2025-03-132024/25:UbU12 · p.5UbUEducation
Development of Subjects
Skolverket's mandate to create new upper-secondary school subjects
What's at stake: The decision concerns who should decide which subjects are offered in upper-secondary school and how new subjects are developed and quality-assured. It affects students, teachers and schools, and how well-anchored new subjects are before they are introduced.
Case texts and AI reasoning are AI-translated from the Swedish originals; the Swedish text is authoritative.
What the vote decides
The question is whether the government and Skolverket should continue to be able to decide on new upper-secondary subjects and syllabuses, or whether Skolverket's authority to create new subjects should be restricted and require anchoring with the government.
Yes Yes — the committee proposal
The committee notes that the subjects of compulsory school and the subjects common to all upper-secondary programmes are listed in the Education Act and that it is the Riksdag that decides what these are, but that it is the government, or the agency the government designates, that decides on other subjects and on the content of syllabuses, subject plans and qualification goals. The committee points out that, under its instructions, Skolverket must continuously assess the need to develop these governing documents, that in doing so the agency draws on subject experts, national programme councils and other reference groups and gathers input widely before proposals are circulated for consultation, and that education under the instructions must rest on a scientific basis and proven experience. Against this background, the committee rejects the demand to restrict Skolverket's mandate to create new subjects.
No No — the reservations
Reservation 7 (SD)
The reservation (SD) considers it unreasonable that Skolverket has a mandate to introduce new upper-secondary subjects without anchoring in the Government Offices, pointing to the fact that the elective subject 'power, norms and gender', planned for autumn 2025, was based on theories that cannot be regarded as scientific or neutral and which Skolverket subsequently withdrew after criticism; the government should therefore consider prohibiting Skolverket from developing new upper-secondary subjects that have not been anchored within the Government Offices.
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 7 by SD.
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 | Yes | Yes 20/0/0/4 | follows the plan | confidence: high | derived |
| S | Yes | Yes 93/0/0/13 | follows the plan | confidence: medium | derived |
| MP | Yes | Yes 14/0/0/4 | follows the plan | confidence: high | derived |
| C | Yes | Yes 19/0/0/5 | follows the plan | confidence: medium | derived |
| L | Yes | Yes 13/0/0/3 | follows the plan | confidence: high | explicit |
| KD | No | Yes 15/0/0/4 | departs from the plan | confidence: low | derived |
| M | No | Yes 60/0/0/8 | departs from the plan | confidence: medium | derived |
| SD | No | No 0/61/0/11 | follows the plan | confidence: high | explicit |
Committee proposal
Parliament rejects the motion 2024/25:1446 by Patrick Reslow et al. (SD) proposal 11.
Original (Swedish)
Riksdagen avslår motion 2024/25:1446 av Patrick Reslow m.fl. (SD) yrkande 11.
Riksdag decision: Parliament rejected approximately 60 proposals about upper secondary school in motions from the general motion period 2024. The proposals concern, among other things, education in upper secondary school, subjects and special knowledge areas, and career guidance. Parliament refers, among other things, to existing regulations and ongoing work.
Counter-proposals
- The counter-proposal wants to make personal finance the main focus of home and consumer studies in lower secondary school and introduce an optional subject on economics and law in upper secondary school. (SD) — Reservation 7
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 party programme requires that education be built on a worldview and pedagogy grounded in science and emphasizes independent academies without political control; that the government should be able to forbid the National Board of Education from developing subjects without political anchoring is the opposite of that.
Plan documents: party programme
Reasoning and quotes
The party programme requires that education be built on a worldview and pedagogy grounded in science and emphasizes independent academies without political control; that the government should be able to forbid the National Board of Education from developing subjects without political anchoring is the opposite of that. That a subject about power, norms and gender is rejected as unscientific also directly contradicts the plan's feminist foundation and its warning that conservative forces are trying to undo achieved rights. The counter-proposal's demands are therefore rejected.
