Many students in the Swedish and Norwegian compulsory school do not have quali­fi­cation to search for further education. There is a large part of those pupils who have a different native language than the country?s majority language. These students? possi­bi­lities to a fair and equal education is regulated in national laws and regulations of school activity, the so-called governing documents. The purpose of this study is to compare Norwegian and Swedish governing docu­ments regarding education for pupils with another native language.

AimOur aim with this study was to examine how outdoor education is designed and experienced in three upper (senior) levels of compulsory school in Stockholm, and to compare it with the Norwegian equivalence.MethodOur method has been interviews with ten teachers, of whom six are Swedish teachers and four are Norwegian teachers. Two Swedish teachers are teaching in other subjects than Physical Education, four are teachers in Physical Education, two are teachers in Norway in Physical Education at and two are teachers in Norway at university level. Questionnaires were used to examine the Swedish pupils? attitudes towards outdoor education. 90 questionnaires were delivered, and 70 answered them.

This essay is a study about the school introduction of immigrant pupils in the Swedish compulsory school. The purpose if this study is to examine the organisation municipal school introduction for immigrant pupils in the compulsory school in Södertälje. The method I have used is qualitative research method which depends on interviews and analysis of documents.The result shows that the municipal is without a plan for the school introduction of the immigrant pupils and that the individual compulsory school has the main responsibility for the school introduction of the immigrant pupils. The result also shows that there is a need of increased teaching of mother tongue. There is also a need of competence development within intercultural pedagogy.My conclusions are that a municipal plan for the school introduction of immigrant pupils should increase the immigrant pupils? possibility to a shorter time of introduction to the compulsory school..

This paper examines the ideological content of the compulsory school policy of the Swedish Liberal Party. The aim of the study is to investigate whether the Liberal Party does really represent a liberal policy for the compulsory school, or if it is more accurately described as conservative. The analysis is carried through by two separate critical examinations of the Liberal Party motion on school politics to the parliament and the Conservative Party motion on school politics to the parliament respectively. A comparison is then made between the ideological contents of the two documents. The specific party policies are linked to universal definitions of liberalism and conservatism with the help of an analytical tool consistent of a series of educational philosophies.

Each municipality in Sweden have to offer all children a place in a pre-school class starting the autumn term of the year the child turns six until it starts compulsory school. Despite the fact that it is a non-compulsory education, 95 % of all six-year-olds attend pre-school class.The purpose of this study has been to explore how pre-school and compulsory schools organize the pre-school children?s transition to pre-school. It also aims at examining how teachers? co-operate in order to fulfill the commission of the national curriculum and how they make a smooth transition to the new school for the children.Research questions: In what way do teachers in pre-school and compulsory school co-operate in in order to make the children?s transition easy? What part of the process and which operators are most important for the children in the transition? To what extent does the school organization fulfill the commission of the national curriculum regarding co-operation between pre-school and compulsory school?To answer these questions I have used a qualitative method where I have made seven interviews as well as a text analysis of annual reports from the studied schools.

The aim of this essay has been to increase the knowledge of which resources there are in compulsory school, their function and how they are experienced by teachers and students. By individual interviews I have examined teachers experiences of their work with students in need of support in core subjects. I have also examined how students experiences the help that they get and if they want to change anything. In my essay I have concentrated in a few main questions, such as; which resources compulsory school uses, teachers work with students in needs of support in core subjects, the extension of students needs, how students experience the help that they get, how they feel about education in smaller groups and if there are any differences in needs, among students, connected to gender. Literature has earlier shown that there are too few resources in compulsory school and that students in need of support doesn?t get the help that they need.

Previous studies have shown that teachers in school are having an insufficientknowledge about the bullying at their own school. These studies are based from pupils point of view at the senior level of the nine-year compulsory school. Based on this literature we became critical and wanted to examine this closer.The purpose of this essay was to find out and to examine how the staff in two different senior level of compulsory school notice, prevent and counteract bullying in their daily line of work. With this essay we hope to get the schools attention and understanding about this existing problem. We have done a qualitative study using qualitative method for collection of data.

This thesis, entitled The Headmaster and the Music, is based on interviews with four headmasters, who are all working in the Swedish compulsory school. The purpose is to investigate how they view music, both in general and as a school subject. Since the research on this topic is scarce, the study can be described as explorative.The result shows that the headmasters? personal experiences have an impact on the way they view music. Four different focus points on music in school have emerged from the material, and these represent the four very different views that each headmaster holds.

