Selection for further studies

The plan states that too many children never start upper secondary school or drop out, that upper secondary school must be able to meet all children's needs and that school must be compensatory. It supports the demand for transition provisions so that students with sufficient knowledge otherwise can still be admitted to vocational programmes during a transition period. The committee's reasons – that an eligibility limit increases equality and halves the proportion of ineligible students – are directly addressed by the plan's demand that no student be sorted out.

• prevent exclusion from upper secondary schooldecisive»Alltför många barn börjar aldrig gymnasieskolan eller hoppar av i förtid.« (2022 manifesto ↗)“Too many children never start upper secondary school or drop out early.”
• upper secondary school for all»Gymnasieskolan ska kunna möta alla barns behov, och inte som idag bygga på konkurrens.« (2022 manifesto ↗)“Upper secondary school must be able to meet all children's needs, and not as today be based on competition.”
• compensatory school»En skola som ger barn lika chanser är också kompensatorisk, det vill säga den förmår ge mer stöd till den som kommer från sämre förutsättningar.« (2022 manifesto ↗)“A school that gives children equal chances is also compensatory, that is to say it has the ability to give more support to the person who comes from worse prerequisites.”
• support instead of sorting out»Vänsterpartiet vill se fler lärare, tidigare insatser för barn som har det kämpigt och förbättrad tillgång till lärande genom hela livet.« (2022 manifesto ↗)“Left Party wants to see more teachers, earlier interventions for children who are struggling and improved access to learning throughout life.”

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 gives the school a compensatory mission and requires compulsory upper secondary education, so that each child has the opportunity to succeed based on their circumstances. A new eligibility requirement that over a multi-year transition period eliminates tens of thousands of young people from vocational programmes contradicts that commitment. Particular transition provisions thereby align with the plan's requirement for raised status for vocational education and for leaving no one behind.

• schools' compensatory missiondecisive»Goda förutsättningar för skolan att klara sin kompensatoriska uppgift.« (party programme ↗)“Good conditions for schools to fulfil their compensatory mission.”
• compulsory upper secondary education»Obligatorisk gymnasieskola.« (party programme ↗)“Compulsory upper secondary education.”
• every child shall succeed»Skolan ska ge varje barn möjlighet att lyckas utifrån sina förutsättningar.« (2022 manifesto ↗)“Schools shall give each child the opportunity to succeed based on their circumstances.”
• strengthened vocational education»Höjd status för yrkesutbildning.« (party programme ↗)“Raised status for vocational 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 establishes that the education system should not be a barrier that young people are forced to pass through and that there should be no dead ends. Excluding tens of thousands of young people from vocational programmes during a transition period contradicts this, and the counter-proposal's requirement for special transitional provisions follows from the plan's commitment that young people should be given conditions to establish themselves rather than ending up on the margins.

• education not a barrierdecisive»Utbildningssystemet ska inte vara hinder som barn och unga tvingas passera, utan platser som uppmuntrar fortsatt lärande.« (party programme ↗)“The education system should not be a barrier that children and young people are forced to pass through, but places that encourage continued learning.”
• no dead ends»Det ska inte finnas återvändsgränder i utbildningssystemet – alla ska ha möjlighet att byta bana under olika skeden i livet.« (party programme ↗)“There should be no dead ends in the education system – everyone should have the opportunity to change course at different stages of life.”
• young people into the labour market»En viktig åtgärd för att motverka segregation och utanförskap är att unga ges förutsättningar för att etablera sig på arbetsmarknaden.« (party programme ↗)“An important measure to counter segregation and social exclusion is to give young people conditions to establish themselves on the labour market.”
• assessment not sorting»Bedömningen i skolan ska främja lärande och utveckling – inte sortering.« (party programme ↗)“Assessment in school should promote learning and development – not sorting.”

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 binds the Center Party to all students receiving appropriate support and vocational programme attractiveness and quality being improved. A competency requirement that in transition bars students from vocational programmes undermines that commitment and risks the exclusion the plan wants to break. Transitional provisions allowing students with sufficient competency in other respects access to vocational programmes therefore align with the plan.

• strengthened vocational programmesdecisive»Gör det enklare att anställa elever i yrkesprogram som lärlingar genom att stärka ersättningen för företagens kostnader förknippade med utbildningen. Detta ökar attraktiviteten för yrkesprogram och höjer kvaliteten på yrkesutbildningen.« (2022 manifesto ↗)“Make it easier to employ vocational programme students as apprentices by strengthening compensation for businesses' costs related to the training. This increases vocational programme attractiveness and improves the quality of vocational training.”
• appropriate support for all students»Att förbättra skolresultaten måste vara en huvudprioritering. Det vill vi åstadkomma med bättre stöd och fortbildning för lärare och rektorer, och rätt stöd till alla elever.« (2022 manifesto ↗)“Improving school results must be a main priority. We want to do this with better support and professional development for teachers and principals, and appropriate support for all students.”
• school as equality engine»Genom att ge alla elever, oavsett bakgrund, möjligheter till en bra utbildning skapas möjligheter till klassresor.« (2022 manifesto ↗)“By giving all students, regardless of background, opportunities for a good education, opportunities for social mobility are created.”
• vocational training for labour market needs»Lärlings- och yrkesutbildningar kopplade till arbetsmarknadens behov är viktigt.« (party programme ↗)“Apprenticeships and vocational training linked to labour market needs are important.”

