Background As of 1977, all teachers in Sweden undergo
training at a university or university college. Teacher
education programmes vary in length from three to five
years depending on the teacher's academic qualifications.
Universities and university colleges that offer teacher
education are found all over the country, and one in ten
students in higher education is a student teacher.
Teacher education has been the focus of
interest in Sweden for a long time. There is great
political interest in teacher education because of the
vital role it plays in the implementation of education
policies in schools.
In the last ten years, teacher
education programmes have been evaluated a number of
times from a variety of perspectives. In 1997, the
Riksdag (Swedish parliament) appointed a commission of
inquiry to examine how teacher education might be adapted
to our changing society. Last spring it presented its
final report containing proposals for a new system of
teacher education.
The proposals are currently being
considered by officials at the Ministry of Education and
Science, and a bill on teacher education is to be
submitted to the Riksdag this May. Thus, this report
refers to the current system but also comments on some of
the proposals put forward by the parliamentary commission
mentioned above.
The following comments follow the
structure given by the Presidency through its rapporteur,
Professor Friedrich Buchberger:
- Structure of systems and
programmes for initial teacher education
For a description of the structure
of the system and the basic teacher education
programmes for different levels within the school
system, please see Eurydice, where all the relevant
facts are presented so as to allow comparison between
Member States.
- Steering and governance of
initial teacher education
Higher education operates within
the framework of a system of goals and management by
results which central government and several local
governments apply. In this system an authority is
entrusted with a task and receives the resources
needed to carry it out. The number of graduates each
institute of higher education should produce is
specified for a particular period.
Ultimately teacher education is
governed by the Education Act which states that
"schools shall employ teachers with the relevant
qualifications for the teaching they are to
perform." As far as higher education is
concerned, the teacher education programmes referred
to in the Education Act are specified in several
degree descriptions with goals for the contents of
teacher education programmes. The course description
also states the length of each programme.
Furthermore, central government specifies how many
teachers of different kinds, for example upper
secondary school maths and science teachers, should
be trained during a specified period (often three
years). For the continued allocation of funds it is
required that the institute of higher education
achieves the goals regarding the number of teachers
who graduate.
The goals that are to be achieved
by the student teachers in order to qualify for a
degree focusing on certain age groups and subjects
are common to all institutes of higher education.
University or university colleges must provide
education that leads to the fulfilment of the goals
stipulated for the degree course. The institute of
higher education is responsible for the quality of
its teaching programmes. A close check is kept on
institutes of higher education to ensure that they
fulfil the goals set by central government regarding
the quality of graduate teachers.
The National Agency for Higher
Education is responsible for monitoring the quality
of education at universities and university colleges.
Should the Agency find that training provided at a
university or college fails to meet the goals for
teacher qualifications, it may withdraw the
university's/college's right to hold examinations.
The programme of education is then discontinued. The
National Agency for Higher Education has announced
that it will keep a close check on teacher education
programmes with regard to the development of quality.
- Steering and governance of
induction
Within the framework of their 1995
central agreement, the social partners in Sweden have
agreed on an induction year following graduation from
college/university before newly qualified teachers
may obtain a permanent post. Not all municipalities
have introduced this one-year induction scheme. Only
a minute number of teachers fail to obtain a
permanent post after the induction year.
- Steering and governance of
in-service education for teachers' continuous
professional development
Under the Education Act, an
employer is responsible for teachers' in-service
training. Under the Compulsory School Ordinance and
the Upper Secondary School Ordinance, the employer is
under an obligation to provide five in-service
training days per year for teachers. These are used
for in-service training in different areas that will
help the teacher to fulfil the goals of the school in
accordance with curricula and other relevant
management documents. The in-service training
referred to can be procured by the employer from a
university college/university or other course
provider.
- Steering and governance of
further education of teachers
Every teacher is responsible for
his or her continuing professional development and
further training. It is incumbent upon Swedish
universities and university colleges to provide a
range of programmes that meet the need for in-service
training and further training in the community at
large. For several years now, a large number of
courses designed to enhance the skills of teachers
have been available on a part-time basis or in the
form of distance learning courses (flexible
training). This has enabled teachers to remain at
work while training for new assignments. All higher
education is available free of charge, which means
that teachers invest their time rather than their
money in further training. Occasionally –
although not very often – an employer might
offer a teacher the opportunity to undergo further
training.
- Continuous professional
development in the relationship to career
opportunities
In Sweden a teacher is employed at
a school to provide tuition under the guidance of the
head teacher. The municipal authorities are
responsible for schools in Sweden, which means that
there are no national systems for automatic
promotion. Teachers in Sweden receive individually
agreed salaries.
