{"id":1326,"date":"2025-02-26T14:46:54","date_gmt":"2025-02-26T13:46:54","guid":{"rendered":"https:\/\/www.kth.se\/blogs\/itm-management\/?p=1326"},"modified":"2025-02-26T15:51:12","modified_gmt":"2025-02-26T14:51:12","slug":"strengthen-swedens-future-through-stem-education","status":"publish","type":"post","link":"https:\/\/www.kth.se\/blogs\/itm-management\/2025\/02\/strengthen-swedens-future-through-stem-education\/","title":{"rendered":"Strengthen Sweden’s future through STEM education"},"content":{"rendered":"

In English further down.<\/p>\n

St\u00e4rk Sveriges framtid genom STEM-utbildning<\/h2>\n

24 februari presenterade regeringen en ny STEM-strategi f\u00f6r Sverige. Den f\u00f6rsta delen av denna blogg \u00e4r en sammanfattning gjord med hj\u00e4lp av n\u00e5gra AI-verktyg.<\/p>\n

En STEM-strategi f\u00f6r Sverige i korthet<\/h3>\n

Strategin, som omfattar hela utbildningskedjan fr\u00e5n f\u00f6rskola till forskarutbildning, syftar till att \u00f6ka intresset och kompetensen inom naturvetenskap, teknik, ingenj\u00f6rsvetenskap och matematik (STEM).<\/p>\n

Ett av de ambiti\u00f6sa m\u00e5len \u00e4r att minst 15% av svenska elever ska vara h\u00f6gpresterande i matematik enligt PISA-unders\u00f6kningen \u00e5r 2033. En central del av strategin \u00e4r att \u00f6ka andelen studenter p\u00e5 naturvetenskaps- och teknikprogrammen i gymnasieskolan till 25% \u00e5r 2035. F\u00f6r att st\u00f6dja dessa insatser har regeringen inr\u00e4ttat en STEM-delegation under ledning av Pia Sandvik, vd f\u00f6r Teknikf\u00f6retagen och f\u00f6re detta ordf\u00f6rande i KTH:s universitetsstyrelse. Delegationens uppdrag \u00e4r att st\u00e4rka samordningen mellan utbildningsinstitutioner, n\u00e4ringsliv och offentliga akt\u00f6rer f\u00f6r att fler ska v\u00e4lja och fullf\u00f6lja STEM-utbildningar.<\/p>\n

H\u00e4r \u00e4r n\u00e5gra punkter regeringen skriver fram i strategin:<\/p>\n

    \n
  1. F\u00f6rb\u00e4ttra grundl\u00e4ggande f\u00e4rdigheter<\/strong><\/li>\n<\/ol>\n

    M\u00e5nga studenter k\u00e4mpar med de grundl\u00e4ggande f\u00e4rdigheter som kr\u00e4vs f\u00f6r att lyckas inom STEM-\u00e4mnen. Deras kunskaper i matematik och naturvetenskap beh\u00f6ver st\u00e4rkas redan fr\u00e5n b\u00f6rjan av deras utbildning. Genom att erbjuda st\u00f6d och resurser kan vi hj\u00e4lpa fler studenter att n\u00e5 sin fulla potential.<\/p>\n

      \n
    1. \u00d6ka intresset f\u00f6r STEM<\/strong><\/li>\n<\/ol>\n

      F\u00f6r att attrahera fler studenter till STEM-utbildningar m\u00e5ste vi g\u00f6ra dessa \u00e4mnen mer tillg\u00e4ngliga och intressanta. Genom att integrera praktiska till\u00e4mpningar och tv\u00e4rvetenskapliga perspektiv i undervisningen kan vi visa hur STEM-\u00e4mnena \u00e4r relevanta f\u00f6r att l\u00f6sa verkliga problem, s\u00e5som klimatf\u00f6r\u00e4ndringar och digitalisering.<\/p>\n

