22 SES 05 B, Employability and Transition to Work of Higher Education Graduates
Parallel Paper Session
The Finnish educational system is a three-level system where transitions to higher levels are based on school marks. The theoretical concept in this study is the transitional competence, or competence for further studies. This competence can be formal or real. Formal means that students receive their diploma and this gives then the right to continue, and real is how well do these students perform in their studies or at work.
The purpose of the paper is to study the experienced competences of Finnish upper secondary graduates when they enter higher education, or 3rd level education. Paper explores whether upper secondary graduates have sufficient competences for studies in higher education. The paper focuses both subject-specific competences and generic skills acquired during upper secondary school.
In Finland the aims of upper secondary schooling are set in the act and in various decrees. The main aims of upper secondary school are to give all-round education (Bildung) and provide students with competences for further (and especially higher) education. Previous studies have, however, indicated that there are deficiencies in the competences of upper secondary graduates when they enter higher education (e.g. Välijärvi 1997) and that parents’ social background has an effect on student study choices and competences (Orr, Gwosc & Netz 2011).
Orr, D., Gwosc, C. & Netz, N. 2011. Social and economic conditions of student life in Europe. Synopsis of indicators. Final report. Eurostudent IV 2008–2011. Välijärvi, J. 1997. Millä eväillä lukiosta yliopistoon? Lukiolaisten opiskeluvalmiudet korkeakoulujen opettajien arvioimina. Jyväskylän yliopisto. Koulutuksen tutkimuslaitoksen julkaisusarja A. Tutkimuksia 68.
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