The Swedish school, or more precisely, the school results of Swedish pupils, is a topic widely discussed in media, the newspapers and among teachers and parents. Everyone seems concerned about the knowledge requirements and there are many discussions about how to change the negative spiral. With the change of national study plans from the earlier Lpo94 to today´s Lgr11, many questions have arisen about how to plan and evaluate teaching. Against this background, the aim of this essay is to verify what influence the new national study plan has had on Spanish teaching, the study books in Spanish and evaluation in upper secondary school in the communities of Skövde and Mariestad. Our focus is delimited to the five competences of a language: listen, read, write, speak and communicate. In this essay we part from four hipotheses. In the first place, we believe that the national study plans, Lpo94 and Lgr11, are very similar, but that there is a greater focus on the competence of communication in Lgr11. In the second place, we believe that the tests in the teacher´s guides are more or less adapted to the five competences depending on if they were published before or after the change of national study plans. Our hipothesis is that the newer tests are more adapted to the competences than the older ones. In the third place, we believe that some teachers have adapted (more or less) to the new system and that others have not. In the fourth place, our hipothesis is that those teachers who have adapted to the new system, evaluate all the five competences, with greater frequency and also make their own material to a greater extent than others. The method used in this essay is a comparison between the national study plans and the Spanish teacher´s guides. We have also made surveys among the teachers in the communities of Mariestad and Skövde. The results of our study show that there is a high similarity between the national study plans, but that there is a greater focus on communication in Lgr11 when it comes to knowledge requirements. The tests in the teacher´s guides differ a lot, and not many of them have been republished since the system change. Interestingly, there is only one of the teacher´s guides with tests that correspond to all five competences, and it is a book published before Lgr11. Furthermore, the teachers in our study respond differently on how they believe that they have adapted to the new system. Half of them think that they ii have made no changes at all, but the results show, surprisingly, that all the teachers evaluate the five competences of a language and there is also a tendency to evaluate the pupils more often than before. It seems like the new national study plan has had an impact on all the teachers in our study.

This thesis deals with the inclusion and integration of pupils with a different mother tongue in Czech elementary schools and point to the readiness of Czech schools and teachers for the integration of these pupils. The theoretical part is mainly focused on describing the best practices of integration and inclusion of pupils with a different mother tongue. In the empirical part are processed data from observations of lessons, interviews with teachers, educational consultant, school principals and interviews and published case studies of students with a different mother tongue. Research case study approach is the inclusion of pupils with a different mother tongue and the questionnaire. KEYWORDS Mother tongue, multicultural, inclusion, integration, foreigner, discrimination, migration, seeker, individual study plan.

Denna uppsats ämnar belysa om det går att digitalisera den individuella studieplanen på en institution vid Uppsala universitet. Digitalisering anses vara en av de största trenderna som påverkar dagens samhälle och det har visats bidra till ökad tillgänglighet och effektivitet inom offentlig förvaltning. Vid Uppsala universitet finns det i dagsläget behov av ett digitalt system för hanteringen av den individuella studieplanen. Studieplanen hanteras för tillfället som ett papper i form av en PDF och upplevs enligt tidigare studier, som ett mindre bra planerings- och uppföljningsverktyg. Forskningsarbetet har utförts baserat på forskningsstrategin Design & creation. Resultatet av forskningsprocessen är en informationsmodell, en processmodell i olika nivåer, samt en databas. Dessa modeller och databas är baserade på tidigare forskning, befintliga dokument och empiriskt material från intervjuer. Tidigare forskning omfattar ett verktyg för digitalisering, problem med identifierare, samt forskning kring modellering. De befintliga dokumenten utgörs av en tidigare studie om den individuella studieplan, samt lagstiftning, riktlinjer och allmän information gällande denna studieplan. Intervjuerna genomfördes med 9 informanter som använder studieplanen i sin roll på Uppsala universitet. Modellerna och databasen har utvärderats i en kriteriebaserad intervju med ämnesexpert, samt i en teoribaserad utvärdering. Forskningsresultatet tyder på att det är möjligt att digitalisera studieplanen med hjälp av de framlagda modellerna och databasen. Dessa modeller och databas kan med viss modifikation användas för att bygga ett digitalt gränssnitt och ett fullständigt system för studieplanen. / This thesis aims to illustrate whether it is possible to digitize the individual study plan at an institution at Uppsala university. Digitalization is considered one of the biggest trends that affects today’s society and it has been shown to contribute to increased accessibility and efficiency in public administration. Uppsala university has a need for a digital system for the individual study plan. It is currently handled as a paper in the form of a PDF and is perceived as an inferior planning and monitoring tool, according to previous studies. The research work has been carried out based on the research strategy Design & creation. The result of the research process is an information model, a process model at different levels and a database. These models and database are based on previous research, existing documents and empirical material from interviews. Previous research includes a tool for digitalization, problems regarding identifiers and research regarding modeling. The existing documents comprise a previous study of the ISP, legislation, guidelines and general information regarding the ISP. The interviews were conducted with 9 informants who use the study plan within their role at Uppsala university. The models and database have been evaluated in a criteria-based interview with a subject matter expert and in a theory-based evaluation. The research results indicate that it is possible to digitize the study plan using the presented models and database. These models and database can be used with slight modifications to build a digital interface and a complete system for the ISP.

