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Work Package 1

Work Package 1. Harry Häggström Education administrator Lycksele Learning Centre. Akademi Norr (1). A federation of 12 municipalities in northern Sweden with the sole purpose of providing higher education in sparsely populated non-campus areas. Akademi Norr (2). Surrounding universities :

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Work Package 1

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  1. Work Package 1 Harry Häggström Education administrator Lycksele Learning Centre

  2. Akademi Norr (1) • A federation of 12 municipalities in northern Sweden with the sole purpose of providing higher education in sparsely populated non-campus areas

  3. Akademi Norr (2) Surrounding universities: • Luleå University of Technology • Umeå University • Mid Sweden University • • • •

  4. Akademi Norr (3) • Akademi NorrArea: 78,407 km2(30,273 sq mi)Population: 116 000Per km2: 1.5 • CornwallArea: 3,563 km2(1,369 sq mi)Population: 534 000Per km2: 150

  5. Akademi Norr from north to south (1) Arjeplog Sorsele Malå Arvidsjaur

  6. Akademi Norr from north to south (2) Storuman Vilhelmina Lycksele Dorotea

  7. Akademi Norr from north to south (3) Åsele Sollefteå Strömsund Kramfors

  8. Our educational situation at present • Verysparsely populated municipalities • Long-distance travelling to population centres of more than 20 000 inhabitants • Very small population basis in each municipality • The mining and engineering trades are strong but with a lack of more qualified occupational groups within construction, manufacturing and consulting (e.g. Master degree engineers, welders, CNC operators)

  9. Educational density Mal Storu Sor Dor Vha Åse Lse Arv Arj Krf Sol Strö AN Umeå Swe Educational density: AN municipalities 2001 and 2005 Higher education (at least 3 years) (Light blue bar = 2001 – Red bar = 2005)

  10. Low transition frequency among secondary school leavers (= percentage of those who start higher education) Index 1 = the national frequency for Sweden. Blue = within 3 years – Red = within 1 year

  11. Vision (1) • To increase the competitiveness of the region and develop knowledge-driven growth • At least one learning centre in each municipality that will function as a motor for local development and with an innovative and entrepreneurial atmosphere. • The learning centres have developed into strong and independent units, tied together in a network that can initiate competence development activities within trade & industry with a special focus on preferential growth areas and activities with a strong development potential

  12. Vision (2) To develop a functioning infrastructure for competence development in working life. The learning centres are to be co-operation partners and develop models for requirements analyses and implementation so that trade & industry, as well as public administration, in the AN region will also get the same opportunities as those of the campus towns and cities. Learning centres will thus become efficient tools for the development of trade & industry in the member municipalities.

  13. A typical potential beneficiary Eve, 35, and mother of two school age children. She has secondary education but no permanent employment. Instead she works as a stand-in within the municipal elderly care when they need her. The family has bought a house in Åsele, so it would be difficult for her to move to another place to find a job. Eve applied for and was admitted to the first university programme that was given at the local learning centre: Bachelor of Science in Social Work. After her graduation Eve has a permanent employment with the Åsele municipal Social Welfare department. She likes her job very much as well as her workmates. To Eve it meant a lot to get a secure employment at a place where the whole family feel happy and take very active part in local club and association activities. It is also of vital importance for the Municipality of Åsele to keep active families with children among its inhabitants.

  14. Unicreds for us • To study: - how the development of a regional university can contribute to regional development - how research resources can be allocated outside campuses - the importance of networks for higher education - how to stimulate innovation • To convey our knowledge/experiences to other partners/regions • To exchange experiences • To find new partners for the solution of common/similar problems

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