1. About the Swedish education system

2. Det svenska utbildningssystemet

3. Compulsory school education
Compulsory school attendance starts when the child reaches the age of seven.
Compulsory schools are run by municipal or private organisers.
The pupils should be between 7 and 16 and resident in Sweden.
The municipalities are obliged to provide six-year-olds with a place in the compulsory school if the child's parents or guardians so wish.
Compulsory schools may be either municipal or independent. The majority of compulsory schools in Sweden are municipally run, and the most common situation is that pupils attend a municipal school close to their home.
Each municipal school can develop its own profile, have different orientations, such as Montessori, English classes or cultural and sports profiles.
Independent compulsory schools are open to all, and the education should correspond to that provided in municipal compulsory schools.
Independent compulsory schools have a different organiser (owner) compared to municipal schools. The organiser may be a company, a foundation or an association. Independent compulsory schools are approved and inspected by the Swedish Schools Inspectorate.
Read more at

4. The upper secondary school
All pupils who have completed compulsory schooling are offered upper secondary education by their home municipality.
The right to start an upper secondary education applies to students up to the age of 20.
The upper secondary school is free of charge and voluntary. .
All youth in Sweden who have completed compulsory school are entitled to a three-year upper secondary school education. Upper secondary education aims to provide a good foundation for working life, further studies, personal development and active participation in the life of society.
Read more about upper secondary education at

5. Admission requirements
Vocational programmes
Pass grades in
Swedish or Swedish as a second language
English
Mathematics
Five other compulsory school subjects
Higher education preparatory programmes
Pass grades in
Swedish or Swedish as a second language
English
Mathematics
Eight other compulsory school subjects
The admission requirements for starting upper secondary education differ between vocational programmes and programmes preparatory for higher education.
To be admitted to a national programme in school year 2011/2012, students must have passing grades in Swedish or Swedish as a second language, English and mathematics. Studying a vocational programme requires passing grades in a further five subjects, making a total of eight. The higher education preparatory programmes require passing grades in a further nine subjects, making a total of 12.
For programmes in business management and economics, the humanities and social sciences, four of the other nine passing grades should be in geography, history, social studies and religion. For the natural science and technology programmes, students must have passes in biology, physics and chemistry.
For the Arts Programme, the nine subjects are optional - in addition to Swedish/Swedish as a second language, English and mathematics.
Some education in the arts area, some leading-edge education programmes and sports programmes, may have special admission requirements and sometimes selection tests.

6. Education in upper secondary school
Vocational programmes/ Apprenticeship education
Child and Recreation
Building and Construction
Electricity and Energy
Vehicle and Transport
Business and Administration
Handicraft
Hotel and Tourism
Industrial technology
Natural Resource Use
Restaurant Management and Food
HVAC and Property Management
Health and Social Care
Higher education preparatory programmes
Business Management and Economics
Arts
Humanities
Natural Science
Social Science
Technology
Introductory programmes
Preparatory education
Programme oriented individual options
Vocational introduction
Individual alternative
Language introduction
There are 18 national programmes in the upper secondary school, 12 vocational programmes and 6 programmes preparatory for higher education.
After completing a vocational programme, students should be well prepared for working life, the education should be of high quality and equip students with the necessary vocational skills. It should be possible to start working directly after completing the education. In vocational programmes, it is also possible to choose an upper secondary apprenticeship education where students carry out a large part of their education at one or more workplaces. In order to strengthen cooperation between the upper secondary school and working life, national programme councils exist to validate the vocational programmes.
All students in a vocational programme have the opportunity of achieving basic eligibility for higher education in their upper secondary education.
Read more about apprenticeship education here larlingsutbildning
The higher education preparatory programmes are intended to prepare students for studies in higher education.
Read more about the programmes at
Preparatory education aims to make students eligible for a national programme, and is adapted for students who are motivated and wish to achieve eligibility rapidly. It is designed for an individual student and should last a maximum of one year. It should also be possible for a students to make smaller subject supplements in order to be admitted to a national programme after a short period.
Programme oriented individual options should lead to admission to a national vocational programme. To be admitted, students should have passing grades in Swedish or Swedish as a second language. In addition, passing grades are required in English or mathematics and in at least four other subjects, or passing grades in English and mathematics and at least three other subjects. Students can follow a number of courses in a national programme at the same time as they study courses needed to achieve eligibility.
The vocational introduction is intended for students who lack passing grades for eligibility to a vocational programme. Students should receive a vocationally oriented education which makes it easier for them to establish themselves on the labour market or that leads to studies in a vocational programme.
The individual alternative prepares students for the vocational introduction, other forms of further education or the labour market. The education is designed for individual students and is intended for those who lack eligibility to a national vocational programme.
The language introduction aims to provide immigrant youth who have recently arrived in Sweden with an education in Swedish enabling them to progress to the upper secondary school or other forms of education.
Read more about the introductory programmes at

