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Higher Education in Sweden 2017 STATUS REPORT Introduction REPORT 2017:9 HIRGHER EDUCATION IN SWEDEN: EDUCATION HIRGHER The Swedish Higher Education Authority (UKÄ) is a government agency that deals with questions concerning higher education. UKÄ is responsible for the official statistics on higher education and also works with the quality assurance of higher education courses REPORT 2017 STATUS and programmes, monitoring and evaluating efficiency, legal supervision and leadership development in higher education. You can read more on the web-site www.uka.se. REPORT 2017:9 REPORT Higher education in Sweden 2017 STATUS REPORT Introduction Higher education is Sweden’s largest public-sector served provider and the concern of many stakeholders. It is important for discussions about higher education and the decisions that affect the way it functions to be based on factual knowledge. Higher Education in Sweden – 2017 status report is a short English version of the annual statistical report on higher education institutions (HEIs) in Sweden published by the Swedish Higher Education Authority (Universitetskanslersämbetet, UKÄ). The ambition is to provide accurate information about the status of Sweden’s higher education. Here you will find answers to questions such as: • How well is Sweden doing from an international perspective? • How much does the Swedish state invest in higher education and the research undertaken at the country’s HEIs? • How many students are acquiring qualifications from higher education in Sweden? This report is based on the statistical data continually reported by the HEIs to Statistics Sweden and the data reported directly to UKÄ in connection with the submission of their annual reports to the Government. Initially, the report summarises some indicators for Swedish higher education from an international perspective and, under the heading Facts about higher education in Sweden, provides a basic description of the structure of Swedish higher education and the regulatory framework. The report then outlines developments prior to and including the fiscal year of 2016 for public-sector and independent HEIs. The last chapter presents key data about students, staff and finance for each HEI. Annika Pontén Acting Head of Authority Higher education in Sweden 2017 Status Report Published by Swedish Higher Education Authority 2017 Report 2017:9 Editor: Andrea Amft Sweden in an international perspective: Marie Kahlroth, Niklas Karlsson Facts about higher education in Sweden: Aija Sadurskis Trends and developments: Sofia Berlin Kolm, Helen Dryler, Tomas Egeltoft, Julia Elenäs, Johan Gribbe, Annika Haglund, Marie Kahlroth, Niklas Karlsson, Staffan Nilsson, Ingrid Pettersson, Aija Sadurskis, Jacob Severin, Fredrik Svensson, Anders Viberg Key figures for higher education institutions: Jan-Åke Engström, Eva-Marie Larsson Translator: David Ordoubadian, Accent Språkservice Graphic design and graphics: AB Typoform Cover: Yann Robardey/AB Typoform Print: TMG Tabergs, Växjö, June 2017 Swedish Higher Education Authority • Löjtnantsgatan 21 • Box 7703, SE-103 95 Stockholm phone +46 8 563 085 00 • fax +46 8 563 085 50 • e-mail [email protected] • www.uka.se Contents Sweden in an international perspective .......................................... 4 Facts about higher education in Sweden .......................................12 Higher education in Sweden ................................................................. 13 Admission to higher education............................................................... 15 Cost of studying .............................................................................. 16 Trends and developments .........................................................18 First and second-cycle courses and programmes .......................................... 19 Third-cycle courses and programmes ...................................................... 33 International mobility ........................................................................ 39 Education and employment ................................................................. 43 Teachers and researchers ................................................................... 49 Finance and research funding ............................................................... 