Abstract This paper focuses on whether individual development plans as well as Action programmes are needed.Pupils in need of particular support get to be involved in an Action programme ? the school needs to provide any particular support a pupil needs. However, the individual development plan does not substitute the Action programme. Thus an Action programme as well as an individual development plan will be provided to students in need of particular support.The individual development plan follows the pupil throughout the entire education, regardless of whether its content changes, whilst the Action programme pertains to a limited period of time. Pupils that are not in need of particular support are not likely to need to set goals for themselves in addition to those already set outside of school.

The purpose of this thesis is to find out if principals and teachers have experience, expectations and thoughts about the differences that the new Education Act means in relation to the old one about Action programme. Through qualitative interviews with two principals and four teachers, I have tried to answer my research questions that I have made based on the purpose. The questions are: How do the interviewees describe the routines about Action programme?  Has, according to the interviewees, the routines been changed with the new Education Act? How do teachers and principals experience the differences between the old and new Education Act regarding the Action programmes?The results of my survey shows that the process of Action programme is different at different schools and that it has been adapted to the new Education Act in varying degrees. These results give differences in the experiences of the new directives.

The purpose of this thesis is to find out if principals and teachers have experience, expectations and thoughts about the differences that the new Education Act means in relation to the old one about Action programme. Through qualitative interviews with two principals and four teachers, I have tried to answer my research questions that I have made based on the purpose. The questions are: How do the interviewees describe the routines about Action programme?  Has, according to the interviewees, the routines been changed with the new Education Act? How do teachers and principals experience the differences between the old and new Education Act regarding the Action programmes?The results of my survey shows that the process of Action programme is different at different schools and that it has been adapted to the new Education Act in varying degrees. These results give differences in the experiences of the new directives.

The purpose of this study is to learn about educationalists´ apprehensions and their experiences of working with Action programmes within the compulsory school's earlier years. Two issues have been composed in order to meet this purpose. They are also the foundation of the interview questions, which are enclosed at the end of the essay.The purpose with the issues is to look into educationalists´ work with Action programmes. Another purpose is to find out how they consider an Action programme should be formulated in order to function as a support for students in need of special aid.From the study the result shows that the apprehensions of working with Action programmes are separating from one teacher to another. The informants of the study indicate the importance differs inviting both pupils and parents to participate in the entire process.

Certifications is common for IT in relation to individual program languages or program applications. Certifications for educations that endures several years is not as common to see. In this paper the situation for the Systems Science programme is researched, by investigating how the programme looks around in Sweden. Also by using interviews, show how companies and people responsible for the programme in Umeå, think the contact is between them and how the knowledge of the Systems Science students are from the view of the companies that employ them. In the end the conclusions show that there are differences in the Systems Science programme, and that the companies have quite a similar view of what the Systems Science students are good and not so good at.

The purpose of this work is to find out what female students think about Skogsmästarprogrammet (Forest Management ? Bachelor?s Programme) at the Swedish University of Agriculture. The programme has existed since 1945 and in total over the years 1974 - 2007 about 10 % females have been studying at the programme. Today 15 % of the students are women, and the goal is to reach at least 30 %. The central question in the present work is to investigate how it is possible to increase the proportion of women.

During the years of development in the 60s and 70s the need for new housing in Sweden arose. Sweden was going to be the most modern country in the world. This period has later been called ?the time of the big programmes?. One of the parts in this building of a welfare society was a large policy of building politics with few counterparts in history.

This essay describes social workers view on the action contact person. The study was qualitative and six social workers were interviewed on the topic. The effort contact person were chosen as the object for this study since it is the most common action given to young people, despite the lack of research about this subject. The result was analyzed out of conduct action theory and the theory of street level bureaucrats as well as scientific research in this area. The result of this study shows that most of the social workers consider the action as positive.

Municipal safety work is an issue frequently discussed. The new legislation about accident prevention obeys the Swedish municipality to present an action program for accident prevention. In Borlänge municipality there has been no sanctioned proposal for a program. This report presents the problems found and gives proposals for improvements in the future safety work. The guiding words should be unambiguousness, able to control and not too complicated.

This study intends to examine why the Swedish children?s programme Bolibompa is produced the way it is during a larger catastrophe. Our intention was to find out how the editorial staff, in the children?s department in the public service television of Sweden (SVT),was handling the Estonia disaster, the September 11 attacks and the Asian Tsunami. To accomplish that, we first had to find out how the children?s programme looked during these catastrophes and also understand how the editorial staff was working with children?s programme during ordinary days.To achieve our purpose we have been interviewing five persons from SVT, who was involved in producing the children?s programme during these three catastrophes.

Our purpose with this essay was to make a comparative study of the methadone programme in Sweden versus Denmark. We wanted to examine the issue by illustrating the historical and recent development of the drug political policy and the growth of the methadone programme in both countries.We chose to work with the following questions:1. What differences occur in the methadone programme if you compare the same in Denmark and Sweden? 2. How is the respective methadone programmes designed? 3.

In this qualitative user evaluation, users from the Krami-programme in Borla?nge have been interviewed on what they consider to have been positive changes in their social situation after participating in the programme. The respondents also point out factors in the programme that have supported these changes. The method consisted of interviews with five men who have undergone the Krami programme.The results show that Krami primarily helps the users to get an employment which results in the repeal of criminogenic factors. This plays an important part in the positive change of the users self-esteem, which tends to lead towards ?unlabeling? of the individual as ?criminal?.The study also indicates other factors in the program that the users found helpful in their process of change highlighting the interaction between authorities, the approach of the Krami- staff and also the common rules that the participants has to agree upon.

[saknas].

For most pupils homework is a natural part of school and their education and there are several providers of homework assistance: the pupil's parents, sibblings, friends, Internet forums, hired private tutoring, non-profit organisations and at times even the pupil's school. This study has investigated the use of the school-based homework assistance programme at the Upper Secondary School of Psychology in Stockholm and why the programme is not more frequently used by its pupils. The school offers homework assistance two hours each Thursday afternoon, with at least two teachers being present to tender for the school's 127 pupils. The cost of the programme has been estimated to approximately 12 500 Swedish kronor per week. Through the main use of a questionnaire given to both the school's students and teachers, as well as an interview with the school's headmaster, this study will show that despite receiving the opportunity few pupils take part of the programme on a regular basis.

Positive action is measures that usually constitute discrimination but which are justified when achieving the purpose of an effective equality between people of the society. Positive action regarding gender is regulated in primary law, secondary law and case law of the EU whereas positive action regarding other discrimination groups is regulated in secondary law and negligible regulated in case law.There is a boundary between positive action and discrimination. Primary law gives little guidance on determine that boundary. Secondary law provides more advanced guidelines of how to determining were the boundary is.When determining were the boundaries lays between positive action and discrimination the guidelines given by the European court of justice in case law can be used. The majority of these guidelines are focused on positive action regarding gender.