SWEDEN. The Impact of the Bologna process on International Academic Cooperation: An Update

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2 SWEDEN The Impact of the Bologna process on International Academic Cooperation: An Update Margareta Sandewall, 17th IDP AUSTRALIAN INTERNATIONAL EDUCATION CONFERENCE

3 40 EUROPEAN COUNTRIES IN THE BOLOGNA PROCESS

4 HIGHER EDUCTION INSTITUTIONS IN SWEDEN 36 state-run institutions 3 main private institutions 11 smaller private institutions

5 MAIN ACTORS IN SWEDEN International Programme Office (IPO) National Agency for Higher Education(HSV) The Association of Swedish Higher Education (SUHF) Ministry of Education and Science Swedish Institute (SI) The Swedish National Union of Students (SFS) HEI s

6 COOPERATION PROGRAMMES HIGHER EDUCATION EU-Kanada EU-USA Alfa Alßan Sokrates Tempus Leonardo da Vinci Tempus EU-Japan ASEM-DUO Asia-Link AUNP EU-Australien IAESTE (Erasmus World/Mundus) Minor Field Studies Linnaeus-Palme Sidas resestipendium

7 GOVERNMENT INITIATIVES In 2000 the National Agency for Higher Education (HSV) was charged by the Government to draft a proposal for a Swedish diploma supplement template From 1 January 2003 the Diploma Supplement, DS, is obligatory Another task consisted in informing and supporting the HEI s in the implementation if the European Credit Transfer System ECTS In June 2003 the HSV report was submitted to the Government

8 GOVERNMENT INITIATIVES Internal work group started its work on degree structure in 2002, focusing on the Master s degree A preliminary report presented by the Ministry of Education and Science in Spring 2003 suggests three levels of qualification: Undergraduate, graduate and doctoral studies Final report to be presented by end of 2003.

9 SWEDEN S PARTICIPATION IN ERASMUS BACKGROUND TO ERASMUS ANALYSIS In 2002 the Swedish Government instructed IPO to analyse reasons for falling number of Swedish students, and teachers, taking part in Erasmus In October 2002 IPO presented: Sweden s participation in Erasmus Analysis and recommended action to increase mobility among students and teachers

10 SWEDEN S PARTICIPATION IN ERASMUS CONCLUSIONS FROM THE ANALYSIS Target groups do not know about the programme Confusion about the organisation at universities generates uncertainty Students/teachers want to go to countries where English is the teaching language Teachers lack time to participate Experience gained abroad is not put into proper use

11 SWEDEN S PARTICIPATION IN ERASMUS RECOMMENDATIONS FROM IPO National information campaign Closer link between students and teachers Language skills should be promoted Teachers to be given greater scope for participating Electronic reporting system. IPO responsible for national coordination

12 ERASMUS STUDENT MOBILITY Outgoing and incoming students Incoming students to Sweden Swedish outgoing students /93 93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 prel data

13 ERASMUS TECHING STAFF MOBILITY Outgoing and incoming teachers Incoming teachers to Sweden 416 Antal Swedish outgoing teachers / / / / /02

14 SWEDISH STUDENTS STUDYING IN AUSTRALIA / / / / / / 2003

15 USEFUL ADDRESSES Ministry of Education and Science International Programme Office National Agency for Higher Education Swedish Institute The Swedish National Union of Students The Association of Swedish Higher Education

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