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Section 1.1.: Schematic Description of the Higher Education System

 

Section 1.2: Description of Higher Education System

General Qualifications

First cycle:

• Högskoleexamen (Higher Education Diploma)Ìý°ù±ð±ç³Ü¾±°ù±ð²õÌý120 creditsÌýand aÌýdiploma project.
• Kandidatexamen (Degree of Bachelor)Ìý°ù±ð±ç³Ü¾±°ù±ð²õÌý180 credits in a defined specialisationÌýdetermined by each higher education institution. At least 90 credits, including an independent project of 15 credits, with in-depth studies have to be completed in the main field of study.

Second cycle:

• Magisterexamen (Degree of Master (60 credits))Ìýrequires a defined specialisation determined by each higher education institution. At least 30 credits have to be completed in the main field of study including an independent project of 15 credits. In general, the student must also hold either a kandidatexamen or a professional degree of at least 180 credits or an equivalent foreign degree.
• Masterexamen (Degree of Master (120 credits))Ìýrequires a defined specialisation determined by each higher education institution itself. At least 60 credits have to be completed in the main field of study including an independent project of at least 30 credits. In general, the student must also hold either a kandidatexamen or a professional degree of at least 180 credits or an equivalent foreign degree.

Third cycle:

The higher education institutions decide which subjects may be offered within the third cycle. A study plan must state the principal organisation of the studies, the specific admission requirements and other necessary regulations. Two qualifications are offered within the third cycle, bothÌýat level 8Ìýof The Swedish Qualifications Framework (SeQF/EQF):

• Licentiatexamen (Degree of Licentiate),Ìýat leastÌý120 creditsÌýincluding a thesis of at least 60 credits. A licentiatexamen can also be awarded as an intermediate degree towards doktorsexamen.
• Doktorsexamen (Degree of Doctor),Ìý240 creditsÌýincluding a thesis of at least 120 credits. The thesis has to be defended publicly.

Qualifications in Fine, Applied and Performing Arts

Qualifications in fine, applied and performing arts areÌýawarded within all three cycles.ÌýKonstnärlig högskoleexamen (Higher Education Diploma) and konstnärlig kandidatexamen (Degree of Bachelor of Fine Arts); Konstnärlig magisterexamen (Degree of Master of Fine Arts (60 credits)) and konstnärlig masterexamen (Degree of Master of Fine Arts (120 credits)); Konstnärlig licentiatexamen (Degree of Licentiate) and konstnärlig doktorsexamen (Degree of Doctor).

Professional Qualifications

Professional qualifications areÌýawarded in the fields of engineering, health care, agriculture, law, education, etc., offered in either theÌýfirst or the second cycle.ÌýNormally, general entry requirements to professional degrees are the same as to general first-cycle qualification. Programmes leading to professional qualifications may vary in length and stretch over two cycles. Further reading:Ìý

 

Section 1.3: Number of Higher Education Institutions

• 15 public universities
• 16 public university colleges
• 2 independent universities
• 2 independent university colleges
• 13 other independent higher education providers.

Public authorities and independent education providers. TheÌýmajorityÌýof universities and university colleges areÌýpublic authorities, subject to the same legislation and regulations as other public authorities in Sweden, as well as the particular statutes, ordinances and regulations relevant to the higher education sector. AÌýsmall numberÌýof universities and university colleges areÌýself-governing and independent. They areÌýprivate higher education institutionÌýoperated by organisations, such as foundations or associations. They operateÌýon the basis of an agreement with the GovernmentÌýand are obliged to follow the statutes, ordinances and regulations relevant to the higher education sector. In addition, there are a number of independent organisations with degree awarding powers. Most of these are small and offer only courses within one or a few fields. They are primarily concerned with health, psychotherapy or theological education.

 

Section 1.4 Number of Students in Higher Education

Number of students in Sweden 2016/17

• Total number of students:Ìý402 200Ìý(Including incoming students), first cycle courses or programmes: 295 700,Ìý second-cycle courses or programme: 106 500
• Number of foreign studentsÌýenrolled in full degree programmes:Ìý35 900,ÌýNumber of outgoing exchange students with credit transfer 7 110, Number of incoming exchange students with credit transfer 13 940.

