Gymnastik- och idrottshögskolan
Gymnastik- och idrottshögskolan in Stockholm is a Swedish institution offering higher education in the fields of teaching profession in Physical Education, Sports coaching and Preventive health. The school offers both courses, it was founded as the Royal Central Gymnastics Institute in 1813 by Per Henrik Ling. Official website The Swedish School of Sport and Health Sciences
Södertörn University is a public university located in Flemingsberg, located in Huddinge Municipality, the larger area called Södertörn, in Stockholm County, Sweden. In 2013, it had about 13 000 full-time students; the campus area in Flemingsberg hosts the main campus of SH, several departments of the Karolinska Institutet, the School of Technology and health of the Royal Institute of Technology. The Karolinska University Hospital, Huddinge, is located there. Södertörn University was established as a university college in 1996 following a parliamentary decision in 1995; the expansion of higher education in the southern parts of Stockholm had been investigated for a long time. The background was that the transition to higher education was low in the southern parts of Stockholm, unemployment was high and segregation problems tended to be large. Stockholm University did not consider it appropriate to increase the number of students of Stockholm University and a university in Södertörn should be independent and not part of the University of Stockholm.
Karolinska Institutet had relocated their dental education to Flemingsberg. KTH and Stockholm University had facilities in Flemingsberg and Novum Research Park was under construction. At the university's inception in 1996, there were around 1,000 students. SH had facilities in Södertälje and Haninge; the pro-vice chancellor of Stockholm University was vice-chancellor of Södertörn University, but on 1 January 1997, Per Thullberg was appointed vice-chancellor and SH attained the right to award their own degrees. In 2002 the main building Moas båge was inaugurated in Flemingsberg; the building received the Concrete Products Outdoor Environment Prize in 2003. With the new facilities the teacher education program was moved from Södertälje to Flemingsberg. In spring 2006, the university's board operations decided to move from campus Haninge to campus Flemingsberg by autumn 2008 and phase out the Södertälje campus where teaching had been discontinued. Södertörn University applied to the government to become a university in 2002.
The application has not yet been processed. In 2004 Södertörn University applied together with Karolinska Institutet and KTH for approval to create a university network at Södertörn University based on the same model as the University of Oxford in the UK. In May 2006, a updated version of the university application was submitted to the government, including changes implemented since 2002. 1 July 2010, the Swedish Higher Education Authority granted Södertörn University the right to award doctoral degrees in the areas of Historical Studies and Cultural Theory, Environmental Studies and Politics and the Organisation of Society. At the end of 2013 Södertörn University was awarded the task of providing the basic training programme for the police, it will run as contract education and will cover five semesters of full-time studies, including a six-month traineeship at a police authority. The first 180 police cadets started their education at Södertörn University in January 2015. In 2013 Södertörn University had 12 578 students.
Södertörn University has four academic schools: Department of Historical and Contemporary Studies Department of Culture and Education Department of Natural Sciences and Environmental Studies School of Social Sciences Subjects at the university: Södertörn University carries out research in the humanities, social sciences, environment and educational science. The primary purpose of the research centres is to bring academic added value by focusing on scientifically interesting fields that lie at the intersections of traditional disciplines; this way the university wishes to create a creative meeting place for staff and students. Centre for Baltic and East European Studies The Academy of Public Administration Centre for Studies in Practical Knowledge ENTER forum for research on entrepreneurship The Institute of Contemporary History The Stockholm Centre on Health of Societies in Transition Maritime Archaeological Research Institute at Södertörn University The Södertörn University Library building was designed by Christer Malmström Arkitektkontor AB, has received one of Sweden's most prestigious prizes for architecture, the Kasper Salin-prize.
