<p>Children from different backgrounds, cultures and home environments attend school everyday. The educational system of today focus on the importance for every individual pupil to take responsibility, in order to gain knowledge. From an early age should the pupils learn how to work independant and take responsibility for their education. My questian, and what I have decided to discuss in this paper, is wether everyone has the same opportunity to gain knowlwdge and learn trough this method. In preperation for this essay I read litterature where the authors claims that this kind of educational system is not for everyone, but it benefits those pupils that comes from a middleclass background.</p><p>So, is our school system fair and equal? Can everyone, no matter what social and cultural group they belong to, get the education thay have right to? In order to get a deeper understanding I interviewed three teachers that works in different schools. The conclusion in this paper is based on these interviews, so it is not to be generalized. The paper has three major hedings; The national curriculum and individual responsibility, those who benefits, how does one help?</p><p>The results of the paper, and the conlclusion of the interviews, shows that it is crucial for the pupils to have been thaught from a very young age, to take responsibility for their own learning. The teachers also agreed that those who benifits from this kind of educational system has supportive parents that value the need of education. This despite which ethnic, social or cultural group they belong to. All pupils must be aware of the curriculum, and the teaching needs to be individualized.</p>

Children from different backgrounds, cultures and home environments attend school everyday. The educational system of today focus on the importance for every individual pupil to take responsibility, in order to gain knowledge. From an early age should the pupils learn how to work independant and take responsibility for their education. My questian, and what I have decided to discuss in this paper, is wether everyone has the same opportunity to gain knowlwdge and learn trough this method. In preperation for this essay I read litterature where the authors claims that this kind of educational system is not for everyone, but it benefits those pupils that comes from a middleclass background. So, is our school system fair and equal? Can everyone, no matter what social and cultural group they belong to, get the education thay have right to? In order to get a deeper understanding I interviewed three teachers that works in different schools. The conclusion in this paper is based on these interviews, so it is not to be generalized. The paper has three major hedings; The national curriculum and individual responsibility, those who benefits, how does one help? The results of the paper, and the conlclusion of the interviews, shows that it is crucial for the pupils to have been thaught from a very young age, to take responsibility for their own learning. The teachers also agreed that those who benifits from this kind of educational system has supportive parents that value the need of education. This despite which ethnic, social or cultural group they belong to. All pupils must be aware of the curriculum, and the teaching needs to be individualized.

Bakgrund: Andelen äldre i vårt samhälle ökar och alltfler äldre är fysiskt inaktiva, vilket kan ses som ett folkhälsoproblem. Att utforska inaktiva äldres syn på fysisk aktivitet kan bidra till värdefull kunskap när det gäller att stödja dessa personer till en ökad fysiskt aktiv livsstil.  Syfte: Att ta reda på vad inaktiva äldre upplever har betydelse för att vara fysiskt aktiva, samt vad de anser kan få dem att förändra sitt beteende till en mer fysiskt aktiv livsstil. Metod: En kvalitativ studie med semistrukturerade intervjuer genomfördes med ett bekvämlighetsurval med sex kvinnor, 65–74 år. Data analyserades induktivt med kvalitativ innehållsanalys där koder och kategorier sorterades fram.  Resultat: Fysisk miljö och yttre stöd ansågs ha betydelse för att inaktiva äldre skulle vara mer fysiskt aktiva. Vardagliga aktiviteter prioriteras framför fysisk aktivitet. Yttre stöd, förändrade rutiner i samband med pension, kunskap och erfarenheter samt känslor och attityder kring fysisk aktivitet ansåg de äldre ha betydelse för den fysiska aktivitetsnivån. Slutsatser: De psykosociala faktorerna uppfattades ha stor betydelse vad gäller fysisk aktivitet, deltagarna betonade omgivningens betydelse, yttre stöd ansågs ha en stor betydelse för att en beteendeförändring skulle kunna ske. / Background: The number of elderly in our society is increasing and the quantity of physically inactive seniors is growing along with it, this observation can be viewed as a global health issue. By exploring inactive elderly people´s view of physical activity it can contribute to valuable knowledge for supporting this age group into a more physical active lifestyle. Aim: To find out what elderly experiences have importance for being physically active, and what they think can make them change their behavior into a more physically active lifestyle. Method: The study was qualitative, semistructured interviews were made, a convenient sample of six women, 65-74 years old, were included. Data were interpreted inductive with a qualitative content analysis and then sorted into codes and categories. Result: Physical environment and external support was considered to be important by elderly inactive people to be more physically active. Ordinary everyday activities are prioritized over physical exercise. External support, changed habits after retirement, knowledge, experience and attitudes regarding physical activity. This altogether results in an impact on the level of physical activity amongst elders.   Conclusion: The psychosocial factors  were perceived to have great importance in terms of physical activity. The participants expressed how the support from the surroundings has a great importance for a behavioural change.