sou · GPB313 · 2002-01-01 00:00:00 — Förslag till sådana har tidigare lagts fram av , Högskollärar- utredningen samt av SULF. Det kan dock konstateras dels att sökande trots ansträngningar från många av lärosätena fortfarande ofta inte dokumenterar sina pedagogiska meriter på ett sådant sätt att de kan bedömas, dels att sakkunniga och anställningsnämnder ofta inte tar tillräcklig hänsyn till dessa meriter. infördes möjligheten att befordra lektor till professor och adjunkt till lektor. För befordran till professor krävs pedagogisk och vetenskaplig skicklighet. Det har genom reformen blivit än mer väsentligt för lärare att planera sin karriär och för institutions- ledningar att organisera tjänstgöring så att den inte missgynnar lärares framtida utveckling. En systematisk meritportfölj är ett utmärkt stöd för lärare, och det bör vara lärosätenas ansvar att bidra till utveckling av sådana och till att de används som underlag vid anställning, befordran och lönesättning. att en av de sakkunniga vid ärende om anställning av lektor och professor samt befordran till professor skall ha ett särskilt ansvar för att göra en ingående granskning och redovisning av de sökandes pedagogiska kvalifikationer. Högskoleförordningen bör ange detta, att högskoleförordningen ändras så att det framgår att det vid anställning av professorer och lektorer skall läggas lika stor vikt vid den pedagogiska skickligheten som vid andra behörighetsgrundande förhållanden, att samtliga lärosäten skall utarbeta riktlinjer för bedömning av pedagogiska meriter, att modeller för meritportföljer utarbetas av samtliga lärosäten. Dessa bör tjäna som redskap vid diskussioner mellan lärare och institutionschef för karriärplanering och vara ett stöd när det gäller systematisk kompetensutveckling och beslut om anställning, befordran, lönesättning och andra belöningar och att lärarnas tjänstgöring skall ligga i linje med den karriärplan som överenskommits mellan institutionsledning och varje enskild lärare. Andra incitament för god undervisning Utredningen menar att det är väsenligt att goda insatser inom undervisningen vid universitet och högskolor får erkännande. Pedagogiska priser är en viktig uppmuntran för den enskilde individen och en markering av undervisningens betydelse. Vi menar dock att det är väsentligt att goda insatser premieras också på andra sätt. Detta kan ske genom till exempel lönehöjningar, betalda tjänstledigheter för studier av pedagogiskt utveckling vid andra lärosäten i eller andra länder. Vi anser också att det är önskvärt att inom ramen för Rådet för högskoleutbildning utveckla ett kvalificerat nationellt seminarium om högskolepedagogik med medverkan av framstående universitetslärare. Beräknade tillkommande kostnader för förslag som framförs i betänkandet: Totalt för tre år Mångfald i den högre Mål för den grundläggande högskoleutbildningen Förslag till ändringar i högskolelagen kap.1 De förslag till anpassning av målen för högskoleutbildningen till arbetslivets nuvarande krav som läggs i kapitel 3 fordrar vissa förändringar i högskolelagen. Vi föreslår följande skrivning i högskolelagen kap. 1, 9§: över kunskaper och färdigheter, förmåga till självständig och självständig och kritisk bedöm- kritisk bedömning, förmåga att självständigt lösa problem samt kunskapsutvecklingen, allt inom det område utbildningen avser. förmåga att följa kunskaps- Utbildningen bör också ut- utvecklingen, allt inom det om- veckla studenternas förmåga till råde utbildningen avser. studenternas förmåga att söka och värdera kunskap på vetenskaplig muntligt och skriftligt även med Föreslagen lydelseDen som inte uppfyller de krav på fullgjord utbildning i högskolepedagogik som anges i 4 kap. 5 - 9§§ eller har motsvar- ande kompetens får ändå an- ställas som professor, lektor eller adjunkt, dock längst . Sådan anställning får inte för- nyas. Den som under tvåårs- perioden uppfyller dessa krav kan anställas tills vidare utan tidsbegränsning.Föreslagen lydelsePedagogisk skicklighet förut- sätter dels skicklighet visad genom praktiskt arbete som lärare i högskolan, dels fullgjord utbildning i högskolepedagogik omfattande minst 10 veckors heltidsarbete eller motsvarande kompetens. Högskolepedagogisk kompetensutveckling för högskolans lärare Förslag till ändring i högskoleförordningen 4 kap. och högskolelagen 3 kap. De krav på pedagogisk skicklighet för högskolelärare som föreslås i kapitel 10 fordrar att högskoleförordningens text beträffande behörighet för adjunkter, lektorer och professorer ändras. Vi förslår därför följande tillägg i högskoleförordningen 4 kap. 5§, 6§, 7§, 8§ och 9§: Vidare föreslår vi ett tillägg till 4 kap. 30§ högskoleförordningen enligt följande: För att professorer skall omfattas av dessa förändringar fordras förändringar i högskolelagen. Vi föreslår följande skrivning i 3 kap.2§, tredje stycket samt 3 kap. 3§ i högskolelagen: Nuvarande skrivning 3 kap. 2§, tredje stycket Regeringen får utfärda närmare föreskrifter om be- hörighetskrav och bedömnings- grunder som skall gälla vid anställning av professorer. Regeringen får utfärda närmare föreskrifter om krav på pedagogisk utbildning och andra behörighetskrav samt bedöm- ningsgrunder som skall gälla vid anställning av professorer. Tillägg till 3 kap. 3§ i högskolelagen 4. anställning av person som inte uppfyller de krav på regeringen med stöd av 2§ får utfärda närmare föreskrifter om Om en sådan ändring i lagen inte skulle kunna genomföras, omfattar tillägget i 4 kap. högskoleförordningen endast 7-9§§ samt 30§. Pedagogisk meritering, karriärplanering och incitament för god undervisning Förslag till ändring av högskoleförordningen 4 kap. De förslag till hänsynstagande till pedagogisk meritering vid anställning och befordran som framförs i utredningens kapitel 11 kräver vissa förändringar i högskoleförordningen. Vi föreslår följande tillägg efter stycke 2 i högskoleförordningens 4 kap. 15§: Vid anställning av professorer och lektorer skall lika stor