From Preschool Pedagogy

to Nanotechnology
Education and research in Sweden
Production: Blomquist Annonsbyrå
Printing: Edita
Photo: Martina Huber, Government Offices, Colourbox (page 9), Matton Images (page 13)
Article number: U13.009
Preface

In an increasingly globalised world the knowledge citizens have plays an

increasingly greater role. Sweden, and other countries compete on the basis of
their knowledge, and knowledgeable individuals are our main asset. For this
reason education and research are vital for growth and thus our welfare, at the
same time as they contribute to the overall level of education, and the
development and critical thinking of individuals.
  For Sweden to maintain its success during the 21st century, we must invest
in the future and in the education system. This involves improving outcomes in
schools, adult education and higher education, and achieving new
breakthroughs in research.
  More knowledge and completed education provides people with better
opportunities on the labour market. Education also gives individuals the power
and opportunity to shape their own lives.
  From preschool and upwards, education of high quality enables children and
young people to receive a good start in life. The school creates such opportunities
for all children, irrespective of gender and background.
  The upper secondary school, adult education and higher education provide
educated people and preparation for the labour market so that pupils and students
are better equipped with relevant knowledge and skills. In Sweden there are good
opportunities for further education and changing professional orientation.
  The driving forces underpinning research are both curiosity and usefulness;
both basic and applied research contribute to strengthening our competitiveness.
  You can read more about the Swedish education system and the Government’s
policy on knowledge in this booklet.
jann lipka

Government Offices

Jan Björklund Maria Arnholm

Minister for Education, Minister for Gender Equality,
Deputy Prime Minister Deputy Minister for Education

3
4
 Education and research

Lifelong learning starts in the important early years
of childhood and continues throughout the whole of
the life-cycle. From preschool and upwards, children,
young people and adults are encouraged to acquire
knowledge and think independently. This should
create knowledgeable and creative individuals,
which is crucial for Sweden to be able to grow as a
knowledge nation.
place in preschool, that pupils in need of special support
receive it, and that employees wishing to further their
studies have the right to leave of absence.
Quality, equivalence and high accessibility are the
foundations of the education system. Key features are a
system characterised by public funding, management by
goals and results, and a high degree of decentralisation.
Compulsory and upper secondary schooling is always free
of charge, and there is a generous and general study support
system.

Close to half of the population have taken part in some
form of education over the last year. High participation in
studies is a result of major initiatives in education over a
long period. In the last few decades, and particularly in
recent years, a number of substantial reforms have been
carried out in education and research in order to strengthen
Sweden’s position as a knowledge nation in the era of
globalisation.
Sweden has strong traditions in education with not only
substantial public education, but also voluntary initiatives
and liberal adult education. The first university was
established in 1477, the public elementary school was
introduced in 1842, and adult education associations have
been in existence for more than 100 years.
Everyone’s right to equivalent education
Everyone, irrespective of background or other
circumstances, has the right to education in Sweden. In
practical terms, this means that children have the right to a
Equivalent, yet not the same
Sweden has succeeded relatively well in making education
equivalent for everyone in terms of access, organisation and
content. The fact that all education should be equivalent
does not mean that it should be the same everywhere. In the
preschool, compulsory and upper secondary schools, each
child’s and pupil’s circumstances, needs and level of
knowledge should be taken into account. Education
organisers, preschool teachers and teachers strive to achieve
the knowledge requirements for the national goals of
education, but have a large measure of freedom in
determining how this is to be achieved.
Access to adult education is high, not least thanks to
initiatives taken to increase flexibility and expand
infrastructure. Recruitment from different sectors of society
to higher education is relatively broad. Universities and
university colleges are located throughout the country, and
distance education also provides good opportunities for the
working population and older persons.

