CHAPTER I

INTRODUCTION

A. An Overview of Sweden

Sweden or Sverige is a Scandinavian country in Northern Europe. At 450,295 square

kilometres (173,860 sq mi), Sweden is the third-largest country in Eureope by area, with

a total population of about 9.7 million. It has a great diversity in its nature and climate. Its

distinctive yellow and blue flag is one of the national emblems that reflect centuries of

history between Sweden and its Nordic neighbors.

Sweden borders Norway and Finland and is connected to  Denmark by a bridge-

tunnel across the Öresund. The geography of Sweden is mostly flat with mountains in the

west. Sweden’s borders have been unchanged since 1905 and the country has not been at

war since 1814.

Sweden is known throughout the world for its neutrality. This policy has led to a number

of Swedish politicians taking on international roles, often mediating between conflicting

groups or ideologies. With the ending of the Cold War, Sweden felt able to join the

European Union in 1995 although it still declines to become a NATO member.

The government system of Sweden is a constitutional monarchy with parliamentary

democracy. The chief of state is the King and the head of government is the Prime

Minister. Its capital city is in Stockholm. Sweden has a mixed economic system in which

there is a variety of private freedom, combined with centralized economic planning and

government regulation.

For the education in Sweden, it regulates nine years of compulsory schooling, but most

pupils continue to the three-year upper secondary school, and about one-third go on to

higher education at universities and colleges throughout Sweden. The education system

in Sweden is regulated by The Swedish National Agency for Education. It is the central

administrative authority for the public school system, publicly organized pre-schooling,

school-age childcare and adult education based on the Education Act and Curricula.

CHAPTER II

CONTENT

A. Education in Sweden

The quality of Swedish education has been carefully debated over the past decade. As a

result, Sweden has implemented school reforms in recent years to improve results and

raise the status of the teaching profession.

International studies such as PISA and TIMSS have indicated lower levels of knowledge

among Swedish children in recent years. To fix this problem, Sweden has introduced

several changes to its school system, such as

a. Creating New education act

The Swedish Education Act from 2011 contains basic principles and provisions for

compulsory and further education, preschool, kindergarten, out-of-school care and adult

education. It promotes greater knowledge, freedom of choice, and student safety and

security.

The education for pupils with the special needs also regulated in this act. According to

the Swedish Education Act, the basic principle guiding all Swedish education, from

childcare to the transition period, is access to equivalent education for all. Pupils in need

of special support have the right to specialist provision. All education corresponds as far

as possible to the national curricula, but with the emphasis on meeting individual learning

needs. In a few circumstances, this provision is offered in special settings. Three national

and five regional state-run special schools are available for pupils with visual impairment

combined with additional disabilities (MDVI), deafness or hearing impairment combined

with learning disabilities or severe speech and language disorders.

b. Creating New curricula

New consolidated curricula for compulsory schools for all students, Sami schools, special

schools and upper secondary schools (high schools) came into force 1 July 2011. The

curricula contain new general goals, guidelines and syllabuses.

The curricula for pre-school, compulsory and upper-secondary education in Sweden

states the leading values, tasks and goals for the activities, but do not state the means to

reach them. The organization of childcare and school activities is the responsibility of the

local authorities and they should therefore ensure the possibilities of reaching the goals

and following the curricula. The pedagogical staff of each unit is responsible for the

pedagogical means and specific organization of the operation.

The Curriculum for the Pre-school Lpfö 98, revised 2010, covers the following areas:

norms and values, development and learning, influence of the child, pre-school and home

and co-operation with recreation centers.

The Curriculum for the compulsory school, pre-school class and the recreation centre,

2011 covers: norms and values, knowledge, responsibility and influence of pupils, school

and home, transition and co-operation, the school and the surrounding world, assessment

and grades, and responsibility of the school head.

The upper-secondary school curriculum covers: knowledge, norms and values,

responsibility and influence of pupils, educational choices – employment and social life,

assessment and grades, and responsibility of the head.

