Skola utan timplan - om lärares tolkning av uppdraget i en mål- och resultatstyrd skola

The issue of this article is the direction of the Swedish compulsory school. The article is based upon the results of a longitudinal study of four schools participating in a probation, initiated by the Swedish government, where they are allowed to work without the timetable. What regulates school activity when there is no timetable that prescribes the amount of time for each subject? What are the consequences of the abolition of a regulation like this? To what extent can the abolition of the timetable contribute to new ways of interpreting the object for the school? The consequences for the task of the school, to offer an equal education for all, is also discussed. The results show that what directs how the activities in school are planned and carried through is the teachers' striving for all students to achieve the grade "passed". According to the teachers, the abolition of the timetable improves the opportunities for this. An equal education is interpreted as all students achieving the grade "passed".