Chapter 1. General provisions
Colleges and universities with State as principal
paragraph 1 of this regulation, there are adjacent to the
the higher education Act (1992:1434) provisions for universities and
high schools that the State is the principal of. These universities and
colleges and their title are set out in annex 1 to this
Regulation.
For the Swedish University of agricultural sciences and of national defence
There are specific provisions in the Ordinance (1993:221)
for the Swedish University of agricultural sciences and the regulation
(2007:1164) of national defence. Regulation (2010:1064).
Definitions
section 2 of the high schools referred to in the future, both
universities and colleges, unless stated otherwise.
3 repealed by Regulation (2010:1064).
section 4 of the student for the purposes of this regulation, it is assumed
to and engaged in tertiary education, and with a PhD student a
a student who is enrolled in and pursuing studies at
research level, everything to the extent not otherwise stated specifically.
Regulation (2006:1053).
Exemptions from government regulation
§ 5 the following provisions of the Government agencies Ordinance (2007:515)
does not apply to high schools:
section 2 of the Agency's management,
section 4 on responsibilities,
§ 5 If the delegation,
9-18 sections on enrådighetsmyndigheter, Board authorities and
nämndmyndigheter, and
22-24 sections of appointments and assignments.
For the purposes of government regulation, with the
the head of Government of course headmaster. Regulation (2010:1064).
Internal audit
5 a of the University of Uppsala, Lund University, Sweden, Göteborg
University, Stockholm University, Umeå University,
Linköping University, Karolinska institutet, Kungl.
The University of technology, Luleå Technical University, KARLSTAD
University, Linnaeus University, Örebro University,
Mid Sweden University and Malmö University shall apply
internal audit regulation (2006:1228).
Regulation (2013:1175).
section 6 is repealed by Regulation (2010:1064).
Student representatives
section 7 of the regulation, the Student Union (2009:769), there are
provisions as to who to appoint representatives for the students.
Ordinance (1992:1299) if compensation for assignments in Government
boards, committees and councils, etc., shall also apply to the
members of the University's Board of Trustees appointed by the students.
Regulation (2010:1064).
7 (a) repealed by Regulation (2010:1064).
7 (b) repealed by Regulation (2010:1064).
section 8 Has been repealed by Regulation (2010:1064).
9 repealed by Regulation (2010:1064).
section 10 is repealed by Regulation (2010:544).
Health care, study, social support and study environment
section 11 of the schools shall be responsible for ensuring that students have access
to health care, especially preventive health care that has to
purposes to promote students ' physical and mental health.
High schools should also be responsible for other tasks of
study social nature that supports students in their
study situation and facilitating the transition to working life
as well as to students in general have a good study environment.
Regulation (2009:770).
Insurance
11 a of a College shall be responsible for ensuring that students are
insured for bodily injury. The insurance will cover the damages
incurred as a result of accident or provoked
of such contamination referred to in section 5 of the Regulation (1977:284) if
occupational injury insurance and personal injury protection State, if
the damage has occurred in the context of higher education in
Sweden. The insurance shall not give entitlement to compensation in the
extent to which the student is entitled to compensation by virtue of
statute or collective agreement.
Insurance must be taken out by University and
Academic Council of high schools meet an agreement with
Kammarkollegiet. The agreement to meet and changes in
It shall be made, subject to Government approval.
Regulation (2013:32).
11 b of a College may, by agreement with the
Kammarkollegiet underwrite insurance for personal injury suffered by
their students in the context of higher education outside of
Sweden. Insurance may, however, relate only to studies conducted
at a foreign high school according to the agreements between the interested
higher education institutions. The insurance policy shall refer to such kind of injury referred to
in 11 a §.
A College may, by agreement with kammarkollegiet
also take out insurance for medical and dental care, and accident
During leisure time in Sweden for students under paragraph 5 of the
Regulation (2010:543) if the application fee and tuition fees
at universities and colleges to pay tuition fees.
The insurance will help to meet the requirements of
comprehensive health insurance program pursuant to Chapter 4. paragraph 5 of the
Immigration Regulation (2006:97) is a prerequisite for
residence permit for studies. Regulation (2010:1064).
11 c § a College shall, by agreement with the
Kammarkollegiet underwrite insurance for students whose
study finance consists of scholarship. The insurance shall
apply where the student's scholarship falls due
absence from the studies in case of sickness or maternity leave.
The insurance shall not give entitlement to compensation if the student
are entitled to equivalent compensation under any other
insurance. Regulation (2013:525).
Information to the higher education authority
section 12 High schools must submit to the higher education authority
information on their activities as the authority requests.
Regulation (2012:712).
The use of teaching facilities
13 § a high school is obliged to allow a democratically structured
Association for students in high school use
the educational premises at a meeting that the Association
organizes for its members, if the gathering is held for
Enlightenment, meningsyttring or other similar purposes or for
performance of artistic works. The program of the Association has
invited to participate in the session shall not be refused
access to the meeting venue.
The first subparagraph shall not apply if it is
supposable that the gathering will occur any
serious ordningsstörning or anything that goes
against the law. The first paragraph does not apply if the SCE
use of premises is incompatible with the higher education business
competent, or with the University's obligations to the third
man. Regulation (1998:1003).
Course evaluations
section 14 of the College shall give the students who participate in or have
completed a course with an opportunity to express their experiences of
and comments on the course by course evaluation organized by the
high school.
The College shall prepare rate values as well as inform
If the findings and any measures stemming
of course the valuations. The results shall be made available to
the students. Regulation (2000:651).
15 repealed by Regulation (2010:1064).
Investigation of cases of suspected misconduct
16 § a high school by a notification or on any other
way becomes aware of a suspicion of research misconduct,
artistic research or development work at the University
to investigate.
A high school, under investigation in a
opinion of the expert group on misconduct in research in
Central ethical review board.
If the person who raised the question if the suspicion of misconduct,
or the person who the suspicion directed against, request it,
high school get into such an opinion. No opinion
need not, however, be collected, if the University deems that
clearly unnecessary. Regulation (2014:1012).
Chapter 2. Board of Directors, the President and the rest of the Organization
The composition of the Board
§ 1 the Board of Directors of the College shall consist of the Chairperson and
Fourteen other members. Of Chapter 2. 4 of the higher education Act
(1992:1434) shows that the President included in the Board.
The Board of Directors shall appoint Vice-Presidents from among its.
Regulation (2012:584).
Duties of the Board
section 2 of the Board of higher education shall have the responsibilities and
functions required by section 3 of the Government agencies Ordinance (2007:515)
and Chapter 2. section 8 of the Ordinance (2000:605) on the annual accounts and
budget information. Furthermore, the Board shall adopt
1. in more important issues regarding the overall
direction and organization of the school,
2. where annual reports, interim reports, budget information, and
important petitions in General and ensure that the
at the school there is an internal control as
work in a satisfactory manner,
3. where the measures in response to the National Audit
audit reports and audit reports,
4. If guidelines and audit plan of the internal audit and
measures in response to internal audit observations and
internal audit recommendations according to section 10 of the regulation
(2006:1228),
5. in the more important issues of the internal allocation of resources and
its follow-up,
6. in matters which, under section 15 shall be settled by a
staff disciplinary board, unless it has established a
staff Disciplinary Board at the school or on the State
Disciplinary Board should not decide pursuant to Chapter 4. section 16,
7. If the admission regulations set forth in Chapter 6. paragraph 3 of the other
subparagraph,
8. If a working arrangement with the more important regulations on
the University's overall organization, delegation of
decision-making rights, handling cases and forms in General
for the business, unless otherwise is stipulated by law or
Regulation,
9. If a job order,
10. If the more important regulations in General, and
11. in all other issues which are of fundamental importance.
Of Chapter 2. 8, 10 and 15 sections, it appears that the Board also
decide, on the proposal of the President, appoints the President's Deputy
and decide on the establishment of a staff disciplinary board.
Regulation (2010:1064).
3 § matters other than those referred to in paragraph 2 shall be decided by the President,
If not
1. the other is prescribed in law or regulation, or
2. the Board of Directors has decided otherwise.
Have it in this regulation or otherwise provided to a
specific task incumbent on the principal may, however, the Board does not take over
the task at hand. Regulation (1998:1003).
Board caseload management
paragraph 4 of the Board is a quorum when more than half of
the members, including the Chairperson and the President, are present.
Regulation (1997:1123).
4 a of the Board of Directors may entrust the Chairman, after consultation with the
the President decide on interim report. Regulation (2002:558).
§ 5 If a Board case is so urgent that the Board does not
time to meet to deal with it, get the case settled
through communications between the President, the Provost and at least as many
Members needed for a quorum. If this procedure does not
appropriate, the President may, after consultation with the principal self
determine the matter.
Decision, taken pursuant to the first subparagraph, shall be notified by the
the next meeting of the Board of Directors. Regulation (1997:1123).
section 6 of the Cases to be decided after presentation. Regulation
(1998:1003).
Appointment of the members of the Board of Directors
section 7 of the Other Board members than the Vice-Chancellor shall be appointed for a
fixed period, not exceeding three years. The same applies if the Rector appointed
Chairman. Regulation (2007:151).
7 a of the teachers have the right to be represented with three
members of the Board of Directors. Teachers ' representatives shall be appointed by
choices in high school. The University must notify the details
If the electoral process.
Students have the right to be represented by three members
the Board of Directors.
The Chairman and the other Board members as referred to in Chapter 2. 4 §
the higher education Act (1992:1434) shall be appointed by the Government, appointed after
proposals under paragraph 7 (b). The proposal should be preceded by a consultation within the
and outside the University and refer to people with the skills and
experience from activities relevant to high school
education, research and collaborative assignments.
The representatives of the employees provided for in Chapter 2. 4 § second
subparagraph, the higher education Act (1992:1434) has the presence and the right
at the meetings of the Board of directors appointed pursuant to the provisions of
the staff representatives Ordinance (1987:1101).
Regulation (2012:584).
7 b of a proposal to the President and members of a
University Board who shall be appointed by the Government, shall be provided by
a nominating group of consisting of
1. a person who is appointed by the Government,
2. the Governor of the county where the school has its main
activities or the Governor's Deputy, and
3. a representative of the students at the school.
The person appointed by the Government to have a good knowledge of the
current high school activities.
The person appointed by the Government and the representative of
the students shall be appointed for a fixed period, not exceeding three years. Time
for terms of Office may not be the same time as the Board of Directors
is nominated for. Provisions as to who appoints representative for
the students are in the Student Union Regulation (2009:769).
A proposed Chairman and members referred to in the first subparagraph
must not refer to a person who is included in the nomination group
leave the proposal. Regulation (2012:584).
Principal
section 8 of the principal shall be engaged shall be determined by decision of the Government for a maximum
six years after the proposal of the Board of Directors of the College. The employment
may be renewed, subject to a maximum of two times, each of up to three years.
Before the Board leaves its proposal, it shall hear the teachers,
other staff and students in the manner that the Board has
particularly.
In its work to propose the President, the Board of directors so far
possible to produce both male and female candidates.
The Management Board shall, on behalf of the Government account for how
the gender dimension has been taken into account. Regulation (2002:558).
9 repealed by Ordinance (1994:1101).
section 10 of the principal shall have a Deputy who serves in
the President's place when he or she is not in service.
He also replaces the remainder principal in the
so far as the President determines.
The President's deputy shall be appointed by the Board of Directors.
Regulation (2010:1064).
section 11 jurisdiction to be headmaster or Deputy to the
the principal is the one who meets the eligibility requirements for employment
as a professor or lecturer. Regulation (2010:1064).
section 12 is repealed by Regulation (2004:289).
section 13, the principal may delegate its duties, unless otherwise
legally required.
Student representation
section 14 of Chapter 2. 7 of the higher education Act (1992:1434), there is a
provision of students ' right to representation when
decisions are made or processing takes place.
If decisions are to be taken or processing to be carried out by a
only one person, the information is provided and consultation take place with
a student member in good time before the decision or
the completion of the preparation.
If the decision is taken by a group of persons pursuant to Chapter 2.
the second subparagraph of paragraph 6 of the higher education Act, students have the right to be
represented by at least three members. The number of
student representatives in such a group, however, may be less if
There are special reasons, taking into account the total number of
members of the group.
Otherwise decide a College itself if such right to
representation of the students referred to in the first subparagraph.
Regulation (2010:1064).
Staff disciplinary board
section 15 the Board may establish a staff disciplinary board with
information under section 25 of the Government agencies Ordinance (2007:515).
The President shall be the Chairman of such a Committee. Board shall in
the rest consist of staff representatives and a maximum
Board appoints three members.
Staff representatives are appointed according to the rules in
the staff representatives Ordinance (1987:1101).
Regulation (2010:1064).
College Library
section 16 of A college library, complimentary set literature
from their own collections to other college library
disposal. Regulation (2010:1064).
Chapter 3. Has been abrogated by Regulation (2010:1064).
Chapter 4. Teacher
Introductory rules
Employment
1 § Teachers employed by the school. Regulation (2010:1064).
United employment
2 § a high school may, with the consent of such a
Medical Association referred to in Chapter 3. 8 of the higher education Act
(1992:1434), decide that a post as professor or
Lecturer at the high school to be associated with an employment at the
a unit that is granted for medical education
and research. In education and research at such a device
count dental education and research.
Regulation (2010:1064).
Eligibility and assessment criteria in employment
Professors
section 3 eligibility for appointment as a professor in other than
artistic activity is the one that has seen both
Scientific and pedagogical skill. Jurisdiction to
appointment as professor in artistic activity is the
who have demonstrated both artistic as teaching skills.
As criteria when hiring a professor should
the degree of such skill that is a prerequisite for permission
for employment shall apply. Examination of the educational
skills must be given as much care as the examination of the
the scientific or artistic skills. Each
high school decides otherwise yourself which criteria that
applicable to the employment of a professor.
Regulation (2010:1064).
Senior lecturers
section 4 eligibility for appointment as an associate professor is
1. within other than artistic activity, which has
demonstrated teaching skills and, on the other hand, has a doctoral degree
or has the equivalent academic skills or any
other professional skills which are relevant with regard to the
the subject content and the tasks to be
included in the employment, and
2. in the field of artistic activity, which has shown
teaching skills and have passed the artistic
PhD, demonstrated artistic ability or have any
other professional skills which are relevant with regard to the
the subject content and the tasks to be
be included in the employment.
As criteria when hiring a lecturer to the degree
of such skill that is a requirement for eligibility for
employment effect. Examination of the educational
skills must be given as much care as the examination of the
other formal founding conditions referred to in the first
paragraph. Each College determines otherwise, which
assessment criteria to be applied in the employment of a
Lecturer. Regulation (2010:1064).
The procedure for the employment
Equal representation
§ 5 If a group of people to make suggestions for applicants who
should be considered for a position as teacher, women
and men be equal represented within the group. This applies to
unless there are exceptional circumstances.
Regulation (2010:1064).
Expert assessment
6 § when hiring a professor (including adjunct
Professor), expert assessment of the applicant's skill
collected, unless it is clearly unnecessary for the trial
of skills.
If an assessment is collected from two or more people, be
men and women be equal representation. This applies to
unless there are exceptional circumstances. Regulation (2010:1064).
Notice of meeting
7 § a high school may call a person to employment as
Professor of employment of the person is of particular
importance for a certain activity at the school. If a
high school calls a person to employment, the reasons for
why employment is of particular relevance to high school
documented.
Only those who have permission for the employment under paragraph 3 of
may be employed by vocation.
The decision to summon a person to employment are made by the
the principal and may not be delegated.
For employment by calling does not need any such
information referred to in section 6, first paragraph
Employment Ordinance (1994:373). The provisions on
expert assessment in paragraph 6 shall apply. Regulation (2010:1064).
Medical operator's payment observations
section 8 Before a teacher receives such a joint appointment as a
referred to in paragraph 2, the College give medical huvudmannen opportunity
to comment on the case. Regulation (2010:1064).
Temporary employment
section 9 of the employment as a teacher may be limited under the Act
(1982:80) employment protection, unless they are
employment as a professor, including adjunct professor and
visiting professor, or unless otherwise stated in section 12 (b). In addition,
apply 10 – 12 a § § in the case of a time-limit of an employment.
Regulation (2012:523).
Teachers of artistic activities
section 10 A teacher may be employed in artistic activities
until further notice, not exceeding five years. Such employment may
be renewed. The total period of employment may, however, include
a maximum of 10 years. In the case of the employment relation in general law
(1982:80) employment protection. Regulation (2010:1064).
Adjunct professor
section 11 of An adjunct professor to be appointed for an indeterminate period of time, however,
lower to a specific point in time. Such employment may
be renewed. The total period of employment may, however, include
no more than 12 years. In the case of the employment relation in general law
(1982:80) employment protection. Regulation (2010:1064).
Visiting professor
section 12 of A visiting professor to be appointed for an indeterminate period, but
to a specific point in time. Such employment may be renewed. The
total employment period may, however, include a maximum of five years.
In the case of the employment relation in General Act (1982:80) if
employment protection. Regulation (2010:1064).
Employment qualifications
12 a of A teacher may be employed for an indeterminate period of time, not exceeding four
years, in order that the teacher shall be given the opportunity to develop their
independence as a researcher and get qualifications that can provide
permission to take other teaching positions with higher
eligibility requirements. The appointment may be renewed if, on
because of the teacher's sick leave, parental leave or any other
special reasons required additional time to achieve the purpose of
the employment. The total period of employment may be
a maximum of six years. In the case of the employment terms for the rest
Act (1982:80) employment protection.
Through collective agreements which have been concluded or approved by a
the central workers ' organization may be made for derogations from
the first paragraph.
Eligibility for appointment in accordance with the first paragraph is the one that has
a doctoral degree or have equivalent scientific
skills. Should it be considered as a qualification
PhD or equivalent qualifications has reached a maximum of seven years
prior to the deadline. Regulation (2012:523).
12 b If a teacher has had a temporary employment
According to § 12 a at a College, getting agreement on a time-limited
employment under paragraph 5 of the Act (1982:80) employment protection
not meet between high school and the teacher within six months from the
the employment referred to in section 12.
Through collective agreements which have been concluded or approved by a
the central workers ' organization may be made for derogations from
the first paragraph. Regulation (2012:523).
Decision in employment cases
13 § Teachers are hired by order of the President. Decisions relating to
employment of professor may not be delegated.
Regulation (2010:1064).
Sideline activities
section 14 of the high school should appropriately inform their teachers
If the sideline activities or types of ancillary activities that are not
in accordance with Chapter 3. 7 of the higher education Act (1992:1434). A
high school to give their teachers advice when considering whether a particular
sideline is compatible with that provision. If a teacher request
the University shall provide written notice of such question.
Of 7 a of the Act (1994:260) on public employment, it follows that
a high school in an appropriate manner, inform their employees about
What types of conditions that can make a sideline unauthorized
According to section 7 of the Act on public employment.
Regulation (2010:1064).
section 15 A teacher is required to keep the University informed of
the ancillary activities that he or she has and related
to the subject area. High school must document
the information. The documentation shall be arranged so that it
go to continuously follow the sideline activities each teacher has.
Regulation (2010:1064).
Termination
section 16 of the terms of professors examining the State's disciplinary board
questions referred to in section 34 the Act (1994:260) on public
employment and section 15 of the Act (1994:261) about
proxy appointment. Regulation (2010:1064).
section 17 in cases other than those referred to in section 16 and Chapter 2. paragraph 2 of the first
paragraph 6 and section 15 of the principal decides that an employment shall
cease. Decision to a professor's employment shall cease
may not be delegated. Regulation (2010:1064).
Chapter 5. Employment as doctoral student accommodation
Employment as doctoral student
General regulations
section 1 of the higher education institutions may have special positions for PhD students
to carry out his doctoral education.
Regulation (2006:1053).
Tasks
section 2 of The employed as a PhD student will mainly engage in
their own education.
An employee may, however, to a limited extent work with
education, research, artistic research and
Administration. Such work may, before a PhD degree or
Ph.d has passed, do not cover more than 20
percent of full working time. Regulation (2014:1012).
Employment
§ 3 Only the presumed or already adopted to a
doctoral education at a high school may be employed as
PhD student. Regulation (2006:1053).
3 a of A doctoral studentship must relate to work full time.
If a student requests it, get employment relate to work on
part time, but not less than 50% of full time.
Regulation (2002:139).
section 4 of The who have received education grants for students
following an application for appointment as a PhD student at the latest when it according to
the individual study plan remains a learning time
corresponds to three years of full-time training to PhD
or artistic doctoral degree. However, this does not apply if
the headmaster has decided to withdraw the doctoral student's resources under
Chapter 6. section 30 or educational grant pursuant to paragraph 14 of the
Regulation (1995:938) concerning educational grants.
Regulation (2013:525).
§ 5 When a doctoral student shall be employed in cases other than those referred to
in paragraph 4, must the ability to assimilate
the doctoral education. Furthermore, the second and third
subparagraph shall apply.
If a student must be engaged in connection with admission to
education, the provisions of Chapter 7. 41 section and
the third paragraph about the determination of the criteria and if
barriers against seniority shall apply.
The University shall, through advertising or a similar
procedure provide information on the available employment, so that the
interested in employment may report it to the
high school within a certain time. Information needs to be left just
If a student must be engaged in connection with admission to
the training and if the chapter 7. 37 section follows that information
requirements for admission. Regulation (2006:1053).
section 6 of the employment as doctoral student takes place by decision of the President.
Regulation (1998:80).
Form of employment
section 7 of The employment as doctoral student shall apply until further notice, however,
lower to a specific point in time and never for longer than a
years after graduation at PhD or artistic
doctoral degree.
The first employment may apply for a maximum of one year.
The appointment may be renewed for a maximum of two years at a time.
A person may be employed as a graduate student for a total of
a maximum of eight years. The total period of employment may be
not be longer than what corresponds to training at
research level at full time for four years. In the studies to be
ends with a Licentiate degree or artistic
Licentiate degree, the total period of employment not
be longer than what corresponds to doctoral education at
full time for two years. From these times to set-off be done
the study period when the student has not been employed as
PhD student.
The total period of employment may, however, be longer than
referred to in the third subparagraph, if there are special reasons.
Such reasons may include time off due to illness, leave of absence
for service in the armed forces or for the
positions of trust within the trade unions and
student organizations or parental leave.
Regulation (2009:933).
Assistants, researchers and clinical leaders
General Regulation
section 8 High schools may employ assistants, researchers and
clinical assistants. Regulation (1998:80).
Tasks
§ 9 a position as Assistant may not exceed 40
percent and a position as an Assistant at most 50% of
full working time. The work must be education, administration
or participation in research or artistic research.
A clinical assistant to work in clinical education and
research. Regulation (2014:1012).
Employment
section 10 Only on receiving educational grants may
be employed as an Assistant.
Only those who are admitted to the Bachelor's or
second level may be employed if amanuensis.
Only those who have completed a medical degree or dentistry degree
or adopted, or have already been admitted to doctoral education
doctoral education in medicine or dentistry may be employed as
Clinical Assistant. Regulation (2009:933).
section 11 of the Assistants, researchers and clinical leaders shall
be appointed by order of the President. Regulation (1998:80).
Form of employment
section 12 Assistants, researchers and clinical leaders shall
employed for an indeterminate period of time, not exceeding one year. Such
appointments may be renewed. The total period of employment
for a teaching assistant and a clinical assistant may, however, include
a maximum of three years. Regulation (1998:80).
Chapter 6. Training
Provisions for all education
Introductory provision
section 1 of this chapter, there are provisions for education on
first cycle, second cycle and third cycle.
Regulation (2006:1053).
The extent of the training
section 2 scope of training shall be specified in the credits
where full-time study during a normal academic year about 40 weeks
corresponds to 60 credits. Regulation (2006:1053).
Study guidance and information
paragraph 3 of the Students should be given access to study and
professional orientation. The University will ensure that anyone who intends to
begin a training have access to information about
the training that is needed.
The University shall also ensure that an admissions procedure is
available. In an admission regulations will include provisions in
as the University applies in respect of the application, eligibility, selection
and admissions and about how decisions are made and can be appealed.
Regulation (2010:1064).
Exams
4 § in education may only be awarded the qualifications set forth in
Annex 2 to this Regulation (qualifications).
Regulation (2006:1053).
section 5 of the qualifications set out there at what level a certain degree
shall be taken and the conditions that must be fulfilled for a certain
Exam (exam description).
In addition to what is stated in the description of the degree of
teacher students, it is clear from Annex 4 which substances may
combine such a degree. Regulation (2010:544).
Authority to issue qualifications
5 a section in Chapter 1. 11 – section 13 of the higher education Act (1992:1434)
provisions on the authorisation to issue degrees.
Regulation (2009:933).
section 5 (b) to issue master's degrees may be submitted to
universities and colleges in the areas in which they
According to paragraph 5 (c) has the authority to issue general degrees at
graduate level. Such a permit may also be provided to a
high school in an area where high school does not issue
degrees at the doctoral level, if the scientific environment in
the area is of such quality and scope that the Academy can
offer training closely linked to training on
graduate level. Regulation (2009:933).
section 5 (c) to issue general degrees at the doctoral level
may be provided to other colleges than universities within a
area of education and research at the University has a
such quality and scope that education at the graduate level
in the field can be operated at a high scientific level and with
good educational opportunities otherwise. The same requirements
applies to a decision as referred to in Chapter 1. 15 of the higher education Act
(1992:1434). Regulation (2009:933).
5 d § to issue artistic qualifications at
graduate level may be provided to universities and colleges in the
an area, if the artistic education, the
artistic research and the artistic
the development of the University or College has a
such quality and scope that education at the graduate level
in the field can be operated at a high artistic level and with
good educational opportunities otherwise.
