This is not the latest documentation of the statistics.
Support for learning: documentation of statistics
24.10.2024 valid documentation
Basic data of the statistics
Data description
The statistics include data on intensified or special support in comprehensive schools, part-time special education and special vocational education. In addition, Statistics Finland collected more detailed data on support for learning in pre-primary education within early childhood education and care for the first time in 2022.
Support for learning and school attendance can be divided into general, intensified and special support. If general support is not enough, intensified support is provided and if intensified support is not enough, special support is provided.
The data on special education in vocational education contain information on the numbers of students receiving special support.
Support for learning and school attendance can be divided into general, intensified and special support. If general support is not enough, intensified support is provided and if intensified support is not enough, special support is provided.
The data on special education in vocational education contain information on the numbers of students receiving special support.
Statistical population
The population comprises pupils having received intensified or special support or part-time special education in comprehensive school and pupils having received special support in vocational education. Pre-primary education pupils in connection with schools are included in the figures for comprehensive school pupils.
From 2022 onwards, the statistics also contain data on support for learning given in pre-primary education in connection with early childhood education and care. Sixteen per cent of pre-primary education pupils were in education arranged in connection with schools and 84 per cent in education arranged in connection with early childhood education and care in 2022.
The statistics on support for learning have been compiled based on data reported to Statistics Finland in the inquiry on special education in comprehensive schools made to organisers of education and individual-based data on students and qualifications, which Statistics Finland has collected through organisers of education from educational institutions, directly from educational institutions and from the KOSKI database.The data on support for learning given in pre-primary education in connection with early childhood education and care are based on the KOSKI data repository and data collected from organisers of early childhood education and care. The data on vocational education are based on the KOSKI database and data collected from educational institutions.
Until 2019, the statistics on support for learning in comprehensive schools were compiled based on data reported to Statistics Finland by the organisers of education. The data in the statistics on special vocational education and the data on special education arrangements in upper secondary general schools were based until 2018 on the data reported to Statistics Finland by the organisers of the education.
From 2022 onwards, the statistics also contain data on support for learning given in pre-primary education in connection with early childhood education and care. Sixteen per cent of pre-primary education pupils were in education arranged in connection with schools and 84 per cent in education arranged in connection with early childhood education and care in 2022.
The statistics on support for learning have been compiled based on data reported to Statistics Finland in the inquiry on special education in comprehensive schools made to organisers of education and individual-based data on students and qualifications, which Statistics Finland has collected through organisers of education from educational institutions, directly from educational institutions and from the KOSKI database.The data on support for learning given in pre-primary education in connection with early childhood education and care are based on the KOSKI data repository and data collected from organisers of early childhood education and care. The data on vocational education are based on the KOSKI database and data collected from educational institutions.
Until 2019, the statistics on support for learning in comprehensive schools were compiled based on data reported to Statistics Finland by the organisers of education. The data in the statistics on special vocational education and the data on special education arrangements in upper secondary general schools were based until 2018 on the data reported to Statistics Finland by the organisers of the education.
Statistical unit
The statistical unit is an individual (pupil, student).
Unit of measure
The statistics’ unit of measure is the number of pupils, students.
Reference period
The annual number of pupils (students) is compiled in accordance with the cross-sectional situation on 20 September. Statistics are also compiled on data on the level of the school year (accumulated data).
Reference area
The reference area is the whole of Finland. The data is available for all regional data at the disposal of Statistics Finland.
Sector coverage
The statistics on support for learning cover pupils who have received intensified or special support in comprehensive schools, pupils who have received part-time special education and students receiving special vocational education.
Time coverage
Statistics Finland has compiled statistics on special education which cover several educational sectors for the following school years: 1979 to 1980, 1981 to 1982, 1983 to 1984 and 1987 to 1988. These data are not entirely comparable in all respects, either between themselves or with subsequent years.
1995-2019 Statistics Finland has collected, from a financing perspective, data on pupils included in and transferred to the special education of comprehensive schools and, as of 2011, on pupils receiving special support. While these data are comparable, they are limited from the perspective of compiling statistics on special education.
In 1998 and as of 2001, Statistics Finland has annually compiled more detailed statistics on special education in comprehensive schools, which cover both those included in and transferred to special education (until 2010) and pupils receiving special support (as of 2011) as well as part-time special education. The data on part-time special education are comparable between themselves as of the school year 2001 to 2002.
Due to new legislation, data on comprehensive school pupils within the scope of intensified support and special support and data on part-time special education have been collected since 2011. Data on special vocational education and special education arrangements in upper secondary general schools have been collected since 1999.
The data on special education in vocational education for 2019-2023 contain initial vocational qualifications irrespective of the method of acquisition (studying at the educational institution, training agreement, apprenticeship) and further vocational qualifications and specialist vocational qualifications. The statistics for 2019 -2021 do not include data on special support teaching groups in vocational education. The data for the years in question derive from the KOSKI database.
The statistics are final.
1995-2019 Statistics Finland has collected, from a financing perspective, data on pupils included in and transferred to the special education of comprehensive schools and, as of 2011, on pupils receiving special support. While these data are comparable, they are limited from the perspective of compiling statistics on special education.
