Yesterday, the University Chancellor's Office, UKÄ, presented Annual report 2022For many of us in higher education policy, this is the highlight of the year. Statistics have been analyzed and the report provides an overview of the current situation and long-term development of the higher education sector.
The period covered by the annual report has included the pandemic and the 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 on this and how it corresponds with the meetings we have 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 cannot go to work, they turn their attention to other occupations and, above all, many have taken the opportunity to ask themselves the question again, "what do I want to be when I grow up?". More people than in previous years therefore applied for studies, some for the first time, some for a new field, and others to develop their skills further. The rapid expansion of higher education has placed high pressure on all of the university's operations, 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 accommodate them.
Pedagogy in focus
The pandemic also shed new light on higher education pedagogy. UKÄ’s previous surveys show that “one third [of students] state that the lack of digital competence among teachers has negatively affected the quality of teaching.” Together with other actors in academia and business, SFS was clear that a boost in higher education pedagogy was required. The government later tasked the Swedish Council for Universities, UHR, to work in dialogue with the sector to strengthen higher education pedagogy.
SFS believes and has worked since its founding for a high quality of education. SFS believes that it should be prioritized that all teaching staff in higher education undergo basic higher education pedagogy training. Likewise, those who teach regularly should undergo high-quality competence development in higher education pedagogy. The higher education pedagogy units at the higher education institutions have a special responsibility in developing the competence of teaching staff. For this to be possible, resources need to be allocated and structures for national exchange need to be formed. Discussions about how this can be done are flourishing within the Swedish University and Higher Education Association, SUHF.
More worry and stress
Although it may already seem distant, many of us were involuntarily quarantined during the pandemic, and several students were forced to study remotely. Universities were quick to switch to digital teaching and increased resources were also given to student health. Yet at SFS we encountered students who did not know where to turn to curb the increased mental ill health that isolation contributed to. UKÄ's annual report states that most students stated that they had experienced more anxiety and stress during the pandemic.
SFS continues to believe that the mission of student health needs to be clarified, so that every student receives the help they need 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 students in need of support can receive it within a reasonable time. A step in the right direction is the mission to develop a joint web portal for student health care that the government decided on in the spring. Authorities, in dialogue with SFS, among others, will develop it with the aim of increasing the digital coordination of student health care at universities and colleges.
The light in the tunnel
The light at the end of the tunnel is visible in what happens after the studies, where the annual report shows a recovery in the establishment of new graduates in the labor market. UKÄ states that the corona pandemic has characterized the labor market in the last two years, with increased unemployment. This annual report already reports a return to establishment levels before the pandemic. A follow-up of those who graduated at the undergraduate and advanced level in spring 2021 shows that approximately 75 percent had found work with good opportunities for livelihood within six months of graduation.
However, we already know that the time after graduation is characterized by great uncertainty for many. Among other reasons, SFS adopted opinions at SFSFUM 2022 stating that:
SFS believes that a student condition in the unemployment insurance fund should be introduced to secure the livelihood of newly graduated students. Unemployment protection for students should also be designed in a separate system. An exception for newly graduated students from education at a college or university can also be made in the unemployment insurance in the form of a degree condition. Doctoral students should 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. Some of the trends and tendencies it accounts for are a continued great interest in higher education studies, that more people go directly to higher education from upper secondary school and that exchange students returned in the fall of 2021.
We look forward to the UKÄ annual report 2023 and that it will show even better development in admissions to higher education, establishment in the labor market and higher throughput. Those who are admitted need real opportunities to take on higher education.