Regulation (2009:933).
5 e § to issue teacher students with a particular
emphasis may be given to a high school, about
1. education at the high school alone or together with
Education referred to in 3 meets the requirements of
education leading to a teacher students,
2. education at the high school include studies in at least
a teaching subject, and
3. training in the field or other academic subjects as
may be required for a teacher students organized by a different
high school who are authorized to issue teacher students for
This or these subjects or of a foreign
institution which organises similar training.
Regulation (2011:687).
5 f section to issue teacher students with a particular
approach that can be taken after the student has been
through education under the Regulation (2011:686) if
complementary education leading to
teacher students may be given to a high school, if the school
1. shall issue such a degree for students who meet the
requirements for teacher students laid down in that regulation,
and
2. has the authority to issue teacher students with the same
direction under section 5 (e). Regulation (2011:687).
Transfer of credits
section 6 About a student at a high school in Sweden has gone through
some college education with a passing grade, the student has
This right to credit themselves for higher education at a
other high school. However, this does not apply, if there is a
significant difference between the courses.
The same applies to students who have gone through a certain
training with a passing grade
1. at a university or establishment of higher education
in Denmark, Finland, Iceland or Norway, or of those who are
party in the Council of Europe Convention of 11 april 1997
the recognition of evidence of higher education in the European region
(SUN 2001:46), or
2. at the Nordic School of public health.
Regulation (2006:1053).
7 § A student has the right to be different training
other than those referred to in paragraph 6, if the knowledge and skills
the student CITES are of such a nature and such a
extent that they essentially correspond to the training for
what they are meant to be included. A student may also
accredited equivalent knowledge and skills
acquired in a professional activity. Regulation (2006:1053).
section 8 High school will examine whether previous training or
activities may be accepted for accreditation.
Only the student may be eligible for
credits, unless otherwise stated by law or
Regulation. Regulation (2010:1064).
Diploma
§ 9 A student who meets the requirements for a degree must
on request, the diploma of high school.
Regulation (2006:1053).
section 10 of the high school diploma to enter
1. a degree title,
2. at what level should be completed,
3. If the exam is part of a joint competence referred to in Chapter 1.
17 of the higher education Act (1992:1434),
4. which courses that are part of a Bachelor's degree and
second level, and
5. at which high school courses as 4, or equivalent
part of an education at the graduate level, have been completed.
In the degree certificate, translation of certificates the name to
one or more languages. Regulation (2011:687).
10 a of the Diploma Supplement shall be added
1. an annex which describes the education and its place in the
the education system, and
2. in the case of yrkeslärarexamen, an annex which specifies the
qualified and relevant professional skills that have been
because of the special jurisdiction provided for in article 4 of the regulation
(2010:2021) on access to education leading to
yrkeslärarexamen and the rules given in
connection to the paragraph.
University and College Council may notify the closer
rules about what the annexes in accordance with the first subparagraph shall
contain. Regulation (2012:712).
section 11 If a diploma shall relate to training at more than one
high school, the certificate is issued by the College in which the student
have completed their training. However, this does not apply if the
the schools involved in the case have agreed
If anything else or if high schools together to issue
a joint degree in accordance with Chapter 1. 17 of the higher education Act
(1992:1434). Regulation (2009:1068).
Joint degree
11 a of a College may participate in an educational cooperation program
specified in Chapter 1. the second subparagraph of paragraph 17 of the higher education Act (1992:1434)
only if cooperation is based on a written agreement.
Such an agreement, a high school, as set out in the annex
to the higher education Act, included with
1. another high school covered by the higher education Act,
2. an individual training providers who are authorised to
issuing degrees under the Act (1993:792) for permission to
issue certain degrees, or
3. a foreign higher education institution that is not a natural person.
Regulation (2009:1068).
11 b of a higher education institution referred to in section 11 may conclude an
agreement referred to in that paragraph only if the conditions
in the second and third subparagraphs are fulfilled.
The University shall, by agreement, have ensured that
1. each part of the course is arranged by one of the
universities that are part of the cooperation in education, and
2. even those parts of the training organized by another
institution of higher education than high school rests on scientific or artistic
basis and on proven experience and carried out so that a high
quality in education.
The agreement shall indicate
1. which part of the training which the school shall organise,
2. which part of the training, another institution of higher education shall organise,
3. in which of the universities is organising a part
of course an applicant for the programme shall be adopted,
4. the University may adopt trying only to the part of the
the training that the school shall organise,
5. when a student who has been admitted to a part of the
the education of another University shall be deemed to be a student
under paragraph 11 (c),
6. that part of the training as a student has gone through
successful at another institution of higher education shall
credited to him or her for education at high school
without special examination,
7. what degree education may lead to at the respective
institution of higher education, and
8. other terms and conditions as are necessary for the education,
able to be carried out. Regulation (2009:1068).
section 11 (c) a student who has been accepted by another institution of higher education
part of the training covered by such
agreement referred to in paragraph 11, shall be deemed to be a student
which is adopted by the College that has entered into
the agreement when he or she is within the framework of the
Education conducts studies there. This only applies if
1. the second institution is organising the bulk of the training
the University has adopted the student, and
2. the student according to the agreement reached is also
adopted by the College. Regulation (2009:1068).
section 11 (d) a part of the training covered by such
agreement referred to in section 11 and that a student has
gone through and passed at another institution of higher education shall
credited to him or her for training at the
high school which has entered into the agreement without special
trial. Regulation (2009:1068).
11 e § a high school referred to in section 11 may issue a joint
exam only if
1. the student has gone through a training which is covered by a
agreement referred to in that paragraph as well as met
the requirements for graduation at the school and at least one other
institution which has organized part of the training,
2. each institution of higher education that awards a degree, which is included in the
joint degree, may issue the degree to which the institution
issues,
3. each examination that is part of the joint degree
issued by a higher education institution which are subject to the higher education Act
(1992:1434), or by the individual providers of education intends
same degree as a high school, and
4. each examination that is part of the joint degree
issued by a foreign institution is on the same level as
high school degree. Regulation (2009:1068).
11 (f) § When a high school referred to in paragraph 11 (a) issues a
joint degree along with another University,
high school issue its diplomas in the same document as the
other University issues its diplomas.
Regulation (2009:1068).
section 12 is repealed by Regulation (2010:1064).
Bachelor's and master's level
Courses and programs
13 § All training at basic and advanced level shall
be conducted in the form of courses. Courses may be grouped into
training programmes. Regulation (2006:1053).
Syllabus
section 14 For a course, there shall be a course syllabus.
Regulation (2006:1053).
section 15 of the syllabus shall specify: course level, number of
credits, objective, requirements for special permissions, forms of
assessment of students ' achievements and the other
regulations as necessary. Regulation (2010:1064).
Training plan
section 16 of the education programmes, there must be a
training plan. Of section 14 States that it for the courses in
the programme shall be the curriculum. Regulation (2006:1053).
section 17 of the training plan shall identify: the courses
the program covers, the requirements for jurisdiction and the
other rules as necessary. Regulation (2010:1064).
Score
section 18 of the Score should be set on a course unless
the school provides otherwise. High school may provide
which grading system will be used. For an all or
partial teaching training course in education leading to
preschool teacher-, grundlärar-, teacher-or
yrkeslärarexamen, will, however, always more than a step
be used for a passing grade. This only applies if the
practical part of the course covers more than three
He credits.
A rating shall be decided by a specially appointed high school
Lecturer (examiner). Regulation (2014:371).
§ 19 is repealed by Regulation (2010:1064).
Course certificate
20 § a student that has a course approved shall, on request,
get course certificate of high school.
Of course the proof must relate to training at more than one College,
the certificate shall be issued by the College in which the student has
completed the course. However, this does not apply if the relevant
high schools in the case have agreed on something
other things. Regulation (2006:1053).
Number of samples, etc.
section 21 If a high school limits the number of times that a
student may be subjected to a test in order to receive a passing grade in a course
or part of a course, the number of times determined to
at least five. If passed on a course or part of a course
assumes that the student completed the internship or equivalent
training with a passing grade, the number of internships or
corresponding training periods shall be determined for at least two.
Regulation (2006:1053).
section 22 of A student, who successfully has completed two
test for a course or part of a course, has the right to have a
Another examiner appointed, unless there are special reasons speaking against it.
Regulation (2006:1053).
Correction of grades
section 23 of a decision pursuant to section 26 of the Administrative Procedure Act (1986:223) if
correction of typographical error, clerical error or similar oversight in
a rating shall be taken by a moderator.
Regulation (2006:1053).
Review of rating
section 24 of an examiner Finds that a decision on the rating is clear
inaccurate due to new circumstances, or by any other
reason, he or she shall amend the decision, if it can be done
quick and easy, and if it does not means that a rating is lowered.
Regulation (2006:1053).
Doctoral education
Topics
section 25 of a University and a college which may issue qualifications
at the graduate level to decide on topics such as training on
doctoral education shall be organized in Regulation (2010:1064).
General study plan
26 § for each topic that doctoral education are organised in
There shall be a general study plan. Regulation (2010:1064).
section 27 of the General study plan, the following is stated:
main content of education, requirements for specific
entry requirements and other provisions as needed.
Regulation (2010:1064).
Tutorial
section 28 for each doctoral student will be appointed at least two supervisors.
One of them must be designated as the primary supervisor. The student has
right to supervision during the training as long as principal
by virtue of section 30 decides otherwise.
A doctoral student who so requests to change supervisor.
Regulation (2010:1064).
Individual study plan
section 29 shall be drawn up for each individual graduate student
study plan. The plan should include the high school and the student's
commitments and a timetable for the student's education. Plan
shall be adopted after consultation with the student and his or
her supervisor.
The individual study plan shall be reviewed periodically and
after consultation with the student and his or her supervisor
changed by the high school to the extent necessary.
The training period may be extended only if there are special
reasons for such a reason it may be. leave on grounds of
disease, leave for service in the armed forces or
for positions of trust within the trade unions and
student organizations or parental leave.
Regulation (2010:1064).
Right to tutorials and other resources
section 30 for a PhD student in materially overrides
its commitments according to the individual study plan, shall
the President may decide that the student should not have the right to
tutorials and other resources for education. Before a
such a decision may be taken to the student and his or her
supervisors will be given an opportunity to be heard. The examination shall be made
on the basis of their reports and other investigations that are
available. In the assessment, it should be factored in if high school
has fulfilled its own commitments under the individual
study plan. The decision shall be in writing and reasoned.
Resources may not be suspended for the period during which the student is
employed as a student or receive a study grant for
doctoral students. Regulation (2010:1064).
section 31, if the resources for education have been drawn up in accordance with
section 30, a doctoral student at the request of the President get back their
right to tutorials and other resources. The doctoral student must
then by showcasing an additional study results of
remarkable quality and scope or in any other
make very likely that he or she may perform its
the remaining commitments under the individual study plan.
Regulation (2010:1064).
Score on the test
32 § tests included in doctoral education shall be assessed
According to the grading system, the higher education institution.
The grade will be determined by a specially appointed high school
Lecturer (examiner). Regulation (2010:1064).
Thesis defence and score on the doctoral thesis
section 33 of the degree description for PhD and
Ph.d shows that for these exams
requires, inter alia, an approved doctoral thesis.
The doctoral thesis will be defended orally at a
public defence. In the dissertation, there shall be a
opponent. Regulation (2010:1064).
34 § In rating the doctoral thesis, at least one
person who is not working at the high school where
the student is examined. Regulation (2010:1064).
35 § High school may provide for the grading system
to be used and if the defence and scoring in
otherwise. Regulation (2010:1064).
Delegation
36 § Principal may not delegate decisions referred to in paragraphs 30 and 31.
Regulation (2010:1064).
repealed by regulation 37 (2010:1064).
repealed by regulation 38 (2010:1064).
repealed by regulation 39 (2010:1064).
repealed by regulation 40 (2010:1064).
repealed by regulation 41 (2010:1064).
42 repealed by Regulation (2010:1064).
repealed by regulation 43 (2010:1064).
repealed by Regulation 44 (2010:1064).
repealed by regulation 45 (2010:1064).
repealed by regulation 46 (2010:1064).
repealed by regulation 47 (2010:1064).
repealed by regulation 48 (2010:1064).
repealed by regulation 49 (2010:1064).
Chapter 7. Access to education
Common rules for access to education at
first level or second level
section 1 the admission to the first or second level
must relate to a course or training program.
Regulation (2006:1053).
section 2 in order to be accepted it is required that the applicant has
General entry requirements and also the special permission
as may be prescribed.
In 5-8 of the Regulation (2010:543) about the registration fee and
tuition fees at universities and colleges, there are
provisions relating to the payment of tuition fees in some cases
a prerequisite for admission. Regulation (2010:544).
3 § if there are special reasons, the College shall decide on
derogations from one or more eligibility criteria. A high school
shall derogate from any competence,
If the applicant has the potential to benefit from the
education but to meet the qualification requirements.
Regulation (2006:1053).
4 § The wishing to be admitted to the Bachelor's or
advanced level should sign it within the time and in the order
as a high school.
In 2 and 3 of the Regulation (2010:543) about the registration fee and
tuition fees at universities and colleges, there are
provisions relating to payment of application fee in some cases
is a prerequisite for registration should be examined.
Questions about admission is determined by the University. A power-operated
designed to notice of admission comes as the University's decision.
Regulation (2010:544).
4 a of a University may decide to applicants covered by the
study fee obligation under Regulation (2010:543) if
application fee and tuition fees at universities and
high schools may only be admitted to a programme at separate
admissions.
The school determines how many seperate acceptances to be
organized to an education. Regulation (2014:37).
Access to education that begins at the first level and that
caters to beginners
Basic permissions
paragraph 5 of the Basic rights to education that begins at
first level and caters for beginners has the
1. completed a college preparatory diploma in secondary education
or in municipal adult education on the secondary level,
2. completed a qualification in secondary schools or in municipal
adult education at secondary level and has a grade of E in
the courses in Swedish or Swedish as a second language and English
required for a college preparatory diploma in secondary education,
3. have a Swedish or foreign educational equivalent to
the requirements of 1 or 2,
4. resident in Denmark, Finland, Iceland or Norway and there is
competent to higher education, or
5. by the actions of Swedish or foreign training, practical experience
or because of some other factor has the potential
to benefit from the course.
University and College Council may notify the closer
regulations on the requirements of the first subparagraph 3.
Regulation (2012:712).
section 6 of The who have a mother tongue other than Swedish, Danish, Faroese,
Icelandic or Norwegian shall have the skills in Swedish which
needed.
University and College Council may notify the closer
regulations on the requirement referred to in the first subparagraph. The who has Finnish
as their mother tongue and have had Swedish as the subject in Finnish upper secondary school
or the equivalent Finnish school form for three years or more,
However, be deemed to have the knowledge of Swedish is needed.
Regulation (2012:712).
repealed by regulation 7 (2007:644).
Specific admission requirements
§ 8 The requirements for special permissions that are set to be completely
necessary in order for the student to be able to assimilate
the training. Requirements may relate to
1. knowledge from one or more courses in the upper secondary school, or
equivalent, and
2. other conditions as determined by education or by
importance to the professional field of study prepares for.
Jurisdiction also has it as through Swedish or
foreign education, practical experience, or because of
any other circumstance has the potential to benefit from
the course. Regulation (2011:1020).
§ 9 The requirements for jurisdiction set shall be indicated in the
area permissions. Each of these area permissions
consists of qualification courses and such merit courses referred to in
section 18. Qualification courses are those courses in a particular subject as
as required by paragraph 1.
Area permissions can also include such requirements as set out in
section 8, first subparagraph 2. Regulation (2007:666).
9 a of the University and College Council may provide
If the area permissions to be found.
Regulation (2012:712).
section 10 of the College may, in so far as requirements for special permissions
set, determine which area permissions applicable to
other training other than those referred to in paragraph 10 (a).
Regulation (2007:666).
10 a of University and College Council may notify the
regulations on the specific entry requirements that apply to a
training program that caters to beginners and leads
to an examination of professional competence referred to in annex 2 to this
Regulation (of qualifications). Regulation (2012:712).
section 11 if there are special reasons, the University
College Council grant to the University for admission to a particular
training set up other requirements under section 8, first paragraph than
the resulting from the specific entry requirements needed for the
the training. Regulation (2012:712).
Selection-selection criteria
section 12 at the selection shall take into account the applicant's merits.
Selection criteria are
1. score,
2. results from the scholastic aptitude test referred to in section 20, and
3. selection criteria referred to in section 23.
At the otherwise equal qualifications, selection can also be done by
tests or interviews, or by drawing lots. Selection by sample
or interviews may not be made after the drawing of lots
has been used. Regulation (2010:700).
Choice-seating for an
section 13, At selection of a training, seats are allocated with
1. at least one-third, on the basis of grades,
2. at least one-third, on the basis of results from
scholastic aptitude test, and
3. not more than one-third on the basis of those of high school under
23 § appointed the following selection criteria.
Certain details about seating for an on the basis of
score can be found in annex 3 to this regulation. For other
applicants with grades that are not covered by the annex,
University and College Council provide for in
which of the groups listed in annex 3 paragraph 1 which
seating for an. Regulation (2012:712).
section 14 for admission to an education that leads to a
artistic degree, high school despite what is stated in paragraph 13 of
allocate all seats on the basis of such other special
test referred to in section 23 (1), possibly in combination with other
selection criteria under section 12. Regulation (2006:1053).
section 15 if there are special reasons, the University
Council for higher education, it must allow a high school by the selection of a particular
education may make another seating for an than that specified
in section 13, and allocate places on the basis of one or more
of the selection criteria set out in section 12. The consent must relate to
one or more specific admission times.
Regulation (2012:712).
16 § a high school may occasionally depart from 12 to
13 sections. However, this should be done only if an applicant's qualifications may not
be assessed appropriately according to the selection criteria set out in
section 12 and if the applicant through previous education,
work experience or some other factor has
special knowledge or otherwise, prerequisites for
the training. Regulation (2006:1053).
Range-priority
section 17 for admission to a course that caters to beginners
get high school Notwithstanding sections 12 and 13 give priority to applicants
already students at the high school.
Regulation (2006:1053).
Selection-score
section 18 Some rules about how ratings should be valued, see
Annex 3.
In each district permission shall, in addition to such
qualification courses referred to in § 9 concluding merit courses.
Merit courses are those courses from secondary education
especially meritorious selection and which does not constitute a requirement
Basic or special permission.
Merit courses are
1. article in the topic modern languages,
2. deepening the topic Swedish sign language for the hearing,
3. immersion in the subject of English, and
4. deepening of the subject mathematics.
University and College Council may provide in
Moreover, if the credit rating of the rating.
Regulation (2013:1008).
18 (a) repealed by Regulation (2011:1020).
section 19 of the University and College Council may provide
What ratings issued under older rules and ratings
from education abroad shall be considered equivalent to in relation to
the requirements set out in paragraph 5 of the first paragraph, 1 and 2.
Regulation (2012:712).
Selection-scholastic aptitude test
section 20 for every colleges in Sweden, there shall be a
common scholastic aptitude test.
University and College Council is responsible for ensuring that the sample is taken
up and decides on the results of the test. Such a
test results are valid to the end of the calendar half-year
that is five years after the test date.
The high schools that will use the sample selection criteria should
carry out the test. This may be done in collaboration between
high schools. The test may also be carried out by University and
Council for higher education. Regulation (2014:1012).
section 21 of those who want to participate in the scholastic aptitude test is required to pay a fee
at 450 kronor in connection with registration for the test.
Regulation (2014:1012).
section 22 of the University and College Council may notify the closer
regulations on the scholastic aptitude test. Regulation (2014:1012).
Selection of high school specific selection criteria
23 § a high school may, to the extent specified in section 13,
determine the selection criteria comprising
1. other specific tests than the scholastic aptitude test,
2. knowledge, work experience or other experience that
is particularly valuable for the training, and
3. other training objective circumstances.
Regulation (2006:1053).
Access to education that begins at the first level and that
Turning to other than beginner
Basic permissions
section 24 of the Fundamental rights to education that begins at
first level and aimed at other than beginners have the
who meet the General admission requirements according to 5 and
6 §§. Regulation (2007:644).
Specific admission requirements
section 25 of the special permissions that are set to be completely
necessary in order for the student to be able to assimilate
the training. Requirements may relate to
1. knowledge from one or more courses in the upper secondary school, or
equivalent knowledge,
2. knowledge from one or more college courses, and
3. other conditions as determined by education or by
importance to the professional field of study prepares for.
The College may determine which requirements referred to in the first subparagraph as
should be made.
Jurisdiction also has it as through Swedish or
foreign education, practical experience, or because of
any other circumstance has the potential to benefit from
the course. Regulation (2011:1020).
Selection
section 26 in the selection shall take into account the applicant's merits.
Selection criteria are
1. score,
2. results from the scholastic aptitude test referred to in section 20,
3. previous education, and
4. selection criteria referred to in section 23.
The College may determine the selection criteria referred to in the second subparagraph
to be used and the seating for an to be made.
At the otherwise equal qualifications, selection can also be made according to
as indicated in paragraph 12 of the third paragraph. Regulation (2006:1053).
section 27 a College may occasionally depart from section 26.
However, this should be done only if an applicant's qualifications cannot be assessed
appropriately in accordance with the selection criteria set out in section 26 and
If the applicant through previous education, training, work experience
or some other factor has special knowledge or
otherwise, the prerequisites for training.
Regulation (2006:1053).
Access to education at advanced level
Basic permissions
section 28 of the General admission to an educational program that
leads to a general or artistic degree in advanced
level, the
1. has a Bachelor's degree comprising at least 180
ECTS credits or equivalent foreign degree, or
2. by the actions of Swedish or foreign training, practical experience
or because of some other factor has the potential
to benefit from the course.
Derogations may be made from the requirement of a degree in the first paragraph,
If an applicant is deemed to meet the requirements for such a
Diploma exam but due to special circumstances
have not had time to be issued. Regulation (2006:1053).
section 29 General admission to an educational program that
leads to an examination of professional competence as referred to in
qualifications requires specific proof of identity or specific
previous diploma has the specified ID
or completed a specified degree. Basic eligibility has also
those who have the conditions under paragraph 28 2. This
does not apply in respect of training programmes leading to
such a degree that requires authentication.
Regulation (2006:1053).
section 30 of the General admission to other education
advanced level than that referred to in paragraphs 28 and 29, the
completed training at the undergraduate level or have the conditions
According to section 28, first subparagraph 2. Regulation (2006:1053).
Specific admission requirements
section 31 of the special jurisdiction provided shall be completely
necessary for the student to be able to assimilate
the training. Requirements may relate to
1. knowledge from one or more college courses, and
2. other conditions as determined by education or by
importance to the professional field of study prepares for.
The College may determine which requirements referred to in the first subparagraph as
shall be made.
Jurisdiction also has it as through Swedish or
foreign education, practical experience, or because of
any other circumstance has the potential to benefit from
the course. Regulation (2006:1053).
31A For access to education leading to
Special or specialpedagogexamen, requirements imposed
up on the basis of section 31 shall not include the requirement for an independent
work (degree) or equivalent.
Regulation (2012:188).
Selection
32 § Selection shall be made as indicated in paragraphs 26 and 27.
Regulation (2006:1053).
Selection for admission to training commencing on
basic level and advanced level at separate admission
32 a of At separate admission under section 4 (a) shall, in respect of
selection of the second and third paragraphs shall apply instead of
the provisions on the selection of the 12 – 23, 26, 27 and 32 sections.
Upon selection, the University shall take into account the applicant's merits.
High school may provide for the selection criteria
to use and what seating for an.
Following selection criteria shall be composed of the factual circumstances of
importance of education. For otherwise equally qualified
may also be done by selection tests or interviews, or by
the drawing of lots. Selection by sample or interviews should not, however,
be done after the pairings have been used.
Regulation (2014:37).
Deferment of studies and study break for education on
first level or second level
33 § if there are special reasons, a high school in individual
decide that the person is admitted to training at
undergraduate or graduate level at the University
1. defers to begin their studies, or
2. may continue their studies after studies.
It referred to in the first subparagraph shall also apply to a student who
referred to in Chapter 6. section 11 (c), of the part of the training
high school should arrange to be given at the first or second level.
University and College Council may notify the closer
rules on deferment and if interruption of studies.
Regulation (2012:712).
Admission to doctoral education
General provisions
34 § to doctoral education, only so many
doctoral students are adopted which can be offered tutoring and acceptable
study conditions and who have sufficient financial support in accordance with
36 §. Regulation (2006:1053).
section 35 For admission to doctoral education is required
the applicant
1. have basic permissions and special permissions
that high school can be prescribed, and
2. is considered to have such skills as needed to
benefit from the course. Regulation (2010:1064).
36 § High school gets to doctoral education adopt only
applicants who are employed as student or granted
education grants for doctoral students. The University may, however, adopt a
applicants who have no other form of funding, if
the University believes that the financing can be secured throughout the
the training and that the candidate can spend as much of their
time for the training that can be completed within four years when
the case of a Licentiate degree or artistic Licentiate degree
and eight years for doctoral degree or artistic
doctoral degree. Regulation (2010:1064).
Admissions process
§ 37 Questions for admission is determined by the University. Those who want to
admitted to doctoral education shall notify it, within the
time and in the order that the University decides.
When a high school intends to adopt one or more graduate students shall
high school through advertising or a similar
procedure to inform about this. Any information needs
not provided
1. for the admission of a student to undergo training
within the framework of an employment with another employer than
high school,
2. for the admission of a student who has previously started
doctoral education at another institution of higher education, or
3. If there are similar special reasons.
Regulation (2006:1053).
