Marketized Education: How Regulatory Failure Undermined the Swedish School System

2016 ◽  
Author(s):  
Johan Wennstrrm
Keyword(s):  
School System ◽  
Regulatory Failure ◽  
Swedish School

scholarly journals Governance of Swedish school mathematics — where and how did it happen? A study of different modes of governance in Swedish school mathematics, 1910-1980

2017 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Johan Prytz
Keyword(s):  
School System ◽  
School Mathematics ◽  
Drivers Of Change ◽  
Teaching Literature ◽  
Short Period ◽  
History Of ◽  
Research Questions ◽  
The 1960S ◽  
Modes Of Governance ◽  
Swedish School

The aim of this paper is to revise a standard narrative about governance of the Swedish school system in the period of 1910-1908. According to this narrative, the Swedish school system was centralized during this period. However, this narrative does not fit the history of Swedish mathematics education (years 7-9). The research questions are: where in the school system was change initiated and how was change enforced? On the basis of studies of syllabi, textbooks, teaching literature, teacher journals and reports from investigations and development projects, different modes of governance of school mathematics are identified. The main results are that textbook producers rather than national syllabi and exams were drivers of change in the period 1910-1960. Moreover, the centralized attempts to change school mathematics, prepared in the 1960s, were soon abandoned in the early 1970s. Thus, centralized governance of Swedish school mathematics, with the ambition to achieve change, was something that took effect relatively late and during a very short period of time.

How to Create Sustainable Nonviolence Curriculum in Public Schools in Sweden

2021 ◽  
pp. 743-762
Author(s):  
Giuseppina Wright
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Public School Systems ◽  
School Settings ◽  
Governmental Organizations ◽  
Quantitative Results ◽  
Swedish School ◽  
And Training

Author argues the urgent need for nonviolence training and the contemporary challenges of implementing such plans. Furthermore, chapter briefly discusses the eruptions of violence and experienced in Europe, along with innovative ways to educate all stakeholders. In addition, the chapter includes a case study of a Swedish school, with research of contemporary nonviolence training and curriculum. The chapter will benefit a variety of entities and organizations, such as educators in public school systems and governmental organizations. Findings suggest a growing concern amongst educators, students and parents due to escalating threats and acts of violence in school settings. Moreover, findings indicate partial integration of sustainable nonviolence curriculum into some Swedish schools. Author proposes to integrate and implement nonviolence training into the Swedish public school system as nationally mandated integrated subjects. Further research suggests additional research conducted to measure qualitative and quantitative results nonviolence curriculum and training.

scholarly journals Transitions in the Swedish school system and the impact on student’s positive self-reported-health

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Malin Rising Holmström ◽  
Niclas Olofsson ◽  
Kenneth Asplund ◽  
Lisbeth Kristiansen
Keyword(s):  
School System ◽  
Reported Health ◽  
The Impact ◽  
Swedish School

scholarly journals « Le tournoi des langues » : L’enseignement des langues étrangères dans le système scolaire suédois, 1807-2003

2004 ◽  
pp. 229-255
Author(s):  
Béatrice Cabau-Lampa
Keyword(s):  
School System ◽  
Language Teaching ◽  
Foreign Languages ◽  
Social Transformations ◽  
Current State ◽  
The Status ◽  
French And English ◽  
Swedish School

This paper analyses the various issues that influenced the foreign languages policy in the Swedish school system during the 19th and 20th centuries. In fact, language teaching has always occupied a dominant place in the Swedish school system, which remained elitist until the introduction of common compulsory basic schooling in 1962. Language teaching developed not only with different school system reforms in response to social transformations, but also with a succession of foreign influences. The first part of this article examines the development of the Swedish school system. Then, the status and organization of language teaching as a whole are analyzed, before examining the three foreign languages taught : German, French, and English. In conclusion, the article describes the current state of language teaching in Sweden.

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