The plan's central school commitment is clear knowledge requirements and early intervention, not lowered thresholds. Where students risk falling behind the plan answers with more teaching time and mandatory summer school, and for those who still lack eligibility with individual and career-oriented upper secondary courses. The counter-proposal's demand for transitional provisions allowing students with an F in a core subject thus goes against the plan's line.

• clear knowledge requirementsdecisive»Förutsättningar för lärande är tydliga kunskapskrav, tidiga insatser så att ingen kommer efter, trygga klassrum och studiero.« (party programme ↗)“Conditions for learning are clear knowledge requirements, early intervention so no one falls behind, safe classrooms, and study peace.”
• more teaching instead of lowered requirements»Dessutom vill vi kunna förlänga skoldagarna för de elever som annars riskerar att halka efter, och ha mer av obligatorisk lovskola tidigare i skolåren.« (2022 manifesto ↗)“We also want to be able to extend school days for students who otherwise risk falling behind, and have more mandatory summer school earlier in school years.”
• alternative paths for ineligible»Elever som saknar gymnasiebehörighet ska ha möjlighet att läsa enstaka och yrkesinriktade gymnasiekurser.« (party programme ↗)“Students who lack upper secondary eligibility shall have the opportunity to take individual and career-oriented upper secondary courses.”
• mandatory summer school»Undervisning i lovskola ska ordnas för elever som ännu inte nått kunskapsmålen, och vara obligatorisk när det bedöms nödvändigt.« (party programme ↗)“Teaching in summer school shall be arranged for students who have not yet reached knowledge goals, and shall be mandatory when deemed necessary.”

The plan stipulates that upper secondary school shall be based on students' needs, offer a broad spectrum of practical education and that the school is responsible for support that meets the student's needs. Transitional provisions allowing students with knowledge in other subjects to be admitted to vocational programmes are in line with that commitment. The plan also emphasizes young people's right to good living conditions, which argues against large groups being excluded during a transition period.

• upper secondary school based on students' needsdecisive»Gymnasieskolan ska i hög grad utgå från elevernas behov och intressen och bör därför« (party programme ↗)“Upper secondary school should to a large extent be based on students' needs and interests and should therefore”
• support according to the student's needs»Skolan har ett ansvar för att eleverna får det stöd och den stimulans som motsvarar deras« (party programme ↗)“The school has a responsibility that students receive the support and stimulation that meets their”
• practical paths and apprenticeship programmes»erbjudas eleverna. Lärlingsprogram där undervisningen växelvis bedrivs på skola och« (party programme ↗)“offered to students. Apprenticeship programmes where teaching is alternately conducted at school and”
• young people's right to good living conditions»goda uppväxtvillkor som tillgodoser både behovet av trygghet och personlig utveckling. De« (party programme ↗)“good living conditions that meet both the need for security and personal development. The”

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 line is knowledge requirements that really count: measurable factual knowledge, centrally marked tests and a stop to grade inflation. A transitional exemption that allows in students with an F in a core subject undermines precisely the qualification threshold the reform is built on. The plan's answer to students falling behind is mandatory holiday school and homework help, not lowered admission requirements. The counter-proposal's demands are therefore rejected.

• measurable knowledge requirementsdecisive»Fokusera på mätbara faktakunskaper, med inspiration från Finlands läroplan« (2022 manifesto ↗)“Focus on measurable factual knowledge, inspired by Finland's curriculum”
• support instead of lowered requirements»Införa en skyldighet för kommuner att erbjuda lovskola från lågstadiet. Elever som ligger efter i skolan ska vara skyldiga att delta i lovskolan« (2022 manifesto ↗)“Introduce an obligation for municipalities to offer holiday school from primary school. Students who are falling behind in school shall be required to participate in holiday school”
• counter grade inflation»Sätta stopp för betygsinflation och olämpliga påtryckningar från föräldrar« (2022 manifesto ↗)“Put a stop to grade inflation and inappropriate pressure from parents”
• clear knowledge requirements»Den svenska skolan ska ställa tydliga kunskapskrav« (party programme ↗)“Swedish schools shall set clear knowledge requirements”

The plan states that everyone shall get a foundation to be able to stand on their own feet and be included in working life, and wants to give everyone the foundation for a trade that is in demand. The counter-proposal's demands for transitional provisions so that students with an F in a core subject can still be admitted to vocational programmes follow from this commitment. The plan explicitly wants to counteract long-term exclusion from society.

• everyone shall join working lifedecisive»Inte alla vill eller kan studera vidare, men det är viktigt att alla får en grund för att kunna stå på egna ben och inkluderas i arbetslivet och samhället.« (2022 manifesto ↗)“Not everyone wants or can continue studying, but it is important that everyone gets a foundation to be able to stand on their own feet and be included in working life and society.”
• vocational path for everyone»Ge alla grunden till ett yrke som efterfrågas på arbetsmarknaden« (2022 manifesto ↗)“Give everyone the foundation for a trade that is in demand on the labour market”
• practical vocational pathways»Tvååriga praktiska gymnasieutbildningar ska införas för att ge snabbare vägar in på arbetsmarknaden.« (2022 manifesto ↗)“Two-year practical upper secondary education programmes shall be introduced to provide faster routes into the labour market.”
• counteract exclusion»motverka arbetslöshet och långvarigt utanförskap« (2022 manifesto ↗)“counteract unemployment and long-term exclusion from society”

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.