38 § a high school that has received authorization to grant degrees
at the graduate level in an area, but new admission decision
a doctoral student who has been accepted at another University
or any other high school, transitioning to College and
continue their education and examined there. It comes, however,
only if the student has had the majority of their
postgraduate studies located at the high school in the area
that the State intends to issue degrees.
It is stated in the first paragraph shall also apply if a high school
by having been given the name University has a right
According to Chapter 1. 11 of the higher education Act (1992:1434) to issue
degrees at the doctoral level. Regulation (2010:1064).
Basic permissions
39 § general admission to doctoral education
has anyone who has
1. completed a degree at the advanced level,
2. completed course requirements of at least 240 credits of which
at least 60 credits at the graduate level, or
3. in any other way in or out of the country acquired in
essentially equivalent.
High school, for an individual applicant, grant a derogation from the
the General entry requirements, if there are special
reasons. Regulation (2010:1064).
Specific admission requirements
section 40 of the special jurisdiction provided shall be completely
necessary for the student to be able to assimilate
the training. Requirements may relate to
1. knowledge of higher education or equivalent
education,
2. specific work experience, and
3. the necessary language skills or other conditions as determined
of the training. Regulation (2006:1053).
Selection
41 § Selection among applicants who meet the requirements of 35 and
36 sections should be made with regard to their ability to
benefit from the course.
The school determines the criteria to be applied
in the assessment of the ability to benefit from the course.
The mere fact that an applicant may have a
previous education or professional activities credited for
education, however, must not give preference in selecting the applicant
in front of the other applicants. Regulation (2010:1064).
Special body
42 repealed by Regulation (2010:1064).
Chapter 8. Has been abrogated by Regulation (2006:1053).
Chapter 9. Has been abrogated by Regulation (2006:1053).
10 Cape. Disciplinary actions
General provisions
(1) disciplinary action may be taken against students who
1. illicit means or otherwise try to
mislead during examinations or when academic work otherwise,
be assessed,
2. interfere with or hinder instruction, tests or other activities
within the framework of the education at the school,
3. interfering with the activities of the high school library or other
special facility within the school, or
4. exposing another student or a worker at the
School of such harassment or sexual harassment
referred to in Chapter 1. paragraph 4 of the non-discrimination Act (2008:567).
Disciplinary measures may not be taken more than two years after
the offence was committed. Regulation (2008:944).
Disciplinary actions
section 2 of the disciplinary measures are warning and shutdown.
A decision on the suspension means that the student is not allowed to participate
in teaching, testing or other activities in the framework of the
education at the high school. The decision shall relate to one or more
However, periods, not exceeding six months.
A suspension may also be limited to
access to certain premises in high school.
The Disciplinary Committee
paragraph 3 of the Cases concerning disciplinary measures shall, unless otherwise
to the provisions of section 9, be dealt with by a disciplinary board. Such a Board
shall be provided at each high school.
section 4 of the disciplinary board shall consist of the President, in the Chair, a
legal expert who shall be or have been regular judges
and a representative of the teachers at the school. The students at
the University has the right to be represented on the Board with two
members. Regulation (1998:1003).
§ 5 The Honourable Member-in-training and the Member representing
teachers shall be appointed for three years of high school. Regulation
(1998:1003).
section 6 of The members of the Board representing the students appointed
for a year.
7 § when the President is unable to act or entering the President's
Deputy or another designated
Deputy Chairman of the disciplinary board.
For each of the other members, there shall be a
replacement. Replacement for the Member-in-training must be
or have been regular judges. The deputies shall be appointed in the same
procedure and for the same time as the members. Regulation
(1998:1003).
§ 8 the Disciplinary Committee is a quorum when at least three members are
at present, among them the Chairman and the Member-in-training.
If, during the handling of a crucial differences exist,
the requirements of chapter 29. the code of judicial procedure concerning the vote in
Court with only-in-training members shall apply. Regulation
(1998:1003).
Caseload management
9 § Founded suspicion of such an offence referred to in paragraph 1 shall
promptly be reported to the principal.
The principal shall make investigation and give the student the opportunity to
comment on registration. The principal shall, in
where appropriate after consultation with the Member-in-training,
determine whether the circumstances are such that the matter shall
1. left without further action,
2. lead warning of the principal, or
3. be referred to the Disciplinary Committee for consideration. Regulation
(1998:1003).
paragraph 10 of the decision by the President about the warning given by the student
be subject to the Disciplinary Committee for consideration. The student shall
be informed of this right.
Other provisions
section 11 of the disciplinary board shall ensure that a dossier which
referral there are investigated thoroughly. The Board shall give the student who
concerned by the matter an opportunity to speak before the Board
the thing. The student also has the right to be present when others speak
before the Board, unless special reasons speaking against it.
Regulation (2004:289).
paragraph 12 of The decision on suspension shall immediately apply, if different
not provided for in the decision.
13 § When a suspension has taken, shall
notification of this immediately be submitted to the Center
student aid and the bodies within the University concerned.
Interim suspension
section 14 where a case is referred to the disciplinary board, the principal
After consulting with the Member-in-training with immediate effect
provisionally suspend the student from the activities of the
high school.
A decision on interim suspension shall apply until
the case has been heard by the Disciplinary Committee, but not under a
month. Regulation (1998:1003).
11 kap. Has been abrogated by Regulation (2010:1064).
12 Cape. Appeal
1 repealed by Regulation (1999:1037).
section 2 To the Board of appeal for higher education, the following
decisions of a college be appealed:
1. decisions on employment at a College, with the exception of
employment as doctoral student,
2. If an applicant does not meet the requirements of
entry requirements for admission to undergraduate education
or advanced level and decision not to derogate from
qualification requirements in the cases referred to in Chapter 7. paragraph 3 of the other
the sentence or section 28, second paragraph,
3. decisions on accreditation of education or
professional activity;
4. refusal of a student's request for relief from a
mandatory training modules,
5. decision to withdraw resources for doctoral education
According to Chapter 6. section 30 and decisions that a student should not be
back the resources according to Chapter 6. section 31,
6. refusal of a student's request to get a diploma or
course certificate, and
7. the decision not to grant the students admitted to education
on the first level or second level deferred to begin
the studies or to continue their studies after
study break. Regulation (2010:1064).
paragraph 3 of That decision by a disciplinary board on suspension and warning
may be appealed to the Administrative Court follows from section 22
administrative law (1986:223).
Other decision of a disciplinary board may not be appealed.
Regulation (2002:81).
paragraph 4 of the decision of a higher education institution otherwise than as mentioned in this
Chapter may be appealed only if it is permitted in other
Constitution than administrative law (1986:223).
1. This Regulation shall enter into force on 1 april 2002.
2. The new provisions in Chapter 10. 1 paragraph 4 shall
apply to offenses occurring on april 1, 2002, or
later.
3. Have a decision as referred to in Chapter 12. 3 § given before 1
April 2002, the older provisions with regard to the right to
appeal.
Regulation (2002:81).
paragraph 5 of the decision of the Board of appeal for higher education must not
subject to appeal. Regulation (2002:81).
section 6 of the University and College Council decision under this
Regulation may not be appealed. Regulation (2012:712).
Transitional provisions
1993:100
1. This Regulation shall enter into force on 1 July 1993, if not
otherwise provided in the second or third paragraph.
The following provisions shall enter into force on 1 March 1993, namely
a. the provisions on access to training in 8 and 10 chapters:
as regards training courses be initiated after 30 June 1993,
b. the provisions of Chapter 2. section 10, Chapter 3, Chapter 6. and Chapter 9. 16
and 17 sections about the appearance of some executives and agencies within
high school:
in respect of officers and bodies shall enter into
operations after 30 June 1993.
The new provisions on access to training
applied regarding the right to appeal against decisions
in the case of access provisions in chapter 13. Regulation
(1993:159).
3. If, in a team or in a Constitution adopted by
the Government cited a regulation that has been replaced by a
provision in this Regulation apply instead the new
the regulation.
5. A case at a high school that has not been adjudicated at the end
by June 1993, shall be dealt with in accordance with the provisions of this
Regulation, unless otherwise specifically prescribed. If necessary
shall the Governing Board of a college announce details relating to the
the handling of such cases.
6. the 30 June 1993 holds the position as Assistant Professor
or service tutor shall be deemed to hold service
senior lecturer or lecturer service.
7. the 30 June 1993 holds service as a teacher in
odontologiskt topic with clinical affiliation shall serve for a period of
service as a lecturer, but that the service is advertised vacancy.
8. Service as an Assistant dentist shall be withdrawn in connection with
current tjänsteinnehavares resignation. The who on June 30, 1993
the holder of a fixed-term appointment on such service may
hold this service next to the end of the current
the term.
9. If a service publication free to application before July 1,
in 1993, the older provisions relating to the appointment of and
access to the service applied in appointing the case.
In doing so, however, not to have the appointments Board
composition provided for in the previous law.
Regulation (1993:952).
10. Have a case if the addition of service brought in
Appointments Committee before the end of June 1993, but not yet
been determined, the Board must determine the matter in the composition of the
had at the end of June 1993.
11. Those who have begun training on lines before 1 July
1993 shall be given the opportunity to complete under the older
provisions. The possibility remains, however, until the
september 30, 2000. Regulation (1999:1037).
12. Those who have begun training before 1 July 1993,
even in cases where there is no question of education on the lines, right
to get the exam according to the older provisions to 30
September 2000. Regulation (1999:1037).
13. The adopted a training before 1 July
in 1993, and a respite to time thereafter shall be deemed to be
admitted to the corresponding training according to the new
the provisions.
14. Applicants who meet the requirements for general eligibility according to
provisions of their older version be continued next to
the end of the year 1999 shall be considered as having general jurisdiction.
15. The Swedish scholastic aptitude test which is still in force, according to provisions of the elderly
on 1 July 1993, the longer validity in the new
the provision in Chapter 8. § 9 third paragraph.
16. Older rules still apply in the case of
the appeal of the decision or proposal is issued, or
submitted before the entry into force.
1994:1101
1. This Regulation shall enter into force on 1 July 1994.
3. a person who has completed a two-year training to
glasses and opticians in the meantime, on 1 January 1994 to 1 July
1995 has gone through an identity course according to older
provisions achieve the optometry degree. The same applies to anyone who has
gone through that training provisions, according to senior optometrist
and that after 1 January 1995 have gone through additional
education at Karolinska institutet. Regulation (1995:337).
4. He who has begun a training to dentists before the
1 July 1994 has the right to have graduated under older rules
by the end of 1998.
1995:253
This Regulation shall enter into force on 1 april 1995. Decisions
appeal has been issued prior to the entry into force according to the older
provisions.
1995:944
1. This Regulation shall enter into force on 1 July 1995.
2. If a case on the addition of the service have brought in
Appointments Committee prior to the entry into force, but not yet
been determined, the Board must determine the matter in the composition of the
had upon entry into force.
1996:913
1. This Regulation shall enter into force on 1 november 1996.
3. He who has begun a training course for secondary school teachers before
on november 1, 1996 are entitled to receive a degree as older
provisions to end of June 2002. The graduating
After 1 January 1998 shall, however, have the ability to use
computers and other information technology tools for your own
learning and knowledge of how these tools can be used in
the education of children and young people/students.
1996:984
1. this Regulation shall enter into force, with respect to Chapter 2. section 2 and
Chapter 7. 3 § 1 March 1997, and on 1 december 1996.
3. Applicants who meet the requirements for general eligibility according to
regulations in force before 1 July 1993, next to
the end of the year 1999 is considered to have basic qualifications.
4. Basic eligibility shall be deemed to have as
-have completed a national or a specially designed
programs in secondary schools and in their leaving certificate, or
the final grade in full or in part, according to the provisions
in force before 1 July 1994 or have completed equivalent
education and have the corresponding score from secondary
adult education,
-meet the requirements for general eligibility according to regulations
applied before 1 July 1993 and is graduating from four-,
three-or two-year line of secondary school or from such
two-year specialization course in secondary school as to their content in
essentially equivalent to at least two-year line of secondary education or
has the corresponding score from State or municipal
adult education, or
-before 1 July 1998, has received a certificate from a folk high school
If the General entry requirements for higher education.
Regulation (1999:687).
1998:80
1. this Regulation shall enter into force, with respect to Chapter 9. section 3 of the
January 1, 1999, and april 1, 1998.
2. The older provisions in Chapter 5. 2 and 6 §§ shall apply
on the which has a PhD position before 1 april 1998.
The older provisions in Chapter 5. paragraph 6 shall apply also in
appointment to a doctoral studentship which ceases before the expiration of
in 2003 with a graduate student who has been admitted to
graduate education prior to 1 april 1998, but did not receive a
PhD student position before that date. Regulation (2001:23).
3. The older the provision in Chapter 5. section 9 shall apply until
June 30, 1999, at the got a fee service that
Assistant prior to 1 april 1998.
4. The new provision in Chapter 5. paragraph 4 shall apply to the
has a study grant for the first time for the time after the
december 31, 1997. However, this does not apply to the adopted
to forskautbildning before 1 april 1998, but that first
then receive a study grant for the first time and which, on 1
April 1998 a study time exceeding three years, or at the
full-time studies 2 years and 5 months. Regulation (1998:160).
5. What is in Chapter 5. section 10 about medical science field
shall, until 1 January 1999 instead refer to medical
or odontological faculty.
1998:1003
1. this Regulation shall enter into force, with respect to Chapter 1. 7 (a), 9
and sections 13 and annex 1 on 1 september 1998, and the
January 1, 1999.
2. The older the provision in Chapter 1. paragraph 3 shall apply, if a
the case was brought by the Attorney General before 1 January 1999.
3. The new provision in Chapter 4. section 11 for promotion to
Professor should also apply the lecturer that upon entry into force
have a position as an assistant professor.
4. A lecturer that upon entry into force have the status of
Assistant professor may continue to have this position after
entry into force so long as the position remains.
5. The new provisions in Chapter 4. sections 17 and 18 shall apply
on an employment practice which begins on 1 January 1999
or later.
6. If a selection procedure involving a professor or a
Lecturer has begun but not completed before 1 January
in 1999, the observations according to the new provision in Chapter 4. section 21
submitted to the Faculty Board or equivalent body, if
the opinion has not been communicated to the appointments Board prior to the
January 1, 1999.
If an opinion has been submitted to the appointments Board prior to
on 1 January 1999 and not been fully processed by the Board,
the Board shall, in accordance with the previous law in 4
and Chapter 6. submitting proposals to the President.
Since the proposal has been submitted to the President in accordance with the second subparagraph,
the President shall decide the matter of employment without additional preparation
under the new provisions in Chapter 4. section 20. The same applies when
an appointments Committee has submitted proposals in a
the employment issue to the principal before 1 January 1999 and
the President has not decided in the matter of employment before 1
January 1999.
7. If a proceeding related to employment as an adjunct
Professor has begun but not completed before 1 January
in 1999, the older provisions in Chapter 4. section 18, second subparagraph
third sentence shall apply instead of the new provisions of the
Chapter 4. sections 26 and 27.
8. If a proceeding relating to the position as Assistant Professor
have been initiated but not completed before 1 January 1999, shall
older provisions in Chapter 4. the third paragraph of section 18 shall apply.
9. The new provisions in Chapter 4. §§ 12 and 23 shall apply
as regards the selection procedure which commences on 1 January
1999 or later.
10. where a person is appointed to a post with the support of the
older provisions in Chapter 4. 21 § 1-7, 9 or 10, the older
provisions also apply upon renewal or extension of the
the appointments that take place on or after 1 January 1999.
Regulation (2002:761).
11. in the case of those who held a post as Assistant Professor
before 1 January 1999, the older the provision in Chapter 4.
13 section apply instead of the new
the provision in Chapter 4. paragraph 10 of the second paragraph.
12. The new provision in Chapter 10. 1 paragraph 4 shall
apply to offenses occurring on January 1, 1999 or
later.
13. The new provisions in Chapter 10. paragraphs 4 and 7 shall apply
from the first time on or after 1 January 1999 when the
in-training member and the Deputy shall be appointed.
14. Have a decision as referred to in Chapter 12. 2 paragraph 4
given before 1 november 1998, the older provisions in
regarding the right of appeal. Regulation (1998:1272).
1998:1271
1. This Regulation shall enter into force on 1 november 1998.
2. Have a decision as referred to in chapter 13. 2 section 2
granted prior to the entry into force, the earlier provisions of the
regarding the right of appeal.
1999:30
1. This Regulation shall enter into force on 1 May 1999.
2. He who has begun a training to technicians,
Marine Engineer, naval captain or coxswain before 1 August 1998
have the right to graduate under older rules until 31
January 2002.
1999:1037
1. This Regulation shall enter into force on 1 January 2000.
2. If a proceeding concerning employment as
Research Assistant have been initiated but not completed before 1
January 2000, the older provisions in Chapter 4. section 10 first
subparagraph shall apply.
3. Older rules still apply in the case of
appeal against a decision given before the date of entry into force.
2000:651
1. this Regulation shall enter into force, with respect to annex 2 the 1
August 2000, and on september 1, 2000.
2. He who has begun a training to prescriptionist at
Uppsala University before 1 February 2001 has the right to have
degree according to the older provisions until 1 February 2005.
2001:23
1. this Regulation shall enter into force, with respect to paragraphs 6, 30
and 38 of annex 2, paragraph 2, of the transitional arrangements for the
Ordinance (1998:80) amending the higher education Ordinance on 1
March 2001, and in General on 1 July 2001.
2. He who has begun a training to children and
Youth educator, art teacher, primary school teachers, home educators,
PE teacher, music teacher or teachers before 1 July
2001 has the right to have graduated under older rules to
end of June 2008.
3. He who has begun a training course for secondary school teachers before
on 1 July 2001, but after 31 July 1996 are entitled to receive
degree under older rules until the end of June 2008.
4. before 1 July 2001 has started a training
mainly according to the training plan for
primary school teacher education in force on 30 June 1993
(UHA 1988-05-31) but lack practical pedagogical training has
the right to receive such education under the older rules to
the end of 2003.
5. He who has begun a training to special education teacher before
on July 1, 2001 are entitled to receive a degree as older
rules to the end of June 2003.
2001:211
This Regulation shall enter into force on 1 July 2001.
Regulation (2009:618).
2001:212
This Regulation shall apply until 30 June 2006.
In the case of those who are employed as Assistant Professor on 30
in June 2006, however, the regulation also apply accordingly.
2001:972
This Regulation shall enter into force on 1 January 2002. The new
the provisions of Chapter 6. section 15, second and third subparagraphs shall
apply to diploma issued on 1 January 2003 or
later.
2002:761
1. This Regulation shall enter into force on 1 July 2003 in the case of 8
Cape. paragraph 3 (b) and on 1 January 2003.
2. The new provisions shall apply for the first time at the
admission to higher education fall semester
2003 in the case of Chapter 7. 3, 4, 7, 9 to 11 and 16 c sections and
the fall semester of 2004 in the case of Chapter 7. section 13. Prior to that, the
older provisions apply.
2003:343
1. This Regulation shall enter into force on 1 July 2003 in the case of 1
Cape. section 9, Chapter 2. 2 § and 10 Cape. § 1 and otherwise 1
November 2003.
2. The provision in Chapter 7. section 18 shall apply for the first time at
registration for the exam in the spring of 2004.
2004:383
This Regulation shall enter into force on 1 July 2004. Older
regulations shall apply to an employment procedure
refers to a person who has been employed as a researcher at a
Research Councils.
2005:401
This Regulation shall enter into force in respect of annex II on July 1
2005, and in the case of annex 1 on 1 October 2005.
2005:1037
This Regulation shall enter into force on 1 January 2006 and
apply for the first time at the admission to
College education fall semester 2006.
2006:1053
1. this Regulation shall enter into force in respect of Chapter 1. 16 § 1
September 2006 and 1 January 2007. The regulation,
but chapter 1. section 16, shall apply for the admission to
starting from the end of June 2007 and by employment of
graduate student then, and, unless otherwise follows from 3 and 4, in
training carried out by the end of June 2007
or degrees issued thereafter.
2. The previous law shall apply for the admission to
training begins before 1 July 2007 and by employment
of PhD before that and, in the case of training
carried out before 1 July 2007 or degrees awarded
prior to that.
3. The previous law shall apply in the case of courses
or the corresponding part of the doctoral education that begins
before 1 July 2007 and then continues.
4. The previous law shall apply in the case of degrees
that are issued after the end of June 2007, if the training
diploma cover in its entirety has been completed
prior to that.
5. before 1 July 2007 has begun an education to
a degree in accordance with the earlier provisions of annex 2
(qualifications) and that which has previously been admitted to
such education but a respite to time thereafter to
begin training, have the right to complete their training for
to get a degree according to the previous law, but
until the end of June 2015.
6. One point that before July 1, 2007 has been set for
the scope of the basic college education or
postgraduate education is equivalent to one and a half credits
under the new rules.
7. the scope of a qualification according to 4 and 5 may be taken
After the end of June 2007 in accordance with the earlier provisions of
Annex 2 (qualifications), shall be indicated in the score according to the
older provisions. In the qualification of a diploma referred to
in 5 shall also specify the degree equivalent scope in
credits under the new provisions.
8. The term doctoral education in the new provisions
equivalent to that of the older provisions referred
postgraduate education.
9. If the advanced level exam issued under
the new provisions requiring prior training or
Bachelor's degree, must also have the corresponding
training or degree from undergraduate education
able to meet the requirements for the degree.
10. If access to education at advanced level
or postgraduate level requires previous training on
first level or second level with some scale or on
graduated from such education, even those who have a
equivalent education or graduation from basic
College education has jurisdiction.
11. The who before July 1, 2007, meet the requirements for
General entry requirements for admission to graduate studies,
shall also then be regarded as having basic permissions
access to education at the graduate level, but
the end of June 2015.
12. The adopted for undergraduate education
and a payment to begin studies after 1
July 2007 shall be deemed to be accepted into the corresponding education
under the new rules. However, this does not apply if the
have been adopted has chosen to exercise its right under the 5.
13. By paragraph 4 of the transitional provisions to the Act
(2006:173) to amend the higher education Act (1992:1434), it follows that
decision authorising the Government to issue degrees or
Higher education has taken with the support of the older provisions apply
still.
14. for the purposes of Chapter 4. 30 § 6 in the new provisions
comparable teaching in basic university education
with teaching in training at the first or second
level.
15. Even those who are admitted to the basic
higher education according to the older provisions may be employed
as Assistant under the new provision in Chapter 5. section 10 other
paragraph.
16. The provision in Chapter 6. 10 paragraph about it in
the diploma shall be indicated on the level a should be completed
shall not apply in the case of degrees issued under
older provisions.
17. The older provisions in Chapter 12. section 2 is still in
the case of appeals against decisions given by
application of older provisions.
18. The new provisions in Chapter 6. paragraphs 31 and 32 of the
shall be appointed at least two supervisors to each doctoral student and to
at least one of them must have undergone training by supervisors
or deemed to have equivalent competence, shall apply to
about graduate students who begin their education after the end of
June 2007.
2006:1054
1. This Regulation shall enter into force on 15 August 2007 issue
about Chapter 7. 9 (a), 10 (a) and 18 (a) sections and 1 January
2010. Regulation (2007:666).
2. The new provisions shall apply for the first time at the
admission to the training that begins after the end of may
2010. Regulation (2009:1238).
3. before 1 January 2010 with the requirements on
General entry requirements for admission to basic
tertiary education or training that begins on the first level,
shall then be deemed to have basic rights to
training begins at the undergraduate level. For the who before 1
July 2008 is considered to have such a basic permission referred to in 7
Cape. section 7 of the amended before 1 January 2008, this applies
until 31 december 2011.
Regulation (2008:229).
4. For applicants who before 1 January 2010 meeting the requirements
General entry requirements for admission to the
Basic college education or training
start at the basic level, the corresponding older provisions
apply in place of those new paragraphs 4 to 7 and 9 of the
Annex 3. Grades in courses according to the plans that apply in
secondary education as from 1 July 2011 and in municipal
adult education at secondary level from 1 July
2012, however, are not counted in the total
rate value or rate the point where scores do not
– included in the certificate or an equivalent to
the final grade in upper secondary school education from older or
older State or municipal adult education, or
– are special permissions to the training.
Regulation (2012:529).
5. The new provisions laid down in paragraphs 3 and 8 of annex III to
apply to score as invoked by the who has started
secondary education according to the curricula introduced in
high school fall 2000 or later and in secondary
adult education on July 1, 2001 or later.
University and College Council may provide for
how older ratings must be counted as merit points or
tariff race in another way. Regulation (2014:1012).
2007:129
1. This Regulation shall enter into force on 1 May 2007. Regulation
shall, unless otherwise indicated by 3 or 4, applied in
question about teaching qualifications issued after the end of June 2007.
2. The previous law shall apply in the case of
teaching qualifications issued before 1 July 2007.
3. The previous law shall also apply in respect of
teaching qualifications issued after the end of June 2007, the
training qualification comprises as a whole
completed prior to that.
4. before 1 July 2007 has started a training
for a teaching certificate in accordance with the earlier provisions and the
as has been previously admitted to such education but
a respite to time thereafter to begin training,
have the right to complete his training to get a
teaching degree according to the previous law, but
and by the end of June 2020. Regulation (2013:825).
5. The extent of a teaching degree as under 3 and 4,
be taken after the end of June 2007, according to the older
the provisions, shall be indicated in the score according to the older
the provisions. In the diploma for a Bachelor referred to in
4 shall also specify the degree equivalent scope in
credits as specified in point 6 of the
entry into force and transitional provisions of the regulation
(2006:1053) amending the higher education Ordinance (1993:100).
