1 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 regulations Resources Control (by inspection, monitoring and and evaluations) Support and information Resources Organisation In-service training Local development work Quality control and development

2 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

3 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.

4 The Swedish Education System Basic Education Pre-school activities (age 1-5) Pre-school Family daycare Open pre-school Pre-school class 1 year (age 6) Compulsory school 9 years (age 7-16) Upper secondary school 3 years (age 16-19) Adult education (age 20-64) Basic education for adults Upper secondary education for adults Supplementary studies University University college Advanced vocational training

5 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)

6 Integration Inclusive education

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

8 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

9 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 10

Formalia/documentaion for 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 11

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 12

Educational support 12 % of the pupils had Development Plans 1,8 % got support in a special support group 1 % a reduced course of studies 13

Immigrant pupils In 2014/ % of all pupils in Primary and Secondary school (aged 7-16) were entitled to mother tongue tuition 14

Support for immigrants Preparation classes 2,1 % Mother tongue tutoring 9 % Swedish as a Second Language 15

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 16