Higher Education in Sweden Sweden in Education Higher

Higher education in Sweden 2013 status report status 2013 Sweden in education Higher Report 2013:3 In English Higher education in Sweden 2013 status report Report 2013:3 www.uk-ambetet.se/rapporter Higher education in Sweden 2013 status report Higher education in Sweden 2013 status report status 2013 Sweden in education Higher The Swedish Higher Education Authority is a government agency that deals with questions concerning universities and university colleges and is responsible for statistics about higher education. The SHEA works with the quality assurance of higher education courses and programmes, monitoring and evaluating effi ciency, legal supervision and leadership development in higher education. You can read more on the web-site www.uk-ambetet.se. Report 2013:3 Higher education in Sweden 2013 Status report Published by Universitetskanslersämbetet 2013 Rapportnummer 2013:3 Editor Andrea Amft Graphic design and graphics Åsa Till Photos Eva Dalin PRINT Ineko, Stockholm, June 2013, Printed on environmentally-friendly paper Swedish Higher Education Authority • Box 7703, SE-103 95 Stockholm Phone +46 8 563 085 00 • Fax +46 8 563 085 50 E-post [email protected] • www.uk-ambetet.se Contents Contents Introduction 5 Sweden in an international perspective 7 Facts about higher education in Sweden 15 Higher Education in Sweden 16 The structure of programmes and qualifications 18 Admission to higher education 19 Tuition fees 20 Student finance 20 Trends and developments 23 First and second-cycle courses and programmes 24 Third-cycle courses and programmes 35 International mobility 38 Education and employment 41 Teachers and researchers 45 Finance and research funding 48 Key figures for higher education institutions 53 First and second-cycle programmes and courses 55 First and second-cycle programmes and courses 56 Third-cycle programmes and courses 57 Teaching and research staff 58 Universities and university colleges in Sweden 59 Introduction The Swedish Higher Education Authority gulatory framework. The report then outlines (Universitetskanslersämbetet) is continuing developments prior to and including the fiscal the tradition previously observed by the Na- year of 2012 for public-sector and independent tional Agency for Higher Education (Högsko- universities and university colleges. The last leverket) and is now publishing the first short section presents key data about students, staff version in English of its annual statistical re- and finance for each university and university port on higher education institutions in Swe- college. Analyses in the statistical report are den. It gives a description of the current si- mainly based on information supplied by Sta- tuation in Sweden’s largest public sector area tistics Sweden and the Swedish Higher Edu- – the higher education sector. cation Authority. < Initially, the report summarises some in- dicators for Swedish higher education in an international perspective and, under the heading Facts about higher education in Swe- den, provides a basic description of the struc- Lars Haikola ture of Swedish higher education and the re- The University Chancellor INTRODUCTION 5 Sweden in an international perspective SWEDEN IN AN INTERNATIONAL PERSPECTIVE 7 Per cent For many years the importance of an advan- 0 10 20 30 40 50 60 ced level of education for competitiveness Canada and growth has been high on the agenda – Japan in Sweden and internationally. The impact USA New Zealand on educational statistics can be seen clearly South Korea in the increase in the number of students in United Kingdom higher education in both Sweden and seve- Finland ral other comparable countries. Consequently Australia expenditure has also risen and there has been Ireland Norway increasing focus on how to fund educational Switzerland activities. Belgium Sweden Educational level of the population Iceland Between 1997 and 2010 the proportion of the Spain OECD average populations of the OECD countries aged 25– France 64 with tertiary qualifications had risen on Germany average from 21 to 30 per cent. In Sweden the Greece corresponding proportion rose from 21 to 34 Poland per cent during the same period. Hungary Austria 1997 Among the 25 OECD countries for which Mexico 2010 there are statistics for both 1997 and 2010 Slovakia Canada had the largest proportion of the Czech Republic population aged 25–64 with tertiary quali- Turkey fications in 2010, 51 per cent. This propor- 0 10 20 30 40 50 60 tion was also high in Japan, the USA, New Figure 1. Proportion of population aged 25-64 Zealand and South Korea, with 40 per cent with tertiary qualifications (ISCED 5A, 5B or 6) 1997 and 2010 respectively. Source: Table A1.4 or above. Here Sweden is in the middle, as it EAG 2012. was in 1997. Much of the increase in Canada is due, however, to a rise in the provision of short countries. It was highest in Iceland in 2010, programmes with a more practical or profes- 22.4. This was followed by Denmark, 22.1, sional orientation. Programmes at this level and then Sweden, 21.8. In the countries that constitute