Entrance to education 

Updated: 15.3.2017 - Next update: 13.12.2017
   
 
 
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More completers of comprehensive school than before applied for and continued in further studies

Nearly all 58,200 completers of the 9th grade of comprehensive school in 2015 applied for further studies, 0.4 per cent did not do so. Sixty-two per cent of women applied primarily to upper secondary general school. Fifty-five per cent of men applied primarily to upper secondary vocational education.

In the same year, 52 per cent continued studies in upper secondary general school and 42 per cent in vocational education. The share of those continuing in upper secondary general school was slightly higher and the share of those continuing in vocational education was somewhat smaller than in the previous year. Two per cent of those having completed comprehensive school continued immediately in guidance or preparatory education. One per cent continued in additional education (10th grade). Nearly three per cent of completers of comprehensive school remained outside all the above-mentioned types of education. One year earlier, the corresponding share was slightly over four per cent.


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.