Municipal adult education

In July 2012, the new Education Act and the Ordinance on Adult Education became applicable for municipal adult education (Kommunal vuxenutbildning, Komvux), municipal adult education for adults with intellectual impairments (särvux) and Swedish tuition for immigrants (SFI), as well as for certain equivalent educational courses. At the same time, a new curriculum for adult education and training became applicable for Komvux, Särvux, SFI and equivalent educational courses. 

The curriculum for adult education (Läroplan för vuxenutbildningen 2012) under municipal responsibility is laid down by the government and sets out the overall goals and general principles of adult education. According to the curriculum, adult education should:

• Bridge education gaps and work for increased equality and social justice.

• Enhance students' ability to comprehend, critically examine and take part in cultural, social and political life.

• Educate adults for a range of work tasks.

• Contribute to modernisation of working life and the achievement of full employment.

• Satisfy the individual desires of adults for broader study and education opportunities and give adults the opportunity to supplement upper secondary education.

The state education system for adults must be in line with fundamental democratic values. Everyone working within the adult education system should promote respect for each individual’s value as well as for the environment. In particular, steps should be taken to promote gender equality and prevent any attempt by pupils to subject others to abusive treatment including bullying and racism.

An example of the digital perspective in the modified 2017 curriculum is:

In an increasingly digitized society, adult education shall also help to develop digital competence. The education shall contribute to all students developing an understanding of how digitalization affects the individual and society's development. All students shall be given the opportunity to develop their ability to use digital technology. They shall also being given the opportunity to develop a critical and responsible approach to digital technology, to see opportunities and understand risks as well as to evaluate information. By this knowledge and approach to digital skills, entrepreneurship and innovative thinking the student develops skills that are important in work and social life as well as in further studies.

The goals of municipal adult education are to support and encourage adults in their learning. Adults should be given the opportunity to develop their knowledge and competence in order to strengthen their position in working and societal life and also to promote their personal development. The objectives in the national subject syllabi are the same for adult education at upper secondary level as they are for standard upper secondary schools. The content may, however, take different forms. For example, unlike standard upper secondary school educational provision, municipal adult education has no set programme of study for learners. Instead, the courses taken are determined by each individual's goals.

Municipal adult education has two levels, compulsory school level and upper secondary level, which correspond to the standard compulsory school and upper secondary school provision. The starting point is determined by the needs and conditions of each individual learner. Those who have received the least education should be given priority. Information about the goals for adult education is given in the subsections that follow.

The syllabi laid down by the Swedish National Agency for Education sets out the detailed goals for basic adult education (grundläggande vuxenutbildning). Courses are offered in the following subjects: Swedish/Swedish as a second language, English, mathematics, social studies, religious studies, history, geography, physics, chemistry, biology and home economics and nutrition. The syllabi are the same as for compulsory schools, but the courses may be split into several sub-courses. The curriculum for basic adult education set out within the 2012 Curriculum for Ault Education (Läroplan för vuxenutbildningen 2012).

Upper secondary adult education (gymnasial vuxenutbildning) offers all subjects available at standard upper secondary schools except for sports and chess. The project work (projektarbete), which is mandatory for completion of upper secondary school, is not needed for completion of upper secondary adult education. The compulsory subjects, in which a grade is required for a certificate of the completion of upper secondary school, are Swedish/Swedish as a second language, English, social studies, religious studies, mathematics and natural science. While both the syllabi and learning goals are the same for adult upper secondary education and standard upper secondary school, the course contents, scope and emphases can differ. A work plan defines the measures for achieving the goals of each course and is put together by teachers, student representatives and other school staff. The school head has the final say over work plans. The curriculum for upper secondary adult education is set out within the 2012 Curriculum for Adult Education (Läroplan för vuxenutbildningen).

The municipality is obliged to offer basic adult education corresponding to the compulsory school (grundskolan) (up to ninth grade) for everybody over 20 who does not have the proficiency normally gained at the compulsory school level.

For upper secondary adult education, municipalities must strive to offer courses that meet local demands and needs. If the number of places is fewer than the number of eligible applicants for a course, priority must be given to those who lack the knowledge taught in the course and who have the least previous educational attainment. According to the particular criteria for eligibility, applicants should 1) have limited education; 2) be in need of the course for a planned or current occupation, to supplement an incomplete programme from the upper secondary school (gymnasieskolan) or to supplement their qualifications; and 3) be able to complete the studies in accordance with the agreed study plan.

Municipal adult education is to be based on the needs and requirements of the individual. Support for adult learning may take the form of teaching, supervision, study guidance and assessments of goal attainment and knowledge, skills and competence gained. Each student is also to receive an individual study plan based on his or her abilities and current life circumstances.

