The basic funding of universities of applied sciences has been cut substantially over the past decade, while the number of study places has increased. Funding per university of applied sciences degree has nearly halved in ten years. Among OECD countries, Finland ranks second worst—right after Mexico—when looking at per-student expenditure trends between 2015–2022. At the same time, Finland aims to raise the share of young adults with a higher education degree to 50% by 2030. We are, however, far off that target.
The 30th General Assembly of the Union of Students in Finnish Universities of Applied Sciences – SAMOK demands that the Government of Finland change course to safeguard funding for UAS education. To enable an increase in the educational and competence levels of young adults, the basic funding of UAS institutions must be increased systematically across government terms. The ongoing Vision for Higher Education and Research 2040 must ensure sufficient public resourcing so that even the current educational attainment goal can be reached.
Universities of applied sciences play a key role in raising educational attainment, especially in educating those entering via the vocational pathway. In the future, students admitted to higher education will come from increasingly diverse backgrounds, which will require additional resources for teaching and support services.
“The equation is simply impossible. Cuts to the basic funding of UAS institutions cannot continue while Finland is supposed to educate ever more higher-education graduates. Finland needs a parliamentary commitment and a plan to raise educational and competence levels—akin to the RDI funding act,” says SAMOK President Julia Väänänen.
Falling basic funding combined with rising student numbers directly reduces the resources available for education and teaching. As resources diminish, the volume of teaching is reduced and implementations become lighter than before. This shows up as more independent study, larger class sizes, and the rise of automated online courses.
Reduced resources for teaching inevitably affect students’ competence. Students report, for example, that their working-life skills are insufficient, and generic skills have also weakened. The range of available courses has narrowed, which makes graduates’ competence more one-sided. Extensive independent study is perceived to hinder progress and reduce learning outcomes. Without sufficient funding, higher education also loses its power as a driver of social inclusion.
“Students have the right to high-quality education that genuinely equips them for working life. What is the point of a degree if the learning outcomes aren’t achieved? Ultimately, it’s competence that will put Finland’s economy on a growth path,” states SAMOK’s President for 2026, Helena Maijanen.
SAMOK’s solutions to raise competence levels:
Include a systematic increase in higher education institutions’ basic funding in the goals and measures of the Vision for Higher Education and Research 2040.
Conclude a cross-parliamentary agreement on higher education funding to achieve the goal of raising educational and competence levels.
When increasing study places at universities of applied sciences, raise basic funding by at least the same proportion.
Further information:
Julia Väänänen, President of the SAMOK Board 2025
tel. +358 50 389 1000
[email protected]
Helena Maijanen, President of the SAMOK Board 2026
tel. 045 8878300,
[email protected]