schools and teachers exactly what or how to teach; there is a good deal of indi-
vidual flex ibility beyond core sets of basics. For example, in history students
are expected to gain a “sense of history,” an “understanding of the background
to historical phenomena and events,” a “broad and in-depth knowledge of
their cultural heritage as well as that developed by different national minority
groups,” insight into the importance of cultural heritage to identity, “a knowl-
edge of important historical figures, events and periods,” the “ability to use
history as an instrument for understanding other subjects,” and “an ability
to assess different texts, media and other sources.” Swedish and Nordic
history are viewed as especially important, as are knowledge of modern devel-
opments, especially genocide and the Holocaust.
10
As wa s noted earlier, a
religion requirement is also part of the compulsory curriculum, and the
national syllabus for it includes such goals as the development of knowledge
of several world religions, the role Christianity has played in Sweden’s histor y,
the role of other religions in Sweden, and a sense for the importance of reli-
gion in shaping how people think and act.
11
At the core of all of these syllabi
are statements that affirm the state’s commitment to encouraging learning,
fost ering curio sity in a wide range of subjects, encouraging appreciation for
equality and diversity, and creating an informed society capable of making
democracy work. Also important here is the idea that lies at the heart of so
much of what happens in contemporary Sweden, that the state can (and
should) play an active role in shaping society.
Upon completion of the compulsory school years, most Swedish students
move on to an upper secondary school ( gymnasium). These schools are
intended to continue the development of students ’ knowledge of certain funda-
mental subjects such as Swedish, English, mathematics, and history, and to
prepare students either to enter a career path or move on to specific university
programs. Each school generally offers a mix of some of the 17 mandated
national programs in the arts, business administration, child care and
recreation, building construction, energy, foods, handicrafts, health care,
hotel and restaurant operations, industr y, media, natural resources, natural
sciences, social sciences, technology, and transportation (vehicles).
A reform aimed at the upper secondary schools called “Knowledge and
Quality: Eleven Steps for the Development of the High School” took effect
in 2007. It included such changes as replacing course exams with subject
exams, improving individualized programs of study, raising the quality of
job intern ship programs, developing apprenticeship programs in the trades,
and making history one of the core subjects that all students must study. This
package of changes grew from a government-initiated study and was just one
more example of the seemingly constant changes that have taken place in
education in Sweden over the last several decades. Schools are seen as vital
56 CULTURE AND CUSTOMS OF SWEDEN