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Sweden:Educational Support and Guidance

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Overview Sweden

Contents

Sweden:Political, Social and Economic Background and Trends

Sweden:Historical Development

Sweden:Main Executive and Legislative Bodies

Sweden:Population: Demographic Situation, Languages and Religions

Sweden:Political and Economic Situation

Sweden:Organisation and Governance

Sweden:Fundamental Principles and National Policies

Sweden:Lifelong Learning Strategy

Sweden:Organisation of the Education System and of its Structure

Sweden:Organisation of Private Education

Sweden:National Qualifications Framework

Sweden:Administration and Governance at Central and/or Regional Level

Sweden:Administration and Governance at Local and/or Institutional Level

Sweden:Statistics on Organisation and Governance

Sweden:Funding in Education

Sweden:Early Childhood and School Education Funding

Sweden:Higher Education Funding

Sweden:Adult Education and Training Funding

Sweden:Early Childhood Education and Care

Sweden:Organisation of Programmes for Pre-Primary Education

Sweden:Teaching and Learning in Programmes for Pre-Primary Education

Sweden:Assessment in Programmes for Pre-Primary Education

Sweden:Organisation of the Pre-Primary Class

Sweden:Teaching and Learning in the Pre-Primary Class

Sweden:Assessment in the Pre-Primary Class

Sweden:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Sweden:Single Structure Education (Integrated Primary and Lower Secondary Education)

Sweden:Organisation of Single Structure Education

Sweden:Teaching and Learning in Single Structure Education

Sweden:Assessment in Single Structure Education

Sweden:Organisational Variations and Alternative Structures in Single Structure Education

Sweden:Upper Secondary and Post-Secondary Non-Tertiary Education

Sweden:Organisation of Upper General and Vocational Secondary Education

Sweden:Teaching and Learning in Upper General and Vocational Secondary Education

Sweden:Assessment in Upper General and Vocational Secondary Education

Sweden:Organisation of Post-Secondary Non-Tertiary Education

Sweden:Teaching and Learning in Post-Secondary Non-Tertiary Education

Sweden:Assessment in Post-Secondary Non-Tertiary Education

Sweden:Higher Education

Sweden:Types of Higher Education Institutions

Sweden:First Cycle Programmes

Sweden:Bachelor

Sweden:Short-Cycle Higher Education

Sweden:Second Cycle Programmes

Sweden:Programmes outside the Bachelor and Master Structure

Sweden:Third Cycle (PhD) Programmes

Sweden:Adult Education and Training

Sweden:Distribution of Responsibilities

Sweden:Developments and Current Policy Priorities

Sweden:Main Providers

Sweden:Main Types of Provision

Sweden:Validation of Non-formal and Informal Learning

Sweden:Teachers and Education Staff

Sweden:Initial Education for Teachers Working in Early Childhood and School Education

Sweden:Conditions of Service for Teachers Working in Early Childhood and School Education

Sweden:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Sweden:Initial Education for Academic Staff in Higher Education

Sweden:Conditions of Service for Academic Staff Working in Higher Education

Sweden:Continuing Professional Development for Academic Staff Working in Higher Education

Sweden:Initial Education for Teachers and Trainers Working in Adult Education and Training

Sweden:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Sweden:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Sweden:Management and Other Education Staff

Sweden:Management Staff for Early Childhood and School Education

Sweden:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Sweden:Education Staff Responsible for Guidance in Early Childhood and School Education

Sweden:Other Education Staff or Staff Working with Schools

Sweden:Management Staff for Higher Education

Sweden:Other Education Staff or Staff Working in Higher Education

Sweden:Management Staff Working in Adult Education and Training

Sweden:Other Education Staff or Staff Working in Adult Education and Training

Sweden:Quality Assurance

Sweden:Quality Assurance in Early Childhood and School Education

Sweden:Quality Assurance in Higher Education

Sweden:Quality Assurance in Adult Education and Training

Sweden:Educational Support and Guidance

Sweden:Special Education Needs Provision within Mainstream Education

Sweden:Separate Special Education Needs Provision in Early Childhood and School Education

Sweden:Support Measures for Learners in Early Childhood and School Education

Sweden:Guidance and Counselling in Early Childhood and School Education

Sweden:Support Measures for Learners in Higher Education

Sweden:Guidance and Counselling in Higher Education

Sweden:Support Measures for Learners in Adult Education and Training

Sweden:Guidance and Counselling in a Lifelong Learning Approach

Sweden:Mobility and Internationalisation

Sweden:Mobility in Early Childhood and School Education

Sweden:Mobility in Higher Education

Sweden:Mobility in Adult Education and Training

Sweden:Other Dimensions of Internationalisation in Early Childhood and School Education

