The differences between student groups and schools are increasing and all students today do not have the same opportunity to pass school.
In addition, the students’ socio-economic background is increasingly important for how well they succeed in school – this is shown by the Swedish National Agency for Education’s report “The Swedish National Agency for Education’s assessment of the state of the school system in 2023”.
On Friday, the Swedish National Agency for Education presented the report “Skolverket’s assessment of the state of the school system in 2023”, which is a collective assessment of the situation in Swedish schools, preschools and adult education.
The overall assessment shows that many schools function well, that the majority of students in Swedish schools have a good schooling and that Swedish students’ knowledge is at a good level in an international comparison. At the same time, the report shows that all students do not get the same opportunities within the school system. In addition, the differences between students’ results increase. And the students’ socio-economic background has become increasingly important for their knowledge results.
-At some schools, you have experienced, competent principals, you have teachers with teaching skills, you have good access to learning materials, and this is to a greater extent in schools where you have high-achieving and resourceful students. And in these schools where the students have poorer socio-economic conditions, there is less access to the things that can actually lead to good quality, says Peter Fredriksson, Director General of the Swedish National Agency for Education.
Does not meet the compensatory requirements
The conclusion that can be drawn from the results is that students in Swedish schools are not offered an equivalent education. Where the student lives and which school the students go to directly affects the results – and in addition, the schools are unable to compensate for the students’ different circumstances.
– We see that the importance of students’ socio-economic background is increasing. And then the idea is that the school should compensate for that. But then we can state that the variation that exists in the school in terms of quality rather reinforces the differences that exist from a socio-economic perspective, says Fredriksson.
The actions required
Swedish school is therefore not a school for everyone. But what should be done about the negative development? Peter Fredriksson sees that there are a number of measures that are required, based on the fact that the state needs to provide greater support for the Swedish National Agency for Education’s development work.
– The conditions look so different. Small municipalities find it very difficult to create this quality, the financial conditions vary – so the state definitely needs to take greater responsibility for financial management, but also to ensure that all principals and teachers get good skills development.
Read Peter Fredriksson’s article in DN debate.
Peter Fredriksson’s proposal for measures for the school
1. The state needs to support the principals’ school development work
2. Supporting efforts must be deployed earlier
3. More qualified and experienced teachers need to work in schools with less favorable conditions
4. Principals must be given better conditions to carry out their duties
5. More students need access to high-quality learning materials
6. The state funding of the school must be reformed