Figure 1. The Swedish
school system
Bengt Johansson, Göteborg University, Sweden
National Center
for Mathematics Education, NCM
Teacher education
in Sweden
- the case of mathematics
(*)
(*) This paper is based on excerpts from the following official sources:
Contents
The Swedish school system
Education Act
Responsibility and control
Pre-school education
Compulsory school
Upper secondary school
Adult education
Universities and colleges
Educational choice and independent schools
Compulsory basic school
Curriculum, syllabuses and time schedules
Time schedule
Profiling and choice of school
Goal - and achievement-related grades
Upper secondary school
Regulations
National programmes
The national programmes
Individual programmes
Courses and grades
Choice of school and independent schools
Higher Education
Organisation of studies
Postgraduate Education
Admission to Undergraduate Education
Initial Training of Teachers
Pre-School Education
Compulsory Education
Upper Secondary Education
Decision-making Bodies in Initial Teacher Training
Reform
Admission Requirements
Curriculum, Branch of Study, Specialisation
Pre-school Education
Compulsory Education
Upper Secondary Education
Higher Education
Evaluation and Certificates
Promotion, Advancement
Appendix 1. The syllabus of mathematics for the compulsary school
Appendix 2. The syllabi of mathematics for the upper secondary school (in Swedish)
Appendix 3. Why
a new program for teacher education in mathematics in Sweden?
The Swedish school system
The Swedish state school system comprises compulsory school and various types of voluntary schooling. Compulsory school includes compulsory basic school, school for the Saami peoples of northern Sweden, special school (for children with impaired sight, hearing or speech), and compulsory school for mentally handicapped. Volun-tary schools comprise upper secondary school, municipal adult education and education for mentally handicapped adults.
Tuition in the state schools is free. Neither pupils nor their parents usually incur any costs for teaching materials, school meals, health care, school transport, etc.
Education Act
The Swedish Education Act stipulates that all children and young people must have access to education of equal value. All pupils enjoy this right, irrespective of gender, their geographical place of residence and social and economic conditions. The Education Act specifies that education should: "provide pupils with knowledge and skills, and, working together with their homes, promote their harmonious development towards becoming responsible human beings and members of society." Consideration must also be afforded to pupils with special needs. The Education Act also provides adults with the right to education. This can be provided in municipal adult education (komvux) or adult education formentally handicapped (särvux).
Responsibility and control
Curricula, national objectives and guidelines for state schooling in Sweden are defined by parliament (Riksdag) and the government. The national budget includes grants to the municipalities for their various functions. Within the goals and frame-works defined by parliament and the government, each individual municipality is free to decide how its schools should be run. An education (school) plan must be produced describing how schooling is to be funded, organised, developed and evaluated. The headmaster of each school has the task of drawing up a local working plan based on the curricula, national objectives and the education plan. This must take place in consultation with teachers and other staff.
The academic (school)
year normally begins at the end of August and ends early the
following June, making a total of some 40 weeks. A school
week is five days long, from Monday to Friday. The longest holiday within
the academic year is from around 20 December to the beginning of January.
Figure 1. The Swedish
school system
Pre-school education
The municipalities have a duty to organise preparatory-school activities for all children from the year of their sixth birthday up until school entrance. Arrangements vary between the municipalities: for example, they may be located in or co-ordinated by an ordinary school, or linked to some other function of municipal child care.
Compulsory school
Compulsory school includes compulsory basic school, school for the Saami peoples of northern Sweden, special school (for children with impaired sight, hearing or speech), and compulsory school for mentally handicapped. The nine year compulsory basic school is for all children between the ages of seven and sixteen years. If parents prefer, children may start school at six years of age.
Upper secondary school
Almost all of the pupils attending compulsory basic school continue directly to upper secondary school, and almost all of them complete their upper secondary schooling within three years (1993).
Upper secondary school is divided into 16 three-year national programmes, all of which are intended to provide a broad-based education and confer general eligibility for further studies in higher education. In addition to the national programmes there are also specially designed and individual programmes.
Adult education
Young persons are entitled to enter upper secondary school up to the age of 20. After this they can choose between various forms of municipal adult education. This comprises regular adult education (komvux) and education for mentally handicapped (särvux). The komvux and särvux programmes comprise both basic adult education corresponding to compulsory basic school and compulsory school for mentally handicapped, and voluntary education corresponding to the courses offered by upper secondary school and upper secondary school for mentally handicapped.
