Through-put in the Upper Secondary School Teacher Education Programme at Uppsala University

The project aimed to analyse completion and progression in the subject teacher education programmes at Uppsala University, with a particular focus on understanding the reasons behind dropouts, critical phases in the programmes, and differences between student groups and programme tracks. The project also sought to shed light on how students, teachers, directors of studies, and administrative staff perceive dropouts and completion.

The project consisted of two studies, one quantitative and one qualitative:

• Quantitative study: Statistical analyses of students’ registrations and performance were carried out using data from GLIS and Ladok. The aim was to map students’ progression, identify when dropouts occur, and examine whether there are systematic gender-related, social, or meritocratic factors behind these patterns. The results were also related to national analyses by UKÄ and regional analyses from other Swedish higher education institutions.
• Qualitative study: Interviews were conducted with students, study counsellors, directors of studies, teachers, and programme leaders to gain a deeper understanding of students’ experiences and perspectives on their studies, and to capture how dropouts are perceived and handled within the educational organisation.

The study produced three reports: one from the qualitative study and two from the quantitative study: