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In this essay I examine how a municipal- and an independent upper secondary school compare to the ideal types the Company and the Political organization and how that affects the school practise as it’s described in policy documents. The conclusions are that the municipal school on a number of variables correlate to the ideal type the Political organization. At the same time the school reforms of the 1990s are considered as an intention to “companylize” the municipal school and a number of tendencies how that have affected the municipal school are shown. None the less the municipal school are to a great extent still targeted at general goals, a hallmark of the Political organization. The independent school is close to its ideal type the Company and are clearly focusing limited goals with survival and expansion as superior goals. / I uppsatsen undersöks hur en kommunal och en fristående gymnasieskola förhåller sig till idealtyperna Företaget och den Politiska organisationen i de dokument som styr verksamheten. Slutsatserna är bland annat att den kommunala skolan på ett antal punkter befinner sig nära sin idealtyp den Politiska organisationen. Samtidigt lyfts 90-talets skolreformer fram som ett försök att företagisera den kommunala skolan och ett antal tendenser till hur detta har påverkat den kommunala skolan påvisas. Fortfarande präglas dock den kommunala skolan av att man från politiskt håll styrs mot mål som är generella, något som utmärker den Politiska organisationen. Den fristående skolan befinner sig å sin sida nära sin idealtyp Företaget och fokuserar på tydligt avgränsade mål med överlevnad och expansion som överordnade mål.

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Detta examensarbete handlar bl.a. om hur man kan gå tillväga om man vill starta en fristående skola. Arbetet tar också upp några olika inriktningar en friskola kan ha, (t.ex. Waldorf och Montessori) och beskriver lite av deras bakgrund och pedagogik. Eftersom friskolor idag är ett hett debatteringsämne i både tidningar och tv finns även ett avsnitt med där lite olika inslag i debatten finns representerade. I arbetet redovisas också den enkätundersökning jag gjort med syftet att ta reda på om det möjligtvis finns några skillnader mellan friskoleelever och elever i den kommunala skolan när det gäller deras syn på lärande, kunskap och skolan. De resultat jag kan utläsa av undersökningen pekar mot att friskoleleverna i den här undersökningen är positivare och mer nöjda med sin skola och personalen där än vad eleverna från de medverkande kommunala klasserna är.

Det råder stor enighet i samhället om att religionsfrihet är viktigt men åsikterna går stundom isär om vad denna frihet i praktiken ska innebära. Debatten kring de religiösa friskolorna är ett tydligt exempel på detta.Syftet med uppsatsen är att belysa vilken tolkning av barns religionsfrihet som framträder i den nya skollagen och läroplanerna. Detta är viktigt då forskning visar att skolan har en unik möjlighet att nå barn i en ålder där de är extra känsliga för påverkan. Skolans innehåll, syfte och mål är därför betydelsefullt såväl på individuell som på kollektiv nivå. Uppsatsen är en kvalitativ och komparativ studie där begreppen religion, frihet och autonomi används för att synliggöra och strukturera de perspektiv som framkommer i styrdokumenten. Frågeställningen lyder:Vilken tolkning av barns religionsfrihet framkommer i skollagen och läroplanerna?I skollagen framkommer tydligt att religion ska kunna praktiseras i skolan och prägla dess utbildning. Barns religionsfrihet innebär att föräldrarna, och inte barnen själva, av staten ges frihet att välja religiös friskola samt får besluta huruvida barnen ska delta i religiösa inslag i utbildningen. Barns religionsfrihet anses sammanfalla med föräldrars rättighet att välja utbildning för sina barn. I läroplanernas skrivningar blir religion något mer privat då skolans syfte och mål inte är kopplat till religion, undervisningen är konfessionslös och inga kurser erbjuds utifrån religiös tillhörighet. Barns religionsfrihet tolkas här som rätten att ha en undervisning fri från religiösa inslag och föräldrarna eller barnen erbjuds inte olika alternativ utifrån religiös tillhörighet. Den obligatoriska och gemensamma religionsundervisningen är dock att se som ett inslag av rätten till religion.

Background: School health services of today focus on prevention and health promotion within the school. A collaboration between the school health services and the student care team from the guidelines with focus on the student, is expected. Purpose: The purpose was to illustrate School nurses  vocational experiences and what the role of school health services in the student care team at upper secondary schools of John Bauer in relationship to the vision of the school. Method: Qualitative content analysis with inductive approach was used (Lundman &Hällgren-Graneheim, 2008). Data was collected by interviewing  school nurses at  School of John Bauer. Result: From the results school nurse´s health enhancement-and promoting work, team cooperation, prioritizing, management and co-ordination were found. From the data eight categories were found such as teamwork, health promoting tools, follow-up of schoolenvironment, knowledge, accessibility, low prioritized student care team, inadequate management and co-ordination of the team. Conclusion: According to the study, time limits and lack of comprehension from school management makes it more difficult for school health service to reach its fully potential. Theresults can be used to improve school nurses´ situation through self-education and encourage education of other student care team members and quality assurance.