Universities and colleges
Almost a quarter of all students go on to higher education within three years of leaving upper secondary school (1992). At university and college they can either take individual courses or a specified study programme. There are universities and colleges at more than twenty centres around the country.
Educational choice and independent schools
Most children attend
a municipal school near their homes, but pupils and their parents have
the right to select another municipal school, or a school independent
of the local authority. Slightly more than two per cent of pupils
in compulsory basic school attend one of the approved independent schools
(1995).
Compulsory basic school
School in Sweden is compulsory for all children between the ages of seven and sixteen. If parents so wish children may start school when they are six. It is the duty of municipalities to provide school places for all six year-olds.
Curriculum, syllabuses and time schedules
A new national curriculum for basic school came into effect in the of 1994. This curriculum is common to the compulsory basic schools, Saami schools, compulsory schools for those with learning difficulties and special schools. It defines the underlying values and basic objectives and guidelines of the school system. In addition, there is a nationally defined syllabus for each individual subject. The compulsory basic school syllabuses indicate the purpose, content and objectives for teaching in each individual subject. Objectives are of two kinds: those which the school must pursue and those which it is the duty of schools to give all pupils the chance of achieving.
On the basis of the curriculum and syllabuses, each municipality is obliged to adopt an education plan. The education plans, syllabuses and curriculum define the scope within which the head teacher, teaching staff and pupils of the individual school adapt teaching content, organisation and working methods to local conditions. This planning is finalised in the school working plan.
There is also an overall time schedule for compulsory school. This indicates the minimum guaranteed time for which pupils are entitled to teacher-supervised instruction in various subjects.
Time schedule
• Swedish - 1 490 hours
• English - 480 hours
• Mathematics - 900 hours (*)
• Geography, History, Religious Education and Civics (combined) - 885 hours
• Biology, Physics, Chemistry and Technology (combined) - 800 hours
• Art Education - 230 hours
• Home Economics - 118 hours
• Physical and Health Education - 500 hours
• Music - 230 hours
• Crafts - 330 hours
• Language options - 320 hours
• Pupil options - 382 hours
Total minimum teaching
time guaranteed - 6 665 hours
(*) The syllabus of mathematics for the compulsary school, see appendix 1.
Profiling and choice of school
The hours set aside for pupil options mean that individual pupils can deepen their studies in one or more subjects. Alternatively, within certain pre-defined frameworks, a school can use these hours to give certain subjects more time than the minimum allotted to them in the time schedule. In this way, teaching at the individual school acquires a distinctive profile.
Goal - and achievement-related grades
To coincide with the
introduction of the new curriculum and syllabuses, a new criterion referenced
system of grades is coming into force. Under this new system, grades are
awarded on a three grade scale from the eighth year of schooling
onwards. The grades are Pass, Pass with distinction, and Pass with special
distinction. A pupil who does not achieve the goals set out in the
syllabus for the ninth year does not receive a grade in that subject, but
has the right to a written assessment. Grades are awarded from the eighth
year of compulsory basic school onwards and relate the pupil’s achievements
to the national objective stated in the syllabus for the subject. Throughout
compulsory school pupils and their parents are to be given regular progress
reports, including meetings to discuss development.
Upper secondary school
All municipalities in Sweden are required by law to offer upper secondary schooling to all students who have completed their compulsory basic schooling. In principle, students have the right to have their primary option fulfilled. Upper secondary schooling is free of charge and voluntary.
Regulations
A new curriculum for upper secondary school and for other non-compulsory types of school (komvux, upper secondary school for mentally handicapped and adult education for mentally handicapped) came into force on 1 July 1994. The Education Act defines the school’s basic role in achieving its overriding objectives. This curriculum presents the basic values of upper secondary schooling, together with its basic goals and guidelines. Documents which specify tuition requirements are programme objectives, syllabuses and grade criteria. Each municipality has to decide on a school plan.
National programmes
There are 16 national programmes, all of which are three years in length. They provide a broad-based general education and provide qualifications for further study at university or college.
The national programmes are guaranteed to cover 2,150 hours for the natural and social science programmes and 2,370 hours for the remainder. There is a set value for the number of hours which the programmes provide for the various subjects. Time may be divided between subjects. All national programmes comprise eight core subjects: English, Art, Physical and Health Education, Mathematics, Natural Science, Civics, Swedish (or Swedish as a Second Language) and Religious Education.