In 1998 and as of 2001, Statistics Finland has annually compiled more detailed statistics on special education in comprehensive schools, which cover both those included in and transferred to special education (until 2010) and pupils receiving special support (as of 2011) as well as part-time special education. The data on part-time special education are comparable between themselves as of the school year 2001 to 2002.
Due to new legislation, data on comprehensive school pupils within the scope of intensified support and special support and data on part-time special education have been collected since 2011. Data on special vocational education and special education arrangements in upper secondary general schools have been collected since 1999.
The data on special education in vocational education for 2019-2023 contain initial vocational qualifications irrespective of the method of acquisition (studying at the educational institution, training agreement, apprenticeship) and further vocational qualifications and specialist vocational qualifications. The statistics for 2019 -2021 do not include data on special support teaching groups in vocational education. The data for the years in question derive from the KOSKI database.
The statistics are final.
Frequency of dissemination
The statistics on support for learning are released once a year, in August.
Concepts
Acceptances or transfers to special education
In the statistics on special education in comprehensive schools, acceptances and transfers to special education in 1995 to 2010 refer to pupils who have been accepted or transferred to special education due to disability, illness, delayed development, emotional disorder or other reason. Decisions about acceptances or transfers have been made by municipal administrative bodies and have required hearing of experts and parents, and drawing up of plans concerning the organisation of personal teaching. If necessary, subject syllabuses can have been individualised and reduced from those in general education. Duration of compulsory education can also have been extended where the pupil has not been to able reach the targets set for comprehensive school education within nine years.
From 2011 onwards, comprehensive school pupils accepted and transferred to special education have been considered equal to comprehensive school pupils having received special support.
From 2011 onwards, comprehensive school pupils accepted and transferred to special education have been considered equal to comprehensive school pupils having received special support.
Additional education
In the statistics on comprehensive school education and special education and in the statistics on adult education of educational institutions, additional education in comprehensive school refers to the optional additional class (10th class) of one year's duration available for young people having completed the syllabus of comprehensive school education. Pupils in additional education also include special support receiving pupils that are in extended compulsory education.
Arrangement of teaching in special education
In the statistics on special education in comprehensive schools, the arrangement of teaching for pupils accepted or transferred to special education was in 2001 to 2010 as follows:
1. Teaching is arranged as general teaching: pupils study the syllabus according to the curriculum of general teaching.
2. Part of the syllabus has been individualised: pupils study less extensive, indi-vidualised syllabuses in one or more subjects.
3. All syllabuses have been individualised: pupils study less extensive, individualised syllabuses in all subjects.
From 2011 onwards, the concept "subject syllabuses" corresponds to the concept "arrangement of teaching in special education".
1. Teaching is arranged as general teaching: pupils study the syllabus according to the curriculum of general teaching.
2. Part of the syllabus has been individualised: pupils study less extensive, indi-vidualised syllabuses in one or more subjects.
3. All syllabuses have been individualised: pupils study less extensive, individualised syllabuses in all subjects.
From 2011 onwards, the concept "subject syllabuses" corresponds to the concept "arrangement of teaching in special education".
Comprehensive school
In the statistics on pre-primary and comprehensive school education, subject choices of students, special education, and students and qualifications of educational institutions comprehensive schools refer to educational institutions providing basic, general knowledge teaching to an entire age cohort (basic comprehensive school education, compulsory education school). All children of the compulsory school age of 7 to 16 must complete the comprehensive school. Completion of the comprehensive school takes nine years.
Educational institutions of the following types classify as comprehensive schools:
Comprehensive schools
Comprehensive school level special schools
Comprehensive and upper secondary level schools
The full comprehensive school syllabus or subject studied within it can also be completed in upper secondary general schools and folk high schools but the basic teaching they provide is aimed at students over the compulsory school age (basic education of adults). These educational institutions and their students are not usually included in the statistics describing comprehensive schools.
Educational institutions of the following types classify as comprehensive schools:
Comprehensive schools
Comprehensive school level special schools
Comprehensive and upper secondary level schools
The full comprehensive school syllabus or subject studied within it can also be completed in upper secondary general schools and folk high schools but the basic teaching they provide is aimed at students over the compulsory school age (basic education of adults). These educational institutions and their students are not usually included in the statistics describing comprehensive schools.
Education
An organised activity, the aim of which is to produce competence based on teaching.
Comment:
Education can be divided into education and training leading to a qualification or degree and non-qualification studies.
Comment:
Education can be divided into education and training leading to a qualification or degree and non-qualification studies.
Educational institution
An educational institution refers to an administrative unit with a principal or other head, which has teachers and other personnel in its service (role of employers), and which is liable to keep books and compile other documentation, in which students are registered, whose activities are regulated by a legal act or decree, which follows a national curriculum, and which is financed and controlled by a public authority. An educational institution does not refer to a school building or facility. A new educational institution is established, an educational institution is abolished or merged with another educational institution at the decision of the organiser of education (maintainer of the educational institution) or a public authority.
Statistics Finland has assigned an individualised educational institution ID to each educational institution. Educational institutions are classified according to a classification of types of educational institutions.
Statistics Finland has assigned an individualised educational institution ID to each educational institution. Educational institutions are classified according to a classification of types of educational institutions.