In the new curriculum, mandatory national subject tests are held in years 3, 6 and 9 of

compulsory school to assess student progress. There are also new qualification

requirements for areas including upper secondary studies.

c. New grading system

The old Swedish system of Pass (G), Pass with Distinction (VG), Pass with Special

Distinction (MVG) and Did Not Pass (IG) has been replaced by a new grading scale with

six grades from A to F. A to E are passing grades, with F as a failing grade. Since the fall

term of 2012, grades are assigned starting in year 6.

d. Introduction of teacher certification

Beginning 1 December 2013, professional certification will be required for school and

primary/nursery school teachers on permanent contracts. The decision, a milestone in

Swedish education policy, aims to raise the status of the teaching profession, supporting

professional development and thus increasing quality in education.

B. Level of Education in Sweden

a. Early years education

The Education Act states that children are entitled to childcare from the age of 1 to 12

(after entering compulsory school, this takes the form of recreation centers) if their

parents work, study or are unemployed. Activities should be based on individual needs

and children in need of special support should receive care related to their needs

(Skollagen 2010:800, 3-7 §).

All childcare, pre-school activities, recreational activities, compulsory education and

upper-secondary education have been incorporated under the National Agency for

Education.

b. Compulsory school

The nine-year basic compulsory school is for all children between 7 and 16 years of age,

but children can start school at the age of six. The municipalities also have a duty to

organize pre-school activities from the age of five. In most municipalities, these activities

are integrated in the compulsory school. Six-year-olds have the right to start compulsory

school if their parents so wish.

c. Upper-secondary schools

Upper-secondary schools – gymnasiet – are not compulsory, but are attended by almost

all pupils. Schools are free of charge and there are no fees for educational materials, food

or health care. Upper-secondary school pupils have the same right to special support as

compulsory school pupils.

The upper secondary school is free of charge and a voluntary school which youth can

choose to attend after completing compulsory school. The upper secondary school

consists of national programs, introductory programs and programs that differ from the

national program structure.

There are a total of 18 national upper secondary programs. Each program last three years

and consists of upper secondary school foundation subjects, program specific subjects,

orientations, program specialisations and a diploma project.

Each national upper secondary program covers:

1. Nine upper secondary foundation subjects – English, history, physical education and

health, mathematics, science studies, social studies, Swedish or Swedish as a second

language and religion. In the Natural science program, science studies are replaced

by the program specific subjects, i.e. biology, physics, and chemistry. In the

Technology program, science studies are replaced by the program specific subjects

i.e. physics and chemistry.

2. A number of subjects specific to a given program are chosen.

3. Diploma project.

4. Workplace-based learning (APL), in vocational programs.

The different upper secondary programs may be either vocational programs, or programs

preparatory for higher education. A vocational program can also be taken as an upper

secondary apprenticeship education.

d. Higher education

The Swedish system includes not only traditional university studies, but also Teacher

Training, Health Care Training, Technical Training, etc. It is the responsibility of: the

central government, regional authorities and private interests. All higher education

institutions fall under the jurisdiction of the Ministry of Education except for the

University of Agricultural Sciences (Ministry of Agriculture). Higher education is

divided into undergraduate studies (courses combined towards a first degree) and

postgraduate studies and research.

Training of pre-primary and primary/basic school teachers

A new teacher training programme was introduced on July 1 2001. It includes a 60-credit

course in pedagogics, special education and teaching practice that is common to all

students. There is, in principle, only one teaching degree (lärarexamen) for the public

school but with different specializations in terms of age groups, subject areas or other

competences. The length of study for pre-school teachers and teachers at lower grades of

primary/basic school is at least 140 credits. According to provisional regulations, students

who started studying in teacher training programmes (to become e.g. grundskollärare)

before July 1 2001 have the right to be awarded a degree according to the previous

regulations until the end of June 2008.

Training of secondary school teachers

Teacher training for upper secondary schools (Gymnasielärarutbildning) is based on a

combination of subjects within often one and the same field, e.g. Mathematics-Natural

Sciences, Languages, Humanities. A total of 180-200/220 credits including pedagogical

training is required. These subjects are studied up to a level of 60 or 80 credits. Instead of

this integrated model for teacher training, it is also possible to follow a consecutive route.

In this case, the subjects are studied first at the university followed by a 60 credit

education course (Kompletterande-Pedagogisk Utbildning, including pedagogics,

teaching methods and teaching practice) at a teacher training institute/faculty.