55 Key figures for higher education institutions ..................................60 Higher education institutions in Sweden 2016 ................................68 Sweden in an international perspective Since the 1970s, international organisations Educational attainment have used the International Standard Classi- in OECD countries fication of Education (ISCED) to enable inter- national comparison of education. Countries Within the OECD, overall the education level categorise their educational programmes is higher than for the European Union (EU) according to the ISCED framework, which is average in both the younger and the entire based mainly on the length and content of the adult population. This is because several of the educational programmes and where in the richer OECD countries outside the EU have country’s education system they are placed. long had well-developed tertiary education Tertiary education (post-secondary education systems. that is at least two years long) is classified at Among the Nordic countries, the propor- one of the ISCED 5–8 levels; see the fact box. tion of tertiary education was relatively high Higher education programmes (ISCED 6–8) in Finland, Denmark and Norway (33–35 per account for about three-quarters of the total cent) in 2005, while Sweden had a slightly amount of tertiary education in the Organisation lower number (30 per cent). for Economic Co-operation and Development Since then, the level of education has risen (OECD) countries on average. in many countries and the proportion of In Sweden, most tertiary education is tertiary educated in the adult population has offered in the form of higher education. This increased from 27 to 35 per cent for the OECD is because, on the whole, all tertiary education average (Table A1.3, Education at a Glance was incorporated into higher education in 2016). South Korea, United Kingdom and 1977, for example programmes in nursing and Ireland have seen the most rapid development, education. Higher vocational education pro- with the proportion of tertiary education grammes were later introduced (mainly ISCED increased by 14 percentage points between 5), but these still account for a relatively small 2005 and 2015. In Sweden, the proportion proportion of tertiary education in Sweden. with at least two years of tertiary education Figure 1. Proportion of women and men in the adult population (25–64) with at least two years of tertiary education (ISCED 5–8) in 2005 and 2015. The data for France refer to 2005 and 2014, and the 2005 data for New Zealand are missing. The data for Japan are overestimated; some lower education is included (at most 5 per cent). The countries have been sorted based on the highest educational attainment level in 2015. Source: OECD.Stat. Per cent 70 Women 2015 Men 2015 Women 2005 Men 2005 60 50 40 30 20 10 0 Italy USA Israel Spain Latvia Japan Turkey Ireland Poland France Austria Mexico Finland Iceland Greece Estonia Norway Canada Belgium Slovakia Portugal Sweden Hungary Slovenia Australia Denmark Germany Switzerland South Korea Netherlands Luxembourg New Zealand OECD average Czech Republic United Kingdom SWEDEN IN AN INTERNATIONAL PERSPECTIVE 2016 STATUS REPORT 5 ISCED – INTERNATIONAL CLASSIFICATION OF EDUCATION AND EDUCATIONAL ATTAINMENT The structure of the educational systems 2011 vocational programmes could be in the different OECD countries differs and, considered to correspond to those at ISCED to enable international comparison since 6 level or higher, some reclassification has the 1970s, these countries have used the taken place. For example, Norway previously International Standard Classification of had no education at 5B, but with the Education (ISCED) to categorise their transition to ISCED 2011, its two-year educational programmes. The United ‘fagskoleutdanning’ (equivalent to Sweden’s Nations Educational, Scientific and Cultural higher vocational education programme) Organization (UNESCO) is responsible for was reclassified from 4C to 5. ISCED, and, after a comprehensive revision First-cycle programmes in Sweden, such of the classifications, a new ISCED classi- as Bachelor’s programmes, are classified fication is used today (ISCED 2011) with in level 6, and second-cycle programmes, the levels 0–8. One important change in such as 60- and 120-credit Master’s ISCED 2011 is that tertiary education is now degrees, in level 7, while PhDs and licentiate divided according to the Bologna system. degrees are placed in ISCED 8. Some ISCED 2011 places tertiary education shorter higher education programmes and (higher education and other post-second- those offered within the framework of higher ary education of at least two years duration) vocational education that are longer than in levels 5–8. Level 5 corresponds to two years are classified as level 5. shorter periods of study (of at least two For educational attainment in Sweden, years) that are considerably more com- level 5 includes studies in freestanding plex than programmes at upper-secondary courses within higher education equal to level. Level 6 comprises longer (3–4 years) 2–3 years of study and higher vocational periods of study that often focus more education and shorter higher education on theory than those at level 5, such as courses and programmes. Level 6 includes Bachelor’s degree
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