sou · GWB327 · 2008-04-01 00:00:00 — Statistics show that students with very poor entrance qualifications are strongly over-represented among students who drop out of upper secondary school and have difficulties on the labour market. With my proposals, I want to ensure that students who start an upper secondary programme have a good chance of completing it and I believe that the new eligibility rules will also help to improve throughput. Regarding admission and selection I propose that the concept of admission replace that of intake. The reason for this is to use the same concepts as the higher edu- cation sector. I also propose that students may be admitted to a branch at the beginning of upper secondary programmes. If a branch begins during the first academic year, admission and selection are to be done prior to the start of the programme. Vocational programmes can be completed either as school- based programmes or as apprenticeship programmes. Upon admis- sion, an apprenticeship programmes shall be the same as a branch. A student admitted in year 1 to a vocational programme without specifying branch or apprenticeship programme shall be deemed admitted to a school-based vocational programme. As is the case today, selection to upper secondary school, in accordance with my proposals, shall mainly be made through admission qualifications, based on the students grades. For arts branches on the Arts and Humanities Programme and for pro- grammes that recruit nationally, I propose the introduction of optional supplementary proficiency tests, though within a signifi- cantly tighter framework than is currently the case. The responsibility of compulsory schools and individual alternatives to the national programmes Todays individual programmes have students with different back- grounds and needs. These students are often assigned to individual programmes that cannot satisfy their needs in the best way. I am of the opinion that the overarching objective of individual pro- grammes - to make the students eligible to start a national programme - does not reflect all the needs of students currently on upper secondary individual programmes. alternatives are needed and this is the underlying reasoning behind the proposals presented. I propose that individual programmes be abolished. Instead, I propose a preparatory year, individual alternatives and a programme induction. Another important aim is to improve throughput in upper secondary education and help students in dif- ferent ways to complete their studies in order to avoid the prob- lems that occur on the labour market for those who have not completed their upper secondary education. For students who are ineligible for a national programme, I pro- pose the of a preparatory year within the framework of the compulsory school system but which does not involve the student retaking year 9 (the last year of Swedish compulsory school). The target group for the preparatory year is students who, subsequent to an investigation, are deemed potentially able to become eligible for a national programme within a maximum of one years supplementary education. Compulsory school students who run the risk of not reaching the objectives and thereby becoming ineligible for the upper secondary programme they wish to attend must be informed in good time of the fact and of the options available to them as regards their continued education. The compulsory school principal shall initiate an investigation and it is then up to the home municipality to decide whether the student should be offered a preparatory year or not, a decision that can be appealed by the student. The teaching in the preparatory year is intended to be some- thing different to compulsory school education and may contain tuition as well as guidance and practical work. The objective is however to make the student eligible for upper secondary school within a maximum of one year. One very important reason for proposing the preparatory year is the new upper secondary eligi- bility rules. It is unreasonable for upper secondary schools to offer tuition in several compulsory school subjects. Compulsory schools themselves are better equipped for this. A procedure whereby the student becomes eligible for upper secondary school within the framework of compulsory school is also in line with how most other Nordic countries have arranged similar activities. I can also see that this sends a clear signal as to where the responsibility lies. It is the compulsory schools responsibility to make the student eligible for upper secondary school. The terms of reference given to me also clearly stipulate that upper secondary education shall be based on a completed compulsory school education. For students who are still not deemed eligible for a national pro- gramme within one year or who are in need of special support, I propose that the municipality offers education in the form of an individual alternative. The individual alternative is not to be placed on a par with a national programme but the education and activities shall be implemented within an upper secondary school framework. The primary target group could be students who for different reasons are still not deemed to have achieved eligibility for a national programme within one year. It may also, in exceptional circumstances, be students who can achieve eligibility or already are eligible but who, for special reasons, need an individualised programme. For example, this may apply to students with neuro- psychiatric diagnoses, whose educational would be better catered for by an individual alternative. The aim of individual alternatives is to offer students educa- tional measures that are the best for them to further their personal development. Activities within an individual alternative shall help the students personal development towards future on the labour market or provide a good grounding for further edu- cation. This may require cooperation with various care