Population by level of education, 2011 Distribution of costs for the education system, 2010

Years
70 Other school forms/ Preschool 19%
activities 16%
Preschool
60 class 2%
University/
university
50 college 19%
Compulsory
school 30%
40
Upper secondary
30 school 14%

20
20 000 40 000 60 000 80 000 100 000 120 000 140 000

Pre-upper secondary education Upper secondary education

Post upper secondary education, Post upper secondary education,

Source: SCB
less than 3 years 3 years or more

5
Funding of education and research
Tuition is free of charge at many levels
Municipal and central government tax revenues provide the
funding for the public school system. Independent schools
at compulsory and upper secondary level are also wholly
financed out of public funds.
The major part of school funding comes from municipal
tax revenues, but parts of the funding also come from a
central general government grant to the municipalities.
This is supplemented by targeted central government grants
for special initiatives, such as in-service training of teachers,
and projects to develop the teaching of mathematics.
Costs per pupil place can vary between schools and
municipalities. In less populated municipalities, many
children need transport to school, while some municipalities
may have a large proportion of pupils with a foreign
background, and thus higher costs for mother tongue tuition.
All municipalities are guaranteed equivalent financial
conditions in accordance with a special equalisation system.
Amongst other things, this means that all children and
pupils should have conditions for access to education that
are as similar as possible in all parts of the country.
Higher education is free of tuition charges and largely
financed out of public funds through central government
appropriations. As of autumn 2011, however, students who
are not citizens of any country in the European Economic
Area or Switzerland, are required to pay tuition fees for
studies at first cycle and advanced levels in Swedish
universities and university colleges.
Generous study support at all levels
No one needs to be deprived of the opportunity to study
because of their financial circumstances. The study support
Number and distribution of study support
recipients, 2011
Study funds abroad Compulsory school level
29 930 pupils 21 532 pupils
Upper secondary
level
111 601
pupils
Post upper
secondary level Total
329 285 pupils 492 348 pupils
6
system in Sweden is intended to support and broaden
recruitment and thus contribute to high participation in
education. This should also help to reduce differences in
conditions between individuals and groups in the population,
and thereby contribute to greater social equity. Study support
should also have beneficial effects on the economy over time.
Study support mainly finances students’ living costs
during studies, and is given to students, independently of
parental or family income. There are different kinds of
study support to meet varying needs. Study support
consisting of both grants and loans can be given to students
in higher education and to adults studying at both
compulsory and upper secondary school levels. Study support
is also provided for both part-time and full-time studies,
and can also be used for studies abroad. Young persons
studying at upper secondary level can receive study
assistance too, and if they are below the age of legal majority
this is paid to the student’s parent or guardian. Some groups,
such as students with children and persons with disabilities,
can sometimes receive special support.
Research through public financing
Public financing of research and development takes place
through direct appropriations from the central government,
municipalities and county councils, and also via research
councils, research funding agencies and the EU. Research
and development is also supported through research
foundations and private foundations. The largest proportion
of resources in Sweden, however, comes from industry and
these funds are almost exclusively handled within the
private sector.
Source: CSN
Distribution and size of study funds paid
(Grants and loans), 2011, SEK millionS
Foreign studies Compulsory school level
2 380 SEK millions 589 SEK millions
Upper secondary
level
3 858
SEK millions
Post upper
secondary level Total
18 510 SEK millions 25 337 SEK millions
Steering of the school and higher education

Responsibility for the school system* is shared between the
Riksdag, government, principal organisers (state, municipality,
county council or independent school organisers), agencies
and authorities in the school area and the schools themselves.
The principal organiser has overall responsibility for
implementation and through this creates good opportunities
for the participation and influence of teachers, preschool
teachers, other school staff, children, pupils and parents.
A large measure of freedom at the local level exists as the
system is managed by goals and results.
Frames and goals are set out in different national steering
documents decided on by the Swedish Riksdag and
government. For schools, the following steering documents
are laid down—the Education Act, ordinances on school
forms, curricula, syllabuses and timetables. These stipulate
goals and guidelines, what subjects are to be available and
the minimum guaranteed number of tuition hours pupils
are entitled to in different subjects. Based on the national
steering documents, organisation and working approaches
adapted to local circumstances are chosen. Municipalities
and independent school organisers are responsible for
financial management, follow-up and evaluation of their
respective parts. This means education providers have great
responsibility in organising their work to achieve the goals
set up.
A new Education Act has been in use since 1 July 2011.
The new act covers education from preschool up to adult
education, and the legislation provides a foundation for
knowledge, freedom of choice and security in all school
forms, and other activities covered by the Education Act.
For adult education, the act has been in use since 1 July 2012.
Headteachers and heads of preschool,
teachers and preschool teachers
Many studies show that teachers are the most important
factor in determining pupils’ success in school, and that
headteachers are important in creating the conditions for
teachers and pupils in their work. Not least important is the
dialogue on teaching between headteachers and teachers.
The government has as a result taken multi-year initiatives
in education and research for both teachers, preschool
teachers and headteachers.
Through the initiative, the Boost for Teachers, teachers
have broadened and deepened their knowledge particularly
in subject theory and subject didactics. The initiative has
been aimed at giving teachers the opportunity to become
eligible for further in-service training if they are teaching
in subjects for which they have no formal education.
By means of the initiative, the Boost for Preschool,
preschool teachers, childminders and others in the
preschool have received targeted in-service training focusing
mainly on the child’s language and mathematical
development. The initiative on continuing education
continues for preschool teachers and preschool heads in the
areas of assessment, follow-up and children in need of
special support. Teachers and preschool teachers also have
the opportunity of participating in what are called ”Schools
of Research” and after obtaining a Licentiate degree and
pedagogical qualifications receive the title of senior lecturer.
To tighten the requirements for teaching in school and
preschool, a certification requirement was introduced for
teachers and preschool teachers from 1 July 2011. By december
2013 in principle only those who have professional certification
can be employed permanently. The aim is to raise the quality

