Abstract
In the context of government decentralisation and integration of services, over the last 15 years Sweden has been developing an all‐day school based on inter‐professional teamworking and adopting a holistic approach to working with children. The article describes these recent educational reforms in Sweden, which have sought to re‐structure the school and develop new ways of working, offers some evaluative comments on this process and considers possible implications of these reforms for other countries. It compares Swedish school reforms with recent English policy developments intended to make ‘extended schools’ a universal provision by 2010.
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