Varför En Reformerad Gymnasieskola 2011? : En reformanalys utifrån rektorer och lärares uppfattningar – kopplat till John Deweys teorier.

This empirical work and base has been to analyze the government’s investigation (SOU 2008:27): the future road – a reformed high school, which led to the high school reform that the Swedish government introduced as proposition (2008/09:199) about: Higher demand and quality within the high school. Skolverket (part of the Swedish government) has worked with the development of this steering document within their own mission Gy2011 in connection with the high schools during the transition. The reform comes into effect 1 of July 2011. This led to the main purpose to ask questions what high school principals and teachers think of the reform and to what extent it effects the high school programs, the examination system, what impact they see on the individual and the demand from society, and to some extent what the respondent´s answers about the government’s definition of what the higher demand and quality in the reform signify. The scientific base of this method has also been to analyze the pedagogue and the pragmatic John Dewey’s theories connected to the SOU 2008:27, Gy2011, historical reforms and education politics through scientists and views in a changeable society. The result shows that the principals and teachers have high hopes that the reform can lead to equal value in a national view and that the evaluation will become easier with less local freedom within the high school programs. They see a problem with present-days high-school that everyone in the system is able to reach university qualification. But this “school for everybody” hasn’t worked when the knowledge condition is too different among students. The respondents see that the student’s theoretical knowledge from the primary school (with only three approved school subjects) makes it tough to reach the goal in the high school programs – this doesn’t answer the quality demand from the market and the customer. The result also shows that the demand on awareness on students (and parents) will be harder when too choose either a university- or an occupational training program (examination). The respondents seem to agree (with the reform and state investigator) that the definition on the difference between the examinations makes it clearer what the education plans (and the goals) actually leads to for the students. When scientific theories in these analyzes is placed against the reform, the result shows that Dewey’s theories is much current as an organic pragmatic education process (the individual in interaction with society), today’s school system isn’t up to date in the process with society and the consumer (the buyer). The politics within the government has been to slow to reform the high school – the consequence has led to that students haven’t been able to reach the goals during their education programs (the obscurity has been obvious). The lack of equal value of high school education is a national quality problem