Each programme obtains its emphasis from its specialist subjects. Fourteen of the programmes include vocational subjects and must include at least fifteen weeks at a workplace outside the school. The other two, the Natural Science and Social Science programmes, focus more on university entrance, although it is also possible within the programmes to organise parts of the education in the workplace, in addition to the subject-related work experience which may form part of the programmes. The national programmes also include special project work.
Most of the programmes are arranged into various branches during the second and third years. Students have the right to follow a programme of study in a municipality other than that in which they live. In order to satisfy local needs, a municipality may determine local branches.
The national programmes
• The Child Recreation Programme - Not subdivided (A)
• The Construction Programme - Constructional metalwork, Painting, Building
and construction (A)
• The Electrical Engineering Programme - Automation, Electronics, Installation (A)
• The Energy Programme - Energy, Marine engineering, Heating, ventilation and sanitation (A)
• The Arts Programme - Art and Design, Dance and theatre, Music (AB)
• The Vehcle Engineering Programme - Aircraft engineering, Coachwork, Vehicle engineering, Transport (A)
• The Business and Administration Programme - Not subdivided (A)
• The Handicraft Programme - Various crafts (A)
• The Hotel, Restaurant and Catering Programme - Hotel, Restaurant, Mass catering (A)
• The Industrial Programme - Industry, Process industries, Woodwork, Textile and clothing manufacturing (A)
• The Food Programme - Bakery and Confectionery, Fresh and cured meats (A)
• The Media Programme - Information and Advertising, Graphic media (A)
• The Natural Resource Use Programme - Not subdivided (A)
• The Natural Science Programme - Scientific, Technical (ABCD)
• The Health Care Programme - Health Care, Dental nursing (A)
• The Social Science Programme - Economics, Liberal Arts, Social science (AB)
Individual programmes
An individual programme may vary in length and content and is determined by individual student needs. The aim is for the student to change over at a later date to a national or specially designed programme. Otherwise the student receives a leaving, certificate from an individual programme upon completion of the specified study plan.
Within individual programmes
there is also the opportunity to combine vocational training, as an employee
of a company, with study. This so-called apprenticeship education comprises
three school years.
Courses and grades
Subjects in the upper secondary school are divided into courses. Grades are awarded at the end of each course. The scope of the course is expressed by a number of upper secondary school points. Irrespective of whether the student requires more or less time to achieve course goals, the Pass grade always confers the number of upper secondary school points determined by the course.
There is a syllabus for each course which defines the goals which the tuition should fulfil. In addition, each course has criteria for the various grades which define the level of knowledge which students must attain in order to be awarded the grades Pass and Pass with credit. There are national courses with nationally defined syllabuses and local courses for which syllabuses and grade criteria are determined within the municipality. At the end of upper secondary schooling students receive a leaving certificate which summarises the grades they have achieved in all courses studied.
There are 5 courses of mathematics, A-E, at the upper secondary school. In the above list of national programs, we have described the obligatory courses of mathematics included in the different programs. For the syllabi of the courses, see appendix 2 (in Swedish).
Upper secondary school students can be examined in courses which are part of the programme before grades have been set, or if they have been awarded a fail grade in that course. All those who do not study at upper secondary school may be examined in all courses organised as part of national programmes.
Choice of school and independent schools
Most upper secondary
schools are municipal and most students attend school in the municipality
where they live. Students may also opt to attend schools in another municipality,
e.g. if the programme of their choice is not available in their own municipality.
Students may also opt to attend an independent upper secondary school.
Higher Education
Organisation of studies
The academic year runs from the end of August to the beginning of June, 40 weeks, with an average of 40 study-hours per week for full-time studies including lectures etc. and independent studies. The 40 weeks include periods for examination preparation and thesis writing.
The language of instruction is usually Swedish, but there are an increasing number of courses given in English, sometimes also in other languages. However, much of the literature studied is in English. Very often, postgraduate education is conducted in English. There are also Masters’ programmes in English for foreign students.
Grades are generally given on a three-level scale: Pass with Distinction, Pass and Fail ("väl godkänd, godkänd, underkänd"). A number of programmes, however, use only a two-level scale: Pass and Fail. Others, like Law and Engineering, use scales with several levels - expressed as letters or numbers.
Studies are organised either in the form of "utbildningslinjer/program" (study programmes) or "fristående kurser" (single-subject courses), both leading to a degree. Sweden has a system of credit points ("poäng"), where one term of successful full-time studies with a workload of 40 hours per week can yield 20 points, one year 40 points. A "major" is normally 60 points and includes a thesis.
