2023-05-032022/23:UbU5 · p.2UbUEducation
Knowledge development and learning objectives
Knowledge development and learning goals in compulsory school
What's at stake: The question concerns how schools ensure pupils actually meet learning goals before advancing, and how a possible ten-year compulsory school would affect the role of the pre-school class and room for play. It mainly affects younger pupils and their transition between school stages.
Case texts and AI reasoning are AI-translated from the Swedish originals; the Swedish text is authoritative.
What the vote decides
Whether schools should introduce stricter requirements for meeting learning goals before advancing a grade, ability grouping, and a dedicated maths timetable, or whether the current arrangement and ongoing inquiries into school structure should be awaited.
Yes Yes — the committee proposal
The committee points to the ongoing inquiry into state responsibility for schools and to the inquiry into a ten-year compulsory school, still being processed by the government, and considers this work should be awaited before the Riksdag takes a position on the role of the pre-school class or new requirements for progression through learning goals.
No No — the reservations
Reservation 5 (SD)
The pre-school class's value as a transition between preschool and school, with play at its centre, should be protected in any move to a ten-year compulsory school. Pupils should meet core-subject goals before advancing a grade, the maths timetable should be broken down by year, and ability grouping in maths, Swedish and English should be introduced from year 7.
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 5 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: medium | not addressed |
| S | Yes | Abstain 0/0/94/13 | departs from the plan | confidence: medium | not addressed |
| MP | Yes | Yes 14/0/0/4 | follows the plan | confidence: medium | not addressed |
| C | No | Abstain 0/0/21/3 | departs from the plan | confidence: low | not addressed |
| L | No | Yes 13/0/0/3 | departs from the plan | confidence: medium | not addressed |
| KD | No | Yes 16/0/0/3 | departs from the plan | confidence: medium | not addressed |
| M | No | Yes 60/0/0/8 | departs from the plan | confidence: medium | derived |
| SD | No | No 0/63/0/9 | follows the plan | confidence: medium | derived |
Committee proposal
The Riksdag rejects the motions 2022/23:884 by Muharrem Demirok et al. (C) claims 2, 10 and 25, 2022/23:1024 by Patrick Reslow et al. (SD) claims 1, 6 and 9, 2022/23:1787 by Ulrika Heindorff (M) and 2022/23:2128 by Åsa Westlund et al. (S) claims 34 and 40.
Original (Swedish)
Riksdagen avslår motionerna 2022/23:884 av Muharrem Demirok m.fl. (C) yrkandena 2, 10 och 25, 2022/23:1024 av Patrick Reslow m.fl. (SD) yrkandena 1, 6 och 9, 2022/23:1787 av Ulrika Heindorff (M) och 2022/23:2128 av Åsa Westlund m.fl. (S) yrkandena 34 och 40.
Riksdag decision: The Riksdag directs a formal request (tillkännagivande) to the government, an appeal to the government, to consider reviewing the advantages and disadvantages of giving the School Inspectorate responsibility for permits and supervision also for private preschools, after-school facilities and educational care. In addition, the Riksdag rejected approximately 120 proposals in motions on overall school issues that came in during the general motion period 2022. The proposals in the motions deal with, among other things, measures to raise academic results, responsibility and resource distribution in the education system, choice of school, independent schools, supervision, IT in schools and special forms of education. The Riksdag refers, among other things, to current regulations, ongoing investigations, announced and implemented measures.
Counter-proposals
- The counter-proposal wants to preserve play in the preschool class while requiring students to meet knowledge goals before advancing and introducing ability grouping in core subjects from year 7. (SD) — Reservation 5
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's core school commitment is a compensatory school with more resources that meets children based on their differences, and a reckoning with segregation and sorting in the school system.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The plan's core school commitment is a compensatory school with more resources that meets children based on their differences, and a reckoning with segregation and sorting in the school system. Level grouping from grade 7 and requirements to reach core subject goals before the next grade sorts students by achievement instead. The counter-proposal's main demands therefore contradict the plan, even though protection of preschool play lies closer to it.