Both basic and upper secondary adult education are largely organised in terms of courses. This means that each subject is divided into one or more courses. In principle, all national courses within the standard upper secondary school are provided to the adult learners. In addition, municipalities may arrange for courses to satisfy local needs. Each course can be studied separately and a certificate obtained on completion. Duration of a course can vary for different participants. A course may either be for a short period or spread out over a longer period. Courses can be provided during the day, evenings, weekends and over the summer. Different types of courses can be combined into an individual study programme which is unique for each student, and courses from basic (compulsory) and upper secondary levels can also be combined (as with vocational general subject courses).

Special adult education is for adults with an intellectual disability who want to supplement their education from compulsory school and/or upper secondary school. Individuals with development disabilities or brain impairments have the right to participate in special education for adults from the second half of the calendar year in which they reach the age of 20. Students lacking such knowledge which the education aims to provide, and who fulfill the conditions to benefit from the education are eligible to participate.

The home municipality is responsible for providing education for those who have the desire and the right to participate in education at compulsory school level. Each municipality should actively work to inform adults in the municipality of their right to participate, and encourage them to do so. Adult special education shares a curriculum with adult education (Läroplan för vuxenutbildningen 2012), but it has its own syllabi.  Adult education for individuals with learning disabilities consists of:

• Basic adult education for individuals with learning disabilities, which corresponds to the compulsory special school level.
• The upper secondary school for individuals with learning disabilities, which is equivalent to national or specially designed programs in the upper secondary school for individuals with learning disabilities.

Teaching takes place as subject courses with the object of providing knowledge equivalent to compulsory school and upper secondary school for those with learning disabilities. Adult education for individuals with learning disabilities has its own syllabi and time schedules. These time schedules are only guidelines, so that the teaching can be adapted to the needs and abilities of each participant. Students can choose to study a single course or a combination of courses.

Grades are specified by A, B, C, D or E. A student who has not achieved at least a grade E receives a certificate of participation in the course.  The rating F and the horizontal line shall not be used in special education. In adult education equivalent to the "training school", which is for pupils with profound learning disabilities, a certificate will be issued showing that the pupil took part in the course.

Swedish tuition for immigrants

Swedish tuition for immigrants (svenska för invandrare, SFI) is advanced language education which aims to give adults with a mother tongue other than Swedish basic knowledge of the Swedish language. Through this educational provision, students develop a functional second-language ability in Swedish. The education should provide language tools for communication and active participation in daily, societal and working life. The education also aims to give adult immigrants who lack basic reading and writing skills the opportunity for acquiring such skills. Tuition is free of charge for students. Each municipality must as soon as possible, and at the latest within three months, ensure that tuition is offered to any new resident in the municipality who lacks basic knowledge of the Swedish language. There are also folk high schools that provide Swedish tuition for immigrants.

As of 1 July 2016 Swedish tuition for immigrants ceased to be a separate type of education and became a part of municipal adult education (kommunal vuxenutbildning)

The educational provision is organised within courses. Study plans are personalised and are tailored to the needs of each individual. Adaptation to individual needs ensures that genuine opportunities are provided for students to influence the structure and organisation of the education. The principal organiser should in cooperation with the Swedish Public Employment Service try to make sure that students are given the chance to practise their Swedish language skills in working life. To this end, Swedish tuition for immigrants can be combined with other relevant activities, such as an orientation to working life in Sweden, validation of previous educational attainment, and opportunities for work experience. It should also be possible to combine the education with regular employment.

The right to Swedish tuition for immigrants is held by individuals who are resident in Sweden, have reached the age of 16 from the second half of the calendar year and who also lack the basic knowledge in Swedish which the education aims to provide. The right also applies to Finnish citizens who are working permanently in Swedish municipalities but live in Finland close to the Swedish border and who otherwise fulfill the conditions. However, it does not apply to adults who have a knowledge of Danish or Norwegian, as in these cases instruction in Swedish is not considered necessary.

The education should provide language tools for communication and active participation in daily, societal and working life. The education aims to provide students with communicative language skills. This means being able to communicate, both orally and in writing, according to students’ own needs and circumstances. The starting point for the education should be determined by the needs and life circumstances of each individual learner. In addition, the education also aims to give adult immigrants who lack basic reading and writing skills the opportunity for acquiring such skills. This group of students includes those who are illiterate (in any language) with little school background, as well as those who are able to read and write but are accustomed to a different type of writing system (e.g., languages that use something other than the Roman, or Latin, alphabet). Grades should be awarded at the end of each completed course. The grading scale has five pass levels (E, D, C, B and A) and a fail grade, F. If the teacher does not have sufficient material for assessing the student's knowledge due to absenteeism, a grade should not be awarded, and this should be registered by a dash. Knowledge requirements are specified for three of the grades: E, C and A.

