In 2023, more women than men had a post-secondary education of three years or more in Sweden. In detail, 29 percent of the Swedish women and 19 percent of the Swedish men had attained that education level. On the other hand, a higher share of men than women had a form of upper secondary education. More than one fourth of men and one fifth of women had an upper secondary education of three years. Women’s access to education More women than men completing post-secondary education programs is not a trend limited to Sweden. Across all OECD countries in 2021, more women were first-time higher education students than men. A large portion of these women are entering into healthcare and education programs, while less than a quarter are entering into science, technology, engineering, and mathematics (STEM) programs. Issues facing Swedish women today While more Swedish women are accessing education and leading autonomous lives, they still face many gender-based issues. In 2022, domestic abuse, equal pay, and sexual violence were all cited as top gender issues for Swedish women. More Swedish women than men report feeling unsafe at night, and for both genders, concerns about crime are increasing.

Sweden: Ratio of female to male students in tertiary level education: The latest value from 2022 is 1.42 percent, a decline from 1.43 percent in 2021. In comparison, the world average is 1.21 percent, based on data from 117 countries. Historically, the average for Sweden from 1971 to 2022 is 1.19 percent. The minimum value, 0.71 percent, was reached in 1976 while the maximum of 1.43 percent was recorded in 2021.

In 2022, there were roughly 5.2 million people employed in Sweden. Of these, nearly 2,9 million had a higher education, a majority of which were women. 1.9 million employees had a secondary education, most of these were men. Only 430,000 of the people employed in Sweden in 2022 had a primary education.

The most common educational level among women in all five Nordic countries is a tertiary education. In both Iceland, Norway, and Sweden, more than 50 percent of the female adult population had a tertiary education in 2022. In Denmark and Finland the share was just below 50 percent. Women in the Nordic countries have a higher educational level than their male counterparts.

Sweden SE: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data was reported at 1.525 Ratio in 2015. This records a decrease from the previous number of 1.537 Ratio for 2014. Sweden SE: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data is updated yearly, averaging 1.265 Ratio from Dec 1971 (Median) to 2015, with 41 observations. The data reached an all-time high of 1.594 Ratio in 2008 and a record low of 0.704 Ratio in 1976. Sweden SE: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Sweden – Table SE.World Bank.WDI: Education Statistics. Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

The most common type of education completed in Sweden is a post secondary education of three years or more or an upper secondary education of three years. In 2023, nearly half of the population had either one of these levels of education as their lowest completed level of education. Among them, nearly 24 percent had an upper secondary education of three years or more. In 2023, 383,000 students were registered in higher education institutions in Sweden. Higher share of the female population with higher education The share of women with a post-secondary education of three years or more was higher than the share of men; 45 percent of the female population had a post-secondary education in 2022, compared to 33 percent of the male population. On the other hand, there are more men than women with an upper secondary education. Financial aid for students The financial aid for students in Sweden makes it possible for many to gain a higher education. In 2021, 207,000 students in Sweden received both subsidies and study loans. Around 107,000 of the students received neither, and around 50,000 received subsidies but no loans.

Sweden SE: Gender Parity Index (GPI): Secondary School Enrollment: Gross data was reported at 1.140 Ratio in 2015. This records an increase from the previous number of 1.135 Ratio for 2014. Sweden SE: Gender Parity Index (GPI): Secondary School Enrollment: Gross data is updated yearly, averaging 1.086 Ratio from Dec 1971 (Median) to 2015, with 44 observations. The data reached an all-time high of 1.270 Ratio in 2000 and a record low of 0.963 Ratio in 1972. Sweden SE: Gender Parity Index (GPI): Secondary School Enrollment: Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Sweden – Table SE.World Bank.WDI: Education Statistics. Gender parity index for gross enrollment ratio in secondary education is the ratio of girls to boys enrolled at secondary level in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

The highest cancer incidence in Sweden, by educational level, during the period from 2015 to 2019 was among men with elementary high school as their highest education. The rate of new cancer cases in this age group was 800.9 per hundred thousand inhabitants. The corresponding figure among women in this group was 780 cases per hundred thousand inhabitants.

