School digitalization

The plan requires that school is built on pedagogy grounded in science and that trust in those who do the work is decisive for well-functioning activities. It explicitly opposes governance through models and systems designed without the active staff. The counter-proposal's requirement for a research-based digitalization strategy in which pedagogical decisions are made by competent staff therefore follows from the plan.

• scientifically grounded pedagogydecisive»Skolan behöver bygga på en människosyn och pedagogik som är« (party programme ↗)“School needs to be built on a view of humanity and pedagogy that is”
• trust in the profession»Tillit till kunskapen och engagemanget hos dem som gör« (party programme ↗)“Trust in the knowledge and commitment of those who do”
• employee influence»De anställda i välfärden bör också få ett kraftigt utökat inflytande över verksamheterna de arbetar i.« (2022 manifesto ↗)“Employees in welfare should also have significantly increased influence over the activities they work in.”
• resources before control systems»Det är resurser som främst behövs, inte formulär för kvalitetssäkring, nya bokningssystem för sjukhussängar eller ännu en managementkonsult som inte kan något om verksamheten.« (2022 manifesto ↗)“It is resources that are primarily needed, not forms for quality assurance, new booking systems for hospital beds, or another management consultant who knows nothing about the activity.”

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 increased public responsibility and strengthened control over education, as well as high-quality teaching in all schools, and it wants to see democratic rules for digital communication and artificial intelligence instead of technology companies governing. The counter-proposal's demand for a national, research-based digitalisation strategy where the profession makes the pedagogical decisions follows from these commitments. The plan provides no support for letting technology development alone drive the school's work.

• public control over educationdecisive»Ökat statligt ansvar och stärkt rådighet på skolområdet.« (party programme ↗)“Increased public responsibility and strengthened control over education.”
• democratic rules for AI»Brutna oligopol och demokratiska spelregler för digital kommunikation och artificiell« (party programme ↗)“Broken monopolies and democratic rules for digital communication and artificial”
• high quality in teaching»Högkvalitativ undervisning i alla svenska skolor.« (party programme ↗)“High-quality teaching in all Swedish schools.”
• the profession's conditions»Goda villkor för anställda i förskola och skola.« (party programme ↗)“Good conditions for employees in pre-school and school.”

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 party programme wants a trust-based school where teachers and heads are given confidence and time to do their job, which supports the counter-proposal's demand that decisions about pedagogical work are made by competent staff rather than by technological development. The programme also emphasises the special place of reading and that politics must actively shape how AI is used. This speaks for a responsible national strategy that combines analogue and digital learning strategies.

• trust-based schooldecisive»Vi vill se en tillitsstyrd skola där lärare, rektorer och elevhälsa ges förtroende och tid att« (party programme ↗)“We want to see a trust-based school where teachers, heads and student support services are given confidence and time to”
• political responsibility for AI»Vi i Miljöpartiet anser att politiken måste spela en aktiv roll i hur AI formas och används.« (party programme ↗)“We in the Greens believe that politics must play an active role in how AI is shaped and used.”
• strengthened reading»Läsningen har en särskild ställning.« (party programme ↗)“Reading has a special place.”
• critical digital competence»Skolan ska även ge elever verktyg för att förstå och påverka digitaliseringen, utveckla« (party programme ↗)“The school must also provide students with tools to understand and influence digitalisation, develop”

The party programme makes professional teachers' competence and pedagogy decisive and sees technology as a tool in the educational mission, not as something governing. The election manifesto invests in better support and professional development for teachers and principals. A requirement for a strategy based on research and proven experience, where pedagogical decisions are made by competent staff, follows from this. The plan therefore supports the counter-proposal.

• the profession's decisive roledecisive»Professionella lärares kompetens och pedagogik är avgörande.« (party programme ↗)“Professional teachers' competence and pedagogy are decisive.”
• technology serves the educational mission»kunskap inhämtas med nya redskap, modern pedagogik och teknik« (party programme ↗)“knowledge is acquired with new tools, modern pedagogy, and technology”
• support and professional development for teachers»Det vill vi åstadkomma med bättre stöd och fortbildning för lärare och rektorer, och rätt stöd till alla elever.« (2022 manifesto ↗)“We want to achieve this through better support and professional development for teachers and principals, and proper support for all students.”

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's decisive commitment is that the teacher and not the technology or the pupils shall determine how teaching is arranged, and that pupils shall have real textbooks. This is the same thing as the counter-proposal demands: a digitalization where the analog and digital are combined and where competent staff make the pedagogical decisions. The plan furthermore wants to revise curricula towards fact and knowledge.

