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Bilingual schools give kids the edge

How do you raise a bilingual child? The most effective method is to immerse them in the language from the youngest age possible. As Nic Townsend discovers, this is exactly what Futuraskolan, a company operating seven Swedish schools and preschools, strives to do.

Bilingual schools give kids the edge

Since its creation in 2001, Futuraskolan’s innovative approach to education has taught many bilingual children throughout greater Stockholm. “The majority of our students are Swedish who have often lived overseas or have a parent from abroad,” says Marie Burman, Head of Schools of Futuraskolan, “Others are students with parents from other cultures, or are here temporality with a company.”

Having started with a single preschool, Futuraskolan have since expanded to five preschools and two high schools, teaching over 1200 students. Each school follows the standard curriculum as set out by Swedish law, but what makes them unique is their greater emphasis on languages and Natural Science, and their introduction of English at an earlier level. While most Swedish schools do not teach English until grade three, Futuraskolan starts immediately and thus fully harness a child’s susceptibility to learn a second language quickly and effectively.

Futuraskolan also offers different levels of English throughout its various campuses. Futura International, Futuraskolan’s preschool in Östermalm, is entirely English speaking. In 2010 they’ll open up another two preschools both of which will be completely bilingual. By the end of the year they also hope to open an international school with an international curriculum.

“Language is what we believe is going to be valued in the future job market”, says Burman, “Actually being bilingual, and not just knowing or understanding another language, will be integral.”

As the name suggests, Futuraskolan aspires to be forward thinking and innovative. Classes typically encourage learning through playing and various hands-on activities, particularly in the preschools. “We strive for energy, progressiveness and quality in our programmes,” says Marie Burman, “We make sure we’re first with the latest research on education and how the brain develops.”

Nor is education limited to the classroom, and even lunchtime has been harnessed as an opportunity to enhance students’ physical and intellectual development. Futuraskolan is immensely proud of its eating program where all student meals are made from scratch with fresh ingredients. With dishes such as French Fish Soup and Fillet of Plaice with Remoulade Sauce, the school menu reads more like something from a holiday resort than a school, and much healthier than a Big Mac.

As part of the Swedish ‘free school’ system, Futuraskolan is both privately owned and government funded, giving students and parents the advantages of both private and public schooling. “As we are government funded we do not charge fees,” says Burman, “But we can still choose our own teachers like a private school and take a more direct route to filling positions.” As a school with very distinct values and ideas on education, this is particularly important for Futuraskolan. “We establish with our staff our values and principles so that all staff across all our schools are on the same platform.”

The freedom to employ their own teachers is also vital in their attempt to create a truly bilingual environment. “In our English programs we only have native English speakers. We ensure all our teachers are fully qualified in their respective areas and ideally have experience in an international school.”

Overall the biggest measure of Futuraskolan’s quality of education is their rapid expansion. By the year’s end they’ll hopefully have seven preschools and three high schools, and this is only possible because of Futuraskolan’s proven methods.

“We’ve grown very rapidly over the past three years predominately through word of mouth. People have reported good things about the quality of our education.”

Nic Townsend

This article is sponsored by Futuraskolan

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EDUCATION

Inquiry calls for free after-school care for 6-9 year-olds in Sweden

Children between ages 6-9 years should be allowed admittance to after-school recreation centers free of charge, according to a report submitted to Sweden’s Minister of Education Lotta Edholm (L).

Inquiry calls for free after-school care for 6-9 year-olds in Sweden

“If this reform is implemented, after-school recreation centers will be accessible to the children who may have the greatest need for the activities,” said Kerstin Andersson, who was appointed to lead a government inquiry into expanding access to after-school recreation by the former Social Democrat government. 

More than half a million primary- and middle-school-aged children spend a large part of their school days and holidays in after-school centres.

But the right to after-school care is not freely available to all children. In most municipalities, it is conditional on the parent’s occupational status of working or studying. Thus, attendance varies and is significantly lower in areas where unemployment is high and family finances weak.

In this context, the previous government formally began to inquire into expanding rights to leisure. The report was recently handed over to Sweden’s education minister, Lotta Edholm, on Monday.

Andersson proposed that after-school activities should be made available free of charge to all children between the ages of six and nine in the same way that preschool has been for children between the ages of three and five. This would mean that children whose parents are unemployed, on parental leave or long-term sick leave will no longer be excluded. 

“The biggest benefit is that after-school recreation centres will be made available to all children,” Andersson said. “Today, participation is highest in areas with very good conditions, while it is lower in sparsely populated areas and in areas with socio-economic challenges.” 

Enforcing this proposal could cause a need for about 10,200 more places in after-school centre, would cost the state just over half a billion kronor a year, and would require more adults to work in after-school centres. 

Andersson recommends recruiting staff more broadly, and not insisting that so many staff are specialised after-school activities teachers, or fritidspedagod

“The Education Act states that qualified teachers are responsible for teaching, but that other staff may participate,” Andersson said. “This is sometimes interpreted as meaning that other staff may be used, but preferably not’. We propose that recognition be given to so-called ‘other staff’, and that they should be given a clear role in the work.”

She suggested that people who have studied in the “children’s teaching and recreational programmes” at gymnasium level,  people who have studied recreational training, and social educators might be used. 

“People trained to work with children can contribute with many different skills. Right now, it might be an uncertain work situation for many who work for a few months while the employer is looking for qualified teachers”, Andersson said. 

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