providers or social services. In my experience, the responsibility for students with major problems often falls between two stools, both between different committees in a municipality and between the municipality and other care providers or social services. The idea here is to find the individual measures that best benefit the students future knowledge development. Activities within an individual alternative can also, to a greater or lesser extent, comprise workplace learning or vocational work practice if this is the best solution for the students knowledge development. I do not however intend to use the term apprentice for these students, which would confuse them with students on the upper secondary apprenticeship pro- grammes I am proposing as an alternative within vocational pro- grammes. I anticipate that the individual alternatives for some students will require substantial resources, but I consider this a much more effective solution than students not receiving education that is adapted to their needs and prerequisites. When the programme comprises elements of both a social and pedagogical nature, the costs should be shared between the school, social services and other care providers. I believe that it should also be possible for independent schools to offer an individual alternative but this should be done in coop- eration with one or more municipalities. For students with a foreign background who come to during their upper secondary or late compulsory school years, an organisation is needed that quickly validates their knowledge and is responsible for them learning Swedish so that they can start an upper secondary programme in . After induction, these young people shall be given places in programmes according to their prerequisites. This may be continued studies within a national programme, or Swedish for migrants perhaps in combination with upper secondary school studies. Others can be offered studies on a preparatory year or an individual alternative. Upper secondary adult education may also be an option since I propose that the Government or government-appointed authority shall be permitted to issue regulations governing dispensations from the minimum age requirement of 20 years to be eligible for upper secondary adult education. Switchers, drop-outs, students who have not applied to upper secondary school and deferers My opinion is that students who want to switch or drop out of a programme should be offered support so that they continue to make headway in their education. The school should perform an investigation into suitable measures that are needed and where necessary establish a new study plan. In light of the municipalitys monitoring responsibility, it is important that schools report to the home municipality as soon as students discontinue their school studies. There are also students who are affected by personal crises and the like during their upper secondary years and they are entitled to support measures from the school where they are registered. If students despite such measures cannot continue their studies, they can today be offered a reduced programme with a maximum reduction of 10 percent. I propose that the 10 percent reduction limit be removed. Students can then complete their studies by extending their time at upper secondary school or by studying in the upper secondary adult education system. I propose that the system with course grades be maintained. My argument in favour of this is that there must be very good reasons for a change from the current system to subject grades and I havent found any such reasons during my work. Neither have the students or teachers I have met expressed any strong to change the grading system. Course grades work much better in upper-secondary adult education and I see it as a major advantage to have the same grading system. Consequences for higher education admission rules I believe that a higher education preparatory diploma shall always constitute at least basic eligibility for higher education. For voca- tional programme students to gain basic eligibility for higher edu- cation, a vocational diploma must include a further 200 points in Swedish/Swedish as a second language and a further 100 points in English. Upper secondary adult education My proposals will bring upper secondary adult education and upper secondary school closer together. In other words, most of the pro- posals also apply to upper secondary adult education. A clear example is the proposals for diplomas that shall include the same requirements for both upper secondary school and upper secon- dary adult education. The path to the diploma can, however, vary since studies in the upper secondary adult education system are not designed as programmes. Validation will therefore be an important instrument in upper secondary adult education. Another example where the two forms of education will come closer together is that an upper secondary student will be allowed to read upper secondary adult education courses. from the minimum age limit of 20 for admission to upper secon- dary adult education shall also be possible under special circum- stances. I also see upper secondary adult education as important so that students can complete their upper secondary education. Students with a vocational diploma who have not achieved basic eligibility for higher education at upper secondary school shall be entitled to do so in the upper secondary adult education system. Students who have not achieved a diploma at upper secondary school shall, in accordance with my proposals, be a priority group for upper sec- ondary adult education. Impact analysis regarding gender equality and flexible school start By way of introduction, there is reason to point out that upper secondary schools and programme construction cannot, in accor- dance with my assessment, solve the problem of distorted gender distribution in todays upper secondary school system. Upper sec- ondary school is a