C. Science Education in Sweden

Science has its origin in man's curiosity and need to know more about themselves and

their world. Knowledge in science subjects has great significance for the development of

society in areas as diverse as health, natural resource management, energy, materials

development and the environment. With the knowledge of nature and man gets people

tools to influence their own well-being, but also to contribute to sustainable development.

The teaching of science studies should aim to develop students knowledge of science

contexts and patterns. By teaching students should be given the opportunity to develop

curiosity and interest in and phenomena in nature that constantly affect the environment

and all living things.

Through teaching, students are given the opportunity to develop knowledge about the

human body and the factors that affect health. In this way, students are encouraged to

reflect on the relationship between the different choices and their consequences.

Furthermore, the teaching help students get to meet ethical, aesthetic and existential

perspectives on issues relating man and nature. Thereby aiming teaching students to

develop a critical attitude towards both their own opinions and arguments of others as to

information from various sources. Students should thus strengthen confidence in their

ability to participate in discussions about current social issues.

The teaching is to help students develop knowledge of how scientific research can be

done. In this way, students are given opportunities to ask questions about and examine

ecosystems, physical phenomena and everyday chemical processes based on personal

experiences and current events.

Furthermore, the teaching help students develop knowledge about different scientific

concepts. In this way, students are given opportunities to talk about science and present

and evaluate work processes.

Through the teaching of science studies, students summarize given opportunities to

develop their ability to

a. compare and reflect on patterns and structures in nature,

b. compare and reflect on the relationship between lifestyle, environment and health,

c. search, review and evaluate information from different sources and make their own

considerations,

d. conduct studies with science related, and

e. using subject-specific terms, concepts and symbols.

D. Content of Science Subject in Sweden

a. In grades 1-6

Patterns and textures of nature

Sun, moon and planets. Moon phases and some constellations.

Different types of weather and weather phenomena. How they can be observed

and measured over time.

Seasonal changes and characteristics of the different seasons. What consequences

seasonal changes may be for humans.

Animals and plants in the local environment and how they can be sorted.

Life cycles of some plants and animals.

Survival strategies of some plants and animals depending on the season.

Water forms; solid, liquid and gas. The importance of water for life on Earth.

Science in everyday life

Materials properties and how they can be sorted and categorized by, for example,

hardness, texture, color, magnetism, conductivity, and if they float or sink in water.

Sorting and recycling of everyday objects. Composting of organic material.

Energy use in the home, such as renewable and fossil fuels.

Activities in the community related to science, such as farming, animal husbandry

and various forms of manufacturing. Their importance to the student's daily life.

Current social issues related to science.

Stories, myths, fairy tales and art with science related.

Body and Health

The human body and body parts name and function.

Health impacts of diet, exercise, sleep, social relationships and addictive

substances.

Puberty and its impact on the individual. Sexuality, reproduction and different

kinds of relationships.

Human experience of light, sound, temperature, taste and smell by using different

senses.

Methods and procedures

Field studies, experiments and sorts. How they are implemented and used to

examine the local environment.

Documentation and reporting of surveys and sorting through writing, pictures and

other forms of expression.

Subject-specific concepts

Words, concepts and symbols in science studies, for example, to talk about

people, animals and nature and to evaluate the work processes.

b. In grades 7-9

Patterns and textures of nature

The Earth, Sun and Moon movements relative to each other and their

significance for days, months, years and seasons. The universe's origin,

development and deployment.

Scientific theories about the origins of life. The development and diversity

according to the theory of evolution.

Food chains that describe the relationship between organisms in ecosystems.

The ecosystem in the immediate environment and plants and animals interact

with each other and with the environment. Photosynthesis and combustion.

The water cycle in nature and society's water use.

Humans depend and impact on nature and what this means for sustainable

development.

Science in everyday life

Materials development and how humans have used and developed new materials

throughout history.

Electrical circuits with batteries and how they can be linked. How they can be

used in everyday electrical equipment, such as flashlights.

Magne Planters properties and use in the home and in the community.

Nuclear, fossil and renewable fuels. Their significance for our energy use in

society and their advantages and disadvantages when it comes to the

environment.

Common chemicals in the home and in society, such as detergents, cosmetics

and colors. How they are used and handled in a safe manner, and how they affect

health and the environment.

