Yesterday, the University Chancellor's Office, UKÄ, presented Annual report 2022. For many of us in higher education policy, that is the highlight of the year. Statistics have been analyzed and the report provides an overview of the higher education sector's current situation and long-term development.
The period covered by the annual report has included a pandemic and accompanying restrictions. How is the university affected by this? Is it even possible to comment on it so early? UKÄ's report summarizes that "the university has shown a very good ability to handle crises during the corona pandemic". Below is SFS's view of it and how it corresponds with the meetings we had with students and student unions.
Rapid expansion
The university has expanded. As a consequence of the pandemic, the government invested in expanding the university as a consequence of a deteriorating labor market. When individuals can not go to work, one looks at other occupations and above all, many have taken the opportunity and asked themselves the question "what do I want to be when you grow up?". More than the previous year therefore applied for studies, some for the first time, some to a new area, and others to further develop their skills. The rapid expansion of higher education has meant a high pressure on all the university's activities, on students, doctoral students and not least the staff. It is positive to see that more people see higher education as an alternative, but the university also needs to be equipped to be able to receive them.
Pedagogy in focus
The pandemic also shed new light on higher education pedagogy. UKÄ's previous surveys show that "one third [of the students] state that the lack of digital competence among teachers has had a negative effect on the quality of teaching.". Together with other actors in academia and business, SFS was clear that a higher education pedagogical boost was required. The government later commissioned the University and College Council, UHR, to work in dialogue with the sector to strengthen higher education pedagogy.
SFS considers and has since its founding worked for a high quality of education. SFS believes that priority should be given to all teaching staff at the university undergoing a basic higher education pedagogical education. Likewise, those who teach must regularly undergo a high-quality competence development in higher education pedagogy. The higher education pedagogical units at the higher education institutions have a special responsibility in developing the competence of the teaching staff. For this to be possible, resources need to be set aside and structures for a national exchange need to be formed. Discussions about how this can happen thrive within the Swedish Association of Universities and University Colleges, SUHF.
More anxiety and stress
Even though it is already beginning to feel remote, many of us were involuntarily quarantined during the pandemic, and several students had to study at a distance. The higher education institutions were quick to switch to digital teaching and also increased resources were provided for student health. Nevertheless, we met at SFS students who did not know where to turn to curb the increased mental illness that isolation contributed to. UKÄ's annual report states that most students stated that they experienced more anxiety and stress during the pandemic.
SFS continues to believe that the student health's mission needs to be clarified, so that each student receives the help he or she needs and that every student health has the conditions to handle the pressure. SFS also believes that the funds allocated to student health should be maintained, so that those students in need of support can receive it within a reasonable time. A step in the right direction is the task of developing a common web portal for student health care, which the government has decided on in the spring. Authorities must, in dialogue with SFS, among others, develop it in order to increase the digital coordination of student health care at universities and colleges.
The light in the tunnel
The light in the tunnel can be seen in what happens after the studies, where the annual report shows the recovery of new graduates' establishment in the labor market. UKÄ states that the corona pandemic has characterized the labor market in the last two years, with increased unemployment. Already in this annual report, a return to establishment levels before the pandemic is reported. A follow-up of those who graduated at the undergraduate and advanced level in the spring of 2021, shows that about 75 percent had found work with a good opportunity to earn a living within six months of graduation.
However, we already know that the time after graduation for many is characterized by great uncertainty. This is one of the reasons why SFS adopted at SFSFUM 2022 opinions stating that:
SFS believes that a student condition in the unemployment insurance fund should be introduced to secure the livelihood for newly graduated students. Unemployment protection for students must also be able to be designed in a separate system. An exemption for newly graduated students from educations at colleges or universities can also be made in the unemployment insurance in the form of a degree condition. Postgraduate students shall be entitled to unemployment insurance regardless of the form of financing.
SFS principle program on Social Security
UKÄ's annual report is 129 pages of information that contributes to a factual debate and discussion. A few more of the trends and tendencies accounted for are a continued great interest in higher education, that more people go directly to higher education from upper secondary school and that the exchange students returned in the autumn of 2021.
We look forward to the UKÄ annual report 2023 and that this will show even better development in admissions to the university, establishment in the labor market and higher throughput. Those who are admitted need a real opportunity to take on the higher education.