Progress of studies
|Updated: 20.3.2013 - Next update: 20.3.2014|
Faster completion of qualifications and degrees
At least three out of four complete the university degree they have started to study for. By the end of 2011, nearly 82 per cent of those who had started their university education 16 years earlier completed their degree and among those who had started polytechnic education in the same year, 73 per cent completed their polytechnic degree. In a 10 year examination period, initial vocational education was completed by 77 per cent and matriculation examination by nearly 89 per cent of those who had started the education in question.
In all sectors of education there are big field-specific differences in the pass rates (see Tables in databases ). Tertiary level degrees were completed at universities in relative terms the most by students in the field of culture and the least by students in the field of natural sciences. In polytechnic education the highest pass rate of 63 per cent was achieved in the field of health, welfare and sports. At 22 per cent, the pass rate was the lowest in the field of technology and transport. In vocational education nearly all had attained a qualification in the fields of safety and security (other education: fire fighter, police). The next highest pass rates were in the field of welfare, health and sports, in which a vocational qualification had been attained in the respective field by 68 per cent of students. The pass rate was the lowest in the field of natural sciences, at 47 per cent.Statistical release
Statistics Finland / Progress of studies
Description of indicator
The indicator describes how new entrants to university education progress in their studies up to the attainment of a qualification or degree. The statistics contain data on started education, duration of education, change of education, and on what students have done if they have discontinued education. Data on the progress of university studies have been produced at intervals of a fixed number of years since the 1980s and the 1990s.
For the development of society and the vitality of working life, it is important that students receive support to complete their studies and, after graduation, to make as natural and flexible a transition into work as possible. In order to function, society needs an extensive working population, because the level of the employment rate has a direct impact on the balance of public finances and the stability of the economic dependency ratio. Problems are accentuated as the population ages.
The progress and possible prolongation of studies are influenced by social and financial factors as well as future employment prospects. With respect to employment, it is important that students receive work experience during their studies and have opportunities to work alongside their studies. At the same time, however, society must be able to safeguard students’ livelihood by supporting them with financial and other social benefits. In addition, the public sector must bring studying and working life closer together through labour and social policy measures.
Modern society has changed considerably in the last few decades, and this is reflected in the ever-changing demands of working life and its increasingly complex structure. Fewer and fewer people are graduating for one specific job, and this presents challenges for acquiring the right education and expertise as well as the workplace skills suitable for the jobs available. The diversity of employment opportunities and the clarity of study paths have a key influence on the quality and progress of studies. The tightening of links between education and work should be seen in a wider context in which economic fluctuations in the labour market and their relationship with educational and research structures are taken into account.