Training for craft occupations

The plan states that upper secondary school should be able to meet all children's needs and that too many never start or complete upper secondary school, and that it should be easier to pursue education after compulsory school regardless of where in the country you live. The counter-proposal's requirement for an investigation that ensures young people can continue to choose trade education and that skills supply in narrow sectors functions follows from that. The plan does not mention the trades programme, which is why the position is derived.

• upper secondary school for all needsdecisive»Gymnasieskolan ska kunna möta alla barns behov, och inte som idag bygga på konkurrens.« (2022 manifesto ↗)“Upper secondary school should be able to meet all children's needs, and not as today be based on competition.”
• completed upper secondary education»Alltför många barn börjar aldrig gymnasieskolan eller hoppar av i förtid.« (2022 manifesto ↗)“Far too many children never start upper secondary school or drop out early.”
• accessible vocational education»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 pursue education after compulsory school regardless of who you are, how thick your wallet is or where in the country you live.”
• skills supply»för att hantera strukturomvandlingar och för matchningen på arbetsmarknaden.« (party programme ↗)“to handle structural transformations and for matching in the labour market.”

The plan demands a stronger connection between education supply and society's personnel needs, explicitly also in upper secondary school, and gives the state responsibility for skills supply. Investigating how young people can continue to choose craft education and how narrow sectors' skills supply is secured is exactly this. The plan also establishes that upper secondary school should provide the opportunity to choose study direction according to own interest and that quality requirements apply to all education. The plan therefore supports the demand.

• education according to industry 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.”
• 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.”
• own choice of study direction»möjlighet att välja studieinriktning efter eget intresse« (party programme ↗)“opportunity to choose study direction according to own interest”
• quality in all education»Hög kvalitet är det grundläggande kravet på all utbildning.« (party programme ↗)“High quality is the basic requirement for all education.”

The plan wants qualified educations to be offered where there is a need for labour and that everyone should be able to complete an education, and it protects cultural heritage as carried by the craft trades. This supports the counter-proposal's demand for an investigation that ensures young people can continue to choose craft training and that skills supply in narrow sectors functions. The programme's reorganization is not addressed in the plan.

• education for labour market needsdecisive»kvalificerade utbildningar inom områden där« (party programme ↗)“qualified educations in areas where”
• crafts as cultural heritage»Kulturarvet är vårt gemensamma arv.« (party programme ↗)“Cultural heritage is our common heritage.”
• every student must be able to grow»Skolan ska ge varje barn möjlighet att lära sig, utvecklas och växa.« (2022 manifesto ↗)“School must give every child the opportunity to learn, develop and grow.”

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 the education system to a much greater extent be based on the needs of the labour market and wants to strengthen vocational training, including through better conditions for apprentices. Investigating how young people can continue to choose craft education and how skills supply in narrow sectors is secured follows from this and from the requirement for as much freedom of choice as possible in education selection. The craft programme is not mentioned, hence the derivation.

• strengthened vocational trainingdecisive»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 reimbursement for businesses' costs associated with training.”
• education based on labour market needs»Utbildningssystemet behöver i betydligt större utsträckning utgå från arbetsmarknadens behov.« (2022 manifesto ↗)“The education system needs to be based much more on the needs of the labour market.”
• apprenticeship training»Lärlings- och yrkesutbildningar kopplade till arbetsmarknadens behov är viktigt.« (party programme ↗)“Apprenticeship and vocational training linked to labour market needs is important.”
• free choice of education»Möjligheten för elever och studenter att fritt välja utbildning ska vara så stor som möjligt.« (party programme ↗)“The opportunity for students to freely choose education should be as large as possible.”

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 vocational educations have close connection to the labour market and that apprenticeships are a natural alternative for young people who want to learn a trade. That investigating how young people can continue to choose craft educations and how skills supply in narrow sectors is secured serves just this. The plan also emphasizes that students need good information ahead of their vocational choices.

• vocational education connected to working lifedecisive»Yrkesutbildningarna ska ha nära anknytning till arbetsmarknaden och stärka elevens kontakter med arbetslivet.« (party programme ↗)“Vocational educations shall have close connection to the labour market and strengthen students' contacts with working life.”
• apprenticeship paths for young people»Lärlingsutbildningar där arbetsgivarna tar ett stort ansvar ska vara ett naturligt alternativ för unga som vill lära sig ett yrke.« (party programme ↗)“Apprenticeships where employers take a large responsibility shall be a natural alternative for young people who want to learn a trade.”
• education towards shortage occupations»kompletterande yrkesutbildningar i bristyrken samt en utbyggd yrkeshögskola med hög kvalitet.« (party programme ↗)“supplementary vocational educations in shortage occupations as well as an expanded vocational college of high quality.”
• information ahead of vocational choice»Elever behöver god information inför studie- och yrkesval.« (party programme ↗)“Students need good information ahead of study and vocational choices.”

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 upper secondary school be based on students' needs and interests and be characterised by diversity, with a broad spectrum of both theoretical and practical education and apprenticeship training. To investigate how young people shall continue to be able to choose craft education when the programme is reformed, and how skills supply in narrow craft trades is secured, follows from these commitments.

• broad practical education rangedecisive»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.”
• upper secondary based on students»Gymnasieskolan ska i hög grad utgå från elevernas« (party programme ↗)“Upper secondary school shall to a large extent be based on students'”
• developed apprenticeship system»Ett utvecklat lärlingssystem bör finnas« (party programme ↗)“A developed apprenticeship system should exist”
• qualified practical education»Med kvalificerade praktiska utbildningar på exempelvis yrkeshögskola ökar förutsättningarna för detta.« (party programme ↗)“With qualified practical education at for example vocational college opportunities for this increase.”

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 skills supply must improve, that vocational and adult training must have relevant and sought-after content and that national coordination of education places shall be put in place. The counter-proposal's requirement for an investigation ensuring young people can continue to choose craft training and that narrow sectors' skills supply functions aligns with this. The party programme values practical knowledge equally with theoretical.

• better skills supplydecisive»Kompetensförsörjningen på svensk arbetsmarknad måste bli bättre.« (2022 manifesto ↗)“Skills supply in the Swedish labour market must improve.”
• relevant vocational training»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 education places»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”
• practical knowledge valued»Både teoretisk och praktisk kunskap är viktigt i samhället.« (party programme ↗)“Both theoretical and practical knowledge are important in 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.

The election manifesto wants to introduce two-year practical upper secondary education for faster routes into the labour market and establishes that everyone should get the foundation for a profession that is in demand. The counter-proposal's requirement for an investigation ensuring that young people can continue to choose craft education and that skills supply in narrow craft industries works follows from this and from the plan's requirement for education according to labour market needs. Craft knowledge also belongs to the cultural heritage the plan wants to protect.

• practical vocational educationdecisive»Tvååriga praktiska gymnasieutbildningar ska införas för att ge snabbare vägar in på arbetsmarknaden.« (2022 manifesto ↗)“Two-year practical upper secondary education should be introduced to provide faster routes into the labour market.”
• profession in demand»Ge alla grunden till ett yrke som efterfrågas på arbetsmarknaden« (2022 manifesto ↗)“Give everyone the foundation for a profession that is in demand on the labour market”
• skills supply»Utbilda efter de behov som finns på arbetsmarknaden« (2022 manifesto ↗)“Educate according to the needs that exist on the labour market”
• protect cultural heritage»med en gemensam stolthet och respekt för det kulturella arvet« (2022 manifesto ↗)“with a shared pride and respect for cultural heritage”

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.