7. Diploma goals Programme specialisations Orientation Diploma project
Upper secondary foundation subjects
Programme specialisations
Individual options
Programme specific subjects
Diploma project
The upper secondary foundation subjects are studied by all upper secondary students. The upper secondary foundation subjects vary in scope between different programmes. The new upper secondary school has nine foundation subjects: English, history, physical education and health, mathematics, science studies, religion, social studies and Swedish or Swedish as a second language.
Each programme also contains a number of programme specific subjects, programme specialisations, orientation courses and individual options.
Programme specific subjects are subjects that all students in a specific programme study. They define the nature of the programme.
Orientations exist in all programmes except the Health and Social Care Programme. An orientation is an area that students choose within a programme.
Programme specialisations are courses that lead to different professions in vocational programmes.
In the individual option in vocational programmes, the school should provide courses required for basic eligibility for higher education. Arts courses and courses in physical education and health are always provided in all programmes.
In addition, the national programmes contain a diploma project which reflects the education in the programme. The diploma project must be approved for students to receive a diploma.
Basic eligibility
A student achieves basic eligibility for studies in higher education from a national or specially designed programme with passing grades in courses covering at least 90% of the upper secondary credits required for a complete programme, that is a total of credits.

9. Grading scale Grading Scale A-E
Grades are set using a national grading scale of six grades. Grades awarded are A, B, C, D, E and F – where A-E are passing grades and F a fail. The grade should express to what extent the pupil has met the knowledge requirements stated for each subject and course.
Knowledge requirements for each subject and course
Knowledge requirements for grades A, C and E

10. Alternatives to the upper secondary school
Upper secondary school for learning disabilities (new as of 2013)
International schools
National boarding schools
IB education
Distance education at upper secondary level in Torsås
Special institutions (state)
(Swedish schools abroad)
Read more about upper secondary school at gymnasiesarskola-2013

11. Municipal adult education
Basic adult education from the age of 20.
Upper secondary municipal adult education from the age of 20 or completion of a national programme or equivalent education.
Special education for adults.
Swedish tuition for immigrants (SFI).
Students from vocational programmes have the right to attain basic eligibility for higher education.
Goals
All adults should be given the opportunity of extending their knowledge and developing their competence in order to support their personal development, democracy, gender equality, economic growth and employment, and participate in an equitable society.
Strategy
Pedagogical approaches and working forms are developed to correspond to individuals' changing and increasing needs for learning in a knowledge-based society. The individual's learning and search for knowledge is supported through guidance and supervision, based on recognition of current already acquired knowledge. Appropriate learning environments and also teaching, supervision and net-based education are provided to an extent that as far as possible corresponds to the varying needs and conditions that adults have for learning.
Financial support is available to adults to encourage participation in education and competence development.
Society, employers and individuals themselves are jointly responsible for ensuring that the needs of different individuals and different groups for both general and specially designed education are satisfied.
All formal and non-formal learning, supported by society, is permeated by democratic approaches and respect for the equal value of each person.
The aim is to attain a basic shared view over policy and coordination between authorities, partners on the labour market and popular adult movements in order to realise the individual's learning and competence development.
The educational policy goal for adult learning
Give all adults the opportunity to extend their knowledge and develop their competence in order to promote personal development, democracy, gender equality, economic growth, employment and participate in an equitable society.
Read more about adult education at