In Sweden, men earn slightly more than women. From 2016 to 2021, women's average earnings in the country were 96 percent of that of their male counterparts, but dropped to 95 percent in 2022. This is despite the fact that women have a higher educational level than men.Unequal pay, a frequently observed problem Even though women in Sweden earn less on average than men, the gender pay gap is smaller in Sweden than in several other European countries. However, in a survey about attitudes towards gender equality, equal pay for equal work was considered the second most important issue facing women and girls in Sweden today. Gender difference in the distribution among occupations and sectors The main reason for the lack of equal pay for men and women is that the latter group tends to work in occupations where average salaries are lower than in those dominated by men. For instance, the average salary in the human health sector in Sweden is 35,000 Swedish kronor, compared to 57,200 in financial institutions and insurance companies. The health care sector in the country has a high share of female employees.

Number of participants in Swedish education for immigrants by educational background, gender, study path and year

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In Sweden, the most common educational background for unemployed people was a primary education. 165,000 of the total 420,000 unemployed people had a primary education. A slight majority of these were men. Moreover, there were 138,000 unemployed people with a secondary education, and and roughly 115,000 with a higher education.

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This is the Swedish part of the 2002 'International Social Survey Program' (ISSP), and it is the second time Sweden participates in an ISSP-survey focusing on the significance of family and changing gender roles.

Questions cover the respondents attitude to employment of women and the role distribution of man and woman. Other questions deal with how much women should work outside the home during various stages of child raising. The respondents also gave their opinion on different aspects of marriage, divorce and having children. Respondents were asked how they managed their income, if they kept their own money separate or if they pooled the money. They were also asked how they divide the work between man and woman when it comes to housework such as: laundry, small repairs, care for sick family members, shopping for groceries, cleaning the house, and cooking. Other questions deal with: the average number of hours per week the respondent and the spouse respectively spends on housework; opinion on division of housework; disagreement between respondent and spouse about division of housework; partner most responsible for child raising; partner deciding about what to do together during weekends; partner deciding about major purchases to the home; and who earns more money. Furthermore the respondents had to give their opinion on their own degree of stress at work and at home, as well as their experience of not having enough time for both work and home. On a scale ranging from completely happy to completely miserable, the respondents had to indicate their own degree of happiness. The respondents also had to indicate their satisfaction with work and family life on scales ranging from totally satisfied to totally dissatisfied. Socio-economic background information include: employment status; weekly working hours; occupation; employee or self-employed; supervisory function; work in private or public sector; trade union membership; education; years in school; income; marital status; family income; number of persons in household; number of pre-school children and number of school-children in household; party preference; participation in last national election; self-classification of social class; religious affiliation and church attendance; gender; age. Background information on spouse include: employment status, weekly working hours, occupation, employed or self-employed, and education.

Purpose:

ISSP aims to design and implement internationally comparable attitude surveys. The study in 2002 investigating Family and Changing Gender Roles.

The incidence of lung cancer in Sweden was highest among individuals with elementary school as their highest level of education. The lung cancer rate in this demographic was **** cases per hundred thousand individuals among men, and **** per hundred thousand among women. The incidence rate of lung cancer decreased by the higher educational level.