Original (Swedish)
Planens bärande skolåtagande är en kompensatorisk skola med mer resurser som möter barn utifrån deras olikheter, och en uppgörelse med segregation och sortering i skolsystemet. Nivågruppering från årskurs 7 och krav på att nå kärnämnesmål innan nästa årskurs sorterar i stället eleverna efter prestation. Motförslagets huvudkrav strider därför mot planen, även om värnandet av förskoleklassens lek ligger närmare den.
- compensatory schooldecisive»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 opportunities is also compensatory, that is, it can provide more support to those who come from worse circumstances.”
- support instead of sorting»Skolan måste också tillföras mer resurser, det är bara så vi kan skapa en skola som kan möta barn utifrån deras olikheter och skiftande behov.« (2022 manifesto ↗)“The school must also be given more resources, that is the only way we can create a school that can meet children based on their differences and changing needs.”
- against segregation in school»Det behövs en uppgörelse med kommersialisering, segregation och ogenomtänkt decentralisering av skolsystemet.« (party programme ↗)“There needs to be a reckoning with commercialization, segregation and thoughtless decentralization of the school system.”
- school without competitive sorting»Gymnasieskolan ska kunna möta alla barns behov, och inte som idag bygga på konkurrens.« (2022 manifesto ↗)“Secondary school should be able to meet all children's needs, and not as today be built on competition.”
The party programme makes cohesive schools, where children with different backgrounds meet in joint work, an important tool for equality and requires that resources be distributed so that all pupils can reach the goals.
Plan documents: party programme · 2022 manifesto
Reasoning and quotes
The party programme makes cohesive schools, where children with different backgrounds meet in joint work, an important tool for equality and requires that resources be distributed so that all pupils can reach the goals. Streaming in core subjects from year 7 and requirements for achieved goals before the next year instead sort pupils, which goes against this. The plan shares the goal that everyone shall reach knowledge goals and safeguards preschool's pedagogical role.
Original (Swedish)
Partiprogrammet gör sammanhållna skolor, där barn med olika bakgrund möts i gemensamt arbete, till ett viktigt verktyg för jämlikhet och kräver att resurserna fördelas så att alla elever kan nå målen. Nivågruppering i kärnämnen från årskurs 7 och krav på uppnådda mål innan nästa årskurs sorterar i stället eleverna, vilket går emot detta. Planen delar däremot målet att alla ska nå kunskapsmålen och värnar förskolans pedagogiska roll.
- cohesive school creates equalitydecisive»olika miljöer och med olika bakgrund möts i gemensamt arbete, är ett viktigt verktyg för ett« (party programme ↗)“different environments and with different backgrounds meet in joint work, is an important tool for a”
- resources instead of sorting»Detta måste motverkas genom att samhällets resurser fördelas så att alla elever ges« (party programme ↗)“This must be countered by distributing society's resources so that all pupils are given”
- support according to need»Skolan ska ge varje barn möjlighet att lyckas utifrån sina förutsättningar.« (2022 manifesto ↗)“School shall give every child the opportunity to succeed according to their capacity.”
- preschool's pedagogical role»Förskolan bildar grunden för det livslånga lärandet.« (party programme ↗)“Preschool forms the foundation for lifelong learning.”
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 is concerned about the one-sided focus on grades and controls and establishes that there shall not be successful and unsuccessful students, which speaks against ability grouping from grade 7 and requirements to reach core subject goals before the next grade.
Plan documents: party programme
Reasoning and quotes
The plan is concerned about the one-sided focus on grades and controls and establishes that there shall not be successful and unsuccessful students, which speaks against ability grouping from grade 7 and requirements to reach core subject goals before the next grade. The plan also rejects political micro-management of teaching, as a grade-divided timetable entails. That preschool class play is cherished is, however, in line with the plan, but does not bear the whole.
Original (Swedish)
Planen oroas av det ensidiga fokuset på betyg och kontroller och slår fast att det inte ska finnas lyckade och misslyckade elever, vilket talar mot nivågruppering från årskurs 7 och krav på att nå kärnämnesmål innan nästa årskurs. Planen avvisar också politisk detaljstyrning av undervisningen, som en årskursuppdelad timplan innebär. Att förskoleklassens lek värnas ligger däremot i linje med planen, men bär inte helheten.
