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Lifelong learning is really stepping up at KTH

We are now working intensively to expand contract education and direct government funded continuing professional development. Having previously comprised just one percent, what is often collectively called lifelong learning will reach 20 percent of the total volume of education at KTH within the next few years.

This ambitious target is based on rapid developments in technology often causing disruptive shocks. In other words, they bring about radical changes. It is therefore extremely likely that on completion of their degree programme at the age of 25, a student will need to come back, once or several times, to continue their professional development at KTH or enrol in contract education.

Not only to broaden and build on their skills set but also to learn new disciplines. This will be important for Sweden’s competitiveness. KTH is particularly well suited to contribute to lifelong learning as education and research are closely connected to each other at KTH. Innovative new research fields and their solutions can be implemented in study programmes relatively easy here.

In addition to reviewing programme courses that can be offered as part of lifelong learning, we are also looking to review opportunities to modularise courses. In other words, to enable students to enrol in courses in smaller modules so they can learn more specific parts of a course in a shorter period. We are also working on courses and packages of courses within contract education with our strategic and other partners. We are establishing a more effective organisation for lifelong learning and looking to increase learning opportunities via digitalisation.

We are grateful that the government has implemented specific initiatives within direct government funded continuing professional development during Covid-19 as the degree programmes KTH has produced have exceeded our funding cap for several years. This has previously made it difficult for us to offer direct government funded continuing professional development other than on a very small scale.

For this initiative to be sustainable and long-running, the funding cap must be raised. This would enable us to employ more teachers and maintain the link with research. We can also maintain and expand the integration of direct government funding for continuing professional development in our current degree programmes. Otherwise, these specific initiatives risk purely becoming no more than a temporary side line with weak connections to both research and degree programmes.