There are three school authorities working on increasing the quality and outcomes of schools

• The National Agency for Education follows up and evaluates the school system, other forms of education and
other pedagogical activities, draws up steering documents and supports municipalities and other principal
organisers in their activities. The work is carried out through e.g. support for nationally prioritised in-service
training and competence development of staff.
• The Swedish Schools Inspectorate is responsible for approving school organisers of independent schools,
supervision in the school system and quality examination.
• The National Agency for Special Needs Education and Schools is responsible for the state’s overall support
for special needs for persons with disabilities.

* The school system is made up of the preschool, leisure-time centres, the preschool class, the compulsory school and corresponding compulsory
school forms, upper secondary school and equivalent for persons with learning disabilities, as well as adult education.

7
of schooling and the status of teachers and preschool
teachers so that all pupils and children receive high quality
teaching from qualified and committed pedagogues.
All newly appointed headteachers attend a new training
programme to obtain the knowledge required to be able to
lead the school. The training programme is compulsory for
all newly appointed headteachers who do not have
corresponding education or working experience. Heads of
preschool can also attend the training programme, but on a
voluntary basis.
Freedom for universities and university colleges
State universities and university colleges are autonomous
agencies under the auspices of the government. Their
activities are regulated through laws and other regulations
in the higher education area, and through resources and
other frames decided on by the Riksdag and the government.
There are also private providers of higher education that
have been given the right by the government to award
certain degrees.
The Higher Education Act contains the overall provisions
for higher education, and in an appendix of the Higher
Education Ordinance the system of qualifications contains
the specific targets set out for each type of higher education
qualification. Based on these frames, universities and uni-
versity colleges themselves decide how the appropriations
they receive are to be used.
The Swedish Higher Education Authority is responsible
for regularly evaluating the quality of higher education and
making decisions on the right to award qualifications.
Freedom of research is safeguarded at institutions of
higher education. Important principles are that researchers
are free to choose the problems they wish to research,
develop methods and publish their findings.
Democratic values – the foundation
The inviolability of human life, individual freedom and
integrity, the equal value of all people, equality between
women and men, and also solidarity between people are the
values that the school should represent and impart. These
fundamental democratic values should permeate all
education, at all levels in Sweden.
The school should actively and consciously further equal
rights and opportunities for women and men. The ways in
which girls and boys are treated and assessed in school, and
the demands and expectations placed on them, contribute
to shaping their perception of gender differences. The
school has a responsibility to counteract traditional gender
patterns. It should thus provide scope for pupils to explore
and develop their ability and interests independently of
gender. Gender equality in the school thus deals with each
girl or boy having the opportunity to develop their abilities
and interests without being restricted by stereotyped
gender attitudes. In a school characterised by gender
equality, choice of study and profession are individual
matters and not restricted by gender.
Zero tolerance should be the norm regarding degrading
treatment and discrimination in learning environments.
This covers everything from bullying in the school
playground to discrimination against students in higher
education. The new Education Act contains provisions on
measures to counteract degrading treatment.
The Child and School Student Representative is a part of
the Swedish Schools Inspectorate and should as a special
instance, amongst other things, carry out certain tasks
concerning measures to be applied against degrading
treatment in accordance with the Education Act. The Child
and School Student Representative can represent children
and pupils and in cases for damages in accordance with the
provisions. The Education Act states that all who work in
the school are under an obligation to report any suspected
cases of degrading treatment or discrimination.
As of 2009 a new anti-discrimination act applies which
in principle covers all areas of society including education.
No one may be exposed to discrimination on the grounds of:
• gender,
• transgender identity or expression,
• ethnic affiliation,
• religion or other belief system,
• disability,
• sexual orientation, or
• age.