- against one-sided grade focusdecisive»oroas av det ensidiga fokuset på betyg och« (party programme ↗)“concerned about the one-sided focus on grades and”
- no unsuccessful students»lyckade och misslyckade elever, inte heller bra och« (party programme ↗)“successful and unsuccessful students, nor good and”
- no political micro-management»detaljstyra och kontrollera pedagogen i dennes« (party programme ↗)“micro-manage and control the educator in their”
- the value of play in early years»En trygg barndom med goda möjligheter till lek ska« (party programme ↗)“A safe childhood with good opportunities for play shall”
flags: motstridiga_atagande
The plan's main priority is improved school results, and the party programme states that the basis of education is knowledge acquisition rather than time in the classroom and that early basic skills must be prioritized.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The plan's main priority is improved school results, and the party programme states that the basis of education is knowledge acquisition rather than time in the classroom and that early basic skills must be prioritized. Requirements for achieved core subject targets before the next year group and clearer structure in mathematics align with that direction, as does the ability to verify results. The plan says nothing about level grouping, which makes the conclusion uncertain.
Original (Swedish)
Planens huvudprioritering är förbättrade skolresultat, och partiprogrammet slår fast att utbildningens grund är kunskapsinhämtning snarare än tid i klassrummet och att tidiga basfärdigheter måste prioriteras. Krav på uppnådda kärnämnesmål innan nästa årskurs och en tydligare struktur i matematiken ligger i den linjen, liksom att resultaten ska kunna kontrolleras. Planen säger inget om nivågruppering, vilket gör slutsatsen osäker.
- school results as main prioritydecisive»Att förbättra skolresultaten måste vara en huvudprioritering.« (2022 manifesto ↗)“Improving school results must be a main priority.”
- knowledge before time»Utbildningens grund är kunskapsinhämtning och inte vilken tid som tillbringas i klassrummet.« (party programme ↗)“The basis of education is knowledge acquisition and not time spent in the classroom.”
- early basic skills»Att tidigt ge grundläggande färdigheter« (party programme ↗)“To early provide basic skills”
- verification of knowledge results»Betygsinflationen måste ordnas upp, med oberoende rättning och kontroll av resultat.« (2022 manifesto ↗)“Grade inflation must be sorted out, with independent marking and verification of results.”
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 heaviest commitment here is that students who wish and can shall be able to advance instead of being held back, with more elite classes, which is the same idea as level-based grouping in core subjects.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The plan's heaviest commitment here is that students who wish and can shall be able to advance instead of being held back, with more elite classes, which is the same idea as level-based grouping in core subjects. The plan also requires clear knowledge requirements and mandatory summer school for those who have not reached the learning objectives, in line with the requirement that objectives be reached before the student advances. That preschool's learning play is valued follows from the party programme, even though the plan simultaneously wants a ten-year primary school.
Original (Swedish)
Planens tyngsta åtagande här är att elever som vill och kan ska kunna gå före i stället för att hållas tillbaka, med fler spetsklasser, vilket är samma tanke som nivågruppering i kärnämnena. Planen kräver också tydliga kunskapskrav och obligatorisk lovskola för dem som inte nått kunskapsmålen, i linje med kravet att målen ska nås innan eleven går vidare. Att förskolans lärande lek värnas följer av partiprogrammet, även om planen samtidigt vill ha en tioårig grundskola.
- level-based grouping and elite classesdecisive»Elever som vill och kan ska kunna gå före i stället för att hållas tillbaka. Det kräver fler spetsklasser runt om i Sverige« (2022 manifesto ↗)“Students who wish and can shall be able to advance instead of being held back. That requires more elite classes around Sweden”
- all shall reach the learning objectives»lovskola ska ordnas för elever som ännu inte nått kunskapsmålen« (party programme ↗)“summer school shall be arranged for students who have not yet reached the learning objectives”
- clear knowledge requirements»Förutsättningar för lärande är tydliga kunskapskrav, tidiga insatser« (party programme ↗)“Conditions for learning are clear knowledge requirements, early interventions”
- learning play in early years»Genom en blandning av lek och pedagogik ska barnen få utvecklas« (party programme ↗)“Through a blend of play and pedagogy shall children be able to develop”
flags: sammansatt_motforslag
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 prioritises basic skills in reading, writing and arithmetic in compulsory school and requires that knowledge development is monitored so that shortcomings are addressed early, which supports the requirement that core subject objectives are met before the student moves on.
