The aim for this study is to investigate how the cooperation between teachers from nine-years compulsory school and comprehensive upper secondary school is organized in a Swedish municipality, based on the formulation in the Swedish curriculum. My idea is to see how the cooperation is organized, when it comes to information about pupils who haven’t passed the qualifications to upper secondary school, especially in Mathematics.

Lennart Lundquist’s basic ideas about the qualities of the one who is guided, in this case the teacher, underlie my study when it comes to the directions from the school board.

I carried out my study in a Swedish municipality, where I interviewed teachers at two different compulsory schools and one upper secondary school. I also let the school board become a part of my study, as they received a minor questionnaire.

The results of my study points out that there is much to be done when it comes to cooperation between the teachers from different school levels. The interviewed teachers points out that they lack knowledge about each other and they ask for more physical meetings to start cooperation. The school board also seems to be aware about the lack of cooperation. One of the principals states in his questionnaire that a first physical meeting is planned this August, as a first step to generate a more organized cooperation between the school levels.

At the end of this essay I also suggest how this first meeting could be a start at a new form of cooperation in the investigated municipality, for example a wider discussion between the school board and the teachers and subject-focused collegial meetings across the school levels.