Upper Secondary Vocational Education

The plan gives education a broad mandate that should meet people's long-term needs in a changing working life, and wants the state to take main responsibility for an equitable school. For labour market parties to gain decisive influence through decision-making industry councils over vocational programme content, examination objectives and sizing would instead move power over the shared school to sectoral interests. The plan also requires that students have the right to influence over their education throughout the education system.

• school has a broad mandatedecisive»Vi vill se en skola med ett brett uppdrag« (party programme ↗)“We want to see a school with a broad mandate”
• state main responsibility for equitable school»För att bygga upp en jämlik skola vill vi att staten tar« (party programme ↗)“To build an equitable school we want the state to take”
• students' right to influence»rätt till inflytande över sin utbildning genom hela utbildningssystemet.« (party programme ↗)“right to influence over their education throughout the education system.”
• education for the whole working life»behov i ett föränderligt arbetsliv, med breda kunskaper under« (party programme ↗)“needs in a changing working life, with broad knowledge during”

The election manifesto commits to a stronger connection between education supply and society's personnel needs and makes skills supply a state responsibility, and the party programme demands strategic cooperation between the public sector, industry and trade union organizations. Vocational schools in shortage sectors and sector councils with employer and employee representatives are this cooperation put into form. The party programme's requirement for a common knowledge core in upper secondary school, however, sets a limit to how far industry interests can guide content.

• education according to labour market needsdecisive»Det ska finns en starkare koppling mellan de utbildningar som erbjuds och de behov av personal som finns i samhället.« (2022 manifesto ↗)“There should be a stronger connection between the education offered and the personnel needs that exist in society.”
• cooperation with the parties»strategisk samverkan mellan den offentliga sektorn, det privata näringslivet, de fackliga« (party programme ↗)“strategic cooperation between the public sector, private industry, trade union”
• state responsibility for skills supply»Staten har ett ansvar för att säkra kompetensförsörjningen, inte minst i välfärden.« (2022 manifesto ↗)“The state has a responsibility to secure skills supply, not least in welfare.”
• common knowledge core in upper secondary school»möjlighet att välja studieinriktning efter eget intresse, men samtidigt ge alla den kärna av« (party programme ↗)“opportunity to choose study direction according to own interest, but at the same time give everyone the core of”

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 states that change work in school must be anchored in interaction with the school, students and staff, and that policy shall trust the student's curiosity and the teacher's expertise instead of controlling details. Decision-making industry councils where labour market parties gain decisive influence over vocational programme content, examination goals and selection move precisely that power away from school and students. The plan by contrast wants education to meet labour force needs, which pulls in the opposite direction.

• anchorage in schooldecisive»Förändringsarbete i skolan måste förankras i samspel med skolan, eleverna och alla som arbetar där.« (party programme ↗)“Change work in school must be anchored in interaction with school, students and everyone working there.”
• trust the teacher's expertise»Politikens uppgift är att skapa förutsättningar för en skola där vi kan lita till elevens nyfikenhet och lärarens kompetens.« (party programme ↗)“Policy's task is to create conditions for a school where we can trust the student's curiosity and the teacher's expertise.”
• student influence»Skolan ska präglas av förtroendefulla relationer och varje elev ska ges inflytande över sin studieväg och skolmiljö.« (party programme ↗)“School shall be characterised by trusting relationships and each student shall be given influence over their study path and school environment.”
• education where labour force is needed»Yrkeshögskolan ska ge möjlighet till kvalificerade utbildningar inom områden där behovet av arbetskraft är stort.« (party programme ↗)“Vocational higher education shall provide opportunities for qualified education in areas where labour force is needed.”

The election manifesto requires that the education system to a much greater extent be based on labour market needs and wants to strengthen apprenticeship training, and the party programme emphasises vocational training linked to labour market needs and that rules are preferably set between labour market parties. Sector schools and decision-making sector councils with employers and employees are precisely such a link and are therefore supported by the plan.

• education matching labour market needsdecisive»Utbildningssystemet behöver i betydligt större utsträckning utgå från arbetsmarknadens behov.« (2022 manifesto ↗)“The education system needs to a much greater extent be based on labour market needs.”
• vocational training linked to work»Lärlings- och yrkesutbildningar kopplade till arbetsmarknadens behov är viktigt.« (party programme ↗)“Apprenticeship and vocational training linked to labour market needs is important.”
• the parties decide»Centerpartiet förespråkar en modell där spelreglerna för arbetsmarknaden i mesta möjliga mån fastställs mellan« (party programme ↗)“The Centre Party advocates a model where the rules of the labour market are as far as possible set between”
• strengthened apprenticeship training»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 strengthening compensation for companies' costs associated with training.”

The plan wishes employers to take significant responsibility in vocational training, that training have close connection to the labor market and that supplementary vocational training in shortage occupations be expanded. Trade schools in sectors with major skills shortages and stronger industry influence are moving in that direction. However, giving the parties decisive influence over examination goals conflicts with the plan's demand for state stewardship, which makes support weak.