2007:644
1. This Regulation shall enter into force on 1 January 2008, and shall
apply for the first time at admission to an education which
beginning after June 30, 2008.
2. The previous law shall apply for the admission to
education that begins before July 1, 2008.
3. before 1 July 2008 meeting the requirements of
General entry requirements for admission to education
begins on the first level, shall also then be deemed to have
General entry requirements for admission to education
starting at the undergraduate level, but not later than 31 december
2011.
2009:933
1. This Regulation shall enter into force on January 1, 2010.
2. A high school, which is not a University, which at the end of
2009 may issue degrees at the doctoral level in a
field of science, may also then issue such degrees
in an area that corresponds to the field, but
until the end of 2010.
3. A high school that according to 2 may issue degrees at
research level, by the end of 2010 to
Higher education shall notify the areas in which high school
conducts doctoral education that meets the requirements of the
Chapter 1. 13 of the higher education Act (1992:1434) and Chapter 6. 5 (c) of the
new provisions. After such notification, the National Agency for higher education
give permission for the school to issue degrees at
research level in these areas.
4. authorization to issue master's degrees within a
field of science that has been communicated under the older rules
still apply.
2009:1068
This Regulation shall enter into force on January 1, 2010.
The provisions of Chapter 6. 8 and 10 – 11 am section and Chapter 7. 33 §
apply in respect of education that begins after the end of
June 2010.
2009:1222
1. This Regulation shall enter into force on January 1, 2010.
2. before 1 January 2010 has started a training
at Växjö University or University of Kalmar and the like
has previously admitted to such training, but a
deferred to the time then to begin training, should
considered to be a student at University without new admissions
and have the right to complete the training there.
2010:541
1. This Regulation shall enter into force on July 1, 2011.
Regulation (2010:542).
2. before 1 July 2011 has started a training
to the teacher or speciallärarexamen under the older
provisions and the who has previously admitted to a
such training but a respite to time thereafter to
begin training, have the right to complete her education
in order to get a teaching degree or speciallärarexamen according to the
older provisions until the end of
June 2018 with regard to speciallärarexamen and
by the end of June 2020 in terms of teaching degree.
Regulation (2013:825).
2010:544
This Regulation shall enter into force on 1 January 2011 in the case of 6
Cape. section 5 and annex 4 and July 1, 2010.
2010:700
1. This Regulation shall enter into force on 1 August 2010 and
apply for the first time at admission to an education which
beginning after december 31, 2010.
2. Older provisions apply for admission to training
beginning before 1 January 2011.
2010:1064
1. This Regulation shall enter into force on 1 January 2011.
2. The older provisions in Chapter 4. 30 § 1 to 5, 8 and 9, with
except for the provisions for renewal of a fixed-term
employment, shall apply in the case of the who before 1
January 2011 has been hired for a limited time under
the provisions. Such application shall be made as long as
the employment is in progress. When handling cases of release
of a temporary employment in an indefinite
According to the older provisions in Chapter 4. 30 § 5 shall also the
older provisions in Chapter 4. 7, 8, 9 and 28 § § apply.
3. The older provisions in Chapter 4. 8 section and Chapter 4. 30 § 6
If the temporary employment as an Assistant Professor,
applied to the end of september 2011.
4. in the case of the who before 1 January 2011 new
as an Assistant Professor to the older provisions in Chapter 4. section 30
6 Heo. Such employment
may be renewed according to the older provisions.
5. The older provisions in Chapter 4. section 10, Chapter 4. 30 section 7 of
temporary employment as Assistant Professor may be applied
to the end of september 2011.
6. in the case of the who before 1 January 2011 new
as research assistant to the older provisions in Chapter 4. section 30
7 Heo. Such employment
may be renewed according to the older provisions.
7. The older provisions in Chapter 4. 5-8 a, 11-13 (a), 20-23 and
24 a-section 28 shall apply in respect of matters concerning the promotion
submitted to the University but has not been completed before
January 1, 2011. For the purposes of the older
provisions, the duties of a faculty or
an equivalent body responsible for, rather than handled by the
people or group of people that the University decides.
8. If a proceeding relating to the employment of teachers, in other cases
than mentioned in 7, have been initiated but not completed before 1
January 2011, the older provisions in Chapter 4. 2, 5-10,
15, 20-22, 24, 24A and 26 to 30 of § are applied in
employment case. For the purposes of the older
provisions, the duties of a faculty or
an equivalent body responsible for, rather than handled by the
people or group of people that the University decides.
9. in the case of the under 8 have been hired after 1
January 2011 with the support of the older provisions in Chapter 4. section 30
1 to 5, 8 and 9, these older rules apply as
duration of the employment relationship is ongoing. The older provisions in
Chapter 4. 30 § 1, 2, 5, 8 and 9 on the renewal of a fixed-term
employment and transition of a temporary employment in a
indefinite should not, however, apply.
10. for purposes of calculating the period of employment as a teacher in
artistic activities according to Chapter 4. section 10 of the new
rules, time of employment as a teacher in
artistic activities according to the older provisions in
Chapter 4. 30 § 1 shall be taken into consideration.
11. for purposes of calculating the period of employment as an adjunct professor
According to Chapter 4. section 11 of the new rules,
period of employment as an adjunct professor under the older
the provisions of Chapter 4. 30 § 2 shall be taken into account.
12. for purposes of calculating the period of employment as a guest professor in accordance with
Chapter 4. section 12 of the new rules, time of employment
as a visiting professor in accordance with the previous law in Chapter 4. section 30
9 taken into account.
13. The older provisions in Chapter 12. section 2 still apply
in the case of decisions rendered in application of older
provisions.
2010:2020
1. this Regulation shall enter into force on 15 January 2011 issue
of annex 3 to the higher education Ordinance and section 5 of
entry into force and transitional provisions of the regulation
(2006:1054) amending the higher education Ordinance and otherwise the
1 January 2013.
2. The new provisions of annex 3 to the higher education Ordinance
and paragraph 5 of the entry into force and transitional provisions to
Regulation (2006:1054) amending the higher education Ordinance should
apply for the first time at admission to the training begins
after 31 May 2011. In addition, the new provisions
apply for the first time at admission to an education which
begins after 31 May 2013.
3. The older provisions on fundamental jurisdiction must
continue to apply to the program no later than 1 July 2015
a final grade from a full national or
specially designed program in secondary school or at the latest by 1
January 2017 has a diploma from secondary
adult education. Regulation (2015:389).
4. Except as set forth in 3 terms of the as before the
1 January 2013 to meet the General admission requirements for
access to basic college education or training
starting at the undergraduate level, although thereafter shall be deemed to have
fundamental rights to education that begins at
the basic level. For those who, before 1 July 2008 is considered to have such
General admission requirements as referred to in Chapter 7. section 7 of the amended
before 1 January 2008, this applies but
on december 31, 2011.
2011:687
This Regulation shall enter into force on 23 January 2011 in the case of
paragraph 4 of the entry into force and transitional provisions to
Ordinance (2007:129) amending the higher education Ordinance
(1993:100), and July 1, 2011.
2011:946
This Regulation shall enter into force on 1 January 2012 and shall
apply for the first time at admission to an education which
starting from the end of may 2012.
2011:1020
1. This Regulation shall enter into force on 1 August 2012.
Regulation (2012:519).
2. The new provisions shall apply for the first time at the
admission to the training that begins after december 31,
2012. Regulation (2012:519).
3. The older provisions in Chapter 7. section 18 of and annex III to
continue to apply to those who have a diploma from a
full national or specially designed programme in
secondary school or from upper secondary adult education. Course with
lowest grade accepted in substance Swedish sign language for hearing
should be in terms of merit points cannot be equated with the course in the subject
modern languages.
A grade in a course according to the plans that apply in
secondary education as from 1 July 2011 and in municipal
adult education at secondary level from 1 July
2012, despite the first paragraph is given a numerical value according to
paragraph 4 of annex 3 in its new version.
Regulation (2013:1008).
4. Higher education the Council may provide for
the area courses according to the previous law in Chapter 7.
18 paragraph 4 that for each specific entry requirements according to the
older provisions should be merit courses.
Regulation (2012:712).
2012:188
This Regulation shall enter into force on 1 June 2012 and
apply for the first time at admission to an education which
beginning after december 31, 2012.
2012:584
1. this Regulation shall enter into force on 15 October 2012.
2. The new provisions shall apply for the first time when
members of the University's Board of Directors shall be appointed for the period from
1 may 2013.
3. the Older rules still apply when members of a
high school's Board of Directors shall be appointed for the period up to the end
by april 2013.
2013:32
This Regulation shall enter into force on July 1, 2013 in respect of
Annex 1 and March 1, 2013. For insurance
have been signed before 1 January 2013 applies to older rules
under each insurance period.
2013:525
1. This Regulation shall enter into force on 23 July 2013.
2. the insurance referred to in Chapter 1. 11 (c) § shall be signed so that the
shall apply from 1 January 2014.
3. The provision in Chapter 5. paragraph 4 in its new version is applied in
question about doctoral education that begins after 31
December 2013.
2013:1008
1. This Regulation shall enter into force on 1 January 2014.
2. the provisions of Chapter 7. section 18 and annex 3 and paragraph 3 of
the transitional provisions of the Regulation (2011:1020) if
change in the higher education Ordinance (1993:100) in their new version
shall apply for the first time at admission to an education which
starting after August 15, 2014.
2013:1118
1. This Regulation shall enter into force on 1 January 2014.
2. The previous law shall apply in the case of
preschool teacher-, yrkeslärar-, grundlärar-or
teacher students issued after January 31, 2013, if
the training qualification comprises as a whole
completed before then and the student requesting such
degree according to the previous law. This applies to and
with the end of December 2021.
3. before 1 February 2014 has begun a
training for pre-school teachers, yrkeslärar-, grundlärar-or
teacher students according to the previous law and the
has previously admitted to such training, but a
deferred to the time then to begin training, have
the right to complete his training to get a degree in accordance with the
the older provisions until the end of
June 2021.
2014:3
1. this Regulation shall enter into force on 15 February 2014.
2. this Regulation applies to the training begins
after 31 december 2013.
3. before 1 January 2014 has started a training
to the physical therapist according to the previous law and the
has previously admitted to such training, but a
deferred to the time then to begin the training has
the right to complete his training to get a degree in accordance with the
the older provisions until the end of
2017.
2014:37
1. this Regulation shall enter into force on 1 January 2014.
2. The new provisions shall apply for the first time at the
admission to the training that begins on August 15
2014.
2014:371
1. This Regulation shall enter into force on 1 July 2014.
2. The new provisions shall apply in the case of totally or
partially on-site training courses in such training
to preschool teacher-, grundlärar-, teacher-or
yrkeslärarexamen starting from the end of december
2014. Regulation (2014:1096).
2016:154
1. This Regulation shall enter into force on 1 July 2016.
2. this Regulation shall apply for the first time in respect of training activities and the folkhögskollärarexamina issued after december 31, 2016.
3. Older provisions still apply for training undertaken and folkhögskollärarexamina issued before January 1, 2017.
4. before 1 January 2017 has begun an education to a folkhögskollärarexamen according to the previous law, and anyone who has previously admitted to such education but had deferred to begin training, have the right to complete his training to get a degree according to the previous law, until the end of december 2020.
Annex 1
LIST OF UNIVERSITIES AND COLLEGES OF THE STATE ARE
PRINCIPAL OF AND THEIR TITLE
This annex sets out, in accordance with Chapter 1. section 1 of the University and
high schools that the State is responsible for as well as their title.
Uppsala University
Lund University
University of Gothenburg, Sweden
Stockholm University
Umeå University, Sweden
Linköping University
Karolinska institutet (University)
Kungl. Tekniska högskolan (universities)
Luleå University of technology
KARLSTAD University
Linnaeus University
Örebro University
Mid Sweden University
Swedish University of agricultural sciences
Blekinge Institute of technology
National Defence College
Gymnastik-och idrottshögskolan
The University of Borås
Högskolan Dalarna
University of Gävle
Högskolan i Halmstad
Högskolan Kristianstad
University of Skövde
University West
Arts, crafts and design
Kungl. The school of fine arts
Kungl. The Royal College of music in Stockholm
Malmö University
Mälardalen University
Stockholm University of the arts
Södertörn University College
Regulation (2013:617).
Annex 2
DEGREE SEQUENCE
1. Content
This annex sets out the according to what is said in Chapter 6. 4 and
5 §§,
1. What are the exams may be taken at the first level, second level
and graduate level, and
2. What are the requirements to be met for each degree
(exam description).
Of the Regulation (1993:221) for the Swedish University of agricultural sciences and
Ordinance (2007:1164) of national defence there is
provisions on the qualifications that may be issued by
Agricultural University and the Swedish National Defence College.
2. Common provisions
Thesis title
A degree title consists of a qualification as specified in
This exam order and, where appropriate, a for-or
After joint or both, that indicates the degree focus. High school
determines the first or last point to be used. For
Some exams should, as indicated by
exam descriptions, high school determine a direction.
Translation
A translation of the degree designation shall reflect the degree
scope and focus and, if applicable, on the
level should be completed.
University and College Council may provide for
the translation of the exam to English. The school decides on
the translation of the diploma degree in languages other than
English after consulting with University and College Council in
question about the legal status of a translation of the exam
can have in other countries.
The University decides if the translation of the first and last stages
the school uses. High school to University and
Council for higher education the first and last point of Swedish which
the University decided to use for each degree and
the translation into English.
The University is also to University and College Council
notify the translation of thesis titles in other languages
than English.
3. list of exams
Degrees at the undergraduate level
General qualifications
College degree
Bachelor's degree
Artistic degrees
Artistic college degree
Bachelor
Professional degrees
Occupational therapy
Student
Biomedical analytikerexamen
Fire protection engineering exam
Dietician degree
Folkhögskollärarexamen
Fysioterapeutexamen
Early childhood education degree
Bachelor of science in engineering
Optician degree
Orthopaedic engineer exam
Receptarieexamen
Radiology nursing
Bachelor of science in nursing
Maritime engineering degree
Master Mariner degree
The social work degree
Study and yrkesvägledarexamen
Tandhygienistexamen
Dental technician degree
Yrkeslärarexamen
Degrees awarded at advanced level
General qualifications
Master's degree
Master's degree
Artistic degrees
Artistic masters degree
Artistic masters
Professional degrees
Doktor Nauk
Architect degree
Midwifery degree
Business degree
Master of science in engineering
Law degree
Speech therapy degree
Medical degree
Psychologist degree
Advanced psychotherapy degree
Medical Physics degree
Specialist nursing
Speciallärarexamen
Specialpedagogexamen
Dental Exam
Degrees at the Bachelor's or master's level
Grades
Teacher students
Degrees at the doctoral level
General qualifications
Licentiate degree
Doctoral degree
Artistic degrees
Artistic Licentiate degree
Ph.d
4. Degree descriptors
DEGREES AT THE UNDERGRADUATE LEVEL
GENERAL QUALIFICATIONS
College degree
Scope
College degree is obtained after the student has completed
course requirements of 120 credits with particular focus that
each high school.
Target
Knowledge and understanding
For college graduates, the student should
-knowledge and understanding of the subject area
(main area), including knowledge of
the scientific basis and knowledge of any applicable
methods in the field.
Skills and abilities
For college graduates, the student should
• the ability to search, collect and interpret relevant
information to formulate answers to well-defined
issues within the main field of study,
-the ability to present and discuss their knowledge with
different groups, and
-demonstrate the skills required to work independently
with certain tasks in the field of study intending.
Judgement and approach
For college graduates, the student should
-demonstrate knowledge and have the tools to manage ethical
issues within the main field of study.
Independent project (degree project)
For college graduates, the student shall, within the framework of the
course requirements have completed an independent project
(thesis) in the main field of study.
Miscellaneous
For college graduates with a particular emphasis shall also be the
specific requirements apply to each high school decide within
the context of the requirements of this degree description.
Bachelor's degree
Scope
Bachelor's degree is obtained after the student has completed
course requirements of 180 ECTS credits with particular focus that
each high school itself, including at least 90 ECTS credits
with in-depth level within the subject area
(main area) for training.
Target
Knowledge and understanding
For Bachelor's degree students must
-knowledge and understanding of the main field for
education, including knowledge of the scientific
as a result, knowledge of applicable methods within the area, deepening
in any part of the area and orientation of current
research questions.
Skills and abilities
For Bachelor's degree students must
• the ability to search, collect, evaluate and interpret
relevant information in a problem and to critically
discuss phenomena, issues and situations,
-demonstrate the ability to identify, formulate and
solve problems, and to carry out tasks within given time frames,
-demonstrate the ability to orally and in writing present and
discuss information, problems and solutions in dialogue with different
groups, and
-demonstrate the skills required to work independently
in the field of study intending.
Judgement and approach
For Bachelor's degree students must
-demonstrate the ability to perform in the main field of study
assessments, taking into account relevant scientific,
social and ethical issues,
-insight into the role of knowledge in society and human
responsibility for its use, and
-demonstrate the ability to identify their need for further
knowledge and to develop their skills.
Independent project (degree project)
For the Bachelor's degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 higher education credits in order
the training.
Miscellaneous
For the Bachelor of science with a particular emphasis shall also be the
specific requirements apply to each high school decide within
the context of the requirements of this degree description.
ARTISTIC DEGREES
Artistic college degree
Scope
Artistic college degree is obtained after the student has completed
course requirements of 120 credits with particular focus that
each high school.
Target
Knowledge and understanding
For artistic degree, students should
-knowledge and understanding of the subject area
(main area), including knowledge of
the area's practical and theoretical basis, as well as knowledge of and
experience in methods and processes in the area.
Skills and abilities
For artistic degree, students should
-demonstrate the ability to describe, analyze and interpret the shape, technology
and content of the main field of study,
-demonstrate the ability to create in the main field of study,
realize and express their own artistic ideas and implement
artistic tasks within given time frames,
-the ability to present and discuss their knowledge with
different groups, and
-demonstrate the skills and knowledge required to
independent work in the workplace.
Judgement and approach
For artistic degree, students should
-demonstrate the ability of the main field of study
reflecting on the artistic, social and ethical issues.
Independent project (degree project)
For college graduates, the student shall, within the framework of the
course requirements have completed an independent project
(thesis) in the main field of study.
Miscellaneous
For artistic college degree with a specific focus will be
also the stated requirements apply to each high school self
decide in the context of the requirements of this degree description.
Bachelor
Scope
Bachelor is achieved after the student has completed
course requirements of 180 ECTS credits with particular focus that
each high school.
Target
Knowledge and understanding
For bachelor students must
-knowledge and understanding of the subject area
(main area), including knowledge of the
practical and theoretical basis, the knowledge and experience of
methodology and processes, as well as depression in the area.
Skills and abilities
For bachelor students must
-demonstrate the ability to describe, analyze and interpret the shape, technology
and content, and critically reflect on their own and others '
artistic approach in the main field of
the education,
-demonstrate the ability of the main field of study
independently create, realize and express their own ideas,
identify, formulate and solve artistic and
design-related problems, and implement artistic
tasks within given time frames,
-demonstrate the ability to orally and in writing, or otherwise
explain and discuss their activities and artistic
issues with different groups, and
-demonstrate the skills and knowledge required to
independent work in the workplace.
Judgement and approach
For bachelor students must
-demonstrate the ability to perform in the main field of study
assessments, taking into account relevant artistic,
social and ethical issues,
-demonstrate an understanding of the role of art in society, and
-demonstrate the ability to identify their need for further
knowledge and to develop their skills.
Independent project (degree project)
For Bachelor student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 higher education credits in order
the training.
Miscellaneous
For Bachelor with a specific focus will be
also the stated requirements apply to each high school self
decide in the context of the requirements of this degree description.
PROFESSIONAL DEGREES
Occupational therapy
Scope
Occupational therapy is achieved after the student has completed
course requirements of 180 ECTS credits.
Target
For occupational therapy students must demonstrate the knowledge and
skills required for competence as an occupational therapist.
Knowledge and understanding
For occupational therapy students must
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-demonstrate knowledge of conditions in society that affect
individual and group health, and
-knowledge of relevant statutes.
Skills and abilities
For occupational therapy students must
ability to work independently and in co-operation with individual
implement the work therapeutic measures that prevent,
improves and compensates for the reduced activity ability,
-ability to identify and implement environmental
measures both at the individual, group and community level,
-demonstrate an ability to initiate and participate in health promotion
work,
-demonstrate the ability to apply their knowledge to manage various
situations, events and questions based on
individual and group needs,
-demonstrate the ability to inform and educate various groups,
-demonstrate the ability to orally and in writing present and
discuss measures and treatment outcomes with stakeholders
and in accordance with relevant regulations to document these,
• the ability for team work and cooperation with other
professionals, and
-demonstrate the ability to critically analyse, evaluate and use
relevant information and to discuss new facts, phenomena
and issues with various groups and thus contribute to
development of the profession and business.
Judgement and approach
For occupational therapy students must
-self-awareness and empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to a professional approach
vis-à-vis clients or patients, their families and other
groups, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For occupational therapy student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For occupational therapy should also be revised requirements apply
as every high school decide in the context of the requirements of
This exam description.
Student
Scope
Student is achieved after the student has completed
course requirements of 180 ECTS credits.
Target
For the student, the student will demonstrate the knowledge and
skills required for competence as the audiologist.
Knowledge and understanding
For the student, the student should
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-demonstrate knowledge about hearing and its significance for the individual, and
on factors affecting hearing health, and
-knowledge of relevant statutes.
Skills and abilities
For the student, the student should
-demonstrate the ability to conduct the hearing investigations and
independently assess and in collaboration with the patient plan,
implement and evaluate programs and rehabilitation
measures,
-demonstrate the ability to identify, initiate and participate in
hearing health promotion and preventive measures in order
to prevent the occurrence of damage to hearing,
-demonstrate the ability to apply their knowledge to manage various
situations, events and questions based on
individual and group needs,
-demonstrate the ability to inform and educate various groups,
-demonstrate the ability to orally and in writing present and
discuss measures and treatment outcomes with stakeholders
and in accordance with relevant regulations to document these,
• the ability for team work and cooperation with other
professionals, and
-demonstrate the ability to critically analyse, evaluate and use
relevant information and to discuss new facts, phenomena
and issues with various groups and thus contribute to
development of the profession and business.
Judgement and approach
For the student, the student should
-self-awareness and empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects, with particular regard to the
human rights,
-demonstrate the ability to a professional approach
with regard to patients, their families and other groups, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For the student, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For the student shall also revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Biomedical analytikerexamen
Scope
Biomedical analytikerexamen is achieved when the student
completed course requirements of 180 ECTS credits.
Target
For biomedical analytikerexamen, the student should demonstrate the
knowledge and skills required for competence as biomedical
Analyst.
Knowledge and understanding
For biomedical analytikerexamen, students should
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-demonstrate knowledge about the relevant methods in the field, and
-knowledge of relevant statutes.
Skills and abilities
For biomedical analytikerexamen, students should
-demonstrate the ability to plan and carry out analyses
and in connection with these surveys and interact with
patient and next of kin,
-demonstrate the ability to develop, use and quality assurance of
Biomedical laboratory and investigation methods;
-demonstrate the ability to apply their knowledge to manage various
situations, events and questions based on
individual and group needs,
-demonstrate the ability to inform and educate various groups,
-demonstrate the ability to collect, process, and interpret the analysis
and survey results, recognize and manage anomalies
and present and discuss
the results with the stakeholders and in accordance with the relevant
document these statutes,
• the ability for team work and cooperation with other
professionals, and
-demonstrate the ability to critically analyse, evaluate and use
relevant information and to discuss new facts, phenomena
and issues with various groups and thus contribute to
development of the profession and business.
Judgement and approach
For biomedical analytikerexamen, students should
-self-awareness and empathy,
-the ability to work with a holistic view of human beings make judgments
based on relevant scientific, societal and ethical
aspects with particular regard to human rights,
-demonstrate the ability to a professional approach
with regard to patients and their loved ones, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For biomedical analytikerexamen, the student shall, within the framework
of course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For biomedical analytikerexamen must also be revised
requirements apply to each high school itself within the framework of the
requirements of this degree description.
Fire engineering degree
Scope
Fire engineering degree is obtained after the student has completed
course requirements of 210 ECTS credits.
Target
For fire engineering degree, the student will demonstrate the knowledge and
skills required to work independently as
fire protection engineer.
Knowledge and understanding
For fire engineering degree, students should
-demonstrate knowledge of the scientific basis and its
proven experience and knowledge of current research and
development work, and
-demonstrate in-depth knowledge within the fire area and
relevant knowledge in mathematics and science.
Skills and abilities
For fire engineering degree, students should
-demonstrate the ability to independently and critically use and
develop methods and techniques relating to mitigation
fire protection, urban planning, risk and crisis management as well as
civil protection,
-demonstrate the ability to prevent accidents and injuries and to
establish a basis for effective action in civil protection,
ability to work independently and creatively identify,
formulate and manage complex issues, and analyze
and evaluate various technical solutions,
-demonstrate the ability to plan and use appropriate methods to implement
tasks within given frameworks,
• the ability to critically and systematically use knowledge
as well as to model, simulate, and predict and evaluate events
on the basis of relevant information,
-demonstrate the ability to design and manage processes and systems
account of human needs and society's
sustainable development goals,
-demonstrate ability to teamwork and collaboration in groups with different
composition, and
-demonstrate the ability to orally and in writing and in dialogue with different
groups clearly explain and discuss their conclusions and
the knowledge and arguments on which they are based.
