2023-04-262022/23:UbU8 · p.3UbUEducation
Subjects in upper secondary school
What's at stake: Since the 2011 upper-secondary reform, aesthetic subjects have not been compulsory, and the share of students taking one has fallen sharply. This affects every upper-secondary student and turns on whether they are guaranteed exposure to creative disciplines, tied both to personal development and to a cultural and creative sector that employs roughly 190,000 people.
Case texts and AI reasoning are AI-translated from the Swedish originals; the Swedish text is authoritative.
What the vote decides
Whether aesthetic subjects such as art, music, dance and drama should again be made compulsory on all national upper-secondary programmes, or whether it should remain sufficient to offer them only as an elective.
Yes Yes — the committee proposal
The committee notes that aesthetic activities were dropped as a compulsory core subject in the 2011 upper-secondary reform and sees no reason to revisit that judgement. It notes that courses in aesthetic subjects must always be offered as an elective, and recommends rejecting the motions calling for them to become compulsory again.
No No — the reservations
Reservation 3 (S, V, MP)
Aesthetic subjects give students the tools to think creatively about their own era and to dare to think in new ways, and they also support learning in other school subjects. The sharp decline since 2011 is regrettable, particularly for students from homes with less study tradition. Aesthetic subjects should therefore be reinstated as compulsory on all national upper-secondary programmes.
Summarised from the committee report. Party labels in the summary come from the report, not from the vote.
What do the votes mean here?
Yes The committee proposal: rejecting the motions (keeping things as they are).
No Backing the counter-proposal: reservation 3 by S, V, MP.
Abstain The party marks a position of its own that is not one of the two final alternatives.
What each plan points to — and how the party voted
For each party: the vote its own election manifesto and party programme point to in this case, next to how the party actually voted. A plan can only point to Yes or No; a party can also abstain.
| Plan | Vote | Confidence | Evidence | ||
|---|---|---|---|---|---|
| V | No | No 0/21/0/3 | follows the plan | confidence: medium | not addressed |
| S | No | No 0/92/0/15 | follows the plan | confidence: medium | derived |
| MP | No | No 0/14/0/4 | follows the plan | confidence: high | explicit |
| C | Yes | Yes 20/0/1/3 | follows the plan | confidence: low | derived |
| L | Yes | Yes 14/0/0/2 | follows the plan | confidence: low | derived |
| KD | Yes | Yes 15/0/0/4 | follows the plan | confidence: medium | derived |
| M | Yes | Yes 58/0/0/10 | follows the plan | confidence: medium | derived |
| SD | Yes | Yes 64/0/0/9 | follows the plan | confidence: medium | not addressed |
Broke with the party line
| CJonny Cato (C, Skåne läns västra) | Abstain — party line: Yes |
MPs whose vote differs from their party's majority position in this division. Marked with a dark ring in the chamber view.
Committee proposal
Parliament rejects motions 2022/23:216 by Mikael Larsson (C), 2022/23:380 by Anna Wallentheim (S), 2022/23:491 by Markus Wiechel and Alexander Christiansson (both SD) request 7, 2022/23:976 by Michael Rubbestad et al. (SD) request 13, 2022/23:1209 by Beatrice Timgren (SD) request 1, 2022/23:1226 by Nooshi Dadgostar et al. (V) request 2, 2022/23:1471 by Amanda Lind et al. (MP) request 3, 2022/23:1722 by Eva Lindh (S) and 2022/23:1939 by Sten Bergheden (M) request 1.
Original (Swedish)
Riksdagen avslår motionerna 2022/23:216 av Mikael Larsson (C), 2022/23:380 av Anna Wallentheim (S), 2022/23:491 av Markus Wiechel och Alexander Christiansson (båda SD) yrkande 7, 2022/23:976 av Michael Rubbestad m.fl. (SD) yrkande 13, 2022/23:1209 av Beatrice Timgren (SD) yrkande 1, 2022/23:1226 av Nooshi Dadgostar m.fl. (V) yrkande 2, 2022/23:1471 av Amanda Lind m.fl. (MP) yrkande 3, 2022/23:1722 av Eva Lindh (S) och 2022/23:1939 av Sten Bergheden (M) yrkande 1.
Riksdag decision: Parliament rejected approximately 50 proposals concerning upper secondary school. The proposals were submitted during the ordinary motion period 2022. The motions concern, among other things, the number of places in upper secondary school in relation to labor market needs, subjects in upper secondary school, the design of vocational programmes, and student and career guidance at upper secondary school. Parliament rejected the motions by referring to existing regulations and that investigative work in the area is ongoing.