Activities in the community related to science, such as waterworks, heating

plants, and manufacturing industries.

Man in space and the use of satellites.

Current social issues related to science.

Stories of scientific discoveries and progress through the ages.

Body and Health

Human body organs, their name, location, appearance and function.

Health impacts of diet, exercise, sleep, social relationships and addictive

substances.

Viruses, bacteria, contamination and infection and preventive health care.

The human puberty, sexuality and reproduction. Issues of identity, relationships,

love and responsibility.

Contraception and sexually transmitted diseases.

How sound is created, how the ear perceives sound and how sound environments

affect health.

Light propagation and how the eye perceives light.

Methods and procedures

Field studies, experiments and sorts. How they are implemented and used to

examine the local environment.

Documentation and reporting of surveys and sorting through writing, pictures

and other forms of expression.

Subject-specific concepts

Words, concepts and symbols in science studies, for example, to talk about

people, animals and nature and to evaluate the work processes.

E. Comparison Between Education in Sweden and in Indonesia

Differences between Sweden and Indonesia Education

No. Sweden Indonesia

1. The goal of educationThe objectives of a

useful education

now include real-life

applications for

knowledge, the

ability to analyze

and solve problems,

the development of

effective

communication

skills, the ability to

learn collaboratively

as well as

independently, and

skill in using

technology to

acquire information.

When learning goals

l. To develop citizens

whose values are based

on Pancasila (i.e. State

ideology, spelled out in

the five basic principles

of the Republic of

Indonesia: belief in one

God; just and civilized

humanity, including

tolerance to all people;

the unity of Indonesia;

democracy led by

wisdom of deliberation

among representatives of

the people; and social

justice for all); l to

support the Indonesian

society, people and

change, ways of

assessing learning

must change as well.

 Here is a partial

listing [of goals] for

Swedish students:

develop

curiosity and a

desire to learn

develop their

own way of

learning

develop

confidence in

their own

ability

learn to listen,

discuss, and

respond

use

knowledge as

a tool to form

and test

assumptions

as well as

solve problem

State. In the broad

context of society and

national development,

the aim of education is,

on the one hand, to

maintain Indonesia’s

cultural background and,

on the other, to generate

the knowledge, skills

and scientific progress

that will keep the nation

abreast of development

in the twenty-first

century. National

education should

improve the life of the

nation and develop the

Indonesian people fully

(i.e. intellectually,

morally, spiritually,

physically and socially).

2. Laws Governing Education Act and UU No.20 Tahun 2003

The Curricula

3. The education institution The National

Agency for

Education

Ministry of Education

4. Education level Early years

education

Compulsory

School

Upper

Secondary

School

Higher

Education

(University and

Training for

Professional)

Kindergarten/

Preschool

Elementary

School

Junior High

School

Senior High

School

University/

Higher education

5. Syllabus Regulate by the

government but

developed by the

teacher and school

depend on condition

and student’s needs.

Regulate by the

government but

developed by the teacher

and school depend on

condition and student’s

needs.

CHAPTER III

CLOSING

A. Conclusion

Swedish Education system regulates nine years of compulsory schooling. Most

pupils continue to the three-year upper secondary school, and about one-third go on to

higher education at universities and colleges throughout Sweden. The education

system in Sweden is regulated by The Swedish National Agency for Education. It is

the central administrative authority for the public school system, publicly organized

pre-schooling, school-age childcare and adult education based on the Education Act

and Curricula.

BibliographySkolverket. (n.d.). The Swedish National Agency for Education. Retrieved April 3, 2015, from

Skolverket: http://www.skolverket.se/om-skolverket/andra-sprak-och-lattlast/in-english

Swedish Institute. (2013). Education in Sweden. Retrieved April 3, 2015, from Sweden (Sverige): https://sweden.se/society/education-in-sweden/

Swedish Institute. (2013). Sweden-an Overview. Retrieved April 3, 2015, from Sweden (Sverige): https://sweden.se/society/sweden-an-overview/

Swedish National Educational Agency. (2013). Skolveret. Retrieved April 16, 2015, from Syllabus: http://www.skolverket.se/laroplaner-amnen-och-kurser/grundskoleutbildning/grundsarskola/naturorienterande-amnen