Original (Swedish)
Partiprogrammet kräver att skolan bygger på en människosyn och pedagogik grundad i vetenskap och betonar självständiga akademier utan politisk styrning; att regeringen ska kunna förbjuda Skolverket att ta fram ämnen utan politisk förankring är motsatsen till det. Att ett ämne om makt, normer och kön underkänns som ovetenskapligt går dessutom rakt emot planens feministiska grundsyn och dess varning för att konservativa krafter försöker riva upp vunna rättigheter. Motförslagets krav avvisas därför.
- education on scientific basisdecisive»grundad i vetenskap och inriktad på att stärka människors möjligheter« (party programme ↗)“grounded in science and aimed at strengthening people's opportunities”
- no political control of knowledge»självständiga akademier utan politisk styrning och vill se en« (party programme ↗)“independent academies without political control and want to see”
- feminist foundation»Vi inspireras av de marxistiska och feministiska idétraditionerna när vi« (party programme ↗)“We are inspired by Marxist and feminist intellectual traditions when we”
- resist conservative attacks»Konservativa och auktoritära krafter försöker aktivt förstärka de« (party programme ↗)“Conservative and authoritarian forces are actively trying to strengthen”
The counter-proposal's material grounds are that a subject about power, norms and gender would not be scientific or neutral.
Plan documents: party programme
Reasoning and quotes
The counter-proposal's material grounds are that a subject about power, norms and gender would not be scientific or neutral. The party programme instead establishes gender power order as a clear power structure and that the party with this foundation is a feminist party, and demands that the education sector break social and gender-related patterns. The plan also defends research freedom, which speaks against the government politically pre-approving which subjects can be developed.
Original (Swedish)
Motförslagets sakliga skäl är att ett ämne om makt, normer och kön inte vore vetenskapligt eller neutralt. Partiprogrammet slår tvärtom fast könsmaktsordningen som en tydlig maktstruktur och att partiet med denna grundsyn är ett feministiskt parti, och kräver att utbildningssektorn bryter sociala och könsbundna mönster. Planen försvarar också forskningens frihet, vilket talar mot att regeringen politiskt ska förhandsgodkänna vilka ämnen som får tas fram.
- gender power order existsdecisive»En tydlig maktstruktur är det som kallas könsmaktsordningen, den systematiska över- och« (party programme ↗)“A clear power structure is what is called gender power order, the systematic over- and”
- feminist party»Med denna grundsyn är socialdemokratin ett feministiskt parti.« (party programme ↗)“With this foundation, the Social Democrats are a feminist party.”
- school shall break gender patterns»sociala och könsbundna mönstren bryts.« (party programme ↗)“social and gender-related patterns are broken.”
- research freedom»ansvar att garantera forskningens frihet och att trygga grundforskningen.« (party programme ↗)“responsibility to guarantee research freedom and to secure basic research.”
The plan requires that teaching has a clear norm-critical perspective and that the school actively works for gender equality and equal rights, which is exactly the content the counter-proposal opposes.
Plan documents: party programme
Reasoning and quotes
The plan requires that teaching has a clear norm-critical perspective and that the school actively works for gender equality and equal rights, which is exactly the content the counter-proposal opposes. The plan also states that it is not the role of politics to micromanage the educator's work and that schools shall have clear links to research. A ban on the National Board of Education to develop new subjects without political endorsement therefore conflicts with the plan.
Original (Swedish)
Planen kräver att undervisningen har ett tydligt normkritiskt perspektiv och att skolan aktivt arbetar för jämställdhet och lika rättigheter, vilket är precis det innehåll motförslaget vänder sig mot. Planen slår också fast att politikens uppgift inte är att detaljstyra pedagogens arbete och att skolan ska ha tydlig koppling till forskning. Ett förbud för Skolverket att ta fram nya ämnen utan politisk förankring strider därför mot planen.
- norm-critical teachingdecisive»Alla elever ska ha tillgång till sex- och samlevnadsundervisning med ett tydligt normkritiskt perspektiv.« (party programme ↗)“All pupils shall have access to sex and relationship education with a clear norm-critical perspective.”
- no political micromanagement»Politikens uppgift är inte att detaljstyra och kontrollera pedagogen i dennes arbete.« (party programme ↗)“It is not the role of politics to micromanage and control the educator in their work.”