vikt fästas vid graden av pedagogisk skicklighet som vid graden av sådan skicklighet som i övrigt är ett krav för anställning, om inte Vidare föreslår vi förändringar i högskoleförordningen 4 kap. 21§, första stycket enligt följande: eller motsvarande organ skall hämta in yttranden från minst två personer som är särskilt förtrogna med anställningens ämnesområde vid anställning av professorer och lektorer. eller motsvarande organ skall hämta in yttranden från minst två personer som är särskilt förtrogna med anställningens ämnesområde vid anställning av professorer och lektorer. En av dessa personer skall ges i uppdrag att göra en ingående granskning och redovisning av de sökandes pedagogiska kvalifikationer. New conditions for learning and teaching in higher education in A into the renewal of learning and teaching in higher education in was appointed in April, 2000. Its terms of reference include an analysis of the pedagogical consequences of the recent expansion of higher education and proposals for measures to develop learning and teaching. The use of information and communication technologies is of specific relevance, as well as training of and other support for university teachers. Given its time constraints and limited opportunities to carry out investigations of its own, the Committee has focussed on conducting an extensive review of current enquiries and conducting discussions with representatives of universities, authorities and organisations in and abroad. This information has been supplemented with questionnaires and visits to a few British and American institutions of higher education. A reference group consisting of representatives of universities and colleges and the National Swedish Union of Students has assisted the Committee. Today there are almost twice as many full time equivalent students in Swedish tertiary education as in 1990. This expansion has resulted in greater numbers of students, with greater variation in their knowledge, experience, age, social and ethnic background, language proficiency and goals. Universities must now also provide adequate support for students with special needs. In addition, the number of places available to university students has increased more rapidly than the number of teachers. The increased autonomy of universities has led to an increase in the number of administrative tasks delegated to institutions and their teachers. The new degree ordinance and the new bachelors and degrees introduced in 1993 have resulted in longer programmes requiring independent degree projects. Developments in information and communication technology (ICT) have created new conditions for higher education, permitting learning and teaching to be less dependent on time and place. ICT also requires the development of new knowledge and skills. Altogether, both teachers and students face great challenges in todays universities. Goals of Higher Education Various investigations show that working life today requires advanced skills and knowledge of specific areas, the ability to develop and renew that knowledge and those skills as well as the ability to identify and formulate new problems. Employers also look for the capacity to change as a result of changing external circumstances. Further requirements are the ability to work and cooperate in groups, networks and projects, social and intercultural competence, oral and written skills in Swedish and English and the ability to handle ICT tools. These abilities musts be developed in academic programmes, and we therefore propose that the Higher Education Act be amended accordingly. Diversity in Higher Education While the increasing heterogeneity of Swedish university students during the last decade has broadened the perspectives of education programmes, it also presents a challenge recognised by todays institutions of higher education. Efforts are being made to recruit students from homes without academic traditions, to facilitate the transition from secondary school to university, and to support students in both initial and subsequent stages of their university studies. Measures taken include introduction courses (whether short or long), and language training (primarily in Swedish, but to some extent in English, as well). Other measures concern improved access via part time studies and distance education. We find that increased diversity and changing goals have consequences for learning and teaching and implications for information to students and teachers. These changes require efforts to improve the educational competence of university staff. Steps need to be taken to acquaint new students with the basic values and working methods of the academic world. Examples of how this can be achieved are to be found at several institutions now working systematically to increase and be inspired by social and ethnic diversity while clarifying their goals and strategies through the formulation and implementation of policies and action programmes. Special funds should be allocated at both national and institutional levels for projects aiming at adapting, not merely student recruitment and introduction, but also the organisation and methods of teaching and learning, to the increased heterogeneity of student backgrounds and goals. the government allocate 60 million Swedish kronor over three years i.e. 180 million Swedish kronor for measures for educational support to new groups in higher education. The use of these special funds is to be reported annually and the measures are to be evaluated continuously, prospective students applying to an introductory semester be admitted on a temporary basis without having to meet formal eligibility requirements other than in Swedish and English. For students successfully completing this introductory semester, temporary eligibility will be converted into general eligibility, pedagogical training for academic teachers and other staff actively consider the educational consequences of