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Comparing education in Sweden and in Indonesia
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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
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