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  • No clear signs of changes in students’ reading comprehension

    Existing statistics show no clear signs that performance rate in higher education, measured as the proportion of completed credits, have changed in recent years. Nor are there any clear trends in reading comprehension among those who took the Swedish Scholastic Aptitude Test (SweSAT) during the years 2016–2024. Half of the teaching staff report that they are satisfied with the students’ reading and writing competence.

  • Combining work with study is common

    It is common for students at universities and higher vocational education to work during their studies. In the second half of 2022, 45 percent of students at university and 50 percent of students at higher vocational education were working while studying. Most of them had a low income.

  • Students with finance for transition and retraining choose programmes over courses

    Four out of five applicants for finance for transition and retraining applied for studies in higher vocational education or higher education. Many come from jobs in healthcare and social care and already have a post-secondary education. The majority of applicants for finance for transition and retraining apply for long-term education, with programme studies being the most common in both higher vocational education and higher education.

  • Higher absences among compulsory school teachers during the pandemic

    The total absences among compulsory school teachers increased with the outbreak of the COVID-19 pandemic in spring 2020. The absences peaked in autumn 2021, 34 per cent higher than the average for the last two autumn semesters prior to the COVID-19 pandemic. In number of days, this means around 10 days of absence per teacher during the spring semester 2020 and spring semester 2022.

  • Remote teaching decreased substantially in the latter part of the covid-19 pandemic

    In contrast to the first three terms during the pandemic, few upper secondary school students received remote teaching during the 2021/22 academic year, when the omicron wave was ongoing. In upper-level compulsory school (grades 7–9), even fewer students received remote teaching then, and in the lower age groups there was hardly any.