increasing diversity in Swedish higher education, networks be formed among institutions of higher education to develop measures for recruiting and supporting new groups in higher education. The funds proposed above should be made available for such purposes, as well, networks between secondary schools and higher education institutions be further developed to facilitate the transition from secondary school to university and the government allocate special funding to for the support of major pedagogical projects of national interest as regards diversity in higher education; such projects should focus not merely on the educational challenges, but also on the advantages to be derived from this diversity. Equal Opportunities and Gender A number of development projects have been carried out in the 1990s aiming at supporting and improving equal opportunities in universities. Most such programmes have concerned measures to increase the proportion of women in science and technology programmes and to enhance their opportunities for successful studies. Far fewer efforts have been made to support men in programmes with a significant majority of women. development projects are needed, both at the institutional level and nationally. should support further projects at the national level. Special efforts should be made to disseminate information about successful projects. Various models of teaching and examination that provide support for the underrepresented gender should be implemented and evaluated. As current research does not conclusively indicate how different working methods affect womens and mens learning, and considerable variations may be noted within the respective genders, further studies of learning and the effects of teaching models should be carried out. It is important that learning environments that suit many different groups of students be made available. and role models are important for students and teachers in programmes with a significant under representation of men or women. Priority should therefore be given to the recruitment and support of teachers of the underrepresented gender. Students with disabilities in higher education Today there are about 2 100 students with disabilities who either receive support from their educational institution or who have contacted the institution administrator in charge of handicap matters. Both absolutely and relatively, this is a smaller number than in upper secondary school. The learning environment for disabled students can vary, but all institutions are required to have a policy programme and an action programme for disabled students. As mandated by Swedish law, special funding is available (financed by a compulsory contribution), corresponding to 0.15 per cent of their budget for undergraduate education. Universities that have taken measures requiring more funds may receive additional funding by the government. Examples of such efforts include writing and spelling courses for dyslectics, help with note-taking and reading, sign language interpretation for the deaf and hearing-impaired, and alternative examination procedures including prolonged examination time. A great deal nevertheless remains to be done in order to guarantee reasonable accessibility and improved psycho-social study conditions. One of the major problems is information to students about support and assistance, and to institutions and teachers about the needs of disabled students. Few institutions have hitherto provided support for psychologically handicapped students, but universities are now rewriting their policies to include this category. better information to disabled pupils in secondary school wishing to pursue higher studies, as well as to disabled first-term university students and other students. Information to departments and individual teachers is also important in this context, early information from the () to institutions about applications from disabled applicants and early contacts between disabled students and their institution, an organisation at each institution with a disability-programme administrator reporting directly to the Rector. For the individual student, however, the primary responsibility must devolve upon the departments concerned, increased production of specially designed pedagogical material, measures to develop the competence of the institution, its departments and teachers when working with students with various disabilities and additional funds to institutions for pedagogical support in relationship to the number of students with disabilities. Information and () in higher education One of the most important challenges in higher education in the 1990s is the development of ICT and its applications to teaching and research. All universities and colleges today have special departments for the development of ICT and many have an additional organisation for its use in learning and teaching. Major funding has been committed to development projects for learning and teaching at both the institutional level and centrally, through e.g. . 50 per cent of the Councils projects have dealt with various aspects of ICT implementation in higher education. A key aspect of ICT is finding, handling and communicating information. ICT has become decisive for the development of distance education and flexible learning, while computers are now prerequisites for successful writing, advanced calculations and simulations. is currently in the forefront as regards the use of campus-based ICT. On a national scale, a number of countries are now developing systems for distance education in co-operation between institutions. , for example, is currently developing a virtual university which is expected to be fully operative in 2004. A first initiative in this direction has already been taken in , and these efforts should receive continued support. institutions be stimulated to continue the development of ICT in higher education as a natural tool in learning