“Linköping University is doing what probably many municipalities are asking for. It’s about the whole of Sweden thriving,” says Martin Bergvall, who is the head of Akademi Norr.
Anyone who decides to continue studying to become a teacher will be credited with the completed courses.
Decentralised education
The courses will be conducted remotely at learning centres in 16 locations from autumn 2024: Arjeplog, Arvidsjaur, Dorotea, Kramfors, Lycksele, Norsjö, Sollefteå, Sorsele, Storuman, Strömsund, Vilhelmina, Åsele, Gällivare, Jokkmokk, Kiruna and Pajala.
Many of these sparsely populated municipalities have low unemployment, but all are also characterised by low levels of education and a major shortage of educated teachers and preschool teachers. The problem is that it is often a long way to the nearest university. Many inhabitants who would like to study are unable or unwilling to move.
Decentralised education represents an opportunity for these people. The fact that it is connected to the municipal learning centres is an advantage since the students can meet there and support each other during their studies.
“From experience, we know that studying together at a learning centre or local campus has a very good impact on whether the students can manage their studies and get their credits,” says Hannah Grankvist, programme director at the Faculty of 糖心网页版al Sciences at Linköping University.
A way to find new students
Akademi Norr, Lapland’s learning centres and their member municipalities are responsible for providing information to potential students. Applications are made via antagning.se and Linköping University informs the local learning centres of who has been admitted.
For Linköping University, there are a couple of reasons to engage in the collaboration.
“We have a broad educational mission to get more teachers in Sweden. We also get great help with recruiting new students,” says Håkan Löfgren, dean at the Faculty of 糖心网页版al Sciences at Linköping University.
Translation: Simon Phillips