Educational system
The Finnish educational system is comprised of the following:
Pre-primary education is provided in Finland to 6-year-old children, usually at children's day care homes. Some 6-year-old children receive pre-primary education in comprehensive schools. Attendance of pre-primary education has been compulsory since 2015.
Comprehensive school education is general knowledge education provided for entire age cohorts. All children permanently resident in Finland must attend compulsory education. Compulsory education starts in the year of the child's seventh birthday.
Compulsory education finishes when the syllabus of comprehensives school education has been completed (9-year comprehensive school), or 10 years from the start of compulsory education. In exceptional cases compulsory education may start already at the age of six and last 11 years due to a disability or illness. A student who has received a leaving certificate from comprehensive school in the same year or in the year before it may continue to attend optional additional education (10th grade).
Post-comprehensive school education, or upper secondary general education and vocational education represent secondary level of education. Upper secondary general school education is education leading to a matriculation examination. Its scope is three years and it gives general eligibility to further education. Vocational education can be either educational institution-based or apprenticeship training. In apprenticeship training, most of the studying is comprised of learning through practical work tasks at a workplace. The qualifications are initial vocational qualifications attained in three years, which also give general eligibility to further polytechnic or university studies.
Further and specialist vocational qualifications represent further vocational education. They, as well as initial vocational qualifications can be attained in a skills examination that can be taken irrespective of the way of acquisition of professional skills, and in which skills can be proven on the basis of preparatory education for a skills examination or work experience.
Attainment of university of applied sciences degrees takes 3.5 to 4.5 years and higher university of applied sciences degrees requiring work practice 1-1.5 years. Attainment of lower university degrees takes three years while higher university degrees take two years longer. Attainers of higher level university degrees may continue their studies to licentiate and doctorate level degrees.
Pre-primary education is provided in Finland to 6-year-old children, usually at children's day care homes. Some 6-year-old children receive pre-primary education in comprehensive schools. Attendance of pre-primary education has been compulsory since 2015.
Comprehensive school education is general knowledge education provided for entire age cohorts. All children permanently resident in Finland must attend compulsory education. Compulsory education starts in the year of the child's seventh birthday.
Compulsory education finishes when the syllabus of comprehensives school education has been completed (9-year comprehensive school), or 10 years from the start of compulsory education. In exceptional cases compulsory education may start already at the age of six and last 11 years due to a disability or illness. A student who has received a leaving certificate from comprehensive school in the same year or in the year before it may continue to attend optional additional education (10th grade).
Post-comprehensive school education, or upper secondary general education and vocational education represent secondary level of education. Upper secondary general school education is education leading to a matriculation examination. Its scope is three years and it gives general eligibility to further education. Vocational education can be either educational institution-based or apprenticeship training. In apprenticeship training, most of the studying is comprised of learning through practical work tasks at a workplace. The qualifications are initial vocational qualifications attained in three years, which also give general eligibility to further polytechnic or university studies.
Further and specialist vocational qualifications represent further vocational education. They, as well as initial vocational qualifications can be attained in a skills examination that can be taken irrespective of the way of acquisition of professional skills, and in which skills can be proven on the basis of preparatory education for a skills examination or work experience.
Attainment of university of applied sciences degrees takes 3.5 to 4.5 years and higher university of applied sciences degrees requiring work practice 1-1.5 years. Attainment of lower university degrees takes three years while higher university degrees take two years longer. Attainers of higher level university degrees may continue their studies to licentiate and doctorate level degrees.
General education
Education intended to provide information and skills which facilitate functioning and influencing in society.
Comment:
General education comprises pre-primary education, comprehensive education, general upper secondary education and other non-vocational studies, for example, at liberal adult education institutions.
Comment:
General education comprises pre-primary education, comprehensive education, general upper secondary education and other non-vocational studies, for example, at liberal adult education institutions.
Grade
In the statistics on comprehensive school education, subject choices of students and special education, comprehensive school education is divided into nine grades from one to nine. In addition to these, pre-primary education of pupils of pre-primary education registered in comprehensive schools and additional education (10th class) of comprehensive school education are included in comprehensive school education.
Statistics on pupils are compiled by grade. If pupils cannot be allocated to a certain grade, e.g. in special education, they are included in the statistics of the grade that corresponds their age.
Statistics on pupils are compiled by grade. If pupils cannot be allocated to a certain grade, e.g. in special education, they are included in the statistics of the grade that corresponds their age.
Intensified support
In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, intensified support refers to support to pupils on which a learning plan for intensified support has been drawn up. Intensified support is provided to pupils who need for their learning or school attendance regular support or simultaneously several forms of support (e.g. remedial teaching, part-time special education, school assistant or interpretation services) The support arranged for the pupil is recorded in the learning plan that is drawn up based on pedagogical assessment in co-operation with the pupil and his or her guardian.
Level of education
Category into which programmes leading to a qualification or degree are divided on the basis of the requirement level.
Comment:
Selection to education on a particular level of education often requires completion of a lower level of education.
The level of education is measured on the basis of both the overall duration or target time of the education and the requirement level.
