“In lifelong learning, we must draw upon and develop what we already have”

“We’ve recently put together a reference group consisting of representatives from companies, authorities and industry organisations. We also have a course council with one member from each section, but there we plan to hold a by-election so that mathematics also gets a representative. We’re also working to develop a clear process for what to consider when developing new LLL courses. To that end, we’re in talks with the Unit for Academic Teaching and Learning, with the aim of developing professional development courses for teachers. That will allow them to better meet the educational needs of those working in that occupation.”

How is it decided what type of lifelong learning courses should be offered at the faculty?
“Three challenges drive the educational needs: firstly, the societal transition, especially electrification and the green transition; secondly, digitalisation and the new skills it demands. The third is demographic development, by which I mean that individuals are living and working longer and thus need to retrain themselves. That takes completely new knowledge and requires changes in the range of courses and programmes we offer.

“At the same time, we don’t want the faculty to start over from square one; we’re already doing a lot of good things. It actually really boils down to drawing upon and developing what we already have. We’d like to spread the word about that!”

In January, it was announced that the Swedish Government is allocating SEK 4.5 million to Uppsala University to develop short courses for professionals. How will that money be spent?
“It will be used to develop short, open courses that support Sweden’s climate transition. Cecilia Johansson is the national coordinator for this government initiative on open, web-based education for the industry’s green transition. In addition to this money, the faculty offers funds to those departments that want to convert existing freestanding courses to the new lifelong learning format, i.e., distance or hybrid courses, smaller courses, or modules with a lower study pace. We have many good options in our range of freestanding courses, but we need to better adapt them for professionals.”

What else is on the agenda?
“We’re making an extra marketing push for 20 new courses that have been developed for the autumn of 2024. They can be found under Freestanding courses for professionals, and enrolment starts on 15 March.

“The day before, on 14 March, we’re hosting a breakfast meeting led by Cecilia Johansson, who will talk about the open web-based education to support the green transition. The meeting is aimed at teachers interested in creating new forms of education, and we’ll spend time reviewing proposals for new courses that will strengthen our supply of climate transition-related skills.

“On 21 March, an Open House will be held at Ångström, and this year it will have a different format. The target groups are upper secondary school students, potential master’s students, and professionals, and we want to encourage everyone to spread the word about this event, so that more people find their way there.

“On 17 April, a lecture open to all university employees will be held. The lecturer, Silvija Seres, is a Norwegian mathematician and technology investor. She’ll be talking about how AI can be used in the field of education. She’s been working and conducting research in that field for a long time, and also has a background in lifelong learning. Now she’s examining various pedagogical approaches that can be used. In connection with the lecture, the first meeting with the lifelong learning reference group will be held.

“Otherwise, the next one and a half to two years will be devoted to evaluating various initiatives. It’s only when we get to year four or five that we can start to establish the formats we’ve tested and received positive feedback about.”

Anneli Björkman