Vocational schools

The plan demands massive investments in transition support and skills development and more places in vocational and adult education, which speaks in favour of making an underutilised subsidy to vocational schools usable. At the same time, the plan's starting point is education's value for the individual rather than companies' demand, which makes the support weaker. The regulations for vocational schools are not dealt with in the plan.

• invest in skills developmentdecisive»men för att kunna hantera de nya gröna jobben behövs massiva satsningar på omställningsstöd, kompetensutveckling och utbildning i vad hållbar samhällsutveckling innebär.« (2022 manifesto ↗)“but to be able to handle the new green jobs, massive investments in transition support, skills development and education in what sustainable social development means are needed.”
• more educational places»Vänsterpartiet vill se en utökning av antalet platser inom såväl« (party programme ↗)“The Left Party wants to see an expansion of the number of places in both”
• qualitative vocational training»högskola och yrkeshögskola. Kvalitativa arbetsmarknadsutbildningar« (party programme ↗)“higher education and vocational higher education. Qualitative labour market training”
• easier to educate oneself»Det måste bli lättare att utbilda sig efter grundskolan oavsett vem du är, tjockleken på din plånbok eller var i landet du bor.« (2022 manifesto ↗)“It must become easier to educate yourself after primary school regardless of who you are, the thickness of your wallet or where in the country you live.”

The plan gives the state responsibility for skills supply and requires a stronger link between the educational offering and society's need for personnel, explicitly also at upper secondary level. Adjusting a heavily underutilized subsidy to vocational schools so that it actually provides demanded vocational skills serves that commitment. The plan also requires investment in skills development. The subsidy's regulations are not mentioned in the plan.

• education linked to labour market needsdecisive»Det ska finns en starkare koppling mellan de utbildningar som erbjuds och de behov av personal som finns i samhället. Det gäller både på gymnasiet och i den högre utbildningen.« (2022 manifesto ↗)“There must be a stronger connection between the education offered and the needs for personnel that exist in society. This applies both at upper secondary and in higher education.”
• state responsibility for skills supply»Säkerställ att det finns utbildad personal att anställa.« (2022 manifesto ↗)“Ensure that there is qualified personnel to employ.”
• investment in skills development»Det kräver stora satsningar på utbildning, forskning och kompetensutveckling samt en aktiv arbetsmarknadspolitik.« (party programme ↗)“This requires major investments in education, research and skills development and an active labour market policy.”
• lifelong learning»Alla vuxna, inom alla delar av arbetslivet, ska ha möjlighet till fort- och vidareutbildning.« (party programme ↗)“All adults, within all parts of working life, should have the opportunity for further and higher education.”

The plan says nothing about vocational schools or the subsidy's rules. Closest principles are that vocational training shall provide qualified education where labour force needs are large and that the labour market needs to become better at matching employers and workers. Adjusting the rule framework so that the subsidy can actually be used aligns with that, but the basis is weak.

• education where labour force is neededdecisive»kvalificerade utbildningar inom områden där« (party programme ↗)“qualified education in areas where”
• better matching in the labour market»ekonomiska politiken en viktig roll. Arbetsmarknaden behöver bli bättre på att matcha« (party programme ↗)“economic policy an important role. The labour market needs to become better at matching”
• deregulation»Onödig byråkrati ska undvikas genom ett aktivt« (party programme ↗)“Unnecessary bureaucracy shall be avoided through active”

The election manifesto requires that the education system to a much greater extent be based on the needs of the labour market and wants to increase compensation for companies' costs related to vocational education. An underutilised subsidy whose regulations hinder demanded skills development goes against this. The plan's general requirement to eliminate unnecessary rules speaks for adjusting the regulations.

• strengthened compensation for vocational educationdecisive»Gör det enklare att anställa elever i yrkesprogram som lärlingar genom att stärka ersättningen för företagens kostnader förknippade med utbildningen.« (2022 manifesto ↗)“Make it easier to employ students in vocational programmes as apprentices by increasing compensation for companies' costs associated with education.”
• education based on labour market needs»Utbildningssystemet behöver i betydligt större utsträckning utgå från arbetsmarknadens behov.« (2022 manifesto ↗)“The education system needs to a much greater extent be based on the needs of the labour market.”
• vocational education linked to needs»Lärlings- och yrkesutbildningar kopplade till arbetsmarknadens behov är viktigt.« (party programme ↗)“Apprenticeship and vocational education linked to labour market needs is important.”
• away with hindering rules»Vi ska rensa upp bland överflödiga regler och byråkrati.« (2022 manifesto ↗)“We shall clean up unnecessary rules and bureaucracy.”

