Knowledge of sustainable development

The plan demands massive investments in education in what sustainable social development means and establishes that all political decisions must take into account the acute climate crisis. Strengthening students' capability for sustainable development is a direct application of that commitment in schools. The plan also wants school to provide broad knowledge that equips people for a changing society.

• education for sustainable 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 handle the new green jobs, massive investments in transition support, skills development and education in what sustainable social development means are needed”
• climate considerations in all decisions»Omställningen behöver ske omgående och alla politiska beslut behöver ta hänsyn till den akuta kris som vi befinner oss i.« (2022 manifesto ↗)“The transition needs to happen immediately and all political decisions need to take into account the acute crisis we are in.”
• broad knowledge throughout life»Utbildningsystemet behöver svara mot människors lång« (party programme ↗)“The education system needs to meet people's long”
• student influence over education»rätt till inflytande över sin utbildning genom hela utbildningssystemet.« (party programme ↗)“right to influence over their education throughout the entire education system.”

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 to create a genuine knowledge society and explicitly links education to equipping people for the sustainable transition. The election manifesto makes the climate transition our age's defining issue and wants work on the global sustainability goals to regain momentum. This argues for the counter-proposal's requirement that students are given better conditions to develop action competence for sustainable development, even though the plan does not state a position on how curricula are designed.

• knowledge society for alldecisive»Socialdemokratin vill skapa ett verkligt kunskapssamhälle, byggt på både bildning och« (party programme ↗)“Social democracy wants to create a genuine knowledge society, built on both education and”
• global sustainability goals»Covid-19-pandemin har försvårat genomförandet av de globala hållbarhetsmålen. Det arbetet måste nu åter ta fart.« (2022 manifesto ↗)“The COVID-19 pandemic has made implementation of the global sustainability goals more difficult. That work must now regain momentum.”
• climate as defining issue»Klimatomställningen är vår tids ödesfråga.« (2022 manifesto ↗)“The climate transition is our age's defining issue.”
• quality in all education»Hög kvalitet är det grundläggande kravet på all utbildning.« (party programme ↗)“High quality is the fundamental requirement for all education.”

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 underlying principle is solidarity with future generations, and it establishes that education shall have a global perspective and practice critical thinking so that students can participate in social development. Strengthening students' capacity for action for sustainable development is precisely that connection between knowledge and responsibility for the next generation. The plan, however, does not specify how curricula shall be changed.

• solidarity with future generationsdecisive»solidaritet med kommande generationer« (2022 manifesto ↗)“solidarity with future generations”
• global perspective in education»ska ha en global utgångspunkt och ta hänsyn till« (party programme ↗)“shall have a global perspective and take into account”
• critical thinking and participation»kritiskt tänkande är viktiga inslag i undervisningen« (party programme ↗)“critical thinking are important elements in education”

The plan does not address the content of curricula, but states that concern for the environment and climate is central to policy and that a sustainable planet must be handed over to future generations. Education from preschool to adult education is described as a foundation of the democratic project, which suggests that students should be equipped with knowledge of sustainable development. The foundation is principled, so the position is uncertain.

• sustainable planet for the next generationdecisive»Vi kan klara klimat- och miljöutmaningen och överlämna en hållbar planet till kommande generation.« (2022 manifesto ↗)“We can overcome the climate and environmental challenge and hand over a sustainable planet to the next generation.”
• responsibility for future generations»Vi har en skyldighet att bruka utan att förbruka, att inte föröda kretsloppen för kommande generationer.« (party programme ↗)“We have a duty to use without consuming, not to squander the cycles for future generations.”
• education sustains democracy»Även bildning i bred mening, från förskolan till universiteten till den livslånga folkbildningen, är en bärande del av det demokratiska projektet.« (2022 manifesto ↗)“Education in the broadest sense, from preschool to universities to lifelong adult education, is a foundation of the democratic project.”
• the environment central to policy»För Centerpartiet är omsorg om miljö och klimat en central del av politiken, aldrig en nedprioritering eller ett särintresse.« (2022 manifesto ↗)“For the Centre Party, concern for the environment and climate is central to policy, never a deprioritization or a special interest.”

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 education policy direction is opposite to broadening the mandate: curricula should be revised and given greater focus on facts and knowledge, and knowledge is established as education's principal task. Building in action competence for sustainable development as a separate goal pulls in the opposite direction, and the plan's environmental policy explicitly distances itself from symbolic politics. The plan simultaneously recognizes that education is not value-neutral, which makes the conclusion derived rather than self-evident.

