I. Political Framework

The Kingdom of Sweden is considered a parliamentary representative democratic constitutional monarchy, with the seat of government centred in the capital city, Stockholm. Sweden consists of 21 counties (“län”), which are subdivided into 290 municipalities (“kommuner”).

II. School system and structure

The basic regulations for the compulsory school are set out in the Education Act and the Compulsory School Ordinance. Through the curriculum the government and parliament lay down the fundamental values that are to permeate the school's activities and the goals and guidelines that are to be applied. Apart from these regulations governing the activity of the school, there are also the syllabuses. These are binding regulations containing the requirements the state imposes on education in different subjects.

Swedish municipalities have an obligation to provide preschool activities for children from the age of one until they start school. Attendance at Primary school (“grundskolan”) is compulsory and lasts nine years from the age of 7-16. However, if the parents wish, a child can start school one year earlier, at the age of six. Upper secondary school (gymnasium) is optional but nowadays most Swedish youngsters attend for three years from the age of 16-19. Between these ages pupils can follow one of two pathways, one .which prepares for higher education and the other is vocationally centred. After upper secondary school students can apply to a university in order to receive a tertiary education.

The grading system is goal-related, meaning that student achievement is assessed in relation to the goals stated in the course syllabi. Grades are awarded for each term in year 8, at the end of the fall term in year 9 (term report) and when mandatory school attendance ends (final grade or “leaving certificate”). Grades are set by the teacher, and include one of the following possible grades: Pass (G), pass with distinction (VG), pass with special distinction (MVG). There are no assessments against national standards in music on a yearly basis, but every three years the National Agency for Education presents a current overview of the school system to government and parliament. This forms the basis of a national development plan for schools.

III. Music Education in Schools

Municipalities fund primary and secondary education and have a great deal of freedom when it comes to organising the distribution of curriculum. So for example music could be taught in some years but not in others. At primary school, over the nine years, music should be taught for at least 230 hours (out of a total of guaranteed hours of instruction of 6,665).

From the 7th to the 9th year of compulsory school, students may choose to join classes with a special emphasis on music. Besides continuing their general education, they will also receive lessons in singing and playing instruments, ensemble playing and music theory. There also exist a few schools, which offer extended music education at the lower compulsory school levels. Schools with special emphasis on music usually have entrance exams.

At upper secondary school level, students can choose to join an arts programme with music. They will, besides continuing their general education, receive tuition in singing and/or playing instruments and also have lessons in ensemble playing, ear training, music theory and choral singing. This programme prepares students for continuation into higher music education. However, the students also receive a general exam so that they may continue into other forms of higher education. Even the arts programmes of upper secondary school usually have entrance exams.

After finishing upper secondary school many students with a special interest in music will attend a people’s college with a music programme for one or two years to prepare for the entrance exams at the university schools of music.

It should be mentioned that Sweden has a well-developed system of municipal music and arts schools. In 2006 as many as 282 Swedish municipalities had such schools, and only eight municipalities are without one. The municipal music and arts schools offer music education (and often also education in for instance dance, drama, visual arts and the media) for children and youngsters at a reasonable cost. Students are allowed to enter municipal music and arts schools from approximately the third year of compulsory school until they leave the upper secondary school. They will typically receive one lesson per week on their instrument and have opportunities to participate in ensemble playing. The teaching takes place during school time (the students are then allowed to leave their ordinary lessons) or after school. Often, teachers employed at the municipal music and arts schools will also work as music teachers within the compulsory school system, and hence meet the students on various arenas.

IV. Music Curricula

The Swedish national compulsory school curriculum in music emphasises music making, vocal as well as instrument-based, as the core activity of the subject. The main working principle should be working in groups, together with peers. Music’s role in identity formation and learning in general is specifically pointed out, and music is also seen as a subject that may be used for supporting learning processes in other school subjects. The creation of music through composing and improvising is seen as important, and the teachers are encouraged to include computer-related work in the music lessons, to ease composing and various music-related creative processes. In general, music is emphasised as an important social tool in school.

Goals that should be achieved after the 5th year of schooling include that the students should be able to:

· Participate in singing in unison, play simple melodic, rhythmic and chord-based patterns, talk about their music making

· Create music in different forms, alone as well as together with peers

· Understand and be able to use concepts such as melody, chord, pulse, rhythm and tempo

· Reflect upon music’s function and different expressions in present and past societies

Goals that should be achieved after the 9th year of schooling imply that the students should be able to:

· Use their voice singing in unison and in parts

· Participate in music making in groups, reflect upon and evaluate their own performance

· Be able to use music, text and other expressions for creating and improvising and give shape to thoughts and ideas

· Be able to use musical key concepts in relation to their own musicianship, creation of music and music listening

· Develop knowledge about music’s functions and traditions in different cultures and reflect upon these departing from the state in contemporary Swedish society

· Develop knowledge about how various sounds and musical environments affect human beings

V. Critical Comment and Future Development

The current Swedish government has presented a proposal to change the existing grading system both for compulsory and upper secondary school. There will be seven levels from school year 6. There are also many arguments heard in the political debate to have even earlier grading. It is decided that from the first school year, the parents will have written judgements about their children’s achievements. A general trend in Sweden is to move towards a more centralized school system and to give priority to the so called theoretical subjects.

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