This page was last modified on 7 February 2017, at 11:49.

Sweden:Organisation of Single Structure 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

Geographical Accessibility

Irrespective of where they live, all children and young people in Sweden must have equal access to the public education system. In all of the 290 municipalities there are schools that provide compulsory education. However the distance from the home to the school varies greatly between, and within, municipalities. The municipality must provide daily transportation if compulsory school education cannot be given within a certain distance from where a child lives, or due to traffic conditions or other circumstances. In places outside Sweden where a relatively large numbers of Swedes live there are Swedish schools, or instruction in Swedish in for example so called international schools, funded by special state grants.

Admission Requirements and Choice of School

Under the Education Act (Skollagen, SFS 2010:800) all children between the ages of 7 and 16 have a right to education in the public school system and compulsory school attendance applies. As a rule, compulsory schooling starts in the autumn term of the calendar year the child turns 7 and ends at the close of the spring term the year it turns 16. However, children may enroll at the age of six or, under certain circumstances, at eight if the parents so wish. Such decisions are made by the school head. Municipalities are required to accommodate all six-year olds wishing to start school in the preschool class. Compulsory schooling may finish earlier if the child demonstrates possession of a level of knowledge corresponding to a completed compulsory schooling. Compulsory schooling is nine years, irrespectively of when the child starts school. In the Education Act, which was approved by the parliament (Riksdag) and implemented from the school year 2011/12, the government has proposed that the obligation to attend school will be extended by one year in some cases. For example, for children who have repeated a year or started school one year later.

Children who are not able to attain the knowledge goals of the compulsory school can attend education for pupils with severe intellectual impairments (särskola). Pupils who are unable to attend compulsory school or school for pupils with severe intellectual impairments due to impaired hearing, deafness or severe language disturbance or visual impairment in combination with additional functional disorders, are accommodated in special school (specialskola). For more information on special educational support, see 12 - Educational Support and Guidance.

Normally, children are placed in the school nearest their home; however parents may choose another school, either municipal or a grant-aided independently organised school. The home municipality bears the cost of the pupil's schooling regardless which school the parents choose, but it has no obligation to pay for transportation to another school than the one proposed by the municipality. The extent to which parents can choose schools, as well as the administration of these choices, differs between municipalities. In some municipalities all parents must actively choose school, before the child starts, in other municipalities the child is placed in a school and parents can then apply for a place in a different school if they so wish. The right to choose school does not guarantee that there will be places available in the chosen school; the school may be full and the municipality may also have other restrictions, such as priority for children who live closer to the school or for siblings of pupils. If the choice of school creates major financial or organisational problems for the municipality it can also be denied.

Decisions on placements cannot be appealed against, providing the grounds on which the decision is based are not incorrect, e.g. if the proximity principle has not been applied correctly. Pupils cannot be excluded from the compulsory school – attendance is obligatory and a right by law.

Pupils with parents who work or study also have the right to school age childcare, in a leisure-time centre (fritidshem), family day care home (familjedaghem) or open leisure-time activities (öppen fritidsverksamhet). For more information, see 4 - Early Childhood Education and Care.

Age Levels and Grouping of Pupils

Normally children receive the major part of their compulsory education in the same school. Children are usually grouped by age. Integrated classes (1-2, 1-3, 2-3, 4-5 etc.) are common where there are few children and can be used as a pedagogical tool. The number of pupils per teacher or pupils per class is not nationally regulated.

A new teacher training with four new pathways to different teacher specialisations has come into force in the autumn of 2011. For further information on teacher training, see 9.1 - Curriculum, level of specialisation and learning outcomes. Teachers are trained to teach in different aspects of the education system depending on the path they choose to study:

It is most common that the class teacher teaches all subjects in year 1-3, but there may be teachers specialised in some subjects such as music and physical education. In year 4-5 pupils often meet new teachers and specialist teachers often teach languages (Swedish and English) and mathematics, as well as craft, sport and health, art and music. From year 6-7 pupils often change to a bigger school. Teachers who are oriented towards the higher years of the compulsory school are specialised in two or three subjects.

Organisation of the School Year

For compulsory school (grundskola) and upper secondary school (gymnasieskola) the school year is divided into two terms, spring and autumn, with a minimum of 178 school days and a minimum of 12 days of holidays. The school can choose to let the pupils have days off when the teachers get professional development or work with administrative tasks such as setting the schedule. This right is extended to five days per school year. The school year starts in the end of August and finishes in June. The education committee within the municipality decides the exact dates for the beginning and end of terms. The teachers' term often begins one week prior to the start of school and ends one week later. During such weeks teachers work on planning, administration and/or take part in professional development. It is the employer who offers teachers professional development as the employer sees fit. The leisure-time centres (fritidshem) are open during holidays as well as before and after the school day.

One-day holidays occur during both autumn and spring terms and usually there are two one-week holidays in the spring term: A winter sports holiday in February/March and the Easter holiday. In many municipalities, the autumn term contains a week's holiday for pupils in connection with All Saints' Day when teachers can take part in professional development.

The municipalities and the schools decide themselves how education hours should be allocated in weekly and daily timetables. However, there are regulations on the maximum length of the school day and the minimum number of teacher led instruction time for different subjects set up by the parliament (riksdagen). These regulations are not specified for each school year but given as a minimum number of hours which the pupil has the right to receive through all nine years of compulsory schooling and gives the school the possibility to be flexible on for example when to introduce a certain subject.

Organisation of the School Day and Week

In compulsory and upper secondary education there is a five-day week from Monday to Friday. The weekly workload should be distributed as evenly as possible over the whole week. Each school decides the length of the school day and the school’s opening and closing hours. Normal hours are from 8 – 13.30 in the lower years of compulsory school (grundskolan); the length of the school day increases with the pupils’ age. The Education Act restricts the school day to six hours in years one and two and eight hours thereafter. Usually pupils have lessons both in the morning and in the afternoon, with 40 – 60 minutes break for lunch. All pupils are offered free school meals every day. Each school decides how the workload is distributed over the day. There are no regulations regarding homework, except that mandatory school-work cannot exceed the restricted maximum amount of hours allowed in a school day.

The leisure-time centres (fritidshem) are open before and after school, normally from 7 – 17.30, for more information about school-age childcare (skolbarnomsorg) see chapter 4 - Early Childhood Education and Care.