Relevant survey questions (Northern Swedish Cohort Survey) (DOC)

IntroductionThe family is assumed to be fundamental in youth socialization processes and development, connected to social and cultural practices such as healthy lifestyles and physical activity. However, gender patterns in physical activity among adolescents and the structural drivers of gender inequality (e.g., parentage and siblingship) are poorly understood. The aim of this study was to explore further how gender structures relate to adolescents' time spent being sedentary and physically active, using contemporary gender theory.MethodsThis cross-sectional study involved 1,139 adolescents aged 13-14 and their parents, including 815 mothers and 572 fathers. Physical activity and time spent sedentary were assessed through accelerometry among adolescents and through a self-report questionnaire for parents validated against accelerometry.ResultsThe results showed significant relationships between mothers' moderate-to-vigorous physical activity (MVPA) and girls' MVPA on weekdays and weekends, and fathers' MVPA was significantly related to girls' MVPA on weekdays. Our results imply that the relationship between Swedish parents' and adolescent girls' physical activity in higher intensities are to some extent gendered practices. However, time spent sedentary does not seem to show any patterns of being performed according to binary ideas of gender. Further, our exploratory analyses suggest that these results somewhat intersect with parents' educational level and relate to intra-categorical aspects of doing gender. The results also indicate slight gendered patterns in the “doing” of brotherhood for time spent sedentary, however, for boys only on weekends.DiscussionThe study contributes to the understanding of gender norms as constraints and enablers for adolescents' participation in physical activity. The results can spur public health and physical activity research to apply a contemporary gender theory approach, and to expand the research agenda connected to what relates to gender inequalities in physical activity practices.

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This investigation on Swedish women aged 20-45 years shed light on their views on family and working life. The questions are divided into nine parts: Background describe marital status, household composition, housing, and environment growing up in. Furthermore the women had to state if they agreed or not with a number of statements concerning children and parenthood. Education and occupation dealt with experienced education, plans and desires on further education, time of changing from one occupation to another, attitude toward part-time work, housework and plans on going out to work after parental leave. Gainfully employed were asked questions about time spent travelling to work and working hours. Questions about pregnancy and child bearing dealt with if the pregnancy was planned, if she had to wait for a long time, if the child was wanted, if it was born at a suitable time, and if any pregnancy had been broken. The part concerning birth control dealt with the use of different contraceptives. Present cohabiting include questions about marriage and cohabiting, when moving together, and if one is married with the man one lives together with. Women cohabiting with a man, but not married to him, were asked if they were planning to get married later. Other questions dealt with the distribution of the housework, partner´s occupation and education. To get a summary of periods in her life when living together with a man, there were also a number of questions about earlier cohabiting. Women having children were asked a number of questions about child day-care child day-care used, monthly cost, and if there had been any problems in connection with the use of child day-care. There were also questions asked about the father using the possibility of parental leave, possibilities to get a baby-sitter outside of the family, who stays at home when the child gets ill, and the division of the practical work with the children among the parents. Leisure and economy deals with leisure-time activities, number of evenings she and her partner respectively spends away from home, number of weekends she and her partner respectively spends away from home. Questions about economy deals with the economical standard of the family, and if there at any opportunity had been difficult to settle running expenses. The concluding part deals with future child bearing, if one plans to have (more) children in the future, and the reason to have/not have children.

We aimed to investigate the school performance gap and its potential trend from 2010 to 2020 in non-immigrant and second-generation immigrant children in Sweden, whether parental mental disorders and low socioeconomic status contribute to this gap and its trends, and whether the effects of these factors differ by immigration status. We used multiple Swedish population registers, including 829,787 children born 1994–2004. We examined the school performance gap and its trends by the interaction between immigration status and year with linear mixed models. We assessed whether parental mental disorders and socioeconomic status contributed to this gap and its trends, and whether their effects on school performance differ by immigration status. The existing gap was explained by parental mental disorders in addition to parental education and neighborhood socioeconomic status for both males and females. The unadjusted model suggested an increasing trend of the existing gap in school performance by immigration status for both males and females. In the adjusted model, the increasing trend of the gap remained among males and was partially attributed to parental education and neighborhood socioeconomic status. The interaction tests showed that the potential effects of these factors on school performance were smaller among second-generation immigrant children. Efforts to reduce the effects of socioeconomic inequalities and parental mental disorders are warranted in addition to extra support for second-generation immigrant children at schools.