Entrance to education

Updated: 10 Dec 2020
Next update: 10 Dec 2021

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.

Data on transfers to additional educational of basic education (10th grade) and guidance and preparatory education are available starting from 2014.

   

Close on 1,400 completers of comprehensive school aged under 18 outside education

According to Statistics Finland's education statistics, 2.4 per cent of completers of comprehensive school aged under 18, or close on 1,400 pupils, did not continue in education in 2019. Altogether 54 per cent continued in upper secondary general education, 40 per cent in vocational education, one per cent in additional education of basic education (10-grade) and two per cent in guidance or preparatory education. Seventy per cent of new passers of the matriculation examination in spring did not continue studies leading to a qualification or degree in the year of the matriculation examination. The share of new passers of the matriculation examination left outside further studies has grown over 12 years.

In 2019, the number of completers of the 9th grade of comprehensive school was 59,000, of whom 57,500 were aged under 18. Nearly all completers of the 9th grade of comprehensive school applied immediately to further studies, one per cent did not do so. In all, 65 per cent of girls and 43 per cent of boys applied primarily to upper secondary general school. In all, 33 per cent of girls and 55 per cent of boys applied primarily to upper secondary vocational education.

Ninety-three per cent (94 per cent of those aged under 18) of completers of comprehensive school continued in education leading to a qualification. Of those who had completed their studies, 53 per cent (54 per cent of those aged under 18) continued in upper secondary general school and 40 per cent in vocational education (also 40 per cent of those aged under 18). The share of those continuing in vocational education decreased from the previous year. A total of 1,300 completers of comprehensive school continued in guidance and preparatory education and almost 800 in additional education of the comprehensive school (10th grade). In all, 1,900 completers of comprehensive school remained outside all of the above-mentioned education, of whom 1,400 were aged under 18.