Education

Universities are important in the Nordic countries because of a generally held belief that education is essential to democracy and it is a responsibility of the state to provide lifelong educational opportunities. Universities are just one piece in a total educational picture that also includes other on-going options for adults of all ages and a demand for an increasing level of education required in the job market. It is widely considered that state-supported education is essential to securing good jobs and furthering economic development of the Nordic countries.

Listen to a podcast on Denmark's collective mindset within education from an historical perspective.

Listen to a podcast on the attitude to online risk of caregivers, teachers and children in the Nordics.

Listen to a podcast on the educational systems of the Nordic countries.

In principle, all levels of the male-dominated professions in the Nordic countries are accessible to men and women alike. But, informal processes of exclusion may interfere with gender integration; an extensive use of humor can, for example, interfere with women’s attempts to become part of the military profession. While military organizations are typically characterized as quite formal, humor and laughter also play an essential role in the everyday interaction between soldiers. This supports the forming of social bonds, upholds morale, and ensures that most soldiers can cope with an (at times) exhausting and overwhelming job. It might also have negative consequences, not least for women’s inclusion. So, while the Nordic countries are often seen as societies at the pinnacle of gender equality, research shows that here, too, inclusion is far from ensured in the workplace.

In 1962 Sweden was said to be the country with the most extensive correspondence education enrolment per capita in the world. This was explained with reference to its sparse and widespread population with a high level of literacy, an efficient publishing industry and reliable postal services. None of these conditions existed in Tanganyika (renamed Tanzania in 1964), yet one of Sweden’s earliest forays into development co-operation focused precisely on expanding correspondence education in the former British colony. This somewhat counterintuitive historical encounter between the Nordics and East Africa was the result of the active role played by Swedes in international organisations, where they encountered the agenda of postcolonial states and sought to offer solutions based on their personal experiences of mass correspondence education back home in Sweden. However, the obvious difficulties of adapting that experience meant that they were quite ambivalent towards the ideal of “exporting” a successful Nordic or Swedish “model” to postcolonial Africa.

Schools and TV programmes are important in shaping children and communities. In the Nordic countries, schools and broadcasters are frequently tasked…

Studio-Based Learning (SBL) is an educational tradition with a student-centered approach. The practice originates in Northern Europe, where Nordic arts and design programs have a long tradition of using studio spaces for teaching. The physical space is considered a powerful factor in facilitating learning and accomplishing instructional goals, and it remains widespread at higher education institutions. SBL goes beyond the passive learning styles typically afforded by the traditional university classroom or lecture hall. For example, SBL allows students to be involved in iterative hands-on experimentation followed by reflection.

A number of peace research institutes emerged in the Nordics from around 1960. They were initially seen as politically radical and interdisciplinary with a focus on the applied rather than the academic side of peace studies. Since them, they have become more part of the establishment, advising governments and producing staff skilled in peace negotiation and conflict management.