The forms of teaching used in Swedish higher education are lectures, seminars, laboratory and project work. The number of lessons per week varies between different kinds of education. Continuous examinations are held throughout the course, normally through written examinations or seminars with papers. Students who fail their examinations may repeat them. Normally, students are required to obtain 20 credit points in a course before they can go on to the next level of 20 points in the same subject if they take single-subject courses. Such courses are studied one at a time and students choose courses each semester. Students are required to do an independent project or thesis of an analytical and problem-solving character at the end of their studies, as a final control of knowledge and ability achieved in the whole programme subject. In general, there is no longer a final oral examination.
Before 1993 there were about 100 general study programmes ("allmänna utbildningslinjer"), established by Parliament and varying in length from 40 to 220 points. Until 1989 the curriculum for the general programmes was planned by the National Board of Universities and Colleges, with more detailed planning decided by local programme committees. In 1989 the whole responsibility for curriculum planning was decentralised to the higher education institutions. After 1993 it is also these institutions who decide which programmes and courses to offer and how they should be organised, as long as the degree requirements are met.
In some fields there are programmes of varying length called "påbyggnadslinjer" which require a degree from previous studies. For students who have regular jobs, single-subject courses are often offered in the evenings and on a part-time basis, or as distance education courses. Part-time studies are planned to take twice as long time to complete as full-time studies. The single-subject courses have served one of the objectives of the 1977 reform: to make higher education a forum for recurrent education. They also offer a possibility for an individually chosen combination of studies as an alternative to the set study programmes. The students can decide whether they want to study for a full degree (e.g. "filosofie kandidat-examen") or only take courses giving a certificate ("utbildningsbevis").
After completion of a full programme the student obtains a degree ("examen"). (The English word ’examination’ means in Swedish "tentamen"). The "examen" is named after the field of studies or the occupation involved, with an official translation into English. The principle for this translation has been, except for a period after 1993, that degrees based on 120-140 points are translated as Bachelor’s degrees and degrees based on 160 points or more as Master’s degrees. Degrees from shorter programmes than 120 points were earlier translated with ’University Certificate’, later with ’University Diploma’ (See below). Students may obtain degree certificates in English on request. The degree certificates contain detailed information as to the contents of the degree. Certificates and degrees are issued/awarded by the university/ institute/ university college/college of health sciences and they need no other authorisation.
Postgraduate Education
Postgraduate education is at present offered at the universities of Stockholm, Uppsala, Linköping, Lund, Göteborg, Umeå and the University of Agricultural Sciences in Uppsala; the Royal Institute of Technology and the Karolinska Institute in Stockholm, the Stockholm School of Economics, Chalmers University of Technology; Luleå University of Technology and the University College of Jönköping. The principle in the Swedish system of doctoral studies is that the studies are systematically planned with courses and a doctoral dissertation ("doktorsavhandling"). It should be possible to complete the doctoral degree ("doktorsexamen") after 4 years of full-time study, but the average time taken is around 6 years. Each student is entitled to individual supervision and the dissertation is defended in public with an opponent (external examiner), often from abroad. The dissertation may be written either as a monograph or as a so-called composite dissertation, consisting of a number of published research papers and a summary. It is published and distributed to all universities.
Apart from "doktorsexamen" (doctoral degree), there is a "licentiatexamen" (licentiate degree), a research degree with a shorter qualifying period: a minimum of 2 years of courses and a smaller dissertation than the doctoral dissertation. The licentiate dissertation is defended in a seminar with an opponent. This degree was reintroduced in the 1980’s starting with the technical faculty, which is the faculty having the most licentiates because of the demand from industry. There was an older kind of licentiate degree before 1972 with other criteria than the ones mentioned above.
Scientific research after the doctoral degree may lead to the title "docent", but there are no longer special positions for "docent"-holders in the higher education system.
Admission to Undergraduate Education
Higher education in Sweden has two kinds of eligibility requirements: general and specific requirements. The general requirements are common to all higher education and are as follows:
1.completed secondary school ("fullständigt avgångsbetyg från gymnasieskola") or adult secondary school ("komvux") or folk high school ("folkhögskola") or 25 years of age plus 4 years of working experience or foreign secondary school of minimum 12 years.
2. knowledge of Swedish and English from the last year at upper secondary school. Although teaching is in the Swedish language, a great deal of the literature is in English which is the reason why English is required. For visiting students a one-year intensive course in Swedish is offered at most of the universities.
The specific requirements
vary according to the field of higher education.