Bakgrund Enligt lärare för en högskoleutbildning för en generell examen finns ett upplevt återkommande problem med att studenter som läser ett treårigt kandidatprogram inte förstår hur kurser hänger ihop med varandra och att kurser kan vara behörighetsgivande. Hur ser egentligen problemet ut ur studenters perspektiv? Kan det som lärare beskriver bekräftas av studenter? Hur ser de på sin programtid, hur tar de till sig information om sina studier och hur skulle de vilja få den informationen? Syfte Syftet med forskningsstudien är att bidra med kunskap om vilken typ av information studenter vid en högskoleutbildning behöver under sin programtid. Studiens två frågeställningar är: Vilken information behöver studenter för att de ska förstå sin egen programtid? Hur kan lärosäten utforma information för att stödja studenters förståelse för sin egen tid vid programmet? Metod Metoderna för insamlande av empiri var enkät, semistrukturerade intervjuer och dokumentanalys. De tre årskurserna på Informationsdesignprogrammet vid Högskolan Dalarna tillsammans med dokument som studiehandledningar, kursplaner, utbildningsplan och informationssidorna som finns tillgängliga för studenterna, har utgjort empirin för studien. Totalt utfördes sju intervjuer med studenter från dessa årskurser. Resultat Studien identifierade två huvudsakliga teman i relation till hur studenterna uppfattade programmet, ”Kontext/Identitet” och ”Förståelse/Relevans”. Återkommande uttryck för oförståelse av hur programmets innehåll hänger samman och en osäkerhet kring dess slutmål. Slutsatser Studenter behöver att utbildningens innehåll kopplas till programmets slutmål och mot kommande arbetsliv. Programmet upplevs som väldigt brett och svårt att greppa och att vissa kurser behöver en tydligare relevans för att öka förståelsen, engagemanget och motivationen. Studiehandledningen är ett centralt dokument som borde delvis standardiseras och innehålla specifik information. En interaktiv lösning över programmet med filtreringsfunktion behövs. / Background According to teachers for a higher education for a general degree, there is a perceived recurring problem that students who study a three-year bachelor's program do not understand how courses are connected to each other and that courses can be qualifying. What does the problem really look like from a student's perspective? Can what teachers describe be confirmed by students? How do they view their program time, how do they absorb information about their studies and how would they like to receive that information? Aim The purpose of the research study is to contribute knowledge about the type of information students in a higher education program need during their program time. The study's two questions are: What information do students need in order to understand their own program time? How can higher education institutions design information to support students' understanding of their own time in the program? Method The methods for collecting empirical data were questionnaires, semi-structured interviews and document analysis. The three years of the Information Designprogram at Dalarna University, together with documents such as study guides, syllabi, study plan and the information pages that are available to the students, have formed the empirical basis for the study. A total of seven interviews were conducted with students from these year groups. Results The study identified two main themes in relation to how students perceived the program, "Context / Identity" and"Understanding / Relevance". Recurring expressions of misunderstanding of how the content of the program is connected and an uncertainty about its end goal. Conclusion Students need the content of the education to be linked to the final goals of the program and to future working life.The program is perceived as very broad and difficult to grasp and that some courses need a clearer relevance to increase understanding, commitment and motivation. The study guide is a central document that should be partially standardized and contain specific information. An interactive solution over the program with filtering function is needed.