Sweden:Other Dimensions of Internationalisation in Higher Education

Sweden:Other Dimensions of Internationalisation in Adult Education and Training

Sweden:Bilateral Agreements and Worldwide Cooperation

Sweden:Ongoing Reforms and Policy Developments

Sweden:National Reforms in Early Childhood Education and Care

Sweden:National Reforms in School Education

Sweden:National Reforms in Vocational Education and Training and Adult Learning

Sweden:National Reforms in Higher Education

Sweden:National Reforms related to Transversal Skills and Employability

Sweden:European Perspective

Sweden:Legislation

Sweden:Institutions

Sweden:Glossary

Introduction

The basic principle guiding Swedish education is "a school for all" - access to equivalent education regardless of background, prerequisites or needs. All pupils have the right to adjustments, educational support and guidance depending on their needs. 

The right to education and the complusary attendence at school exists to ensure that all learners complete their basic education. The child's guardian has the responsibility to make sure that the child attends school from school year one to nine. If the guardian fails to fulfil the responsibility of compulsary attendence at school there could be legal consequences. The municipality must offer every child a place in education and ensure that all children actually attend and take part in the learning. The Swedish Schools Inspectorate (Skolinspektionen) investigates the munipalities' routines regarding the right to education and the compulsary attendance at school.

All levels of education are obliged to promote a lifelong desire to learn for all pupils and students, regardless of their background.

Educational Support

Special educational support is provided within mainstream education as well as in education for pupils with severe intellectual impairments (särskola), the special school (specialskolan), the upper secondary school for pupils with severe intellectual impairments (gymnasiesärskolan), the upper secondary school for pupils with impaired hearing (riksgymnasiet för döva och hörselskadade), upper secondary schools for pupils with severe physical disabilities (riksgymnasium för svårt rörelsehindrade) and education for adults with severe intellectual impairments (särvux). There are also possibilities for municipalities to organise special needs education in accordance with their specific local situation. There are grant-aided independent schools for pupils with severe intellectual impairments, but they are few and the range of courses rather limited.

The tuition should - as far as possible - correspond to that given in mainstream education and give pupils an education appropriate to their circumstances. The upper secondary school for pupils with severe intellectual impairments (gymnasiesärskolan), follows the curriculum for the mainstreem upper secondary school but has it own specific syllabi. For the compulsary school there is a specific curriculum for education for pupils with severe intellectual impairments (särskola) since 2011. 

The basic principle guiding Swedish education is "a school for all" - access to equivalent education regardless of background, prerequisites or needs. If it becomes apparent that a pupil is in need of additional adjustments to reach the educational targets he or she should in the first instance be offered that within the ordinary education program. If additional adjustments are not enough, or not expected to be enough, it is the responsibility of the headteacher to ensure that the pupil's needs are investigated urgently. The right to adjustments and support also applies to the pupils' general situation, including disadvantaged backrounds resulting from disability, personal, socio-economic and/or cultural circumstances. 

Universities and university colleges are obliged to consider the special needs of students who have physical disabilities or for other reasons experience difficulties in following courses and therefore they also receive special funds to be used for special pedagogical support to disabled students to compensate functional limitations.

Guidance

There are no formal special institutions for guidance. All educational and vocational guidance is given within the schools. It is the responsibility of the school head to ensure that all pupils receive educational and vocational guidance in preparation for choosing the continuation of their educational route. Career education and guidance are provided in the classroom and in various forms of guidance counselling, in conjunction with the general information. It is also common that pupils undergo so called ‘work practice’ at different work places a couple of weeks towards the end of their compulsory schooling.

Most schools have specially trained career and guidance counsellors (studie- och yrkesvägledare). Although career education and guidance is the responsibility of all school personnel, the career and guidance counsellors have specialist knowledge that plays a central role in career education and guidance. In order to be employed as a career counsellor in the public school system the applicant must have an education that is intended for such work. Career and guidance counsellor education is offered at Higher Education Institutions and lasts for three years.

School Health

Every pupil in compulsory school is entitled to at least three general health examinations evenly distributed during the period of schooling. The first examination should take place during the first school year. In between the general health examinations the pupils should be offered sight and hearing tests and other special health examinations. The pupils should have access to a school medical officer, school nurse, psychologist and a counsellor (kurator). The entitled school healthcare is free of charge.


The Education Act - (Skollagen 2010:800)