Sweden:Organisation of the Pre-Primary Class
From Eurydice
Contents
- 1 Sweden:Political, Social and Economic Background and Trends
- 2 Sweden:Organisation and Governance
- 2.1 Sweden:Fundamental Principles and National Policies
- 2.2 Sweden:Lifelong Learning Strategy
- 2.3 Sweden:Organisation of the Education System and of its Structure
- 2.4 Sweden:Organisation of Private Education
- 2.5 Sweden:National Qualifications Framework
- 2.6 Sweden:Administration and Governance at Central and/or Regional Level
- 2.7 Sweden:Administration and Governance at Local and/or Institutional Level
- 2.8 Sweden:Statistics on Organisation and Governance
- 3 Sweden:Funding in Education
- 4 Sweden:Early Childhood Education and Care
- 4.1 Sweden:Organisation of Programmes for Pre-Primary Education
- 4.2 Sweden:Teaching and Learning in Programmes for Pre-Primary Education
- 4.3 Sweden:Assessment in Programmes for Pre-Primary Education
- 4.4 Sweden:Organisation of the Pre-Primary Class
- 4.5 Sweden:Teaching and Learning in the Pre-Primary Class
- 4.6 Sweden:Assessment in the Pre-Primary Class
- 4.7 Sweden:Organisational Variations and Alternative Structures in Early Childhood Education and Care
- 5 Sweden:Single Structure Education (Integrated Primary and Lower Secondary Education)
- 6 Sweden:Upper Secondary and Post-Secondary Non-Tertiary Education
- 6.1 Sweden:Organisation of Upper General and Vocational Secondary Education
- 6.2 Sweden:Teaching and Learning in Upper General and Vocational Secondary Education
- 6.3 Sweden:Assessment in Upper General and Vocational Secondary Education
- 6.4 Sweden:Organisation of Post-Secondary Non-Tertiary Education
- 6.5 Sweden:Teaching and Learning in Post-Secondary Non-Tertiary Education
- 6.6 Sweden:Assessment in Post-Secondary Non-Tertiary Education
- 7 Sweden:Higher Education
- 8 Sweden:Adult Education and Training
- 9 Sweden:Teachers and Education Staff
- 9.1 Sweden:Initial Education for Teachers Working in Early Childhood and School Education
- 9.2 Sweden:Conditions of Service for Teachers Working in Early Childhood and School Education
- 9.3 Sweden:Continuing Professional Development for Teachers Working in Early Childhood and School Education
- 9.4 Sweden:Initial Education for Academic Staff in Higher Education
- 9.5 Sweden:Conditions of Service for Academic Staff Working in Higher Education
- 9.6 Sweden:Continuing Professional Development for Academic Staff Working in Higher Education
- 9.7 Sweden:Initial Education for Teachers and Trainers Working in Adult Education and Training
- 9.8 Sweden:Conditions of Service for Teachers and Trainers Working in Adult Education and Training
- 9.9 Sweden:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training
- 10 Sweden:Management and Other Education Staff
- 10.1 Sweden:Management Staff for Early Childhood and School Education
- 10.2 Sweden:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education
- 10.3 Sweden:Education Staff Responsible for Guidance in Early Childhood and School Education
- 10.4 Sweden:Other Education Staff or Staff Working with Schools
- 10.5 Sweden:Management Staff for Higher Education
- 10.6 Sweden:Other Education Staff or Staff Working in Higher Education
- 10.7 Sweden:Management Staff Working in Adult Education and Training
- 10.8 Sweden:Other Education Staff or Staff Working in Adult Education and Training
- 11 Sweden:Quality Assurance
- 12 Sweden:Educational Support and Guidance
- 12.1 Sweden:Special Education Needs Provision within Mainstream Education
- 12.2 Sweden:Separate Special Education Needs Provision in Early Childhood and School Education
- 12.3 Sweden:Support Measures for Learners in Early Childhood and School Education
- 12.4 Sweden:Guidance and Counselling in Early Childhood and School Education
- 12.5 Sweden:Support Measures for Learners in Higher Education
- 12.6 Sweden:Guidance and Counselling in Higher Education
- 12.7 Sweden:Support Measures for Learners in Adult Education and Training
- 12.8 Sweden:Guidance and Counselling in a Lifelong Learning Approach
- 13 Sweden:Mobility and Internationalisation
- 13.1 Sweden:Mobility in Early Childhood and School Education
- 13.2 Sweden:Mobility in Higher Education
- 13.3 Sweden:Mobility in Adult Education and Training
- 13.4 Sweden:Other Dimensions of Internationalisation in Early Childhood and School Education
- 13.5 Sweden:Other Dimensions of Internationalisation in Higher Education
- 13.6 Sweden:Other Dimensions of Internationalisation in Adult Education and Training
- 13.7 Sweden:Bilateral Agreements and Worldwide Cooperation