reflection of the labour market for which the students are educated and clear commitment from labour market parties is required as regards the issue of a more gender-neutral labour market in order to come to grips with the lack of gender equality. This does not mean that the programme structure in upper secondary education is of no significance and I have sub- mitted proposals which I expect will have a positive impact on gender equality. In several of the new programmes, I expect gender distri- bution to be more equal than it is today. This is especially true of the new Leadership and Preventive Healthcare Programme. Important changes are the introduction of a diploma and require- ments for qualitative workplace learning to give both young men and young women a clear vocational outcome that has been quality assured by receivers and good contacts with the labour market. This will provide students with a better chance to establish them- selves on the labour market, a chance that will in particular benefit young women, who currently have fewer such options in upper secondary education. My assessment is that a flexible school start in the compulsory school system can cause substantial problems for upper secondary schools. My reasoning here is built on the premise that the students have both a flexible start and a flexible end to compulsory school. If pupils are to be admitted to upper secondary school several times a year, a larger organisation for admission and selection will be required. Tuition groups for each admission could be smaller and therefore involve higher costs per upper secondary school place. In a worst-case scenario, it could lead to a governing body not feeling it could afford to start the programme if the groups become too small. teachers would need to be recruited and there is cur- rently a shortage of vocational teachers, a shortage that could be exacerbated. For vocational programmes, which are already costly due to them often requiring special equipment and customised premises, the investment costs would probably rise as room would be needed for more . In conclusion, I believe that if the introduction of a flexible school start were to necessitate upper secondary programmes starting several times a year, it would lead to substantially higher running costs and extensive administration. It is however uncertain whether the flexible school start really would lead to students also wanting to complete their compulsory school studies at a different time to other students. During the course of my work, I have heard a good deal of criti- cism as regards shortcomings in study and vocational guidance. In its evaluations, the for Education has also seen shortcomings in how study and vocational guidance is given. I pro- pose that the students right to study and vocational guidance be clarified in the Education Act and that the issue of how study and vocational guidance shall be designed in future be further examined. The upper secondary reform I propose implies major changes and during my work I have encountered both expectation and worry that its implementation will not be given the right prerequisites. Previous reforms provide a good deal of experience to fall back on and it is natural for this experience to form the basis of good implementation. It is, for example, a question of devoting both time and resources to implement the reform. It is important that work gets underway quickly, that there is a lot of information available and that there is funding for in-service training on the proposed changes. I also present some critical factors in the commission report. The supply of vocational teachers and workplace supervisors is one such critical factor as is the supply of senior subject teachers with PhDs. commission work examining these issues is being performed in parallel to my commission and, from what I have heard, this will result in separate proposals, which is why I have not presented any of my own. I give details as to the funding of the reform and also propose that the local government sector be allo- cated funds to cover the costs of introducing a new regulation on diplomas. I also point out that the proposals for new programme structures and a tightening-up of the regulatory framework provide opportunities for greater efficiency. These efficiency gains are greater than the costs incurred as a result of my proposals. lag om ändring i skollagen (1985:1100) Härigenom föreskrivs i fråga om skollagen (1985:1100) dels att 5 kap., 9 kap. 8 § och bilagorna 1 och 2 ska upphöra att gälla, dels att 1 kap. 3 och 18 §§, 2 kap. 3 och 6 §§, 4 kap. 3 och 11 §§, 9 kap. 8 a, 9, 10, 13, 14, 15 , 16 b, 16 c, 17, och 18 §§, 11 kap. 19 § och 15 kap. 2 § ska ha följande lydelse, dels att det i lagen ska införas ett nytt kapitel, 5 kap., av följande lydelse, dels att det i lagen ska införas nya paragrafer, 4 kap. 10 a, 10 b, 10 c, 10 d och 10 e §§, 9 kap. 7 c, 7 d, 7 e, 7 f, , 7 h och 8 §§, 11 kap. 17 a, 17 b och 19 a §§ samt nya bilagor 1 och 2 av följande lydelse. Vid sidan av de skolformer som anordnas av det allmänna kan det finnas skolor som an- ordnas av enskilda fysiska eller juridiska personer (fristående skolor). Vid sidan av de skolformer som anordnas av det allmänna kan det finnas skolor som an- ordnas av enskilda fysiska eller juridiska personer (fristående skolor). Fristående gymnasie- skolor är sådana fristående skolor som har rätt till bidrag enligt 9 kap. 7 c §. En hemkommun ska löpande löpande hålla sig informerad om hålla sig informerad om hur de hur de ungdomar i kommunen som fullgjort sin skolplikt men fullgjort sin skolplikt men som som inte fyllt är syssel- inte fyllt är sysselsatta, i satta, i syfte att kunna erbjuda syfte att kunna erbjuda dem dem lämpliga individuella åtgär- lämpliga individuella åtgärder. ligt första stycket omfattar inte ligt första stycket omfattar inte eller har fullföljt utbildning på eller har fullföljt utbildning på nationella program i