 

Section 1.5: Structure of Academic Year

The Swedish academic yearÌýstarts at the end of August,Ìýand is divided intoÌýtwo semesters: Autumn semester begins at the end of August and lasts until mid-January, usually with a short break at the end of December. Spring semester runs from mid-January to the beginning of June.ÌýThe total number of academic daysÌýor holidays isÌýnot centrally regulated, and higher education institutions decide autonomously the exaxt dates and length of study periods. Teaching activities and examination periods vary according to programmes and courses, and is decided by teachers. During June-September, most higher education institutions also offer single subject courses of 7.5-10 ECTS credits.

 

Section 1.6: National Qualifications Framework (or Similar)

TheÌýSwedish Qualifications Framework (SeQF)ÌýhasÌýeight qualification levels,Ìýcorresponding to the qualification levels of theÌýEuropean Qualifications FrameworkÌýfor Lifelong Learning (EQF).

SeQF qualification levelsÌý1-5 coverÌýknowledge, skills and competencies acquired withinÌýcompulsory school and upper secondary school,Ìýwhile SeQF qualification levelsÌý6-8 coverÌýknowledge, skills and competencies acquired withinÌýhigher education.

Education providersÌýawarding qualifications that areÌýnot regulated by lawÌý– e.g. employer organisations, liberal adult education providers/folk high schools, and sports associations – mayÌýapplyÌýto Swedish National Agency for Higher Vocational EducationÌý(Myndigheten för yrkeshögskolan) to have their qualifications categorised on the appropriate level of the SeQF.

Higher EducationÌýDiploma programmes and Degree ofÌýBachelorÌýprogrammes are at SeQFÌýlevel 6.ÌýDegree of MasterÌýprogrammes areÌýlevel 7.ÌýDegree ofÌýLicentiateÌýand Degree ofÌýDoctorÌýare bothÌýlevel 8.

 

Section 1.7: Learning Outcomes in Higher Education

TheÌýSwedish Higher Education OrdinanceÌýstates what qualifications may be awarded, and theÌýscope, objectives as well as intended learning outcomesÌýfor these qualifications. Higher education institutions must define course syllabi for each course within the first and second cycle and a programme syllabus for each study programme composed of individual courses. Degree cycle, number of credits and intended learning outcomes must be specified for each course.

 

Section 1.8: Admission Requirements to Higher Education

Entry requirements first cycle

In order to meet theÌýgeneral entry requirements for first cycle studies (bachelor’s level), applicants must:

• have successfully completed their upper secondary education
• be able to demonstrate proficiency in English.

The entry requirement for studies at the bachelor’s level in Sweden is the equivalent of the Swedish upper secondary course English 6. (See below for English Language Requirements.)

Specific entry requirementsÌýare oftenÌýlinked to the area of studyÌýof the course or programme. These specific requirements areÌýoutlined in individual course or programme descriptionsÌýwhich can be found on the website of each university.

Entry requirements second cycle

To meet the entry requirements for second cycle studies (master’s level), applicants must have beenÌýawarded a bachelor’s degreeÌý(equivalent to a Swedish kandidatexamen) from an internationally recognised university.

In addition, applicants must be able toÌýdemonstrate proficiency in EnglishÌýby taking an internationally recognised test, such as TOEFL, IELTS, etc. Previous upper secondary studies or university studies completed in some countries can also meet the requirement.

Higher education institutions determineÌýautonomouslyÌýwhat level is requiredÌýfor a master’s level course or programme. In addition to the English language proficiency requirement,Ìýthere may be other specific entry requirementsÌýfor the course or programme, decided by the higher education institution. These areÌýoutlined in individual course or programme descriptionsÌýwhich can be found on the website of each university or university college.

