Chapter 6 Evaluation Research Design: Literature Reviews ...
Reviews of Evaluation and Assessment in Education
Transcript of Reviews of Evaluation and Assessment in Education
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Reviews of Evaluation and Assessment in Education
Deborah Nusche, Gbor Halsz, Janet Looney,
Paulo Santiago and Claire Shewbridge
2.2 Main features of the school system
StructureThe Swedish school system is organised in three levels:
Pre-primary education (typical ages 1-6). Pedagogical care is offered at the
municipality level for children aged one to five whose parents work or study.
Municipalities also have the obligation to offer pre-school classes for six-year-olds.
These are usually organised within compulsory schools and are part of the public
school system. Attendance of pre-school classes is voluntary, but 95% of all
six-year-olds attend.
Compulsory education (typical ages 7-16). Children usually begin their compulsory
schooling at age seven though early admission at age six is possible at the request of
parents. Compulsory education lasts for nine years and comprises both primary and
lower secondary education (ISCED 1 and 2). Participation is mandatory and free ofcharge.
Upper secondary education (typical ages 16-19). Upper secondary education
comprises 17 national programmes lasting for three years. Students can also choose
specially designed individual programmes, which combine subjects from the various
national programmes. While upper secondary education is not compulsory, 98.5% of
compulsory school students choose to enrol in an upper secondary programme.
Participation is free of charge.
Distribution of responsibilities
Since the late 1980s, the organisation of the Swedish education system has been
highly decentralised. The central Government holds the overall responsibility for
schooling and is in charge of developing the curriculum, national objectives and
guidelines for the education system. Within this framework, the municipalities and
independent providers are responsible for implementing educational activities, organising
and operating school services, allocating resources and ensuring that the national goals
for education are met. The organisation of schooling within municipalities is further
decentralised with a large degree of autonomy delegated to school districts and individual
schools. Responsibility for budget allocation and organisation of teaching is, in most
cases, left to school districts and school leaders.
As is typical in the Swedish public administration, responsibilities at the central level
are shared between the Ministry and a range of central agencies. The Ministry of
Education and Research is supported, in the area of school education, by three agencies:the National Agency for Education (NAE) which supports and evaluates the work of
municipalities and schools, the Swedish Schools Inspectorate which ensures that
municipalities, independent providers and schools follow laws and regulations, and the
National Agency for Special Needs Education which coordinates the Governments
support for students with special educational needs. These agencies are established by
legislation and operate independently of the Government. 24 2. THE CONTEXT OF
EVALUATION AND ASSESSMENT IN SWEDEN
OECD REVIEWS OF EVALUATION AND ASSESSMENT IN EDUCATION: SWEDEN -
OECD 2011
Policy development
The Swedish education system has a strong tradition of institutionalised consultationbetween the different stakeholders. Political decision making is oriented towards reaching
consensus between the different participants. When changes are being introduced in the
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education system, this is generally preceded by wide consultations and submissions for
comments. The key stakeholders that are consulted in matters concerning education
policy include the Swedish Association of Local Authorities and Regions (SALAR)
which represents the views of municipalities, county councils and regions; the Swedish
Association of Independent Schools which represent the interests of independent school
providers; as well as the national teacher unions (Swedish Teachers Union and the
National Union of Teachers), the Association of School Principals and Directors ofEducation, and the different parent associations and student councils.
Financing
The 290 municipalities are responsible for funding a number of basic services
including education. School education is financed by municipal budgets which consist of
both local tax revenue and central state grants. The Government redistributes resources
from wealthier to poorer municipalities through a structural equalisation payment. The
state grants are untargeted, which means that each municipality can decide on the
allocation of resources across different sectors and activities.
The majority of schools are directly run by municipalities, but an increasing number
of grant-aided independent schools have been founded since the 1990s. Municipalities
provide funding for both municipal and independent schools according the same criteria,namely the number of pupils enrolled and pupils specific needs. Funding follows the
student, which means that if a student changes schools, the associated funding is then
provided to the students new school. Many municipalities provide schools with a lump
sum budget covering salaries, buildings, materials and equipment, which is managed by
the school leader.
Guiding principles on equity in education
A fundamental principle of the Swedish Education Act is that everyone should have
access to equivalent education, independently of gender, socio-economic factors, ethnic
background and place of residence. All education in the public school system and higher
education institutions is free of charge. Similar to other Nordic countries, Sweden has a
comprehensive, untracked school system from pre-primary education through to upper
secondary education. With some specific exceptions, schools are not allowed to select
their students by academic ability. Upper secondary schools typically provide both
vocationally-oriented programmes and academically-oriented programmes within the
same institution.
Diversity is highlighted as an asset for teaching and learning. For example, grade
repetition is not a commonly used pedagogical strategy in Sweden. If students are at risk
of not reaching the education goals, individualised extra support is provided to help them
reach the goals. Students may retake an examination if they have failed a course.
Integration and inclusion of students with special educational needs are emphasised as
guiding principles in the legislation for compulsory schools. The legislation suggests thatsupport for students with special needs should primarily be given within the mainstream
classroom (Eurydice, 2010)