        \n
      1. St\u00f6dja kvinnor inom STEM<\/strong><\/li>\n<\/ol>\n

        Det \u00e4r viktigt att vi aktivt arbetar f\u00f6r att attrahera och beh\u00e5lla fler kvinnor inom STEM-omr\u00e5dena. Genom att skapa en inkluderande och st\u00f6djande milj\u00f6 kan vi uppmuntra fler kvinnor att v\u00e4lja och fullf\u00f6lja utbildningar och karri\u00e4rer inom naturvetenskap och teknik.<\/p>\n

          \n
        1. Fr\u00e4mja forskning och innovation<\/strong><\/li>\n<\/ol>\n

          Forskning av h\u00f6g kvalitet \u00e4r avg\u00f6rande f\u00f6r att st\u00e4rka Sveriges position som en ledande kunskapsnation. Vi b\u00f6r forts\u00e4tta att investera i banbrytande forskning och innovation, och uppmuntra v\u00e5ra studenter att delta i forskningsprojekt och samarbeten med n\u00e4ringslivet.<\/p>\n

            \n
          1. Samverkan med n\u00e4ringslivet<\/strong><\/li>\n<\/ol>\n

            Genom att st\u00e4rka samarbetet med f\u00f6retag och organisationer kan vi s\u00e4kerst\u00e4lla att v\u00e5ra utbildningar \u00e4r relevanta och m\u00f6ter arbetsmarknadens behov. Praktikplatser, g\u00e4stf\u00f6rel\u00e4sningar och gemensamma projekt \u00e4r n\u00e5gra s\u00e4tt att skapa v\u00e4rdefulla kopplingar mellan akademi och n\u00e4ringsliv.<\/p>\n

            S\u00e5 l\u00e5ngt den AI-genererade sammanfattningen. Vill du l\u00e4sa hela strategin sj\u00e4lv s\u00e5 finns den att ladda hem h\u00e4r:<\/p>\n

            En STEM-strategi f\u00f6r Sverige (Regeringen.se)<\/a><\/p>\n

            Hur kan strategin p\u00e5verka KTH och ITM?<\/h3>\n

            Jag vet inte om punkterna ovan beskriver n\u00e5got nytt eller pekar ut n\u00e5gra aktiviteter som jag ser leder till \u00f6nskade effekter. I dokumentet listas aktiviteter regeringen menar att de redan gjort.<\/p>\n

            En b\u00e4rande tanke i strategin \u00e4r att n\u00e4ringslivets behov av arbetskraft ska vara drivande. M\u00e5nga av satsningarna \u00e4r ocks\u00e5 p\u00e5 utbildningsformer som inte leder till universitetsstudier utan just arbete.<\/p>\n

            Det ska ocks\u00e5 g\u00f6ras satsningar p\u00e5 att st\u00e4rka STEM i skolsystemet fr\u00e5n f\u00f6rskola till gymnasium. Det som kan ha direkt p\u00e5verkan p\u00e5 ITM-skolan \u00e4r att de kompletterande pedagogiska utbildningarna lyfts fram i syfte att f\u00e5 fler l\u00e4rare i STEM till landets skolor.<\/p>\n

            Av de som faktiskt har f\u00f6ruts\u00e4ttningar att klara en utbildning p\u00e5 exempelvis KTH \u00e4r det f\u00f6r f\u00e5 som v\u00e4ljer detta. D\u00e4rf\u00f6r vill regeringen g\u00f6ra en satsning p\u00e5 att visa upp \u201dSTEM-yrken\u201d p\u00e5 ett positivt s\u00e4tt. I detta arbete ska ett samarbete utvecklas med industrin med bland annat studiebes\u00f6k f\u00f6r att visa vad arbetet inneb\u00e4r.<\/p>\n

