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The 'OECD thematic review on migrant education' will focus on the education outcomes of children of immigrants, with an emphasis on 'schools' (pre-school, primary school, and secondary school), while noting that the process of integration is multi-directional, interactive, and non-linear. The main overarching policy question of the project is: What policies will promote successful education outcomes for first and second generation migrants? The analytical approach is designed to respond to the question. The objectives and the resulting outputs are based on criteria for the assessment of the successful integration into the education system, which is threefold: (1) access - do immigrant students have the same opportunities to access quality education as their native peers?; (2) participation - do immigrant students participate (enrol and complete) as much as their native peers?; and (3) learning outcomes - do immigrant students perform as well as their native peers? Each country participating in the activity has prepared a country background report based on common OECD guidelines. Background reports outline national approaches to migrant education, providing information on school policies and practices, government policies and approaches, the role of the community and recent national data and research evidence. This is the country report for Sweden. Some information on general immigration and integration policies and approaches is provided in order to place education policies in overall national policy contexts. There are two major aims: (1) descriptive, to present the current picture of what is happening in terms of immigrant children's access to, participation in and performance at school, and what interventions are working and not working; and (2) analytical, to present why certain interventions are working and others are not working (e.g. evaluative information done by research).