This page was last modified on 2 February 2017, at 17:11.

Sweden:Guidance and Counselling in Early Childhood and School Education

From Eurydice

Jump to: navigation, search

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

Career and academic guidance

There are no formal special institutions for guidance in Sweden. 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.

The curriculum for the upper secondary school states that the school should cooperate with working life and Higher Education Institutions, employment exchange offices, the industry as well as the labor market partners and industrial representative organisations thus have important roles in providing information to pupils. The school shall strive to ensure that each pupil can make reasoned choices regarding further studies and vocational orientation and that they become familiar with the conditions of working life, especially within their study area. Educational and vocational guidance is generally given within the schools. It is the responsibility of the school head to ensure that all pupils receive educational and vocational guidance.

The head of the school is responsible for promoting collaboration with </span>working life outside of the school so that students receive a good qualitative education and are prepared for a vocation and further education. The Swedish National Agency for Education (Skolverket) has presented guidelines on career education and guidance for both the compulsury and the upper secondary school. The general guidelines state that it is important that:

  • The student has the opportunity to meet adult professionals and confront various tasks that exist in the working world.
  • The school invites in representatives of working life who can give the students important knowledge and experience to bear in mind when they make their educational and vocational decisions.
  • The school organises career education and guidance so that students with functional disabilities receive experience from working life.
  • The education contributes to the development of the students' knowledge of working life and makes use of the students' experiences,
  • The students' work experience is planned, followed up and related to teachingand guidance.
  • The teaching gives a comprehensive picture of working life.

Career guidance officers in schools for pupils with impaired hearing (specialskola) work for the employment agency under a special contract and give educational and vocational guidance. Part of their duties is to help obtain places for working life orientation and suitable employment/youth training placements for pupils in their final year.

In education for pupils with severe intellectual impairments (särskola) years 9 and 10 are devoted to educational and vocational guidance to prepare pupils for further studies at the upper secondary level and to familiarise them with working life. Pupils studying vocational subjects get at least 22 weeks of workplace training. The school option hours may also be used for practical working life orientation.

The Education Act (Skollagen, 2010:800)

Psychological Counselling

According to the Education Act all pupils in preschool class, compulsory school, upper secondary school, sami school, within the education for pupils with severe intellectual impairments (särskolan and gymnasiesärskola) and within education for pupils in special schools (specialskola) should have access to student health. The student health should provide help regarding medical, psychological, psycho-social and special pedagogical needs. The student health should mostly focus on preventive health work. Access to doctor, nurse, psychologist, and counselor (kurator) should be given to all pupils. The child care centre (barnavårdscentralen) is responsible for preschool children