Counter-proposals
- The counter-proposal wants to reintroduce aesthetic subjects as mandatory on all national secondary school programs. (S, V, MP) — Reservation 3
Plan vs actual vote
Every party, in chamber order: what its own plan pointed to, how it voted, and the reasoning behind both. Highlighted rows are where the two differ — but a vote that follows the plan is a result too, so the reasoning is there for every party.
The plan establishes that everyone shall have the same right and opportunity to take part in cultural life and that upper secondary school shall meet all children's needs rather than being built on competition.
Plan documents: party programme · 2022 manifesto
Reasoning and quotes
The plan establishes that everyone shall have the same right and opportunity to take part in cultural life and that upper secondary school shall meet all children's needs rather than being built on competition. Making aesthetic subjects obligatory on all national programmes gives precisely students from educationally disadvantaged homes access to culture, which is the compensatory role the plan requires of school. The subject question is not addressed explicitly.
Original (Swedish)
Planen slår fast att alla ska ha samma rätt och möjlighet att ta del av kulturlivet och att gymnasieskolan ska möta alla barns behov i stället för att bygga på konkurrens. Att göra estetiska ämnen obligatoriska på samtliga nationella program ger just elever från studieovana hem tillgång till kulturen, vilket är den kompensatoriska roll planen kräver av skolan. Ämnesfrågan behandlas inte uttryckligen.
- equal right to culturedecisive»Alla ska ha samma rätt och möjlighet att utöva kultur och att ta del« (party programme ↗)“Everyone shall have the same right and opportunity to practise culture and participate”
- upper secondary school for all needs»Gymnasieskolan ska kunna möta alla barns behov, och inte som idag bygga på konkurrens.« (2022 manifesto ↗)“Upper secondary school shall be able to meet all children's needs, and not as today be built 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, it can provide more support to the one who comes from worse circumstances.”
- culture counters class differences»Kulturen kan spegla samhället, motverka segregation och klasskillnader.« (2022 manifesto ↗)“Culture can reflect society, counter segregation and class differences.”
The plan requires that upper secondary school gives all students the core of in-depth subject knowledge needed in today's society and working life, and sees knowledge and culture as tools for personal freedom and development.
Plan documents: party programme · 2022 manifesto
Reasoning and quotes
The plan requires that upper secondary school gives all students the core of in-depth subject knowledge needed in today's society and working life, and sees knowledge and culture as tools for personal freedom and development. Making aesthetic subjects mandatory on all national programmes follows from this, especially since the plan wants to secure all children's cultural opportunities regardless of background. Upper secondary school's subject composition is not specifically addressed.
Original (Swedish)
Planen kräver att gymnasieskolan ger alla elever den kärna av fördjupade ämneskunskaper som behövs i dagens samhälls- och arbetsliv, och ser kunskap och kultur som verktyg för personlig frihet och utveckling. Att göra estetiska ämnen obligatoriska på samtliga nationella program följer av det, särskilt eftersom planen vill säkra alla barns kulturella möjligheter oavsett bakgrund. Just gymnasiets ämnesuppsättning behandlas inte.
- common knowledge core in upper secondary schooldecisive»Gymnasieskolan ska ge möjlighet att välja studieinriktning efter eget intresse, men samtidigt ge alla den kärna av fördjupade ämneskunskaper som behövs för att möta kraven i dagens samhälls- och arbetsliv.« (party programme ↗)“Upper secondary school must provide the possibility to choose subject specialization according to own interest, but at the same time give all students the core of in-depth subject knowledge needed to meet the requirements of today's society and working life.”
- culture as educational tool»Kunskap och kultur är verktyg för människors personliga frihet och utveckling.« (party programme ↗)“Knowledge and culture are tools for people's personal freedom and development.”
- culture for all children»Vi vill stärka kulturskolan för att säkra alla barns möjligheter till kulturella aktiviteter, och genomföra särskilda satsningar i resurssvaga områden.« (2022 manifesto ↗)“We want to strengthen cultural schools to secure all children's possibilities for cultural activities, and implement special initiatives in resource-poor areas.”
- knowledge breaks class patterns»Att öppna dörrarna till kunskap för alla är centralt för att bryta klassmönstren.« (party programme ↗)“Opening the doors to knowledge for all is central to breaking class patterns.”
