Patientlagen (SFS 2014:821) trädde i kraft 1 januari 2015. I implementeringsprocessen är det viktigt att man gör uppföljningar av implementeringen för att se hur det implementerade fungerar i verksamheten. Detta gör man för att säkerställa att det inte har uppkommit implementeringsproblem. Det är viktigt att dessa uppföljningar görs för att man ska kunna åtgärda problem eller hinder som har uppstått. Uppföljningen är därför en viktig del i implementeringsprocessen. Denna studien syftar till att undersöka implementeringsproblem av patientlagen i primärvården i region Jönköping. För att studera detta använder man i studien olika implementeringsteorier och handlingslogiker. En viktig treenighet följs tillsammans med implementeringsproblem genom studien, förstå, vilja & kunna. I studien används metoderna kvalitativ intervju och kvalitativ textanalys. Verksamhetschefen som studien intervjuar är en verksamhetschef på en vårdcentral i region Jönköping, denne varverksamhetschef även när patientlagen infördes. Utöver intervjun har textanalyser gjorts för att se hur implementeringen har skett via regionen ner till verksamhetschefen och även vadriksdagen och andra myndigheter anser om patientlagens innehåll. Studien försöker på ett innehållsrikt sätt att bena ut vad regionen har lyft fram ur patientlagen i sin styrning motverksamheten. Slutsatser som studien visar är att det har uppkommit implementeringsproblem och fyra stycken implementeringsproblem presenteras i analysdelen. Implementeringsproblem har analyserats fram genom textanalyserna och i intervjun. Dessa fyra implementerings problem kan alla kopplas till den viktiga treenighet som studien påpekar, förstå, vilja och kunna.

Some may say that the chilling breezes of the Cold War are running through Europe following the Russian invasion of Ukraine in February 2022 and the world is once again reminded of the dark history of the second half of the 20th century. The multifaceted concept of historical consciousness sears through the Swedish curriculum since 2011. Those two components combined lay the foundation of why this essay aims to study how Swedish history teachers operate to develop the students’ historical consciousness through their education about the Cold War. The method used to conclude the result in this essay is semi-structured interviews. The results are subsequently analyzed using three varying definitions of historical consciousness, which are defined by Karl-Ernst Jeismann, Bernard Eric Jensen and Jörn Rüsen, as well as a theory of implementation issues (implementeringsproblem) established by Evert Vedung and Lennart Lundquist. Additionally, the result is also discussed in relation to previous research regarding teachers’ concept of historical consciousness, how teachers integrate the Cold War in their history education as well as how they correlate their teaching to the curriculum.Although the result shows that the teachers’ answers vary, they all share the same view on historical consciousness as a time dimensional concept which can be linked to the definitions of Jeismann, Jensen and Rüsen. The implementation issues shown in the result are mainly a consequence of the lack of time to implement historical consciousness in the teaching as well as a lack of full understanding of the concept and its close ties to the curriculum. A vast majority of the teachers in the study also believe that the Cold War is one of the most important parts of history education.Our conclusion is that history teachers find historical consciousness difficult to define and that the obstacle against educating the students towards a better historical consciousness is time as well as their own interests.

The aim of this essay is to study to what extent and in what way teaching about human rights in upper secondary school is linked to the school's democratic education mission, how the relevant governing documents are implemented based on social studies teachers' different interpretations and how these phenomena can be understood from the teacher's role as a street-level bureaucrat.The methodological framework of this essay is based on qualitative, semi structured interviews with four social studies teachers in upper secondary school. The results have subsequently been analyzed through Michael Lipsky’s theory of street-level bureaucracy as well as Evert Vedung’s and Lennart Lundquist’s theory of implementation issues. Based on the results of the study, it can be concluded that the democratic education mission and human rights education in schools depend heavily onteachers' individual interpretations of the curriculum as street-level bureaucrats. These interpretations lead to diverse teaching practices and outcomes which has a significant impact on students' understanding of human rights and their development towards democratic citizens.

The purpose of this essay is to investigate the policy proposal The right to Challenge (utmaningsrätt) and the political motivation that has been used to implement it, as well as the result of it. The focus is on a case study of the implementing in Örebro municipality. Moreover, a comparative study is done to investegate the differences and similarities between Örebro and other municipalities that have chosen to implement The right to Challenge. The main question in this essay is How did Örebro’s municipality implement it and what was the result? There is also four minor questions: How was The right to Challenge motivated and what hopes did the politicans have for it? What has The right to Challenge so far contributed with in Örebro municipality? What do the entreprenures think about their oppertunity to challenge the municipality? What similarities and differences exists between Örebro and other municipalities that have chosen to implement The right to Challenge? The results that are presented in this essay generate conclusions that the implementing of The right to Challenge was motivated with arguments that it will result in increased diversity, improved efficiency, and reduced costs. This has however not been the case since very few challenges have been submitted, most likely due to a lack of promotion. The similarities are many when the results in Örebro and the other municipalities are compared, the only outlayer is Uppsala. The divergence seems to be caused by the fact that Uppsala, in difference from the other municipalities, chose to hire a process manager specifically to help implement. The implementing of The right to Challenge is followed by many problems, both in how it is constructed and how it is executed. Tendences also show that The right to Challenge contains a symbolic value that is based on ideology.

Since August 2022, the use of cell phones in Swedish schools is regulated by law. In this study, the implementation of the cell phone ban is studied from the perspective of upper secondary school teachers as an example of implementation within a street-level bureaucracy setting. Interviews were conducted with eight teachers to examine what factors they experience as affecting the implementation, how they act while implementing the ban, what discretion they experience in the implementation and what their opinions on discretion are. The study shows that the teachers generally understand the law and its implementation, but that knowledge-related issues concerning for example the implementation in specific situations exist. The willingness to implement varies among the teachers, which mainly seems to be connected to their views on cell phone use in the classroom and – in some cases – views on policy efficiency. Some teachers also have issues implementing the ban due to lack of time, information and support from colleagues, the number of students they must keep an eye on, and students opposing the ban. While several teachers collect the students’ phones or tell them to put them away, there are also those who do not act to implement the ban or only do it in certain cases. Finally, the teachers all experience discretion and find this positive, but some teachers see issues with other teachers having discretion and not implementing the ban.