Ingrid Berglund

The Swedish upper-secondary school system is composed of 16 national study programmes consisting of different courses. Students can choose between 16 such national programmes, all of which are of three years' duration. They represent a solid educational foundation, and provide students with the general entry requirements for entry to higher education (university, university college, etc.) in Sweden.

Two of the programmes - the Natural Sciences programme and the Social Science programme - are more pronouncedly academic in nature, and provide a more direct preparation for university-level study. The other programmes contain vocational subjects, and students spend at least 15 weeks doing work experience at places of work outside school. Most of the programmes contain sub-divisions called "branches"; the first year of the programme is the same for all students, and from the second year they can choose which branch, or area of specialisation, they wish to follow. Schools have a certain amount of freedom in drawing up their own "local branches".

The Construction Programme

The Energy Programme

The Arts Programme

The Vehicle Engineering Programme

The Hotel, Restaurant and Catering Programme

The Industial Programme

The Food Programme

The Media Programme

The Natural Sience Programme

The Health Care Programme

The Social Science Programme

There is a guaranteed minimum teaching time for the three years of the upper-secondary programmes; for the, Natural Sciences, Social Science and Arts programmes this is a total of 2 150 hours; for the other programmes the total guaranteed minimum number of teaching hours is 2 370.

There are eight Core Subjects, which all students study. They are Swedish or Swedish as a Foreign Language, English, Civics, Religious Education, Mathematics, Natural Science, Physical Education and Health, and Arts Education.

The programmes receive their separate identity from programme-specific foundation subjects. The national programmes also enable students to choose their own "Individual Option": they can select courses they wish to study, to an extent that represents about 10 per cent of the programme's study time.

Special designed and Individual Programmes
By means of combining foundation courses from different programmes and/or local courses, municipal authorities are able to put together what are called Special designed programmes, in order to meet local or regional needs. Special designed programmes must contain all of the eight core subjects, and must be equivalent to the national programmes in terms of scope and academic level.

An Individual programme may vary as to its length and content; its make-up is determined by the individual student's needs. The objective is that an Individual programme should equip the student to be able, at some later stage, to switch to a national or special programme. If this is not possible, the student receives a final school leaver's certificate with subject grades when he/she has completed the individual study schedule drawn up.

Courses and Grades
The subjects taught in upper-secondary schools in Sweden are divided into courses. Grades are awarded on completion of each course. Grades are awarded according to a scale running Pass with special distinction (denoted by the letters MVG), Pass with distinction (VG), Pass (G) and Fail (IG), with Pass with special Distinction being the highest grade. The scope of each course is expressed in terms of a number of "upper-secondary points". Irrespective of whether a student needs fewer or more hours to achieve the course objectives, the achievement of a Pass grade always earns the number of points that the course has been defined as being worth.

For each course there is a syllabus, which lays down the objectives students are to achieve as a result of their studies. In addition, grading criteria have been established for each course, stipulating the levels of proficiency students must achieve to be awarded the grades Pass and Pass with distinction respectively. There are national courses with syllabuses and grading criteria established at national level, and local courses, for which the syllabuses and grading criteria are drawn up at municipal level.

On completing their upper-secondary education students receive a leaver's certificate (called "Slutbetyg" in the Swedish), which shows the grades from all the courses they have followed. Before they are ready to leave school students may ask to be issued with a progress report (in the Swedish "Samlat betyg") which details the courses studied to date and the grades achieved in them.

Students at upper-secondary level may take a test in courses included in the programme before they are awarded a grade (i.e. before they have completed the course), or if they have been awarded the grade "Fail". The grade achieved in the test is then the one shown on their leaver's certificate. People who no longer attend upper-sedondary school may take tests in courses which are part of national prgrammes; the grades they achieve are brought together on a transcript of final grades.

The previous grading system and the transition to the new system
Before upper-secondary education in Sweden was given its programme-based structure, it consisted of what were called "lines". The grading system in operation was relative - i.e. each grade was awarded to a certain proportion of the students. Grades were expressed in a five-point scale, the maximum award being 5.

Students who embarked on upper-secondary education in the 1992/93 and 1993/94 school years, and thus completed this stage of their education at the end of the 1994/95 and 1995/96 school years respectively, were taught in a system that was a combination of the line-based and the new course-based structures. For each subject they followed component courses, but were awarded one overall grade for each subject which summarised their separate performance levels in the courses making up that subject. Grades were expressed, as they were in the relative grading system, numerically. The school leaver's certificate they received was called "Avgεngsbetyg". This kind of leaver's certificate may contain grades awarded according to both of the systems - i.e. may contain some numerical grades and some grades expressed, in accordance with the new system, in terms of letters.