- research-based school»En bra skola har tydlig koppling till forskning och tar kontinuerligt in nya forskningsrön.« (party programme ↗)“A good school has clear links to research and continuously incorporates new research findings.”
- gender equality work in schools»Skolan ska arbeta aktivt för jämställdhet och lika rättigheter.« (party programme ↗)“The school shall actively work for gender equality and equal rights.”
The election manifesto establishes that policy should contribute to good conditions but keep arm's length distance, and the party programme makes teachers' professional competence decisive.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The election manifesto establishes that policy should contribute to good conditions but keep arm's length distance, and the party programme makes teachers' professional competence decisive. That the government forbids the National School Board from developing subjects without political anchoring is the opposite of this. That the objection is directed against a subject on power, norms and gender also cuts against the plan's explicitly feminist stance.
Original (Swedish)
Valmanifestet slår fast att politiken ska bidra till goda förutsättningar men hålla armlängds avstånd, och partiprogrammet gör lärarprofessionens kompetens avgörande. Att regeringen förbjuder Skolverket att ta fram ämnen utan politisk förankring är motsatsen till detta. Att invändningen riktas mot ett ämne om makt, normer och kön skär dessutom mot planens uttalat feministiska hållning.
- arm's length distancedecisive»Politiken ska bidra till goda förutsättningar men hålla armlängds avstånd.« (2022 manifesto ↗)“Policy should contribute to good conditions but keep arm's length distance.”
- feminist stance»Centerpartiet är ett feministiskt parti, som utmanar och bryter rådande maktförhållanden och kollektiva orättvisor.« (party programme ↗)“The Centre Party is a feminist party that challenges and breaks existing power relationships and collective injustices.”
- profession's responsibility»Professionella lärares kompetens och pedagogik är avgörande.« (party programme ↗)“Professional teachers' competence and pedagogy are decisive.”
- academic freedom»Den akademiska och konstnärliga friheten liksom den fria kulturen är grundbultar i ett vitalt civilsamhälle.« (2022 manifesto ↗)“Academic and artistic freedom as well as free culture are cornerstones of a vital civil society.”
The plan explicitly requires that schools and higher education institutions actively work with gender equality issues, gender issues and norm criticism, and that the education system should not be value-free but actively work for gender equality and human rights.
Plan documents: party programme · 2022 manifesto
Reasoning and quotes
The plan explicitly requires that schools and higher education institutions actively work with gender equality issues, gender issues and norm criticism, and that the education system should not be value-free but actively work for gender equality and human rights. The counter-proposal's basis is that just one subject about power, norms and gender does not belong in schools. The plan also values the profession's and research's freedom from political steering of content.
Original (Swedish)
Planen kräver uttryckligen att skolan och högskolan arbetar aktivt med jämställdhetsfrågor, genusfrågor och normkritik, och att utbildningssystemet inte ska vara värderingsfritt utan aktivt verka för jämställdhet och mänskliga rättigheter. Motförslagets grund är att just ett ämne om makt, normer och kön inte hör i skolan. Planen värnar dessutom professionens och forskningens frihet från politisk styrning av innehållet.
- active gender and norm-critical workdecisive»Därför ska förskolan, skolan och högskolan arbeta aktivt med jämställdhetsfrågor, genusfrågor och normkritik såväl i undervisningen och vägledningen som i skolmiljön.« (party programme ↗)“Therefore, preschools, schools and higher education institutions should actively work with gender equality issues, gender issues and norm criticism both in teaching and guidance and in the school environment.”
- schools actively work for gender equality»Utbildningssystemet ska inte vara värderingsfritt.« (party programme ↗)“The education system should not be value-free.”
- equivalent expectations by gender»Genom hela utbildningssystemet behövs aktivt arbete med genusfrågor för att flickor och pojkar ska möta likvärdiga förväntningar och få likvärdiga chanser.« (party programme ↗)“Throughout the education system there is need for active work with gender issues so that girls and boys meet equivalent expectations and get equivalent opportunities.”
- protected academic freedom»Den akademiska friheten ska ges skydd i grundlagen.« (2022 manifesto ↗)“Academic freedom should be given protection in the Basic Law.”