            Strategin uppm\u00e4rksammar ocks\u00e5 att m\u00e5nga tjejer \u00e4r duktiga p\u00e5 just det som g\u00f6r att man klarar universitetsstudier men att f\u00f6r f\u00e5 v\u00e4ljer detta sp\u00e5r. Skolverket f\u00e5r d\u00e4rf\u00f6r ett s\u00e4rskilt uppdrag att ta fram s\u00e4tt att f\u00e5 in fler kvinnor p\u00e5 STEM-sp\u00e5ret.<\/p>\n

            \u00d6kad genomstr\u00f6mning med f\u00e4rre studieplatser<\/h4>\n

            Avslutningsvis s\u00e5 finns det ett kapitel som handlar om h\u00f6gskolan och det st\u00e5r redan i rubriken att genomstr\u00f6mningen m\u00e5ste f\u00f6rb\u00e4ttras. Strategin skriver \u00e4ven fram att regeringen har h\u00f6jt \u201ders\u00e4ttningsbeloppet\u201d och att det ska g\u00f6ra det m\u00f6jligt med mer l\u00e4rarledd tid. Det som inte framg\u00e5r s\u00e5 tydligt \u00e4r att den totala ers\u00e4ttningen till h\u00f6gskolorna har minskat. Det som h\u00f6jts \u00e4r beloppet per student. Sammantaget g\u00f6r detta att KTH f\u00e5r mindre pengar totalt och beh\u00f6ver se \u00f6ver utbildningsutbudets omfattning de kommande \u00e5ren.<\/p>\n

            En positiv effekt som kan komma ut av detta \u00e4r att studenterna ska konkurrera om f\u00e4rre studieplatser och det leder till att de som kommer in har h\u00f6gre meritv\u00e4rden. Goda studieresultat tidigare i livet brukar vara en indikator p\u00e5 att man ocks\u00e5 klarar h\u00f6gskolan vilket leder till b\u00e4ttre genomstr\u00f6mning.<\/p>\n

            S\u00e5 om strategin blir framg\u00e5ngsrik kan vi se fram emot b\u00e4ttre studenter i framtiden som \u00e4r motiverade och klarar v\u00e5ra utbildningar bra.<\/p>\n

            \/Gabriel Montgomery, Grundutbildningsansvarig p\u00e5 ITM-skolan<\/p>\n

            Strengthening Sweden’s future through STEM education<\/h2>\n

            (Translated with DeepL AI tool)<\/em><\/p>\n

            On February 24, the government presented a new STEM strategy for Sweden. The first part of this blog is a summary made with the help of some AI tools.<\/p>\n

            A STEM strategy for Sweden in brief<\/h3>\n

            The strategy, which covers the entire education chain from preschool to postgraduate education, aims to increase interest and competence in science, technology, engineering and mathematics (STEM).<\/p>\n

            One of the ambitious targets is that at least 15% of Swedish students should be high achievers in mathematics according to the PISA survey by 2033. A key part of the strategy is to increase the share of students in science and technology programs in upper secondary schools to 25% by 2035. To support these efforts, the government has set up a STEM delegation under the leadership of Pia Sandvik, CEO of Teknikf\u00f6retagen and former chair of the KTH University Board. The delegation’s mission is to strengthen the coordination between educational institutions, business and public actors to ensure that more people choose and complete STEM programs.<\/p>\n

            Here are some points the government outlines in the strategy:<\/p>\n

            1. Improving basic skills<\/strong><\/p>\n

            Many students struggle with the basic skills needed to succeed in STEM subjects. Their math and science skills need to be strengthened from the very beginning of their education. By offering support and resources, we can help more students reach their full potential.<\/p>\n

            2. Increasing interest in STEM<\/strong><\/p>\n

            To attract more students to STEM education, we need to make these subjects more accessible and interesting. By integrating practical applications and interdisciplinary perspectives into teaching, we can show how STEM subjects are relevant to solving real-world problems, such as climate change and digitalization.<\/p>\n

            3. Supporting women in STEM<\/strong><\/p>\n

            It is important that we actively work to attract and retain more women in STEM fields. By creating an inclusive and supportive environment, we can encourage more women to choose and pursue education and careers in science and technology.<\/p>\n

