In April, METKA issued a statement on the vision for higher education and research for the year 2040, as well as on legislative amendments concerning the study voucher pilot.
Study voucher pilot
Provisions regarding a study voucher pilot for open higher education are proposed to be added to the Universities Act and the Universities of Applied Sciences Act. Those eligible for the study voucher would be individuals who completed their first upper secondary degree in Finland between December 1, 2025, and June 30, 2028, before the age of 29,who have participated in the joint application process for higher education institutions, but have not been offered or accepted a study place leading to a higher education degree. The study voucher could be used for open university studies worth up to 30 credits.
The idea behind the study voucher pilot is commendable, as it could increase the likelihood of applying for higher education, particularly among those who have not previously considered it. However, METKA hopes for a special focus on those with a vocational school background, as only a fraction of them apply to higher education compared to high school graduates.
The study voucher allows students to explore different fields through individual courses, which can help them discover their own field of study. However, there are several challenges associated with this approach. The scope of the study voucher, 30 credits, does not allow for the completion of pathway studies, which are typically 60 credits at universities of applied sciences. Pathway studies are the most straightforward way to become a degree student through open university of applied sciences studies. The study voucher is intended only for the selection available on the Opin.fi service, which at Metropolia University of Applied Sciences does not include pathway studies but, as a rule, only online studies.
A strength of the proposal is that it recognizes the risk of long transition periods: gaps between secondary education and higher education can increase the risk of social exclusion, and failing to secure a place in higher education can undermine a young person’s self-perception as a learner. According to the proposal, youth researchers have highlighted that young people themselves believe society should allow for more diverse ways of becoming an adult and ease the demands for efficiency and performance placed on young people. For this reason, the study voucher pilot is also an experiment that generates important data. However, it should be noted that many young people want to work before entering higher education, and there should be no pressure to start higher education as early as possible. The popularity of working is partly due to the fact that financial security during studies is not sufficiently guaranteed.
The study voucher pilot is part of a broader set of measures aimed at raising Finland’s skill levels – a goal that has been severely undermined in recent years by other policies. In this regard, the study voucher may have only a limited impact. Furthermore, the proposal raises the issue of charging tuition fees for a second higher education degree. Although it is acknowledged that this would be a major change that cannot be implemented during this government term, METKA is concerned that this option has once again been brought up.
The full statement can be read on Lausuntopalvelu (Statement Service). The statement is in Finnish.
Vision for Higher Education and Research to 2040
The operating environment for higher education institutions has changed significantly since the publication of the Vision for Higher Education and Research 2030 in 2017. The Ministry of Education and Culture’s vision work responds to societal changes and establishes long-term guidelines for the development of higher education and research. The goal is to develop a vision extending to 2040 and to identify related recommendations for action to be implemented by 2035.
The vision has five key objectives
- Finland is a pioneer in culture, democracy, and academic freedom.
- Education is for everyone, and opportunities are increased, especially for young people.
- Creative experts and ambitious research activities are transforming society.
- Bold reform builds future expertise: specialization and collaboration among higher education institutions are strengthened.
- Toward growth: funding for higher education and research is becoming more diverse.
Although this is specifically a vision, the text is still highly unrealistic, given the cuts made to education and student financial aid, as well as the debt burden, which will continue to hinder investment in education for a long time to come. Although the goals themselves are good, the measures associated with them remain unclear in many respects.
The aim is to increase the proportion of young adults with higher education to 60 percent. The proportion of young adults is currently around 39 percent, while the figure for the entire population is around 35 percent. Even the goal of having 50% of the population with a higher education is ambitious, so 60% already seems too unrealistic. The measures also emphasize entering higher education immediately after secondary school. The vision should highlight a variety of educational pathways. Taking a gap year or two is a good and commendable plan if and when it makes it easier to finance studies later on and allows for a more considered choice of field.
The situation analysis notes that pressures related to the sustainability of public finances will pose challenges for higher education and research in the coming years. This is an unfortunate reality, but if we wish to raise the level of competence, investments are essential. METKA finds it concerning that the vision discusses state funding solely in terms of “reform.” Reform can also mean cuts, so caution is needed with this choice of words. Higher education—from providing high-quality degree programs to ensuring that studying is attractive through adequate financial support—is an investment that pays for itself.
The proposed measures mention that the Ministry of Education and Culture will explore ways to diversify private funding in higher education and research. METKA views increasing corporate collaboration—and thereby fostering smooth connections to the workforce—as a positive step. However, private funding must not mean, for example, charging tuition fees to Finnish students, raising the maximum fees for open higher education, or any other form of funding that students would have to pay. The phrasing “Society promises every Finn a tuition-free higher education degree” implies that only one higher education degree is guaranteed free of charge. The phrasing should therefore be changed to “Society promises every Finn tuition-free higher education.”
The vision places a strong emphasis on continuous learning and smaller skill sets. However, various forms of continuing education must not divert resources from degree-granting programs, nor should the retraining of adults other than young people be limited to merely smaller skill sets. Career spans are lengthening as people are able to do the work they want to do; therefore, a complete career change—at any stage of life—must be possible and should be encouraged. METKA also considers it important that higher education institutions take greater responsibility for the recruitment agencies to which they have outsourced the recruitment of prospective students. The measures also mention that higher education must meet society’s skill needs at the national level. It would also be important to ensure that enrollment slots are allocated in such a way that all graduates have realistic employment prospects.
The full statement can be read on Lausuntopalvelu (Statement Service). The statement is in Finnish.
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