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Startsida /About CETIS




CETIS - Centre for School Technology Education

The Swedish National Centre for School Technology Education, CETIS, at Linköping University started in 1993. In 1996, the government made CETIS a national centre. The main aim of the centre is, in collaboration with teachers, teacher-trainers, and representatives for industry etc, to develop technology education in schools. 

CETIS works with a broad array of activities. One of our larger commitments is to arrange regional or national conferences for teachers in Technology on a biannual basis. We arrange network meetings for educators in teacher education concerned with Technology. Four times a year we publish a newsletter and send to all Swedish schools, for free. Once a year we run a two-day national research seminar for PhD-students in Technology education. We have an active website ( and can be found on Facebook (CETISliu). We provide teachers with support material and teaching support. Collaboration with the DfE and NAE is central to us, as well as industry, labour unions, company organisations, museums etc. We cooperate with other national centres as well as similar international hubs, since international overview and contacts are of great importance to us. We engage, and get engaged, in national competitions, EU applications, curricular activities, in-service training etc.

CETIS is situated at Linköping University, Campus Norrköping.

The ultimate aim is to inspire, support and help teachers develop good, general, technological education to all Swedish pupils and students. For this purpose we often use the wide term “Technological bildung” which encapsulates most aspects of the pupil’s growth towards deeper technological knowledge, awareness, skills, competencies, and literacy. Our vision is to provide a body of knowledge that combines theory and practice, integrating technological knowledge, philosophy and science with the humanities, and the social and natural sciences.

The Swedish national curriculum for the Technology school subject has changed over the last six decades, and so has its motives. It has broadened from a male orientated industrial subject at lower secondary school to a compulsory subject for all pupils at all ages.

In the present curriculum for the compulsory school, technology is a core subject from year one to year nine (age groups 6-16). There are at least three good reasons for this:

  • As a citizen in a living democracy we must try to understand and evaluate technology and technical systems. Many of today's important social issues concern technological choices. 
  • By allowing the pupils themselves to play with, try out and develop different technical solutions they will become familiar with the technology which surrounds them in everyday life. 
  • Our society is to a great degree dependent on our education of scientists and technologists in more and more areas of work, who are discerning and aware of important issues. 

Practical and investigative work is important, but the syllabus also emphasises that the scientific and social aspects must be present in teaching, together with historical and international perspectives.

You will find an English version of the National Curriculum for Technology Education here.

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