Levels of education: early childhood education and care and pre-primary education (duration varies), primary education (6 years), lower secondary education (3 years, in total 9 years from the beginning of comprehensive education), upper secondary education (3 years, in total 12 years from the beginning of comprehensive education), post-secondary non-tertiary education (1-2 years, in total 13-14 years from the beginning of comprehensive education), lowest tertiary education (2-3 years, in total 14-15 years from the beginning of comprehensive education), bachelor's or equivalent level (3-4 years, in total 15-16 years from the beginning of comprehensive education), master's or equivalent level (5-6 years, in total 17-18 years from the beginning of comprehensive education) and second stage of tertiary education (2-4 years, in total 19-22 years from the beginning of comprehensive education).
The level of education indicator cannot be calculated directly on the basis of the duration presented in this concept.
Comment:
Selection to education on a particular level of education often requires completion of a lower level of education.
The level of education is measured on the basis of both the overall duration or target time of the education and the requirement level.
Levels of education: early childhood education and care and pre-primary education (duration varies), primary education (6 years), lower secondary education (3 years, in total 9 years from the beginning of comprehensive education), upper secondary education (3 years, in total 12 years from the beginning of comprehensive education), post-secondary non-tertiary education (1-2 years, in total 13-14 years from the beginning of comprehensive education), lowest tertiary education (2-3 years, in total 14-15 years from the beginning of comprehensive education), bachelor's or equivalent level (3-4 years, in total 15-16 years from the beginning of comprehensive education), master's or equivalent level (5-6 years, in total 17-18 years from the beginning of comprehensive education) and second stage of tertiary education (2-4 years, in total 19-22 years from the beginning of comprehensive education).
The level of education indicator cannot be calculated directly on the basis of the duration presented in this concept.
Part-time special education
n the statistics on special education in comprehensive schools, part-time special education refers to teaching pupils can have beside other teaching if they have difficulties in learning or school attendance. Pupils can receive part-time special education also during intensified or special support.
Place of implementation of special education
In the statistics on special education in comprehensive schools, for pupils with a decision on special support the places of implementation of teaching are from 2011 as follows:
1. All teaching is provided in a general education group.
2. 51 to 99 per cent of teaching is provided in a general education group.
3. 21 to 50 per cent of teaching is provided in a general education group.
4. 1 to 20 per cent of teaching is provided in a general education group.
5. All teaching is provided in special groups or classes.
In 2001 to 2010, the concept "place of provision of special education" corresponds to the concept "place of implementation of special education".
1. All teaching is provided in a general education group.
2. 51 to 99 per cent of teaching is provided in a general education group.
3. 21 to 50 per cent of teaching is provided in a general education group.
4. 1 to 20 per cent of teaching is provided in a general education group.
5. All teaching is provided in special groups or classes.
In 2001 to 2010, the concept "place of provision of special education" corresponds to the concept "place of implementation of special education".
Place of provision of special education
In the statistics on special education, the places of provision of special education were in 2001 to 2010 as follows:
1. All teaching is provided in a general education group: pupils are fully integrated into groups attending general education.
2. Teaching is partially provided in a general education group: pupils study partly in special classes or groups and partly in groups attending general education.
3. Special groups, special classes: pupils study in special groups or classes.
From 2011 onwards, the concept "place of implementation of special education" corresponds to the concept "place of provision of special education".
1. All teaching is provided in a general education group: pupils are fully integrated into groups attending general education.
2. Teaching is partially provided in a general education group: pupils study partly in special classes or groups and partly in groups attending general education.
3. Special groups, special classes: pupils study in special groups or classes.
From 2011 onwards, the concept "place of implementation of special education" corresponds to the concept "place of provision of special education".
Pre-primary education
In the statistics on comprehensive school education and special education, pre-primary education refers to the education of pupils enrolled as pre-primary school pupils in comprehensive schools. Pre-primary education is education intended for children aged six who will be starting comprehensive education in the following year. In addition to pre-primary classes of comprehensive schools, pre-primary education is also provided in children's day care centres. Attendance of pre-primary education is voluntary. Pre-primary pupils also include special support receiving pupils that are in extended compulsory education.
Pupil
In the statistics on comprehensive school education, on subject choices of students and on special education, comprehensive school pupils refer to all pupils registered at comprehensive schools: pupils of pre-primary education, pupils of grades 1 to 9 and pupils of additional education (10th class).
Data on the number of comprehensive school pupils describe the situation on 20 September.
Data on the number of comprehensive school pupils describe the situation on 20 September.
Reason for part-time special education
In the statistics on special education in comprehensive schools, the reasons for part-time special education were in the academic years 2001/2002 to 2009/2010 as follows:
1) Speech disorder
2) Reading or writing disorder or difficulty
3) Learning difficulty in mathematics
4) Learning difficulty in foreign languages
5) Difficulties in adjustment or emotional disorder, or
6) Other learning difficulties.
The reason for part-time special education was determined by the primary reason for needing special education.
1) Speech disorder
2) Reading or writing disorder or difficulty
3) Learning difficulty in mathematics
4) Learning difficulty in foreign languages
5) Difficulties in adjustment or emotional disorder, or
6) Other learning difficulties.