Judgement and approach
For fire engineering degree, students should
-demonstrate the ability to make assessments, taking into account relevant
scientific, societal and ethical aspects,
-insight into the possibilities and limitations of brandteknikens,
its role in society and people's responsibility for its use,
including social and economic aspects as well as environmental aspects,
and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For fire engineering degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For fire engineering degree should also be revised requirements apply
as every high school decide in the context of the requirements of
This exam description.
Dietician degree
Scope
Dietician degree is obtained after the student has completed
course requirements of 180 ECTS credits.
Target
For dietitian exam, the student will demonstrate the knowledge and
skills required for competence as a dietitian.
Knowledge and understanding
For dietitian degree, students should
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice, and
-knowledge of relevant statutes.
Skills and abilities
For dietitian degree, students should
ability to work independently and in collaboration with the patient
examine and assess nutritional intake, nutritional status and
nutritional needs,
-demonstrate the ability to plan and manage the nutritional needs of
different groups in society as well as the ability to educate and
inform about diet and health,
-demonstrate the ability to prevent, investigate, assess, treat and
evaluating dietary and specialist problems, symptoms and
diseases,
-demonstrate the ability to initialize and use new methods in
area,
-demonstrate the ability to apply their knowledge to manage various
situations, events and questions based on
individual and group needs,
-demonstrate the ability to inform and educate various groups,
-demonstrate the ability to orally and in writing present and
discuss the measures taken and the results of treatment with relevant
Parties and in accordance with relevant regulations document
These,
• the ability for team work and cooperation with other
professionals, and
-demonstrate the ability to critically analyse, evaluate and use
relevant information and to discuss new facts, phenomena
and issues with different target groups, thus contributing to
development of the profession and business.
Judgement and approach
For dietitian degree, students should
-self-awareness and empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to a professional approach
with regard to patients and their loved ones, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For dietitian degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
/Expires U: 2016-07-01/
For dietitian degree must also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Folkhögskollärarexamen
Scope
Folkhögskollärarexamen is achieved after the student has completed
course requirements of 60 credits.
Target
For folkhögskollärarexamen, the student will demonstrate the knowledge
and skills required to work independently as a teacher in
the school or as leaders in other peoples education.
Knowledge and understanding
For folkhögskollärarexamen, the student should
-demonstrate the knowledge needed to achieve the objectives of
activities and participate in the development of this, and
-demonstrate knowledge of the State, the folk high school and
adult education organisations ' goals for people training and have
a holistic perspective on "folkbildning" tasks.
Skills and abilities
For folkhögskollärarexamen, the student should
-demonstrate the ability to lead and teach, to inspire
independent studies and to support individual and group
planning of their studies,
-demonstrate ability to cooperation and team work and show
communication skills and the ability to use
functional-aesthetic expression, and
-demonstrate the ability to use information technology in the educational
activities and to realize the importance of the role of different media
this.
Judgement and approach
For folkhögskollärarexamen, the student should
-demonstrate the ability to make appropriate judgements in the professional field
into account relevant scientific, societal and ethical
aspects with particular regard to human rights,
and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For folkhögskollärarexamen, the student shall, within the framework of the
course requirements have completed an independent project
(thesis).
Miscellaneous
For folkhögskollärarexamen, the student should have completed a supervised
internship.
Folkhögskollärarexamen can be issued with a focus on
folk high school or with specialization in community group.
For folkhögskollärarexamen with a particular emphasis shall also be the
specific requirements apply to each high school decide within
the context of the requirements of this degree description.
/Entry into force: 07/01/2016
For dietitian degree should also be revised requirements apply as each College determine yourself within the context of the requirements of this degree description.
Folkhögskollärarexamen
Scope
Folkhögskollärarexamen is achieved after the student has completed course requirements of 60 credits.
Target
For folkhögskollärarexamen, the student will demonstrate the knowledge and skills required to work independently as a teacher in the school or as leaders in other peoples education.
Knowledge and understanding
For folkhögskollärarexamen, the student should
• demonstrate knowledge of research on popular education and of its importance for professional practice-demonstrate knowledge about the State's goals for people is formed, including the relevant administrative documents-knowledge about training shape folkhögskola and if folk high school organization, its history and role in society,-knowledge about adult learning and on various pedagogical-didactic perspective,-demonstrate knowledge and understanding of social relations, conflict management, and educational leadership, • demonstrate knowledge of inclusion and understanding of the variation that occurs in the case of participant's conditions , abilities and experiences, and
-knowledge on the assessment of the participant's learning and development.
Skills and abilities
For folkhögskollärarexamen, the student should
• demonstrate the ability to independently and together with other plan, implement, evaluate and reflect on the processes that support the participants ' training and learning,
-demonstrate an ability to encourage independent study and collaboration and support participants ' planning of their studies, demonstrate the ability to use functional-aesthetic expression, and
• demonstrate the ability to safely and critically use digital tools in educational activities as well as to take into account the importance of the role of different media and digital environments for this.
Judgement and approach
For folkhögskollärarexamen, the student should
• demonstrate the ability to take into account issues of democracy and other values such as equality, diversity and human rights in the professional field, and
• demonstrate the ability to identify their need for further knowledge and to continuously develop their skills.
Independent project (degree project)
For folkhögskollärarexamen, the student should, within the framework of the course requirements have completed an independent project (degree project).
Miscellaneous
For folkhögskollärarexamen, the student should have completed a supervised practice.
For folkhögskollärarexamen shall also apply to the stated requirement that each College determine yourself within the context of the requirements of this degree of Association.
Fysioterapeutexamen
Scope
Fysioterapeutexamen is achieved after the student has completed
course requirements of 180 ECTS credits.
Target
For fysioterapeutexamen, the student will demonstrate the knowledge and
skills required for competence as a physiotherapist.
Knowledge and understanding
For fysioterapeutexamen, the student should
-knowledge of the scientific basis and knowledge
about the current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
• demonstrate knowledge of conditions in society that affect
individual and group health, and
• demonstrate knowledge of relevant statutes.
Skills and abilities
For fysioterapeutexamen, the student should
• demonstrate the ability to independently and in collaboration with
the individual implementing physiotherapy and ability
to initiate and participate in health promotion, treatment,
programs and rehabilitation work on individual-, group-
or community level,
• demonstrate the ability to apply their knowledge to manage
different situations, events and questions based on
individual and group needs,
• demonstrate the ability to inform and educate various groups, as well as
to carry out indicative data,
• demonstrate the ability to orally and in writing present and
discuss measures and treatment outcomes with stakeholders
and in accordance with relevant regulations document
These,
-show capacity for team work and cooperation with other
professionals, and
-demonstrate an ability to critically analyse, evaluate and use
relevant information and to discuss new facts,
phenomena and issues with various groups and thus
contribute to the development of the profession and business.
Judgement and approach
For fysioterapeutexamen, the student should
– self-awareness and empathy,
• demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
• demonstrate the ability to a professional approach
vis-à-vis clients or patients, their families and other
groups, and
• demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For fysioterapeutexamen, the student should, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For fysioterapeutexamen should also be revised requirements apply
as every high school decide in the context of the requirements of
This exam description.
Early childhood education degree
Scope
Early childhood education degree is obtained after the student has completed
course requirements of 210 ECTS credits.
For the exam requires that the training covers the following areas:
studies in the förskolepedagogiska area about the 120
credits, educational science core 60
ECTS and teaching practice about 30
credits, placed in relevant activities.
Studies in the education centre will
link to the future professional activities and include the following:
– the history of the school system, organization and
for the school's core values, including the basic
democratic values and human rights,
-learning theory and didactics,
-Science theory and research methodology
-development, learning and special education,
– social relationships, conflict management and leadership,
– monitoring and analysis of learning and development, and
-evaluation and development work.
Target
For early childhood education exam, the student will demonstrate the knowledge and
skills required to work independently as
preschool teacher in the activities of the training relates.
The student must also demonstrate knowledge and ability for other
tuition for the degree according to applicable regulations
can give permission.
Knowledge and understanding
For early childhood education degree, the student should
– view such knowledge in the förskolepedagogiska area
and such subject knowledge, including knowledge of current
research and development work, which is required for
professional practice,
-show such skills in early childhood education and teaching
including the methodology required for teaching and learning in
the förskolepedagogiska area and within the subject areas
the training relates, and to professional practice;
-demonstrate advanced knowledge of children's communication and
language development,
• demonstrate knowledge of basic reading, writing and
mathematics learning,
-knowledge of scientific theory and qualitative and
quantitative research methods, as well as on the relationship between
scientific foundation and proven experience and its significance
for professional practice,
– demonstrate the knowledge of child development, learning, needs and
conditions required for professional practice,
• demonstrate knowledge of practical and aesthetic learning processes,
-knowledge and understanding of social relations,
conflict management and leadership, and
• demonstrate knowledge of school organization, relevant
governing documents, learning theory and different pedagogical-didactic
perspective and knowledge of the history of the school system.
Skills and abilities
For early childhood education degree, the student should
-demonstrate in-depth ability to meet children's need for care and
to create conditions, including through play and creativity
activities for all children to learn and develop,
-demonstrate an ability to critically and independently exercise,
systematize and reflect on their own and others '
experience and relevant research results to
thereby contribute to the development of the profession and
the development of knowledge within the profession,
• demonstrate the ability to apply such early childhood education and
teaching including the methodology required for teaching
and learning in the förskolepedagogiska area and in the
subject areas the training relates, and to professional practice
otherwise,
• demonstrate the ability to take advantage of children's skills and
experiences to stimulate each child's learning and
development,
• demonstrate the ability to independently and together with other
plan, implement, evaluate and develop teaching and
the educational activities in General in order to best
ways to stimulate each child's learning and development,
• demonstrate the ability to identify and in synergy with other
manage special educational needs,
-demonstrate an ability to observe, document and analyze children's
comprehensive learning and development in relation to
the business ' goals and inform and collaborate with
parents/guardians,
• demonstrate the ability to communicate and anchor for the school
basic values, including human rights and the
basic democratic values,
• demonstrate the ability to prevent and counteract discrimination and
other degrading treatment of children,
-demonstrate an ability to observe, communicate and entrench a
gender and equality perspective into the educational
activities,
-view communication skills in listening, speaking and
writing in support of educational activities,
• demonstrate the ability to safely and critically use digital
tools in educational activities and to consider
the importance of the role of different media and digital environments for
This, and
-demonstrate an ability to make inroads in the educational activities
skills that are valuable to professional practice.
Judgement and approach
For early childhood education degree, the student should
– self-awareness and empathy,
• demonstrate the ability to a professional approach
vis-à-vis children and their caregivers,
-demonstrate an ability to make assessments of the educational work
based on relevant scientific, societal and ethical
aspects with particular regard to human
rights, in particular the rights of the child under
Convention on the rights of the child, as well as sustainable development, and
• demonstrate the ability to identify their need for further
knowledge and develop their skills in the educational process.
Independent project (degree project)
For early childhood education graduate student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS within the
förskolepedagogiska area.
Miscellaneous
For early childhood education degree should also be revised requirements apply
as every high school decide in the context of the requirements of
This exam description.
Bachelor of science in engineering
Scope
Bachelor's degree is obtained after the student has completed
course requirements of 180 ECTS credits.
Target
For Bachelor degree, students should view such knowledge
and skills required to work independently as
Bachelor of science in engineering.
Knowledge and understanding
For Bachelor's degree students must
-demonstrate knowledge of the scientific basis of the selected Innova
and its proven experience and knowledge of current
research and development work, and
-demonstrate broad knowledge within the chosen field of technology and relevant
knowledge in mathematics and science.
Skills and abilities
For Bachelor's degree students must
-demonstrate the ability to independently and creatively with holistic approach
identify, formulate and manage issues and
analyze and evaluate various technical solutions,
-demonstrate the ability to plan and use appropriate methods to implement
tasks within given frameworks,
• the ability to critically and systematically use knowledge
as well as to model, simulate, and predict and evaluate events
on the basis of relevant information,
-demonstrate the ability to design and manage products, processes and
system with respect to human needs and
the society's goals for economically, socially and ecologically sustainable
development,
-demonstrate ability to teamwork and collaboration in groups with different
composition, and
-demonstrate the ability to orally and in writing present and
discuss information, problems and solutions in dialogue with different
groups.
Judgement and approach
For Bachelor's degree students must
-demonstrate the ability to make assessments, taking into account relevant
scientific, societal and ethical aspects,
-insight into the possibilities and limitations of the technology, its
role in society and people's responsibility for its use,
including social and economic aspects as well as environmental and
OSH, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For Bachelor's degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For the Bachelor will also revised requirements
as every high school itself within the framework of the requirements
in this exam description.
Optician degree
Scope
Optician degree is obtained after the student has completed
course requirements of 180 ECTS credits.
Target
For the optometry degree, the student will demonstrate the knowledge and
skills required for competence as opticians.
Knowledge and understanding
For the optometry degree, students should
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice, and
-knowledge of relevant statutes.
Skills and abilities
For the optometry degree, students should
ability to work independently and in collaboration with the patient
complete eye examination and, if necessary, refer the patient
In addition to health services,
• the ability to participate in the counseling and optometrisk
rehabilitation in health care,
-demonstrate the ability to apply their knowledge to manage various
situations, events and questions based on
individual and group needs,
-demonstrate the ability to inform and educate various groups,
-demonstrate the ability to orally and in writing present and
discuss judgements and measures taken by interested parties
and in accordance with relevant regulations to document these,
• the ability for team work and cooperation with other
professionals, and
-demonstrate the ability to critically analyse, evaluate and use
relevant information and to discuss new facts, phenomena
and issues with various groups and thus contribute to
development of the profession and business.
Judgement and approach
For the optometry degree, students should
-self-awareness and empathy,
-demonstrate the ability to make assessments in relation to relevant
scientific, societal and ethical aspects with special
regard to human rights,
-demonstrate the ability to a professional approach
with regard to patients and their loved ones, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For the optometry degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For the optometry degree must also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Orthopaedic engineering degree
Scope
Orthopaedic engineering degree is obtained after the student has completed
course requirements of 180 ECTS credits.
Target
For orthopaedic engineering degree, students should view such knowledge
and skills required for competence as a prosthetist and orthotist.
Knowledge and understanding
For orthopaedic engineering degree, students should
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work as well as knowledge of
the relationship between science and proven experience and its
importance of professional practice,
-demonstrate knowledge about the relevant methods in the field, and
-knowledge of relevant statutes.
Skills and abilities
For orthopaedic engineering degree, students should
ability to work independently and in collaboration with the patient
complete orthopedic operations and act as a technical
specialist in all travel and rehabilitation area,
• the ability to participate in preventive work and to
Initialize method improvement and quality control of equipment,
working methods and products,
-demonstrate the ability to inform and educate various groups,
-demonstrate the ability to orally and in writing present and
discuss measures and treatment outcomes with stakeholders
and in accordance with relevant regulations to document these,
• the ability for team work and cooperation with other
professionals, and
-demonstrate the ability to critically analyse, evaluate and use
relevant information and to discuss new facts, phenomena
and issues with various groups and thus contribute to
development of the profession and business.
Judgement and approach
For orthopaedic engineering degree, students should
-self-awareness and empathy,
-the ability to work with a holistic view of human beings make judgments
based on relevant scientific, societal and ethical
aspects with particular regard to human rights,
-demonstrate the ability to a professional approach
with regard to patients and their loved ones, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For orthopaedic engineering degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For orthopaedic engineering degree will also revised requirements
as every high school itself within the framework of the requirements
in this exam description.
Receptarieexamen
Scope
Receptarieexamen is achieved after the student has completed
course requirements of 180 ECTS credits.
Target
For receptarieexamen, the student will demonstrate the knowledge and
skills required for competence as prescriptionist.
Knowledge and understanding
For receptarieexamen, the student should
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-demonstrate knowledge about drug information, drug counseling
and drug evaluation to contribute to a
rational and optimal use of drugs,
-knowledge of development, testing and use of
medicinal products, and
-knowledge of relevant statutes.
Skills and abilities
For receptarieexamen, the student should
-demonstrate the ability to apply scientific documentation, and
Search, evaluate and interpret relevant information to
able to analyze and resolve drug-related problems,
-demonstrate the ability to apply their knowledge to manage various
situations, events and questions based on
individual and group needs,
• the ability for team work and cooperation with other
professionals, and
-demonstrate the ability to inform and discuss the new facts,
phenomena and issues with various groups and thus
contribute to the development of the profession and business.
Judgement and approach
For receptarieexamen, the student should
-self-awareness and empathy,
-demonstrate the ability to operate both in the pharmaceutical area
health care with an ethical approach and
a holistic view of the human being with particular regard to the
human rights,
-demonstrate the ability to a professional approach, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For receptarieexamen, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For receptarieexamen shall also revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Radiology nursing
Scope
Radiology nursing degree is obtained after the student has completed
course requirements of 180 ECTS credits.
Target
Radiology nursing students must demonstrate the
knowledge and skills required for competence as
x-ray nurse.
Knowledge and understanding
Radiology nursing degree, students should
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-demonstrate knowledge about physical, biological and technical aspects
on the Visual and functional diagnostics,
-knowledge in planning, management and coordination of
care work, and
-knowledge of relevant statutes.
Skills and abilities
Radiology nursing degree, students should
ability to work independently and in collaboration with the patient
and related planning and implementing inspections and
treatments based on the patient's needs and circumstances,
• the ability to contribute to all the exposure of
the patient should be optimized with respect to radiation doses and
the radiation protection regulations are followed in accordance with the relevant
constitutions,
-demonstrate the ability to manage drugs adequately and
to inform the patient about the effects and
side effects,
-demonstrate the ability to initialize method improvement and
quality assurance,
-demonstrate the ability to apply their knowledge to manage various
situations, events and questions based on
individual and group needs,
-demonstrate the ability to inform and educate various groups, as well as
to carry out the supervisory tasks,
-demonstrate the ability to orally and in writing present and
discuss measures and treatment outcomes with stakeholders
and in accordance with relevant regulations to document these,
• the ability for team work and cooperation with other
professionals, and
-demonstrate the ability to critically analyse, evaluate and use
relevant information and to discuss new facts, phenomena
and issues with various groups and thus contribute to
development of the profession and business.
Judgement and approach
Radiology nursing degree, students should
-self-awareness and empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to a professional approach
with regard to patients and their loved ones, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
Radiology nursing student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
Radiology nursing should also be revised requirements
as every high school itself within the framework of the
requirements of this degree description.
Bachelor of science in nursing
Scope
Nursing degree is obtained after the student has completed
course requirements of 180 ECTS credits.
Target
For nursing students must demonstrate the knowledge and
skills required for competence as a nurse.
Knowledge and understanding
To obtain a nursing degree, students should
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-knowledge in planning, management and coordination of care and
health management,
-demonstrate knowledge of conditions in society that affect children,
women's and men's health, and
-knowledge of relevant statutes.
Skills and abilities
To obtain a nursing degree, students should
ability to work independently and in collaboration with the patient
and related to identify care needs, draw up a care plan
and provide care and treatment,
-demonstrate the ability to manage drugs adequately and
to inform the patient about the effects and
side effects,
-demonstrate the ability to identify the need for and implement
health promotion and prevention,
-demonstrate the ability to initialize method improvement and
quality assurance,
-demonstrate the ability to apply their knowledge to manage various
situations, events and questions based on
individual and group needs,
-demonstrate the ability to inform and educate various groups, as well as
to carry out the supervisory tasks,
-demonstrate the ability to orally and in writing present and
discuss measures and treatment outcomes with stakeholders
and in accordance with relevant regulations to document these,
• the ability for team work and cooperation with other
professionals, and
-demonstrate the ability to critically analyse, evaluate and use
relevant information and to discuss new facts, phenomena
and issues with different target groups, thus contributing to
development of the profession and business.
Judgement and approach
To obtain a nursing degree, students should
-self-awareness and empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to a professional approach
with regard to patients and their loved ones, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For the Bachelor of science in nursing, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For nursing, also revised requirements apply
as every high school decide in the context of the requirements of
This exam description.
Maritime engineering degree
Scope
Maritime engineering degree is obtained after the student has completed
course requirements of 180 ECTS credits.
Target
For maritime engineering degree, the student will demonstrate the knowledge and
ability, which, together with the necessary work experience required
a certificate of competency as marine engineer.
Knowledge and understanding
For maritime engineering degree, students should
-demonstrate knowledge of the scientific basis and its
proven experience and knowledge of current research and
development work, and
-show such a wide maritime technical skills required for
senior executives responsible for the operation and maintenance of ship
machinery and electrical equipment as well as for fire safety.
Skills and abilities
For maritime engineering degree, students should
-demonstrate the ability to plan and use appropriate methods within a given
frameworks, as well as the ability to perform tasks in all operating
activities comply with and enforce appropriate for maritime safety
measures,
• the ability to critically and systematically use knowledge
as well as to model, simulate, and predict and evaluate events
on the basis of relevant information,
-demonstrate the ability to manage products, processes and work environment
taking into account people's circumstances and needs, as well as to
the society's goals for economically, socially and ecologically sustainable
development,
-demonstrate the ability to both in terms of maritime safety thinking
teamwork and collaboration in groups with different composition, and
-demonstrate the ability in both national and international
context, present and discuss
information, problems and solutions in dialogue with different groups.
Judgement and approach
For maritime engineering degree, students should
-demonstrate the ability to make assessments in the maritime area with
into account relevant scientific, societal and ethical
aspects,
-insight into the possibilities and limitations of the technology, its
role in society and people's responsibility for its use,
including social and economic aspects as well as environmental and
OSH, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For maritime engineering degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
Education leading to maritime engineering shall satisfy the
requirements of the International Convention on the
education, training, certification and Watchkeeping for seafarers
1978, as amended (STCW Convention). These requirements
should be regarded as minimum requirements.
For maritime engineering degree should also be revised requirements apply
as every high school decide in the context of the requirements of
This exam description.
Master Mariner degree
Scope
Master Mariner degree is obtained after the student has completed
course requirements of 180 ECTS credits.
Target
For Master Mariner degree students must demonstrate the knowledge and
ability, which, together with the necessary work experience required
a certificate of competency as Master Mariner.
Knowledge and understanding
For Master Mariner degree, students should
-demonstrate knowledge of the scientific basis and proven
experience and knowledge of current research and
development work, and
-show such a wide maritime technical skills required for
senior management to be responsible for the operational crew,
ships and cargo.
Skills and abilities
For Master Mariner degree, students should
-demonstrate the ability to plan and use appropriate methods within a given
frames complete tasks in particular with regard to
maritime safety measures as well as the ability in all operational activities
observe and enforce the appropriate measures for safety at sea,
• the ability to critically and systematically use knowledge
as well as to model, simulate, and predict and evaluate events
on the basis of relevant information,
-demonstrate the ability to manage products, processes and work environment
taking into account people's circumstances and needs, as well as to
the society's goals for economically, socially and ecologically sustainable
development,
-demonstrate the ability to both in terms of maritime safety thinking
teamwork and collaboration in groups with different composition, and
-demonstrate the ability in both national and international
context, present and discuss
information, problems and solutions in dialogue with different groups.
Judgement and approach
For Master Mariner degree, students should
-demonstrate the ability to make assessments in the maritime area with
into account relevant scientific, societal and ethical
aspects,
-insight into the possibilities and limitations of the technology, its
role in society and people's responsibility for its use,
including social and economic aspects as well as environmental and
OSH, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For Master Mariner degree student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
Education leading to the Master Mariner degree shall comply with the
requirements of the International Convention on the
education, training, certification and Watchkeeping for seafarers
1978, as amended (STCW Convention). These requirements
should be regarded as minimum requirements.
For Master Mariner degree should also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
The social work degree
Scope
The social work degree is obtained after the student has completed
course requirements of 210 ECTS credits.
Target
For the social work degree, the student will demonstrate the knowledge and
skills required for independent social work on individual,
Group and societal level.
Knowledge and understanding
For the social work degree, students should
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work,
-demonstrate knowledge and understanding of the interaction between
individual and group social situation, living conditions,
physical and mental health and functional capacity in relation
to societal and other underlying factors,
-demonstrate knowledge of the direction of social work, and
-demonstrate knowledge and understanding of children's needs and such
social and family conditions that affect women's and
men's life.
Skills and abilities
For the social work degree, students should
-demonstrate the skills and abilities required to develop
and carry out social work at various levels of society in
cooperation with the people concerned,
-demonstrate the ability to apply the relevant provisions, in particular
in the social field,
-demonstrate the ability to understand, investigate and analyze social
processes and problems, and
-demonstrate the ability to identify, organize, analyse and
evaluate interventions at individual, group and societal level.
Judgement and approach
For the social work degree, students should
-self-awareness and empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to a professional treatment and
approach,
-show an understanding of the importance of teamwork and collaboration with
other professionals, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For the social work graduate student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For the social work degree must also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Study and yrkesvägledarexamen
Scope
Study and yrkesvägledarexamen is achieved when the student
completed course requirements of 180 ECTS credits.
Target
For study and yrkesvägledarexamen, the student should demonstrate the
knowledge and skills required to work independently as
guidance counsellors of the school system.
Knowledge and understanding
For study and yrkesvägledarexamen, the student should
-knowledge of the scientific basis, knowledge of
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-show an insight into children, youth and adult development and
learning as well as on individual and group selection and socialization
in a perspective of lifelong learning,
• demonstrate knowledge of education, employment and community development
both nationally and internationally, and
– show an understanding of the importance of a gender perspective in
study and career guidance, as well as the situation in the labour market.