The plan grounds education policy in the fact that there is an objectively existing reality to explore and that all school activities shall foster from an explicitly stated ethical foundation, while the subsidiarity principle requires the right power in the right place.
Plan documents: party programme
Reasoning and quotes
The plan grounds education policy in the fact that there is an objectively existing reality to explore and that all school activities shall foster from an explicitly stated ethical foundation, while the subsidiarity principle requires the right power in the right place. That new upper secondary subjects are anchored with the government rather than decided by an authority is in line with that accountability. The plan's warning against the policy interfering unnecessarily pulls in the other direction, so the conclusion is weak and derived.
Original (Swedish)
Planen grundar utbildningspolitiken i att det finns en objektivt existerande verklighet att utforska och att all skolverksamhet ska fostra utifrån en uttalad etisk grund, samtidigt som subsidiaritetsprincipen kräver rätt makt på rätt plats. Att nya gymnasieämnen förankras hos regeringen snarare än avgörs av en myndighet ligger i linje med det ansvarsutkrävandet. Planens varning för att politiken lägger sig i i onödan drar åt andra hållet, varför slutsatsen är svag och härledd.
- objective reality as foundationdecisive»det finns en objektivt existerande verklighet att utforska.« (party programme ↗)“there is an objectively existing reality to explore.”
- school's ethical foundation»All skolverksamhet ska i enlighet med den etik« (party programme ↗)“All school activities shall in accordance with that ethics”
- right power in the right place»Rätt makt på rätt plats, det är den kristdemokratiska« (party programme ↗)“Right power in the right place, that is the Christian Democratic”
- political restraint»Politiker måste motstå frestelsen att i onödan« (party programme ↗)“Politicians must resist the temptation to unnecessarily”
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 to end fuzzy schooling, focus on measurable factual knowledge and states that the state should establish and monitor clear knowledge requirements.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The plan wants to end fuzzy schooling, focus on measurable factual knowledge and states that the state should establish and monitor clear knowledge requirements. It also explicitly rejects the collectivism of identity politics as conflicting with fundamental values. A requirement that new senior secondary school subjects should be anchored with the government, with criticism of a subject on power, norms and gender, is in line with these commitments and is supported.
Original (Swedish)
Planen vill göra upp med flumskolan, fokusera på mätbara faktakunskaper och slår fast att staten ska fastställa och följa upp tydliga kunskapskrav. Den avvisar dessutom uttryckligen identitetspolitikens kollektivism som stridande mot grundläggande värden. Ett krav på att nya gymnasieämnen ska vara förankrade hos regeringen, med kritik mot ett ämne om makt, normer och kön, ligger i linje med dessa åtaganden och stöds.
- measurable factual knowledgedecisive»Fokusera på mätbara faktakunskaper, med inspiration från Finlands läroplan« (2022 manifesto ↗)“Focus on measurable factual knowledge, inspired by Finland's curriculum”
- reject identity politics»Denna identitetspolitikens kollektivism strider mot« (party programme ↗)“This collectivism of identity politics conflicts with”
- the state sets knowledge requirements»ställa och följa upp tydliga kunskapskrav« (party programme ↗)“set and monitor clear knowledge requirements”
- the knowledge school»Vi ska göra upp med flumskolan och återupprätta kunskapsskolan« (2022 manifesto ↗)“We shall end fuzzy schooling and restore the knowledge school”
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 states that the most important thing is to stop gender experiments and failed schools and that political experiments on Swedish children and young people should end.
Plan documents: 2022 manifesto
Reasoning and quotes
The election manifesto states that the most important thing is to stop gender experiments and failed schools and that political experiments on Swedish children and young people should end. The plan explicitly rejects gender pedagogy aimed at erasing gender identity and requires that activities be free from political positions and indoctrination. Limiting the Swedish School Board's ability to introduce a subject on power, norms and gender without political grounding follows from these commitments.