Students who began their upper-secondary education before 1 July 1994 and had not completed it by the end of June 1996 are entitled, during the 1996/97 school year, to request to have their grades expressed according to the old system. In excpetional cases an upper-secondary leaver's certificate from a programme starting 1994/95 and finishing 1996/97 or later may contain grades awarded using the relative grading system. This occurs if there are special grounds, for example if the student has changed school or programme. In such cases, it is up to the principal to decide on the best way of ensuring the student receives a leaver's certificate.

National Adult Education Programme ("KOMVUX")
People who are aged 20 or above can study at upper-secondary level at a college of the National Adult Education programme - this is an opportunity of which increasing numbers are availing themselves. With a few exceptions, the courses available in upper-secondary schools are also available in upper-secondary level adult education. The National Adult Education programme also runs extension courses, which provide students with in-depth knowledge within a certain occupational area.

Adult education in Sweden is extensive and based on a long tradition. It is provided in many different forms and under many different auspices, ranging from national or municipal adult education to labour market and staff training and competence development at work.

The state school system for adults includes municipal adult education (komvux), adult education for those with learning difficulties (sδrvux), Swedish language teaching for immigrants (sfi) and the National Schools for Adults (SSV).

Komvux
Municipal adult education, (komvux), includes both basic and upper secondary adult education. Komvux started up in 1968 for the benefit of adults lacking the equivalent of basic or upper secondary schooling. A new komvux curriculum came into force on 1 July 1994.

Basic adult education
Basic adult education corresponds to the nine-year compulsory basic school. This education is intended to provide a basis for participation in life in the community, working life and further study. The level at which studies are begun depends on each individual student’s initial qualifications. Studies are concluded when individual educational targets have been met. Students decide their own rate of progress, and in this way studies can be combined with employment or work experience.

Basic adult education can confer qualifications corresponding to nine years’ compulsory basic school. The compulsory school leaving certificate awarded to adults contains passes in four core subjects: Swedish, or Swedish as a Second Language, English, Mathematics and Civics. Other courses and subjects can be included in such a certificate. The municipality has a duty to offer basic adult education to adults who have not achieved the compulsory basic school leaving certificate.

Upper secondary schooling
Adult upper secondary schooling and upper secondary schooling for young persons have the same syllabuses, and as of 1 July 1994 they share the same curriculum. Adult education is the equivalent of upper secondary school for young people, but the two are not identical. Municipal adult education is made up of courses and the courses in the different subjects follow on from each other. The adult students’ qualifications must be adequately supplemented to raise them to the same level as those of young persons. However, the courses provided may differ from those in regular upper secondary school as regards emphasis, content and scope.

The students themselves determine the number and combination of subjects to be taken and the rate of progress. Many students take only one or two courses. Those who have completed all core subject courses and others providing at least 1, 420 upper secondary school points can obtain an adult upper secondary school leaving certificate.

Supplementary education
Supplementary education is a form of education in its own right which can provide further training in a certain occupation or training for a completely new occupation. Most of these programmes take between six months and a year to complete and focus on subjects such as economics, computing or tourism.

Sδrvux
Sδrvux (Adult education for the mentally handicapped) is a type of school in its own right . It has the same curriculum as adult upper secondary education, but with specially adapted syllabuses and time schedules. Its task is to supplement pupils’ previous education according to their previous studies, experience and aptitudes. Sδrvux programmes may thus confer qualifications both in individual subjects and in the equivalent of compulsory school for the mentally handicapped, or vocational studies in upper secondary schools for the mentally handicapped.

Swedish for immigrants
Swedish for immigrants (sfi) is intended to provide a knowledge of the Swedish language and Swedish society. Municipalities are obliged to offer sfi to newly arrived adult immigrants. Studies may be variously organised in different municipalities.

National schools for adults
Sweden has two National Schools for Adults, one in Norrkφping and one in Hδrnosand. The schools supplement adult education for those unable to find suitable komvux opportunities in the location where they live. Parts of the teaching are in the form of distance learning. In addition, the students visit the SSV schools at regular intervals for tutored instruction.