The plan explicitly requires aesthetic subjects in all upper secondary programmes, and the party programme states that aesthetic and creative activities are important for the development of the whole person and prepares young people to participate in social development.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The plan explicitly requires aesthetic subjects in all upper secondary programmes, and the party programme states that aesthetic and creative activities are important for the development of the whole person and prepares young people to participate in social development. The counter-proposal's demand for mandatory aesthetic subjects in all national programmes is thus directly supported.
Original (Swedish)
Planen kräver uttryckligen estetiska ämnen i alla gymnasieprogram, och partiprogrammet slår fast att estetisk och skapande verksamhet är viktig för att hela människan ska utvecklas och förbereder eleven för att delta i samhällsutvecklingen. Motförslagets krav på obligatoriska estetiska ämnen på samtliga nationella program stöds därmed direkt.
- aesthetic subjects in all programmesdecisive»satsa på barns kultur i skolan, med utbildad personal på alla skolbibliotek och estetiska ämnen i alla gymnasieprogram.« (2022 manifesto ↗)“invest in children's culture in schools, with trained staff in all school libraries and aesthetic subjects in all upper secondary programmes.”
- aesthetic activities develop the whole person»Estetisk och skapande verksamhet är liksom« (party programme ↗)“Aesthetic and creative activities are like”
- creativity and critical thinking»kritiskt tänkande är viktiga inslag i undervisningen« (party programme ↗)“critical thinking are important elements in teaching”
The party programme establishes that secondary school shall be adapted to the individual students' needs and that students' opportunity to freely choose education shall be as large as possible.
Plan documents: party programme · 2022 manifesto
Reasoning and quotes
The party programme establishes that secondary school shall be adapted to the individual students' needs and that students' opportunity to freely choose education shall be as large as possible. Making aesthetic subjects mandatory in all national programmes contradicts that freedom of choice and crowds out space for vocational content that the plan wants to link to the labour market's needs. At the same time, the plan values the importance of culture highly, but does not solve it with mandatory courses.
Original (Swedish)
Partiprogrammet slår fast att gymnasieskolan ska anpassas efter de enskilda studenternas behov och att elevernas möjlighet att fritt välja utbildning ska vara så stor som möjligt. Att göra estetiska ämnen obligatoriska på samtliga nationella program går emot den valfriheten och trycker undan utrymme för yrkesinnehåll som planen vill koppla till arbetsmarknadens behov. Planen värderar samtidigt kulturens betydelse högt, men löser det inte med obligatorium.
- student's free choicedecisive»Möjligheten för elever och studenter att fritt välja utbildning ska vara så stor som möjligt.« (party programme ↗)“The opportunity for students to freely choose their education shall be as large as possible.”
- customized secondary school»Gymnasieskolan ska utgå från det livslånga lärandet och anpassas utifrån de enskilda studenternas behov och« (party programme ↗)“Secondary school shall be based on lifelong learning and adapted according to the individual students' needs and”
- education according to the labour market's needs»Utbildningssystemet behöver i betydligt större utsträckning utgå från arbetsmarknadens behov.« (2022 manifesto ↗)“The education system needs to a significantly greater extent be based on the labour market's needs.”
- the value of culture for the individual»Kulturupplevelser är en grundläggande del av människors självförverkligande och delaktighet i samhället« (party programme ↗)“Cultural experiences are a fundamental part of people's self-realization and participation in society”
flags: delvis stöd: estetiska ämnens värde
The plan's priority for upper secondary and compulsory school is more time for core knowledge and curricula with greater focus on facts and knowledge, as well as that students shall be able to advance rather than be held back.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The plan's priority for upper secondary and compulsory school is more time for core knowledge and curricula with greater focus on facts and knowledge, as well as that students shall be able to advance rather than be held back. Making aesthetic subjects mandatory on all programmes crowds out that time and choice. At the same time, the plan wants Sweden to be a model for culture for children and young people, which pulls in the opposite direction; the conclusion is therefore uncertain.
Original (Swedish)
Planens prioritering för gymnasiet och grundskolan är mer tid för kärnkunskap och läroplaner med större fokus på fakta och kunskap, samt att elever ska kunna gå före i stället för att hållas tillbaka. Att göra estetiska ämnen obligatoriska på samtliga program tränger undan den tiden och valfriheten. Planen vill samtidigt att Sverige är ett föredöme för kultur för barn och unga, vilket drar i motsatt riktning; slutsatsen är därför osäker.