• curricula with knowledge focusdecisive»Läroplanerna ska revideras och få ett större fokus på fakta och kunskap.« (2022 manifesto ↗)“Curricula should be revised and given greater focus on facts and knowledge.”
• knowledge is education's principal task»Kunskap är skolans huvuduppdrag.« (party programme ↗)“Knowledge is education's principal task.”
• distance from symbolic politics»Liberal miljöpolitik tar avstånd från symbolpolitik« (party programme ↗)“Liberal environmental policy distances itself from symbolic politics”
• education is not value-neutral»Utbildningssystemet ska inte vara värderingsfritt.« (party programme ↗)“The education system shall not be value-neutral.”

The stewardship principle is fundamental in the plan: development should meet today's needs without jeopardizing future generations' opportunities, and the school according to the plan has an obligation to pass on knowledge and encourage knowledge-seeking. Strengthening students' capacity to understand and manage sustainable development therefore is in line with the plan. At the same time, the plan wants to give schools a large degree of freedom to shape their own teaching, which qualifies how the requirement should be implemented.

• stewardship in educationdecisive»Enligt förvaltarskapsprincipen har vi också en gemensam förpliktelse att föra vidare tidigare generationers landvinningar och att uppmuntra till kunskapssökande i samtiden.« (party programme ↗)“According to the stewardship principle, we also have a shared obligation to pass on previous generations' achievements and to encourage knowledge-seeking in our time.”
• sustainable development between generations»utveckling som tillgodoser dagens behov utan att äventyra kommande generationers möjligheter att tillgodose sina behov.« (party programme ↗)“development that meets today's needs without jeopardizing future generations' possibilities to meet their needs.”
• school's freedom to shape teaching»Under förutsättning att skolorna har denna utgångspunkt, följer läroplanen och lever upp till kvalitetskrav, ska de ges ett stort mått av frihet att själva utforma undervisningen.« (party programme ↗)“Provided that the schools have this starting point, follow the curriculum and meet quality requirements, they shall be given a large degree of freedom to shape their own teaching.”

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 educational policy commitment is to do away with soft schooling and focus curricula and course plans on measurable factual knowledge. Building out the task with action competence for sustainable development shifts the emphasis from the knowledge task to a broader educational mission, which the plan explicitly subordinates to school's main task of conveying knowledge. Therefore, the plan speaks against the counter-proposal's demands.

• measurable factual knowledgedecisive»Fokusera på mätbara faktakunskaper, med inspiration från Finlands läroplan« (2022 manifesto ↗)“Focus on measurable factual knowledge, inspired by Finland's curriculum”
• facts in curriculum»Mätbara fakta i kurs- och läroplanerna.« (2022 manifesto ↗)“Measurable facts in course and curricula.”
• knowledge task first»skolans förmåga att klara sitt huvuduppdrag att förmedla« (party programme ↗)“school's ability to fulfil its main task of conveying”
• less administration in school»Minska lärarnas dokumentationskrav« (2022 manifesto ↗)“Reduce teachers' documentation requirements”

The plan's decisive commitment is to restore a knowledge-focused school with proven pedagogy and to end political experiments on children and young people; a pedagogy characterised by watered-down education and critical theory is identified as harmful. Building in competence for sustainable development with reference to the UN's sustainable development goals is such a values-based assignment beyond knowledge objectives. The plan therefore speaks against the counter-proposal's demands.

• against pedagogical flabbinessdecisive»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 ↗)“A pedagogy characterised by watered-down education, critical theory and student responsibility has the hardest consequences for those who instead need to learn about norms and be provided clear structure and knowledge in school, which they do not get from elsewhere.”
• knowledge-focused school»Återupprätta en kunskapsfokuserad skola genom beprövad pedagogik och fokus på traditionellt lärande med lika villkor på alla skolor« (2022 manifesto ↗)“Restore a knowledge-focused school through proven pedagogy and focus on traditional learning with equal conditions in all schools”
• free from indoctrination»Förskolan ska vara fri från politiska ställningstaganden och indoktrinering och ska verka för att barnen lär sig vikten av demokrati, eget tänkande och att få bilda sig sin egen uppfattning.« (2022 manifesto ↗)“Preschool shall be free from political statements and indoctrination and shall work to ensure that children learn the importance of democracy, independent thinking and to form their own views.”
• no political experiments»Avsluta de politiska experimenten på Sveriges barn och unga« (2022 manifesto ↗)“End the political experiments on Sweden's children and young people”