- 14 Sweden:Ongoing Reforms and Policy Developments
- 14.1 Sweden:National Reforms in Early Childhood Education and Care
- 14.2 Sweden:National Reforms in School Education
- 14.3 Sweden:National Reforms in Vocational Education and Training and Adult Learning
- 14.4 Sweden:National Reforms in Higher Education
- 14.5 Sweden:National Reforms related to Transversal Skills and Employability
- 14.6 Sweden:European Perspective
- 15 Sweden:Legislation
- 16 Sweden:Institutions
- 17 Sweden:Glossary
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:European Perspective
Sweden:Legislation
Sweden:Institutions
Sweden:Glossary
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Contents
Introduction
The preschool class is a voluntary type of school within the public school system. The activities in preschool classes should be considered as teaching in the same sense as in other types of school. The curriculum used in the compulsory school system also applies to the preschool class. The education in preschool class will encourage each child’s learning and development at the same time as providing a foundation for continued schooling. It is mandatory for municipalities to provide preschool classes and for all six year olds to be offered a place for a minimum of 525 hours. Participation is voluntary for the children.
Accessibility
Irrespective of where they live, all children must have equal access to the public education system. Each type of school must offer equivalent education irrespective of provider. There are preschool classes (förskoleklasser) in all municipalities. The municipality is responsible for offering a place in a preschool class as close to the child's home or school as possible. Reasonable regard shall also be paid to guardian's wishes. The municipalities are not legally obligated to provide transportation to preschool or preschool class. However, some municipalities provide transportation free of charge for children in preschool class.
Admission Requirements and Choice of Preschool Class
The municipalities are obliged to offer all children six years of age 525 hours per year in the preschool class, however, children are not obliged to attend. The preschool class is one year and takes place the year before a child starts compulsory school, however, a child may be admitted to preschool class before the autumn term of the year when the child is six years old. Parents choose which preschool class the child shall attend in the same way as they choose compulsory school. If a place in a chosen school is not available and the municipality places the pupil elsewhere that decision cannot be appealed.
Over ten percent of the pupils attended a preschool class organised by independent management in 2014/15. The proportion of pupils attending independent facilities varied between municipalities and was highest in major cities and suburban municipalities. In one of ten municipalities, more than 13 percent of the pupils were enrolled in a independent school’s preschool class, while almost 100 municipalities had no pupils in such facilities. The activities in preschool class are often in terms of both location and personnel integrated with compulsory schools and leisure-time centres.
Age Levels and Grouping of Children
There are no national regulations as regards size of classes etc. Almost all pupils in the preschool class are enrolled from the autumn term the calendar year they turn six, 96 percent of six year olds were enrolled in 2014/15. They are enrolled for one school year. Less than one per cent of the pupils that started preschool class in 2014/15 were five year olds, and 1.5 per cent started in the year they turned seven.
Organisation of Time
The preschool class follows the same structure of the school year as the compulsory school. For more information on the organisation of the year for compulsory school see 5.1 - Organisation of the School Year.
Organisation of the Day and the Week
There is no syllabus for preschool class, and neither is there any regulation as to how time should be allocated to various activities. There is no timetable for the preschool class; the daily workload distribution is decided at each school or institution. Attendance is approximately 3 hours a day. During the rest of the day, the pupils are either in the leisure time centre or in pedagogical care.
An agreement is made between parents and the municipality that the municipality shall be responsible for the care of children during a given part of the day. The municipality documents this agreement.