Competition is usually
keen due to the fact that there is a numerus clausus for all education.
The selection of students is based on secondary school results
and/or a special higher education aptitude test ("högskoleprov").
Some faculties are also introducing other tests. "Högskoleprovet"
(the National University Aptitude Test) is a tool for the selection as
an alternative to school results. It is not compulsory and not an entrance
test. The test checks the aptitude for university studies.
Initial Training of Teachers
Swedish teacher training has changed in the last few years. Students used to be trained to teach all subjects in primary school, junior or intermediate level, or to teach a certain set combination of subjects in secondary school, lower or upper level. In 1988 a new teacher training programme was introduced, "grundskollärarutbildning", parts of which are common to all teachers in primary and lower secondary school. Teachers are trained for work in grades 1-7 (Swedish and social sciences or mathematics and natural sciences) or grades 4-9 with specialisation in one of five different tracks:
• Swedish and foreign languages
• Social sciences
• Natural sciences
• Mathematics and natural sciences
• Practical/artistic subject + another subject
The length of the education is 140-180 points.
Teacher training for upper secondary school ("gymnasielärarutbildning", formerly "ämneslärarlinjen") is most often based on a certain combination of subjects within one and the same field, like mathematics-natural sciences, languages, humanities etc, a total of 180-200/220 points. Since 1992 it is possible, in principle, to combine any two subjects within a teacher training programme. These subjects are studied at the university up to a level giving eligibility for doctoral studies, 60 or 80 points.
It is also possible first to study the subjects at the university and then a 40-point education course ("praktisk-pedagogisk utbildning" including pedagogics, teaching methods and teaching practice) at the teacher-training institute/faculty. This is again possible also for teachers for lower secondary school, as an alternative to the "grundskollärarutbildning".
Pre-School Education
Earlier, pre-school teachers were trained at special pre-school training seminars. In 1977, pre-school training and post-school. Recreational teacher training were brought together into the higher education system. In connection with the 1993 higher education reform, programmes and qualifications for pre-school teaching and recreation were merged into a single program providing a diploma in child and youth training with different options for specialisation.
Compulsory Education
Earlier teachers in the elementary schools were trained at special teacher training colleges or via seminars. In 1977, teacher training was brought into the higher education system. In the Autumn of 1988 after a decision by Parliament, a new line teacher training programme was introduced for the compulsory school. This replaced the earlier teaching programmes for class teachers in the lower and intermediate levels of the compulsory school (years 1-6) as well as the subject programmes for the upper levels (years 7-9). An important principle in changing the training for compulsory school teachers was that the compulsory school should be regarded as a coherent unit. This led to teacher training being directed towards the compulsory school without there being any direct connections with the upper secondary school. Teacher training for the compulsory school came to be organised within an education line with the aim of creating a more integrated culture for teachers in the compulsory school.
A new teacher training program was established in 1992-93 for the higher age groups in the compulsory school. It aimed at providing greater focus on subject knowledge and at stimulating variety and diversity in education. The 1993 higher education reform means that there is a single compulsory school teaching diploma with specialisation in different age levels; pupils in school years 1-7 in compulsory school and pupils in school years 4-9 of compulsory school.
Upper Secondary Education
Prior to the 1977 higher education reform, students were able to supplement their theoretical studies at university or university colleges with practical pedagogical training from a teacher training college in order to become an upper secondary school teacher. After this, training was organised for upper secondary school teachers in theoretical subjects in programmes that were restricted to subject lines and which lasted from between four to five and a half years in duration. The practical pedagogical programme of 40 points (one year) which in the first instance was intended for those who had undergone at the minimum an undergraduate training programme in the subject area connected to teaching in the upper secondary school was still offered. A new upper secondary teacher training program was established in the academic year 1992-93. This means that the existing 40 point training programme was opened up to new categories of prospective teachers, particularly those who at a relatively late stage wished to enter the teaching profession.
The upper secondary teacher training aims as far as possible at organising the training of teachers for both theoretical and vocational subjects jointly, in order to better integrate this with the new upper secondary school where the need for co-operation between teachers from different fields will be greater. The flexible teacher training programme should increase the opportunities for matching the supply of trained teachers to the upper secondary school’s need for different categories of teachers.
The 1993 reform of the university and university college system means that nowadays there is a single upper secondary teaching diploma focusing on all subjects (either theoretical, vocational or a combination of both).
