12 technology and engineering teacher December/January 2019 safety spotlight safety in DTE Safer use of tools and materials is an integral part of elementary and secondary grades curricula in Sweden. and crafts Foreword It has been said that music and art are a universal lan- guage, crossing many of the barriers that make it dif- ficult to communicate among cultures. However, some argue that safety also serves as a universal language. The well-being of workers and students should always be a top priority, regardless of the geographic location of any activity. Although the appearance of specific tools and equipment may vary from country to country, they are used to achieve similar outcomes and have common safety guidelines that need to be followed (e.g., a drill press in the United States may look slightly diferent than one manufactured in Sweden [where it is known as a pillar drill], but both are used to drill holes and both require fol- lowing some common safety procedures). The Globally Harmonized System of Classification and Labeling of Chemicals (GHS), adopted by the United Na- tions in 2003, is one example where safety has served as a universal language. GHS has helped countries provide uniform chemical labels and safety data sheets (SDS). It also provided a series of chemical hazard pictograms that are now recognized across the world. Although other countries may approach tool, equipment, and chemical safety diferently, they provide valuable insight for reflect- ing on our own safety guides, policies, and practices. In this Safety Spotlight, Dr. Eva Hartell describes the safety policies and practices implemented in Sweden. Background of Slöjd and Teknik Crafts (slöjd [pronounced sloyd]) and DTE (Design and Technology Education or teknik) are two mandatory subjects in Swedish compulsory school. Both subjects are mandatory from years 1–9 (ages 7-16) and have their own curriculum with an allocated minimum instructional time (Slöjd=330 hours, Teknik=200 hours) over the nine-year span (Skolverket: The Swedish National Agency for Edu- cation, 2018 [this resource is in English]). Both subjects are practical and theoretical, particularly in technologi- cal content. The syllabus for each subject is structured by overarching aims and abilities, with core content that should be included in instruction to provide students with opportunities to develop the abilities. Knowledge requirements (criteria) provide benchmarks for assessing students’ levels of content proficiency at the completion of specific grade levels. Slöjd has a rich tradition in the Swedish school system, whereas teknik has a less established tradition despite being introduced in the early 1980s and made mandatory for every child. It was also made mandatory in special aid schools in 2011. In the teknik syllabus, content can be viewed as an interdisciplinary subject covering (but not limited to) mechanics, materials, electronics, automatic control, technological systems, program- ming, product development, and technology’s relation to the sci- education in Sweden by Eva Hartell; Forward by Tyler S. Love Drill press.