Plan documents: party programme
Reasoning and quotes
The plan prioritises basic skills in reading, writing and arithmetic in compulsory school and requires that knowledge development is monitored so that shortcomings are addressed early, which supports the requirement that core subject objectives are met before the student moves on. It also wants students with special talents to be encouraged, which is close to ability grouping in core subjects. For younger children, activity shall be characterised by care and play, which supports protecting the play-based role of the pre-school class in a ten-year compulsory school.
Original (Swedish)
Planen prioriterar basfärdigheterna läsa, skriva och räkna i grundskolan och kräver att kunskapsutvecklingen följs upp så att brister åtgärdas tidigt, vilket bär kravet på att kärnämnesmålen nås innan eleven går vidare. Den vill också att elever med särskilda talanger uppmuntras, vilket ligger nära nivågruppering i kärnämnena. För de mindre barnen ska verksamheten präglas av omsorg och lek, vilket stöder att förskoleklassens lekbaserade roll värnas i en tioårig grundskola.
- basic skills are prioritiseddecisive»färdigheter som att kunna läsa, skriva och räkna« (party programme ↗)“skills such as being able to read, write and do arithmetic”
- monitoring of knowledge objectives»Genom utvecklingssamtal och betyg ska elevernas kunskapsbildning« (party programme ↗)“Through progress meetings and grades, students' knowledge development shall”
- talents shall be encouraged»Samtidigt är det viktigt att elever med speciella talanger och egenskaper uppmuntras« (party programme ↗)“At the same time it is important that students with special talents and characteristics are encouraged”
- play and care for young children»för de mindre barnen präglas av omsorg och lek« (party programme ↗)“for younger children is characterised by care and play”
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 measurable factual knowledge in curricula and lesson plans, central marking of national tests and final exams after grade nine, and makes summer school compulsory for students who are falling behind.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The election manifesto wants measurable factual knowledge in curricula and lesson plans, central marking of national tests and final exams after grade nine, and makes summer school compulsory for students who are falling behind. The party programme requires that schools set clear knowledge requirements. The counter-proposal's demands that core subject goals are met before the next year, a year-by-year timetable in mathematics and tracking align with this knowledge-driven line, even though the plan does not mention tracking.
Original (Swedish)
Valmanifestet vill ha mätbara faktakunskaper i kurs- och läroplanerna, central rättning av nationella prov och slutprov efter årskurs nio, och gör lovskolan obligatorisk för elever som ligger efter. Partiprogrammet kräver att skolan ställer tydliga kunskapskrav. Motförslagets krav på att kärnämnesmålen nås innan nästa årskurs, en årskursvis timplan i matematik och nivågruppering ligger i denna kunskapsstyrda linje, även om planen inte nämner nivågruppering.
- measurable knowledge goalsdecisive»Fokusera på mätbara faktakunskaper, med inspiration från Finlands läroplan« (2022 manifesto ↗)“Focus on measurable factual knowledge, inspired by Finland's curriculum”
- controlled knowledge achievement»Införa central rättning av betygsgrundande nationella prov samt ett slutprov efter årskurs nio« (2022 manifesto ↗)“Introduce central marking of grade-determining national tests and a final exam after grade nine”
- none advanced without knowledge»Elever som ligger efter i skolan ska vara skyldiga att delta i lovskolan« (2022 manifesto ↗)“Students who are falling behind in school should be required to participate in summer school”
- clear knowledge requirements»Den svenska skolan ska ställa tydliga kunskapskrav« (party programme ↗)“The Swedish school should set 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 plan wants to complement curricula with clearer learning objectives and re-establish a knowledge-focused school with proven pedagogy, which bears the demands for achieved core subject goals before progression and a yearlong timetable.