The 11 000 square metre building contains the library's collection, examination rooms, study areas and has 700 study spaces. The library was opened 2004. 1 January 1997 – 31 December 2002: Per Thullberg 2003–30 June 2010: Ingela Josefson 1 July 2010-30 June 2016: Moira von Wright 1 July 2016-: Gustav Amberg Ebba Witt-Brattström, Professor of Literature Sara Danius, Professor of Aesthetics Aris Fioretos, Professor of Aesthetics Kodjo Akolor Mohamed Said Kristian Gidlund Anna-Karin Hatt List of colleges and universities in Sweden
Stockholm University is a public university in Stockholm, founded as a college in 1878, with university status since 1960. Stockholm University has two scientific fields: the natural sciences and the humanities/social sciences. With over 34,000 students at four different faculties: law, social sciences, natural sciences, it is one of the largest universities in Scandinavia; the institution is regarded as one of the top 100 universities in the world by the Academic Ranking of World Universities. Stockholm University was granted university status in 1960, making it the fourth oldest Swedish university; as with other public universities in Sweden, Stockholm University's mission includes teaching and research anchored in society at large. The initiative for the formation of Stockholm University was taken by the Stockholm City Council; the process was completed after a decision in December 1865 regarding the establishment of a fund and a committee to "establish a higher education institution in the capital".
The nine members of the Committee were respected and prominent citizens whose work have helped the evolution of science and society. The next important step was taken in October 1869, when the Stockholm University College Association was established. Several members of the committee became members of the association - including Professor Pehr Henrik Malmsten; the association's mission was to establish a university in Stockholm and would "not be dissolved until college came into being and its future could be secured." The memorandum of the Stockholm University College were adopted in May 1877, in the autumn semester of the following year, actual operations began. In 1878, the university college Stockholms högskola started its operations with a series of lectures on natural sciences, open to curious citizens. Notable in the university's early history is the appointment of Sofia Kovalevskaya to hold a chair in mathematics department in 1889, making her the third female professor in Europe. In 1904 the college became an official degree granting institution.
In 1960, the college was granted university status. The university premises were situated in central Stockholm at Observatorielunden but increased enrollment resulted in a lack of space, which required the university campus to be shifted to a bigger facility. Since 1970 most of the university operations are pursued at the main campus at Frescati north of the city center, the former Experimentalfältet used by the Royal Swedish Academy of Agriculture and Forestry. Stockholm University is a state agency and is governed by the decisions coming from the government and parliament; the University has the right, within the limits the government provides, to decide on many issues such as their internal organization, admission of students and other administrative functions of the university. The University Board is the University's highest governing body; the board is responsible for the University as a government agency's mission and for following the requirements of laws and regulations. The board reports to the government.
It consists of eight external members, four business representatives from the university with two group alternates and three student representatives with an alternate. The University board is above the principal, the head of the authority and have operational responsibility for all operations; the principal has a vice president to replace him/her. At the university, there are two area councils, Area board of science and Area board of humanities and social sciences, they are headed by a vice principal. The area boards are responsible for strategic planning of education and research, coordination of faculty teaching and internal and external collaboration. After the district councils, the faculty boards are the highest decision-making bodies at the faculty level; the faculty boards consists of the dean, the assistant dean, other business representatives and student representatives. The deans are appointed by the president after proposal by choice within the faculty. After faculties, decisions are taken on the institutional level, where each department has a department head who manage and make decisions together with the institutional board.
The University administration is the preparation and service organization for the University board and other decision-making bodies, it is led by the executive director. The University administration has a number of administrative units in charge of different parts of the university administration, for example, finance department, IT department, HR department and the student section. There are three staff units: The strategy and communication unit that will help the university management with decision making; the Permanent Secretary is the most senior official at Stockholm University and decide on including university administration's organization and finances. The permanent secretary is titulated University Director. Education and research at Stockholm University is carried out within the natural sciences and the humanities/social sciences. Within these fields, there are four faculties with 65 departments and centers within the humanities, natural sciences and social sciences. Research and training takes place at a number of centers and institutes with a separate governing board, but that organisationally belong to a department.
Stockholm University offers courses at both advanced level. There are 200 Bachelor's programmes, 75 master's programmes taught in English, 1,900 courses to choose from within science, hu
Konstfack, or University of Arts and Design, is a university college for higher education in the area of art and design in Stockholm, Sweden. Konstfack has had several different names since it was founded in 1844 by the ethnologist and artist Nils Månsson Mandelgren as a part-time art school for artisans, under the name "Söndags-Rit-skola för Handtverkare"; the school was taken over by Svenska Slöjdföreningen the next year and renamed Svenska Slöjdföreningens skola. In 1857, the first two female students were accepted, the following year female students were invited to apply, it became a state school and was renamed Slöjdskolan i Stockholm in 1859. From 1945 it was known as Konstfackskolan, when the institution was divided into the departments devoted to distinct disciplines that remain today: Textile, Decorative art, Ceramics and Interior Design and Advertising and Printing; the school obtained official status and had a two-year day school and a three-year arts and craft evening school. To this was added a two-year higher Arts and Crafts school and a three-year Art Teacher institute.
