Akava Students’ parliamentary election goals for the 2027 elections.
The document is divided into two parts: working life goals and educational goals. All the objectives focus on improving the future prospects of students and recent graduates and on preventing fears associated with working life: uncertainty about employment, the realisation of employee rights and benefits and the adequacy of one’s skills. Students must have a secure livelihood without being forced into debt. An adequate livelihood creates a foundation for peace of mind to study, and securing it will benefit not only individuals but also society as a whole by strengthening competence acquired during education and by building future growth.
Young people’s optimism about the future has significantly weakened in recent years. The MY MENTAL HEALTH #ImportantPartOfMe campaign showed that students are burdened by many employment-related concerns caused by problems in education and the labour market. This is reflected in students’ fear of transitioning to working life and making major life decisions, such as settling down and starting a family. These decisions involve significant financial investments and many lack the confidence or ability to make them. In order to be able to focus on building their skills, careers and lives, students need to believe in their prospects. Akava Students is working towards a future where education and competence levels are high, the value of education is recognised and the transition to working life is smooth.
Working life
Working life skills
Finland needs a skilled labour force that is able to meet the needs of a rapidly changing working life. Technological development, declining population and the transformation of work put pressure on both the education system and individuals who find it increasingly important to learn and evolve throughout life. In order to maintain competence and enable individuals to move flexibly from education to working life and vice versa, continuous learning must be supported in concrete ways.
The strengthening of working life connections already during studies at all higher education levels increases students’ readiness to enter the labour market and meet the demands of work. At the same time, it is important to address the uncertainties and fears associated with entering working life, which may appear already in the early stages of education.
Higher education institutions should make the transition to working life smoother by developing conversation, teamwork and other working life skills and by promoting awareness.
Language and culture courses that further enhance working life shall be developed, and it shall also be made possible for employees to complete the courses during working hours.
The State and social partners shall work together to develop solutions that effectively promote quality employment opportunities for highly educated young experts, as well as for international talent.
International talent
Approximately half of international students leave Finland after graduation. Employers do not value skills acquired abroad and participation in local networks is often difficult. The number of international students who intend to stay in Finland declined by 7% between 2024 and 2025. The reasons cited included unemployment, stricter immigration legislation and the general economic downturn. Of the international students who do an internship, write their thesis or have a summer job in Finland, 80% stay in the country after graduation, while without such experience, the corresponding figure is only 20%. Therefore, we propose the following:
As part of their degree, international students shall be offered high-quality and continuous national language studies that aim at a high level of competence.
The resources for language teaching in higher education shall be increased to ensure its availability to those who need it.
All those who have completed a higher education degree in Finland, including a first-cycle degree from a university of applied sciences, and who meet the required language criteria, shall be granted a permanent residence permit to aid their integration into society.
Tuition fees paid by international students shall be tax deductible after graduation when they find employment in Finland.
Structural racism shall be actively eliminated in higher education institutions, working life and student communities through realistic job search and language requirements, increased anonymous recruitment and guidelines against harassment and discrimination that align with the Government’s action programme.
The degrees of international students must include working life skills and studies in national languages.
Fixed-term contracts
Fixed-term employment contracts are becoming the new norm for employers and employees in private and public sectors alike. For students and recent graduates, this means accepting a fixed-term contract in an already unstable life situation, which makes it difficult to plan for the future and settle down.
Fixed-term contracts are detrimental not only to students and graduates, but also to society, which suffers when students and young people are unable to find permanent employment and build their lives. Fixed-term contracts also add to the risk of discrimination in the workplace, particularly during pregnancy, making the decision to start a family that much harder.
There must be a legitimate reason for all fixed-term contracts in order to reduce the chaining of fixed-term contracts common in many sectors.
Employees shall also have the right to resign from a fixed-term employment relationship.
Education
Raising the level of competence
The skills of the next generation are built by placing education and competence at the top of the priority list. The number of students in higher education in Finland has grown by 12% between 2015 and 2022, which is well above the OECD average (5%). At the same time, however, per-student expenditure has fallen by 13.5%, while in other OECD countries it has grown by an average of 8.6%. Finland must invest more in higher education in order to regain its position as a leading country in education. Without high-quality and long-term investments, Finland will not be able to reform, increase its expertise or maintain its position as a competitive and knowledge-intensive economy. The possibility for students to concentrate full-time on studies is a prerequisite for their well-being and learning and for raising the level of education.
More than 60% of the 25–34 age group shall have a higher education degree by the 2040s, and Finland shall endeavour to be among the top countries in education.
Each student shall have equal access to quality education regardless of their region of residence and the higher education institution in question.
The previously abolished adult education allowance shall be replaced with solutions that enable continuous learning and retraining in working life.
Internships available to students in higher education and the resources boosting their creation must be increased to avoid situations where graduation is delayed due to a lack of internships.
Resources
The proportion of young adults with a higher education degree in Finland (39%) is still lower than the OECD average (48%). The gap between Finland and the other Nordic countries is growing wider. We must continue to increase the number of people in education and ensure adequate resources. In addition to increasing the number of graduates, we need high-quality degrees and professionals with adequate working-life skills. This requires more funding and resources for education. Increasing the number of starting places without increasing the resources means that the current resources – personnel, facilities, services and teaching materials – must cater for a growing number of students. Akava aims to increase the funding for higher education institutions to around 10 billion euros to safeguard the level and quality of education.
Higher education leading to a degree must be free of charge for all students.
Open universities should not have the right to award degrees.
The resourcing of education shall be based on a parliamentary agreement for a plan that extends beyond government terms, enabling long-term planning and predictability for higher education institutions.
When increasing the number of starting places, higher education institutions and the State must take into account the financial resources needed to ensure and develop high-quality education. Increasing the number of starting places should not lead to cuts in spending per student. Sector-specific differences, completion rates and labour market needs must also be taken into account.
We support Akava’s goal of increasing the level of funding for higher education institutions to around 10 billion euros. We emphasise the importance of core funding to ensure the autonomy of higher education institutions.
Access to higher education
The 2025 joint higher education application round closed with almost 150,000 applicants, but just 55,000 study places available. Streamlining access to higher education would enable a sustainable increase in the level of education and ensure the availability of a skilled workforce far into the future. With shrinking age groups, we must aim to ensure that a larger proportion of each group graduates from higher education institutions. Current working life requires the continuous development of skills and adaptability to changes. Continuous learning facilitates career changes, retraining and the acquisition of new skills.
The current quota for first-time applicants ties students to their chosen path, and decisions about the future career and specialisation must be made at a very young age. Flexible educational paths in the early stages of studies would alleviate the considerable pressure on young people to make the correct decision almost immediately after completing their upper secondary education.
There shall be equal opportunities for higher education applications regardless of educational background.
A trial of sufficient duration shall be conducted where unemployed people are allowed to study while unemployed on a much broader basis or even without restrictions.
Students should not lose their first-time status in their first degree programme until they have completed 60 credits. If a student accepts a second place of study within the first-time quota, their previous right to study expires.
Toni Heikkilä, who will now be serving his second term as a Summer Job Helpline Advisor, emphasises the fact that the Helpline provides guidance and information with a low threshold. Even one simple question can help to avoid bigger problems.
“Many young people are not sure what is okay in working life and what is not. Last summer, I fielded a lot of questions about, for example, working hours, onboarding and personal rights in working life”, Heikkilä says.
A lot of issues related to wages were also discussed. For example, advice was sought on what kind of pay or wage increments should be paid for the work or whether a summer worker is entitled to holiday compensation.
When can I contact the Helpline?
You can contact the Summer Job Helpline immediately about any aspect of an employment relationship, whether it concerns an employment contract, wages, working hours or breaks during the working day. Simply send a message or call if something about the operations of a workplace has you wondering or you don’t know how to approach a particular situation. You don’t need to know everything in advance, not even what you should ask. You can already contact the Helpline when something simply seems unclear.