- more time for core subjectsdecisive»Vi vill bygga ut undervisningstiden i bland annat svenska och matematik så att det finns tid till att lära sig mer.« (2022 manifesto ↗)“We want to expand teaching time in, among other things, Swedish and mathematics so there is time to learn more.”
- focus on facts and knowledge»Läroplanerna ska revideras och få ett större fokus på fakta och kunskap.« (2022 manifesto ↗)“Curricula shall be revised and gain a greater focus on facts and knowledge.”
- student choice and achievement»Elever som vill och kan ska kunna gå före i stället för att hållas tillbaka.« (2022 manifesto ↗)“Students who want to and can shall be able to advance instead of being held back.”
- culture for children and young people»Sverige ska vara ett föredöme på området kultur av och för barn och ungdomar.« (party programme ↗)“Sweden shall be a model in the field of culture created by and for children and young people.”
flags: motstridiga_atagande
The plan states that secondary school shall to a large extent be based on students' needs and interests and be characterized by diversity, and that schools shall have great freedom to design instruction.
Plan documents: party programme
Reasoning and quotes
The plan states that secondary school shall to a large extent be based on students' needs and interests and be characterized by diversity, and that schools shall have great freedom to design instruction. Making aesthetic subjects mandatory in all national programs goes against this freedom of choice. The plan values aesthetic subjects, but ties it to comprehensive personal development and prioritizes basic skills, not mandatory requirements in secondary school.
Original (Swedish)
Planen säger att gymnasieskolan i hög grad ska utgå från elevernas behov och intressen och präglas av mångfald, och att skolorna ska ha stor frihet att utforma undervisningen. Att göra estetiska ämnen obligatoriska på samtliga nationella program går emot den valfriheten. Planen värdesätter estetiska ämnen, men knyter det till allsidig personlighetsutveckling och prioriterar basfärdigheter, inte obligatorium i gymnasiet.
- secondary school according to students' needsdecisive»behov och intressen och bör därför präglas av mångfald« (party programme ↗)“needs and interests and should therefore be characterized by diversity”
- school's pedagogical freedom»ska de ges ett stort mått av frihet att« (party programme ↗)“shall they be given a large measure of freedom to”
- aesthetic subjects have value»som bidrar till en allsidig och kreativ personlighetsutveckling« (party programme ↗)“which contributes to comprehensive and creative personal development”
- basic skills are prioritized»som att kunna läsa, skriva och räkna« (party programme ↗)“such as being able to read, write and calculate”
The plan wishes to end flabby schooling and steer upper secondary education's content towards measurable factual knowledge and clear knowledge requirements, with more teacher-led time in core subjects.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The plan wishes to end flabby schooling and steer upper secondary education's content towards measurable factual knowledge and clear knowledge requirements, with more teacher-led time in core subjects. Making aesthetic subjects mandatory on all national programmes takes space from that knowledge remit and is motivated in the counter-proposal by creative reflection rather than measurable knowledge. Aesthetic subjects are not explicitly addressed, but the prioritisation order in the plan speaks against the demand.
Original (Swedish)
Planen vill göra upp med flumskolan och styra gymnasiets innehåll mot mätbara faktakunskaper och tydliga kunskapskrav, med mer lärarledd tid i kärnämnena. Att göra estetiska ämnen obligatoriska på samtliga nationella program tar utrymme från det kunskapsuppdraget och motiveras i motförslaget med kreativ reflektion snarare än mätbara kunskaper. Estetiska ämnen berörs inte uttryckligen, men prioriteringsordningen i planen talar mot kravet.
- measurable factual knowledgedecisive»Fokusera på mätbara faktakunskaper, med inspiration från Finlands läroplan« (2022 manifesto ↗)“Focus on measurable factual knowledge, inspired by Finland's curriculum”
- the knowledge school over flabbiness»Vi ska göra upp med flumskolan och återupprätta kunskapsskolan« (2022 manifesto ↗)“We shall end flabby schooling and restore the knowledge school”
- clear knowledge requirements»Den svenska skolan ska ställa tydliga kunskapskrav och« (party programme ↗)“The Swedish school shall set clear knowledge requirements and”
- labour-market-relevant content»De gymnasiala yrkesutbildningarna och vuxenutbildningarna i Sverige måste få ett innehåll som är relevant och eftertraktat.« (2022 manifesto ↗)“Upper secondary vocational education and adult education in Sweden must have content that is relevant and in demand.”
