Teacher Education at Växjö University

1. Teacher Education at Växjö University The Faculty of Teacher Education

2. The Swedish School System

3. How it works • A goal-based system with a high degree of local responsibility • Main responsibility lies with the municipalities and authorities responsible for independent schools • Overall national goals set out by Swedish Parliament and Government in: • The Education Act • Curricula • Course syllabi for compulsory school etc. • Programme goals for upper secondary school • Municipalities are to distribute resources and to organise education such that students are able to achieve the national goals • Individual schools, preschools and leisure-time centres can then choose work methods suited to their local conditions - this work is followed up in annual Quality Reports

4. The National Agency for Education • Central administrative authority for the Swedish public school system • Covers children, young people, and adults, as well as preschool activities and child care for school children • All audits focus are on asserting the right of each individual to knowledge and personal development • NA’s role is: • to define goals in order to administrate • to inform in order to influence • to review in order to improve

5. Higher Education in Sweden The 2007 Higher Education Reform: ”Sweden should be a leading knowledge nation characterised by high quality education and lifelong learning for growth and justice.” ”The knowledge society must be open to everyone, regardless of such factors as social background, gender, ethnic origin, religion or other belief, sexual orientation, disability or place of residence.” From The Higher Education Act (1992:1434) and the revised Higher Education Ordinance (1993:100)

6. Higher Education in Sweden • 14 full Universities and 22 Higher Education Institutions under the responsibility of the Ministry of Education and Research • 10 private educations providers (e.g. Chalmers University of Technology, and Stockholm School of Economics) • Main task is to organise educational programmes based on scientific of artistic foundations and proven experience • HE institutions are expected to cooperated with the surrounding society and to provide information about their activities • Required always to develop and make use of gender equality and to promote understanding for other countries and for international conditions • General objectives of all HE, in addition to the knowledge and skills in the area covered by the programme itself, are that the students should be given: • a capacity for independent and critical thought • a capacity to solve problems independently • a capacity to follow progress in their field of knowledge • HE programmes should also develop students’ capacity to exchange information at a scientific level. There are also specific objectives for the various degrees.

7. Växjö University short facts • Established in 1967 • Full University privileges in 1999 • 3 Faculties, 7 departments, Teacher Education, Police Education • 15 000 students, 94 full programmes (52 basic level 42 advanced level), 1 200 courses, 50 disciplines • International partner universities in 43 countries • From 2010 merged with Kalmar University College, forming the new Linnaeus University (read more at www.nyttuniversitet.se/nyttuniversitet/inenglish)

8. Teacher Education at Växjö University • Established in Växjö 1841 • 1 400 Campus-, or on-site students • 800 off-site students in online / e-programmes • Regional Education Programme for principals / headmasters • A particular programme for educating remedial teachers (for teaching children with special needs) • Online Vocational Teacher Education

9. The Teacher Education Programme • Involves all faculties at VXU • Interdisciplinary – all but one department collaborate • Comprises 10 - 20 weeks of work-related practise for all teachers. Extensive vocational relations are very important for all involved - students, teachers and administrators • Based on and closely associated with didactic research at VXU. Connectivity available through: • the students’ degree project • post-graduate teacher studies • M.A. courses and programmes for professionally active teachers

10. The Teacher’s Certificate • 210 ECTS (3½ years of studies)for a pre- and compulsory school diploma (pupils 6-12 years old) • 270 ECTS (4½ years of studies)for a secondary compulsory school diploma (pupils 13-16 years old) • 270 – 330 ECTS (4½ - 5½ years of studies)for an upper secondary school / sixth form diploma (pupils 16-19 years old)

11. Programme structure • 90 ECTS of professionally oriented studies • 60 - 180 ECTS of disciplinary studies • 60 - 90 ECTS to further deepen or broaden your teacher profile • A 15-ECTS degree project / essay • 10 - 20 weeks (15-30 ECTS) of work-related practise (included in all disciplinary studies and in the professionally oriented studies)

12. Web-based management • Comprises a system for study planning and prognosis, a system for locating the work-related education. • Facilitates the every-term choice of courses for students, hopefully preparing the way for a more mature and well-founded choice. • Makes it easier for students to visualize the way up to their degree, enabling mental preparation for future studies, and hopefully reducing the number of drop-outs. • Facilitates keeping track of the multiple choices all teacher students have to make during their period of training. • Produces vital statistics in order to predict certain facts, e.g. number of students on specific courses each semester, and number of students in need of a trainee post in each subject each semester, and so on. • Generates alerts for students failing their courses. Easier for study advisors to detect students in need of counselling. • Provides means for spotting students who make less successful choices of courses, e.g. “bad” combinations of subjects considering present labour market opportunities, etc.