The party programme requires that vocational training has close connection to the labour market and that apprenticeship training where employers take major responsibility becomes a natural alternative, as well as complementary vocational training in shortage occupations. That adjusting the regulations for the contribution to vocational schools so that it better meets companies' competence needs follows from these commitments. The plan also wants to expand the education that maintains highest quality, not let funds stand unused.

• vocational training close to working lifedecisive»Yrkesutbildningarna ska ha nära anknytning till arbetsmarknaden och stärka« (party programme ↗)“Vocational training shall have close connection to the labour market and strengthen”
• employers' responsibility in training»Lärlingsutbildningar där arbetsgivarna tar ett stort ansvar ska vara ett« (party programme ↗)“Apprenticeship training where employers take major responsibility shall be an”
• training for shortage occupations»kompletterande yrkesutbildningar i« (party programme ↗)“complementary vocational training in”
• invest where quality exists»bygga ut de utbildningar och lärosäten som håller högst kvalitet« (2022 manifesto ↗)“expand the education and institutions that maintain highest quality”

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 wants there to be apprenticeship programs where teaching is conducted alternately at school and workplace and wants the apprenticeship system developed, and that education meets the rapidly changing needs of the labor market. Adjusting an underutilized grant so that industry schools can meet companies' skills needs lies within that commitment, strengthened by the fact that complicated rules should be countered. The plan does not mention industry schools, so the conclusion is derived.

• apprenticeship educationdecisive»Lärlingsprogram där undervisningen växelvis bedrivs på skola och« (party programme ↗)“Apprenticeship programs where teaching is conducted alternately at school and”
• developed apprenticeship system»Ett utvecklat lärlingssystem bör finnas« (party programme ↗)“A developed apprenticeship system should exist”
• education meeting labor market needs»tillgodose arbetsmarknadens mångfacetterade och ofta« (party programme ↗)“meet the labor market's multifaceted and often”
• complicated rules are countered»regler ska motverkas.« (party programme ↗)“rules shall be countered.”

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 competence supply must become better and that vocational and adult education must have content that is relevant and sought after, with national coordination of education places and rapidly implemented shorter education programmes. To adjust the regulations so the contribution to trade schools can actually be used for the competence development companies demand aligns with that. The plan however does not mention trade school contributions.

• better competence supplydecisive»Kompetensförsörjningen på svensk arbetsmarknad måste bli bättre.« (2022 manifesto ↗)“Competence supply on the Swedish labor market must become better.”
• relevant vocational training»De gymnasiala yrkesutbildningarna och vuxenutbildningarna i Sverige måste få ett innehåll som är relevant och eftertraktat.« (2022 manifesto ↗)“The upper secondary vocational education and adult education in Sweden must have content that is relevant and sought after.”
• coordinated sizing»Få på plats en nationell samordning över samhällets behov av antalet utbildningsplatser för att förbättra kompetensförsörjningen« (2022 manifesto ↗)“Achieve national coordination of society's needs for the number of education places to improve competence supply”
• shorter education programmes quickly»Det finns därför behov av att snarast införa olika kortare utbildningar.« (2022 manifesto ↗)“There is therefore a need to rapidly introduce various shorter education programmes.”

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 that education occur according to the needs that exist in the labor market and that everyone gets the foundation for a profession that is in demand, including through practical secondary education and apprenticeships. Adjusting the regulations for an underutilized vocational school subsidy so that it better meets companies' skill needs is a direct application of that commitment. The committee's reasons regarding ongoing planning and dimensioning are not affected.

• education toward labor market needsdecisive»Utbilda efter de behov som finns på arbetsmarknaden« (2022 manifesto ↗)“Educate according to the needs that exist in the labor market”
• in-demand professions»Ge alla grunden till ett yrke som efterfrågas på arbetsmarknaden« (2022 manifesto ↗)“Give everyone the foundation for a profession that is in demand in the labor market”
• practical vocational education»Tvååriga praktiska gymnasieutbildningar ska införas för att ge snabbare vägar in på arbetsmarknaden.« (2022 manifesto ↗)“Two-year practical secondary education programs should be introduced to provide faster routes into the labor market.”
• apprenticeships»Införa lärlingsanställningar« (2022 manifesto ↗)“Introduce apprenticeships”

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.