The service is specifically aimed at young people and young adults, but parents and employers can also contact the Helpline.
“Many times, it is a parent or employer who reaches out for advice because they want to make sure that things are being handled correctly. This is a good way to prevent confusion in advance. This also indicates that there is a great need for this type of guidance”, Heikkilä says.
Support with a low threshold
The Summer Job Helpline is available from 5 May to 31 August 2026. The helpline can be reached Monday to Thursday, 9 a.m.–3 p.m., by calling +358 (0)800 179 279 (free of charge).
You can also ask for advice through WhatsApp at +358 (0)40 747 1571 or via the electronic contact form available on the Summer Job Helpline website.
More information, frequently asked questions and the online checklist for summer employees can be found on the Summer Job Helpline website.
Photos of Toni Heikkilä can be accessed here (photos: Summer Job Helpline)
Further information: Toni Heikkilä, Summer Job Helpline Advisor, tel. +358 (0)40 747 1571
Akava Students contributes to a sustainable future by helping to assure quality education, a just working life and a strong welfare society. Every student must have a realistic opportunity to become a professional in their field and participate in the development of society. Education is an investment that assures competence, equality and well-being. That is why the dual model of higher education, equal degrees and free education form the core of our programme. Funding must be stable and enable high-quality teaching, guidance and internships.
Students must have a secure livelihood without being forced into debt. The level of student financial aid must be increased and index-linked. Students must be restored to the scope of the general housing allowance. Students must not accrue extra costs for internships but, rather, should receive a reasonable compensation for the work done within the internship. To ensure well-being, we emphasise the need for preventive mental health services, the expansion of the therapy guarantee to include all higher education students and sufficient resources for student health care. Well-being throughout student life builds the foundation for well-being during working life.
Finland’s vitality is built on competence and internationality. We need functional channels through which to bring and hold international talent in Finland and to provide equal opportunities for Finnish students to internationalise. International students are valuable members of society who must be offered high-quality language studies, equal rights and a realistic livelihood. Finland can only compete for talent through the quality of its education, not through tuition fees.
Education and competence
High-quality higher education builds a sustainable future. Every student must have a realistic opportunity to become a professional in their chosen field as part of society at large. Investing in education and civilisation is a value choice that supports the sustainable future of the welfare society as a whole.
1. Quality and organisation of higher education
Universities and universities of applied sciences have a clear position within the higher education system. In the future, we will continue to need both working life-based degrees granted by universities of applied sciences and university degrees granted by academic universities. Society must recognise the equal status of these degrees.
Through co-operation between higher education institutions, the field of education can be developed to better meet the needs of society. The profiling of higher education institutions based on different themes should be strengthened. Regional variation in the quality of education must be reduced by linking higher education funding more firmly to the quality of education and by increasing incentives to improve quality.
Working life skills and the strength of the labour market are based on quality education. The working life skills acquired during studies also provide a foundation for the professional skills of future experts in working life.
OBJECTIVES
The content and structure of degrees and the quality of teaching within the Finnish higher education system shall correspond to the highest international requirements.
The dual model of higher education is a good starting point for the development of the higher education system. The role of universities in promoting free research and scientific and artistic education and the role of universities of applied sciences in carrying out applied research, development and innovation activities, as well as artistic activities that promote working life and regional co-operation with businesses shall be further clarified in society.
Working life shall view same-level degrees as equal, which will be reflected in equal employment opportunities and pay. Within society, ways to acknowledge equivalent degrees shall be more broadly investigated.
National and international working life require applied doctoral-level research. This need shall be met by developing the possibility for doctoral researchers to interact with companies.
The higher education sector and branch campuses of higher education institutions shall be responsible for meeting the regional needs of society and working life.
Each student shall have equal access to quality education regardless of their region of residence and the higher education institution in question.
The minimum requirements for the approval of theses for first-cycle and second-cycle higher education degrees shall be clear and the assessment transparent.
The evaluation of theses shall be consistent and equal. It shall not be affected by matters other than those relevant to the assessment.
Higher education institutions shall offer teachers additional pedagogical training at regular intervals. This will ensure the provision of high-quality education in all educational units.
Higher education students shall be guaranteed high-quality education by ensuring the competence of teaching staff through the establishment of a national teacher register.
Each administrative level of higher education institutions shall have student representation.
The hierarchy and inequality between higher education institutions shall be dismantled rather than maintained in higher education groups.
The ownership of higher education institutions shall not negatively affect the quality of higher education or its statutory tasks.
The co-operation between higher education institutions shall be intensified and opportunities for cross-institutional studies shall be increased.
Students shall have the opportunity to participate in a higher education internship as part of their degree in all disciplines.
Internships shall be free of charge for higher education institutions, taking into account sectoral differences.
Open universities shall not be granted the right to issue degrees.
Second-cycle degrees issued by universities of applied sciences shall continue to include a work requirement.
A clear degree pathway makes it easier to continue to second-cycle higher education degrees after receiving a bachelor’s degree from a university of applied sciences.
2. Higher education funding
Free education serves as the basis for an equal society in which everyone has the opportunity to succeed.
The education, research, development and innovation activities of universities and universities of applied sciences are important for the continuous growth of society. Taking into account the specific features of both halves of the dual model in the funding of higher education institutions can help to assure high-quality activities at all institutions.
The funding of higher education institutions must be adequate and stable. The continuous uncertainty and fluctuations in funding are slowing the development of higher education and future innovations.
By focusing on the number of completed degrees as part of the funding model, education providers are forced to make solutions that speed up the completion of degrees, thereby weakening the quality of the education provided.
In order to enhance the level of education, the number of starting places in higher education institutions must be increased. Increasing the number of starting places requires strong systematic planning by region.
OBJECTIVES
Higher education leading to a degree shall be free of charge for all students. Degrees should not be able to be purchased through the open university.
The resourcing of education shall be based on a parliamentary agreement for a plan that extends beyond government terms.
The funding model for higher education institutions shall be developed to encourage investments in high-quality teaching, adequate numbers of personnel and support for students from the beginning of their studies until graduation.
The resources for the development of higher education degrees shall be distributed with increasing consideration for the needs of both working life and the higher education institutions.
Continuous learning shall be part of the funding model.
The basic source of funding for undergraduate degrees shall always be a sufficient amount of core funding for higher education institutions. It facilitates high-quality education and the entry of skilled professionals into working life. Core funding shall not be replaced by one-off supplementary funding or separate funding options.
Core funding for higher education shall be increased in relation to the starting places and increased responsibilities.
When starting places at higher education institutions are increased, considerations shall be made for the rate of study completion per discipline, regional needs and quality of teaching as well as the regional and national labour market situation and need for research and expertise. The knowledge base on which decisions are made must be broad enough and take different professional sectors into account equally.
Increases in RDI funding should not cause cuts to the core funding or teaching in higher education.
International RDI activities shall be developed so that actors outside the EU and EEA will also view Finland as an attractive recipient country for research, development and innovation activities.
In addition to research by universities of applied sciences, the funding model shall be developed to support their development and innovation activities, which have also been assigned to them as required tasks.
The emphasis on the employment of graduates within funding discussions shall be increased for both universities of applied sciences and universities. However, this must not undermine the funding intended for education.
The student feedback system utilised in higher education institutions shall be maintained as part of the funding model. The education shall be developed based on student feedback.
3. Flexibility of studies and student guidance
Current working life requires the continuous development of skills and adaptation to reforms. One’s earlier study and career paths must not define their entire career. We support skilled professionals by enabling tools that help promote adaptation to changes in working life and everyday life and, when necessary, retraining that is backed by society.
The increase in remote learning has significantly changed the everyday life of students and personnel in educational institutions, thereby also affecting the quality of teaching. Taking into account the diversity of learners in higher education requires flexibility from both the education provider and the student.
