2005:19 R

Evaluation of undergraduate and postgraduate programmes in the subject areas of education, didactics and educational practices at higher education institutions in Sweden

This report presents the findings of an evaluation of undergraduate and postgraduate programmes in the subject area of education, didactics and educational practices undertaken by the National Agency for Higher Education during 2004. Of the programmes evaluated, 17 offered major subjects in bachelor´s or master´s degrees, 1 a vocational qualification and 13 were postgraduate programmes. It comprised 37 departments or the equivalent, of which 24 offered postgraduate programmes, at 25 higher education institutions. The evaluation was entrusted to a panel of assessors consisting of six subject experts from Denmark, Finland and Norway together with seven subject experts and five undergraduate and four postgraduate students from Sweden.

The report consists of two parts. Part 1 contains the decisions and reflections of the National Agency followed by the introduction and general section of the panel´s report. Part 2 contains the appraisals of the individual institutions. The decisions and reflections of the National Agency are based on the panel´s report.

The panel concludes that both the undergraduate and postgraduate programmes in the subjects evaluated at these higher education institutions function on the whole well. A large number of students are involved in the undergraduate programmes. The vast majority of these are taking first or second semester courses (A & B level). This is because many are studying these courses to supplement other programmes or in addition to previous studies, or they are taking programmes than include one or two semesters of studies in education. Continuation to third or fourth semester levels is relatively limited, during 2003 only about 20 per cent of the students were taking courses at these levels. The panel points out that a relatively large proportion of the courses are offered as part-time courses or as distance teaching. This affects not only the extent of the contact between teachers and students but also how the programmes are planned.

The panel identifies this as one of the reasons why the completion of degree papers tends to take a long time. In the opinion of the panel improvement is needed in the follow-up of these papers. One positive aspect of this form of study is that it attracts new categories of students and offers them the possibility of beginning to study in higher education.

Postgraduate programmes in the subjects concerned are extensive and during 2002-03 led to the submission of 144 doctoral theses. Even though the numbers of students continuing to the more advanced levels is low, the panel found that there were many applications for the places available. A relatively large group of those taking postgraduate programmes are at the same time employed as teachers at higher education institutions that do offer their own doctoral courses.

On the whole the teachers are well qualified and the number with doctoral degrees is satisfactory. The need for more teachers with research qualifications is likely to arise as a result of impending retirements. For this reason, among others, the panel draws attention to the teachers´ heavy workloads and the how this restricts the scope open to many teachers for their own research and enhancement of their own qualifications.

The large numbers of students in these subject areas is reflected to some extent in the variety of specialisations. This is also, however, one outcome of the influence on the subjects of a large number of stakeholders. The panel of assessors emphasises the importance of well-considered decisions and increased clarity about the various specialisations and the names given to the programmes. In addition, the panel would welcome clarifying discussion on a national basis.

The National Agency for Higher Education is able to determine on the basis of the panel´s report that all the undergraduate and postgraduate programmes maintain a satisfactory standard.