Sweden's educational system was analyzed to determine the degree of coherence that exists between compulsory education, upper secondary education (which in Sweden includes both vocational and general education), and the various forms of adult education available. First, the objectives and structure of the following components of Sweden's school system were described: compulsory schooling; upper secondary education (including apprenticeship training and special and independent upper secondary schools); and adult education (public adult education, national schools for adults, advanced vocational training, and popular education). The following forces facilitating coherence in Sweden's educational system were examined: shared fundamental values, common syllabi and course-based organization, and the transition from compulsory school to upper secondary school. Strategies for reforming upper secondary school and the coherence between education and training were discussed along with coherence between school and working life. The issue of coherence was also considered in relation to vocational education for adults, Sweden's Agenda 2000, existing labor market policy training programs, continuity between upper secondary education and higher education (including higher technical vocational education), and the role of local resource and community development centers. (Appended is information about the following: preschool education in Sweden; time-schedule for compulsory education; and the need for competence.) (MN)