Skills and abilities
For study and yrkesvägledarexamen, the student should
-demonstrate an ability to contribute to the achievement of the objectives of
the school system,
• demonstrate the ability to analyze and understand individual and
Group study and career choices, as well as on the basis of this ability
identify their needs for support and development,
• demonstrate the ability to apply various theories and methods for
guidance based on individual and group needs,
-the ability to work in its field of activity to support other
personnel in their academic and professional orientation initiatives,
• demonstrate the ability to plan and in cooperation with other developing
support for people with special difficulties and needs
in order to facilitate entry to the studies and the labour market,
demonstrate the ability to gather and interpret information for
to inform and guide young people and adults for future
studies and work,
• demonstrate the ability to create and develop contacts with various
stakeholders in the society of the importance of the activity, and
• demonstrate the ability to both oral and written discuss new
the facts in the guidance area with different
groups and thus contribute to the development of the profession and
the business.
Judgement and approach
For study and yrkesvägledarexamen, the student should
– self-awareness and empathy,
-the ability to work in the field of guidance and counselling
do the assessments with regard to relevant scientific,
societal and ethical aspects with special regard to the
human rights,
– show an understanding of the importance of teamwork and collaboration with
other professionals, and
• demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For study and yrkesvägledarexamen student shall, within the framework
of course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For study and yrkesvägledarexamen, students must have completed
supervised practice.
For study and yrkesvägledarexamen should also be revised
requirements apply to each high school itself within the framework of the
requirements of this degree description.
Tandhygienistexamen
Scope
Tandhygienistexamen is achieved after the student has completed
course requirements of 120 ECTS credits.
Target
For tandhygienistexamen, the student will demonstrate the knowledge and
skills required for competence as a dental hygienist.
Knowledge and understanding
For tandhygienistexamen, the student should
-knowledge of the scientific basis and if the current
research and development activities;
-demonstrate knowledge and understanding of the importance of the oral cavity
General well-being and General State impact on
oral health, and
-knowledge of relevant statutes.
Skills and abilities
For tandhygienistexamen, the student should
-demonstrate an ability to initiate and carry out health promotion and
preventive work in dentistry for both individuals and
groups of patients,
-demonstrate the ability to perform tests of
dental caries and periodontal disease, as well as to investigate and analyze the needs of the
oral health care efforts,
-demonstrate the ability to implement and evaluate the familiar actions
and in accordance with relevant regulations to document these,
and
-demonstrate the ability to critically analyse, evaluate and use
relevant information, and to convey his knowledge to different
groups and thus contribute to the development of the profession and
the business.
Judgement and approach
For tandhygienistexamen, the student should
-self-awareness and empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to a professional approach and
thus safeguarding and respecting the patient's needs,
-show an understanding of the importance of teamwork and collaboration with
other professionals, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For tandhygienistexamen, the student shall, within the framework of the
course requirements have completed an independent project
(thesis).
Miscellaneous
For tandhygienistexamen shall also apply to the stated requirements
as every high school decide in the context of the requirements of
This exam description.
Dental technician degree
Scope
Dental technician diploma is obtained after the student has completed
course requirements of 180 ECTS credits.
Target
For the dental technician exam, the student will demonstrate the knowledge and
skills required to work independently as
dental technicians.
Knowledge and understanding
For dental technicians graduate student shall
-demonstrate knowledge of the scientific basis and knowledge of
current research and development work,
-demonstrate knowledge about the relevant methods in the field and if
dental treatment principles, and
-demonstrate knowledge and understanding of the products and materials
used in dentistry and their impact on public health,
oral health and the environment.
Skills and abilities
For dental technicians graduate student shall
-demonstrate the skills and abilities needed to produce
different types of dental work as used in
dental care,
-demonstrate the ability to assess and evaluate the quality of
dental work, and
-demonstrate the ability to critically analyse, evaluate and use
relevant information and to discuss new facts, phenomena
and issues with various groups and thus contribute to
development of the profession and business.
Judgement and approach
For dental technicians graduate student shall
-demonstrate the ability to a professional approach and
thus safeguarding and respecting the patient's needs,
-show an understanding of the importance of teamwork and collaboration with
other professionals, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For dental technicians graduate student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
For dental technicians degree should also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Yrkeslärarexamen
Scope
Yrkeslärarexamen is achieved after the student has completed
course requirements of 90 ECTS credits.
For the exam requires that the training covers the following areas:
educational science core 60 ECTS credits and
placement of 30 ECTS credits, placed
in relevant activities and subject.
Studies in the education centre will
link to the future professional activities and include the following:
– the history of the school system, organization and
the school's core values including fundamental
democratic values and human rights,
-learning theory and didactics,
-Science theory and research methodology
-development, learning and special education,
– social relationships, conflict management and leadership,
– assessment and grading, and
-evaluation and development work.
Target
For yrkeslärarexamen, the student will demonstrate the knowledge and
skills required to work independently as
vocational teacher training in the activity relates.
The student must also demonstrate knowledge and ability for other
tuition for the degree according to applicable regulations
can give permission.
Knowledge and understanding
For yrkeslärarexamen, the student should
– view such knowledge in didactics and teaching
including the methodology required for teaching and learning in
the subjects of study and for
professional practice and knowledge of adult
learning,
-knowledge of scientific theory and qualitative and
quantitative research methods, as well as on the relationship between
scientific foundation and proven experience and its significance
for professional practice,
– view such knowledge about children's and young people's development,
learning, needs and conditions required
professional practice,
-knowledge and understanding of social relations,
conflict management and leadership,
• demonstrate knowledge of school organization, relevant
governing documents, learning theory and different pedagogical-didactic
perspective and knowledge of the history of the school system, and
-show in-depth knowledge of assessment and grading.
Skills and abilities
For yrkeslärarexamen, the student should
-demonstrate in-depth ability to create opportunities for all
students to learn and develop,
-demonstrate an ability to critically and independently exercise and
reflect on their own and others ' experiences as well as the relevant
research results, so as to contribute to the development
of the profession and the development of knowledge in
professional field
• demonstrate the ability to apply such learning and teaching
including the methodology required for teaching and learning in
the subjects of study and for
professional practice;
• demonstrate the ability to take advantage of students ' knowledge and
experiences to encourage each student's learning and
development,
• demonstrate the ability to independently and together with other
plan, implement, evaluate and develop teaching and
the educational activities in General in order to best
incentives to each student's learning and development,
• demonstrate the ability to identify and in synergy with other
manage special educational needs,
-demonstrate an ability to observe, document and analyze
student learning and development in relation to
the business ' goals and to inform and collaborate with students
and their parents/guardians,
• demonstrate the ability to communicate and entrench our school's
basic values, including human rights and the
basic democratic values,
• demonstrate the ability to prevent and counteract discrimination and
other offensive treatment of students,
-demonstrate an ability to observe, communicate and entrench a
gender and equality perspective into the educational
activities,
-view communication skills in listening, speaking and
writing in support of educational activities,
• demonstrate the ability to safely and critically use digital
tools in educational activities as well as to take into account
the importance of the role of different media and digital environments for
This, and
• demonstrate the ability to develop educational activities
skills that are valuable to professional practice.
Judgement and approach
For yrkeslärarexamen, the student should
– self-awareness and empathy,
• demonstrate the ability to a professional approach
towards the students and their parents/guardians,
-demonstrate an ability to make assessments of the educational work
based on relevant scientific, societal and ethical
aspects with particular regard to human
rights, in particular the rights of the child under
Convention on the rights of the child, as well as sustainable development, and
• demonstrate the ability to identify their need for further
knowledge and to develop their skills both in professional subject and
in the pedagogical work.
Miscellaneous
For yrkeslärarexamen should also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
DEGREES AWARDED AT ADVANCED LEVEL
GENERAL QUALIFICATIONS
Master's degree
Scope
Master's degree is obtained after the student has completed
course requirements of 60 credits, with a certain direction
each high school itself, of which at least 30 ECTS credits
with specialisation in the main area (main area)
for the training. In addition, the requirements for completion of a Bachelor's degree,
Bachelor, degree of at least 180
ECTS credits or equivalent foreign qualification.
Exemption from the requirement of a prior degree may be made for a
students admitted to the programme without having had
General admission requirements in the form of a degree. However, this does
not if admissions have been made except according to Chapter 7. section 28 of the
second paragraph, on the grounds that the diploma does not yet
is issued.
Target
Knowledge and understanding
For master's degree students must
-knowledge and understanding of the main field for
education, including both an overview of the area
Advanced knowledge in certain areas of the field as well as insight into
current research and development work, and
-demonstrate advanced methodological knowledge in the main area of
the training.
Skills and abilities
For master's degree students must
-demonstrate the ability to integrate knowledge and analyse, assess
and handle complex phenomena, issues and
situations even with limited information,
-demonstrate the ability to identify and formulate
issues as well as planning and use appropriate methods
perform advanced tasks within given time frames,
-demonstrate the ability to orally and in writing
and discuss their findings and the knowledge and arguments
who are based in dialogue with different groups, and
-demonstrate the skills required to participate in research
and development work or to work in other qualified
activity.
Judgement and approach
For master's degree students must
-demonstrate the ability to perform in the main field of study
assessments, taking into account relevant scientific,
societal and ethical aspects, and awareness of
ethical aspects of research and development,
-show insight into the possibilities and limitations of,
its role in society and the responsibility for how the
used, and
-demonstrate the ability to identify their need for further
knowledge and to take responsibility for their learning.
Independent project (degree project)
For the master's degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 higher education credits in order
the training.
Miscellaneous
For the master of science with a particular emphasis shall also be the
specific requirements apply to each high school decide within
the context of the requirements of this degree description.
Master's degree
Scope
Master's degree is obtained after the student has completed
course requirements of 120 credits with particular focus that
each high school itself, including at least 60 ECTS credits
with specialisation in the main area (main area)
for the training. In addition, the requirements for completion of a Bachelor's degree,
Bachelor, degree of at least 180
ECTS credits or equivalent foreign qualification.
Exemption from the requirement of a prior degree may be made for a
students admitted to the programme without having had
General admission requirements in the form of a degree. However, this does
not if admissions have been made except according to Chapter 7. section 28 of the
second paragraph, on the grounds that the diploma does not yet
is issued.
Target
Knowledge and understanding
For master's degree students must
-knowledge and understanding of the main field for
study, including both broad knowledge in the area
deeper knowledge of some parts of the area
as well as insight into current research and
development work, and
-demonstrate advanced methodological knowledge in the main area of
the training.
Skills and abilities
For master's degree students must
• the ability to critically and systematically integrate knowledge
and to analyse, assess and manage complex phenomena,
issues and situations even with limited
information,
• the ability to critically, independently and creatively
identify and formulate problems, to plan and use
appropriate methods to implement advanced tasks within given
time frames and thus contributing to the development of knowledge and
to evaluate this work,
-demonstrate the ability in both national and international
speech and writing
discuss their findings and the knowledge and the arguments
they are based in dialogue with different groups, and
-demonstrate the skills required to participate in research
and development work or to work independently in
other qualified activity.
Judgement and approach
For master's degree students must
-demonstrate the ability to perform in the main field of study
assessments, taking into account relevant scientific,
societal and ethical aspects, and awareness of
ethical aspects of research and development,
-show insight into the possibilities and limitations of,
its role in society and the responsibility for how the
used, and
-demonstrate the ability to identify their need for further
knowledge and to take responsibility for their learning.
Independent project (degree project)
Master's thesis, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 30 higher education credits in order
the training. The degree project may cover less than
30 ECTS credits, with a minimum of 15 credits, if the student
already has completed an independent thesis advanced level
If at least 15 ECTS credits of the main field of study
or equivalent of foreign education.
Miscellaneous
For the master of science with a particular emphasis shall also be the
specific requirements apply to each high school decide within
the context of the requirements of this degree description.
ARTISTIC DEGREES
Artistic masters degree
Scope
Artistic master's degree is obtained after the student has completed
course requirements of 60 credits, with a certain direction
each high school. In addition requires the passing of
Bachelor degree, Bachelor, Bachelor of
at least 180 ECTS credits or equivalent foreign qualification.
Exemption from the requirement of a prior degree may be made for a
students admitted to the programme without having had
General admission requirements in the form of a degree. However, this does
not if admissions have been made except according to Chapter 7. section 28 of the
second paragraph, on the grounds that the diploma does not yet
is issued.
Target
Knowledge and understanding
For art honest master's degree, students should
-knowledge and understanding of the subject area
(main area) for study, including both overview
of the area and specialised knowledge in parts of the area
as well as insight into current research and development work, and
-demonstrate advanced or broaden their knowledge and experience of
methods and processes in the area.
Skills and abilities
For artistic master's degree, students should
-demonstrate the ability to independently describe, analyze and interpret
form, technique, and content and to critically reflect on
their own and others ' artistic approach in the
the main field of study,
-the ability to create a personal expression and
realize your own ideas, to independently identify,
formulate and solve artistic and design-related problems
as well as planning and use appropriate methods to implement
qualified artistic tasks within given time frames,
-demonstrate the ability to orally and in writing, or otherwise
clearly explain and discuss their activities and
artistic issues in dialogue with different groups, and
-demonstrate the skills and knowledge required to
independent work in the workplace.
Judgement and approach
For artistic master's degree, students should
-demonstrate the ability to perform in the main field of study
assessments, taking into account relevant artistic,
social and ethical issues,
-show an understanding of art's role in society, and
-demonstrate the ability to identify their need for further
knowledge and to take responsibility for their learning.
Independent project (degree project)
For artistic master's degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 higher education credits in order
the training.
Miscellaneous
For artistic masters degree with a specific focus will be
also the stated requirements apply to each high school self
decide in the context of the requirements of this degree description.
Artistic masters
Scope
Artistic master's degree is obtained after the student has completed
course requirements of 120 credits with particular focus that
each high school. In addition requires the passing of
Bachelor degree, Bachelor, Bachelor of
at least 180 ECTS credits or equivalent foreign qualification.
Exemption from the requirement of a prior degree may be made for a
students admitted to the programme without having had
General admission requirements in the form of a degree. However, this does
not if admissions have been made except according to Chapter 7. section 28 of the
second paragraph, on the grounds that the diploma does not yet
is issued.
Target
Knowledge and understanding
For artistic master degree, students should
-knowledge and understanding of the subject area
(main area) for training, including both broad
knowledge of the field and a deeper knowledge of
parts of the area as well as insight into current research
and development work, and
-demonstrate familiarity with methods and processes for managing
complex phenomena, issues and situations in
area.
Skills and abilities
For artistic master degree, students should
ability to work independently and creatively to formulate
new issues and contribute to the development of knowledge, solve more
complex problems, develop new and own ways of expression and
critically reflect on their own and others ' artistic
approach in the main field of study,
-the ability to work with a developed personal expression create
and realize their own artistic ideas, independently
identify, formulate and solve artistic and
design-related problems, and plan and use appropriate
approaches undertake advanced artistic tasks within
given time frames,
-demonstrate the ability to both national and international
context, both orally and in writing or otherwise clearly
explain and discuss their activities and artistic
issues in dialogue with different groups, and
-demonstrate the skills and knowledge required to
independent work in the workplace.
Judgement and approach
For artistic master degree, students should
-demonstrate the ability to perform in the main field of study
assessments, taking into account relevant artistic,
social and ethical issues,
-show an understanding of art's role in society, and
-demonstrate the ability to identify their need for further
knowledge and to take responsibility for their learning.
Independent project (degree project)
For artistic master's degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 30 higher education credits in order
the training. The degree project may cover less than
30 ECTS credits, with a minimum of 15 credits, if the student
already has completed an independent thesis advanced level
If at least 15 ECTS credits of the main field of study
or equivalent of foreign education.
Miscellaneous
For the artistic master of science with a particular emphasis shall also
revised requirements apply as each College determine yourself
in the context of the requirements of this degree description.
PROFESSIONAL DEGREES
Doktor Nauk
Scope
Doktor Nauk is achieved after the student has completed
course requirements of 300 ECTS credits.
Target
For pharmacy students must demonstrate the knowledge and
skills required for competence as a pharmacist.
Knowledge and understanding
For pharmacy students must
-demonstrate knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-demonstrate in-depth knowledge about the composition,
production, function and use,
-demonstrate advanced knowledge of drug information,
drug counseling and drug evaluation to
thereby contribute to the rational and optimal
drug use,
-demonstrate knowledge about the development, testing and use of
drugs in a national and international perspective, and
-knowledge of relevant statutes.
Skills and abilities
For pharmacy students must
-demonstrate the ability to apply scientific
documentation and to seek out, evaluate and interpret
relevant information to be able to analyze and solve problems,
-demonstrate the ability to identify,
analyse and solve the qualified drug related
issues and to evaluate this work,
• the ability to critically and systematically integrate and
use knowledge as well as to analyze and evaluate complex
phenomena, issues and situations,
• the ability for team work and cooperation with other
professionals, and
-demonstrate the ability in both national and international
context, orally and in writing, inform and discuss
drug development, new facts, phenomena, and
issues with various groups and thus contribute to
development of the profession and business.
Judgement and approach
For pharmacy students must
-self-awareness and empathy,
-demonstrate the ability to operate both in the pharmaceutical area
health care with a holistic view of the human being and a
ethical approach with particular regard to human
rights,
-demonstrate the ability to a professional approach,
-demonstrate the ability to identify the ethical aspects of its own
research and development work, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For pharmacy student shall, within the framework of the
course requirements have completed an independent project if at least
30 ECTS credits.
Miscellaneous
For pharmacy students must have completed a six-month
pharmacy practice.
For pharmacy shall also revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Architect degree
Scope
Architectural degree is obtained after the student has completed
course requirements of 300 ECTS credits.
Target
For an architect's degree, the student will demonstrate the knowledge and
skills required to work independently as an architect.
Knowledge and understanding
For an architect's degree, students should
-demonstrate knowledge of the scientific and artistic Foundation
and insight in relevant research and development work, and
-view both broad knowledge and understanding of architectural
theory and history that in-depth knowledge of architectural
design, planning and development of urban environments and
the processes, methods and regulations that affect them.
Skills and abilities
For an architect's degree, students should
-the ability to holistically and in complex contexts
planning, designing, nurture and renew urban environments and
buildings with respect to different requirements, especially society's goals
for sustainable development,
-the ability to work with appropriate architectural method and synthesis
critically, independently and creatively implement and evaluate
qualified and creative tasks within a given framework within
architectural and samhällsbyggandets area,
-demonstrate the ability to apply knowledge of physical conditions
and engineering principles to the construction and alterations of
construction works,
-demonstrate ability to teamwork and collaboration in groups with different
composition, and
-demonstrate the ability in both national and international
context of the image and model of oral, written and other
way and in dialogue with different groups clearly and
discuss their findings and the knowledge and the arguments
is the basis for the conclusions and consequently contribute to the profession
and the business.
Judgement and approach
For an architect's degree, students should
-the ability to holistically factor in relevant
scientific, social, aesthetic and ethical aspects in
their assessments and trade-offs, taking into account the
society and all people's different needs and
functional ability, as well as to the interaction between people and
the physical Habitat, including work environment,
-view the prerequisites to base its work on the requirement of
long-term and functional solutions of high quality and
good writing, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For an architect's degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 30 higher education credits.
Miscellaneous
For architect degree must also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Midwifery degree
Scope
Midwifery degree is obtained after the student has completed
course requirements of 90 ECTS credits. In addition, the requirement of
The National Board of health and welfare licence issued nurse.
Target
For midwifery degree students must demonstrate the knowledge and
skills required for competence as a midwife.
Knowledge and understanding
For midwifery degree, students should
-view both broad and in-depth knowledge in the area
reproductive, perinatal and sexual health,
-demonstrate knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-demonstrate advanced knowledge in planning, management and coordination of
medical and health work, and
-knowledge of relevant statutes.
Skills and abilities
For midwifery degree, students should
-demonstrate the ability to independently and in collaboration with
the patient in planning and implementing inspections and treatments
based on the patient's needs and circumstances,
-demonstrate in-depth ability to independently initiate
health promotion and prevention,
-demonstrate the ability to integrate knowledge and analyse, assess
and deal with complex issues and situations,
phenomena and issues based on the individuals ' and
groups,
-demonstrate the ability to teach diverse groups and to implement
supervisory, supervisory and consultative tasks, and
-demonstrate an ability to initiate and carry out quality and
improvement and to evaluate treatment operations.
Judgement and approach
For midwifery degree, students should
-self-awareness and empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to a professional approach
with regard to women and their families, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For midwifery degree, the student shall, within the framework of the
course requirements have completed an independent project
(thesis).
Miscellaneous
For midwifery degree must also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Business degree
Scope
Business degree is obtained after the student has completed
course requirements of 240 ECTS credits.
Target
For MBA students must demonstrate the knowledge and
skills required for qualified and independent work
in the economic area.
Knowledge and understanding
For MBA, students should
-demonstrate knowledge of the disciplinary Foundation
and proven experience and insight into current research and
development work,
-view both broad knowledge in the economic sphere as
deeper knowledge of some elements of the selected
the economy,
-demonstrate advanced knowledge of the theory and method in the selected
the economy, and
-knowledge of relevant national and international
rule systems for the main field.
Skills and abilities
For MBA, students should
-demonstrate the ability to integrate knowledge and that of economic
perspective analyse, assess and manage complex phenomena,
issues and situations,
-demonstrate the ability to identify and formulate
economic issues as well as planning and using appropriate
methods perform advanced tasks within given time frames,
-demonstrate the ability to orally and in writing
and discuss their findings in dialogue with different groups in
both national and international contexts, and
-demonstrate the skills required to participate in research
and development work, or work in other qualified
activity.
Judgement and approach
For MBA, students should
-the ability to work in the main field do
assessments, taking into account relevant scientific and
social issues such as human rights and ethical
aspects, and an awareness of the ethical aspects of
research and development activities;
-show an understanding of the importance and its practice, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For MBA student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 30 higher education credits.
Miscellaneous
For the Bachelor of arts must also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Master of science in engineering
Scope
Master of engineering degree is obtained after the student has completed
course requirements of 300 ECTS credits.
Target
For master's degree students must demonstrate the knowledge and
skills required to work independently as
Master of science.
Knowledge and understanding
For the master of Science degree, students should
-demonstrate knowledge of the scientific basis of the selected Innova
and proven experience and insight into current research and
development work, and
-view both broad knowledge within the chosen field of technology,
including knowledge in mathematics and science, as
deeper knowledge of certain areas of the field.
Skills and abilities
For the master of Science degree, students should
-demonstrate an ability to critically, independently with holistic approach and
creatively identify, formulate and manage complex
issues and to participate in research and
development and thereby contribute to the
the development of knowledge,
• the ability to create, analyze and critically evaluate
various technical solutions,
-demonstrate the ability to plan and use appropriate methods to implement
advanced tasks within given frameworks,
• the ability to critically and systematically integrate knowledge
as well as the ability to model, simulate, predicting and
evaluate events even with limited information,
-demonstrate the ability to develop and design products, processes
and systems with regard to people's needs
and society's goals for economic, social and ecological
sustainable development,
-demonstrate ability to teamwork and collaboration in groups with different
composition, and
-demonstrate the ability in both national and international
context, both orally and in writing in dialogue with different groups
clearly explain and discuss their conclusions and the
knowledge and arguments on which they are based.
Judgement and approach
For the master of Science degree, students should
-demonstrate the ability to make assessments, taking into account relevant
scientific, societal and ethical aspects, and
awareness of ethical aspects of research and
development work,
-insight into the possibilities and limitations of the technology, its
role in society and the responsibility of how it is used,
including social and economic aspects as well as environmental and
OSH, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For the master of Science degree, students should, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 30 higher education credits.
Miscellaneous
For the master of science in engineering technology should also be revised requirements apply
as every high school decide in the context of the requirements of
This exam description.
Law degree
Scope
Law degree is obtained after the student has completed
course requirements of 270 ECTS credits.
Target
For the law degree, the student will demonstrate the knowledge and ability
required to work in occupations for which the degree is
the eligibility requirements, as well as in other professional activities within the
law that requires such knowledge and skills.
Knowledge and understanding
For the law degree, students should
-demonstrate knowledge of the scientific basis as well as insight into
current research and development work,
-demonstrate in-depth knowledge and understanding of key legal
substances and the knowledge of other subjects that are of particular importance
for the purposes of the legal knowledge,
-knowledge of the role of the national legal system and
internationally, and
-demonstrate knowledge about such social and family conditions
affect the living conditions of women and men.
Skills and abilities
For the law degree, students should
-demonstrate the ability to apply knowledge and to make
qualified estimates,
-demonstrate the ability to use different interpretation and
application methods in law,
-demonstrate the ability to systematically, critically and independently
identify, define and analyze the issues and
plan and perform advanced tasks within given
time frames,
-demonstrate the ability to work both individually and in co-operation
with others, and
-demonstrate the ability in both national and international
speech and writing
discuss their findings in dialogue with different groups.
Judgement and approach
For the law degree, students should
-demonstrate the ability to make appropriate judgements within the area
to the relevant scientific and social issues, such as the
human rights and ethics,
-demonstrate the ability to independently and critically
approach to the legal system,
-demonstrate the ability to a professional approach, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For the law degree, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 30 higher education credits.
Miscellaneous
For the law degree must also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Speech therapy degree
Scope
Speech and language pathology degree is obtained after the student has completed
course requirements of 240 ECTS credits.
Target
For speech-language pathology graduate student shall demonstrate the knowledge and
skills required for competence as a speech therapist.