Original (Swedish)
Valmanifestet slår fast att det viktigaste är att sätta stopp för genusexperimenten och flumskolan och att de politiska experimenten på Sveriges barn och unga ska avslutas. Planen avvisar uttryckligen genuspedagogik inriktad på att sudda ut könstillhörighet och kräver att verksamheten är fri från politiska ställningstaganden och indoktrinering. Att begränsa Skolverkets möjlighet att införa ett ämne om makt, normer och kön utan politisk förankring följer av dessa åtaganden.
- stop for gender experimentsdecisive»Det viktigaste är att sätta stopp för genusexperimenten och flumskolan.« (2022 manifesto ↗)“The most important thing is to stop gender experiments and failed schools.”
- no gender pedagogy»Genuspedagogik som den ser ut idag ska inte användas eftersom den i hög grad är inriktad på utsuddande av könstillhörighetsskillnader.« (2022 manifesto ↗)“Gender pedagogy as it appears today should not be used because it is largely aimed at erasing gender identity differences.”
- no experiments with young people»Avsluta de politiska experimenten på Sveriges barn och unga« (2022 manifesto ↗)“End the political experiments on Swedish children and young people”
- free from indoctrination»Förskolan ska vara fri från politiska ställningstaganden och indoktrinering« (2022 manifesto ↗)“Preschool should be free from political positions and indoctrination”
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Sources and documents
- The committee report on riksdagen.se (2024/25:UbU12)
- Committee report full text (HC01UbU12)
- Per-MP voting data (API)
- Case status (API)
Documents under consideration
- Motion 2024/25:1060 — Möjlighet för samtliga elever att driva ett UF-företag under sin gymnasietid av Christofer Bergenblock (C)
- Motion 2024/25:1130 — Det behövs mer privatekonomi av Alexandra Anstrell (M)
- Motion 2024/25:1132 — Idrottssveriges möjligheter att bedriva elitverksamhet för ungdomar av Alexandra Anstrell m.fl. (M)
- Motion 2024/25:1342 — Framtidens e-sport av Michael Rubbestad m.fl. (SD)
- Motion 2024/25:1381 — Överskuldsättning av Mikael Eskilandersson m.fl. (SD)
- Motion 2024/25:1395 — Jordbruk - ökad konkurrenskraft utan förlust av biologisk mångfald av Martin Kinnunen m.fl. (SD)
- Motion 2024/25:1446 — En gymnasieskola och vuxenutbildning i världsklass av Patrick Reslow m.fl. (SD)
- Motion 2024/25:1447 — En grundskola i världsklass av Patrick Reslow m.fl. (SD)
- Motion 2024/25:1464 — En tillväxtorienterad politik för industrilandet Sverige av Tobias Andersson m.fl. (SD)
- Motion 2024/25:1479 — Sprid kunskap med hjälp av de bästa pedagogerna av Helena Gellerman (L)
- Motion 2024/25:148 — Arbetsmarknadskunskap i gymnasieskolan av Eva Lindh (S)
- Motion 2024/25:1536 — Ansvarsfull ekonomi som ett ämne i skolan för elever i högstadiet och gymnasiet av Marléne Lund Kopparklint och Jennie Wernäng (båda M)
- Motion 2024/25:1705 — Bättre arbetsmiljö av Carina Ödebrink och Azra Muranovic (båda S)
- Motion 2024/25:1830 — Ökad kunskap inom ekonomi på högstadiet av Jennie Wernäng och Marléne Lund Kopparklint (båda M)
- Motion 2024/25:1841 — Översyn av elitidrottares gymnasieutbildningar av Kristina Axén Olin m.fl. (M)
- Motion 2024/25:1856 — Återinförande av estetiska ämnen i gymnasieskolan av Kristina Axén Olin m.fl. (M)
- Motion 2024/25:2079 — Ofrivillig barnlöshet och ytterligare IVF-försök av Camilla Brodin och Christian Carlsson (båda KD)
- Motion 2024/25:2218 — Yrkesutbildning för fler av Johanna Rantsi och Sten Bergheden (båda M)
- Motion 2024/25:2221 — Företagsamhet och entreprenörskap i gymnasieskolan av Johanna Rantsi (M)
- Motion 2024/25:2377 — Drogtester i skolor av Arin Karapet (M)
Source: The Swedish Parliament