National minorities
Sweden has five distinct national minorities: Jews, Romanies, Samis, Swedish and Tornedal Finns. These groups
have existed in Sweden over a long period and have their own religious, language or cultural affiliation, as well as a
desire to preserve their identity.

Children who belong to a national minority have the right to instruction in their mother tongue in school if they have a
basic knowledge of their mother tongue. All children in Sweden in accordance with the curriculum acquire knowledge
about the history, culture, language, and religion of the national minorities. A number of universities and university
colleges have been charged with providing education in the national minority languages.

8
International cooperation
International cooperation and increasing mobility at all
levels is an important part of the work of increasing
internationalisation and thus quality in the area of
education. Many students in higher education institutions
study parts of their education in a country other than
Sweden, and there are also good opportunities to pursue
workplace-based education abroad. From preschool to the
upper secondary school, teachers, teacher trainees, children
and youth take part in partnerships, study trips, education
programmes, cross-border work placements and projects in
cooperation with educational institutions or other actors
abroad. In addition, many foreign teachers, students and
pupils come to teach or study for a period in Sweden.
Swedish research has many international contacts and
the mobility of researchers is a key element in the work of
maintaining a high level of scientific quality. Sweden and
Swedish research also derive great benefits from cooperation
with international bodies such as the European Organisation
for Nuclear Research (CERN) and the European Space
Agency (ESA).
Sweden has wide-ranging cooperation with other countries
and with international organisations, councils and
associations in the area of education and research. This
applies to the EU, the Council of Europe, the Nordic Council
of Ministers, the OECD and UNESCO. In EU cooperation,
Europe 2020 and Education and Training 2020 are
characterized strategic frameworks for cooperation in the
education area. The goals of cooperation are primarily:
• to make lifelong learning and mobility a reality,
• improve the quality and effectiveness of education,
• promote equal rights for all, social cohesion and active
citizenship, and
• increase creativity and innovation, including
entrepreneurship, at all levels of education.
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10
Areas of responsibility
The Swedish education system covers the
school system, higher education and adult
education. Other pedagogical activities, some
specific forms of education, research and
development are also areas of responsibility
of the Ministry of Education and Research.

11
Preschool

Enjoyable learning, play and creativity. Children Proportion children in preschool and pedagogical
care, 2011
should have a stable foundation in safe surroundings
for their future schooling and lifelong learning. Others 13,9%

Proportion in
pedagogical Proportion in
All municipalities are obliged to provide preschooling for care 3,4% preschool 82,7%
children aged between 1 to 5 years. In general, preschools are
open from morning to evening throughout the year, closing
only at weekends and on national holidays. Preschooling is
publicly funded and has low fees irrespective of parental
financial position with a cap on fees.
Although all preschools follow the same curriculum, not
all preschools are the same. The opposite holds true, as there Source: CSN
is a wide range of pedagogical approaches and orientations.
The basic idea is that care, socialisation and learning all
form parts of a meaningful whole. Children should be
encouraged to play, be creative and enjoy learning. Great
emphasis is attached to stimulating the language and
mathematical development of children. Creative activities,
questions concerning the environment and nature
conservation are given great scope. Some preschools
specialise in music, language or gender equality, whilst
others focus on nature with the children spending much
time outdoors in all weathers.
Preschool teachers and preschool heads are pedagogically
responsible for content and implementation.
The foundation values and tasks of preschool are laid
down in its own curriculum which was revised in 2010.

Other pedagogical activities

There are also other forms of pedagogical care such as open
preschool, open leisure-time centres, as well as care during
the period when the preschool or leisure-time centre is not
available. Pedagogical care for children aged from 1 to 13 may
be provided through family day care home or different
multi-family solutions. The aim of pedagogical activities
and care is to stimulate the child’s learning and development,
and also prepare children for further learning.
The task of the open preschool is to provide children
with pedagogical activities in co-operation with adults at
the same time as they interact with adults in a social setting.
Registration is not necessary, participants themselves
decide when and how often they wish to take part. Open
leisure-time centres for children aged 10–13 should supple-
ment education in the school and provide children with the
opportunity for development and learning, as well as
meaningful recreation.

