IT in schools

The plan does not take a position on digital learning tools in schools. The closest principle is that governance of schools should be clear at the curriculum and resource allocation level while control regimes that constrain teachers' pedagogical autonomy should be pushed back. Detailed national guidelines for tools year by year go against that principle, and the plan prioritizes resources for teaching and student support instead.

• governance at curriculum level, not micro-managementdecisive»Det kräver en styrning av skolan som är tydlig på läroplans- och resursfördelningsnivå, medan de byråkratiska kontrollregimer som kringskär lärarnas autonomi som pedagoger aktiv behöver motas tillbaka.« (party programme ↗)“It requires governance of schools that is clear at the curriculum and resource allocation level, while the bureaucratic control regimes that constrain teachers' autonomy as active educators need to be pushed back.”
• teachers' professional autonomy»Lärarkårens roll som yrkeskunniga kunskapsförmedlare behöver värnas.« (party programme ↗)“The teaching profession's role as professionally qualified knowledge providers needs to be safeguarded.”
• resources before regulations»Det krävs satsningar inte bara på undervisning utan också på elevhälsa, specialpedagoger, fritidsverksamhet och socialt stöd.« (2022 manifesto ↗)“It requires investments not only in teaching but also in student health, special educators, leisure activities and social support.”

The documents say nothing about digital learning tools or national guidelines per grade. The closest-lying principles argue against the requirement: teaching shall build on teachers' professionalism and educational research, the quality requirement is fundamental, and the programme sees digital technology development as freedom-enhancing. The plan's school prioritization is more resources and working peace, not bans on tools.

• the profession's responsibility for teachingdecisive»Undervisning är ett lagarbete, som ska bygga på respekt både för« (party programme ↗)“Teaching is teamwork, which shall build on respect both for”
• quality over detailed control»Hög kvalitet är det grundläggande kravet på all utbildning.« (party programme ↗)“High quality is the fundamental requirement for all education.”
• positive view of digital technology»Utvecklingen av den digitala kommunikationstekniken har ökat individens frihet.« (party programme ↗)“The development of digital communication technology has increased individual freedom.”

The party programme states that politics' task is not to micromanage and control the teacher in their work, and that school libraries and IT are central resources for pedagogical work. National guidelines that prohibit digital tools in grades 1–3 and direct computer use year by year are precisely such micromanagement. The plan therefore speaks against the counter-proposal's demands.

• no political micromanagementdecisive»detaljstyra och kontrollera pedagogen i dennes« (party programme ↗)“micromanage and control the teacher in their”
• IT as central school resource»samhällsmedborgare. Skolbiblioteken och IT är« (party programme ↗)“citizens. School libraries and IT are”
• politics creates conditions»Politikens uppgift är att skapa förutsättningar för« (party programme ↗)“Politics' task is to create conditions for”
• research-based school»bra skola har tydlig koppling till forskning och tar« (party programme ↗)“good schools have a clear connection to research and take”

The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.

The plan establishes that legislation and regulations must provide great freedom to solve the school's tasks locally and that decisions must be made near those affected. National guidelines that year by year prescribe which digital tools may be used are precisely the centralised control the plan is turning away from. The plan also sees digitalisation on equal terms as an enabler, not as a problem to be regulated away.

• local freedom in schooldecisive»Lagstiftning och regelverk måste erbjuda stor frihet« (party programme ↗)“Legislation and regulations must offer great freedom”
• decentralised decision-making»Decentralisera mera. Människor ska få bestämma mer själva, och politiska beslut ska fattas nära dem som berörs.« (2022 manifesto ↗)“Decentralise more. People should be allowed to decide more for themselves, and political decisions should be made near those affected.”
• digitalisation as opportunity»Digitalisering på lika villkor, oavsett var man bor, är en förutsättning för demokrati och möjliggör decentralisering.« (party programme ↗)“Digitalisation on equal terms, regardless of where you live, is a prerequisite for democracy and enables decentralisation.”

The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.

The election manifesto demands a major initiative in educational materials so that students get real textbooks and that curricula get greater focus on facts and knowledge, which points in the same direction as the counter-proposal's demand that computers should be a complement and not replace physical textbooks. The plan also wants the state to take over responsibility for schools from municipalities, which enables national steering. At the same time the plan states that the teacher has primary responsibility for how teaching is structured, which speaks against such detailed guidelines.