The satisfaction of students and the functionality of studies require the availability of adequate and effective assistance. Investing in student guidance and multidisciplinary support will help students graduate within a specified amount of time.
OBJECTIVES
Students’ right to study shall not be limited. Multiple degrees guarantee more diverse and broad-based experts for working life and support Finland’s growth.
There shall be equal opportunities for higher education applications regardless of educational background.
Access to higher education through the entrance exam must always be an option. The development of entrance exams shall continue on the basis of the 2025 reform in order to improve consideration for different types of learners.
Supplementary application rounds shall be possible at all higher education institutions, as appropriate, in order to facilitate access to education.
There shall always be an opportunity for retraining. Continuous learning shall also be made possible in working life, for example, through retraining programmes or training vouchers.
Higher education institutions shall proactively take into account the number of personnel and services needed when they are making plans to increase their intake rates.
The implementation of education shall take into account individual life situations and different types of learners.
A student’s previous work experience and hobbies that meet theoretical requirements as well as earlier studies shall be taken into account in appropriate disciplines as part of a degree, for example, as a demonstration of competence.
The ability to transfer between degree programmes and partake in cross-institutional studies should be facilitated.
Contact teaching shall be the priority, especially in the early stages of studies. Any studies realised remotely shall still serve set learning objectives and be pedagogically justified.
There shall be pedagogical justifications for mandatory in-person presence in teaching.
Remote teaching shall be a supplementary option to contact teaching in education programmes that were not described, during the application phase, as being implemented through diverse teaching methods. Special attention shall be paid to the quality of remote teaching.
If desired, a student shall be able to easily access sufficient assistance in matters related to the studies from a professional within the university’s support services.
A study right for alumni shall be established in all higher education institutions as a means of enabling the continuation of studies for two years, even after the completion of one’s degree. Extending the right to study enables the professional growth of the student during the early stages of their career.
Working life
Finland’s vitality rests on the employment of those with a higher education. The provision of working life skills, promotion of equality in working life and recognition of mental loading are the cornerstones of working life and those that will safeguard Finland’s growth and vitality in the future.
1. Unemployment security, protection against dismissal and fixed-term employment
The current unemployment security system does not take sufficient account of the position of students and recent graduates. Work carried out alongside studies does not accrue security to any reasonable amount, which reduces the chances for these individuals to meet the work requirement and assure financial stability in the early stages of their career.
The transition to working life is also hampered by the prevalence of fixed-term employment contracts. Consecutive fixed-terms create uncertainty and make financial planning difficult, especially for young employees.
In addition, the position of employees is often vulnerable to a weakened protection against dismissal, even though a stable and predictable employment relationship is an essential aspect of security in the early stages of a career.
OBJECTIVES
The work requirement for earnings-related unemployment security shall be reduced to six months.
Unemployment security and protection against dismissal shall guarantee the security and stability of students and recent graduates in the early stages of their working life.
The protection against dismissal shall not be diminished. There must continue to be a proper and weighty reason for employee dismissal.
There shall be a legitimate reason for all fixed-term contracts in order to reduce the common chaining of fixed-term contracts in many sectors. This will strengthen the financial security of young employees.
Employees shall also have the right to resign from a fixed-term employment relationship.
2. Coping and well-being at work
Well-being at work is built on several factors: equal treatment, the health of employees, the working environment and the quality of management and employer policy. These all have a significant impact on how the employee reconciles work and other aspects of life in different life situations. Well-being at work is not generated within a vacuum, but is formed in an interactive relationship with the rest of the individual’s life and overall well-being. Particular attention shall be paid to minority stress and its impact on the well-being of minority employees.
The importance of recovery is emphasised when considering the workload strain involved in expert work. Flexible working hours, such as the possibility for reduced working hours, can be crucial for an employee’s ability to cope. At the same time, the mental health competence of the work community needs to be strengthened: the ability of both employees and supervisors to recognise loading and provide support are key in terms of managing stress and strain and preventing problems.
Discussing mental and social risk factors in working life has become easier. In order to strengthen this development, it is important for legislation to recognise and consider psychosocial load factors.
OBJECTIVES
All employees, regardless of the duration or extent of their employment relationship, shall have access to adequate preventive occupational health care that supports their work ability and prevents illnesses.
Workplaces shall be obliged to promote a safe, equal atmosphere and to ensure common operating principles for all employees, as specified, for example, in an equality and non-discrimination plan or ethical guidelines.
Employers shall offer their work community training on equality and multiculturalism, and pay attention to the impacts of minority stress on the well-being of employees.
Mental health competence shall be strengthened across the entire work community. It is particularly important to train supervisors to recognise employees’ problems and support coping.
Awareness about the existence of shop stewards and support structures in working life shall be improved. The visibility and availability of support are crucial for the provision of early assistance.
Everyone shall be offered opportunities to support their well-being, for example, by increasing flexibility and opportunities for recovery, and by improving the possibilities to reconcile working life and private life.
The aim of expert work is to enable reduced working hours in order to improve an employee’s recovery process. Better recovery also supports the employer’s activities, because a healthy and satisfied employee will be more efficient.
The Occupational Safety and Health Act and its regulations shall be specified in such a way as to assure that the prevention of psychosocial load factors and the management of harassment, inappropriate treatment and workplace violence are carried out more effectively and that preventive actions and measures to recover work ability are realised.
It shall be possible to reconcile work and other aspects of life already during studies if the student wishes to work while studying. However, the full-time task of the student must be to study, and society shall support this regardless of the individual’s life situation.
3. Education and recognition of degrees in working life
The building and strengthening of students’ readiness for working life begins already during their studies. The quality of internships and proper guidance play a crucial role in all educational paths. High-quality internships provide useful learning experiences and facilitate the development of skills to meet the requirements of working life.
The recognition and honouring of degree titles also have a significant impact on how the skills of students and recent graduates are taken into account in the labour market. Fair and straightforward recognition of degrees at both the national and international level will strengthen the position of students and facilitate their placement in working life.
OBJECTIVES
Co-operation between academic research and working life shall be developed in order to facilitate the transition between them.
Investments shall be made in the quality of and guidance provided during internships in order to support students’ abilities to transition to working life after internships.
Students shall not accrue any extra costs for participation in internships.
A reasonable compensation shall be paid for any internship that is comparable to employment.
Particular attention shall be paid to the recognition of degrees, especially in the case of Master’s degrees from universities of applied sciences, so that employers will more accurately take the competence of job-seekers into account during recruitment.
Special attention shall be paid to the recognition of degrees and degree titles obtained abroad.
4. Employment and the role of young people in the labour market
The transition of students from studies to working life is a critical stage in which support and guidance are needed. Students must be able to focus on their studies without constant worries about their livelihood and, if they wish, to work and gain work experience alongside their studies.
Higher education institutions play an important role in strengthening the working life capacity of young people. They can offer pathways for students to employment, postgraduate studies and entrepreneurship. Higher education institutions can also co-operate with working life actors to promote employment.
The fairness and predictability of the labour market affect the position of young people. Preventing discrimination in recruitment and working life and supporting diverse career options help to build confidence in the labour market. The pension system must be fair and sustainable from the point of view of young people in order to strengthen cross-generational trust in the long term.
OBJECTIVES
Higher education institutions shall co-operate, for example, with municipal employment services, especially in the employment of recent graduates in order to prevent youth unemployment.
Anonymous recruitment shall be used in appropriate situations.
The discrimination legislation regarding recruitment shall be extended to cover unreasonable language requirements, disregard for experience acquired abroad and fear of the applicant moving away.
The legislation on working life shall be updated to combat and prevent pregnancy and age discrimination.
Education for and awareness of entrepreneurship as a career option shall be increased.
All parties to the pension system shall continue to be consulted in pension negotiations and they shall be conducted in a tripartite manner.