Decision-making Bodies in Initial Teacher Training
Government regulations state the additional requirements to be fulfilled by the diploma in child and youth training, compulsory school teaching and upper secondary school teaching. Apart from these general regulations, universities and university colleges are free to decide on their own goals and on how the programmes are to be organised.
Reform
The Government has appointed a commission of inquiry to review teacher training. Its task includes defining objectives and principles for regulation of teacher training and providing proposals on the content of various teacher-training courses. The commission will also deal with issues relating to the dimensioning of and recruitment to teacher-training courses, and also make proposals regarding teachers’ in-service and supplementary training and research connections of the initial teacher training.
The commission is also to propose measures to boost recruitment to teacher-training courses in mathematics, natural sciences and technology, and to bring about more even gender distribution in recruitment to teacher-training courses. In 1998 the commission of inquiry also got the task to propose training for school heads within the public school system. Its report was issued in May 1999. At the moment the report is being referred for consideration.
Admission Requirements
With effect from autumn 1997, clearer and more uniform national rules will apply to eligibility, selection and admission to universities and colleges. The rules for basic eligibility have been supplemented to adapt them to the new marking system at upper secondary school. To be eligible for studies in higher education, a pupil leaving upper secondary school must have passed courses comprising at least 90 per cent of the number of upper secondary "points" required for a complete programme.
Admission to undergraduate studies at universities and university colleges is for a course or programme of study (consisting of courses). To be admitted, the applicant must have the basic qualifications for eligibility and, in addition, any specific qualifications prescribed by the university or university college concerned. Applicants are eligible for admission if they have completed a three-year national program at an upper secondary school or the equivalent Swedish or foreign education, or have acquired equivalent knowledge through other activities. Also applicants living in Denmark, Finland, Island or Norway, and are eligible to higher education in their home countries are eligible to higher education in Sweden. Applicants whose native language is not Swedish, Danish, Faeroes, Icelandic or Norwegian shall have an adequate command of Swedish.
Anyone who has turned 25 years the calendar year the school starts, and has been gainfully employed for at least four years prior to the calendar year in which the programme begins or has in some other way acquired experience and has a knowledge of Swedish and English equivalent to having completed the national upper secondary school program, is also eligible for admission.
Any specific previous knowledge that universities or university colleges may require must be necessary to be able to follow the course of study. They may, for example, require knowledge in particular subjects from the national programmes in the upper secondary school or equivalent knowledge, knowledge acquired from one or more university or university college courses or set conditions which are determined by the course of study or are of importance for the professional field relevant. In selecting students, one or more of the following criteria are used: grades, university aptitude test, other special examination, previous education and work experience. If the applicant qualifications are equally good, the selection can be made with consideration to which sex is underrepresented, in order to encourage the recruitment of applicants from the underrepresented sex. The applicant may also cite special reasons for admission.
The criteria used in selecting students to a course intended for beginners are grades and university aptitude test in combination with work experience. Usually a third of the places are distributed on basis of grades and a third on the basis of result on the university aptitude test in combination with work experience. Half of the places distributed from the last group shall be distributed on basis of both grades and result on the university aptitude test and half of the places on result on the university aptitude test only. For all universities and university colleges in the country there is a common university aptitude test.
Curriculum, Branch of Study, Specialisation
The Higher Education Act stipulates the general goals the student has to achieve before obtaining a degree for higher education. In addition to this the Degree Ordinance, annexe three of the Higher Education Ordinance, stipulates what specific goals the student has to fulfil before obtaining a certain degree. The universities and university colleges decides themselves how to organise the education and how to fulfil the goals.
Pre-school Education
The diploma in child and youth training may be awarded for specialisation as a pre-school teacher or for work as a recreation leader. The diploma is awarded on completion of a course of a total of 120 points (3 years of studies) and on completion of supervised practical training or equivalent experience. In the degree ordinance in addition to the general goals set out in the Higher Education Act, there are a number of additional goals to be fulfilled for a student to obtain the diploma in child and youth training.
• good and relevant subject knowledge for teaching,
• knowledge and skills needed for a pre-school teacher or recreation leader to realise the goals of school activities and contribute to its development,
• good self-knowledge and social competence and the team skills and abilities necessary to co-operate with others in common tasks,
• such insights in education theory and practice, didactics, psychology and methodology required to run relevant activities,
• the ability to illuminate important general human issues that may be connected to e.g. ethics and daily living, equality between the sexes, the environment as well as international and inter-cultural issues,
• knowledge acquired on such societal and family relationships influencing women’s and men’s living conditions,
• present a dissertation dealing with the relationship between scientific theories students are familiar with and their relationship to future work tasks,
• good ability to plan, implement, evaluate and develop work with children and young persons in groups as well as having a good knowledge of the social services and the school in terms of goals, activities and organisation,
• ability to use computers and other IT-tools for learning and to obtain knowledge as well as in teaching youth/pupils.
