Entrance to education 

Updated: 23.1.2014 - Next update: 29.4.2014
   
 
 
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Immediate continuation of studies was increasingly difficult in 2011 for both completers of the 9th grade of comprehensive school and new passers of the matriculation examination

According to Statistics Finland, immediate continuation of studies was still more difficult in 2011 than in the year before for both completers of the 9th grade of comprehensive school and passers of the matriculation examination. Nine per cent of completers of the comprehensive school and 62 per cent of new passers of the matriculation examination failed to get a place for further studies. The share of those left outside further studies leading to a qualification or degree grew by nearly one-half of a percentage point for completers of the 9th grade and by 1.5 percentage points for passers of the matriculation examination from the previous year.

Completers of the 9th grade of comprehensive school numbered around 63,200 in 2011, which was one thousand less than one year earlier. Fifty per cent of them (58 per cent of women and 42 per cent of men) went on to study in upper secondary general school, and 41 per cent (33 per cent of women and 49 per cent of men) went on to attend upper secondary level vocational education. The remaining nine per cent did not immediately continue studies leading to a qualification or degree. They may have continued studies not leading to a qualification, such as additional education of the comprehensive school (tenth grade) or counselling and preparatory studies for initial vocational education (Career Start).

The share of those left outside studies leading to a qualification or degree was slightly higher than in the previous year, even though the share of those that did not apply for a student place at all decreased. Nearly all completers of the 9th grade of comprehensive school applied for further studies as 1.5 per cent did not do so.

The share of completers of the comprehensive school who continued to upper secondary general education was highest in the region of Uusimaa and the number who continued to vocational education was highest in the region of North Karelia. The number of young people who did not continue to any studies leading to a qualification or degree after the comprehensive school was relatively highest in the comprehensive schools of the region of Päijät-Häme.

Statistical release

Source:
Statistics Finland / Entrance to education


Description of indicator

The indicator describes entrances and admissions to post-comprehensive school education leading to a qualification or degree.

The collection of statistics on entry into education is vitally important for examining how well citizens’ fundamental right to education is fulfilled. Educational rights not only include basic education in comprehensive schools but also the equal opportunities provided by society to further education. For the fulfilment of educational equality, it is of prime importance that good learning conditions for everyone are ensured in early childhood education and basic education.

The entry into education indicator also describes the attractiveness of different sectors as well as the development of the educational structure of society and the education and training provided. Alongside trends in educational paths, the indicator provides essential information about social exclusion, the causes of other social problems, and the potential challenges of the realisation of problems and of the coordination of working life and studies. A major challenge of education policy, moreover, is how student numbers in educational paths and different sectors can be matched with business requirements and labour market needs.

A broad educational base of society and the diverse education and training of citizens safeguards the growth and development of society. Education is one of the key factors that increase employment. At the same time, education as well as the labour market flexibility and opportunities for mobility it brings reduces socio-economic inequality between citizens. Society must also ensure that education and training are sufficiently attractive and financially beneficial. Significant barriers to the continuation of studies and further education can arise from the reconciliation of home life and studies as well as ensuring the livelihood of students during their studies.