The sustainability pressures of the pension system must not, in principle, be resolved by increasing earnings-related pension contributions. Otherwise, there is a risk that the costs of employment may weaken opportunities for the sufficient livelihood of those in the early stages of their working career.
5. Working life readiness and continuous learning
Finland needs a skilled labour force that is able to meet the needs of a rapidly changing working life. Technological development, the transformation of work and the ageing population put pressure on both the education system and individuals who find it increasingly important to learn and evolve throughout life. In order to maintain competence and enable individuals to move flexibly from education to working life and vice versa, continuous learning must be supported in a concrete way.
The strengthening of working life connections already during studies at all higher education levels increases students’ readiness to enter into the labour market and meet the demands of work. At the same time, it is important to address the uncertainty and fears associated with entering working life, which may appear already in the early stages of education.
OBJECTIVES
Since the adult education subsidy was abolished, a new system shall be created to finance continuous learning and shall be funded by both the State and employers.
Employers shall also offer their employees opportunities to strengthen and develop their competence as part of working life.
Promoting working life issues and awareness, as well as their inclusion as part of studies shall be emphasised in both universities of applied sciences and universities in order to ensure a smooth transition to working life.
Efforts shall already be made at the comprehensive school level to reduce the fear associated with working life by supporting the development and recognition of working life skills, such as discussion and group work skills.
Language and culture courses that further enhance working life shall be developed, and it shall also be made possible for employees to complete the courses during working hours.
The State and social partners shall work together to develop solutions that effectively promote quality employment opportunities for highly educated young experts, as well as for international talent.
Income and social security
Students’ livelihoods must be secured in all life situations. Studying must not become a privilege that only those in certain life situations can afford. Everyone has the right to educate themselves and develop their skills, also during their working career. The social security system must support this in a flexible and fair manner. The choice to study must not endanger one’s livelihood.
1. Student social security
The possibility for students to concentrate full-time on studies is a prerequisite for well-being, learning and the completion of studies. An adequate livelihood creates a foundation for peace of mind to study, and securing it will benefit not only individuals but also society as a whole by strengthening competence and growth in the future.
The current student financial aid system relies heavily on borrowing, which increases uncertainty and stress for many students. The loan burden radiates far into the beginnings of working life and affects decisions regarding living situations and starting a family, for example. Benefits that support one’s livelihood during studies must, therefore, provide adequate security without the need to borrow.
In social security reforms, students must be considered as an equal group alongside other beneficiaries. This means both securing the level of student livelihood and ensuring that the benefits meet the different needs of students’ life situations, even when their studies or internship are located abroad.
OBJECTIVES
Students shall be considered as an equal group in the reforms of the social security system and social assistance.
The student financial aid system shall provide students with the level of livelihood necessary for a decent life.
The two-tier system for student financial aid shall be abandoned.
The number of months of student financial aid shall be increased by 9 months in order to facilitate the completion of studies.
Once the maximum amount of student financial aid has been reached, students shall still be guaranteed a sufficient livelihood for a decent life in order to complete their studies.
The provider supplement to the student financial aid shall be retained.
The amount of financial aid shall be raised by increasing the amount of monetary benefits. At the same time, the student loan amount shall be decreased.
An increase shall be made to the level of the study grant with the level being tied to the index to assure that it remains realistic regardless of the economic situation in society.
In the long term, the level of the study grant or other benefits intended to secure the study period shall be increased so that the withdrawal of any student loan funds will no longer be a mandatory part of the basic livelihood of any student.
In the long term, the emphasis on loans as part of student financial aid shall be abandoned.
Any student loan funds that have not been withdrawn shall not be taken into account when applying for social assistance. As long as the student loan remains a necessary part of a student’s ability to secure their own livelihood, the application process for student loans must be clearer and more customer-oriented.
In the short term, the safety of the student loan shall be increased with an interest rate cap, whereby the welfare society shall assume responsibility for a portion of rising interest rates.
The student loan compensation shall correspond to the maximum amount of the student loan.
Students in all disciplines, also those who have completed a first-cycle higher education degree, shall be eligible to apply for the student loan compensation.
The student loan compensation shall also be included for second degrees if the student has received student social benefits instead of other forms of social assistance during that period.
In the long term, a student loan compensation shall be introduced based on the annual progress of studies.
Student benefits shall take into account the additional costs of studying and taking part in internships abroad.
The amount of student financial aid paid to Finnish students studying abroad shall continue to be higher than that of students studying in Finland. This shall be accomplished by increasing the study grant.
In addition, it shall be possible for students who go abroad to study to receive a larger student loan on a discretionary basis.
The income limit for a student’s residence permit shall be reviewed regularly to ensure that it corresponds to actual living costs with consideration for regional differences.
2. Income from work during studies
The student’s primary job is to study. The student’s livelihood must be secured primarily through student financial aid, but those who wish to also work must have the possibility to do so. Work done alongside studies provides experience and increased financial flexibility, as long as the system is clear and predictable.
Students must have the possibility to study during the summer and, thus, to receive financial aid then as well. A summer break is an important opportunity for students to increase their income through summer jobs, but if they are unable to find work or the wages provide an insufficient income during the summer, students must have the opportunity to receive unemployment benefits.
OBJECTIVES
The income limits for student financial aid shall be kept at the Nordic level and, therefore, not be jeopardised by summer jobs, paid internships and possible additional income earned during the academic term.
The income limits for student financial aid shall be reviewed annually to safeguard the purchasing power of students.
The exempt amount of student financial aid shall be reinstated.
The income limits for student support shall be sensible and straightforward for all benefit packages.
3. Housing
Affordable and predictable housing is an essential part of students’ livelihood and well-being. Weakened support and the shift of students from the general housing allowance scheme to a student housing supplement scheme has increased uncertainty and inequality. Financial considerations for students must, however, be in line with other beneficiaries.
The adequacy and quality of student housing affect study progress, especially in growth centres. Construction and repair of student housing must be supported. The location of student housing must be planned in a way that supports everyday life, mobility and the integration of students into the rest of society.
OBJECTIVES
Students shall be reintegrated into the scope of the general housing allowance. Cohabitation shall be made a realistic option for students by ensuring subsistence for everyone living in the residence.
The housing allowance shall take into account the different life situations of students, for example, with a provider supplement.
Students shall once again be included within the scope of the investment grant for groups with special needs and its granting authority shall be increased. The possibility for subsidised loans for actors offering student housing shall also be ensured in the future in order to enable affordable student housing.
Student housing production shall take into consideration the number of students per city as well as the availability of free-market rental housing.
Student housing construction shall take into account the different needs of students, such as family, health and personal characteristics.
The construction of student housing shall be concentrated in the vicinity of campuses and along good public transport routes.
Student housing construction shall also ensure the integration of students into the rest of society. Regional segregation shall be avoided.
International students shall have equal opportunities for student housing.
Municipalities shall, together with higher education institutions and actors providing student housing, support the provision of furnished housing for exchange students.
4. Subsistence during higher education internships
Internships (also traineeships) are an integral part of the studies and professional growth of students. They offer the opportunity to apply what is learned in practice, build experience and form connections with working life. In many degrees, an internship may even be mandatory for graduation, which emphasises its importance as part of education.
Unpaid internships or extra expenses may constitute a threshold that prevents students from completing an internship or even applying for a degree programme. In order for internships to genuinely support learning and professional development, they must be financially feasible for all students.
OBJECTIVES
Students shall not accrue any extra costs for internships as part of higher education. Reasonable compensation shall be paid for any internship that is comparable to employment, and the compensation shall take into account both the costs of the internship for the student and the responsibility assumed by the student during the internship.
An internship subsidy shall be introduced for all fields at all higher education institutions.
Support for EU internships shall be equal for all higher education students.
