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.

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.

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.

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.

Society and the workplace are two factors that are important for the individual's health status. It is important that the individuals has the right skills to take care of their health. For organizations, it is important to strive for the welfare of their employees. This has proven to have a positive impact on work performance, reduced absenteeism and reduced costs for rehabilitation. In 2007, the local authorities in Umeå implemented a wellness offering for all employees working in the municipality administration.

The purpose of this Master thesis is to increase the knowledge about how public libraries can contribute to fulfil political programmes aimed towards integration. To achieve this we have conducted an evaluative case study about a public library in Sweden and the activities they carried out within the framework of the metropolitan policy programme Storstadssatsningen?. The questions raised consider which the political aims for integration within this programme were, which activities the library did accomplish, what the result in comparison with the politically decided aims was, and what conclusions can possibly be drawn from this? The theoretical framework consists of theories regarding evaluation, political programmes, integration and segregation, and public library-activities.

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.

[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.

AN EVALUATION OF EFFA-VÄSTERS PARENT PROGRAMME FOR PARENTS WITH CHILDREN 2-4 YEARS- A qualitative and quantitative research focused on content, effects and implementationAuthors: Fritz, Jesper & Johansson, LinaSupervisor: Koutakis, NikolausÖrebro UniversityAcademy of Law, psychology and social workSocial Work ProgramSocial Work 41-60 pointsC-essay, 15 pointsAutumn term 2008AbstractThis study is written on commission by The Unit for prevention which is a part of the Social welfare Services in the district of Örebro. The social work practice carried out by the unit is based on universal prevention, which includes providing parent programmes. The aim in this study is to describe and evaluate the EFFA-Väster parent programme, which has been compiled by social workers working at the unit, with regard to the content, effects and implementation of the program. The study is based on a non-experimental inquiry of an experimental group which has been subjected to a pre- and post test. Further, observations has been made of every program session to examine whether the program is implemented in accordance with the intention and how the program is received by the participants.

By studying the forms of work and methods teachers choose for their teaching on the Business and Administration Programme and by examining the experiences gained by these teachers, I hope to gain a clearer insight into how the demands of national policy/governing documents are met in the actual teaching of the courses within the programme. In my qualitative study,teachers in a team from a Business and Administrative Programme have been my informants. The team combines multiple forms of work and methods in line with the intentions of the national policy/governing documents. Students usually have an unbroken school day with block teaching where they work with case studies and interdisciplinary  work. Morals and ethics are integrated in class.

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.

Sweden is in the initial phase of forming a national forest programme (nfp). The establishment of an nfp has been evoked by international policy developments and a national debate questioning Swedish forestry and forest policy. National forest programmes are participatory processes for the development and implementation of forest-related policies and international commitments. Hence, the aim of this master thesis is to assess the stakeholders? acceptance of participation and integration of international issues within the Swedish national forest programme.

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.