• the teacher determines teachingdecisive»Vi vill ge lärare ökad rätt att agera mot elever som förstör för klasskompisar och sig själv och tydliggöra i skollaget att det är läraren – inte eleverna – som ska bestämma över undervisningens upplägg.« (2022 manifesto ↗)“We want to give teachers increased right to act against pupils who disrupt for classmates and themselves and make clear in the School Act that it is the teacher – not the pupils – who shall determine how teaching is arranged.”
• real textbooks»En storsatsning på läromedel måste göras så att eleverna får riktiga skolböcker och landets lärare slipper stå och kopiera.« (2022 manifesto ↗)“A major investment in teaching materials must be made so that pupils get real textbooks and the country's teachers do not have to stand copying.”
• curricula with knowledge focus»Läroplanerna ska revideras och få ett större fokus på fakta och kunskap.« (2022 manifesto ↗)“Curricula shall be revised and given greater focus on fact and knowledge.”
• the teacher's central role»Lärarens roll är central för elevers framgång i skolan.« (party programme ↗)“The teacher's role is central to pupils' success in school.”

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 defines schools' task as knowledge development and critical thinking, and establishes that schools themselves shall be given freedom to shape instruction as long as the curriculum and quality requirements are followed. That pedagogical decisions are made by competent staff and not governed by technology development is precisely that order. A strategy that combines analog and digital methods based on the knowledge mandate therefore aligns with the plan.

• curriculum and quality requirements guidedecisive»följer läroplanen och lever upp till kvalitetskrav« (party programme ↗)“follow the curriculum and meet quality requirements”
• profession guides instruction»frihet att själva utforma undervisningen« (party programme ↗)“freedom to shape their own instruction”
• knowledge and critical thinking»Skolan har två huvuduppgifter: dels att stimulera elevernas intellektuella och praktiska« (party programme ↗)“The school has two main tasks: one is to stimulate students' intellectual and practical”
• thirst for knowledge as starting point»Undervisningen i skolan ska utgå från människans naturliga kunskapstörst« (party programme ↗)“Teaching in school shall be based on humans' natural thirst for knowledge”

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's school policy is based on more teacher-led teaching, measurable factual knowledge and strengthened authority for teachers and head teachers. The counter-proposal's demand that the pedagogical work should be decided by competent staff and rest on research and proven experience, rather than be guided by technology, follows from these commitments. The plan does not mention digitalisation explicitly, so the position is derived.

• teacher-led teachingdecisive»Vi vill se mer lärarledd undervisning.« (2022 manifesto ↗)“We want to see more teacher-led teaching.”
• profession's authority»• Stärka lärares och rektorers auktoritet att kunna ingripa i stökiga situationer« (2022 manifesto ↗)“• Strengthen teachers' and head teachers' authority to be able to intervene in disruptive situations”
• measurable factual knowledge»• Fokusera på mätbara faktakunskaper, med inspiration från Finlands läroplan« (2022 manifesto ↗)“• Focus on measurable factual knowledge, inspired by Finland's curriculum”

flags: citat_blockerat

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's decisive commitment in education is a knowledge-focused school built on proven pedagogy and traditional learning, with teachers given increased authority. The counter-proposal's demands that digitalization should rest on research and proven experience and that pedagogical work should be decided by competent staff rather than by technology development are directly in line with this. The plan also opposes students being subjected to politically driven experiments. The plan therefore supports the counter-proposal's demands.

• proven pedagogydecisive»Återupprätta en kunskapsfokuserad skola genom beprövad pedagogik och fokus på traditionellt lärande med lika villkor på alla skolor« (2022 manifesto ↗)“Reestablish a knowledge-focused school through proven pedagogy and focus on traditional learning with equal conditions in all schools”
• knowledge before method experiments»Skolan ska i högre grad ge utrymme för beprövad pedagogik och få en tydligare normskapande roll i samhället.« (2022 manifesto ↗)“Schools should to a greater extent provide room for proven pedagogy and should have a clearer norm-setting role in society.”
• teachers' professional mandate»Ge lärare ökade befogenheter och bättre ställning i sin yrkesroll« (2022 manifesto ↗)“Give teachers increased authority and better position in their professional role”
• no experiments on students»Avsluta de politiska experimenten på Sveriges barn och unga« (2022 manifesto ↗)“End the political experiments on Sweden's children and young people”

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.