5. Other forms of support and quality of life
The subsistence for students shall safeguard the basic needs of everyday life, even at times when studies must be temporarily interrupted due to an illness, unemployment or the summer period. The current system does not fully meet the needs of students: benefits are not always compatible with the structures of studies or sufficient to provide an adequate livelihood in different life situations.
The functionality of everyday life and well-being rely on many factors. Affordable and functional public transport enables access to campuses and supports sustainable mobility. Sufficiently nutritious and inexpensive meals support students’ ability to cope with their busy everyday lives. When students have the opportunity to take care of their health, mobility and nutrition without any undue financial burden, it is reflected both in their well-being and in the progress of their studies.
OBJECTIVES
Students shall be guaranteed the right to a decent life and a uniform income level, regardless of their life situation and form of support.
The student’s right to sickness allowance while on sick leave during studies shall be maintained and developed in such a way as to enable a smooth transition from the sick leave back into studies. Students shall also be entitled to a sickness allowance for mental health reasons.
It shall be possible for students to apply for unemployment benefits or basic economic security during the summer without having to provide an unreasonable number of reports and clarifications, even though they have the principal right to study.
Public transport shall be affordable and the primary mode of transport, along with walking, cycling and other light traffic.
Public transport shall make mobility to the higher education institution functional and flexible. Its development shall locally take into account the needs of different types of students.
The student’s meal subsidy shall be expanded to cover two warm meals per day.
Well-being
Students’ mental health symptoms have reached crisis level. One in three higher education students experiences psychological stress or anxiety on a regular basis. Mental health and substance abuse disorders have become the main cause of disability among young people. The problems concerning a student’s livelihood are often related to mental health symptoms.
1. Mental health and low-threshold services
The well-being of students is closely linked to mental health, and the availability of services plays a decisive role in their abilities to cope. Basic health care and student health care through FSHS are key pathways through which students should be able to receive timely support. Through preventive mental health work, the aim is to help students already before their symptoms become problematic.
Higher education institutions also play an important role: a sufficient number of psychologists and other support personnel would help safeguard the provision of early support, which can be crucial for a student’s ability to study and overall well-being.
OBJECTIVES
The availability and timeliness of low-threshold mental health services shall be improved in both student health care and primary health care.
More emphasis shall be placed on preventive care and its resources and visibility.
The therapy guarantee shall be expanded to include all higher education students.
The number of support personnel at higher education institutions shall be proportional to the number of students at the institution in order to ensure sufficient assistance.
2. Study health care and FSHS
Investments in student health are investments in the future. Services should form a functional collaboration between FSHS and public health care. Adequate resources and easy access to services within the student health care system ensure that help is equally available to all students in a timely fashion.
The strengthening of virtual consultations and digital services would improve accessibility throughout the country as well as for students studying abroad. A well-being survey already at the beginning of studies helps to identify the needs for support early on and to allocate services in a timely manner.
OBJECTIVES
Student health care resources and availability shall be secured throughout the country.
In particular, adequate resources would lower the threshold for access to services.
The treatment pathways between FSHS and public health care shall be uninterrupted and functional.
The State’s share of FSHS funding shall be increased.
The service resources of FSHS shall be increased in a multiprofessional manner that is proportionate to the number of students.
Virtual consultations and digital services shall be strengthened so that FSHS services would be increasingly available in all municipalities where higher education institutions are located.
Legislation, such as the Patient Insurance Act, shall be amended to enable virtual consultations, also for students studying abroad.
FSHS shall invest in student co-operation and the monitoring and evaluation of study environment inspections.
Emphasis shall be placed on communication regarding health surveys to be carried out at the beginning of the studies. They are the key tool for the allocation of early support and assistance.
International students shall be guaranteed the same level of health services as Finnish students.
Higher education institutions shall have instructions on adequate rest between lessons.
Mental health services shall also be available to international students and their special needs shall be taken into account in the provision of services.
International students from outside EU/EEA countries shall be offered affordable health insurance.
3. Physical well-being and activity
Physical activity supports students’ ability to cope and overall mental health. Exercise strengthens everyday functioning, improves stress management, increases alertness and improves the quality of sleep.
Higher education environments play an important role in supporting physical well-being. Students need accessible and affordable recreational opportunities as well as solutions for campuses that encourage mobility and good ergonomics as part of the study day. Habits learned in this way carry a long way into working life.
OBJECTIVES
Students shall be offered free or inexpensive sports and recreational opportunities on or near campuses to ensure a low-threshold opportunity for them to engage in physical activity.
Students’ awareness of the connection between physical activity and mental health shall be increased and the well-being of both shall be supported.
There shall be concrete ways to increase physical activity during everyday studies within the premises of higher education institutions.
Higher education institutions shall invest in the study and work ergonomics of their libraries and campuses by, for example, adding standing tables, gym balls, break exercise and other easy-to-use means to improve ergonomics.
Campus activities that promote well-being shall be increased. Afternoon sports and recreation as well as well-being counselling support awareness and motivate participation.
4. Well-being in studies and the study environment
A state of well-being during studies lays the foundation for the student’s ability to cope and smooth transition to working life. When the load remains manageable and student receive the support they need, it is possible to prevent the accumulation of mental health problems and to ensure that graduates enter working life as healthy and strong individuals.
Higher education institutions must provide a learning environment that takes into account different backgrounds, life situations and special needs, so that everyone has an equal opportunity to achieve the objectives of their studies. At the same time, student communities must provide safe and diverse spaces where well-being or interactions are not linked to a culture that centres on the use of intoxicants but to community and inclusion.
OBJECTIVES
The well-being of students shall be invested in during their studies in order to prevent mental health problems and to assure a smooth transition to working life.
The strain and stress of studies shall be reduced by realistically examining, for example, the actual number of hours spent on the credits based on student feedback. At the same time, the loading of the recommended study modules shall be taken into account at the study plan level.
Higher education institutions shall acknowledge diverse learners and provide individualised solutions for teaching and guidance, taking into account the time resources of teaching personnel as well as the pedagogical objectives of the course in question.
The teaching and guidance provided shall meet needs on an individual level while taking special needs into account.
The flexibility and diversity of studies shall be increased in order to facilitate the transition of healthy and productive talent to working life.
Social and physical security shall be guaranteed at higher education institutions. Everyone shall have a safe space to learn and participate as themselves.
The focus on the use of intoxicants within student culture shall be reduced by developing activities.
Students shall be an integral part of the higher education community, and higher education institutions shall support student culture by, for example, enabling the use of facilities.
Students and personnel of higher education institutions shall be offered training in multiculturalism, non-discrimination and minority stress.
Internationality
Finland needs international talent in the labour market in order to create growth and improve the dependency ratio. The goal is for Finland to be viewed as an attractive and vital country in which to study, work and build a life. This requires international talent to feel that they are part of a Finnish society that values their competence.
The difficulties faced by international experts must be taken into account and solutions must be found. In working life, structural racism must be dismantled and non-discrimination promoted more effectively.
1. Internationality of higher education
Successful integration of international students into Finnish society is key for the purpose of achieving the goal to increase international talent. Finland must be an attractive and comparable choice for international students. This requires high-quality teaching, opportunities to learn Finnish and Swedish, as well as a proactive approach of higher education institutions to integrate students and engage them fully in the community. When international students are given opportunities to participate in the activities of the higher education community as full members, they are more motivated to stay in Finland after their studies.
Residence permit practices must be smooth and humane in order to assure that moving to Finland and staying here is a possible and interesting option. Equality and non-discrimination must be promoted by dismantling structural racism both in higher education institutions and working life. At the same time, Finland must invest in a responsible process of internationalisation, which strengthens the quality of education, research and innovations and is not simply based on labour force needs.
The removal of tuition fees and development of international research and education co-operation would make Finland a sustainable and competitive alternative for students and researchers around the world.
OBJECTIVES
International students shall be offered high-quality and continuous Finnish language studies that aim to achieve a high level of competence.