In addition to this, the specific goals of the different universities and university colleges apply.
Compulsory Education
There are two different options for the compulsory school teacher training program. The first concerns years 1-7 in the compulsory school and covers 140 points (3.5 years of studies). The second concerns years 4-9 and usually covers 180 points (4.5 years of studies).
In the compulsory school training program aimed at teaching in years 1-7, there are two special options available. Swedish and subjects with a social study orientation, in addition to mathematics and science subjects.
Teachers are also being trained to be able to teach in all the compulsory subjects as set out in the curriculum for years 1-3, and in a number of other subjects up to the 7th year. The programme contains courses in all these subjects for all students.
There are two ways of obtaining a diploma for teaching years 4-9. The first alternative consists of subject studies for a total of 140-180 points (3.5 - 4.5 years of studies), the latter being the most common. The specialisation for years 4-9 contains 4 options with different subject combinations. Swedish and foreign languages, social study oriented subjects, mathematics and science subjects as well as practical arts subjects in combination with an additional subject.
The second way of obtaining a teaching diploma for the later years of the compulsory school, was introduced in 1992-93, and required a total of at least 180 points (4.5 years of studies). The main subject requires at least 60 points in subject studies and in the other teaching subject(s) a minimum of 40 points. When art or music are involved, a minimum of 80 points is required in these subjects. If domestic science, sports, crafts or Swedish are a part of the programme, then at least 60 points is required in these subjects. The programme allows a free choice of subject and subject combinations, and students should be able to study these in the order they wish.
The degree ordinance contains the following goals, in addition to the general goals set out in the Higher Education Act. A student will have to fulfil these to obtain a compulsory school teaching diploma:
• good, and in terms of teaching tasks, relevant subject knowledge,
• the knowledge and skills needed for teachers to realise the goals of the school and contribute to the development of the activity of the compulsory school,
• good self-knowledge and social competence and as a result the ability to carry out the work of a teacher, and in co-operation with others solve the tasks that occur,
• such insights into education theory and practice, didactics, psychology and methodology required to run relevant activities and solve normal health care problems that may occur in school,
• ability to illuminate important general human issues that may be connected to e.g. ethics and daily living, equality between the sexes, the environment as well as international and inter-cultural issues,
• knowledge acquired on such societal and family relationships influencing women’s and men’s living conditions,
• ability to use computers and other IT-tools for learning and to obtain knowledge, as well as in teaching youth/pupils,
• present a dissertation dealing with the relationship between scientific theories that the student is familiar with and their relationship to future work tasks
To obtain the compulsory school diploma focusing on teaching for years 1-7, the student shall, in addition, have:
• special knowledge on teaching basic reading and writing skills and/or teaching basic mathematics.
At least 40 points of professional training and practice is an integrated part of the training. This includes practical experience in a grundskola or a "gymnasium" during the training. The teaching practice is supervised by a teacher in the school where the practice takes place.
In addition to this, the specific goals of the different universities and university colleges apply.
To be admitted, the applicant for years 1-7 must have the basic qualifications for eligibility and, in addition, specific qualifications in mathematics from the upper secondary school as follows
• Swedish and subjects with a social study orientation Course ABC
• Mathematics and science subjects Course ABCD
Those who follow the program with Swedish and subjects with a social study orientation and like to have special knowledge on teaching basic mathematics usually must take a 10 point course in mathematics.
Years 1-7-students with mathematics and science subjects as special option must take 20 points of mathematics.
To be admitted, the applicant for years 4 - 9 must have specific qualifications in mathematics from the upper secondary school equal to course ABCD.
Years 4-9-students with mathematics and science subjects as special option must often take 30 points of mathematics. But the situation is different at different universities. I vary between 20 and 40.
Upper Secondary Education
An upper secondary teaching diploma may be awarded for core subjects or for programme specific subjects. Subjects studies and/or relevant vocational training and experience, including practical pedagogical studies, is required for the diploma.
The diploma is awarded on the completion of at least 180, 160, 100 or 40 points. Depending on the choice of subject combinations or subject, completion according to one of the following alternatives is required:
Alternative 1, at least 180 points (4.5 years of studies). At least 80 points of subject studies for teaching in a core subject or in a programme specific subject, as well as subject studies of at least 60 points in another core subject or programme specific subject.