It was given the status of a högskola in 1978. From 1993 it was called just Konstfack, the short form of the name used colloquially. Long located on Norrmalm, between Klara kyrka and Hötorget, the school was in 1959 moved to a new building on Valhallavägen with well-equipped workshops, designed by architects Gösta Åberg and Tage Hertzell. In 2004, it once again moved to the former headquarters of LM Ericsson at Telefonplan in Stockholm Municipality; the 20,300-square metre interior of the old factory building was redesigned by among others architect Gert Wingårdh. Following the standards of the Bologna process, Konstfack offers bachelor's degree programmes, master's degree programmes. There are Art Education programmes; the 2-year Animation education existed between 1996 and 2005. There are seven Bachelor's Programmes: Ceramics and Glass Fine Art Graphic Design and Illustration Industrial Design Interior Architecture and Furniture Design Textiles Metal DesignThe Undergraduate Program is conducted in Swedish.
There are five Master's Programmes: Craft Design Fine Art, Visual Communication Visual Culture and LearningOne goal of Konstfack's two-year Graduate Programmes is to attract both Swedish and international students, the education is held in English. There is a doctoral program given in collaboration with Royal Institute of Technology: Art and Design Konstfack has four departments: Craft, Interior architecture and Visual communications, Fine Art and Department of Visual Arts and Sloyd Education; the third year of the bachelor's program and the second year of the master's includes a degree project, ten weeks at BFA-level and twenty at MFA-level, ending with a public examination and, if the student passes the examination, an exhibition for all graduating students: the Spring Exhibition. The annual exhibition takes place at Konstfack during two weeks in May, with around 150 exhibiting students, attracts thousands of visitors. Link to the official website for the Spring Exhibition 2015. A selection of some distinguished former students at the different departments at Konstfack:Graphic Design & Illustration: Carl Johan De Geer, Lasse Åberg, Brita Granström, Lotta Kühlhorn, Lars Hall, Oskar Korsár, Tuulikki Pietilä, RBG6, REALA, Stina Wirsén, Ana Biscaia.
Interior Architecture & Furniture Design: Claesson Koivisto Rune, Gunilla Allard, Jonas Bohlin, Mats Theselius, Stefan Borselius, Thomas Bernstrand, Greta Magnusson-Grossman. Industrial Design: A & E Design, Katja Pettersson, Veryday, No Picnic, Transformator Design. Fine Arts: Stig Lindberg, Annika von Hausswolff, Carl Milles, Dorinel Marc, Johanna Billing, Maria Miesenberger, Miriam Bäckström, Caroline Schlyter. Ceramics & Glass: Bertil Vallien, Per B. Sundberg, Zandra Ahl, Christian Pontus Andersson. Art Education: Cecilia Torudd, Elsa Beskow, Gert Z Nordström, Jan Stenmark, Jockum Nordström. Textiles: Astrid Sampe, Hans Krondahl, Mah-Jong. Metal Design: Vivianna Torun Bülow-Hübe, Gunnar Cyrén. Valand School of Fine Arts Royal University College of Fine Arts, Stockholm Official website The Spring Exhibition 2007 The website for the Spring Exhibition 2007; the Spring Exhibition 2008 The website for the Spring Exhibition 2008. The Spring Exhibition 2009 The website for the Master Spring Exhibition 2009.
The Spring Exhibition 2010 The website for the Spring Exhibition 2010. The Spring Exhibition 2011 The website for the Spring Exhibition 2011; the Spring Exhibition 2012 The website for the Spring Exhibi
Swedish Defence University
The Swedish Defence University is situated on Drottning Kristinas väg 37 in Östermalm, Stockholm City Centre, next to the campus of the Royal Institute of Technology. Today's Swedish Defence University marks the latest development in a long line of military education tradition; the Higher Artillery College in Marieberg was established in Stockholm in the 19th century. The Swedish Defence University has existed in its present form since 1997; the University was established as a national university college on January 1, 2008, allowing it to issue academic degrees. Known in English as the Swedish National Defence College, the University adopted its current name on February 1, 2015; the University educates domestic and international military and civilian personnel. The University offers training for reserve officers of the Swedish Armed Forces. Graduates contribute, both nationally and internationally, to the management of crisis situations and security issues. Successful candidates are awarded a bachelor's degree in Military Science.