English language requirements

In order to be eligible for university studies in Sweden, applicants must demonstrate that theyÌýmeet the English requirementsÌýfor the course or programme. ForÌýfirst cycle coursesÌýand study programmes (bachelor’s level), the English languageÌýgeneral entry requirement is the equivalent of English studies at upper secondary level in Sweden, called English 6. For mostÌýsecond cycle coursesÌýand programmes (master’s level), the requirement is also the equivalent of English 6, though some may require a lower or higher level of English.ÌýSomeÌýhigher education institutions have theirÌýown requirementsÌýregarding what is needed in order to demonstrate English proficiency. Applicants can demonstrate that they meet the English language requirement through certain upper secondary (high school) studies, certain higher education studies, or an internationally recognised English test.

Third cycle studies entry requirements

Admission to Swedish third cycle programmes (doctoral degree) isÌýmanaged by the universities’ faculty boards.ÌýApplicationsÌýare madeÌýdirectly to the university.ÌýApplicants must have an academic degree equivalent to a degree of bachelor or higher in the intended field of study.ÌýGenerally a degree of masterÌýis a de facto requirement. Applicants are also required to have funding for the entire programme period.

 

Section 1.9: Grading System

There isÌýno national grading systemÌýin Sweden.ÌýHigher education institutions may determineÌýwhat grading system is to be used.ÌýNo overall gradeÌýis given for a degree andÌýstudents are not ranked. Students receive grades on the courses they have completed. The various grading systems haveÌýdifferent numbers of grades within a grading system. Examples are Fail, Pass and Pass with credit and A/B/C/D/E/Fx/F, respectively. Some Swedish higher education institutions have introduced aÌý7-step grading scaleÌýthat is comparable to that used in the ECTS.

 

Section 1.10: Tuition Fee System for International Students

Students coming from a countryÌýoutside the EU/EES areaÌýor Switzerland and who are not studying in exchange programmesÌýmust pay both registration and tuition feesÌýfor studies in the first cycle and second cycle, and the higher education institutions are required to chargeÌýa fee that covers the full cost,Ìýincluding administrative costs. The higher education institutions have slightly different interpretations of the regulation that they are to cover all costs; some include, for example, provisions for scholarships in their tuition fees.

TheÌýaverageÌýtuition fee for programmes with fee-paying students in 2015 was just overÌýSEK 125,000 per academic year.

TheÌýrecruitment of fee-paying studentsÌýfrom certain countries isÌýdependending on scholarships,Ìýbut this varies widely. For incoming students from some of Sweden’sÌýdevelopment partner countries,Ìýthere is aÌýdirect correlation between mobility and the availability of scholarships. In total, almostÌý40 per centÌýof paying students haveÌýSwedish scholarships.

 

Section 1.11: Graduation Requirements and/or Qualification Awarding Requirements

TheÌýdegree cycles,Ìýthe number of credits for each cycle, and the qualification awarding requirements are described in detail in section 1.2.

In theÌýHigher Education Ordinance,Ìýthe Government has laid downÌýwhich qualifications may be awardedÌýand the scope, theÌýobjectives as well as intended learning outcomesÌýfor these qualifications.

Higher education within theÌýfirst and second cyclesÌýis provided in the form ofÌýcourses. Courses may beÌýgrouped together into programmesÌýwith varying levels ofÌýindividual choice. Students themselves are also able toÌýcombine different courses towards a degree.ÌýÌýA course syllabus is required for each course within the first and second cycle and a programme syllabus for each study programme.

Degree cycle, number of credits and intended learning outcomesÌýmust beÌýspecified by the higher education institution for each course.

Students may request aÌýdegree certificateÌýfrom the higher education institution as proof of their qualification. The degree certificate providesÌýinformation about the scope and contentsÌýof the student’s academic studies. It also makes clear what qualification the degree certificate refers to and what higher education institution has issued it. The degree certificate includes aÌýDiploma Supplement, which contains a description of the content and scope of the student’s Swedish qualification and the Swedish higher education system.

 

Section 1.12: Relevant Current and Prospective Reforms in Higher Education

New admission requirements

The Government has developedÌýnew general and specific entry requirementsÌýfor higher education, with a larger focus on applicants’ competencies. In an attemptÌýto create more paths to higher education, the Government has also introducedÌýa new national entranceÌýexamination for students who have not completed upper secondary school. The applicant must be at least 24 years old, and passing the examination will give the applicant a basic eligibility for higher education as meeting the general entry requirements. Moreover, an increased age limit on applicants taking the Swedish Scholastic Aptitude Test (only in Swedish language) will be introduced; students must from 2022 be 18 to take the test. Most of these new rules will come into forceÌýin January 2022.

