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The Steering System

Local goals for teaching and learning

Recruitment and in-service training

Local development work

Quality control and development

State level(Government, Parliament and national agencies)

Municipality level (local authorities)

School level (headmasters)

Goals and regulationsResourcesControl (by inspection, monitoring and and

evaluations)Support and information

ResourcesOrganisationIn-service trainingLocal development workQuality control and development

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The steering system

The Swedish school system is a goal-based system with a high degree of local responsibility. The main responsibility lies with the municipalities and authorities responsible for independent schools.

The overall national goals are set out by Swedish Parliament and Government in:

• The Education Act• Curricula• Course syllabi for compulsory school etc. • Program goals for upper secondary

school

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The steering system

The National Agency for Education draws up and takes decisions on:

•  Course syllabi for upper secondary school etc.

• Grading criteria for all types of Swedish school

• General recommendations

The municipalities are to distribute resources and organize education such that students are able to achieve the national goals.

Individual schools, preschools and leisure-time centres can then choose work methods suited to their local conditions. This work is followed up in annual Quality reports.

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The Swedish Education System Basic Education

Pre-school activities (age 1-5)• Pre-school• Family daycare• Open pre-school

Pre-school

class1 year(age 6)

Compulsory school9 years

(age 7-16)

Upper secondary

school3 years

(age 16-19)

Adult education (age 20-64)

Basic educationfor adults

Upper secondaryeducation for

adults

Supplementarystudies

• University• University college• Advancedvocationaltraining

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The Education Act

” All children and young persons shall irrespective of gender, geographic residence and social circumstances have equal access to education in the national school system…”

( Ch.1 § 2)

”Special support shall be given to pupils with difficulties in their schoolwork”

( Ch. 4 § 1)

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Integration

Inclusive education

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Inclusive education

Focus lies on the learning environment rather than on individual pupils´ failures

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Enrollment in compulsory education

Of all pupils

98.5 % attended regular compulsory school

1,45 % compulsory school for pupils with

learning disabilities

0.05 % special school for deaf and hard of hearing

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Obligatoriska särskolans elevutveckling

Skriv text, lägg in bilder/diagram

Different forms of

Educational Support

• Support within the class – differentiation

• Extra adjustments within the class ; no formal decision necessary

• Special Support ; more intensive in depth and length, decision by the Director, documentation in a Development Plan

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Formalia/documentaionfor

Development Plan

• Written• Who is concerned• What § in the Education Act• When was the decision taken• Reson for the decision• Signed by the Director• When was the decision communicated• Who are responsible to carry out the

decisions• Time, extent• Who are responsible for the evaluation

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Special Support

• Individually or in a smaller group within the school unity

• or

on other premisis in a group common for the whole municipality

• As a reduced course of studies

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Educational support

12 % of the pupils had Development Plans

1,8 % got support in a special support group

1 % a reduced course of studies

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Immigrant pupils

In 2014/2015

24% of all pupils in Primary and Secondary school (aged 7-16) were entitled to mother tongue tuition

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Support for immigrants

Preparation classes

2,1 % Mother tongue tutoring

9 % Swedish as a Second Language

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Pilote for newly arrived pupils

Extra lessons

105 hours/school year for studying Swedish or Swedish as a Second Language over and above ordinary hours

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