The purpose of this study is to examine the critically raised concern on whether the Liberal party of Sweden, in policies regarding the compulsory school, really represents a liberal policy or if it actually functions more as an ambassador for conservative ideals. An ideology analysis is employed for the purpose of answering the research question, which asks if the party?s changed viewpoint on the compulsory school between the years of 1990 and 2010 could be understood in terms of an ideological alternation. The analysis is carried out by an examination where the party?s policies are linked to common definitions of the two political ideologies, with the assistance of an analytical tool consistent of a series of educational philosophies.

AbstractThe purpose of this study is to illuminate if the preventive practices and the identification of early signals about reading and writing difficulties is different between two Norwegian and two Swedish teachers' work in preschool. Research questions focused on the differences as well as similarities between Swedish and Norwegian educators working preventively current literacy in preschool, and their efforts when they identify signals to reading and writing difficulties.The study has been conducted through interviews with four female teachers, two who work  in Norway and two in Sweden.Swedish and Norwegian teachers work preventively on reading and writing, analysis resulted in three categories; books in text and pictures, words and rhyming chants and songs. No differences between Norwegian and Swedish pedagogues? prevention methods could be identified, however Norwegian teachers put more focus on rhythm and rhythmic pat exercises than the Swedish educators.The conclusions are that the Norwegian teachers mention more preventative approaches and early intervention for children with suspected dyslexia, than the Swedish teachers in the study makes. The Norwegian teachers also seem to have access to more expertise in connection with suspected dyslexia, compared to the Swedish teachers.

AbstractIn this study. I have compared four different schools, two preschools and two compulsory schools. My purpose has been to get a view of, to which extent they use technology in their education.I have also compared boys and girls.The result has been achieved with the aid of questionnaires.It shows that the pedagogues in the preschool, think they use technology every day. They use it in their games, experiments, food situations and even when the children are dressing them selves.The pedagogues in the compulsory schools work with technology, without reffering to the actual concept. They use the nature and experiments, to involve the children in technology.One of the schools has a film project.

This thesis, entitled The Headmaster and the Music, is based on interviews with four headmasters, who are all working in the Swedish compulsory school. The purpose is to investigate how they view music, both in general and as a school subject. Since the research on this topic is scarce, the study can be described as explorative.The result shows that the headmasters? personal experiences have an impact on the way they view music. Four different focus points on music in school have emerged from the material, and these represent the four very different views that each headmaster holds.

AbstractThe purpose with this paper is to describe focus in the school subject swedish through a historic perspective. The purpose is also to intestigate how a group of pupils in the last grade in upper (senior) level of compulsory school and teachers with the subject swedish thinks about the subject, what is the most meaningful to pupils in the last grade in upper level of compulsory school.The history of the Swedish school system from the 15 th century till today and the entrance of Swedich as a subject in school has been studied by literature and curriculum. With help from Mr Lars-Göran Malmgrens analysis of different swedish subjects the curriculums analyses to see which subject who appear.Pupils from the last grade in upper level of compulsory school and their teachers in the the subject swedish have answered questions in two different questionnaires regarding what is most meaningful with the subject. The result are to be present in this paper as diagram and also in ordinary text.The conclusion is that the subject swedish has changed from functionalism to formalism and then turned to a more literary education and finally towards functionalism again. The results from the questionnaire papers show that the pupils put most value in learning different skills while the teachers see the importance of both skills and developing the personality..

The purpose of this study is to examine the critically raised concern on whether the Liberal party of Sweden, in policies regarding the compulsory school, really represents a liberal policy or if it actually functions more as an ambassador for conservative ideals. An ideology analysis is employed for the purpose of answering the research question, which asks if the party?s changed viewpoint on the compulsory school between the years of 1990 and 2010 could be understood in terms of an ideological alternation. The analysis is carried out by an examination where the party?s policies are linked to common definitions of the two political ideologies, with the assistance of an analytical tool consistent of a series of educational philosophies.

This thesis, entitled The Headmaster and the Music, is based on interviews with four headmasters, who are all working in the Swedish compulsory school. The purpose is to investigate how they view music, both in general and as a school subject. Since the research on this topic is scarce, the study can be described as explorative.The result shows that the headmasters? personal experiences have an impact on the way they view music. Four different focus points on music in school have emerged from the material, and these represent the four very different views that each headmaster holds.