Finland shall compete for international talent through the quality of its education, not through tuition fees.
Finnish or Swedish language studies shall be included in the degree programmes available to international students.
Higher education institutions shall participate in the integration of students and in their engagement in the higher education community, for example, through co-operation with the municipality and local student organisations.
International students shall be guaranteed an equal opportunity to influence the higher education community.
The families of international students and talent shall also be provided with the possibilities to integrate into Finnish society. For example, language studies shall be offered to everyone in the family.
The residence permit processes shall be simplified and streamlined. Those who are admitted as students shall be assured to receive a residence permit by the start of their semester.
Any person who has completed a higher education degree in Finland shall be granted a permanent residence permit in order to help establish their place in society.
Structural racism shall be actively eliminated in higher education institutions, working life and student communities.
Higher education institutions shall invest in responsible internationalisation activities and create common rules for these activities through, for example, councils of rectors.
The preparation of a joint European degree shall be promoted with consideration for the specific requirements of Finnish higher education.
Finland’s RDI activities shall be developed in a way that will make Finland an attractive target country for research globally.
The planning of English-language degree programmes shall take into account the specific needs of international students.
A model shall be developed in Finland to enable international students who have paid tuition fees to receive their fees back as a tax break if they remain in Finland to work upon completing their degree.
2. The path to a more international working life
International students are a vital resource for Finnish working life. Their transition from studies to the labour market must be smooth and functional in order to make full use of their competence. Higher education institutions play a key role in establishing contacts with working life. In addition, they provide students with the skills and knowledge to understand the practices and expectations of Finnish working life.
At the same time, employers need to recognise competence in addition to language skills and to assess their own requirements realistically. The recognition of qualifications, possibilities for further education and the safeguarding of livelihood during the development of language skills are crucial in order for Finland to be able to attract and retain international experts.
OBJECTIVES
Higher education institutions shall coordinate the building of internship and working life contacts for students during their studies through co-operation with municipalities and other stakeholders. The importance of internships in terms of anchoring international students in Finland shall be recognised.
Finnish working life skills shall be part of higher education, especially for international students.
Employers shall realistically assess their language requirements in accordance with the language in which the work will be done.
Higher education shall do a better job of recognising skills gained through degrees completed elsewhere and facilitate the further education of international talent to prepare them for the Finnish labour market.
International students shall also be guaranteed the opportunity for internships and an adequate livelihood for the period when they are developing their language skills.
3. Internationalisation of Finns
International experiences strengthen students’ competence and working life skills and support Finland’s competitiveness within the global operating environment. Exchange programmes, internships abroad and multicultural learning environments increase language and cultural skills, which are increasingly needed in the labour market.
It is important for internationalisation to be accessible to every student regardless of their background or life situation. Adequate structures, funding and information ensure opportunities for periods abroad as well as for internationalisation at home, while also informing students about possible career paths offered by the EU.
OBJECTIVES
The internationality of Finnish students shall be supported by providing language and cultural education.Aloita kirjoittamalla tähän strategisen ohjelman sisältö
The inclusion of studies and internships abroad as part of degree programmes shall be possible in all disciplines.
Sufficient incentives shall be created to motivate Finnish students to return to Finland after completion of their degree.
Erasmus+ funding and awareness of its existence shall be increased across the entire higher education sector. Obstacles hindering the possibility for studies abroad, related to a student’s socio-economic background, shall be dismantled.
Higher education institutions shall enable students to internationalise at home during their studies by offering a wide range of suitable studies and facilities.
Higher education institutions shall endeavour to make EU careers visible from the beginning of their study programmes.
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Akava Students’ Policy Programme was approved by the Council meeting on 28 September 2025.
Web service user register for Start to Finnish -online platform
4. Data Collection and Purpose
We collect personal data that you voluntarily provide to us on the course platform, including but not limited to your name, email address, and background data. Information is collected to compile statistics related to users, produce course content, and collaborate with relevant third parties regarding the management of user access rights.
Your personal data is processed on the basis of your consent. Your personal data will be retained only for as long as necessary to fulfill the purposes for which it was collected or as required by law. Data will not be used for profiling.
5. Data Sharing and Transfer
We do not share or transfer your personal data to third parties, except as required by law or as necessary to fulfill the purposes described in this clause. If data is transferred to third parties, we ensure adequate protection.
Akava will not use the data you have provided on the course platform for any other purposes than those related to the Start to Finnish -course.
6. Data Security
We implement appropriate technical and organizational measures to protect your personal data against unauthorized or unlawful processing and against accidental loss, destruction, or damage.
7. Your Rights
Under the GDPR, you have the right to access, rectify, erase, restrict processing, object to processing, and, where applicable, the right to data portability. You have the right to withdraw consent at any time, without affecting the lawfulness of processing based on consent before its withdrawal.
You must use the email address listed on the platform to make claims regarding to forementioned rights.
8. Changes to This Privacy Clause
We reserve the right to update this privacy clause at any time. Participants on the platform will be notified about any changes through the contact information they have provided.
***
Section 4 of this privacy clause has been modified on 27 January 2026 at 13.41 as follows:
previous wording: Information is collected for the purposes of user related statistics, course content production, and co-operation with Finnish universities and universities of applied sciences.
new wording: Information is collected to compile statistics related to users, produce course content, and collaborate with relevant third parties regarding the management of user access rights.
According to the survey conducted by the European Union Agency for Fundamental Rights (FRA) in 2023, sexual and gender minorities encounter different types of discrimination, bullying and even violence in their daily lives. More than one third (37%) of respondents stated that they had experienced discrimination during the year preceding the survey. In Finland, a total of 11% of all LGBTIQ individuals had experienced discrimination in working life.
Equality through collaboration
“The discrimination of sexual and gender minorities is still a reality in working life, even though attitudes are developing slowly in a better direction, particularly over the past decade”, says Doctoral Researcher Miika Sahamies, Senior Advisor at Akava.
Sahamies is conducting dissertation research at Akava on the working life rights of sexual and gender minorities. He is researching Akava’s role in the development of rights for LGBTIQ minorities and endeavouring to further enhance the impact of Akava’s activities. Development workshops are being arranged as part of his dissertation research.
“We are working to develop Akava’s own community as well as seeking to strengthen Akava’s LBGTIQ policy impact on Finnish working life in general.”
“Working life is rapidly diversifying. It is essential for all workplaces to develop practices that promote equality and diversity. This is also true for us at Akava”, he adds.
Sahamies states that he is also constantly learning something new through the workshops he is organising – despite the fact that, through his position, he is already very well-informed about aspects of equality.
“I have had revelations and epiphanies, such as realising my own need to consider how I influence the discussion atmosphere around me. My own behaviour is not irrelevant if I want to create an open and safe environment.”
Sahamies expresses that everyone can, through their own attitude, reinforce the inclusive nature of their organisation.
“By being sincere and open, you generate a safe environment within your work community. When making assumptions, assume diversity”, Sahamies sums up.
Diversity must be reflected and included in general collective agreements
Sirkku Pohja, a working life specialist at Academic Engineers and Architects in Finland TEK, talks about TEK’s project, which aims at ensuring consideration for LGBTIQ minorities and different types of families in general collective agreements.
“Last year, we stated, together with Helsinki Pride, that general collective agreements would be an effective way to change attitudes and practices.”
Collective agreements should more clearly stipulate, among other things, the right of same-sex parents to family leave. An employee should also have the right to give up parental allowance days to a person other than the other parent, since the current concept of family in Finland comprises a wider and more multidimensional community than just a traditional heterosexual couple and their biological offspring.
“It’s not a modern approach either to state that an employee can have a paid day off to attend, for example, a sister or brother’s funeral. It would be easy to replace these gendered terms with the neutral term sibling.”
Pohja emphasises the need for flexibility when it comes to gender reassignment and fertility treatments. Even though the intense process may reduce one’s physical and/or mental capacity, such employees are not always entitled to paid sick leave.