Those participants who do not achieve a "Pass" are given a certificate showing their level of knowledge in relation to the goals of the syllabus.

The syllabus is determined by the government and describes three different study paths depending on the individual's level of knowledge, experience and study goals. The syllabus enables the student to combine or integrate courses in Swedish tuition for immigrants with studies in upper secondary school, basic or upper secondary adult education, special adult education, practical work-place experience, employment or other work-related activities. Studies in Swedish tuition for immigrants are to be adapted to the needs of each individual, and the courses are to be characterised by flexibility. From January 1 2018, the responsibility to determine the syllabus will be transferred from the government to the Swedish National Agency for Education(Skolverket), and at the same time a revised syllabus will be taken into effect.

Provision to Achieve a Recognised Qualification during Adulthood 

Municipal adult education

Municipal adult education is offered at two levels and both lead to recognised qualifications.

• Basic adult education covers the first 9 years of secondary school.

• Upper secondary adult education gives adults knowledge and skills at a level equivalent to upper secondary school. This education programme consists of courses at different levels. Students receive a grade after each completed course.

Many individuals take part in municipal adult education to take the courses they need in order to meet the eligibility requirements for university studies. Municipal adult education offers courses that give students both general and specific eligibility. For more information on qualifications and eligibility for higher education after completing municipal adult education, see the Swedish Council for Higher Education (Universitets- och högskolerådet).  There were 400 000 students enrolled in municipal adult education in 2020. The majority, or over 243 000 students, studied at upper secondary level.

Folk high schools

All folk high schools hold the general course, suitable for those who have not completed their secondary education since it can provide equivalent knowledge. The subjects studied here closely resemble those in comprehensive schools or upper secondary schools. There is no centrally established curriculum, as each school determines its own programme. The participants study from one to three years depending on their previous educational background, and the lowest age of admission is normally 18 years. The general course at the folk high schools has been ascribed a specific level of qualification by the government and the Swedish Council for Higher Education. This course may be equated with the upper secondary school, which means that participants may qualify for higher education and university studies through a certificate (Eligibility for Higher Education) verifying their knowledge.

A person who has completed a one- to three-year course of studies at a folk high school and who has achieved results corresponding to a “Pass” in the core subject courses at upper secondary school shall be deemed to have ‘basic eligibility’ for higher education. The length of the studies required depends on the extent of the student’s previous studies and work experience. Each academic year at a folk high school comprises at least 30 weeks of full-time study. Those applying to higher education with a certificate from a folk high school do so in a particular category.

The general course had 21 500 participants in 2021.  For more information, see Swedish National Council of Adult Education (Folkbildningsrådet).

Provision Targeting the Transition to the Labour Market 

During 2013, over one million people were registered with the Swedish Public Employment Service (Arbetsförmedlingen). Unemployment is decreasing in Sweden and Since 2013 the amount of registered people have decreased to 650 000 people by the end of 2016. During 2017 the amount of registered people has started to increase again which can be explained by a large amount of newly arrived migrants enrolling in establishment programs. Not everybody who are registered with the Swedish Public Employment Service are unemployed. Some are exchange seekers (they have a job but are looking for another), temporary employees or have a subsidized employment while others for various reasons are prevented from taking a job. The same people are not registered throughout the year and approximately 400 000 got a job during 2016. Many of the registered people are also participating in different labour market measures that are improving their employment opportunities.

Labour market training (arbetsmarknadsutbildning) is mainly vocationally oriented adult education that is given priority on labour market policy grounds and directed towards persons who are at least 25 years old, and who are, or who are at risk of becoming, unemployed. It is either a form of retraining to update knowledge and skills or new vocational training. The programmes are most often organised by private educational providers; some programmes are organised by university colleges with a special orientation. Decisions on labour market training are made by the Swedish Public Employment Service. The training comes under the responsibility of the Ministry of Employment. 

After completing labour market training a certificate is issued by the organiser of the educational provision. The kind of certificate varies depending on the type of education – programmes related to a certain industry may provide industry-specific certification, whilst other education programmes lead to a more general certificate. The type of certificate issued is decided in agreement with the employment agency at the time the education is procured. The amount of participants in labour market training has been approximately 10 000 for several years.