Knowledge and understanding
For speech-language pathology graduate student shall
-demonstrate knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-view both broad and in-depth clinical, educational and
therapeutic knowledge of habilitation and rehabilitation of voice,
speech, language and swallowing disorders,
-demonstrate understanding that communication skills are a
integral part of the individual's personality and social
situation, and
-knowledge of relevant statutes.
Skills and abilities
For speech-language pathology graduate student shall
-demonstrate the ability to independently and in collaboration with
the patient to examine, assess and treat the most common
occurring disturbances within the SLP
the business area,
-demonstrate an ability to initiate and participate in prevention
health care intervention within the work area,
-demonstrate the ability to plan, implement and evaluate
treatment programs,
-demonstrate the ability to inform and educate various groups, as well as
to carry out the supervisory tasks,
-demonstrate the ability to orally and in writing present and
discuss measures and treatment outcomes with stakeholders
and in accordance with relevant regulations to document these,
• the ability for team work and cooperation with other
professionals, and
-demonstrate in-depth ability to critically examine, assess and
use relevant information and to discuss new facts,
phenomena and issues with various groups and thus
contribute to the development of the profession and business.
Judgement and approach
For speech-language pathology graduate student shall
-self-awareness and empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to a professional approach
with regard to patients and their loved ones, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For speech-language pathology graduate student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 30 higher education credits.
Miscellaneous
For speech-language pathology degree must also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Medical degree
Scope
Medical degree is obtained after the student has completed course requirements
about 330 ECTS credits.
Target
For the medical exam, the student will demonstrate the knowledge and ability
required for the medical profession and to fulfill the
public service (AT) required to get permission
doctor.
Knowledge and understanding
For the medical exam, the student should
-demonstrate knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-view both broad and in-depth knowledge in the medical
the area including the knowledge and understanding of the conditions in
society that affect the health of different groups and individuals,
both children and women and men,
-demonstrate knowledge about economics and management that are relevant
for the health care system, and
-knowledge of relevant statutes.
Skills and abilities
For the medical exam, the student should
-demonstrate the ability to independently diagnose the
common conditions in patients and in co-operation
with the patient deal with these,
-demonstrate an ability to initiate and carry out health promotion and
prevention in health care for both
individuals and groups of patients,
• the ability to critically and systematically integrate and
using knowledge and analyse and evaluate complex phenomena,
issues and situations,
-demonstrate in-depth ability to inform and educate different
groups, as well as to carry out the supervisory tasks,
• the ability for team work and cooperation with other
professionals in health care, as well as in health and
care,
-demonstrate the ability to orally and in writing, describe the
measures and results of treatment of interested parties, as well as in
accordance with the relevant regulations to document these,
-demonstrate in-depth ability to scientifically discuss
new facts, events and issues in the medical
area with different groups and to critically examine, assess and
use the relevant information, and
-demonstrate in-depth ability to initiate, participate in and conduct
improvement and evaluate medical
treatment operations.
Judgement and approach
For the medical exam, the student should
-self-awareness and empathy,
-demonstrate ability to the holistic approach to the patient with a
Scientific and humanistic approach, with particular regard to
of human rights,
-demonstrate ability to ethically and professionally
approach to patients and their loved ones, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For the medical exam, the student shall, within the framework of the course requirements
have completed an independent project (degree project) worth at least
30 ECTS credits.
Miscellaneous
For the medical exam must also be revised requirements apply to each
high school decide in the context of the requirements of this
exam description.
Psychologist degree
Scope
Psychologist degree is obtained after the student has completed
course requirements of 300 ECTS credits.
Target
For psychology, the student will demonstrate the knowledge and
skills required to work independently as a psychologist and
in order to carry out the prescribed practical service (PTP)
required to obtain permission as a psychologist.
Knowledge and understanding
For psychology, the student should
-demonstrate knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-demonstrate advanced knowledge of psychological methods of investigation
and action relating to individuals, groups and organizations,
-demonstrate in-depth knowledge and understanding of social and
family relationships which affect different groups and individuals,
both children and women and men, and
-knowledge of relevant statutes.
Skills and abilities
For psychology, the student should
-demonstrate in-depth ability to conduct psychological treatment,
-the ability to work under supervision conduct psychotherapy,
-demonstrate the ability to plan, lead and
carry out preventive work and development and
change management with a focus on individuals, groups,
organizations and environments,
-demonstrate in-depth ability to scientifically based critical
evaluate and develop treatment work and action programmes
within the business area,
• the ability for team work and cooperation with other
professional groups,
-demonstrate the ability for interested parties, orally and in writing
give an account of the investigation, action and results, and in accordance with
relevant statutes to document these, and
• the ability to critically and independently review, assess
and use of relevant information and to discuss new facts,
phenomena and issues with various groups and thus
contribute to the development of the profession and business.
Judgement and approach
For psychology, the student should
-demonstrate the ability to continuously develop the self-awareness and
empathy,
-demonstrate in-depth ability to with a holistic view of human beings make
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to identify the ethical aspects of its own
research and development activities;
-demonstrate the ability to a professional approach
vis-à-vis clients and their families, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For psychology, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 30 higher education credits.
Miscellaneous
For the MSC will also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Advanced psychotherapy degree
Scope
Advanced psychotherapy degree is obtained after the student has completed
course requirements of 90 credits over a period of three years.
In addition, the requirements for
-completion of masters degree (according to the 1982 study regulation or
later rules),
-medical exam with specialist expertise in psychiatry or child-
and adolescent psychiatry,
-the social work degree, or
-equivalent degree.
For the latter two groups also require basic
psykoterapiutbildning.
Target
For psychotherapist degree students must demonstrate the knowledge and
skills required for competence as a psychotherapist.
Knowledge and understanding
For psychotherapist degree, students should
-demonstrate knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-demonstrate advanced knowledge and understanding of various
psychotherapy forms, various mental illnesses and
psychiatric diagnosis, and
-demonstrate knowledge and understanding of relevant social and
family relationships that affect individuals and groups.
Skills and abilities
For psychotherapist degree, students should
-the ability to work in an advanced way to integrate theoretical
knowledge and clinical application,
-view such in-depth skills required to
independently carry out diagnostic assessments and establish,
undertake and critically evaluate psychotherapeutic
treatment program in one of the functions of individual-, group-
or family therapy,
• the ability to critically and independently review, assess
and use relevant information and discuss new facts,
phenomena and issues with various groups and thus
contribute to the development of the profession and the business, and
-the ability to work with interested parties in oral and written form
give an account of the measures and results of treatment and in accordance
with relevant statutes to document these.
Judgement and approach
For psychotherapist degree, students should
-demonstrate the ability to continuously develop the self-awareness and
empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to identify the ethical aspects of its own
research and development activities;
-demonstrate in-depth ability to a professional
approach to clients and their families,
-show an understanding of the importance of teamwork and collaboration with
other professionals, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For psychotherapist degree student shall, within the framework of the
course requirements have completed an independent project
(thesis).
Miscellaneous
For psychotherapist degree, students should during the training have
had to work part-time with the psychotherapeutic data.
For psychotherapist degree should also be revised requirements apply
as every high school decide in the context of the requirements of
This exam description.
Medical Physics degree
Scope
Medical Physics degree is obtained after the student has completed
course requirements of 300 ECTS credits.
Target
For medical physics graduate student shall demonstrate the knowledge and
skills required for competence as a hospital physicist.
Knowledge and understanding
For Medical Physics degree, students should
-demonstrate knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-view both broad and in-depth knowledge of physical,
biological and technical aspects of radiation therapy, image and
functional diagnostics and this knowledge application in
care work,
-knowledge in planning, management and coordination within the
the profession, and
-knowledge of relevant statutes and in particular within the
radiation protection.
Skills and abilities
For Medical Physics degree, students should
-demonstrate the ability to apply mathematical
and scientific methods in all activities with radiation
in health care,
-demonstrate the ability to manage and carry out the necessary
quality assurance of both equipment and work methods
in activities with radiation,
-demonstrate the ability to integrate knowledge from the relevant areas
and to independently and critically analyse, evaluate and
handle complex phenomena, issues and situations,
-demonstrate the ability to develop, utilize, evaluate and optimize
new methods in the field,
-demonstrate the ability to initiate, plan, manage, coordinate and
evaluate the radiation prevention in health
care for patients as well as staff,
• the ability for team work and cooperation with other
professional groups, as well as the ability to inform and train staff in
the radiation work, and
-demonstrate the ability in both national and international
context, orally and in writing, inform and discuss
new facts, phenomena and issues with different groups
and thereby contribute to the development of the profession and business.
Judgement and approach
For Medical Physics degree, students should
-self-awareness and empathy,
-the ability to work with a holistic view of human beings make judgments
based on relevant scientific, societal and ethical
aspects with particular regard to human rights,
-demonstrate the ability to a professional approach
with regard to patients and their loved ones,
-demonstrate the ability to identify the ethical aspects of its own
research and development work, and
-demonstrate the ability to identify their need for further
knowledge and continuously develop their skills.
Independent project (degree project)
For medical physics graduate student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 30 higher education credits.
Miscellaneous
For Medical Physics degree should also be revised requirements apply
as every high school decide in the context of the requirements of
This exam description.
Specialist nursing
Scope
Specialist nursing degree with specified targets achieved
After the student has completed course requirements of 60
He credits with the exception of the focus on
district nurse, where the degree is obtained after the student
completed course requirements of 75 credits.
Further proof of identification is required on that nurse
The National Board of health has issued.
Target
For specialist nursing, the student should demonstrate the
knowledge and skills required to work independently
as a specialist nurse.
Knowledge and understanding
For specialist nursing degree with respective orientation
the student should
-knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice, and
-show in-depth knowledge in planning, management and coordination
of nursing and health management.
Skills and abilities
For specialist nursing degree with respective orientation
the student should
-demonstrate in-depth ability to independently and in collaboration
with the patient and relatives identify care needs and establish
care plan,
-demonstrate an ability to manage and evaluate nursing interventions,
-demonstrate in-depth ability to initiate, implement and
evaluate health promotion and prevention,
• demonstrate the ability to integrate knowledge and analyse, assess
and deal with complex issues and situations,
• demonstrate the ability to take part in and independently
examinations and treatment, including palliative care
the final stage, and
-show care educational ability.
Judgement and approach
For specialist nursing degree with respective orientation
the student should
– self-awareness and empathy,
• demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
• demonstrate the ability to a professional approach
with regard to patients and their loved ones, and
• demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Specializations
For specialist nursing degree with specialization in
anesthesia medical student should also
• demonstrate the ability to be responsible for the monitoring and execution of
local and general anaesthesia, analgesia and sedation in conjunction
with operations, examinations and treatment of
patients, and
• demonstrate the ability to apply their specialist knowledge in
major accidents and disasters.
For specialist nursing degree with specialization in
intensive care, students should also
• demonstrate the ability to observe and assess the functioning of the
patients on all organ systems and the patient's psychic
State as well as the ability to communicate, where appropriate, initiate and
independently carry out medical procedures, and
• demonstrate the ability to apply their specialist knowledge in
major accidents and disasters.
For specialist nursing degree with specialization in
Theatre nursing student should also
• demonstrate the ability to be responsible for asepsis, instrumentation,
infectious complication and prevention in connection
with surgeries, treatments and examinations of patients
as well as the ability to manage biological preparations, and
• demonstrate the ability to apply their specialist knowledge in
major accidents and disasters.
For specialist nursing degree with specialization in
emergency medical services, the student should also
• demonstrate the ability to independently assess the sufferer's or
injured somatic and mental status and immediate needs
and demonstrate the ability to implement the necessary measures for
patients under highly variable conditions, and
• demonstrate the ability to apply their specialist knowledge in
major accidents and disasters.
For specialist nursing degree with specialization in
surgical care, students should also
-demonstrate the ability in patients with needs of the surgical
Action Note, assess and address the complex health care needs.
For specialist nursing degree with specialization in
medical care, students should also
-demonstrate an ability to patients in medical care
observe, assess and address the complex health care needs.
For specialist nursing degree with specialization in
Oncology Nursing student should also
-demonstrate the ability in patients with needs of oncology care
observe, assess and address the complex health care needs, and
-show the knowledge and skill required to work
including chemotherapy and radiation treatment.
For specialist Bachelor of science in nursing with a specialization in health
care for children and adolescents, students should also
-demonstrate the ability to assess, plan, implement
and evaluate the measures needed to promote the
physical, mental and social health and prevention
of disease and disease complications,
-demonstrate the ability in children and adolescents in different
development Note, assess and remediate complex
care needs, and
– demonstrate the knowledge required to be responsible for
health assessment and operational costs.
For specialist nursing degree with specialization in
psychiatric care, students should also
-demonstrate an ability to observe, assess, remediate and evaluate
complex care needs,
• demonstrate the ability to meet people in crisis, and
-show the knowledge and skill required to participate
in treatment, habilitation and rehabilitation within
psychiatric nursing and care.
For specialist nursing with emphasis on the care of
older students will also
-demonstrate the ability to assess, plan, implement
and evaluate the measures needed to promote the
physical, mental and social health and prevention
of disease and disease complications, and
• demonstrate the ability to observe and assess in older patients
complex needs of care and rehabilitation.
For specialist nursing degree with specialization in
district nurse, students must also
-demonstrate the ability to assess, plan, implement
and evaluate the measures needed to promote the physical,
mental and social health of patients and the prevention
the onset of disease and disease complications,
• demonstrate the ability to observe and evaluate the complex needs of
care, habilitation and rehabilitation in patients, and
– demonstrate the knowledge required to be responsible for
health assessment and operational costs.
For specialist nursing degree with a certain other
specialization, students should also
-demonstrate the ability to observe, assess and
evaluate the need for care, habilitation and rehabilitation of
patients within the specific area specialisation,
-demonstrate the ability to plan, implement and
evaluate the measures needed at different conditions for
to promote health and prevent disease and
medical complications in particular specialisation
area,
• demonstrate the ability to assume responsibility for surveys and
treatments within the specific area specialisation, and
• demonstrate the ability to apply their specialist knowledge and
skills for care situations and audiences who are
particularly relevant for the particular area of specialisation.
Independent project (degree project)
For specialist nursing student shall, within the framework
of course requirements have completed an independent project
(thesis).
Miscellaneous
For specialist nursing degree, students must have completed
a practical part of the training of a scope
that is tailored to the need of each approach.
In diploma, education focus stated.
For a specialist nursing degree with a specific focus
should also be revised requirements apply to each high school self
decide in the context of the requirements of this degree description.
Speciallärarexamen
Scope
Speciallärarexamen with specified specializations achieved after
the student must have completed course requirements of 90
He credits. It also sets requirements on the passing of
grades, teacher students, yrkeslärarexamen,
early childhood education degree or equivalent senior graduation.
Speciallärarexamen is provided with specializations for
– language, writing and reading development,
– Mathematics development;
– deafness or hearing impairment,
-Visual impairment,
– the tomb of language impairment, and
-mental retardation.
For specialization in language, writing and reading development is required
to the previously completed degree includes subject studies in
Swedish or in the area of knowledge of language, writing and
reading development. If the examination does not include the aforementioned subject studies,
Instead, the student is required to have completed their training
with equivalent knowledge.
For specialization in mathematics development requires that the
previously completed degree includes subject studies in mathematics
or in the area of knowledge of mathematics development. If the exam is not
covers subjects of study, the student is required to
has supplemented his education with the equivalent.
Target
For speciallärarexamen, the student will demonstrate the knowledge and
skills required to work independently as
special education teacher for children and students with special needs.
Knowledge and understanding
For speciallärarexamen, the student should
-knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and its
importance of professional practice,
• demonstrate knowledge of children and students with special needs in
a historical perspective,
-demonstrate advanced knowledge of children's and students ' language and
conceptual development and stimulation of this,
-show in-depth knowledge of assessment issues and
grading, and
-demonstrate advanced knowledge of children's and students ' learning and,
Depending on the specialization selected, in-depth knowledge
If
1. children's and students ' language, writing and reading development,
2. children's and students ' mathematics development;
3. children and students with deafness or hearing impairment and their
overall knowledge development in relation to
academic subjects or subject areas,
4. children and students with visual impairments and their comprehensive
knowledge development in relation to academic subjects or
subject areas,
5. children and students with severe language disorders and their comprehensive
knowledge development in relation to academic subjects or
subject areas, or
6. children and students with mental retardation and their comprehensive
knowledge development in relation to academic subjects or
subject areas.
Skills and abilities
For speciallärarexamen, the student should
-demonstrate an ability to critically and independently initiate
to, analyze, and participate in prevention work and contribute
to eliminate barriers and difficulties in various learning environments,
• demonstrate the ability to participate in the design and
implement action programmes for individual students in collaboration with
stakeholders as well as the ability to support children and students and
develop business learning environments,
• demonstrate the ability to, depending on the specialization that
selected, be a qualified partner and Advisor in
issues related to
1. children's and students ' language, writing and reading development,
2. children's and students ' mathematics development;
3. learning and knowledge development in children and students with
deafness or hearing impairment,
4. learning and knowledge development in children and students with
Visual impairment,
5. learning and knowledge development in children and students with severe
language impairment, or
6. learning and knowledge development in children and students with
mental retardation,
• demonstrate the ability to independently carry out follow-up and
evaluation and development of the educational work
with the aim to meet the needs of all children and students,
-demonstrate in-depth ability to critically and independently
conducting educational research and analyze difficulties
for the individual in the learning environments where the child or student gets her
teaching and staying in the nursery or school day, and
-show advanced ability to a personalized approach
for children and students with special needs.
For specialization in language, writing and reading development or
Mathematics development should also be student
-demonstrate an ability to critically examine and apply methods of
to assess children's and students ' language, writing and reading development
or mathematics development.
Judgement and approach
For speciallärarexamen, the student should
– self-awareness and empathy,
-demonstrate an ability to do within the area of special education
assessments, taking into account relevant scientific,
societal and ethical aspects with special regard to the
human rights,
• demonstrate the ability to identify the ethical aspects of its own
research and development activities;
– show an understanding of the importance of cooperation and collaboration with
other forms of school and professional groups, and
• demonstrate the ability to identify their need for further
knowledge and continuously develop their skills.
Independent project (degree project)
For speciallärarexamen, the student should, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
In the degree certificate shall indicate for which
training activities are intended. There should also be
training specialization is specified.
For speciallärarexamen should also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Specialpedagogexamen
Scope
Specialpedagogexamen is achieved after the student has completed
course requirements of 90 ECTS credits. It also sets requirements on
the passing grades, teacher students, yrkeslärarexamen,
early childhood education degree or equivalent senior graduation.
Target
For specialpedagogexamen, the student will demonstrate the knowledge and
skills required to work independently as
special education for children and students with special needs.
Knowledge and understanding
For specialpedagogexamen, the student should
-knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice, and
-demonstrate advanced knowledge and understanding of special education.
Skills and abilities
For specialpedagogexamen, the student should
-demonstrate an ability to critically and independently identify,
analyse and participate in prevention and in the work of
to overcome obstacles and difficulties in various learning environments,
-demonstrate an ability to critically and independently carry out
educational studies and analyze difficulties on
organizational, group and individual levels,
-demonstrate an ability to design and participate in the work of
implementation of the programme of action in collaboration with relevant stakeholders as well as
ability to support children and students and develop business
learning environments,
-demonstrate in-depth ability to be a qualified
partner and Advisor on educational matters for
colleagues, parents and other interested parties, and
• demonstrate the ability to independently carry out follow-up and
evaluation and development of the educational work
with the aim to meet the needs of all children and students.
Judgement and approach
For specialpedagogexamen, the student should
– self-awareness and empathy,
-demonstrate an ability to do within the area of special education
assessments, taking into account relevant scientific,
societal and ethical aspects with special regard to the
human rights,
• demonstrate the ability to identify the ethical aspects of its own
research and development activities;
– show an understanding of the importance of teamwork and collaboration with
other professionals, and
• demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For specialpedagogexamen, the student should, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 15 ECTS credits.
Miscellaneous
In the degree certificate shall identify the activity
the training is designed.
For specialpedagogexamen should also be revised requirements apply
as every high school decide in the context of the requirements of
This exam description.
Dental Exam
Scope
Dental student is achieved after the student has completed
course requirements of 300 ECTS credits.
Target
For dental exam, the student will demonstrate the knowledge and
skills required for competence as a dentist.
Knowledge and understanding
For dental exam, the student should
-demonstrate knowledge of the scientific basis and insight into
current research and development work as well as knowledge of
the relationship between science and proven experience and
the significance of professional practice,
-demonstrate advanced knowledge and understanding of the relationship between
the patient's oral health status and his or her General
health and medical conditions and other
underlying factors,
-demonstrate knowledge and understanding of the products and materials
used in dentistry and their impact on public health,
oral health and the environment,
-demonstrate knowledge about economics and management that are relevant
for dental care, and
-knowledge of relevant statutes.
Skills and abilities
For dental exam, the student should
-demonstrate the ability to diagnose and treat
diseases and anomalies of the teeth, mouth, jaws and surrounding
tissues in patients of different ages and with different needs,
-demonstrate an ability to initiate and carry out health promotion and
preventive work in dentistry for both individuals and
groups of patients,
• demonstrate in-depth ability to plan, manage, coordinate and
development of dental work,
-demonstrate the ability to evaluate dental care, with particular
emphasis is placed on quality assurance,
-demonstrate in-depth ability to teamwork and collaboration with
all staff groups in dentistry, as well as with other
professionals in health and social care, and
• the ability to critically and independently review, assess
and use relevant information and on a scientific basis
discuss new facts, phenomena and issues within the
Dental area.
Judgement and approach
For dental exam, the student should
-self-awareness and empathy,
-demonstrate the ability to make a holistic view
assessments based on relevant scientific,
societal and ethical aspects with special regard to the
human rights,
-demonstrate the ability to a professional approach and
thus safeguarding and respecting the patient's needs, and
-demonstrate the ability to identify their need for further
knowledge and to continuously develop their skills.
Independent project (degree project)
For dental exam, the student shall, within the framework of the
course requirements have completed an independent project
(degree project) worth at least 30 higher education credits.
Miscellaneous
For dental exam should also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
DEGREES AT THE BACHELOR'S OR MASTER'S LEVEL
Grades
Scope
Grades are given in three categories. Grades
with a focus on work in the attained level of leisure-time due
and after that the student has completed course requirements of
180 ECTS credits. Grades focus on work
in preschool and primary grades 1-3 and
grades focus on work in the primary school
grades 4-6 and should be completed on the second level and is reached after
the student has completed course requirements of 240 ECTS credits.
For the exam requires that the training covers the following areas:
subject and the mathematics education studies with relevance to the
the teaching of any of the substances for which the school system
There is a prescribed curriculum, educational science core if
60 ECTS credits and placement of 30
credits, placed in relevant activities and subject.
For grades, with a focus on work in holiday home
should the subject-and the mathematics education studies include 90
credits, of which 60 credits in the
recreational educational area and 30 credits in one or
two practical or aesthetic subjects.
For grades, with a focus on work in the
preschool and primary grades 1-3, the subject and
the mathematics education studies include 165 credits in Swedish,
Mathematics, English, social studies,
natural sciences and technology. For Swedish and mathematics
requires a minimum of 30 credits in each subject and for English
requires a minimum of 15 credits. Of the subject and
the mathematics education studies 15 ECTS credits represent
substance-related placement.
For grades, with a focus on work in the primary school
grades 4-6 will be subject and the mathematics education studies include
165 credits in Swedish, mathematics, English and a
optional subject area. For Swedish, English and
mathematics requires a minimum of 30 credits in each topic.
In addition, the required 30 credits in one of the of the student
Optional fields:
1. Science and technology,
2. civics, or
3. one or two practical or aesthetic subjects.
Of the subject and the mathematics education studies, 15
ECTS credits represent substance-related teaching practice
training.
Studies in the education centre will
link to the future professional activities and include the following:
– the history of the school system, organization and
the school's core values including fundamental democratic
values and human rights,
-learning theory and didactics,
-Science theory and research methodology
-development, learning and special education,
– social relationships, conflict management and leadership,
– assessment and grading, and
-evaluation and development work.
Target
For grades, the student will demonstrate the knowledge and
skills required to work independently as
because teachers in the activities of the training relates.
The student must also demonstrate knowledge and ability for other
tuition for the degree according to applicable regulations
can give permission.
Knowledge and understanding
For grades, with a focus on work in holiday home
the student should
– view such knowledge in the field of leisure education
and such subject knowledge, including knowledge of current
research and development work, which is required for
professional practice,
– view such knowledge in didactics and teaching
including the methodology required for teaching and learning in
the recreational and educational area within it or the topics
as education and to professional practice;
• demonstrate knowledge of child's communication and language development
and knowledge of basic reading, writing and
mathematics learning,
• demonstrate knowledge of practical and aesthetic learning processes,
-knowledge of scientific theory and qualitative and
quantitative research methods and the relationship between
scientific foundation and proven experience and its significance
for professional practice, and
• demonstrate knowledge of assessment of pupils ' learning and
development.
For grades, with a focus on work in the
preschool and primary grades 1-3, the student should
– view such subject knowledge, including insight into current
research and development work, which is required for
professional practice,
– view such knowledge in didactics and teaching
including the methodology required for teaching and learning in
the subjects of study and for
professional practice;
-demonstrate advanced knowledge of basic reading, writing and
mathematics learning and children's communication and
language development,
-show knowledge of practical and aesthetic learning processes,
• demonstrate knowledge of theory and qualitative and
quantitative research methods and the relationship between
scientific foundation and proven experience and its significance
for professional practice, and
-show in-depth knowledge on the assessment of pupils ' learning and
development.
