Proposed Guidelines for Sex Education in the Swedish School System

The aim of this paper is to revise a standard narrative about governance of the Swedish school system in the period of 1910-1908. According to this narrative, the Swedish school system was centralized during this period. However, this narrative does not fit the history of Swedish mathematics education (years 7-9). The research questions are: where in the school system was change initiated and how was change enforced? On the basis of studies of syllabi, textbooks, teaching literature, teacher journals and reports from investigations and development projects, different modes of governance of school mathematics are identified. The main results are that textbook producers rather than national syllabi and exams were drivers of change in the period 1910-1960. Moreover, the centralized attempts to change school mathematics, prepared in the 1960s, were soon abandoned in the early 1970s. Thus, centralized governance of Swedish school mathematics, with the ambition to achieve change, was something that took effect relatively late and during a very short period of time.

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How to Create Sustainable Nonviolence Curriculum in Public Schools in Sweden

Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions ◽

10.4018/978-1-7998-5360-2.ch036 ◽

2021 ◽

pp. 743-762

Author(s):

Giuseppina Wright

Keyword(s):

Public Schools ◽

Public School ◽

School System ◽

Public School Systems ◽

School Settings ◽

Governmental Organizations ◽

Quantitative Results ◽

Swedish School ◽

And Training

Author argues the urgent need for nonviolence training and the contemporary challenges of implementing such plans. Furthermore, chapter briefly discusses the eruptions of violence and experienced in Europe, along with innovative ways to educate all stakeholders. In addition, the chapter includes a case study of a Swedish school, with research of contemporary nonviolence training and curriculum. The chapter will benefit a variety of entities and organizations, such as educators in public school systems and governmental organizations. Findings suggest a growing concern amongst educators, students and parents due to escalating threats and acts of violence in school settings. Moreover, findings indicate partial integration of sustainable nonviolence curriculum into some Swedish schools. Author proposes to integrate and implement nonviolence training into the Swedish public school system as nationally mandated integrated subjects. Further research suggests additional research conducted to measure qualitative and quantitative results nonviolence curriculum and training.

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8 Art. 7 GG: School

German Constitutional Law ◽

10.1093/law/9780198808091.003.0008 ◽

2019 ◽

Author(s):

Bumke Christian ◽

Voßkuhle Andreas

Keyword(s):

Primary School ◽

Sex Education ◽

Private Schools ◽

School System ◽

The State ◽

Child Rearing ◽

Constitutional Court ◽

Religious Instruction ◽

Federal Constitutional ◽

Legal Position

This chapter discusses the provisions of Art. 7 of the Grundgesetz (GG) concerning the state's organisational power, the freedom to establish private schools, and the legal position of parents, students, and educators. Art. 7 para 1. GG grants the state the authority — and imposes the obligation — to not stand by and allow the school system to be operated on its own, for example by commercial providers or religious or philosophical communities. Other provisions relate to religious instruction and the abolition of the pre-primary school. The chapter examines the jurisprudence of the Federal Constitutional Court with regard to the state's power to organise schools, child-rearing and instruction (for example, the issue of sex education in schools), the rights of parents concerning the care and education of children, and the rights of students in school.

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