A folk high school course to enhance study motivation among the unemployed (Studiemotiverande folkhögskolekurs) is a national labour market policy measure that started in 2010. The target group is unemployed young people, 16-25 years, registered at the Public Employment Service, who have not completed compulsory or upper secondary education. The initiative is available to young people from their first day of unemployment. The initiative is also for people over 25 participating in the Swedish Job and Development Programme, who have not completed compulsory or upper secondary education. The course comprises a range of elements, including the revision of different curriculum areas (i.e. 'basic skills'), reinforcement of study skills, but also educational and vocational guidance. The aim of the programme is to increase participants’ motivation to return to and complete their regular education. The course is offered at 113 folk high schools and approximately 3000 people attended it in 2016, with over 65 percent of the participants under the age of 25.

Fast track -a quicker introduction of newly arrived immigrants  The Fast track is a government initiative to enable immigrants in Sweden to quickly find a workplace that is relevant to the individual’s education and experience and establish themselves in the labour market. At the same time, there is a shortage of labour in many industries that can now be helped with the provision of skills. The overall objectives of the Fast track is to shorten time from arrival to work, use skills in the right way – newly arrived immigrants must not only find jobs, they should find the right jobs and help industries where there is a shortage of labour with the provision of skills. The components of the Fast track are workplace training, language training and education. During the first three year from the start in 2016 a total of 8000 people participated in the Fast track and the most common professions and areas were for teachers, preschool teachers, professions within health and medical care and social sciences.

For more information on adult education provision targeting the transition to the labour market, see The Swedish Public Employment Service (Arbetsförmedlingen). 

Provision of Liberal (Popular) Adult Education 

Folk high schools 

Folk high schools are for all adults over the age of 18. There are no special entrance requirements for the general course at folk high schools. Individuals can start at varying levels depending on their school background. The more specialised courses,, however, have entrance requirements in the form of prior knowledge or work samples. The stakeholders in liberal adult education themselves formulate their own admission requirements, eligibility requirements and restrictions. 

The adult education system aims to use participants' previous education and experiences to deepen and develop their knowledge as a basis for work, further study and participation in society. The means for achieving this objective are not centrally regulated. Rather, each individual organiser decides how to arrange the educational provision, and the teachers are free to choose their own teaching methods. Each folk high school determines its own profile and approaches. It is a common approach, however, for students to work together in small groups. Computers and other ICT solutions are also often used, and distance studies are highly prominent as well.

The folk high schools have their own assessment system, set up according to guidelines from the Swedish National Council of Adult Education (Folkbildningsrådet). There are no grades for individual courses; instead, an overall study assessment is provided for a year-long course. The general course can confer eligibility for higher education courses. A folk high school can issue a certificate showing that a student has knowledge equivalent to upper secondary studies, or it can issue a certificate of basic eligibility or special eligibility. For the special courses, students are given a certificate after they complete a course.

The general course at the folk high schools has been ascribed a specific level of qualification by the government and the Swedish Council for Higher Education. This course may be equated with the upper secondary school level, which means that participants may qualify for higher education and university studies through a certificate verifying their knowledge.

A person who has completed a one- to three-year course of studies at a folk high school and who has achieved results corresponding to “Pass” in the core subject courses at upper secondary school shall be deemed to have ‘basic eligibility’ for higher education. The length of the studies required for this “basic eligibility” depends on the extent of the student’s previous studies and work experience.

The Swedish National Council of Adult Education presents the following numbers regarding participation in folk high school courses in 2021 with state funding: 

• 25 100 people participated in the shorter courses

• 58 000 people participated in the longer courses 

• The general course had 21 500 participants

• Approximately 90 400 people took part in cultural programmes that were arranged for the general public.  

The Swedish National Council of Adult Education (Folkbildningsrådet) offers more information, in Swedish only. 

Other Types of Publicly Subsidised Provision for Adult Learners 

Distance learning

Municipal adult education, education for adults with intellectual impairments, Swedish tuition for immigrants, liberal adult education and labour market training are available in all municipalities. Advanced vocational education programmes are offered all over the country. Distance learning is used to facilitate such adult education opportunities for students in sparsely populated areas. In fact, distance learning is promoted as an option for all students irrespective of whether they live in sparsely populated areas or not.

The proportion of students in adult education studying without scheduled teaching times (e.g., remotely) has increased over time. In 2013, 18 per cent of students studied without a course schedule, compared with 12 per cent five years earlier. The majority of the students who choose distance learning study at the upper secondary level; only five per cent of those who study at the basic level chose distance learning in 2013. In total there are approximately 36 000 people taking part in municipal adult education via distance learning.