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Grades are not only proof of a child's learning in today's Sweden. Grades have becomea resource that different actors in Sweden's schools system can use. Competitionbetween elementary schools to get more pupils has made quality a key selling point. Away to measure quality is through the pupils' grades. A school that can deliver goodgrades must then be a good school, right? The risk is that competition leads to asystem where schools give the pupils better grades than they should have. Because theSwedish school system has both free and public schools that are in competition for aset number of pupils, this system can be reinforced. It leads to “grade inflation”. Thisstudy will investigate if this actually is the case. The method that will be used is to seehow the pupil performs in the upper secondary school compared to the laterelementary school. If the schools have prepared them with a quality education, thepupils should perform well later. This study will measure the difference between freeand public schools. The difference between free school for non profit and corporationswill also be measured. The purpose is to find what types of schools give out fairgrades. / <p>Betygsdatum: 2021-05-28</p>

The present study aimed to investigate how civic teachers in Swedish upper-secondaryeducation described the transition to distance education during the corona pandemic, and howteaching remotely has influenced their possibilities to fulfil the Swedish school’s dualcommitment. Namely, the commitment to foster democratic citizens, and the commitment toeducate students in knowledge such as is required to contribute to society and live a rich andfulfilling life. This was done through a series of eight semi-structured interviews conductedduring the spring of 2021. The study found that there exists a consensus amongst the teachersregarding the detrimental impact distance education has on education in general. According tothe teachers, this was primarily due to distance education creating barriers in regards tocommunication and social interaction. Hence, the lack of engagement and discussion in thedigital classroom is considered a destructive force in regards to the Swedish school’s dualcommitments. / <p>Betygsdatum: 2021-05-28</p>

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