Higher education students’ competence shows divergence – significant differences between fields of studyria

A new article on the initial competence of higher education students shows that students' competences have become differentiated across different fields of study. Differences in mathematical competence and previous educational paths are reflected in students' choices of study fields. There are also field-specific differences in study completion rates, meaning how often students complete their studies within the target time.

The Finnish Education Evaluation Centre (FINEEC) has published an article that examines the prior qualifications of students starting higher education studies and their demonstrated competence in the matriculation examination, particularly in mathematics, as well as the completion of studies within the target time, based on statistics from the Vipunen, Finnish education administration's reporting portal. In addition, the article discusses the qualitative data from teacher and student surveys concerning students' competences.

Most higher education students had completed the matriculation examination

Among students starting at universities of applied sciences, a greater proportion had completed a vocational qualification compared to those starting at universities. The majority (82%) of university students had completed the matriculation examination, while 12% had completed a vocational qualification. Among university of applied sciences students, 57% had completed the matriculation examination, and almost half (47%) had, in addition to or instead of that, a vocational qualification. 

Among university students beginning studies in the fields of health and welfare, a relatively high share had completed the matriculation examination: 94% of them had done so. In contrast, the lowest proportion of matriculation examination completers was among students in service sectors at universities of applied sciences, where 56% had completed it. The highest proportion of students with a vocational qualification was found among students in education fields at universities of applied sciences (58%), while the lowest was among university students in the natural sciences (6%). In addition, some students had already completed a higher education degree, either from a university or a university of applied sciences.

Higher education students’ initial competence and graduation rates vary by field of study

Students beginning studies in health and welfare fields at universities had the highest average grades in the matriculation examination and performed best in the mathematics. The lowest average grades and mathematics scores were among students beginning studies in education at universities. Among those who accepted a study place at a university of applied sciences, the highest average matriculation examination grades were found in the field of education. They also achieved the highest grades in mathematics in the matriculation examination.

Studies in the health and welfare fields tend to be completed more reliably and quickly than in other fields, likely due to workforce shortages and the presence of regulated professional titles. In contrast, in the ICT field, completing a degree was less common or significantly slower, as employment in the sector is often possible even without a completed degree.

Students expressed a need for more support in learning

According to qualitative data, students felt they received too little guidance alongside subject teaching. Teaching staff, in turn, perceived that students' skills had declined. Students felt that their competence was insufficient for the level required in higher education studies, particularly in mathematics. 

Higher education pedagogy must be developed to recognise the diverse backgrounds of students. Systematic support is needed, for example, in learning techniques, time management, academic writing, and mathematical thinking, emphasises docent Mira Huusko, Counsellor of Evaluation at the Finnish Education Evaluation Centre (FINEEC).

The article stresses that promoting educational equity must not remain merely rhetoric. Concrete measures are needed across the entire education system, from basic education to higher education, to genuinely raise competence levels. Higher education institutions play a key role in this work, as they educate teachers and other experts who form the foundation of Finland’s future.

Summary report

Mira Huusko & Niina Nurkka (2025). Korkeakouluissa aloittaneiden lähtötason osaaminen ja opintojen läpäisy. Kansallinen koulutuksen arviointikeskus. Tiivistelmät 2. [Initial competence and graduation of students starting higher education studies].  The publication is available only in Finnish.