Authors

• Advisory Council for Youth Affairs (Nuora)
• Finnish Youth Research Society. Finnish Youth Research Network

Keywords

ability, adolescents, citizenship skills, education, educational expectations, learning, occupational life, satisfaction, trust, youth unemployment

Abstract

Themes of the Finnish Youth Survey 2017 included learning and education. Questions charted experiences of learning in and outside of school.

First, the respondents' views on learning, life skills and education were examined with attitudinal statements concerning, for instance, the significance of general knowledge and practical life skills, the importance of receiving feedback, evaluating the trustworthiness of information sources, the impact of education on employment, and Swedish as an obligatory subject in school.

The respondents were asked to estimate the extent to which they had learned different skills at school and outside of school, for example, general knowledge, language skills, creativity, internationality, tolerance, decision-making abilities, social skills, media skills, financial knowledge, and critical thinking skills. Additionally, the respondents' views on the significance of these same skills for faring well in life were charted.

Next, the respondents were presented with attitudinal statements according to which they evaluated their own time in comprehensive school and whether school had been enjoyable, e.g. with regard to their social relations with teachers and other pupils. In addition, the respondents were asked to estimate the effect of different factors on employment (e.g. talent, persistence, family background, residential location, chance). They were also asked whether they participated in the activities of any organisation or civic movement that aimed to influence society. The respondents' sense of belonging to their school or work community as well as the Finnish society more generally was examined. Finally, they were asked how meaningful they considered their daily lives and to what extent they felt that their lives had a sense of management, what sort of effects a possible lack of money had caused in their lives, whether they trusted other people, and how satisfied they were with their relationships and their lives in general.

Background variables included gender, age, municipality of residence (categorised), years R had lived in current municipality of residence, how many times R had moved or switched schools, mother tongue (categorised), type of residence, household composition, R's and parents' country of birth (categorised), year of moving to Finland, parents' educational level, and perceived financial situation of the household. Some background variables also asked detailed questions regarding, for instance, employment, studies, motivations for studying, and quitting studies.