Opportunities to engage in
educational research or research in their particular
subject field is often regarded as a career move for
teachers. A teacher with a Ph.D. and in-depth subject
knowledge is in a good position to apply for more
qualified jobs.
- The role of higher education
institutions in teacher education
The universities and university
colleges have the exclusive prerogative to issue
teaching certificates. The scope and contents of this
prerogative are defined by central government. In
Sweden cooperation between political bodies, the
social partners and other stakeholders takes place in
so-called regional centres attached to universities
and university colleges. The main task of these
centres is to develop both basic and further training
for teachers in a long-term perspective. Some
regional centres also carry out development
activities and research in connection with teacher
education programmes and educational activities.
- Policies for recruiting and /or
retaining competent and committed teaching force,
e.g. in deficit areas
A basic prerequisite for
recruitment to the teaching profession and teachers
education is individual salaries for teachers. This
system was agreed upon in 1995 and has since been
affirmed in an new agreement signed only recently.
However, there is still a shortage of teachers in
mathematics, certain scientific subjects and some
modern languages.
A preparatory one-year foundation
course in science and mathematics before embarking on
teacher education has proved to be a successful way
to recruit students as science teachers.
This method has also been tested
for the recruitment of students with an immigrant
background, who are underrepresented in Swedish
teacher education courses (and at institutions of
higher education generally). The method has also
proved successful in this context.
The various institutes of higher
education have also devised their own methods for
boosting the number of teachers in particular subject
fields. Often by providing courses in a relevant
field and giving students engaged in basic training
the opportunity to choose these. Institutes of higher
education also offer these courses to professionally
active teachers as part of their career development.
- Particular strengths of the
system of teacher education in my country
The strength of teacher education
lies in the fact that it is part of the higher
education system with links to research. This
situation has evolved gradually since 1977 when
teacher education was integrated into the higher
education system. Pre-school teachers, recreation
instructors, remedial teachers along with compulsory
school and upper secondary school teachers are all
university or university college trained. Further
measures are required with regard to research and
postgraduate studies on learning and conditions for
learning. Extensive development work in these areas
is currently under way within the higher education
system. The Government is shortly due to put forward
proposals on how this development might be supported
and promoted in the future.
- Main problems of and challenges
for teacher education perceived by different
actors
An important issue in this context
is whether institutions of higher education are able
to provide teacher education that enables student
teachers and qualified teachers to implement the
targets set up by the central authorities. This is
currently the subject of discussion between
institutes of higher education and the recipients,
that is schools and municipal authorities. These
matters are being considered at the regional
development centres attached to university colleges
and universities and it is here that solutions can be
found.
We have already mentioned the
difficulties involved in recruiting teachers for
certain subjects.
Another discussion concerns what
constitutes a suitable balance between subject
knowledge and depth vis-à-vis teaching skills. This
topic is at the forefront of the new proposals for
teacher education. The proposals clarify the specific
teaching skills required and devote greater attention
to this issue than previously.
An important issue relating to
teaching and teacher education is the feminisation of
the profession. Current efforts to reverse this trend
must be intensified quite considerably.
- Incorporation of a European
dimension into teacher education
The mobility of student teachers is
encouraged through, for example, the Socrates
programmes such as Erasmus, and in the case of
professionally active teachers through the Leonardo,
Comenius and Lingua programmes. Sweden participates
in these programmes to roughly the same extent as the
other member states.
To make it simpler to receive
qualified teachers from other parts of the European
Union an amendment was made to the Swedish School Act
in the autumn of 1999. This amendment means that
Swedish language requirements can be adapted to the
specific needs of the tuition situation in which
teachers coming to Sweden are likely to find
themselves.
The National Agency for Higher
Education has been assigned the task of finding
equivalents to the teaching qualifications that
teachers in other countries, including those from EU
member states, present when applying for jobs in
Sweden.
It is also important that Swedish
universities and university colleges work actively in
the EU: various programmes focusing on teacher
education. Networks such as intensified cooperative
projects within the framework of, for example, the
Socrates programme would seem to represent valuable
contributions in this context.
- Strategic targets for teacher
education and teacher education policies at
national level
The Commission's proposal of a new
teacher formation means an educational structure that
allows for great flexibility with regard to the
balance between subject fields and subjects common to
all teachers. This flexibility also makes it possible
for teachers to resume teacher education as and when
the need arises as part of a process of life-long
learning. This flexibility also aims to meet the need
for teachers who are able to adapt to variations in
the size of annual cohorts all the way through the
school system.
It is important that teacher
education is constructed in such a way as to prepare
students for postgraduate studies and research on
learning/conditions for learning or on a specific
subject. The structure of teacher education and its
link to research should make full use of the
potential of higher education to achieve the aim of
teacher education and thereby be adapted to suit the
entire education system.
|