gymnasie- program i gymnasieskola, gym- Regeringen, eller den myn- Regeringen, eller den myn- dighet som regeringen bestäm- dighet som regeringen bestäm- om den behandling av person- om den behandling av person- uppgifter som är nödvändig för uppgifter som är nödvändig för genomföra sin skyldighet enligt genomföra sin skyldighet enligt Kommuner och landsting är Kommuner och landsting är skyldiga att för undervisningen skyldiga att för undervisningen använda lärare, förskollärare el- använda lärare, förskollärare el- ler fritidspedagoger som har en ler fritidspedagoger som har en undervisning de i huvudsak skall undervisning de i huvudsak ska Undantag får göras endast om personer med sådan utbildning inte finns att tillgå eller det finns något annat särskilt skäl med hänsyn till eleverna. Varje kommun och landsting Varje kommun och landsting skall vidare sträva efter att för ska vidare sträva efter att för undervisning i gymnasieskolan, undervisningen i gymnasieskolan, gymnasial vuxenutbildning och påbyggnadsutbildning anställa lärare som har forskarutbildning. gymnasial vuxenutbildning och påbyggnadsutbildning i fråga om högskoleförberedande utbildning anställa lärare med doktorsexa- men, gymnasielektorer. För att få anställas utan tidsbegränsning för studie- och yrkesorientering i det offentliga skolväsendet skall den sökande ha en utbildning avsedd för sådan verksamhet. Den som inte uppfyller dessa krav får anställas för studie- och yrkesorientering för högst i sänder. För att få anställas utan tidsbegränsning för studie- och yrkesvägledning i det offentliga skolväsendet ska den sökande ha en utbildning avsedd för sådan verksamhet. Den som inte uppfyller dessa krav får anställas för studie- och yrkesvägledning för högst i sänder. skall ha nio års- kurser. Utbildningen i varje årskurs skall bedrivas under ett läsår. Varje läsår skall delas upp på en hösttermin och en vårtermin. Eleverna i skall ha en i huvudsak gemensam studiegång, om inte annat följer av föreskrifter som meddelas av regeringen eller den myndighet som regeringen bestämmer. ska ha nio års- kurser. I 10 a § finns bestäm- melser om ytterligare utbildning inom , ett prepa- randår. Utbildningen i varje årskurs ska bedrivas under ett läsår. Varje läsår ska delas upp på en hösttermin och en vårtermin. Eleverna i ska ha en i huvudsak gemensam studiegång, om inte annat följer av föreskrifter som meddelas av regeringen eller den myndighet som regeringen bestämmer. Den elev som har fullföljt årskurs nio men inte har uppnått behörighet till det program i gymnasieskolan han eller hon önskar söka, ska i erbjudas möjligheten att under högst ett läsår uppnå den önskade behörigheten. Beslut om ett sådant erbjudande ska fattas under förutsättning att eleven bedöms kunna uppnå den ifråga- varande behörigheten inom högst , ett preparandår, och att ele- ven vill ha den erbjudna insatsen. Även en elev som efter årskurs nio har uppnått behörighet till det program i gymnasieskolan han eller hon önskar söka, kan, om det finns särskilda skäl, erbjudas möjlighet att läsa ämnen i grund- skolan under högst ett läsår. Styrelsen för utbildningen ansvarar för att den elev som riskerar att inte uppnå behörighet till önskat program i gymnasie- skolan informeras om detta. Eleven ska ges vägledning och information om möjlighe- terna att gå ett preparandår enligt 10 a §, eller delta i ett individuellt alter- nativ i gymnasieskolan. Hemkommunen ansvarar för att den unge som önskar gå på ett individuellt alternativ i gymna- sieskolan får den hjälp han eller hon behöver att beskriva sitt speciella utbildningsbehov för huvudmannen för gymnasie- skolan eller för en fristående gym- nasieskola. Varje kommun ska organisera sin studie- och yrkesvägledande verksamhet så att eleverna i får information om vilka examina de olika nationella programmen inom gymnasie- skolan leder fram till. Eleverna i har rätt till vägled- ning inför valet av studieväg i gymnasieskolan. Beslut som en kommun fat- tar i frågor som avses i 7 § andra stycket om åtgärder för elever som inte bor hemma, i 8 § första stycket första meningen om mottagande av en elev från en annan kommun samt i 10 § om rätt att fullfölja utbildningen får överklagas hos av eleven eller företrädare för denne. Beslut som en kommun fat- tar i frågor som avses i 7 § andra stycket om åtgär- der för elever som inte bor hem- ma, 8 § första stycket första meningen om mottagande av en elev från en annan kommun, 10 § om rätt att fullfölja utbildningen, samt 10 a § om erbjudande om ett preparandår får överklagas hos av eleven eller företrädare för denne. I detta kapitel finns bestämmelser om utbildning i gymnasie- skolan inom det offentliga skolväsendet som vänder sig till ung- domar som avslutat sin grundskoleutbildning eller motsvarande och är avsedd att påbörjas fram till och med det första kalender- halvåret det år de fyller . I 26 § finns bestämmelser om erbjudande om utbildning i gymnasieskolan till vissa elever från den obligatoriska särskolan. Bestämmelserna i detta kapitel gäller endast för ungdomar som är bosatta i landet, om inte regeringen eller den myndighet som regeringen bestämmer föreskriver något annat. Utbildningen i gymnasieskolan är en viktig del av den nationella och regionala kompetensförsörjningen till arbetslivet och hög- skolesektorn. Huvudmannen för gymnasieskolan ska samverka med det omgivande samhället. Eleverna ska ha inflytande över hur deras utbildning utformas. Utbildningen i gymnasieskolan ska ge en god grund för yrkes- verksamhet eller fortsatta studier, samt för ett aktivt deltagande i samhällslivet. Utbildningen ska i huvudsak bygga på de kunskaper eleverna har fått i eller i motsvarande utbildning. Utbildningen i gymnasieskolan bedrivs som heltidsstudier och består av nationella program som antingen är yrkesprogram eller högskoleförberedande program. Dessa utbildningar är avsedda att fullföljas inom tre läsår. I gymnasieskolan finns också utbildning i form av individuellt alternativ.