According to Pohja, the invitation to participate in the collective agreement project that promotes LGBTIQ equality was sent to associations in different sectors within and beyond confederation borders.
“The project is only in the initial stages. The final obligatory provisions will be decided on based on the recommendations, policies, training and negotiations of the different parties involved.”
Toni Heikkilä, who has just recently stepped into the position of Summer Job Helpline Advisor, emphasises that advice and information is available with a low threshold. Even one simple question can help to avoid bigger problems.
“The service exists precisely to enable summer employees, their family members and employers to seek advice in problem situations. There are no stupid questions, and the earlier you seek advice, the more easily things can be dealt with”, Heikkilä points out.
Heikkilä studies law at the University of Turku. In his studies, he is particularly focusing on labour law and is familiar with, among other things, the legislation regarding termination on grounds related to an employee’s person. He has also gained labour law expertise through practical work done alongside his studies. In addition, he has been trained as a youth worker, which provides a valuable edge when working with young people.
Support at every stage of summer work
The Summer Job Helpline can be contacted at any stage of the employment relationship – even before an employment contract is signed or once one has started working. Last year, the highest number of overall contacts concerned wages, but the questions varied as the summer proceeded: in early summer, the focus was on employment contracts and onboarding, in mid-summer, working hours and summer vouchers, and in late summer, outstanding wages and holiday compensation.
“The goal is not to leave summer employees to struggle with employment issues on their own. The service provides information on issues related to pay, employment contracts, working hours or, in fact, any work-related matter”, Heikkilä emphasises.
The Summer Job Helpline is specifically aimed at young people and young adults at the start of their employment relationship.
Advice throughout the summer
The Summer Job Helpline is available from 5 May to 31 August 2025. The service can be reached from Monday to Thursday between 9 a.m. and 3 p.m. by calling +358 (0)800 179 279 (free of charge). The service can also be contacted through WhatsApp at +358 (0)40 747 1571 or anonymously using the electronic contact form.
Before contacting us, please read the frequently asked questions and the summer employees’ checklist found on the Summer Job Helpline website, both of which contain useful information on preparing for summer work.
Photos of Toni are available here (photos: Pauli Vento, the Central Organisation of Finnish Trade Unions (SAK)
Further information
Toni Heikkilä, Summer Job Helpline Advisor, +358 (0)40 747 1571
1.1 These terms of use (hereinafter “Terms of Use”) pertain to your right to use the Start to Finnish workspace (hereinafter ”Workspace”) owned by Akava ry (hereinafter “Akava”). These Terms of Use shall apply to all material in this Workspace regardless of which terminal device is used to access the Workspace. You are encouraged to read these Terms of Use carefully before using the Workspace. Before accessing the Workspace, you will have to click to confirm that you accept the current Terms of Use and to agree to comply with them.
1.2 The Workspace is owned and controlled by Akava. Akava grants educational institutions licenses to use the Workspace for educational purposes. In case you need support or have questions regarding the Start to Finnish course, the Workspace or the material contained therein, you may contact Akava at keskusjarjesto@akava.fi.
1.3 We also wish to draw your attention to our Privacy Policy, which also applies to you when you use the Workspace.
2 General terms
2.1 Akava hereby grants you limited, non-exclusive, non-sublicensable, non-transferable and revocable rights to access the Workspace and to use it and the material it contains, including but not limited to articles and other texts, videos, images, graphics and software (hereinafter “Material”) in accordance with these Terms of Use. You may only use the Workspace and the Material for personal and non-commercial purposes in accordance with these Terms of Use unless otherwise expressly agreed with Akava. Granting the limited user rights as specified herein shall not constitute transfer of ownership rights or any other intellectual property rights.
2.2 The Workspace may contain links to content or websites, or parts thereof, maintained by third parties. For the sake of clarity, it shall be stated that Akava does not grant you any rights to any such material owned by third parties.
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4 Uploading content
4.1 The Workspace contains features that allow you to upload content to the Workspace (such as text, images, videos and voice recordings) (hereinafter “User Content”).
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6 Changes to the terms of use, the workspace and the material
6.1 Akava reserves the right to amend these Terms of Use at its sole discretion at any time. Amendments to the Terms of Use shall enter into force when a notification to that effect has been posted on the Workspace. Using the Workspace after the Terms of Use have been amended shall constitute acceptance of such amendments.
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7 Limitation of liability
7.1 Akava shall aim to ensure continued and undisrupted availability of the Workspace and the correctness of the Material to the best of its ability. Akava shall not be held responsible for the uninterrupted, timely or error-free operation of the Workspace, or the completeness or correctness of the Material. Using and relying on advice, opinions, statements or information conveyed through the Workspace is at your sole responsibility, and you are advised to consult an expert in order to receive advice pertaining to your particular situation.
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7.3 Akava shall not be held liable for any direct, indirect, incidental or consequential damage based on liability or specific damage caused by the use of or the inability to use the Workspace or its content or by these Terms of Use. Akava shall also not be held liable for any errors, shortcomings, faults or delays in the information contained in the Workspace. In any case, the liability of Akava shall be limited to the liability provided for in mandatory legislation.
8 Termination
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9 Applicable legislation
9.1 These Terms of Use shall be governed by Finnish law. The parties undertake to resolve any disputes arising from these Terms of Use primarily through negotiation. If the parties are unable to reach a settlement, the dispute shall be resolved at the Helsinki District Court in Finland.
10 Other terms
10.1 If any of the provisions in these Terms of Use is found to be unlawful, invalid, null and void or to any extent unenforceable, such a provision is deemed to be separable from these Terms of Use, and this does not affect the lawfulness, validity or enforcement of the other provisions in these Terms of Use.
“Our affiliates do valuable work, and the services and versatile support networks they provide for working life are really important to our members. At Akava, we focus on advocacy work, which does its part in helping our members. We work in close co-operation with our affiliates so that we can support the highly educated and voice their views and concerns. We work to ensure that our members have good prerequisites for studying, transitioning to working life and attaining a long career”, says Jaana Ignatius, Development Manager at Akava.
The biggest growth in membership among Akava affiliates was seen in TEK. At the start of 2025, it had 81,427 members, which is about 2,000 members more than at the start of 2024.
“Our only primary purpose is to serve our members in many ways by promoting the interests of the field, providing services and advancing the idea of technology. The student numbers in technology have continued to grow favourably, and it shows in our membership. We will continue our work to the benefit of our members this year as well”, says Jari Jokinen, CEO of TEK.
The biggest relative growth in membership was achieved by Social Science Professionals YKA, which had 541 more members at the start of 2025 in comparison to 2024.
“Trust in your union’s support and expertise at the different stages of working life shows in YKA’s growth numbers. We have invested in helping students to find working life information and providing all our members with peer support in a community within their own field. We are here for our members so that working life would be human-sized for them. Putting your heart into the work yields results”, says Simo Pöyhönen, Executive Director of Social Science Professionals YKA.
The Board of Akava confirmed the number of members in its meeting on 25 February 2025. More detailed information can be found at akava.fi/en/affiliates/
More information
Jaana Ignatius, Development Manager at Akava, tel. +358 (0)40 700 2225
Jari Jokinen, CEO of TEK, tel. +358 (0)400 914 839
Simo Pöyhönen, Executive Director of Social Science Professionals YKA, tel. +358 (0)10 231 0362
Tomi Husa, Specialist at Akava, tel. +358 (0)44 366 4011
The social partners were ordered by the Government of Finland to negotiate a pension reform, which was achieved on 19 January 2025. The boards of all social partners and the Government have approved the negotiated plan.
The aim of the Government commission was to clarify the concrete changes to the earnings-related pension system that are necessary to ensure financial sustainability and safeguard adequate benefit levels. The task was to agree on changes that would strengthen public finances in the long term by 0.4 percentage points in relation to GDP and stabilise the long-term pension contribution level. This aim amounted to an adjustment of one billion euro.
