Sakari Ahola

Expanding Education and Improving Odds? Participation in Higher Education in Finland in the 1980s and 1990s

This article focuses mainly on the key results of research on the differences in participation in higher education in Finland in the 1980s and 1990s. The recent discussion surrounding the methods of measuring participation in higher education is also considered. The results show that, in 1980, the odds for children of the well educated participating in higher education was 13 times greater than that of children of fathers with only a basic level of education. Since then, the trend has decreased slowly from 12 in 1985 to 10 in 1995. Despite the various egalitarian policy measures applied by the State, the difference in participation, indicated by the odds ratio 10, is still enormous, and the actual situation for youth with poor family backgrounds has not changed during the past decades. The persistent inequality of educational opportunity in relative terms revealed by the odds ratio, which the authors argue to be the appropriate measure for changes over time, is analysed further by exploring regional differences and the differences between various fields of study. It is shown that the real competition for higher education is among the well off. This is illustrated by a metaphor from bicycle racing: even if the tail-end cyclists reach the main pack, the front-runners widen their gap between the main pack.

Finnish Higher Education Policy and the Ongoing Bologna Process

|spagf|it|epagf|The Bologna train is running at full speed. The next stop at ministerial level is the Berlin follow-up meeting to be held on 18-19 September 2003. This article is an attempt to investigate the background to the Bologna Process, which, with all the haste, has remained rather obscure. It examines how the educational policy of the EEC/EU has reached a stage at which one can speak of a European Higher Education Area with reference to the concepts of harmonization and the Bologna Process. It will also examine possible future scenarios, focusing particularly on the Finnish situation. Why has Finland been so keen to embark on reforms? What does Finnish higher education policy aim to achieve through the Bologna Process, and what does it stand to gain from it?|spagf|ro|epagf|

Choosing University or Vocational College ‐‐ the formation of educational preferences

Abstract The formation of educational preferences was analysed using log‐linear modelling and data from a survey of applicants for higher education in 1994. The policy context of the study involves the Finnish reform which introduced new vocational higher‐education institutions. The log‐linear model fitted in the data suggests that cultural capital inherent in the family and its influence on school success determine the educational preferences. Those endowed with cultural capital and who perform well prefer the university sector. Lower levels of cultural capital and poor school success steers students into the non‐university sector. The model demonstrates the cumulative effects of educational selection, but at the same time it shows that those with favourable social backgrounds have more options than the ‘culturally handicapped’. Contrary to policy claims, vocational orientation is only weakly connected to preferences. Instead, high‐status orientation is the main factor determining the choice of universit...

'Education is important, but ...' Young people outside of schooling and the Finnish policy of 'education guarantee'

Background Early school leaving and dropout are widely recognized as problems, leading to further marginalization and exclusion of young people from society at large. The Finnish government has set a target that, by the year 2008, 96% of those who complete compulsory education will continue without interruption in secondary education or in the 10th grade. This policy is known as ‘the education guarantee’. Purpose The purpose is to present preliminary results from a research project in progress, which is part of an ESF/EQUAL II funded development project called ‘VaSkooli’. The project aims at a regional model of education guarantee by which a place of study and other forms of support can be offered for every young person finishing compulsory education. Target group The target groups of the project consist of: (1) students in the final years of comprehensive school who have various kinds of difficulties at school; (2) students who do not apply for a place in secondary education after finishing comprehensive school; (3) those who apply for secondary education but do not find a study place; and (4) students who have dropped out of secondary education or who are in danger of doing so. It was estimated that in the region where this project is being carried out (Turku and Salo regions in south-west Finland), there were some 310 youngsters outside of education. This paper reports findings from the first round of data collection during summer and autumn 2005, including 124 returned questionnaires and 15 interviews based on an opportunity sample. Design and methods In the first round of data collection the target population was contacted mainly through other participating sub-projects and their resource centres. In addition, a larger survey was mailed to all those who applied but did not gain a study place at the Turku Vocational Institute (N = 174). The questionnaire was also distributed through various project workers. In-depth interviews were conducted on a voluntary basis. Results The situation of the respondents was relatively good, indicating the difficulties in reaching the most vulnerable youth. One-third had enrolled in the 10th grade and 24% were studying in regular upper secondary education. Fifteen youngsters with an immigrant background were in special preparatory education, 14 had regular jobs or were in practical or apprenticeship training, and three had enrolled in some other short courses. The number of those without any study place or work was 22 (18%). The respondents valued education relatively highly; 90% said that they would need education in order to realize their dreams. Two subgroups can be identified: those for whom education/work is relatively important and those who value free time/friends/hobbies more than others. The interviews highlight the various social problems and disaffection from school that are behind exclusion. Conclusions At this point, the conclusions of this research in progress remain on a quite general level. Proposed measures in breaking the vicious circle of school exclusion include the redefinition of ‘at-risk’ youth and their social problems, reallocation of blame, investing in measures which prove to work and applying empowering inclusive policies. It should be recognized that learning at school does not suit everybody. Instead of being an institution that ‘disciplines and punishes’, the school should act as an agency of empowerment, allowing each young person to develop their strengths and find their ‘own thing’ (‘oma juttu’).

New Degree for a New Career? Career Development of Finnish Polytechnic Master's Degree Graduates.

This article explores Finnish polytechnic master’s degree graduates’ career development about one year after graduation. Twenty interviewed graduates were first classified on the basis of their initial educational motives yielding a typology of goal-oriented, learning-oriented and drifters. After this, their career development was analysed. As a result, six different career development types were identified. Nearly, half of the interviewees were termed as goal-oriented careerists. The remaining types with a couple of interviewees in each were named as goal-oriented career-fighters, learning-oriented progressors, learning-oriented adaptors, career-satisfied drifters and discontented drifters. In conclusion, the career development of the goal-oriented followed a planned and predictable pathway while others benefitted from various happenstances. Regarding the discussion in current career development literature on whether utilising chance in careering is better than rational planning, this small-scale qualitative study shows that both ways can yield equally good results.

National Evaluation of Bologna Implementation in Finland: Procedures and outcomes

Finland has performed, as one of the first Bologna countries, a national evaluation of the outcomes of the implementation of the Bologna process. The evaluation was organized by the Finnish Higher Education Evaluation Council and performed by an independent expert group during 2010. In general, the reform was conceived as a significant development project which was carried out in a well-organized manner in a relatively short period of time. A closer look at the details show, however, that many of the objectives of the reform were not achieved. This article describes the background and procedures of the evaluation and discusses the main results and conclusions for Finnish higher education policy. The reception, success and implications of the evaluation will also be discussed.