• real textbooksdecisive»En storsatsning på läromedel måste göras så att eleverna får riktiga skolböcker och landets lärare slipper stå och kopiera.« (2022 manifesto ↗)“A major initiative in educational materials must be made so that students get real textbooks and the country's teachers avoid having to photocopy.”
• focus on facts and knowledge»Läroplanerna ska revideras och få ett större fokus på fakta och kunskap.« (2022 manifesto ↗)“Curricula shall be revised and get greater focus on facts and knowledge.”
• state main responsibility»Vi vill att staten tar över ansvaret från skolan från kommunerna så att alla elever får gå i bra skolor« (2022 manifesto ↗)“We want the state to take over responsibility for schools from municipalities so that all students get to go to good schools”
• teacher steers teaching»Det ska tydligt framgå i skollagen att läraren har huvudansvaret för hur undervisningen läggs upp« (party programme ↗)“It shall be clear in the Education Act that the teacher has primary responsibility for how teaching is organized”

The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.

The plan does not address digital teaching materials. Closest lying principle is the subsidiarity principle, where the burden of proof lies on the higher level that wants to take over a function, and school's task to start from the pupil's natural thirst for knowledge and full potential. Detailed national guidelines on which tools are allowed to be used in each grade go against that arrangement.

• the subsidiarity principledecisive»Om en överordnad gemenskap vill överta en funktion från en underordnad ligger bevisbördan för bättre ändamålsenlighet« (party programme ↗)“If a higher community wants to take over a function from a lower one, the burden of proof for better suitability”
• teaching according to pupils' needs»Undervisningen i skolan ska utgå från människans naturliga kunskapstörst och syfta till att förverkliga varje enskild elevs fulla potential.« (party programme ↗)“Teaching in school shall start from humans' natural thirst for knowledge and aim to realize every individual pupil's full potential.”
• supporting, not governing state»De överordnade gemenskaperna har en skyldighet att stödja där så behövs« (party programme ↗)“The higher communities have an obligation to support where needed”

The plan's overriding school commitment is to settle accounts with progressive education and restore the knowledge school with measurable factual knowledge and more teacher-led instruction. The counter-proposal's demand for national guidelines that remove digital tools in the lowest grades and make the computer a complement to physical textbooks aligns with that knowledge philosophy and with the demand for study peace. The plan does not mention digital tools, but its direction supports the demand.

• restore the knowledge schooldecisive»Vi ska göra upp med flumskolan och återupprätta kunskapsskolan« (2022 manifesto ↗)“We shall settle accounts with progressive education and restore the knowledge school”
• measurable factual knowledge»Fokusera på mätbara faktakunskaper, med inspiration från Finlands läroplan« (2022 manifesto ↗)“Focus on measurable factual knowledge, inspired by Finland's curriculum”
• more teacher-led instruction»Vi vill se mer lärarledd undervisning.« (2022 manifesto ↗)“We want to see more teacher-led instruction.”
• study peace in school»Studiero är en förutsättning för lärande.« (2022 manifesto ↗)“Study peace is a precondition for learning.”

The plan takes no explicit position on what the committee actually decided — often because the committee's reason was procedural. The stance is derived and fully cited, but it does not show the party broke a commitment.

The plan requires a knowledge-focused school built on proven pedagogy and traditional learning, and opposes pedagogy characterized by fluff and student responsibility where students instead need clear structure. The counter-proposal's national guidelines that restrict digital tools in the early grades and insist on physical textbooks are an application of that commitment. The plan does not mention digital tools specifically, which is why the coverage is derived.

• proven pedagogy and traditional learningdecisive»Återupprätta en kunskapsfokuserad skola genom beprövad pedagogik och fokus på traditionellt lärande med lika villkor på alla skolor« (2022 manifesto ↗)“Re-establish a knowledge-focused school through proven pedagogy and focus on traditional learning with equal conditions in all schools”
• structure over student responsibility»En pedagogik som präglas av flum, normkritik och elevansvar får svårast följder för de som istället behöver lära sig om normer och tillhandahållas tydlig struktur och kunskap i skolan, som de inte får från annat håll.« (2022 manifesto ↗)“Pedagogy characterized by fluff, norm criticism and student responsibility has the hardest consequences for those who instead need to learn about norms and be provided clear structure and knowledge at school, which they do not get from elsewhere.”
• stop experiments on children»Avsluta de politiska experimenten på Sveriges barn och unga« (2022 manifesto ↗)“End the political experiments on Sweden's children and young people”
• clearer learning objectives»Läroplaner ska kompletteras med tydligare kunskapsmål.« (2022 manifesto ↗)“Curricula should be supplemented with clearer learning objectives.”