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

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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

Swedish compulsory education has a single structure that corresponds to primary and lower secondary education for children (International Standard Classification of Education, ISCED, levels 1 and 2). For more information on the Swedish education system please see chapter 2.3 - Organisation of the Education System and of its Structure. Teaching methods and the number of teachers involved in each class and their degree of specialisation vary somewhat between the years, but the curriculum is common for year one to nine, including the preschool class (förskoleklass) and the leisure-time centres (fritidshem) that cater for pupils outside of school hours. The preschool class, which is usually integrated in the compulsory schools, is described in chapter 4 - Early Childhood Education and Care.

Compulsory schools (grundskolor) can be run either by municipalities or as grant-aided independent schools (fristående skolor). For more information on grant-aided indipendent schools see chapter 2.4 - Organisation of Private Education. Schools at compulsory level - municipal and independent - are funded by municipal grants from the pupils' home municipality and by state grants, i.e. are grant-aided and free of charge. There are no private, fee charging, schools at compulsory level. Grant-aided schools are not allowed to charge fees.

A school usually comprises either of preschool class to year five/six, or year five/six to nine. An increasing number of municipalities organise the whole of compulsory school on the same premises to increase integration between the stages and to promote an overall approach to compulsory education.

The size of schools varies greatly – in rural areas there are parts of the country with very few inhabitants. One third of municipal schools and more than half of grant-aided independent schools have less than 100 pupils. Some schools work with integrated age levels where children of different ages are taught together in the same class. This can be done as a pedagogical method or just in order to be able to keep a local school from closing.

A large proportion of the children in the earlier school years attend school age childcare before and after school hours, as well as during holidays. The youngest children usually attend leisure-time centers (fritidshem) while older children can attend open leisure-time activities. It is common that personnel from the leisure-time centres work in school classes during school hours and leisure-time activities often take place in school after class. For more information on school-age childcare see chapter 4 - Early Childhood Education and Care.

The general goals for the compulsory school are laid down in the first chapter of the Education Act (Skollagen). The curriculum for the compulsory school, preschool class and the leisure-time centre is valid across Sweden. All schools should base their work on the same fundamental values of democracy and human rights and ensure that all pupils embrace these values. Local planning must seek to give practical expression to the goals and guidelines for the education as set out in the Education Act, the curriculum and syllabi. The goals for the education are expressed as knowledge, skills and attitudes that the pupils are to get during their compulsory school. The choice of tools and methods are not regulated, but are a part of the decentralised steering of the school system and left to the individual school organiser to decide upon.

The Swedish National Agency for Education (Skolverket)