The plan's line for upper secondary school is focus on knowledge and faster paths to the labor market, including through two-year practical education and education according to labor market needs.
Plan documents: 2022 manifesto
Reasoning and quotes
The plan's line for upper secondary school is focus on knowledge and faster paths to the labor market, including through two-year practical education and education according to labor market needs. Making aesthetic subjects mandatory in all national programs crowds out that space. The plan provides no support for mandatory aesthetic core subjects, and the counter-proposal's requirement is therefore rejected.
Original (Swedish)
Planens linje för gymnasiet är kunskapsfokus och snabbare vägar till arbetsmarknaden, bland annat genom tvååriga praktiska utbildningar och utbildning efter arbetsmarknadens behov. Att göra estetiska ämnen obligatoriska på samtliga nationella program tränger undan det utrymmet. Planen ger inget stöd för obligatoriska estetiska kärnämnen, och motförslagets krav avvisas därför.
- snabbare vägar till jobbdecisive»Tvååriga praktiska gymnasieutbildningar ska införas för att ge snabbare vägar in på arbetsmarknaden.« (2022 manifesto ↗)“Two-year practical upper secondary education shall be introduced to provide faster paths into the labor market.”
- kunskapsfokuserad skola»Sverigedemokraterna vill återupprätta en kunskapsfokuserad skola.« (2022 manifesto ↗)“Sweden Democrats want to restore a knowledge-focused school.”
- utbildning efter arbetsmarknadens behov»Utbilda efter de behov som finns på arbetsmarknaden« (2022 manifesto ↗)“Educate according to the needs that exist in the labor market”
- yrkesgrund till alla»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 labor market”
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Sources and documents
- The committee report on riksdagen.se (2022/23:UbU8)
- Committee report full text (HA01UbU8)
- Per-MP voting data (API)
- Case status (API)
Documents under consideration
- Motion 2022/23:1014 — Ett konkurrenskraftigt svenskt väginfrastruktursystem av Thomas Morell m.fl. (SD)
- Motion 2022/23:1024 — En grundskola i världsklass av Patrick Reslow m.fl. (SD)
- Motion 2022/23:1025 — En gymnasieskola och vuxenutbildning i världsklass av Patrick Reslow m.fl. (SD)
- Motion 2022/23:1063 — Lärlingsanställningar och APL-platser av Leif Nysmed och Lars Mejern Larsson (båda S)
- Motion 2022/23:1082 — Fler lärlingsutbildningar som leder till yrkesexamen av Camilla Brunsberg (M)
- Motion 2022/23:1093 — Idrottssveriges möjligheter att bedriva elitverksamhet för ungdomar av Alexandra Anstrell m.fl. (M)
- Motion 2022/23:1121 — Fler företag, fler jobb och stärkt konkurrenskraft i hela landet av Elisabeth Thand Ringqvist m.fl. (C)
- Motion 2022/23:115 — Entreprenörskap i grundskolan av Saila Quicklund (M)
- Motion 2022/23:1209 — Programmering som ett eget obligatoriskt ämne av Beatrice Timgren (SD)
- Motion 2022/23:1226 — Vissa kulturpolitiska frågor av Nooshi Dadgostar m.fl. (V)
- Motion 2022/23:1471 — Barns och ungas tillgång till kultur av Amanda Lind m.fl. (MP)
- Motion 2022/23:1550 — Trygghet för företagare av Mathias Tegnér och Jennie Nilsson (båda S)
- Motion 2022/23:1673 — Jämställdhet för hållbar utveckling av Annie Lööf m.fl. (C)
- Motion 2022/23:1722 — Arbetsrättsliga kunskaper i gymnasieskolan av Eva Lindh (S)
- Motion 2022/23:1939 — Underlätta för ungdomar att få jobb och bostad av Sten Bergheden (M)
- Motion 2022/23:1993 — Entreprenörskap i gymnasieskolan av Johanna Rantsi (M)
- Motion 2022/23:2001 — Fler yrkesutbildade av Johanna Rantsi och Sten Bergheden (båda M)
- Motion 2022/23:215 — Naturbruksskolorna och de gröna näringarna är framtiden av Mikael Larsson (C)
- Motion 2022/23:216 — Utveckling av gymnasieskolans program med inriktning ekonomi mot ekonomisk redovisning av Mikael Larsson (C)
- Motion 2022/23:2277 — Jämställdhetspolitik av Märta Stenevi m.fl. (MP)
Source: The Swedish Parliament