The reason for part-time special education was determined by the primary reason for needing special education.
Sector of education
Comprehensive education, general upper secondary education, vocational education, university of applied sciences education, university education.
Special education
In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, special education refers to teaching arranged from 1995 to 2010 for those accepted and transferred to special education and starting from 2011 that arranged for pupils receiving special support because of disability, illness, delayed development, emotional disturbance or some other comparable special reason. Part-time special education is also special education that pupils can have besides other teaching if they have difficulties in learning or school attendance.
In the statistics on special education in vocational education, special education refers (since 1999) to teaching that is organised because of disability, illness, de-layed development or some other reason for students requiring special teaching or student services. The law on vocational education obliges that an individual plan concerning the arrangement of teaching must be drawn up for the student.
In the statistics on special education in vocational education, special education refers (since 1999) to teaching that is organised because of disability, illness, de-layed development or some other reason for students requiring special teaching or student services. The law on vocational education obliges that an individual plan concerning the arrangement of teaching must be drawn up for the student.
Special support
In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, special support refers to support to pupils on which a written decision has been made concerning provision of special support. Special support is provided to pupils for whom the attainment of the objectives of growth, development and learning is not sufficiently realised with other supporting measures. Special support is arranged either in the scope of general or extended compulsory education and it is formed of special education and other support.
Before the decision on special support, the pupil and his or her guardian are heard and a pedagogical survey is made, including an assessment of the need for special support. The decision is checked at least after the second grade and before the transition to the seventh grade. An individual plan on the arrangement of teaching is made for special support pupils.
Support to learning and school attendance can be divided into general, intensified and special support. If general support is not enough, intensified support is provided. If intensified support is not enough, special support is provided. Comprehensive school pupils accepted and transferred to special education in previous years (1995-2010) are considered equal to special support pupils.
Before the decision on special support, the pupil and his or her guardian are heard and a pedagogical survey is made, including an assessment of the need for special support. The decision is checked at least after the second grade and before the transition to the seventh grade. An individual plan on the arrangement of teaching is made for special support pupils.
Support to learning and school attendance can be divided into general, intensified and special support. If general support is not enough, intensified support is provided. If intensified support is not enough, special support is provided. Comprehensive school pupils accepted and transferred to special education in previous years (1995-2010) are considered equal to special support pupils.
Student
Students in vocational education refer to students who are registered at the educational institution during the calendar year studying in initial vocational education, further vocational education and specialist vocational education.
Student
A learner studying in other than pre-primary or comprehensive education.
Comment
Students include persons studying in general upper secondary school, vocational upper secondary education and training, tertiary education and liberal adult education.
Adults studying in comprehensive education are also referred to as students.
In Statistics Finland's statistics the concept refers to upper secondary and tertiary level students.
In Statistics Finland's statistics students are required to be registered at an educational institution.
Comment
Students include persons studying in general upper secondary school, vocational upper secondary education and training, tertiary education and liberal adult education.
Adults studying in comprehensive education are also referred to as students.
In Statistics Finland's statistics the concept refers to upper secondary and tertiary level students.
In Statistics Finland's statistics students are required to be registered at an educational institution.
Subject syllabuses
In the statistics on special education in comprehensive schools, for pupils with a decision on special support the subject syllabuses are from 2011 as follows:
1. Syllabuses of all subjects are taught according to the general syllabus (no indi-vidualised syllabuses)
2. The syllabus of one subject is individualised
3. The syllabus of two to three subjects is individualised
4. The syllabus of at least four subjects is individualised
5. The pupil is studying according to functional skill areas.
In 2001 to 2010, the concept "place of provision of special education" corresponds to the concept "subject syllabuses".
1. Syllabuses of all subjects are taught according to the general syllabus (no indi-vidualised syllabuses)
2. The syllabus of one subject is individualised
3. The syllabus of two to three subjects is individualised
4. The syllabus of at least four subjects is individualised
5. The pupil is studying according to functional skill areas.
In 2001 to 2010, the concept "place of provision of special education" corresponds to the concept "subject syllabuses".
Syllabus
Scope and content of studies included in education or teaching.
Comment:
In comprehensive and general upper secondary education, it can also refer to the subject syllabus.
Comment:
In comprehensive and general upper secondary education, it can also refer to the subject syllabus.
Vocational education and training
Education and training completed after the comprehensive education syllabus, aimed at producing vocational competence.
Comment:
Initial, further and specialist vocational qualifications can be obtained in vocational education and training.
In addition to completing a qualification, parts of a qualification can also be completed in vocational education and training.
Comment:
Initial, further and specialist vocational qualifications can be obtained in vocational education and training.
In addition to completing a qualification, parts of a qualification can also be completed in vocational education and training.
Classifications
Accuracy, reliability and timeliness
Overall accuracy
During the processing of the data, the high quality of the data is ensured through various statistical verification programs, data requests addressed to data providers as well as by comparing the data with previous comparable statistics and other data sources. The possible deficiencies and errors in the data reported by the organisers of the education have a negative impact on the quality of the statistics.
Timeliness
The data on comprehensive school pupils receiving intensified and special support become available approximately nine months after the reference period. The data on part-time special education in comprehensive schools and special vocational education are completed roughly a year from the reference period.
