Entrance to education 

Updated: 23.1.2014 - Next update: 23.1.2015
   
 
 
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Immediate continuation of studies became easier for completers of comprehensive school but more difficult for new passers of the matriculation examination

Immediate continuation of studies was slightly easier for completers of the 9th grade of comprehensive school in 2012 than one year earlier. In contrast, immediate continuation of studies was more difficult than before for new passers of the matriculation examination. In all, 8.5 per cent of the completers of the comprehensive school and 62.5 per cent of the new passers of the matriculation examination failed to get a place for further studies. The share of those left outside further studies went down for completers of comprehensive school and went up for new passers of the matriculation examination by good one-half of a percentage point from one year before. These data derive from education statistics compiled by Statistics Finland.

The total number of completers of the 9th grade of comprehensive school was 61,100 in 2012, which was good two thousand fewer than one year earlier. Fifty per cent of them (59 per cent of women and 42 per cent of men) went on to study in upper secondary general school, and 41.5 per cent (33 per cent of women and 50 per cent of men) went on to attend upper secondary level vocational education. The remaining 8.5 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 continuing studies leading to a qualification or degree was slightly higher than in the previous year, even though the share of those who did not apply for a student place at all decreased to some degree. However, nearly all completers of the 9th grade of comprehensive school applied for further studies as only 1.7 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 Kymenlaakso. 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 regions of North Ostrobothnia, Päijät-Häme and Uusimaa.

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.