Finland - Jyvaskyla Region - Final Self-Evaluation Report.pdf

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Strengths+ growing population+ attractive living environment+ nationally recognized as a growth centre+ strong supporting structure for business(development and intermediaryorganizations)+ strong higher education sector and a strongeducational sector as a whole+ strong locomotive firms+ more favourable age and educationalstructure than nationally on average+ strong clusters of expertise in the key fields+ efficient infrastructure of road traffic and datacommunications+ strong basic industry+ good geographical location inside the country+ strong investments in future’s opportunitiesand challenges, such as nanotechnology,ageing and renewable energy+ emerging utilization of horizontal interfacesof technologies+ positive development ethos of regional actors+ potential of small firms as they are typicallystrongly engaged in the regionPossibilities+ commercial possibilities of nanotechnology+ commercial possibilities of wellnesstechnology+ business possibilities connected to ageing ofpopulation+ business possibilities of renewable energy+ innovations at the interfaces of differentfields of business+ a strong cluster of education and researchachievable through close cooperationbetween the polytechnic and university+ increased efficiency of development andintermediary organizations throughclarification of the roles (efficient allocationof resources)+ new operational models connected tointernationalization+ advantages of synergy produced byprioritising of tasks and complementaryactivities at national and regional level+ wide utilization of social and public sectorinnovationsTable 2.1 SWOT -analysis relating to the Jyväskylä regionWeaknesses- small economic area- large share of small businesses (small resources)limits the possibilities of cooperation with theHEIs and utilization of HEIs activities- lack of growth enterprises- inconsistencies of strategy work- unclear division of tasks between the regionalactors and insufficient use of resources resultingfrom this- high unemployment rate- the ability for commercialization and widerutilization of expertise is rather limited- small investments in R&D work by enterprises- fragmentation of projects and lack of a commonmission- insufficient exploitation of internationalpossibilities- lack of capability to prioritize industries andactivities- lack of concrete trust between the actors- insufficient commitment in long-termdevelopment projectsThreats- moving of spearhead enterprises’ operations toanother location, e.g., as a result of increasingglobalization- decreasing of the quality of basic research as aresult of national policies- poor matching of produced competence and jobsin the region- decreasing of the R&D work and technologicaldevelopment, and an unhealthy competitionbetween actors due to a decrease in resources inthe new EU Structural Fund period- inability to transfer the knowledge into businessactivity (a ”grower team” position)- local actors are not focused enough and the useof resources is insufficient- burdens of ageing population and socialexclusion- short-sighted and fragmented regionaldevelopment work- service structure reform in municipalities25
III CHARACTERISTICS OF THE HIGHER EDUCATION SYSTEM3.1 Overview of the national system of higher educationThe Finnish education system consists of comprehensive school, post-comprehensive general and vocationaleducation, higher education and adult education (for a more detailed description, see Appendix 7).TheFinnish higher education system is made up of two parallel sectors: universities and polytechnics. There areuniversities and polytechnics all over <strong>Finland</strong>, since the ultimate aim has been to ensure that all prospectivestudents have equal opportunities for study, regardless of where they live. Instruction at institutions of highereducation is free of charge 5 .A high level of education is one of the cornerstones of the Finnish national strategy. In 2004, there werenearly 306 000 students in total in HEIs: 173 974 in universities and 131 919 in polytechnics. The number ofnew students is larger in polytechnics (youth education: 26 411 in 2004) than in universities (20 420 newstudents). However, due to the longer time of education (some six years on the average) the total number ofstudents in universities exceeds the number of students in polytechnics. The capacity of higher education willhave reached the set objective, when a student place can be offered to two thirds of each age group. Highereducation is popular, and the number of applicants is consistently several times higher than the annualintake 6 (in 2004, 34% of applicants 7 were admitted and 29% were new students). The annual student intakeis equivalent to about 65% of the average size of the 19-21 age group (Ministry of Education, 2004b).Competition for student places can be largely attributed to the expansion of general upper secondaryeducation, traditionally preparing for studies at the tertiary level, and the extension of eligibility for highereducation to those with an initial vocational qualification. Women form the majority (53%) of the students.The areas with a male majority are engineering and natural sciences.To clarify the structure of the Finnish higher education a proposal for a higher education qualificationsframework was drawn up by the working group appointed by the Ministry of Education (2005a). Theframework was to include all higher education degrees and describe them in terms of the work load, level,learning outcomes, eligibility for further study and professional qualifications. The description was toindicate how the degrees relate to one another. In the proposal the qualifications are divided into first cycle,second cycle and third cycle degrees (Figure 3.1). The first cycle degrees include the lower university degree(Bachelor's) and the polytechnics’ Bachelor degree. The second cycle degrees include the higher universitydegree (Master's) and the polytechnic Master’s degrees. The third cycle degrees include the scientificpostgraduate degrees of licentiate and doctor.In <strong>Finland</strong>, a small part of students change their study place annually between the polytechnic and universityin the midst of studies or apply to university after completing a polytechnic degree. In these cases, there hasnot been automatic substitution or inclusion between the studies completed at polytechnics and universitiessince they are two different kinds of institutions providing higher education. The amount of substituted orincluded studies varies and each case is handled separately and the decision is made by the appropriate unit.The reform of the degree structure and cooperation between polytechnics and universities is expected to5 Students have to pay for their books and other materials, plus their accommodation and living expenses. In theuniversity sector, undergraduate students pay also a small membership fee to the student union every year. The systemof financial aid for study has developed in the 1990s and the maximum support available for completing a Master'sdegree covers a period of 55 months. The financial support by government consists of a study grant, housing supportand a State-guaranteed study loan.6 The ratio between the annual intake and applications is not unambiguous as the group of applicants is diverse (inaddition to the applicants of the relevant age group there are special groups like, e.g., those who have not been admittedin previous year(s) or those who have already completed a HE-degree but apply for admission to study in some otherfield)7 Here, the group of applicants consists of first-choice applicants (youth education) to polytechnics and those who haveparticipated in entrance examinations of universities.26