Syftet med uppsatsen är att undersöka och skildra de argument som finns för, respektive mot, att muslimska friskolor skulle integrera respektive segregera eleverna från samhället, samt undersöka vilka övriga argument som finns för, respektive mot, muslimska friskolor. För att uppnå detta syfte har jag använt mig av en jämförande litteraturstudie där jag har studerat forskare och andra sakkunnigas argumentering kring dessa frågor. Väldigt få empiriska studier har gjorts på området, varav ingen specifikt har berört de frågeställningar jag ville få svar på.  I min argumentöversikt sammanställde jag de olika argumenten och upptäckte att många argument fanns både på ”för” och ”mot” sidan. Exempelvis påstods att den trygghet som eleverna utvecklade genom att umgås med andra elever med liknande religiös och kulturell bakgrund både kunna leda till att de hade lättare att integreras i samhället men även till att de blev mer isolerade. I min diskussion använder jag mig av Hans-Ingvar Roths terminologi om positiv/negativ närhet och distans för att på så vis kunna diskutera problematiken ur ett nytt perspektiv . Jag kom framförallt fram till att det behövs större empiriska undersökningar som sträcker sig över flera år och som involverar flera skolor samt att den kommunala skolan är bristfällig i sitt arbete med att integrera muslimska elever.

This thesis examines how teachers in physical education work with gender and gender roles in two religious schools in Stockholm. My main research questions were how the teachers relate to gender roles, if they think of gender when planning the lessons and do the boys or the girls get more attention from the teacher, if so, how do they get it? This study is based on interviews and observations, which makes it a qualitative study. The P. E. teachers in my study work in two religious schools. Two of them work at a Muslim school where segregated education exists, which means that boys and girls don’t have physical education classes together. The third teacher works at a Christian school that has co-education. The main theory in my study is that gender is socially created by humans. Masculinity and femininity are created when people are in integration with each other. The conclusions in my study are that the teachers relate to gender roles in different ways. All teachers find it difficult to work with gender in an active way, which means that this is something that’s not given priority during the lesson. By my analysis, I have also found that teachers to some extent follow the curriculum requirements for overcoming gender roles, but the lack of awareness from the teachers can actually lead to the reinforcement of gender roles. All the teachers in my study would like to have some form of training or practical exercises that they can improve their skills in becoming more aware of working with gender. The teachers therefore share awareness that they could be better. I can also say from my empirical evidence that teachers in my study did not prioritize gender in their planning of the lesson. During my observations in the Muslim school I found it a bit difficult to see whether the girls or the boys got more attention from the teacher. I noticed, however, that girls more often received more praise from both teachers B and C, than boys did in teacher A and C’s lessons. I felt, however, in teacher C’s lessons in the Christian school, girls received more praise from the teacher and more attention by the way he spoke to them.

Independent schools are a central issue in the school world, the perception of independent schools varies and many people express opinions about them in the media. An independent school is according to the National Agency a school that has a different principal than the county or municipality. Independent schools may not charge fees but their revenue comes from municipal grants from municipalities (Berglund 2007, p. 10). An independent school can be driven by an association, foundation or company and to run an independent school requires a permit from the Education Department. The purpose of this paper is to see how four principals at independent schools with a Muslim profile are working to strengthen their students’ Muslim identity in relation to the society they live in and how schools work with value issues. We also had the intention of studying the schools environment. To help us, we used the following questions: How does the school principal integrate different value issues? What are the principals’ thoughts on their schools work with their students before meeting with the community? What are the principals thoughts on the schools work to enhance their students’ Muslim identity? What is the purpose of the school profile? What is the environment like in and around the school? We have used interviews and observations as a method to find out how principals producing work at an independent school with a Muslim profile, and how they work with students’ identity formation. In this qualitative study, we have interviews with two principals and two assistant principals and observations from three of the schools. Based on our research, we have concluded that there is little to distinguish an independent school with a Muslim profile from a public school. Both are part of the Swedish school system, so they must follow the national curriculum, the time plan, and the Education Act. According to the principals that we interviewed, what distinguishes an independent school with a Muslim profile from a public school is that they serve halal food, girls and boys have separate PE lessons, they have one lesson a week for the school's profile subject (Islam or Arabic), schools have a prayer room that students can access throughout the school day and the school is closed during the Muslim feasts. According to the principals that we interviewed, the main reason for choosing an independent school with a Muslim profile should be because of the work in the schools that is based on building up students’ Muslim identity. They do this for the students meeting with the society they live in, if the schools have built up a solid cultural foundation of the students, the transition to the community much easier. In our social world is the view of knowledge, learning and parenting culture bound. Lahdenperä writes about "learning -through-culture" and with this she means that children learn through their own culture, that shapes them as individuals and through it they learn what is worth to know (Lahdenperä 2003). Our observations revealed various differences between the schools’; the most obvious difference was the religious texts and symbols that were on Sham School. Our observations also showed different connections between the schools’; one was that they were in abandoned buildings, mostly in industrial areas. Another clear connection between the schools was that all had prayer rooms and these floors were covered with a large red carpet. The prayer rooms looked exactly like they do in a mosque. The conclusion of our study is that despite the schools’ public profile, independent schools with Muslim profile, they educate their students in different ways and their priorities are also different. Thus, one can´t assume that all independent schools with Muslim profile works the same way. Just as in public schools, it is about what the staff at the schools believe that the schools purpose and also their efforts to achieve the schools different goals.

Diss. Linköping : Linköpings universitet, 2007.