only ten per cent of the tertiary edu- had the youngest HE entrants (Spain, Mexi- cation offered in Sweden. co, Ireland and Belgium) the median age was 19.3 or less. Higher median age for HE entrants in The differences between the ages of HE en- Sweden trants in the various countries reflect social dif- In the OECD countries higher education ferences and differences in their educational normally begins straight after leaving what systems, for instance the age at which secon- corresponds to the upper-secondary school in dary education finishes. In Sweden pupils nor- Sweden. The median age in the OECD for mally leave secondary education at the age of HE entrants (including incoming foreign stu- 19, which is partly why HE entrants are older dents) was 20.6 in 2010 and it has been more than in many other countries. Higher educa- or less the same since 2001. tion in Sweden is also characterised by a major There is data about the median age of HE element of lifelong learning and this is reflected entrants in both 2001 and 2010 for 21 OECD in the age of the country’s HE entrants. 8 SWEDEN IN AN INTERNATIONAL PERSPECTIVE USD adjusted for purchasing power 0 5 000 10 000 15 000 20 000 25 000 30 000 the average rate of increase in the OECD, USA which is 24 per cent. Australia was one of the Switzerland countries that devoted most per student in Canada 2000 but since then the rate of increase has Sweden Norway been lower than in many countries. In Swe- Denmark den expenditure per student has risen by 32 Netherlands per cent between 2000 and 2009. Finland The proportion of the total expenditure by Ireland United Kingdom the education providers devoted to research Australia depends on the way in which research is or- Japan ganised in the different countries. HEIs in Germany Sweden undertake a considerable amount of Belgium France research. In Sweden – as well as in Switzer- Austria land – it is largely expenditure on research OECD average that means that expenditure per student is so Spain high. Other countries which have a relatively Portugal Iceland large proportion of expenditure for research Italy are Finland, Norway and the Netherlands, South Korea 2001 about 40 per cent. 2009 Hungary On average, 65 per cent of this expenditure Czech Republic Mexico in the OECD countries in 2009 went to edu- Poland cation and 31 per cent to research, as well as Slovakia 4 per cent to ancillary services. As most of the 0 5 000 10 000 15 000 20 000 25 000 30 000 information about expenditure in the OECD Figure 2. Expenditure by education providers on is presented in total figures, it is a good idea tertiary education and research per FTE 2000 and to bear this in mind when comparing the re- 2009 in different countries, expressed in USD ad- sources devoted to education by the different justed for purchasing power, current prices. Sour- ce: indicator B1 in EAG 2003 and EAG 2012. countries. The share that goes to research has on the whole risen somewhat during the years Expenditure on tertiary education but in 2000 the list of countries that devoted Comparison of the expenditure by educa- a considerably larger proportion to research tion providers (HEIs and others) in different than the OECD average was the same. countries on tertiary education including re- When expenditure per student on educa- search reveals that for many years Sweden tion alone is compared, the variations bet- has been one of the countries that devotes the ween the countries are reduced considera- highest funding per student. In 2009 the total bly and Sweden and Switzerland are placed expenditure per student was highest in the further down in the list. In Sweden expenditu- USA, followed by Switzerland, Canada and re per student on education alone in 2009 was Sweden. In several other Nordic countries ex- at the same level as in Switzerland and Bel- penditure per student was also high in 2009. gium and slightly above the OECD average. In 2000 the list was topped by the same This gave Sweden a shared 8th place among countries as in 2009, apart from Finland and the 28 countries for which data are available. Australia. In Finland expenditure per stu- In the USA expenditure per student is twi- dent in 2000 was considerably lower than the ce as high as the OECD average. OECD average but since then it has doubled in current prices. This can be compared with SWEDEN IN AN INTERNATIONAL PERSPECTIVE 9 USD adjusted for purchasing power Per cent 0 5 000 10 000 15 000 20 000 25 000 30 000 0,0 0,5 1,0 1,5 2,0 2,5 3,0 USA USA South Korea Canada Canada Chile Finland Netherlands Denmark Sweden Ireland Netherlands Ireland Norway New Zealand Australia Finland OECD average Estonia Israel Austria Japan Poland Belgium France Belgium Switzerland Austria Mexico Sweden Norway Portugal France Switzerland* Spain Australia United Kingdom Courses and programmes Slovenia Public funding OECD average Ancillary services Iceland Private funding Research Germany Czech Republic Germany Italy Hungary* United Kingdom Slovakia 0 5 000 10 000 15 000 20 000 25 000 30 000 0,0 0,5 1,0 1,5 2,0 2,5 3,0 Figure 3.

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