12
Preschool class

Play, creativity and exploration. For six year-olds the Proportion pupils in preschool class, school year
2011/2012
path to the compulsory school is via the preschool Proportion not Proportion 5 years
class – a soft transition where children can securely participating 2,5% 0,9%
Proportion
become accustomed to the world of the school. 7 years 1% Proportion 6 years
95,6%

Nearly all six-year-olds in Sweden participate in the

preschool class, as this provides a soft transition between
preschool and school. The preschool class is a voluntary
school form that is free of charge and intended to encourage
the development and learning of each child and provide Source: Swedish National
preparation for further education. It should take a holistic Agency for Education

view of the child and the child’s needs, and is most often
arranged in conjunction with the compulsory school where
the child will start in the first class. One important goal is
that the preschool class, compulsory school and leisure-time
centre are to be more closely linked, and through the
interactive mix of different pedagogical traditions
strengthen each other. This integration aims at creating a
more coherent education system underpinned by a shared
view of the child, knowledge, development and learning.

13
Leisure-time centre
Proportion registered children in leisure-time centres,
Play, learning, excursions, help with homework, 2005–2011
%
football and rest. Between the ages of 6 to 13, pupils 90
who attend school or the preschool class can go to a 80
leisure-time centre before and after school. 70

60
The leisure-time centre is intended to supplement education
50
in the preschool class and school and stimulate the child’s
40
development and learning, and provide opportunities for
meaningful recreation. The leisure-time centre also enables 30
parents to combine parenthood with work or studies. Most 20
children attend a leisure-time centre which is coordinated 10
with the school. Leisure-time centres are open throughout
0
the year, and their opening hours are adapted to school 2005 2006 2007 2008 2009 2010 2011 Year
hours and holidays. Proportion 6–9 years old Proportion 10–12 years old Number of registered children
per department
Source: Swedish National Agency for Education

14
Compulsory school
Reading, writing, counting – baking and carpentry.
In the compulsory school, pupils develop the basic
skills and knowledge that will be useful for their
future studies and as members of society.
All children between the ages of 7 and 16 are required to
attend school, and have the right to education in the
nine-year compulsory school. Children who cannot attend
the regular compulsory school due to certain functional
impairments can attend a compulsory school or special
school for such children.
The compulsory school covers the subjects of Swedish,
mathematics, English, social and science subjects, language
options, and also practical and aesthetic subjects such as
crafts, art, home and consumer studies, physical education
and health, and music.
The compulsory school and its corresponding school forms
are governed by national curricula where the foundation
values of the school, and fundamental goals and guidelines
are laid down. The syllabuses state the aim and the core
content of each subject. National timetables are given for
each subject or group of subjects, the minimum guaranteed
number of tuition hours each pupil has a right to.
Most children attend a municipal school close to their
home. There are also many independent schools that are
open to any pupil. These schools are not permitted to
charge pupil fees and must be approved by the Swedish
Schools Inspectorate. According to the new Education Act,
independent schools should as far as possible follow the
same rules and provide the same rights as municipal schools.
Sami children can attend a Sami school up to the sixth class.
The government has initiated a number of changes in
the compulsory school aimed at strengthening pupils’
knowledge. New curricula and syllabuses with knowledge
requirements in the compulsory school and corresponding
school forms apply as of autumn 2011. Amongst other things,
the intention is to make the steering documents clearer
without restricting the freedom of teachers in their choice
of methods and working approaches.
Cost per pupil in municipal compulsory school
(changes during the last decade)
SEK
90 000
80 000
70 000
60 000
50 000
40 000
30 000
20 000
10 000
0
93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 1
0 Year
Total cost School meals
Teaching Teaching material/equipment/school library
Premises
Source: Swedish National Agency for Education
There is a special state grant to strengthen learning in the
early school years, focusing on the basic skills of reading,
writing and counting. To enable pupils in need of special
support to be identified earlier, national tests in mathematics,
Swedish and Swedish as a second language have been
introduced in year 3. A special initiative has been taken in
mathematics, science and technology. Compulsory schools
wishing to develop their teaching in mathematics receive
stimulus grants, and funds have been used to strengthen
teaching in science and technology in early school years.
National tests has been introduced in school year 2013/14
in science (biology, physics, chemistry) in year 9 in the
compulsory school, and also in social studies (geography,
history, religion and civics) in years 6 and 9.
In autumn 2012 a pilot project with the leading-edge
education in school years 7–9 started. The aim of leading-
edge education is to provide pupils with the opportunity to
develop their knowledge and skills as far as possible, for
example, by starting to study upper secondary school
courses while in the compulsory school.
A new grading scale with more levels has also been
introduced.
15
 Upper secondary school