Plan documents: 2022 manifesto · party programme
Reasoning and quotes
The plan wants to complement curricula with clearer learning objectives and re-establish a knowledge-focused school with proven pedagogy, which bears the demands for achieved core subject goals before progression and a yearlong timetable. The party programme states that both high and low-achieving pupils shall be able to receive support and stimulation, which speaks for ability grouping in core subjects. That free play shall dominate preschool is in line with valuing preschool class play in a ten-year primary school. The plan addresses the committee's reasoning about the state's responsibility for schools, since it advocates that the state takes back main responsibility.
Original (Swedish)
Planen vill komplettera läroplanerna med tydligare kunskapsmål och återupprätta en kunskapsfokuserad skola med beprövad pedagogik, vilket bär kraven på uppnådda kärnämnesmål före uppflyttning och en årskursvis timplan. Partiprogrammet slår fast att både hög- och lågpresterande elever ska kunna få stöd och stimulans, vilket talar för nivågruppering i kärnämnen. Att den fria leken ska dominera förskolan ligger i linje med att förskoleklassens lek värnas i en tioårig grundskola. Planen berör utskottets skäl om statens ansvar för skolan, eftersom den förespråkar att staten återtar huvudmannaskapet.
- clearer learning objectivesdecisive»Läroplaner ska kompletteras med tydligare kunskapsmål.« (2022 manifesto ↗)“Curricula shall be complemented with clearer learning objectives.”
- support based on achievement level»Högpresterande såväl som lågpresterande elever skall kunna få stöd och« (party programme ↗)“Both high-performing and low-performing pupils shall be able to receive support and”
- play in preschool»Den fria leken ska dominera verksamheten inom förskolan.« (2022 manifesto ↗)“Free play shall dominate activities within preschool.”
- state responsibility for schools»Samtidigt som Sverigedemokraterna förespråkar att staten återtar huvudmannaskapet för skolan,« (party programme ↗)“While Sweden Democrats advocate that the state takes back main responsibility for schools,”
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Sources and documents
- The committee report on riksdagen.se (2022/23:UbU5)
- Committee report full text (HA01UbU5)
- Per-MP voting data (API)
- Case status (API)
Documents under consideration
- Motion 2022/23:1023 — En förskola i världsklass av Patrick Reslow 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 2022/23:1054 — Syskonförtur i kommunala skolor av Alexandra Völker och Azadeh Rojhan (båda S)
- Motion 2022/23:1093 — Idrottssveriges möjligheter att bedriva elitverksamhet för ungdomar av Alexandra Anstrell m.fl. (M)
- Motion 2022/23:1136 — Förbud mot muslimska friskolor av Richard Jomshof (SD)
- Motion 2022/23:1255 — Idéburna skolor och pedagogisk mångfald av Camilla Hansén och Amanda Lind (båda MP)
- Motion 2022/23:1330 — Förbud mot vinstuttag ur svensk skola av Jim Svensk Larm m.fl. (S)
- Motion 2022/23:1332 — Demokratisk kontroll av skolor av Ida Ekeroth Clausson och Sanna Backeskog (båda S)
- Motion 2022/23:1403 — Kulturskola i hela landet av Camilla Brodin och Cecilia Engström (båda KD)
- Motion 2022/23:1432 — Kommunernas möjlighet att påverka etablering av friskolor av Denis Begic m.fl. (S)
- Motion 2022/23:1442 — En skola utan vinstjakt av Aida Birinxhiku (S)
- Motion 2022/23:1444 — Förbättrad statistik om förskola och fritis av Zara Leghissa m.fl. (S)
- Motion 2022/23:1473 — En lagstadgad kulturskola av Amanda Lind m.fl. (MP)
- Motion 2022/23:1542 — Alla barns tillgång till kulturskola av Linus Sköld och Ida Karkiainen (båda S)
- Motion 2022/23:1601 — En skola där ingen lämnas efter av Christian Carlsson (KD)
- Motion 2022/23:1633 — Pedagogiska tjänster samt fjärrundervisning av Martina Johansson (C)
- Motion 2022/23:1672 — En levande landsbygd för Sveriges bästa av Annie Lööf m.fl. (C)
- Motion 2022/23:1673 — Jämställdhet för hållbar utveckling av Annie Lööf m.fl. (C)
- Motion 2022/23:1730 — Förändrat skolvalssystem och förbud mot vinstjakt i skolan av Eva Lindh m.fl. (S)
Source: The Swedish Parliament