Assignment to investigate the use of digital devices in school and after-school care

In 2024, the government has tasked the Swedish National Agency for Education to follow up how the provision in the Education Act on the use of mobile phones and other electronic communication equipment in teaching is applied in the compulsory forms of school, the after-school center, upper secondary school and adapted upper secondary school. The assignment also includes investigating how such digital devices are used during other time in school and after-school care.

The follow-up and investigation must particularly highlight similarities and differences between girls' and boys' use, as well as which digital devices are used and for what. There must also be an analysis of students' exposure to digital dimensions of violence, i.e. violations, violence and threats of violence, including honour-related violence and oppression as well as racism and intolerance via digital devices.

The authority must also propose measures that can reduce the use of digital devices that students themselves bring to school or the after-school centre and that negatively affect the students, their knowledge development or education, including possible measures to help reduce gender differences in study results. In addition, the authority must propose measures to prevent and counteract digital dimensions of violence in terms of both digital devices that students themselves bring to school or the after-school centre and such digital devices that the school provides. The measures must rest on a scientific basis and proven experience. The assignment is to be reported in March 2026.

Increased opportunities for basic eligibility to higher education for vocational programmes

In a government bill from 2022, the Swedish government proposes that all national vocational programmes in upper secondary school should contain what is required for pupils to achieve basic eligibility for higher education. In order for this to be possible without reducing vocational preparation, the scope of the programmes must also be expanded, both in terms of upper secondary school credits and guaranteed teaching time. However, it must be possible for the pupil to opt out.

Lack of upper secondary vocationally trained labor is one of the biggest and most acute problems in the Swedish labour market today. More skilled plumbers, electricians and childcare workers are needed. Making vocational programmes more attractive is part of the solution. The bill proposes the necessary changes to the law. The amendments to the law are proposed to enter into force on 1 January 2023 and will be applied for the first time to education that begins in the autumn term of 2023. 

More young people should achieve the goals with their upper secondary education

A government inquiry (SOU 2022:34) has presented proposals in 2022, on measures for more young people to achieve the goals with their upper secondary education, either in upper secondary school or in municipal adult education. The main focus is on students who are not eligible for a national programme and therefore are directed to introductory upper secondary school programmes, and on students in schools for pupils with learning disabilities. 

In order to develop vocational training on upper secondary introduction programmes, the investigation proposes that:

A definition must be introduced in the Education Act of coherent vocational training  that can be applied to training on introductory programmes. The minimum extent of workplace-based learning must be prescribed.
The responsibility for the local programme councils must be expanded, so that the cooperation between school and working life must also include vocational training organised in introductory programmes and in upper secondary schools for pupils with learning disabilities.
In order to facilitate the transition to adult education (komvux), the investigation proposes that:

An obligation must be introduced in the Education Act to offer a final guidance interview to students who leave upper secondary school without having achieved a degree, and to all students who leave upper secondary schools for pupils with learning disabilities. 
The provision on exemptions from the eligibility requirements, which enables younger students to be accepted in adult education (komvux), must be adjusted and brought up from the regulation on adult education to the Education Act.
In order for more young people to reach the goals of their upper secondary education, the investigation also proposes that:

The provisions in the Education Act on access to guidance must be clarified. It must be stated that students must have access to study and career guidance, that the work with study and career guidance must be conducted at the individual, group and school unit level and take place in collaboration with teachers and other staff. It must also be made clear that study and vocational guidance must be part of the school's systematic quality work.
Decisions on extended teaching must be made within a programme of measures. Extended teaching is a measure that constitutes special support because a pedagogical assessment is required and because the measure can be lasting and extensive.

Policy measures on ELET

The government decided in 2021 to commission a special investigator to propose measures for more young people to reach the goals of their upper secondary education, either in upper secondary school or in municipal adult education. The investigation In goals - ways forward for more young people to reach the goals with their upper secondary education (I mål – vägar vidare för att fler unga ska nå målen med sin gymnasieutbildning SOU 2022:34) set out proposals for national targets and improvements in upper secondary school. The main focus is on introductory programmes, aimed for students who after finishing compulsory education are not eligible for a national upper secondary programme. Currently, more than half of the students who start an introductory program do not transfer to a national programme. 

In order to develop the introductory programmes, the investigation proposes that a definition must be introduced in the Education Act of coherent vocational training (vocational packages) that can be applied to training on introductory programmes. The responsibility for the local programme councils should be expanded so that the cooperation between school and working life also includes vocational training organised in introductory programmes and in upper secondary special schools.
In order to facilitate the transition to adult education (komvux), the investigation proposes that an obligation should be introduced in the Education Act to offer students, who leave upper secondary school without having achieved a degree and students who leave upper secondary special school, a final guidance interview. The provision on exemptions from the eligibility requirements, which enables younger students to be accepted in adult education (komvux), should be adjusted and brought up from the regulation on adult education to the school law.