The main purpose of the present study is to investigate how students and teachers of Spanish as a modern language perceive homework. Although appearing to be a frequently used tool in the Swedish school (Skolverket, 2014), not a lot of thorough investigations have been conducted regarding Spanish homework in upper secondary schools in Sweden. Given that the current Swedish course plan proposes that the students are more involved in their own learning (Skolverket 2011), getting to know their opinion on the subject could be useful for teachers making decisions regarding homework. Therefore, the objectives of this research are a) investigate possible dependencies between students’ attitudes towards homework and variables such as gender, grade and level, and b) determine if there are any differences of opinion regarding frequency and type of homework preferred amongst teachers and pupils.  With the aim of finding out the opinions and preferences from both groups, an inquiry was given to teachers and pupils of modern language Spanish classes in upper secondary schools in the south of Sweden. These inquiries constitute of closed questions, on the basis of the quantitative method. In order to find possible associations between a positive attitude towards homework and other variables, the statistical analysis Fisher’s exact test was used.  The results obtained from the questionnaires indicate that certain variables can influence students’ view and opinion on Spanish homework. Firstly, it is shown that the girls who participated in the study tend to view Spanish homework in a more optimistic way. The same results were found when observing the students from higher levels or with the grade B or higher. Secondly, regarding the preferences of homework, both teachers and students who participated in the study agreed that glossary words are their preferred type of homework. However, the results also indicated a difference of opinion in respect of frequency, as the students preferred twice a month, and the teachers once a week.  Due to the scarcity of studies concerning preferences and attitudes towards homework, as well as the importance of understanding the students’ opinions (Skolverket, 2011), it is suggested that the topic is studied on a more thorough level, while also investigating other possible factors and dependencies. / A continuación, se presenta un estudio cuyo tema principal son los deberes escolares, los cuales Cooper define como cualquier tipo de tarea que les da el profesor a los alumnos para que trabajen con ella fuera de clase. A pesar de ser una herramienta frecuentemente usada en la escuela sueca (Skolverket, 2014), no se han investigado en gran medida los puntos de vista del profesorado y de los alumnos respecto a las tareas de español como lengua moderna en el bachillerato. Debido a que el plan de curso sueco propone que los estudiantes deben estar más involucrados en su aprendizaje, el conocer la opinión de estos con relación a las tareas, puede ser útil para el profesor a la hora de tomar decisiones relacionadas con los deberes. Por eso, los objetivos principales de la investigación que se plantean son a) investigar si existe alguna dependencia entre la actitud de los estudiantes respecto a las tareas con variables como el género, la nota y nivel , y b) averiguar si existen diferencias entre la opinión de ambos grupos en cuanto a la frecuencia y tipo de deberes. Con el fin de llegar a conocer las opiniones y preferencias de ambos grupos, se ha repartido una encuesta a los estudiantes y a los profesores de clases de español como lengua moderna en bachilleratos en el sur de Suecia. Las encuestas están constituidas por preguntas cerradas, por lo cual se ha partido de lo que se define como un método cuantitativo. Se ha llevado a cabo, además, un análisis estadístico llamado Fisher’s exact test, para hallar posibles asociaciones entre una actitud positiva hacia los deberes con otras variables. Los resultados obtenidos de los cuestionarios indican que sí pueden influir algunas variables en el cómo perciben los estudiantes las tareas de español. Se observa, en primer lugar, que las chicas tienden a percibir las tareas de español de una manera más optimista, junto con los estudiantes del nivel alto o con la nota A o B. En lo referente a las preferencias de los deberes, tanto el profesor como el alumno están de acuerdo de que el glosario es su tipo elegido de deber, aunque los maestros prefieren tenerlos semanalmente, mientras que el alumnado opina que dos veces al mes es óptimo. Dada la escasez de estudios respecto al tema y la importancia de conocer las opiniones del alumnado (Skolverket, 2011), se sugiere que se investigue el aspecto de los deberes de forma más profunda, investigando otros posibles factores y correlaciones.