Page 1 and 2: OECD/IMHE ‐ Supporting thecontrib
Page 3 and 4: SUMMARYTogether with 13 other regio
Page 5 and 6: 8.2 Increasing the regional effecti
Page 7 and 8: I INTRODUCTION1.1 Strengthening the
Page 9 and 10: development. The aim is that region
Page 11 and 12: The self-evaluation considered here
Page 13 and 14: densely populated cities in Finland
Page 15 and 16: 1,9 %1,7 %1,5 %1,3 %Population chan
Page 17 and 18: The share of jobs in primary produc
Page 19 and 20: New pillars of future’s developme
Page 21 and 22: Jyväskylä0,60,91,11,0Central Finl
Page 23 and 24: 2.4 Governance StructureMunicipalit
Page 25: of its development outside the cent
Page 29 and 30: continuing education and open unive
Page 31 and 32: The Science and Technology Policy C
Page 33 and 34: 3.2 Regional dimension within the n
Page 35 and 36: order to respond to the challenges
Page 37 and 38: 14001200Master's degreesDoctoratesN
Page 39 and 40: 900800Youth graduatedAdult graduate
Page 41 and 42: provide information for the basis o
Page 43 and 44: CabinetParliamentSTPCSteering (andf
Page 45 and 46: 5,04,0Billion euros3,02,01,00,083 8
Page 47 and 48: The number of refereed articles is
Page 49 and 50: Centre of expertisePaper industryBi
Page 51 and 52: The Institute for Environmental Res
Page 53 and 54: and systematic gradually progressin
Page 55 and 56: are seen to be very important chann
Page 57 and 58: Internal support units of HEIsThe F
Page 59 and 60: of interviewed HEI staffs, the coop
Page 61 and 62: areas of the region’s Centre of E
Page 63 and 64: system of Jyväskylä and the HEIs
Page 65 and 66: V CONTRIBUTION OF TEACHING AND LEAR
Page 67 and 68: esources to establish new activitie
Page 69 and 70: The main problem for the Finnish la
Page 71 and 72: longer. 2.5% of the Jyväskylä Pol
Page 73 and 74: activities. As a part of the new qu
Page 75 and 76: education programmes consisting of
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the TE-Centre of Central Finland an
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practices in the provision of educa
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Reason forskillupgradingDescription
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Strengths+ HEIs are actively confro
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taxation, to lower the unemployment
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Box 6.2 The WIRE -projects: Support
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indoor ice-skating rink, the Rauhal
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The School of Cultural Studies at t
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the number of registered customers
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Box 6.9 Environmental management in
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Strengths+ The significance of HEIs
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eferring to the regional developmen
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Key topics relating to changes in t
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participation in the decision makin
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in the strategy-making process. The
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7.5 Critical points in promoting th
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7.Cooperation in strategies concern
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egion is according to national and
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oundaries for further developmental
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joining resources and operations by
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Discussion proposal 15: To ensure d
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achieved by the horizontal utilizat
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Appendix 2 Information on data used
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and finding synergy between the oth
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School of BusinessRoleThe School of
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The challenge of the school from re
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developing wellness and environment
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Faculty of EducationRoleThe Faculty
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and/or graduation thesis is a signi
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Areas of strength and prioritising
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Agora Center’s partners from the
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Currently the priority of ITRI’s
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Weak spots and areas to develop in
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Employment and Economic Development
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Appendix 3 Analysis of the most sig
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Appendix 4 Regional effects (input-
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The overall value of production cre
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Appendix 5 Reform of regional struc
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Appendix 7 Provision of education i
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Appendix 8 Statistical information
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Appendix 10 Statistics on financing
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Appendix 12 Labour market activity
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Appendix 14 Master’s Programmes a
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Uusiutuvan energian tutkimusohjelma
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BIBLIOGRAPHYAcademy of Finland (200
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