Denna C-uppsats undersöker   Läroplanen 2011, Lgr 11, och dess centrala innehåll som berör miljö och   hållbarhet. Lgr 11 har analyserats med hjälp av en för uppsatsen framtagen   analysmodell som sammanfattar de planetära gränserna, FNs globala   hållbarhetsmål och de svenska miljömålen i nio kategorier. Det centrala innehållet i   kursplanerna som berör miljö och hållbarhet i Lgr 11 uppfyller   analysmodellens samtliga kategorier. Detta beror till stor del på att Lgr   11’s formuleringar är generella och breda vilket gör att de enkelt   sammanfaller med kategoriernas innehåll. Detta innebär också att   formuleringarna lämnar stort utrymme för egen tolkning i undervisningen,   något som kan leda till varierande kvalitet beroende på faktorer som till   exempel lärare och skola. Som förslag till förbättringar av   Lgr 11’s centrala innehåll som berör miljö och hållbarhet föreslås en   striktare formulering och ett steg bort från den breda formuleringen. Genom   att styra innehållet tydligare mot kunskap som krävs för ett hållbart samhälle   lämnas inte kvaliteten på utbildningen upp till enskilda lärare och skolor,   utan kan nationellt sätta standard för vilken kunskap nästa generation ska   inneha. / This bachelor thesis looks into the Swedish   national curriculum, Lgr 11, and its requirements of knowledge in environment   and sustainable development. Lgr 11 is analysed with a model which summarizes   the planetary boundaries, the global sustainability goals and the Swedish   environmental goals. These are combined into an analytical model with nine   categories. The requirements of knowledge in environment   and sustainable development in Lgr 11 fulfils the categories set up in the   model. This is in large due to the general phrasing used in Lgr 11 which   makes them easy to match with the analytical model. The general phrasing   leaves the interpretation of Lgr 11 up to factors such as specific teachers   or schools, with the risk of leading to a varying quality of the education. The improvements of Lgr 11 that’s suggested   are to sharpen the phrasings of the knowledge requirements for environment   and sustainable development, and allow for facts to be incorporated into the   sentences. By steering the content towards specific requirements, the quality   of the education in sustainable development is not left up to individual   teachers or schools, but is regulated from a national standpoint and sets a   nationwide standard for which knowledge the next generation should have in   environment and sustainable development. / <p>2017-06-02</p>

Previous research has shown that sustainable development is a complex concept that can be difficult to apply in a teaching context. The purpose of this study is to investigate how the concept of sustainable development and education for sustainable development are formulated in school policy documents related to the five teachers' descriptions of how they practice it in reality. I have, based on the purpose of this study issued following questions: What are projected on sustainable development and education for sustainable development in the school curriculum as well as other documents that support school activities? What is included? What is not included? How does the teachers interpret the concept of sustainable development? How does the teachers say that they work with sustainable development in the subjects of social science? What difficulties does the teachers experience with education for sustainable development?  This study is made through a qualitative method based on a contextual analysis and interviews with five teachers. The results show that neither the documents nor the teachers' descriptions of education for sustainable development seem to indicate that sustainable development is seen as a political issue. Rather, the descriptions indicate that sustainable development is seen as a matter of ethics. In both the documents and the teachers' descriptions all levels of sustainable development i.e. local, national and international level are mentioned. Therefore, it is also described as a collective responsibility rather than an individual responsibility. In the teachers' descriptions of sustainable development the environmental dimension is mainly mentioned. The documents on the other hand emphasize all dimensions i.e. the social, economic and environmental. According to the documents these three should be balanced in order for sustainable development to be possible to achieve. Teachers' descriptions of how they work with sustainable development show a more clear vision of education for sustainable development as value mediation compared to what is written out in the documents. The steering documents also emphasize that knowledge of sustainable development is required to enable sustainable development. The difficulties that the teachers’ describe on education for sustainable development is mostly related to the complexity of the concept.  One conclusion of this study is that the documents and the teachers' descriptions of sustainable development and education for sustainable development are quite similar. This despite the few differences mentioned above and the fact that one teacher believes that the directives of the curriculum syllabus is a bit unclear in terms of sustainable development.

Forskningsfrågan som kommer behandlas är: Hur de matematiska förmågorna som efterfrågas i läroplanen år 2011 återspeglas i matematikböcker för årskurs 3? Frågan kommer att besvaras genom en kvantitativmetod med en komparativanalys och resultatet presenteras statistiskt. Resultatet visar att metodförmågan tränas till störst del och är den enda förmågan som tränas i tillräckligt stor utsträckning. Begrepps- och resonemangsförmågan är de förmågor som är mest representerade efter metodförmågan, men ändå till en förhållandevis liten del.Problemlösnings- och kommunikationsförmågorna lyser med sin frånvaro och finns nästan eller inte alls angivna i läromedlen. Om matteboken är det enda eleverna möter i matematikundervisningen, kommer inte alla förmågorna att utvecklas, oavsett vilket läromedel av de som ingår i undersökningen som används.