Punctuality
There are no delays between the release date according to the release calendar and the actual date of release.
Comparability
Comparability - geographical
The data in the statistics are available with all municipality-based grouping data covering the whole of Finland. The data are comparable with each other.
Comparability - over time
The comparability between years is affected by changes in the education system, classifications and the compiling of statistics.
Statistics Finland has compiled statistics on special education which cover several educational sectors for the following school years: 1979 to 1980, 1981 to 1982, 1983 to 1984 and 1987 to 1988. These data are not entirely comparable in all respects, either between themselves or with subsequent years.
1995-2019 Statistics Finland has collected, from a financing perspective, data on pupils included in and transferred to the special education of comprehensive schools and, as of 2011, on pupils receiving special support. While these data are comparable, they are limited from the perspective of compiling statistics on special education. They do not include data on part-time special education, for instance. In 1998 and as of 2001, Statistics Finland has annually compiled more detailed statistics on special education, which cover both those included in and transferred to special education (until 2010) and pupils receiving special support (as of 2011) as well as part-time special education. Due to changes in the compiling of the statistics, the data on part-time special education in 1998 and 2001, as well as the 2001–2002 school year, are not comparable with each other. The data concerning the 2001–2002 school year and more recent data, however, can be compared with each other. Part of the data for 2020 (e.g. data on extended compulsory education ) are derived from the KOSKI database. The change in the data source may have had an effect on comparability with data from earlier years.
Data on special vocational education have been collected after the 1987–1988 school year, as of 1999. The data concerning the period from 1999 to 2003 are primarily comparable. In 2004, the statistical population of the statistics on vocational education changed in such a way that the 2004 data cannot be directly compared with the data of earlier years. The same occurred as a result of the amendments in 2018 (Act on Vocational Education and Training 531/2017) and the time series of the period from 2004 to 2017 is not comparable with the 2018 data. As of 2018, vocational education is no longer divided into curriculum-based initial vocational education aimed at young people and preparatory vocational education aimed at adults. The number of students in vocational education on 20 September in the cross-sectional data of 2018 is not comparable with the number of students in previous years, because before 2018, the cross-sectional data (as of 20 September) only covered students in curriculum-based vocational education aimed at young people. In 2018, the data of all students in special education included a teaching group, whereas earlier, this information was only included in the data of special students in curriculum-based initial vocational education.
The data on special education in vocational education for 2019-2023 contain initial vocational qualifications irrespective of the method of acquisition (studying at the educational institution, training agreement, apprenticeship) and further vocational qualifications and specialist vocational qualifications. The statistics for 2019 and 2020 do not include data on special support teaching groups in vocational education. The data for the years in question derive from the KOSKI database.
Statistics Finland has compiled statistics on special education which cover several educational sectors for the following school years: 1979 to 1980, 1981 to 1982, 1983 to 1984 and 1987 to 1988. These data are not entirely comparable in all respects, either between themselves or with subsequent years.
1995-2019 Statistics Finland has collected, from a financing perspective, data on pupils included in and transferred to the special education of comprehensive schools and, as of 2011, on pupils receiving special support. While these data are comparable, they are limited from the perspective of compiling statistics on special education. They do not include data on part-time special education, for instance. In 1998 and as of 2001, Statistics Finland has annually compiled more detailed statistics on special education, which cover both those included in and transferred to special education (until 2010) and pupils receiving special support (as of 2011) as well as part-time special education. Due to changes in the compiling of the statistics, the data on part-time special education in 1998 and 2001, as well as the 2001–2002 school year, are not comparable with each other. The data concerning the 2001–2002 school year and more recent data, however, can be compared with each other. Part of the data for 2020 (e.g. data on extended compulsory education ) are derived from the KOSKI database. The change in the data source may have had an effect on comparability with data from earlier years.
Data on special vocational education have been collected after the 1987–1988 school year, as of 1999. The data concerning the period from 1999 to 2003 are primarily comparable. In 2004, the statistical population of the statistics on vocational education changed in such a way that the 2004 data cannot be directly compared with the data of earlier years. The same occurred as a result of the amendments in 2018 (Act on Vocational Education and Training 531/2017) and the time series of the period from 2004 to 2017 is not comparable with the 2018 data. As of 2018, vocational education is no longer divided into curriculum-based initial vocational education aimed at young people and preparatory vocational education aimed at adults. The number of students in vocational education on 20 September in the cross-sectional data of 2018 is not comparable with the number of students in previous years, because before 2018, the cross-sectional data (as of 20 September) only covered students in curriculum-based vocational education aimed at young people. In 2018, the data of all students in special education included a teaching group, whereas earlier, this information was only included in the data of special students in curriculum-based initial vocational education.
The data on special education in vocational education for 2019-2023 contain initial vocational qualifications irrespective of the method of acquisition (studying at the educational institution, training agreement, apprenticeship) and further vocational qualifications and specialist vocational qualifications. The statistics for 2019 and 2020 do not include data on special support teaching groups in vocational education. The data for the years in question derive from the KOSKI database.