Folk high schools and adult education associations
Folk high school courses and the study circles and cultural activities organised by adult education associations are intended for all kinds of people and cover a wide variety of subjects. The Council for Popular Adult Education is responsible for the allocation of state grants and for evaluation of these forms of education.

Universities and colleges
Most universities and colleges in Sweden are state run. They exist in more than 20 different places around the country, offering a wide variety of individual courses and a number of longer study programmes.

Labour market training
Labour market training (AMU) is an instrument of labour market policy primarily intended as basic vocational education or further training for the unemployed. The Swedish parliament allocates money to the National Labour Market Board (AMS), which in turn distributes funding to county labour boards and employment offices. These purchase various training packages from, for example, komvux, commercial training companies or the AMU Group.

Staff training and competence development
Many workplaces have extensive training programmes for employees at all levels. In-house training of this kind may involve anything from practical vocational training to extensive theoretical studies. It may be carried out, for example, in association with universities and colleges, municipal commissioned training, AMU (labour market training) or with various commercial training companies.

Structure
Education in the electrical engineering programme is designed to give students basic vocational training for activities within the field of electrical engineering, including installation, automation and electronicsl. By specialisation, students will gain competence corresponding to the basic requirements needed to work in one or more of these areas. The electrical engineering programme has three national branches: automation, electronics and installation.

Aims
Schools will aim to give students education which, on completion, enables them to:

• install, operate and maintain electrical engineering systems and trace faults, taking safety aspects into consideration, and with the insight which good workmanship requires,
• know the basic scientific theories and models, as well as inventions that are of importance in electrical engineering.

Educational Requirements
Schools are responible for ensuring that, on completion of their course of studies, students:

can carry out calculations and choose appropriate materials for specific uses,

have developed the ability to isolate, interpret and use information from circuit diagrams, drawings, instructions and manuals as well as being able to set out documentation of their own work,

can carry out service and maintenance of systems and equipment in their chosen field,

can use measuring instruments, interpret measurements, and assess measures required if faults are found,

can select, use and take care of tools and materials as well as electrical, servo and electronic equipment in accordance with current regulations in their field of work,

can use computers as a tool for study, and have a good knowledge of computer technology which is relevant to their field of work,

can discuss and take decisions on matters concerning their chosen occupation, taking quality, ethics, finance, safety and environment into consideration,

know the principles of business economics, and terms which are relevant for enterprises in the branch concerned,

have more extensive knowledge in their specialist area,

know what is meant by good physical and psycho-social work environment, have insight into the importance of work organisation and the ability to plan and direct their work safely in respect of protective and environmental aspects, so that industrial injuries are prevented.

Regulations and international agreements within the respective occupations are to be taken into consideration in the education provided.

Source: http://www.skolverket.se/

The electrician's training in Sweden takes place in High School. Education in school takes three years and alternates between theory and practical work. The education follows the regulations and stipulations in force as well as the curriculum of NEUK (The Nordic Electrical Training and Education Committee).
After finishing school, the apprentice undergoes a period of practical training with an enterprise. Once the training in booth school and with the enterprise have been satisfactorily completed, a certificate is issued.

The electrician's training is carried out within the framework of the high schools' electricity programme, the installation branch. Within this branch, the student may choose among four different lines, targeted towards various fields of the trade. These lines lead to occupation such as:

automation electrician specialising in control and monitoring techniques, etc of industrial plants and similar environments,

installation electrician specialising in installations and repair work in housing, offices, etc.

communication electrician specialising in low-power/tele-engineering installations such as alarm systems, monitors, computer networks, etc.

distribution electrician specialising in power plants, energy plants etc.

Education in school is 2400 hours of general and technical subjects. The technical subjects comprise theoretical as well as practical work, distributed as follows:

General subjects (680 hours)
Swedish, English, Mathematics, Civics, Knowledge of religions, Natural science, Physical education and health care and finally Aesthetics.

Technical subjects (1370 hours)
Technology, Knowledge of electricity, Electrical installations, Tele-engineering, Electrical distribution, Control techniques, Measuring and control techniques, Electronics and Computer science.

In addition to the general and the technical subjects ( 680+1370 h), the student has 190 hours for courses according to his/her own choice as well as 30 hours for a special subject. The school also disposes of an additional 110 hours that may be used for various purposes.
After finishing school, the apprentice undergoes a period of 1600 hours practical training with an enterprise. The education is completed by the issuing of certificate within the relevant line. The certificate is issued by the Central Committee of the Electrical Trade for Vocational Training, ECY.