The course is conducted over 6 semesters. On successful completion of all modules 180 credits are awarded; the officers' programme is a three-year undergraduate degree course through which the officers gain proficiency as platoon-level leaders. Teachers and professors from the Swedish Defence University are seen in the media as expert commentators on matters of public interest; the University is a founding member of the International Society of Military Sciences and hosted the ISMS annual conference in 2010. The University contributes towards national and international security through research and development. Research is carried out Military Arts and Sciences and subsequently disseminated both nationally and internationally; the University is a member of the International Association for Military Pedagogy, whose members include military and civilian professionals from military institutions of advanced learning. Military Academy Karlberg List of universities in Sweden The Swedish Armed Forces official website Swedish National Defence College International Society of Military Sciences
Higher education is an optional final stage of formal learning that occurs after completion of secondary education. Delivered at universities, colleges, seminaries and institutes of technology, higher education is available through certain college-level institutions, including vocational schools, trade schools, other career colleges that award academic degrees or professional certifications. Tertiary education at non-degree level is sometimes referred to as further education or continuing education as distinct from higher education; the right of access to higher education is mentioned in a number of international human rights instruments. The UN International Covenant on Economic and Cultural Rights of 1966 declares, in Article 13, that "higher education shall be made accessible to all, on the basis of capacity, by every appropriate means, in particular by the progressive introduction of free education". In Europe, Article 2 of the First Protocol to the European Convention on Human Rights, adopted in 1950, obliges all signatory parties to guarantee the right to education.
In the days when few pupils progressed beyond primary education or basic education, the term "higher education" was used to refer to secondary education, which can create some confusion. This is the origin of the term high school for various schools for children between the ages of 14 and 18 or 11 and 18. Higher education includes teaching, exacting applied work, social services activities of universities. Within the realm of teaching, it includes both the undergraduate level, beyond that, graduate-level; the latter level of education is referred to as graduate school in North America. In addition to the skills that are specific to any particular degree, potential employers in any profession are looking for evidence of critical thinking and analytical reasoning skills, teamworking skills, information literacy, ethical judgment, decision-making skills, fluency in speaking and writing, problem solving skills, a wide knowledge of liberal arts and sciences. Since World War II, developed and many developing countries have increased the participation of the age group who studies higher education from the elite rate, of up to 15 per cent, to the mass rate of 16 to 50 per cent.
In many developed countries, participation in higher education has continued to increase towards universal or, what Trow called, open access, where over half of the relevant age group participate in higher education. Higher education is important to national economies, both as an industry, in its own right, as a source of trained and educated personnel for the rest of the economy. College educated workers have commanded a measurable wage premium and are much less to become unemployed than less educated workers. However, the admission of so many students of only average ability to higher education requires a decline in academic standards, facilitated by grade inflation; the supply of graduates in many fields of study is exceeding the demand for their skills, which aggravates graduate unemployment, underemployment and educational inflation. The U. S. system of higher education was influenced by the Humboldtian model of higher education. Wilhelm von Humboldt's educational model goes beyond vocational training.
In a letter to the Prussian king, he wrote: There are undeniably certain kinds of knowledge that must be of a general nature and, more a certain cultivation of the mind and character that nobody can afford to be without. People cannot be good craftworkers, soldiers or businessmen unless, regardless of their occupation, they are good, upstanding and – according to their condition – well-informed human beings and citizens. If this basis is laid through schooling, vocational skills are acquired on, a person is always free to move from one occupation to another, as so happens in life; the philosopher Julian Nida-Rümelin criticized discrepancies between Humboldt's ideals and the contemporary European education policy, which narrowly understands education as a preparation for the labor market, argued that we need to decide between McKinsey and Humboldt. Demonstrated ability in reading and writing, as measured in the United States by the SAT or similar tests such as the ACT, have replaced colleges' individual entrance exams, is required for admission to higher education.
