FSD3333 Perceptions of Vocational Education: Ninth-Graders 2018
The dataset is (B) available for research, teaching and study.
Study description in other languages
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education, educational choice, educational opportunities, educational provision, lower secondary schools, upper secondary education, upper secondary schools, vocational education
The survey charted ninth-graders' perceptions and opinions of vocational education and training in Finland. Main themes included, among others, the ninth-graders' plans after completing lower secondary school, perceptions of how general and vocational upper secondary education are appreciated, and opinions on studying. The study was commissioned by the Ministry of Education and Culture and Skills Finland. Data collection was conducted by IROResearch.
First, opinions on studying were examined with various attitudinal statements concerning, for example, whether the respondents thought that studying was interesting, they studied because they had no other option, and their parents were interested in how they succeeded in their studies. The respondents were asked whether they would continue into upper secondary education after they had finished their lower secondary education, how interesting different paths of education were for them personally (e.g. general or vocational upper secondary education, tenth grade) and which educational path they would choose after completing lower secondary education.
Factors affecting the respondents' choice when applying to upper secondary education (e.g. wanting to have a job with good pay, location of the school/educational facility, parents' opinions) were also surveyed. If the respondents indicated that they would choose vocational education or training after lower secondary school, they were asked what they thought they would do after completing the education or training (e.g. working straight away, studying more). Finally, the sources of the respondents' information on vocational education, such as school in general, parents or TV/radio, were charted.
Background variables included the respondent's gender, mother tongue, municipality of residence, region of residence (NUTS3), parents' highest level of education and occupation group, self-perceived success in lower secondary school, and whether they had received any special support in school during the past two years.
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