Do Finnish Upper Secondary Graduates Have Enough Competences to Study in Higher Education?
Author(s):
Jani Petri Ursin (presenting / submitting) Jarkko Hautamäki (presenting)
Conference:
ECER 2012
Network:
22. Research in Higher Education
Format:
Paper

Session Information

22 SES 05 B, Employability and Transition to Work of Higher Education Graduates

Parallel Paper Session

Time:
2012-09-19
11:00-12:30
Room:
FFL - Aula 2
Chair:
Gutiérrez-Esteban Prudencia

Contribution

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).

Method

The research data consist of survey (N = 10087) and focus-group interviews (N = 15). Target group in survey was all of those who had registered for Finnish Matriculation Examination in 2007. Majority of respondents (83 %) was studying or had studied in a higher education institution. Data were analysed using both descriptive and explanatory statistical tests. Focus-group interviews were done with staff members of higher education institutions. Interviews were conducted in nine higher education institutions in each of which both teachers and support personnel were interviewed. This data were analysed by the means of content analysis.

Expected Outcomes

The results indicate that the access to higher education is associated with social background and success in Matriculation Examination: those whose parents (especially mother) are from higher social status as well as those with highest grades in Matriculation Examination more often ends up higher education. The results also suggest that upper secondary school graduates have good self-esteem, group work skills and ability as a public performer. Furthermore, upper secondary school provides graduates with a firm basis for Bildung and good English skills. There are, however, room for improvement in upper secondary schools. First, education in upper secondary school is too fragmented and thus prevents from deep learning which is essential in higher education. Second, in mathematics and Finnish, especially, students lack basic skills which make studying in higher education more difficult. Third, generic skills of upper secondary graduates need to be enhanced so that they can better perform in high education. Fourth, student counseling in upper secondary school needs to be enhanced so that students can make more targeted study choices when they enter higher education.

References

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.

Author Information

Jani Petri Ursin (presenting / submitting)
University of Jyväskylä, Finland
Jarkko Hautamäki (presenting)
University of Helsinki, Finland

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