ABSTRACT
This chapter describes the Swedish context, the theoretical framework and the methodology. It analyses the Swedish national curriculum and common performance indicators are described and explains regarding the discourses they represent and how they represent the national curriculum. The chapter explores knowledge about how such indicators can influence teaching and school choice, and how they interact with the national curriculum by describing and analysing the common performance indicators that are used in the Swedish school system. The evaluation systems also involve indicators representing background information, such as costs and number of pupils and teachers. Skolverkets Internetbaserade Resultat-och kvalitets Informations System is a database of statistics and general information on the Swedish National Agency of Education website. ValjaSkola is a relatively new website and is provided by the Swedish National Agency for Education. The reductive simplification of the national curriculum is exaggerated by the complete dominance of indicators representing only three school subjects: Swedish, English and mathematics.