            4. Promoting research and innovation<\/strong><\/p>\n

            High-quality research is crucial to strengthen Sweden’s position as a leading knowledge nation. We should continue to invest in cutting-edge research and innovation, and encourage our students to participate in research projects and collaborations with industry.<\/p>\n

            5. Collaboration with the business community<\/strong><\/p>\n

            By strengthening cooperation with businesses and organizations, we can ensure that our courses are relevant and meet the needs of the labour market. Internships, guest lectures and joint projects are some ways to create valuable links between academia and industry.<\/p>\n

            So far the AI-generated summary. If you want to read the full strategy yourself, you can download it here:<\/p>\n

            A STEM strategy for Sweden (Swe, Regeringen.se)<\/a><\/p>\n

            How can the strategy affect KTH and ITM?<\/h3>\n

            I do not know if the points above describe anything new or point out any activities that I see leading to the desired effects. The document lists activities the government says they have already done.<\/p>\n

            A fundamental idea in the strategy is that the business community’s need for labor should be the driving force. Many of the investments are also in forms of education that do not lead to university studies but to work.<\/p>\n

            Efforts will also be made to strengthen STEM in the school system from preschool to upper secondary school. What may have a direct impact on the ITM school is that the supplementary pedagogical training is highlighted with the aim of getting more teachers in STEM to the country’s schools.<\/p>\n

            Of those who actually have the prerequisites to complete an education at, for example, KTH, too few choose this. The government therefore wants to make an effort to showcase \u201cSTEM professions\u201d in a positive way. In this work, cooperation will be developed with industry, including study visits to show what the work involves.<\/p>\n

            The strategy also notes that many girls are good at the very things that make it possible to study at university, but that too few choose this path. The National Agency for Education is therefore given a special assignment to develop ways to get more women into the STEM track.<\/p>\n

            Increasing throughput with fewer places<\/h4>\n

            Finally, there is a chapter on higher education, and the title already states that throughput must be improved. The strategy also states that the government has increased the \u201ccompensation amount\u201d and that this will enable more teacher-led time. What is not so clear is that the total compensation to higher education institutions has decreased. What has been increased is the amount per student. All in all, this means that KTH receives less money in total and needs to review the scope of the educational offering in the coming years.<\/p>\n

            One positive effect that may come out of this is that students will compete for fewer study places and this will lead to those who are admitted having higher merit values. Good academic performance earlier in life is usually an indicator of success in higher education, which leads to better completion rates.<\/p>\n

            So if the strategy is successful, we can look forward to better students in the future who are motivated and do well in our programs.<\/p>\n

            \/Gabriel Montgomery, Head of First and Second Cycle Education at the ITM School<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

            In English further down. St\u00e4rk Sveriges framtid genom STEM-utbildning 24 februari presenterade regeringen en ny STEM-strategi f\u00f6r Sverige. Den f\u00f6rsta delen av denna blogg \u00e4r en sammanfattning gjord med hj\u00e4lp av n\u00e5gra AI-verktyg. En STEM-strategi f\u00f6r Sverige i korthet Strategin, som omfattar hela utbildningskedjan fr\u00e5n f\u00f6rskola till forskarutbildning, syftar till att \u00f6ka intresset och kompetensen […]<\/p>\n","protected":false},"author":1493,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[18,59],"tags":[],"class_list":["post-1326","post","type-post","status-publish","format-standard","hentry","category-director-of-first-and-second-cycle-education","category-gabriel-montgomery"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p6P3xp-lo","_links":{"self":[{"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts\/1326","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/users\/1493"}],"replies":[{"embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/comments?post=1326"}],"version-history":[{"count":2,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts\/1326\/revisions"}],"predecessor-version":[{"id":1328,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts\/1326\/revisions\/1328"}],"wp:attachment":[{"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/media?parent=1326"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/categories?post=1326"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/tags?post=1326"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}