The Finnish education system provides a useful context in which to assess the effects of a gap year for several reaons. Firstly, the university track in Finland is associated with a great deal of achievement pressure, high study demands, and increased challenges to academic efficacy (Parker & Salmela-Aro, 2011; Salmela-Aro, 2009). As such many young people complete high school with considerable achievement pressure and stress, which may indicate that a gap-year would be beneficial (King, 2011, 2013). Second, entry into the university system is relatively time intensive for many young people. This is because of the presence of a numerus clausus specific to each field of study in the Finnish tertiary education. This restricted entry is based on the applicants previous record of study and a highly competitive entrance exam (Eurydice, 2010). Third, the Finnish university entry system which encourages a moratorium period, has come under increasing scrutiny by Finnish policy makers and the general public (Higher Education Task Force, 2010).
1. Eurydice. (2010). Organisation of the education system in Finland (2009/2010). Available from http://eacea.ec.europa.eu
2. Higher Education Task Force. (2010). Ei paikoillanne, vaan valmiit, hep! koulutukseen siirtymist ja tutkinnon suorittamista pohtineen tyryhmn muistio. [not set but ready, set, go! education and the transition to a diploma] (Tech. Rep. No. 2010:11). Ministry of Education, Finland.
3. King, A. (2011). Minding the gap? Young people's accounts of taking a gap-year as a form of identity work in higher education. Journal of Youth Studies, 14, 341-357.
4. King, A. (2013). Recognising adulthood? Young adults’ accomplishment of their age identities. Sociology, 47, 109-125.
5. Parker, P. D., & Salmela-Aro, K. (2011). Developmental processes in school burnout: A comparison of major developmental models. Learning and Individual Differences, 21, 244 - 248.
6. Salmela-Aro, K. (2009). School-related burnout during educational tracks: Antecedents and consequences. In I. Schoon & R. Silbereisen (Eds.), Transitions from school to work: Globalization, individualization, and patterns of diversity (pp. 293–311). Cambridge: Cambridge University Press.