text: regarding the composition of sports groups, but the Riksdag resolution on the curriculum states that co-education should be the main principle applied and that pupils should not be grouped by sex other than for special items. In connection with this resolution, the NBE has issued general recommendations advocating this type of arrange­ ment as a means of evening out the sex roles and promoting equality between men and women. Many study routes in upper secondary school have displayed considerable sexual bias for several years where recruitment is concerned. Sexually biased choices have not changed appreciably since the present integrated upper secondary school came into being in 1971. Although boys and girls have formal access to all study routes, in practice a division has taken place whereby arts and social studies have come to be dominated by girls and scientific and technical studies by boys. The NBE has endeavoured to overcome this problem by various means. Activities by the NBE during the 1981/82 school year included a major central information drive aimed among other things at drawing the attention of girls to the negative effects of sexually biased choices on their employment prospects. In order to support girls in their educational and vocational choice, the NBE obtained Government per­ mission to arrange, during the 1981/82 school year, a special four-week introductory programme for girls about to enter upper secondary school. A new admission system, whereby sex may, on certain conditions, influence a candidate's ability to gain admission to a study route of first preference, is being applied by upper secondary schools for the 1982/83 school year. The principle is that a candi­ date applying for a study route in which the oppo­ site sex predominates can be credited with 0.2 point extra. This may possibly encourage girls to broaden 
analysis: The text discusses the composition of sports groups and the integration of boys and girls in upper secondary school in Sweden. It highlights the issue of sexually biased choices in study routes and the efforts of the National Board of Education (NBE) to promote equality and overcome this problem. The text does not seem to be related to economic development, natural resources, industry, transport, international trade, or humanitarian aid and relief. The focus on education, employment, and human rights suggests that it may be related to the education or employment categories.