Alternative 2, at least 160/100 points (4/2.5 years of studies)
At least 60 points of subject studies for teaching in a core subject or in a programme specific subject, as well as at least 60 points of relevant vocational higher education studies in a programme specific subject. Also, substantial vocational experience is required.
Alternative 3, at least 100/40 points (2.5/1 years of studies)
At least 60 points of relevant vocational higher education studies for teaching in a programme specific subject. Also, substantial vocational experience is required.
The relevant vocational higher education studies may, however, be substituted by other forms of relevant vocational education.
When modern languages, Swedish, social studies, natural sciences, or practical arts subjects are involved, then at least 80 points are required in these subjects.
Normally, the main subject requires at least the 60 points level. But in natural sciences, social studies and Swedish only a 40 points level is required for one of the included subjects.
Relevant communications skills, knowledge and experience of the culture and every-day life where a certain language is spoken, are special requirements for teaching in modern languages.
The diploma shall state for what kind of teaching it is intended. At least 40 points of professional training and practice is an integrated part of the training. This includes practical experience in a grundskola or a "gymnasium" during the training. The teaching practice is supervised by a teacher in the school where the practice takes place. The degree ordinance contains the following goals, in addition to the general goals set out in the Higher Education Act. A student will have to fulfil these to obtain an upper secondary school teaching diploma.
• good, and in terms of teaching tasks, relevant subject knowledge,
• the knowledge and skills needed for teachers to realise the goals of the school and contribute to both the development of the activity of the upper secondary school as well as upper secondary adult education activities,
• good self-knowledge and social competence, and as a result the ability to carry out the work of a teacher and in co-operation with others solve the tasks that occur,
• such insights into education theory and practice, didactics, psychology and methodology required to run relevant activities and solve normal health care problems that may occur in school,
• ability to illuminate important general human issues that may be connected to e.g. ethics and daily living, equality between the sexes, the environment as well as international and inter-cultural issues,
• knowledge acquired on such societal and family relationships influencing women’s and men’s living conditions,
• ability to use computers and other IT-tools for learning and to obtain knowledge, as well as in teaching youth/pupils.
• present a dissertation dealing with the relationship between scientific theories students are familiar with and their relationship to future work tasks.
In addition to this, the specific goals of the different universities and university colleges apply.
Higher Education
At universities in university colleges the following teaching positions exist: professor (including acting professors), lecturers (including acting lecturers), junior lecturers (including acting junior lecturers) and research assistants as well as part-time teachers and guest lecturers.
The highest teaching position attainable is a professorship. A professor’s work normally covers both education and research. Only those who have displayed both scientific and pedagogical qualities are appointed as professors.
Evaluation and Certificates
During their studies, students are continuously evaluated through tests and through the writing of papers. Students who fulfil the requirements receive a degree from the higher education institution on completion of the programme. The degree shall state the different purposes the programme is intended to fulfil. Higher Education ordinance contains regulations which inter alia stipulate which qualifications may be awarded in undergraduate education. Teaching diplomas may be awarded in the following areas:
University Diploma in Child and Youth Training
University Diploma in Art Education
University Diploma in Aviation Education
University Diploma in Folk High School Education
University Diploma in Education for Compulsory School
University Diploma in Education for Upper Secondary School
University Diploma in Home Economics Education
University Diploma in Physical Education
University Diploma in Music Education
University Diploma in Craft Education
University Diploma in Special Education
To receive a diploma in child and youth training, compulsory school teaching or upper secondary school teaching, the student shall have completed supervised practise or gained equivalent practical experience. In the most recent teacher training programme for compulsory school shall the complementary additions that are required for a didactic specialisation within the subject education be part of the practice and pedagogical education.
Promotion, Advancement
Career prospects for teachers within the school area are to-day relatively limited. Being a supervisor or head teacher is a very different job from being a pre-school teacher or a teacher. This is not determined at the national level. The Government has, however, expressed its view that the municipalities and county councils should increase the career opportunities for teachers e.g. through having increased pedagogical responsibility for an institution, a subject or group of subjects, or for in-service training.
Appendix
1
Syllabus
for the compulsory school 1994. Mathematics
Appendix
2
The
syllabi of mathematics for he upper secundary school (in Swedish)
Appendix
3
Why
a new program for eacher education in mathematics in Sweden?