and teaching. Institutions should take particular note of the risk that students without easy access to computers may thereby find themselves in a relatively less favourable study environment; adequate measures should be taken to diminish this gap. Teachers and students should receive training that will enable them to use ICT effectively and an electronic virtual university be developed in . All higher education institutions should be offered the opportunity to participate and contribute, possibly together with other organisations and business and industry. Both courses and entire study programmes should be made available. The Government should allocate 30 million Swedish kronor per year over the next three years for the development of such a project. Support for renewal of learning and teaching Support for learning and teaching at the institutional level The level of ambition regarding educational development at universities and colleges has been raised in the latter half of the 1990s. Most universities have had educational development units for many years and colleges are now in the process of establishing such centres. In both absolute and relative figures, however, more resources are still spent at the large universities. We maintain that centres for educational development should be established at all higher education institutions, as a result of increasing needs for renewal of learning and teaching. The activities of such development units should include support to institutions, programmes and individual teachers. Many institutions finance local projects on learning and teaching, supervision of theses, examination, evaluation, aspects of equal opportunities, internationalisation etc. and publish the results. Several universities and colleges also organise recurrent conferences for their students and teachers, thus facilitating the dissemination of project results and encouraging discussion of issues concerning learning and teaching, examination and evaluation. It is the responsibility of the individual teacher, the department and the institution to take initiatives that will develop learning and teaching. The role of the department is especially important in this respect. Each institution must allocate sufficient resources for educational development. all higher education institutions establish an organisation to support learning and teaching, particularly for smaller institutions of higher education, interuniversity cooperation as regards educational development be considered as an alternate approach and particular attention be paid to the department responsibility for educational development and further education of staff; this should be followed up in the university quality enhancement programme. Research and national development projects There is funding at the national level dedicated to research on learning and teaching in higher education in today. A certain amount of research is, however, conducted at universities. Much of it continues the Swedish phenomenographic tradition from the 1970s. Other areas include studies on student-centred teaching approaches. A number of these studies deal with learning in specific programmes, especially teacher education and programmes for the caring professions. It is difficult to obtain overall information on these areas of research. For development projects there is both national support and funding through internal allocation within each university. National support is channelled primarily via . has a special brief to analyse the performance of the Council and to propose organisational changes. We find that the Council has been successful in its support of teacher-initiated development projects and that it has established important national networks and international contacts. Its role as a counterpart to the research councils has been of a certain significance in raising the status of undergraduate education but its impact on universities and colleges has been somewhat limited. As higher education institutions face new challenges the Council should modify its strategy and also focus on projects of importance to the long-term development of an institution. The position of the Council within the for Higher Education is unsuitable for the independent fulfilment of its mission, and another organisational solution should be found. support for research on learning and teaching in higher education be one of the priorities of a committee within the newly established and continue its activities. It should be transformed into an independent national agency with the additional charge to support key persons responsible for educational development at universities and colleges, the Council develop its activities to disseminate information on national and international research and development of learning and teaching in higher education and the Council focus more on projects in line with the strategic development of learning and teaching at universities and colleges. Pedagogical training of academic teachers A number of people, including educational consultants, heads of departments and directors of studies, are responsible for training and educational development at institutions of higher education. It is important that these key persons be offered opportunities to participate in further training at the national level and to participate in and develop existing networks. Pedagogical training for academic teachers is offered at most institutions today, but programmes vary in content, depth and extent. Previous commissions on learning and teaching have proposed that pedagogical training should be made a condition for tenure for academic teachers. The expansion of higher education today and the new demands facing academic teachers as a result of that expansion make it necessary to establish a minimum level of pedagogical training to obtain tenure. Part of this training could also be included as a course in postgraduate programmes.