Astronauts, dentists, chefs or plumbers? Students
should be able to lay the foundations for their future
dreams in the upper secondary school.
After compulsory school almost all students proceed to the
upper secondary school, which is optional. Municipalities are
obliged to provide students between the age of 16 and 20
with an all-round choice of programmes, either under their
own auspices, or in conjunction with other organisers. The
orientations provided and the number of places should as
far as possible be adapted to the wishes of students. A national
curriculum sets out the foundation values of the upper
secondary school, its tasks and overall goals.
It is important that more students than is the case today
complete upper secondary education with satisfactory
outcomes. Reforms to the upper secondary school have been
introduced, with the first students starting in autumn 2011.
The new upper secondary school should better correspond
to the needs of students aiming to continue studying in
higher education, and those who wish to start working or
choose advanced vocational education on completion of
upper secondary schooling. Six diploma programmes
preparatory for higher education, and 12 vocational
programmes leading to a vocational diploma are provided.
Students attending a vocational programme also have the
right to study in order to obtain basic eligibility for higher
education, but this is no longer a necessity. More scope can
thus be given to vocational subjects. Admission requirements
have been tightened, and this means that students must as a
minimum have passing grades in Swedish, English and
mathematics, and also in nine other subjects to be eligible
for a programme preparatory for higher education. The
vocational programmes require passing grades in Swedish,
English and mathematics, and in five other subjects.
An apprenticeship education, where at least half of the
education is spent at a workplace, is included as an alternative
to school-based vocational education. Specially designed
programmes have been removed, but the National Agency
for Education may decide on special variants for national
programmes. Some possibilities also exist for programmes
with nationwide recruitment. The earlier individual
programmes have been replaced by five introductory
programmes for students who are not eligible for the national
programmes. Pilot projects with leading-edge programmes
in mathematics, natural sciences, social sciences and the
humanities are also being run. In addition, there is a pilot
project involving a fourth year in the Technology Programme
for students wishing to study an upper secondary
engineering course.
Students with learning difficulties can attend an upper
secondary school for learning disabilities. Education in
these schools is adapted to each student’s circumstances and
corresponds as far as possible to the education provided in
the upper secondary school.