Coherence - cross domain
The statistics on support for learning are compiled according to the same principles as the statistics on pre-primary and basic education and vocational education. These statistics can be used in parallel, provided that the specific characteristics of the statistics are taken into account.
Coherence - internal
There are no internal conflicts in the data of the statistics on support for learning. However, the comparability between years is affected by changes in the education system, classifications and statistics. The data content of the statistics on special education in comprehensive schools was changed as of 2011, with the reform of the Basic Education Act. In connection to the change, the collection of data on the reason for special education was abandoned, for example. It was also agreed that comprehensive school pupils included in or transferred to special education in the statistics until 2010, would, from thereon, in these statistics, be considered equivalent to pupils receiving special support.
Data on special vocational education have been collected after the 1987 to 1988 school year, as of 1999. The data concerning the period from 1999 to 2003 are primarily comparable. In 2004, the statistical population of the statistics on vocational education changed in such a way that the 2004 data cannot be directly compared with the data of earlier years. The same occurred as a result of the amendments in 2018 (Act on Vocational Education and Training 531/2017) and the time series of the period from 2004 to 2017 is not comparable with the 2018 data. As of 2018, vocational education is no longer divided into curriculum-based initial vocational education aimed at young people and preparatory vocational education aimed at adults. The number of students in vocational education on 20 September in the cross-sectional data of 2018 is not comparable with the number of students in previous years, because before 2018, the cross-sectional data (as of 20 September) only covered students in curriculum-based vocational education aimed at young people.
Data on special vocational education have been collected after the 1987 to 1988 school year, as of 1999. The data concerning the period from 1999 to 2003 are primarily comparable. In 2004, the statistical population of the statistics on vocational education changed in such a way that the 2004 data cannot be directly compared with the data of earlier years. The same occurred as a result of the amendments in 2018 (Act on Vocational Education and Training 531/2017) and the time series of the period from 2004 to 2017 is not comparable with the 2018 data. As of 2018, vocational education is no longer divided into curriculum-based initial vocational education aimed at young people and preparatory vocational education aimed at adults. The number of students in vocational education on 20 September in the cross-sectional data of 2018 is not comparable with the number of students in previous years, because before 2018, the cross-sectional data (as of 20 September) only covered students in curriculum-based vocational education aimed at young people.
Source data and data collections
Source data
Until 2019, the data on pre-primary and basic education in the statistics on special education were based on direct data collection from the organisers of the education. The data were collected during September and October of each year in a separate data collection (‘Pupils on organiser and educational institution levels’). As of 2020, the data on pre-primary and basic education, and as of 2019, the data on the training in vocational education subject to the Finnish National Agency for Education are obtained from the national Koski data resource. The data on support for learning given in pre-primary education in connection with early childhood education and care are based on the KOSKI data repository and data collected from organisers of early childhood education and care. The data concerning education and training subject to some party other than the Finnish National Agency for Education are obtained through Statistics Finland’s separate collection from Statistics and Research Åland (ÅSUB), the Emergency Services Academy Finland, the Training Institute for Prison and Probation Services and the Arctic Vocational Foundation Utbildning Nord.
Data collection
Statistics Finland and the Finnish National Agency for Education have an agreement according to which Statistics Finland obtains data on the pupils and students in comprehensive and vocational education and those who have completed such education through an interface from the National Agency for Education’s Koski data resource. Data on education outside the National Agency for Education are received as file transfers which are delivered through Statistics Finland’s data reception services.
Frequency of data collection
The data in the statistics on support for learning are collected once a year.
Methods
Data compilation
Until 2019, the statistics were based on direct data collection from the organisers of education. The data were collected during September and October of each year in a separate data collection on pupils on organiser and educational institution levels. As of 2020, the source data has been the national Koski data resource, from which the data are sampled via an interface to Statistics Finland and pseudonymised. After this, the data are checked (for missing data, logical errors, doubles, etc.) at Statistics Finland and also compared with the corresponding data from the previous year. If corrections are required, the data providers are requested to correct the data in the database. Following this, the data is retrieved again from the Koski database.
The data is supplemented with data from the register of organisers and educational institutions and with educational and regional classification data. The data are released according to the release date.
The data is supplemented with data from the register of organisers and educational institutions and with educational and regional classification data. The data are released according to the release date.
Data validation
The data of the statistics on support for learning are validated in many stages during the statistical process. During the processing of the data, the high quality of the data is ensured through various statistical verification programs, data requests addressed to data providers as well as by comparing the data with previous comparable statistics and other data sources.
Principles and outlines
Contact organisation
Statistics Finland
Contact organisation unit
Social Statistics
Legal acts and other agreements
The compilation of statistics is guided by the Statistics Act. The Statistics Act contains provisions on collection of data, processing of data and the obligation to provide data. Besides the Statistics Act, the Data Protection Act and the Act on the Openness of Government Activities are applied to processing of data when producing statistics.
Statistics Finland compiles statistics in line with the EU’s regulations applicable to statistics, which steer the statistical agencies of all EU Member States.