More chances for visually impaired applicants

Until recently, visually impaired applicants to higher education have been able to take the Swedish Scholastic Aptitude Test a maximum of three times in DAISY or braille format. As of 2018, the Swedish Council for Higher Education has decided to offer anÌýadapted test every year for the visually impaired, so that they may have theÌýsame opportunities as other students.

Increased internationalisation in higher education

In order to achieve a higher quality of education and research and to contribute to sustainable development, the Government proposes that a new wording regarding internationalisation should be included in the Higher Education Act by 2020, and aÌýnew strategy be implemented between 2020 and 2030.ÌýThe new strategy states thatÌýinternational understanding and intercultural competence shall constitute an integrated part of higher education and researchÌýin Sweden.

Increased number of university places for people with foreign degrees In 2017

the Swedish government increased the number of student places for students holding foreign degrees in three areas: Biomedicine, Economy, and Computer Science. These changes affect several universities across Sweden.

 

Section 2.1: Quality Assurance Body in Higher Education

Responsibility for the quality of higher education isÌýregulated in the Higher Education Act.ÌýHigher educationÌýinstitutionsÌýand theÌýSwedish Higher EducationÌýAuthorityÌýhave aÌýshared responsibilityÌýfor quality assurance in higher education and research. Higher education institutions must ensure that high standards are attained in courses and programmes as well as in research.

Quality assuranceÌýproceduresÌýare also theÌýshared concern of staff and students. By evaluating the quality of studies leading to the award of first, second and third-cycle qualifications and quality assurance procedures, The Swedish Higher Education Authority ensures thatÌýhigher education institutions are accountable.

TheÌýSwedish Higher Education AuthorityÌýis a government agency, operating inÌýthree main areas:

1. quality assurance of higher education and research, and appraisal of the degree-awarding powers of public-sector higher education institutions;
2. legal supervision of higher education;
3. monitoring efficiency, follow-up and horizon scanning as well as responsibility for statistics in the higher education sector.

The operations of the Swedish Higher Education Authority areÌýcontrolled by the GovernmentÌýthrough the instructions it issues. These instructions define the areas of responsibility and the tasks to be undertaken.

 

Section 2.2: Quality Assurance System

Ìý	Study programme	Institution
Voluntary
Compulsory	x	X
Regularity	6 to 7 years	6 to 7 years
External	X	X
Internal	X	X

Further information
Higher education institutions and the Swedish Higher Education AuthorityÌýhave aÌýshared responsibility for quality assuranceÌýin higher education. Therefore, the Swedish system for quality assurance in higher education establishes a clearÌýlink between the reviews of The Swedish Higher Education Authority and the quality assurance processes at higher education institutions,Ìýwhile also considering how the reviews can contribute to further improving this work.

The objectives of The Swedish Higher Education Authority reviews are partly toÌýassess the performanceÌýof the study programmes and partly toÌýcontribute to higher education institutions’ work with internal quality improvement.

TheÌýquality assurance systemÌýfor higher education consists of the followingÌýfour components:

1. appraisal of applications for degree-awarding powers;
2. institutional reviews of higher education institutions’ quality assurance processes;
3. programme evaluations;
4. thematic evaluations.

The model consists of four aspect areasÌýandÌýthree perspectives,Ìýwhich together take into account both applicable Swedish laws and ordinances, and the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), and which form the common basis for the system’s four components.

The aspect areas are:

1. governance and organisation;
2. environment, resources and area;
3. design, teaching/learning and outcomes;
4. follow-up, actions and feedback.

The three perspectives are:

1. student and doctoral student perspective;
2. working life perspective;
3. gender equality perspective.

This model also aims to support the internal quality assurance processesÌýof the higher education institutions. The reviews of The Swedish Higher Education Authority areÌýbased on peer review. An independent external assessment panel performs the review. The panel normally consists of external experts, student representatives and employer and labour market representatives.