There is some question as to whether advanced mathematical skills or talent are in fact necessary for fields such as history, philosophy, or art. The general higher education and training that takes place in a university, college, or Institute of technology includes significant theoretical and abstract elements, as well as applied aspects. In contrast, the vocational higher education and training that takes place at vocational universities and schools concentrates on practical applications, with little theory. In addition, professional-level education is always included within Higher Education, in graduate schools since many postgraduate academic disciplines are both vocationally and theoretically/research oriented, such as in the law, pharmacy and veterinary medicine. A basic requirement for entry into these graduate-level programs is always a bachelor's degree, although alternative means of obtaining entry into such programs may be available at some universiti
Music education is a field of study associated with the teaching and learning of music. It touches on all learning domains, including the psychomotor domain, the cognitive domain, and, in particular and significant ways, the affective domain, including music appreciation and sensitivity. Music training from preschool through post-secondary education is common in most nations because involvement with music is considered a fundamental component of human culture and behavior. Cultures from around the world have different approaches to music education due to the varying histories and politics. Studies show that teaching music from other cultures can help students perceive unfamiliar sounds more comfortably, they show that musical preference is related to the language spoken by the listener and the other sounds they are exposed to within their own culture. During the 20th century, many distinctive approaches were developed or further refined for the teaching of music, some of which have had widespread impact.
The Dalcroze method was developed in the early 20th century by Swiss musician and educator Émile Jaques-Dalcroze. The Kodály Method emphasizes the benefits of physical response to music; the Orff Schulwerk approach to music education leads students to develop their music abilities in a way that parallels the development of western music. The Suzuki method creates the same environment for learning music that a person has for learning their native language. Gordon Music Learning Theory provides the music teacher with a method for teaching musicianship through audiation, Gordon's term for hearing music in the mind with understanding. Conversational Solfège immerses students in the musical literature of their own culture, in this case American; the Carabo-Cone Method involves using props and toys for children to learn basic musical concepts of staff, note duration, the piano keyboard. The concrete environment of the specially planned classroom allows the child to learn the fundamentals of music by exploring through touch.
Popular music pedagogy is the systematic teaching and learning of rock music and other forms of popular music both inside and outside formal classroom settings. Some have suggested that certain musical activities can help to improve breath and voice control of a child; the MMCP aims to shape attitudes, helping students see music not as static content to be mastered, but as personal and evolving. In primary schools in European countries, children learn to play instruments such as keyboards or recorders, sing in small choirs, learn about the elements of music and history of music. In countries such as India, the harmonium is used in schools, but instruments like keyboards and violin are common. Students are taught basics of Indian Raga music. In primary and secondary schools, students may have the opportunity to perform in some type of musical ensemble, such as a choir, orchestra, or school band: concert band, marching band, or jazz band. In some secondary schools, additional music classes may be available.
In junior high school or its equivalent, music continues to be a required part of the curriculum. At the university level, students in most arts and humanities programs receive academic credit for music courses such as music history of Western art music, or music appreciation, which focuses on listening and learning about different musical styles. In addition, most North American and European universities offer music ensembles – such as choir, concert band, marching band, or orchestra – that are open to students from various fields of study. Most universities offer degree programs in music education, certifying students as primary and secondary music educators. Advanced degrees such as the D. M. A. or the Ph. D can lead to university employment; these degrees are awarded upon completion of music theory, music history, technique classes, private instruction with a specific instrument, ensemble participation, in depth observations of experienced educators. Music education departments in North American and European universities support interdisciplinary research in such areas as music psychology, music education historiography, educational ethnomusicology and philosophy of education.
The study of western art music is common in music education outside of North America and Europe, including Asian nations such as South Korea and China. At the same time, Western universities and colleges are widening their curriculum to include music of outside the Western art music canon, including music of West Africa, of Indonesia, Zimbabwe, as well as popular music. Music education takes place in individualized, lifelong learning, in community contexts. Both amateur and professional musicians take music lessons, short private sessions with an individual teacher. While instructional strategies are determined by the music teacher and the music curriculum in his or her area, many teachers rely on one of many instructional methodologies that emerged in recent generations and developed during the latter half of the 20th Century; the Dalcroze method was developed in the early 20th century by Swiss musician and educator Émile Jaques-Dalcroze. The method is divided into three fundamental concepts − the use of solfège, eurhythmics.
Sometimes referred to as "rhythmic gymnastics," eurhythmics teaches concepts of rhythm and musical expression using movement, is the concept for which Dalcroze is best known. It