New government focuses on AI in HE and eases reforms

The agenda of the new Danish four-party centre-left government, labelled the ‘Four-Leaf Clover’ government, announced on 3 June, includes merging the ministries of higher education and science and digitalisation and introducing a new AI strategy for the education sector. It is also easing recent master degree reforms.

It took record-breaking negotiations after the general elections on 24 March before Denmark’s new ‘Four-Leaf Clover’ government, consisting of the Social Democrats, the Socialist Party, the Moderates and the Radicals, could finally come forward and present its government framework and the ministerial team. Mette Fredriksen is the new prime minister even though the Social Democratic Party only got 21.9% of the votes, 5.6 per cent lower than the last elections and the worst election result since 1903.

Although the government platform deals with much more than just education and research, it is nevertheless announcing several changes in the higher education area.

Christina Egelund, who continues as minister of Higher Education and Science but will also take on responsibility for digitalisation, said at the launch of the merged ministry: “It is absolutely obvious to link research, education and digitalisation. Technological developments mean that we must acquire new knowledge and new skills. Both in education and the labour market.

“We must approach artificial intelligence with curiosity and consideration – and ensure that it creates value for real people,” she noted.

The ministry has the following underlying agencies and institutions: the Danish Agency for Higher Education and Research; the Danish Agency for Digitalisation; Statistics Denmark; and CPR – The Central Personal Register.

The government is also going to relax the controversial masters degree reform so that 90% of students in 2028 can still take a two-year masters degree of 120 ECTS, whereas in the original reform, the plan was that 20% of the masters degree intake in 2028 should be on vocational masters degrees or shorter masters degrees.

Additionally, at least one per cent of GDP will be allocated to public research. One 1DKK billion (US$0.15 billion) will be permanently allocated to education and research. The government is also to create 2,000 new bachelor places in STEM subjects. The government will also present a national strategy in the quantum field: ‘From quantum research to quantum industry’.

The significance of STEM subjects

“It makes perfect sense to bring together research, education and digitalisation. These areas are closely interlinked and will be crucial to Denmark’s future,” President Anders Bjarklev of the Technical University of Denmark-DTU said in a press release.

“Denmark will need far more engineers and technology specialists. That is why more STEM places are an important investment in the future workforce and competitiveness,” said Bjarklev.

DTU also noted that research plays a more central role in the government’s policy platform than in any previous government programme. Research and technological development are not only highlighted as independent policy areas but are also included as solutions to society's major challenges.

This applies, among other things, to defence and security, health and life sciences, artificial intelligence, digitalisation, the energy sector and the development of a new national strategy for quantum technology.

“Over many years, DTU has built up international strengths in precisely these areas which the government now prioritises highly. The university is among the leading research environments in fields including quantum technology, artificial intelligence, defence technology, health technology, life sciences, green energy, and advanced digital solutions.

“DTU is ready to contribute. We have strong academic environments and look forward to collaborating with the government to turn these ambitions into concrete results,” Bjarklev said.

The director of the Danish Universities interest group, Jesper Langergaard, is also pleased with the new government framework. “During the election campaign, there were some speculations that the ambitions risked being weakened, so it is very positive that the government will continue to spend one per cent of GDP on research,” he told told Uniavisen.

At the same time, he is positive that the new government is planning to create 2,000 extra bachelor places in education programmes within the so-called STEM subjects, which deal with science, technology, engineering and mathematics. “It is really good that there will be room for more students,” Langergaard said.

However, he told Khrono: “We are a little surprised that there is nothing about international students in the government’s foundation, but we still hope that it will become a theme so that we have the opportunity to attract more international students to Denmark.”

Looking beyond just STEM education

Similar criticism comes from Mads Eriksen Storm, who is the head of education and research policy at the Danish Business Association. Although he believes that the new government framework is taking “nice steps in the right direction” and that the Danish Business Association is “happy about more study places”, he is disappointed by the main focus on STEM education.

“We would have liked to see more openness and consideration of society’s needs rather than pointing to specific areas in advance,” he said. “There is no doubt that there is a shortage of STEM graduates, but if you look at pure employment, social science education programmes have lower unemployment,” Storm told Uniavisen.

Chair of the Association of Academics, Tomas Kepler, also welcomed the new government framework. “I am absolutely thrilled. At first glance, this is the best government framework we have read. I have my hands over my head today. Great and ambitious. But it must not just be birds on the roof.”

He cautioned that the government may well be setting extremely high ambitions for competitiveness through investments in research and education. “It is historic that at least one per cent of GDP is allocated to research… The future rests on the shoulders of future generations, and it is therefore extremely positive that education, research and innovation are given such high priority,” Kepler said.

“I am proud that the government framework clearly recognises that the social partners must have a crucial role in handling the major challenges of the future. When we are to solve the major questions about, among other things, AI, pensions, stress and competitiveness, the solutions must be developed together with those who know the labour market from the inside,” he added.

Peter Munk Christiansen, professor of political science at Aarhus University, told University World News: “The programme has some important potential, but the proof of the pudding is in the eating, meaning that much depends on how things are put into reality. A national strategy for AI within research and education sounds great, but a lot depends on how the strategy is put together.”

He noted: “The sole focus on STEM education is strange, since education within the social sciences has lower employment and higher wages as pointed out by Mads Eriksen Storm from the Danish Business Association.”

Brian Arly Jacobsen, an associate professor in the Department of Cross-Cultural and Regional Studies at Copenhagen University and chair of DM University, a union for academic professionals, told University World News: “From a university and academic staff perspective, there are both positive and more uncertain elements in the new government platform.

“It is encouraging that the government maintains the ambition of spending at least one per cent of GDP on public research, allocates additional funding to education and research, and has partly eased the criticised masters reform. The stronger focus on research, digitalisation, AI, and quantum technologies also reflects the growing importance of knowledge and innovation for Denmark’s future competitiveness.”

“The merger of research, education, and digitalisation also creates opportunities, but it will be important to ensure that digitalisation becomes a tool that supports research and education rather than a goal in itself. Overall, the government framework contains several promising signals for the sector, but the real test will be whether these ambitions translate into stronger research environments, better working conditions for researchers, and greater institutional autonomy,” Arly Jacobsen said.

How money is invested is key

At the same time, the key question is not only how much money is invested but how it is invested. As Janne Gleerup (chair of DM)* noted in a Debat article, Gleerup argued that Denmark needs stronger core funding for universities, better career paths for young researchers, and stronger safeguards for academic freedom. “More stable funding allows universities to conduct long-term research and reduces dependence on short-term project grants and external interests,” she stated.

*(Janne Gleerup and the writer discussed these priorities in a recent commentary in Danish: “Dear Christina Egelund, here is how you should strengthen Danish research”).