The six-year evaluation cycle 2017-2022Ìýcomprises the following evaluations:

• all higher education institutions’ internal quality assurance systems;
• all initial teacher education programmes;
• a majority of medical programmes (medicine, nursing); 25% of third cycle programmes.

 

Section 2.3: Link Programme Authorisation with Quality Assurance

In Sweden,ÌýaccreditationÌýof higher education takes the form ofÌýgranting degree-awarding powers to higher education providers.ÌýThe regulations that apply vary depending on what types of higher education institution and qualifications they refer to: public-sector higher education institutions that lack full university status have less extensive powers but are not as restricted as the independent higher education providers, which have to make separate applications for each qualification they wish to award. However,Ìýall higher education institutions and independent higher education providers must apply for entitlement to awardÌýprofessional qualifications and qualifications in the fine, applied and performing arts.ÌýWith the exception of independent higher education providers,Ìýwho apply to the Government, applications for degree-awarding powers areÌýappraised by The Swedish Higher Education Authority.ÌýThese powers are granted indefinitely, unless there are grounds for revoking them.

 

Section 3.1: Description of Credit System

Sweden has a system of higher education credits,Ìýcompatible with ECTS credits.ÌýThe number of higher education credits per standard academic year correspond toÌý60 ECTS (30 ECTS/semester), andÌý1 week’s full-time study equals 1,5 credit unit. Higher education within theÌýfirst and second cyclesÌýis provided in the form ofÌýcourses. The number of higher education credits awarded for each course is determined by the amount of study normally required to attain its objectives. Courses may be grouped together intoÌýprogrammesÌýwith varying levels ofÌýindividual choice.ÌýStudents themselves are also able toÌýcombine different courses towards a degree. Degree cycle, number of credits and intended learning outcomes must be specified for each course in theÌýcourse syllabus. In theÌýHigher Education Ordinance,Ìýthe Government has laid down what qualifications may be awarded and theÌýscope, objectives, and intended learning outcomes for these qualifications.

 

Section 3.2: Credit Transfer System(s)

• ECTSÌý– European Credit Transfer and Accumulation System
• The Swedish system of higher education credits isÌýcompatible with, but not identicalÌýto, ECTS.

 

Section 3.3: Additional Information

Recognition of prior learningÌýas a result of a validation process is carried out by higher education institutions and may alter general or specific entry requirements as well as credit transfer.

 

Section 3.4: Application of Credit System in Higher Education Institutions Obligatory?

Yes.

 

Section 3.5: Number of Credits per Academic Year/Semester

The number ofÌýcredits per standard academic year is 60 ECTSÌý(30 ECTS/semester).

 

Section 3.6: Number of Credits per Higher Education Cycle

First-cycle qualifications

• General qualifications: 120-180 credits;
• Qualifications in the fine, applied and
• performing arts: 120-180 credits;
• Professional qualifications (32): 120-180 credits.

Second-cycle qualifications

• General qualifications: 60-120 credits;
• Qualifications in the fine, applied and
• performing arts: 60-120 credits;
• Professional qualifications (22): 90-330 credits.

Third-cycle qualifications

• General qualifications: 120-240 credits;
• Qualifications in the fine, applied and
• performing arts: 120-240 credits.

For a list of the number of credits for all qualifications in the first, second and third cycles, see The Swedish Higher Education Council websiteÌý

 

Section 3.7: Description of Credit Unit

An academic year that comprisesÌý40 weeks of full-time study corresponds to 60 higher education credits,Ìýthat is,Ìý1 week’s full-time study equals 1,5 credit unit. The number of higher education credits awarded for each course is determined by the amount of study normally required to attain its objectives. The number of credits reflects theÌýquantity of work each course requiresÌýin relation to the total quantity of work required to complete a full year of academic study at the institution, that is, lectures, practical work, seminars, self-studies — for example in the library or at home — and examinations or other assessment activities.

 

Section 3.8: Link between Learning Outcomes and Credits

AÌýcourse syllabusÌýis required for each course within the first and second cycle and a programme syllabus for each study programme. The course syllabus specifies degree cycle, number of credits, and intended learning outcomes.

Ìý