Further information: Statistical legislation
Confidentiality - policy
The data protection of data collected for statistical purposes is guaranteed in accordance with the requirements of the Statistics Act (280/2004), the Act on the Openness of Government Activities (621/1999), the EU's General Data Protection Regulation (EU) 2016/679 and the Data Protection Act (1050/2018). The data materials are protected at all stages of processing with the necessary physical and technical solutions. Statistics Finland has compiled detailed directions and instructions for confidential processing of the data. Employees have access only to the data essential for their duties. The premises where unit-level data are processed are not accessible to outsiders. Members of the personnel have signed a pledge of secrecy upon entering the service. Violation of data protection is punishable.
Further information: Data protection | Statistics Finland (stat.fi)
Confidentiality - data treatment
The basic publications of the statistics follow Statistics Finland's official guidelines on the protection of tabulated personal data based on the principles of statistical ethics and legislation. The key guideline in data protection activities is to avoid publishing statistical data in a form from which an individual person can be identified. Data on students and qualifications belonging to the organisers of education or educational institutions are otherwise in the public domain because the education or training they organise is funded or supervised by a public authority (Section 12 of the Statistics Act).
The tables in the database are more standardised and more specific than the tables used in the statistical release. Background variables are also typically more detailed than those used in the tables of the statistical release.
The classifying variables are municipality, grade, gender. Student (pupil) numbers in the tables are indicated according to their number. To ensure data protection, the classification was already changed to less detailed at the table design stage; the database tables are not published using the most detailed possible classification variables for data protection reasons. The information services of the statistics on support for learning comply with the principles of the data protection guidelines applicable to the statistics on support for learning in basic publications. When preparing information service assignments, the case-specific nature of the assignments and, particularly, the impact that small numbers of observations and (possibly) more precise background variables have on data protection must be taken into account. If an information service table includes variables defined as sensitive, a less detailed sub-classification is used. If it is inconvenient to make the variables less detailed, a threshold rule can be applied.
The tables in the database are more standardised and more specific than the tables used in the statistical release. Background variables are also typically more detailed than those used in the tables of the statistical release.
The classifying variables are municipality, grade, gender. Student (pupil) numbers in the tables are indicated according to their number. To ensure data protection, the classification was already changed to less detailed at the table design stage; the database tables are not published using the most detailed possible classification variables for data protection reasons. The information services of the statistics on support for learning comply with the principles of the data protection guidelines applicable to the statistics on support for learning in basic publications. When preparing information service assignments, the case-specific nature of the assignments and, particularly, the impact that small numbers of observations and (possibly) more precise background variables have on data protection must be taken into account. If an information service table includes variables defined as sensitive, a less detailed sub-classification is used. If it is inconvenient to make the variables less detailed, a threshold rule can be applied.
Release policy
Statistics Finland publishes new statistical data at 8 am on weekdays in its web service. The release times of statistics are given in advance in the release calendar available in the web service. The data are public after they have been updated in the web service.
Further information: Publication principles for statistics at Statistics Finland
Further information: Publication principles for statistics at Statistics Finland
Data sharing
Data in the statistics on support for learning are made available to the Ministry of Education and Culture and the Finnish National Agency for Education. Data in the statistics are reported to UNESCO, the OECD and Eurostat in the UOE education statistics survey and in the related separate surveys.
Accessibility and clarity
Statistical data are published as database tables in the StatFin database. The database is the primary publishing site of data, and new data are updated first there. When releasing statistical data, existing database tables can be updated with new data or completely new database tables can be published.
In addition to statistical data published in the StatFin database, a release on the key data is usually published in the web service. If the release contains data concerning several reference periods (e.g. monthly and annual data), a review bringing together these data is published in the web service. Database tables updated at the time of publication are listed both in the release and in the review. In some cases, statistical data can also be published as mere database releases in the StatFin database. No release or review is published in connection with these database releases.
Releases and database tables are published in three languages, in Finnish, Swedish and English. The language versions of releases may have more limited content than in Finnish.
Information about changes in the publication schedules of releases and database tables and about corrections are given as change releases in the web service.
Data revision - policy
Revisions – i.e. improvements in the accuracy of statistical data already published – are a normal feature of statistical production and result in improved quality of statistics. The principle is that statistical data are based on the best available data and information concerning the statistical phenomenon. On the other hand, the revisions are communicated as transparently as possible in advance. Advance communication ensures that the users can prepare for the data revisions.
The reason why data in statistical releases become revised is often caused by the data becoming supplemented. Then the new, revised statistical figure is based on a wider information basis and describes the phenomenon more accurately than before.
Revisions of statistical data may also be caused by the calculation method used, such as annual benchmarking or updating of weight structures. Changes of base years and used classifications may also cause revisions to data.
Quality assurance
Quality management requires comprehensive guidance of activities. The quality management framework of the field of statistics is the European Statistics Code of Practice (CoP). The quality criteria of Official Statistics of Finland are also compatible with the European Statistics Code of Practice.
Further information: Quality management | Statistics Finland (stat.fi)
User access
Data are released to all users at the same time. Statistical data may only be handled at Statistics Finland and information on them may be given before release only by persons involved in the production of the statistics concerned or who need the data of the statistics concerned in their own work before the data are published.
Further information: Publication principles for statisticsUnless otherwise separately stated in connection with the product, data or service concerned, Statistics Finland is the producer of the data and the owner of the copyright. The terms of use for statistical data.