One billion euro adjustment aim exceeded
‘We achieved and exceeded the aim set by the Government. The pension reform will strengthen public finances in the long term by about 0.57 percentage points in relation to GDP. This amounts to an adjustment of around 1.5 billion euro. The work of our group focused on long-term changes, which in pension policy means a timespan of several decades’, explains Senior Specialist Katri Ojala.
‘The reform was not about short-term changes, but focused on long-term changes. The retirement age and pension benefits stay the same and the level of pension contributions was not raised’, stresses Senior Specialist Katri Ojala.
The level of pension contributions will remain the same until 2030, that is, the earnings-related pension contribution will stay at 24.4 per cent for the next five years. Stabilising the contribution level is significant for employees but especially for the financial planning of companies. The aim is to fight future contribution increase pressures by strengthening the financing of the system. The everyday life of employees and current pensioners will experience very little effect, since there were no changes to the retirement age or pensions.
Investment reform highly significant for the financing of the pension system
The reform allows pension providers to raise the risk level of their investment activities by increasing the equity weight of their portfolio, which should increase the investment returns in the long run. The funding of old-age pensions was also strengthened, which evens out the increased investment risk across generations.
‘Greater risk-taking and higher returns on investments, by default, lower the increase pressures on contributions. Of course, higher risk does also somewhat increase the possibility that a significant failure in the investment activities would necessitate raising the contributions to a higher level than is possible with investment strategies under the current rules. The reform significantly improves old-age pension funding by increasing the share of annual pension accrual that is funded from the current quarter to one third’, explains Labour Market Economist Eugen Koev.
‘Even a small increase in investment returns is considerable for securing the financing of the earnings-related pension system. The investment reform fulfils about half of the reform’s aim of stabilising public finances’, says Ojala.
‘The reform includes the adoption of an inflation stabiliser by 2030. It may be applied if consumer prices develop faster than wages over a period of two years. This mechanism adjusts the index increases of pensions in payment in such exceptional situations’, Koev says.
‘It is great that we managed to negotiate a solution with the social partners and that the tradition of developing our earnings-related pension system demonstrated its functionality’, says Labour Market Economist Eugen Koev.
‘The pension reform achieved the set goals, but the sustainability of our pension system financing can be influenced using other means as well. Of significance are, for example, employment, labour immigration and birth rates. It is important to influence matters in a way that assures that work careers are not cut short by early retirement. This is why we should and must invest in, for example, the prevention and timely treatment of mental health issues. The increase in disability pensions among young people is worrying for both individuals and society at large’, Ojala emphasises.
‘We can be satisfied with the reform from the perspective of intergenerational equity too. From time to time, there is a need for scheduled updates; that is the nature of the pension system. With this agreement, the social partners committed to a periodic inspection to assess the sustainability of the system’, Ojala says.
‘In 2001, Eläinklinikka Avec opened its doors for business on Jokikatu street in Porvoo as a single veterinary practice under the name Jokikadun Eläinklinikka. As our business grew, we moved to a larger facility on Lukiokatu street and changed our name to Eläinklinikka Avec. Then, ten years ago, we moved again to new and even larger premises on Asentajantie road. The acquisition of these premises was an important strategic decision and a major investment in terms of building projects’, say Chita and Timo Wahlroos.
Chita began as a full-time veterinary practitioner and currently spends most of her time managing the clinic. Timo works as the Managing Director and focuses on running the overall company.
‘Already during my studies, my goal was to establish my own company specialising in pet care. And that’s exactly what I did shortly after graduation’, says Chita Wahlroos.
The company has grown into a working community comprised of two clinics and more than 50 employees, including veterinarians, specialist veterinarians, veterinary nurses and other personnel. In 2022, the company acquired another veterinary clinic, Eläinlääkäriasema Petvet, in Turku.
As justification for its recipient choice, Akava’s Entrepreneur Award Working Group highlighted the fact that Eläinklinikka Avec has grown strongly and sustainably while remaining independent in a competitive chain industry.
Continuous development keeps the work interesting
The fundamental guideline for the veterinary couple is to maintain the continuous development of their business and competencies and uphold a good personnel policy, both of which have, thus far, enabled them to generate sustainable growth for their business. Customers value empathy and the ability to genuinely listen and respond in a respectful manner to both our animal patients and their owners.
‘It would be difficult to operate as a veterinary entrepreneur without any veterinary training. Continuous development and specialisation has always been the strategic approach of our company’, Timo explains.
‘Growth is not an intrinsic value; rather, strong financial stability and growth are necessary in order to advance and develop company activities. Medical science is developing at a dizzying pace, so developing our activities and competencies is an absolute must if we wish to succeed’, Timo states.
Chita and Timo view good customer service and specialisation as key factors for success in the veterinary sector.
‘Customers’ expectations concerning pet care have increased along with a changed attitude towards pets. They are seen as family members whose wellbeing is worth the investment. Most of our patients are dogs, but we also see a lot of cats and, at times, other small animals. Our practice does not deal with production animals’, Chita clarifies.
‘We have enhanced the customer-oriented approach of our company and, simultaneously, sought to make veterinary work as meaningful as possible for our personnel. Our specialisation process has been driven by services that are missing in this area. We now offer the entire treatment path, including all services from lab tests to x-rays and other necessary services, under one roof’, says Chita.
We serve both pets and their owners
‘One special characteristic and bonus of veterinary work is that the veterinarian has the opportunity to serve both animals and their owners. A veterinarian must be able to explain the available treatment options in a succinct and understandable way. The benefits of treatment must be stated clearly so as to motivate the owner to take the necessary steps. Veterinarians also provide pet owners with support in difficult situations’, Chita emphasises.
Chita and Timo Wahlroos view veterinary science as an intriguing and demanding field with customer service at its core. Veterinary studies include the diagnostics and treatment of production and small animals as well as food hygiene. Additionally, the ability to interact with people is an essential skill.
‘Asking questions, listening and supporting our customers is the foundation of our work, but also the cornerstone of our company management. An open, dialogical approach generates an atmosphere of trust that enables and empowers us to discuss difficult situations. When you’re working with people, it is inevitable that there will be friction at times. That friction can be alleviated by talking through any difficult issues and settling them as soon as possible’, state Chita and Timo.
Their goal has been to create a workplace that is welcoming for everyone and a good environment for work. Many employees have been with the company since the beginning. The wellbeing and coping of the personnel are supported through, for example, events to maintain wellbeing at work, and sports and culture benefits. Further training is also assured in a broad and continuous manner.
Both Chita and Timo state that they are always at work, but they do so happily and as a conscious choice.
‘I want our personnel to be able to reach me whenever they have any questions, concerns or a need to talk. It’s important for everyone to felt seen and heard’, Chita says.
Freedom is the best aspect of work as an entrepreneur
‘The best thing about entrepreneurship is the freedom to organise your work in your own way and to develop the company’s operations in the direction you want. Freedom, on the other hand, comes with a significant level of responsibility, which is the hardest part of entrepreneurship. Prioritisation is part of being an entrepreneur, since the work and ways to develop the work are endless’, Timo explains.
As advice to those considering entrepreneurship, Chita says that it’s a good idea to get to know yourself first. Once you are familiar with your own strengths and areas for development, you will be better able to reinforce your competence and that of your company by recruiting employees who will complement your own assets.
‘When the work feels meaningful and gives you the opportunity to use your own strengths and to develop further, it makes it easier to cope and maintain your drive. Development starts with self-awareness. Networks are important professionally, but they are also valuable for peer support and the exchange of ideas. Veterinarians have a strong tradition of collegiality that also benefits our customers’, Chita and Timo state.
Text: Ritva Siikamäki
Photo: Susanna Nordval
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