Number pupils in independent and municipal compulsory

schools, 2000–2011

350 000

300 000

250 000

200 000

150 000

100 000

50 000

0
00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12 Year

Municipal Independent Source: Swedish National Agency for Education

16
Adult education
Language, computing, choral singing and leadership.
By tradition Sweden has long has an adult education
system that is broad and flexible, and adapted to
people’s needs and different life situations.
The school system for adults contains municipal adult edu-
cation (komvux), special needs education for adults (särvux)
and Swedish tuition for immigrants (sfi). In addition, adult
education also comprises higher vocational education, some
supplementary education and liberal adult education. A
wide range of courses enable individuals to develop and
deepen their knowledge in both public and private settings.
This could be to satisfy the desire to increase competence in
working life, change profession or become eligible for a
certain type of further education.
Adult education policy focuses on supporting the individual
and also strengthening the development of adult learning
through access to counselling, validation and study support.
The education is typified by a high degree of accessibility and
flexibility. Adult education in municipalities is in principle
almost exclusively course based, which provides good
opportunities for individuals to build on their knowledge in a
flexible way based on an individual study plan.
Liberal adult education is mainly provided by folk high
schools and adult education associations. It has long played an
important role for adult learning in Sweden. It strengthens and
develops democracy, makes it easier for the individual to shape
their life situation, reduces educational gaps and raises the
general level of education. Liberal adult education is typified by
great breadth and freedom. It is intended for everyone and
covers a wide range of subject areas.
Folk high schools and adult education associations receive
grants from the state, municipalities and county councils. The
state sets up the aims for the state grant, but the organisers
themselves determine the goals.
Municipal vocational education continues during 2013 – an
initiative in vocationally oriented upper secondary adult
education within municipal adult education. The initiative
should facilitate employment and counteract the shortage of
people with vocational skills.
Swedish tuition for immigrants,
Number pupils per mother tongue
Total
96 136 Arabic 21%
Others 38%
Somali 10%
Bosnian/Croatian/
Thai 6%
Serbian 3% Polish 5%
Turkish 3% Spanish 4%
Kurdish/Northern Kurdish 3% English 4%
Persian 3%
Source: Swedish National Agency for Education
The Swedish National Agency for Higher Vocational
Education was established in 2009 and has an online portal
providing information about post upper secondary vocational
education that is not part of higher education. They share a
common regulatory framework and national quality assurance.
The programmes can lead to 2 different qualifications – a
diploma in higher vocational education, and an advanced
diploma in higher vocational education which also covers
independent work. Vocational expertise plays a pivotal part in
the programmes that should aim at fulfilling the needs of
working life for the right competence. The participation of
working life in the planning and implementation of the
education is important, not least since the majority of the
programmes contain modules directly related to working life.
Programmes exist, for example, in IT, finance, healthcare,
tourism, restaurants, building, agriculture, media and
technology. Key factors in the success of higher vocational
education are its close cooperation with working life.
All adult immigrants lacking basic knowledge of the
Swedish language and who are registered in a municipality
have the right to Swedish tuition for immigrants. The starting
point should be the needs and circumstances of the individual.
The principal organiser should act so that the education can be
combined with other measures for integration, such as
validation or rehabilitation. It should also enable education to
be combined with work.
17
Higher education
Knowledgeable, independent, and critical thinking
individuals. High demands are imposed on the
capacity of higher education to prepare students for
their future working lives in a changing world.
A flexible system comprising both educational programmes
and independent courses are the hallmarks of higher
education in Sweden. Today there are a total of 33 public
universities and university colleges, in addition to a number
of private education organisers with the right to award higher
education qualifications. The main tasks of higher education
institutions are education and research, but they also
cooperate with the surrounding society, provide information
about their activities, and work to achieve useful research
results, for example through dissemination to a broader
public.
In addition to providing knowledge and skills, higher
education should contribute to students’ ability to make
independent and critical assessments, and to independently
identify, formulate and solve problems. The interests and
knowledge students wish to acquire should be instrumental
in the orientation of higher education and its dimensioning,
but account should also be taken of the needs of the labour
market.
To bring higher education in Sweden in line with European
cooperation in the Bologna process, a new education and
degree structure was introduced in 2007. The new structure
divides higher education into first cycle, second cycle and
18
Distribution of whole year students between different
subject areas, school year 2010/11
Other areas 3% Humanities and
theology 16%
Technology 14%
Arts areas 2%
Natural sciences
10%
Health and
social care 6%
Law and social
Medicine and sciences 43%
odontology 5%
Unknown 1%
Source: Swedish Higher Education Authority
third cycle levels. Education at the first and second cycle
levels is provided in the form of courses which can be
combined into an education programme. This is a flexible
system that also strengthens the opportunities to return to
higher education after completing a degree, or to study
shorter courses for professional development in working life.
There are three different categories of qualifications:
general qualifications, qualifications in the arts area, and
professional qualifications. Universities and university
colleges are allocated resources for education at first and
second cycle levels based on the number of students and
completed higher education credits.
The majority of higher education institutions in Sweden
provide instruction in English and accept students from
abroad. Many Swedish students also choose to study part of
their education in another country.
Students have the right to be represented on the boards
of the university or university college and in other decision-
making and preparatory bodies, discussing education and
student issues.
The government is also working on raising the quality of
higher education through increasing resources, incentives
for improving quality in the resource distribution system,
and more rigorous quality evaluations. The volume of
student applications and the needs of the labour market
will increasingly determine the dimensioning of education.
The government is working to improve the scope for
validating foreign education and professional experience.
This also involves improving the opportunities for
supplementing foreign higher education qualifications,
amongst others, for persons with qualifications in health
and medical care from third countries, and teachers with
foreign qualifications.
19
Research