For grades, with a focus on work in the primary school
grade 4-6 students should
– view such subject knowledge, including insight into current
research and development work, which is required for
professional practice,
– view such knowledge in didactics and teaching
including the methodology required for teaching and learning in
the subjects of study and for
professional practice;
-demonstrate advanced knowledge of reading, writing and
Mathematics development;
-show knowledge of practical and aesthetic learning processes,
• demonstrate knowledge of theory and qualitative and
quantitative research methods and the relationship between
scientific foundation and proven experience and its significance
for professional practice, and
-demonstrate in-depth knowledge of assessment and grading.
For grades, students should also
– demonstrate the knowledge of child development, learning, needs and
conditions required for professional practice,
-knowledge and understanding of social relations,
conflict management and leadership, and
• demonstrate knowledge of school organization, relevant
governing documents, learning theory and different pedagogical-didactic
perspective and knowledge of the history of the school system.
Skills and abilities
For grades, with a focus on work in holiday home
the student should
-demonstrate in-depth ability to stimulate learning and
development by offering children a meaningful and
rich leisure,
-demonstrate an ability to critically and independently exercise,
systematize and reflect on their own and others '
experience and relevant research results to
thereby contribute to the development of the profession and
the development of knowledge within the profession, and
• demonstrate the ability to apply such learning and teaching
including the methodology required for teaching and learning
within the recreational educational area and in the
topics like education and to professional practice in
otherwise.
For grades, with a focus on work in the
preschool and primary grades 1-3 and for the
grades focus on work in the primary school
grade 4-6 students should
-demonstrate in-depth ability to critically and independently
exercise, systematize and reflect on their own and others '
experience and relevant research results to
thereby contribute to the development of the profession and
the development of knowledge within the profession, and
• demonstrate the ability to apply such learning and teaching
including the methodology required for teaching and learning in
the subjects of study and for
professional practice in General.
For grades, with a focus on work in the primary school
grade 4-6 students should
• demonstrate the ability to communicate and reflect on issues
concerning identity, sexuality and cohabitation.
For grades, students should also
-demonstrate in-depth ability to create opportunities for all
students to learn and develop,
• demonstrate the ability to take advantage of students ' knowledge and
experiences to encourage each student's learning and
development,
• demonstrate the ability to independently and together with other
plan, implement, evaluate and develop teaching and
the educational activities in General in order to best
incentives to each student's learning and development,
• demonstrate the ability to identify and in synergy with other
manage special educational needs,
-demonstrate an ability to observe, document, analyze, and
assess student learning and development in relation to
the business ' goals and inform and collaborate with students and
their parents/guardians,
• demonstrate the ability to communicate and entrench our school's
basic values, including human rights and the
basic democratic values,
• demonstrate the ability to prevent and counteract discrimination and
other offensive treatment of students,
-demonstrate an ability to observe, communicate and entrench a
gender and equality perspective into the educational
activities,
-view communication skills in listening, speaking and
writing in support of educational activities,
• demonstrate the ability to safely and critically use digital
tools in educational activities and to consider
the importance of the role of different media and digital environments for
This, and
-demonstrate an ability to make inroads in the educational activities
skills that are valuable to professional practice.
Judgement and approach
For grades, the student should
– self-awareness and empathy,
• demonstrate the ability to a professional approach
towards the students and their parents/guardians,
-demonstrate an ability to make assessments of the educational work
based on relevant scientific, societal and ethical
aspects with particular regard to human
rights, in particular the rights of the child under
Convention on the rights of the child, as well as sustainable development, and
• demonstrate the ability to identify their need for further
knowledge and develop their skills in the educational process.
Independent project (degree project)
For grades, with a focus on work in holiday home
the student shall, within the framework of the course requirements have fulfilled
an independent project (degree project) worth at least 15
credits in the leisure education.
For grades, with a focus on work in the
preschool and primary grades 1-3 and for the
grades focus on work in the primary school
grade 4-6 students should, within the framework of the course requirements have
completed an independent project (degree project) worth at least
30 ECTS credits or two such works, each at least 15
ECTS credits in one or two of the topics that can be studied in
each focus.
Miscellaneous
Of the diploma will indicate the direction that the student
has completed and the subjects taught that
the exam covers.
For grades should also revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Teacher students
Scope
Teacher students are provided with two specializations. Teacher students
with a focus on work in the attained grades 7 to 9
on the second level and is reached after the student has
completed course requirements of 270 ECTS credits.
Teacher students with emphasis on work in secondary school
After completing studies at the graduate level and is reached after the student has
completed course requirements of 300 or, when so required, 330
He credits.
For the exam requires that the training covers the following areas:
subject and the mathematics education studies with relevance to the
the teaching of any of the substances for which the school system
There is a prescribed course or subject plan,
educational science core 60 ECTS credits and
placement of 30 ECTS credits, placed
in relevant activities and subject.
For teacher students with emphasis on work in primary school
grade 7 – 9, the training include the subject and
the mathematics education studies on 195 ECTS credits in three
subjects taught. If the teaching subject of music or image
included in the training, qualification, however, include studies in
two or three subjects taught. When two of the
undervisningsämnena Swedish, civics or music
part of the training includes graduate studies only in
These two subjects. Of the subject and
the mathematics education studies 15 ECTS credits represent
substance-related placement. Training
shall at least include an article about 90 ECTS in
the relevant topic or subject area. For every other topic that
included in the degree requires a minimum of 45 credits. When Swedish,
social studies or music is included, however, always 90
credits in the subject areas that are relevant to these
topics.
The orientation is provided with a limited number of subject combinations.
For teacher students majoring in secondary education,
the training include the subject and teaching methodological studies on
225, or, when so required, 255 credits in two
subjects taught. Of the subject and the mathematics education
Studies 15 ECTS credits form the substance-related
clinical education. The training shall include a
deepening of 120 credits in the relevant subject or
subject area and a deepening of 90 ECTS credits. When
Swedish, civics or music is included, however, always
120 credits in the subject areas that are relevant to
These substances.
The orientation is provided with a limited number of subject combinations.
Studies in the education centre will
link to the future professional activities and include the following:
– the history of the school system, organization and
the school's core values, including the basic
democratic values and human rights,
-learning theory and didactics,
-Science theory and research methodology
-development, learning and special education,
– social relationships, conflict management and leadership,
– assessment and grading, and
-evaluation and development work.
Target
For teacher students, the student will demonstrate the knowledge and
skills required to work independently as
teacher training in the activity relates.
The student must also demonstrate knowledge and ability for other
tuition for the degree according to applicable regulations
can give permission.
Knowledge and understanding
For teacher students with emphasis on work in grades 7-9
the student should
– view such subject knowledge required for professional practice,
including both an overview of the subject in the main area of the studies
that deeper knowledge in some parts of this area and
current research and development work.
For teacher students with a focus on work in the
high school student should
– view such subject knowledge required for professional practice,
including both broad knowledge of subject studies
the main area that deeper knowledge of some
parts of this area, and insight into current
research and development work.
For teacher students, students should also
– view such knowledge in didactics and teaching
including the methodology required for teaching and learning in
the subjects of study and for the
activities in General as the training relates, and knowledge
on adult learning,
-show in-depth knowledge of theory and qualitative
and quantitative research methods, and demonstrate knowledge of
the relationship between the scientific foundation and proven experience
and its importance for professional practice,
– view such knowledge about children's and young people's development,
learning, needs and conditions necessary for the
the activities of the programme,
-knowledge and understanding of social relations,
conflict management and leadership,
• demonstrate knowledge of school organization, relevant
governing documents, learning theory and different pedagogical-didactic
perspective and knowledge of the history of the school system, and
-show in-depth knowledge of assessment and grading.
Skills and abilities
For teacher students, the student should
-demonstrate in-depth ability to create opportunities for all
students to learn and develop,
-demonstrate in-depth ability to critically and independently
exercise, systematize and reflect on their own and others '
experience and relevant research results to
thereby contribute to the development of the profession and
the development of knowledge in subjects, themes and
subject didactics,
• demonstrate the ability to take advantage of students ' knowledge and
experiences to encourage each student's learning and
development,
• demonstrate the ability to apply such learning and teaching
including the methodology required for teaching and learning in
the subjects of study and for the
other training activities,
• demonstrate the ability to independently and together with other
plan, implement, evaluate and develop teaching and
the educational activities in General in order to best
incentives to each student's learning and development,
• demonstrate the ability to identify and in synergy with other
manage special educational needs,
-demonstrate an ability to observe, document and analyze
student learning and development in relation to
the business ' goals and to inform and collaborate with students
and their parents/guardians,
• demonstrate the ability to communicate and entrench our school's
basic values, including human rights and the
basic democratic values,
• demonstrate the ability to prevent and counteract discrimination and
other offensive treatment of students,
-demonstrate an ability to observe, communicate and entrench a
gender and equality perspective into the educational
activities,
-view communication skills in listening, speaking and
writing in support of educational activities,
• demonstrate the ability to safely and critically use digital
tools in educational activities and to consider
the importance of the role of different media and digital environments for
This, and
• demonstrate the ability to develop educational activities
skills that are valuable to professional practice.
Judgement and approach
For teacher students, the student should
– self-awareness and empathy,
• demonstrate the ability to a professional approach
towards the students and their parents/guardians,
-demonstrate an ability to make assessments of the educational work
based on relevant scientific, societal and ethical
aspects with particular regard to human
rights, in particular the rights of the child under
Convention on the rights of the child, as well as sustainable development, and
• demonstrate the ability to identify their need for further
knowledge and develop their skills in the educational process.
Independent project (degree project)
For teacher students, the student should, within the framework of the
course requirements have not less than a degree thesis
(degree project) worth at least 30 higher education credits, or at least two
such works, each at least 15 credits in one or
two of the topics under study in education.
Miscellaneous
Of the diploma will indicate the direction that the student
has completed and the subjects taught that
the exam covers.
For teacher students should also be revised requirements shall apply as
each College determine yourself within the context of the requirements of this
exam description.
Supplementary education
A student who has gone through the supplemental educational
training can take the teacher students at the undergraduate level or
second level. Of the Regulation (2011:686) for the provision of additional
education leading to teacher students are
the provisions concerning the requirements that students must meet in order for a
such a degree.
DEGREES AT THE DOCTORAL LEVEL
GENERAL QUALIFICATIONS
Licentiate degree
Scope
Licentiate degree achieved
either after the student has completed a course of study of at least
120 credits in a subject for doctoral education,
or after the student has completed a portion of at least 120
credits of an education that should end with
doctoral degree, if the University determines that such
the Licentiate degree can be given at the school.
Target
Knowledge and understanding
For Licentiate degree, doctoral student
-demonstrate knowledge and understanding in the field of research,
including up-to-date specialist knowledge in a limited part of the
This, as well as in-depth knowledge of scientific methodology in General
and the specific research area's methods in particular.
Skills and abilities
For Licentiate degree, doctoral student
• the ability to critically, independently and creatively and with
scientific accuracy identify and formulate
issues, planning and using appropriate methods,
carry out a limited research work and other
advanced tasks within given time frames and so
contribute to the development of knowledge, and to evaluate this
work,
-demonstrate the ability in both national and international
context clearly both orally and in writing present and
discuss research and research results in dialogue with
academic community and society in General, and
-demonstrate the skills required to participate
in research and development, and to independently
work in other qualified activity.
Judgement and approach
For Licentiate degree, doctoral student
-demonstrate the ability to make assessments of research ethics in their own
research,
-show insight into the possibilities and limitations of,
its role in society and the responsibility for how the
used, and
-demonstrate the ability to identify their need for further
knowledge and to take responsibility for their learning.
Scientific paper
For Licentiate degree, the student must have been a scientific
essay of at least 60 credits.
Miscellaneous
For Licentiate degree with a particular emphasis shall also be the
specific requirements apply to each high school decide within
the context of the requirements of this degree description.
Doctoral degree
Scope
The doctoral degree is achieved when the student has completed a
training of 240 ECTS credits in a subject for education on
graduate level.
Target
Knowledge and understanding
For the doctoral degree, the student
-demonstrate broad knowledge and a systematic understanding of the
research area and deep and up-to-date specialist knowledge in
a distinct part of the research area, and
-show familiarity with scientific methodology in General and
with the specific research area's methods in particular.
Skills and abilities
For the doctoral degree, the student
• demonstrate the ability to scientific analysis and synthesis, as well as to
independent critical review and assessment of new and
complex phenomena, issues and situations,
-demonstrate an ability to critically, creatively and with
scientific accuracy identify and formulate
issues as well as planning and use appropriate methods
carry out research and other advanced tasks within given
time frames and to review and evaluate such work,
– thesis show their ability, through its own research
a significant contribution to the development of knowledge,
-show ability in both national and international
context, both orally and in writing with authority to present
and discuss research and research results in dialogue with
academic community and society in General,
• demonstrate the ability to identify the need for further knowledge,
and
-show conditions for both research and
training in other qualified professional context
contribute to society's development and support the learning of others.
Judgement and approach
For the doctoral degree, the student
– demonstrate intellectual independence and scientific misconduct
as well as the ability to make assessments of research ethics, and
-demonstrate advanced knowledge of the possibilities and
limitations, its role in society and the responsibility for
how it is used.
Research thesis (doctoral thesis)
For the doctoral degree, the student must have been a scientific
thesis (doctoral thesis) of at least 120 ECTS credits
approved.
Miscellaneous
For a doctorate with a particular emphasis shall also be the
specific requirements apply to each high school decide within
the context of the requirements of this degree description.
ARTISTIC DEGREES
Artistic Licentiate degree
Scope
Artistic Licentiate degree achieved
either after the student has completed a course of study of at least
120 credits in a subject for doctoral education,
or after the student has completed a portion of at least 120
credits of an education that should end with artistic
doctoral degree, if the University decides that such artistic
the Licentiate degree can be given at the school.
Target
Knowledge and understanding
For artistic Licentiate degree, doctoral student
-knowledge and understanding in the field of research,
including up-to-date specialist knowledge within their artistic
area, and demonstrate knowledge of artistic research methods in
General and specific research area's methods in
particular.
Skills and abilities
For artistic Licentiate degree, doctoral student
-show creation ability in their artistic field,
-demonstrate an ability to critically, independently and creatively and with
These reservations I have voted accuracy identify and formulate
artistic issues, planning and using appropriate
methods, carry out an artistic research project and other
qualified artistic tasks within given time frames and
thus contributing to the development of knowledge as well as evaluating
This work,
-show ability in both national and international
context, both orally and in writing or otherwise clearly
to present and discuss research and research results in
dialogue with the scientific community and society in General, and
– demonstrate the skills needed to independently participate in
forskningsoch development work and to independently
work in other qualified activity.
Judgement and approach
For artistic Licentiate degree, doctoral student
-demonstrate an ability to make assessments of research ethics in their own
research,
– show an understanding of art's possibilities and limitations, its
role in society and the responsibility of how it is used, and
• demonstrate the ability to identify their need for further
knowledge and to take responsibility for their artistic development.
Documented artistic research projects
For artistic Licentiate degree, the student must have been a
documented artistic research projects of at least 60
credits approved.
Miscellaneous
For artistic Licentiate degree with a specific focus will be
also the stated requirements apply to each high school self
decide in the context of the requirements of this degree description.
Ph.d
Scope
Artistic doctoral degree is achieved when the student
completed a training of 240 ECTS credits in a subject for the
doctoral education.
Target
Knowledge and understanding
For Ph.d, doctoral student
-demonstrate broad knowledge and a systematic understanding of the
research area and deep and up-to-date specialist knowledge in
his artistic area, and
-show familiarity with artistic research methods in
generally, and with the specific research area's methods in
particular.
Skills and abilities
For Ph.d, doctoral student
-show creation ability in their artistic field,
• demonstrate the ability to artistic analysis and synthesis, as well as to
independent critical review and assessment of new and
complex phenomena, issues and situations,
-demonstrate an ability to critically, creatively and with
These reservations I have voted accuracy identify and formulate
artistic issues and planning and using appropriate
methods research and other qualified artistic
tasks within given time frames and to examine and evaluate
such work,
– with a documented artistic research projects demonstrate their
ability to significantly contribute to through their own research
the development of knowledge,
-show ability in both national and international
context, both orally and in writing with authority to present
and discuss research and research results in dialogue with
the scientific community and society in General,
• demonstrate the ability to identify the need for further knowledge,
and
-show conditions for both research and
training in other qualified professional context
contribute to society's development and support the learning of others.
Judgement and approach
For Ph.d, doctoral student
– demonstrate intellectual independence, artistic integrity
These reservations I have voted and probity as well as the ability to make
assessments of research ethics, and
-demonstrate advanced knowledge of art's possibilities and
limitations, its role in society and the responsibility for
how it is used.
Documented artistic research project (dissertation)
For Ph.d student should have received an
documented artistic research project (dissertation)
of at least 120 credits approved.
Miscellaneous
For Ph.d with a particular emphasis shall also
revised requirements apply as each College determine yourself
in the context of the requirements of this degree description.
Regulation (2016:154).
Annex 3
SEATING FOR AN ON THE BASIS OF SCORE AND CREDIT RATING OF THE
SCORE
In this annex, there is according to Chapter 7. section 13, second subparagraph, and
section 18, first paragraph, certain rules on how locations should
allocated at the selection on the basis of the score and how scores will
are valued.
With grades from upper secondary school referred to in terms of seating for an
on the basis of the score in this annex also score
European school (European baccalaureate) and training
up to the International Baccalaureate.
University and College Council may provide in
Moreover, if the credit rating of the score from the European school (European
baccalaureate) and education leading to
The International Baccalaureate as well as how such score shall give
merit points.
Seating for an on the basis of score
1. in the case of selection on the basis of the ratings referred to in Chapter 7. paragraph 13 of the first
paragraph 1, seats are allocated in proportion to the number of
qualified applicants in a rate group are classified into (I) and (II)
and a folk high school together as follows.
The examining group:
I. applicant with
-score high school,
-score of municipal adult education at secondary level, if
at least two-thirds of high school scores relating to such
education, and
-score high school vocational programs, which led to a
professional degree in combination with such score of municipal
adult education at secondary level which provides basic
access to education that begins at the first level,
II. applicant with
-score high school combined with score
municipal adult education at secondary level or in combination
with the score earned by examination in high school of the
who is not a student there or, in the case of score
secondary school vocational programs leading to a professional degree, in
combined with the score on the municipal adult education
secondary level that leads to more than general admission
training begins at the first level, if the score
municipal adult education at secondary level or rating
acquired by examination in secondary school together or
individually constitute less than two-thirds of the
high school scores, and
-score high school or municipal adult education
secondary level in combination with the certificate according to Regulation
(2007:432) on professional education in universities
and high schools, or in combination with documented
study results from the folk high school.
Folk high school together:
applicants with student assessment from the folk high school.
2. Since the sites have been allocated in each group should
places in the rating group is allocated in proportion to the number of
qualified applicants in the respective II. Thereafter, the number of
sites in (II) is reduced by a third. This share should
be added in.
(2) (a). for selection to training which commence after 31 May
2014 and before 1 June 2017, applicants with a high school diploma
In addition, divided into a special high school graduation together. Applicants
with a high school diploma should not be included in the basis for calculation
distribution specification to i. by seating for an answer to the
Special high school graduation party, and the other
grading groups assigned sites according to the principle of
site assignment, as shown in 1.
The proportion of seats that would otherwise be provided under 2 in,
rather than be distributed and the Special
high school graduation party in relation to the number of competent
applicants in the two groups.
Merit rating by rating
3. Merit rating shall be carried out in two steps. First merit value the
rating the applicant pleads for permission and the rating for
merit courses under 7, the merit value under 4 and 5.
Then score for merit courses added.
Applicants with a high school diploma from high school
Numerical value
4. The ratings in those courses that are part of a program from
secondary schools are to be given the following values:
F 0
E 10,0
D 12,5
C 15,0
B 17,5
A 20,0
Rate value
5. the numerical value of each grade in a course to multiply
with the number of high school credits as it a rating, in which case the
a grade value is obtained.
When calculating a grade value to score in a course may be replaced
of a score by the applicant in the same or equivalent
course, if the latter score is higher, and includes the same number of
high school credits.
Total rating value and comparative figures
6. total rating value for all grades in those courses that
part of a complete program from high school to
divided by 2 400, with a comparative figures available.
Comparative figures shall be expressed to two decimal places.
Grades in courses that give permission or merit courses
7. Grades in courses that are not part of a full programme
from secondary school to merit value under 4 and 5
the courses
1. required for general admission to higher education
starting at the undergraduate level,
2. is the qualification courses referred to in Chapter 7. § 9, or
3. are credit courses referred to in Chapter 7. section 18 and gives credit points
under 8.
The total rating value should, in order to get the metric in
rather than that specified in 6, divided by the total number of
high school credits that have meritvärderats.
Merit points
8. Since the comparative figures have been calculated to score in such
merit courses listed in Chapter 7. section 18 be counted as
merit points.
Not more than two and a half (2.5) credit points may be added to
comparative figures, of which no more than one and a half (1.5) merit points
may relate to the topic of modern languages and the Swedish sign language
for hearing, no more than a (1.0) points may relate to the topic
English and not more than one and a half (1.5) merit may refer to:
the subject mathematics.
Score in merit courses provide merit points as follows:
a) a grade of E in course 3 in the subject of modern languages or in
the subject of Swedish sign language for the hearing gives a half (0.5)
merit points,
(b)) a grade of E in course 4 of topic modern languages or in
the subject of Swedish sign language for the hearing gives a (1.0)
merit points,
c) a grade of E in the course 5 in the subject modern languages or in
the subject of Swedish sign language for the hearing gives a half (0.5)
merit points,
d) a grade of E in the course 2 in the subject of modern languages in
an additional language or in course 2 in the subject of Swedish
sign language for the hearing gives a half (0.5) merit, if the
applicant has a merit of course in the subject of modern languages
According to b,
e) a grade of E in the course 2 in the subject of modern languages gives a half
(0.5) merit, if the applicant has a merit of course
on the subject of Swedish sign language for the hearing under subparagraph (b),
f) a grade of E in the course English 7 gives a (1.0)
merit points,
g) a grade of E in a course in the subject of mathematics at course level
over the course level required for jurisdiction under 7
Cape. 8-11 section or, if such a requirement is not set,
course level over what according to Chapter 7. 5 paragraph 1
or 2 is required for general admission gives a half (0.5)
merit points, if the applicant has not already been given merit points
According to g,
h) a grade of E in a course in the subject of mathematics at course level
of which are given in g gives a half (0.5) merit, if the
applicants do not merit according to h,
in) a grade of E in a course in the subject of mathematics at course level
of which are given in (h) provides a half (0.5) merit, if the
applicants do not merit points as in,
j) a grade of E in the course mathematics 5 provides in addition to the
set out in (g), (h), or in a half (0.5) merit,
k) a grade of E in the course mathematics – specialization in
at least the course level required for jurisdiction under 7
Cape. 8-11 section or, if such a requirement is not set, is
next above the level of the course in accordance with Chapter 7. 5 paragraph 1
or 2 is required for general admission gives a half (0.5)
merit points.
Applicants with a high school diploma from the municipal adult education
secondary level
9. as mentioned in 4, 5, 7 and 8 also applies to applicants with
graduated from the municipal adult education at secondary level.
In order to obtain a comparative index the total rating value
divided by the number of high school credits that are included in the exam, however,
with a minimum of 2 300. Regulation (2014:125).
Annex 4
SUBJECT COMBINATIONS
1. Content
This annex sets out that, in accordance with Chapter 6. paragraph 5, second subparagraph
the subjects that may be combined in a teacher's degree.
2. Grades 7 – 9
Topics for the focus on work in grades 7-9
be divided into the following groups of substances:
1. English, mathematics, mother tongue, Swedish,
2. picture, home economics, physical education, music
and crafts,
3. English, modern languages, native language and Swedish which
a second language,
4. geography, history, religious education and social studies;
5. Biology, physics, chemistry and technology,
6. English, modern languages, mother tongue, Swedish, Swedish as
second language and sign language, and
7. Biology, physics, chemistry, mathematics, and technology.
Subject combinations for specialization in work in primary school
grade 7-9 are as follows:
1. one subject from Group 1 and two other substances from the group entry
3, 4 or 5, or from Group 3 in two different languages
within the field of modern languages,
2. a subject from Group 2 and two subjects from Group 4, 6
or 7,
3. substances image and handicrafts out of Group 2 and a subject from
Group of 4, 6 or 7,
4. subjects of image and handicrafts from Group 2,
5. three substances from the Group of 4 or 5,
6. two of the subjects Swedish, civics, music, and
7. the topic of image or music from Group 2 and a subject from
Group of 4, 6 or 7.
3. Secondary education
Topics for the focus on work in secondary education is divided into
the following groups of substances:
1. English, mathematics, mother tongue, Swedish,
2. English, Greek, latin, modern languages, mother tongue,
Swedish as a second language and sign language,
3. philosophy, business administration, geography, history, law,
Psychology, religious education and social studies;
4. Biology, physics, chemistry, natural sciences and technology,
5. physical education and health, and
6. image, dance, music and theatre.
Subject combinations for the focus on work in the
secondary schools are as follows:
1. one subject from Group 1 and another subject from group
2, 3 or 4,
2. two subjects from Group 2, 3 or 4, or from the
Group 2 two different languages within the field of modern languages,
3. physical education and health and one subject from Group 1, 2, 3 or
4,
4. a subject from Group 6 and one subject from Group 1, 2,
3 or 4, and
5. one subject from Group 6 and additional 90 credits
within the in Group 6 selected subject area.
Regulation (2013:924).