• employers' responsibility in trainingdecisive»Lärlingsutbildningar där arbetsgivarna tar ett stort ansvar ska vara ett naturligt alternativ för unga som vill lära sig ett yrke.« (party programme ↗)“Apprenticeship training where employers take significant responsibility shall be a natural option for young people who wish to learn a trade.”
• work-connected vocational training»Yrkesutbildningarna ska ha nära anknytning till arbetsmarknaden och stärka elevens kontakter med arbetslivet.« (party programme ↗)“Vocational training shall have close connection to the labor market and strengthen students' contacts with working life.”
• vocational training in shortage occupations»Detta åstadkoms genom en väl fungerande och flexibel kommunal vuxenutbildning, kompletterande yrkesutbildningar i bristyrken samt en utbyggd yrkeshögskola med hög kvalitet.« (party programme ↗)“This is achieved through well-functioning and flexible municipal adult education, supplementary vocational training in shortage occupations and an expanded higher vocational school with high quality.”
• state stewardship»Huvudmannaskapet för den offentliga grund- och gymnasieskolan ska därför vara statligt.« (party programme ↗)“Stewardship of public primary and secondary school shall therefore be state-run.”

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 a developed apprenticeship system and a broad range of practical education, and places the design of working conditions on the labour market parties with strong trade unions as an indispensable part. The counter-proposal's demand for industry-specific schools and decision-making industry boards with the parties follows from that line. That upper secondary education to a large extent shall be based on students' needs qualifies the support, which is therefore weak and derived; the committee's reasons for preparation are not addressed.

• developed apprenticeship systemdecisive»Ett utvecklat lärlingssystem bör finnas« (party programme ↗)“A developed apprenticeship system should exist”
• practical education in upper secondary»Ett brett spektrum av både teoretiska och praktiska utbildningar ska erbjudas eleverna.« (party programme ↗)“A broad spectrum of both theoretical and practical education shall be offered students.”
• role of the parties»Starka och partipolitiskt oberoende fackföreningar« (party programme ↗)“Strong and politically independent trade unions”
• upper secondary based on student needs»Gymnasieskolan ska i hög grad utgå från elevernas« (party programme ↗)“Upper secondary school shall to a large extent be based on 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 establishes that vocational upper secondary training must have content that is relevant and sought-after and commits to national coordination across society's need for education places to improve skills supply. Specialist schools and trade councils with decisive influence strengthen precisely that connection to the labour market. For the state to establish and follow up clear knowledge requirements qualifies how far the influence can reach, but the requirement is supported in substance.

• relevant vocational trainingdecisive»De gymnasiala yrkesutbildningarna och vuxenutbildningarna i Sverige måste få ett innehåll som är relevant och eftertraktat.« (2022 manifesto ↗)“Vocational upper secondary training and adult education in Sweden must have content that is relevant and sought-after.”
• coordinated skills supply»Få på plats en nationell samordning över samhällets behov av antalet utbildningsplatser för att förbättra kompetensförsörjningen« (2022 manifesto ↗)“Put in place national coordination across society's need for the number of education places to improve skills supply”
• better skills supply»Kompetensförsörjningen på svensk arbetsmarknad måste bli bättre.« (2022 manifesto ↗)“Skills supply in the Swedish labour market must improve.”
• the state establishes knowledge requirements»ställa och följa upp tydliga kunskapskrav« (party programme ↗)“establish and follow up clear knowledge requirements”

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 requires that the educational system to a greater degree be adapted to labour market needs, wants to introduce two-year practical upper secondary school programmes and give everyone the foundation for a trade in demand. Industry schools and industry councils with decisive influence over vocational programme content are measures that strengthen precisely that connection. The plan's scepticism toward politically controlled trade unions' monopoly is an objection to the form, not to the labour market governing education's content.

• education after labour marketdecisive»Utbildningsväsendet och integrationsprogram måste också i högre grad anpassas efter arbetsmarknadens behov.« (2022 manifesto ↗)“The educational system and integration programmes must to a greater degree be adapted to labour market needs.”
• practical vocational training»Tvååriga praktiska gymnasieutbildningar ska införas för att ge snabbare vägar in på arbetsmarknaden.« (2022 manifesto ↗)“Two-year practical upper secondary school programmes should be introduced to provide faster routes into the labour market.”
• sought-after trades»Ge alla grunden till ett yrke som efterfrågas på arbetsmarknaden« (2022 manifesto ↗)“Give everyone the foundation for a trade in demand on the labour market”
• scepticism toward union monopoly»Sverigedemokraterna vill avpolitisera arbetsmiljöarbetet genom att avveckla politiskt styrda fackförbunds företrädesrätt att utse skyddsombud.« (2022 manifesto ↗)“The Sweden Democrats want to depoliticize occupational health and safety work by phasing out politically controlled trade unions' right to appoint occupational health and safety representatives.”

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.