Climate and communication, pandemics and
energy. Research in Sweden tries to develop
solutions to global challenges.
Sweden is a one of the leaders in international research in a
number of areas, and is one of the countries in the world
investing most in research and development in relation to
gross domestic product (GDP). In 2010 public funds
corresponding to 1.09 per cent of GDP were allocated.
Of publicly financed research in Sweden, close to two
thirds is carried out at universities and university colleges.
The larger institutions of higher education carry out
research in most subjects and areas. At smaller institutions,
research is most often focused on a specific area, or research
areas which are important for local industry. Other publicly
funded actors carrying out research are industrial research
institutes, some sectoral agencies, as well as municipalities
and county councils.
A common infrastructure is a prerequisite for high quality
research in a small country such as Sweden. For this reason,
there are facilities and other resources for research in
different places in the country that can be used by a number
of research groups. Expensive equipment and large computer
networks can thus be used more effectively.
The government wishes to strengthen Sweden’s position as
a research nation and thus its scientific competitiveness in a
globalised world. During the period 2009-2012, state
appropriations for research and development were
substantially increased. At the same time a new method was
introduced to allocate parts of these appropriations. The
method used is based on quality indicators that take account
of the amount of external funds applicants have obtained,
earlier scientific production, and also how often applicants’
publications are cited by other researchers. A special
initiative has been taken for research in areas of strategic
importance for society and industry. Amongst other things,
this involves identifying and finding solutions to global
problems and challenges, such as climate change,
environmental technologies, critical illnesses and space
research. Other strategic areas are those where companies
in Sweden carry out their own R&D, and where state
initiatives can support development.
Special funds are also given for commercialising research
findings. Research and innovation that can be transformed
into products and services is an important prerequisite for
growth and an investment in future growth. Funds are also
set aside to provide greater access to funding in the early
stages of commercialisation, and special innovation offices
have been established at some universities and university
colleges.

R&D funds by recipient in the central government budget

Current prices Price level

2011 2012 Change 2011 2012 Change

Universities and
universities colleges 14 110 14 531 421 14 287 14 531 244

Research funding
agencies and authorities 7 878 8 395 517 7 977 8 395 418

Defence agencies 2 223 2 463 240 2 251 2 463 212

International agencies 10 25 15 10 25 15

Other civilian agencies 4 753 5 267 514 4 813 5 268 454

Source: SCB

20
Authorities and
agencies

Ministry of Education and Research

(Utbildningsdepartementet)
www.sweden.gov.se

Swedish National Agency for Education (Statens skolverk)

www.skolverket.se

Swedish Schools Inspectorate (Statens skolinspektion)

www.skolinspektionen.se

Swedish National Agency for Special Needs Education

and Schools (Specialpedagogiska skolmyndigheten)
www.spsm.se

The Sami Education Board (Sameskolestyrelsen)

www.sameskolstyrelsen.se

Swedish Higher Education Authority

(Universitetskanslersämbetet)
www.uk-ambetet.se

The Swedish Council for Higher Education

(Universitets- och högskolerådet)
www.uhr.se

The Swedish Research Council (Vetenskapsrådet)

www.vr.se

Information about research in Sweden

www.forskning.se

Swedish Board of Study Support

(Centrala studiestödsnämnden)
www.csn.se

Information about Swedish research policy

www.cordis.europa.eu/erawatch

The Swedish Institute (Svenska institutet)

www.si.se

The Swedish National Agency for Higher Vocational

Education (Myndigheten för yrkeshögskolan)
www.yhmyndigheten.se

21
Sweden’s education system

Higher education
33 universities and university colleges
Adult education
17 private education organisers
Municipal and adult education,
Third cycle 2–4 years komvux
Second cycle 1–2 years
Adult education for persons with
First cycle 2–3 years learning disabilities, särvux
Swedish tuition for immigrants, sfi
Supplementary education

Advanced
vocational
education

Upper secondary school Liberal adult

18 years education
3 years
150 folk high schools
17 national programmes
17 years 10 adult education
Approx. 1,010 upper organisations
secondary schools
16 years
Swedish
schools
abroad 15 years

14 years

13 years
Compulsory school
9 years
12 years
Approx. 4,600 schools

11 years

10 years
Sami schools
Special school for pupils
9 years with learning disabilities
Compulsory school pupils with
8 years disabilities 9/10 years
Upper secondary school students
7 years with disabilities 4 years

6 years
School-age childcare

Preschool class 1–5 years

Special school for
Preschooling deaf and hearing
impaired and others
10 years

22
SE - 103 33 Stockholm