sou · H4B377 · 2016-10-31 00:00:00 — –Students’ rights to general eligibility for higher education on vocational programmes without making choices should be strengthened and the students should also be offered an opportunity for specific eligibility while protecting the vocational content of their courses of study. –The number of orientations on national programmes is to be reduced and some programmes and orientations should be broadened. There is a need for vocational programmes and higher education preparatory programmes to move closer together to a certain extent. –Work towards subject grades in upper secondary schools and upper secondary schools for students with learning disabilities should continue. A basis for an inquiry is provided regarding the conditions for such work. Summary of the inquiry’s main proposals Upper secondary education that facilitates all young people participating in and attaining the goals of upper secondary education The inquiry recommends other measures above making upper secondary education formally compulsory. Several provisions are proposed that highlight the importance of all young people participating in upper secondary education. These provisions are judged to clearly serve as guidance for schools, parents/guardians and students and can give the same signals as a compulsory mandate. Participation in upper secondary education is already very high but a group of students is actively dropping out, which needs to be prevented. Making education compulsory up to the age of 18 could be a possible alternative to further increase student participation and to emphasise society’s responsibility for the upper secondary education of students. However, such an obligation would at the same time be associated with problems, e.g. concerning certain opportunities to allow a dispensation for other education and any sanctions and tools that would need to be applied were students not to attend upper secondary education. The inquiry therefore judges that measures other than making upper secondary education compulsory are preferable. These measures would be clear and serve as guidance but are easier to address in dialogue with young people who are facing difficulties for various reasons. Although young people of upper secondary school age are not legally obliged to attend school, it is reasonable that society’s responsibility to ensure that all young people complete upper secondary education is far-reaching. The inquiry considers that all young people should be guided towards upper secondary education and also given support in returning to such education in cases where they drop out of their studies. All students need a good start at upper secondary school and to be given an opportunity to attain the goals of their course of study. For the initiatives put in place to be effective, young people attending upper secondary school and their parents and guardians must be actively involved. The inquiry therefore proposes the following measures, among others: –A goal that all young people must start and complete upper secondary education is to be introduced in the Education Act. –The home municipality will be given a new mandate that involves an obligation to actively work to ensure that young people completing compulsory education start upper secondary education as soon as possible thereafter. –Schools must actively prevent students from dropping out. The head teacher is responsible for conducting a dialogue with students wishing to terminate their studies, and the school must always take steps to ensure that such students are motivated to complete their education. –A systematic handover is to take place when students transition from compulsory education to upper secondary education. –The responsibility of students and parents and guardians will be clarified. Parents and guardians must help to ensure that young people start and participate in upper secondary education. –The municipality’s responsibility for ensuring that young people between the ages of 16 and 20 are is to primarily seek to ensure that young people start or return to upper secondary education. Newly arrived students are to be covered by this responsibility. –Making it clear that students are able to continue in education even if they do not attain the goals set. A student who has not received a diploma after three years is in some cases to be entitled to continue at upper secondary school, e.g. for a fourth year. Support and working methods need to be developed The inquiry proposes new provisions to make schools more equitable in terms of how the upper secondary school works with support and the way courses are structured. This is needed in order to meet the needs of an increasingly heterogeneous student group. Students need to receive support from teachers and individually adapted support measures. The school is responsible for monitoring each student and needs to work with a student- centred approach so that students have the opportunity to receive support day to day. Full-time study opportunities should be provided for students and the teaching time must be used well. School providers, head teachers and teachers also need to receive greater support in working to improve the quality of teaching. The inquiry therefore proposes the following measures, among others: –The support that is required must be provided on the basis of the student’s education as a whole and using the variety of methods that the students need. A broad range of measures must be offered. –The regulation regarding structured teaching in compulsory education should also apply to upper secondary education. –The education must be planned across coherent school days and be spread evenly across these days. –All students must have a who monitors the student’s development and studies as a whole. –The teaching time should be extended to a certain extent. In the long term, additional teaching time may be considered. It is proposed that teaching time must be followed up and reported better. –In-service training is needed when it comes to upper secondary schools’ work on guidance, stimulation, support and mentoring. –Successful examples of cooperation on study and careers guidance and student health care should be disseminated and serve as support for improvements through a special initiative on skills collaboration. The introductory programmes need to be developed The inquiry judges that the introductory programmes should be developed in order to make their structure clearer. The right to full-time studies must be safeguarded and programmes need to be able to offer greater breadth in terms of content. Supplementing with the compulsory school subjects that are needed continues to be important, but students should also be able to be offered more varied educational content. Clarification is particularly needed for language introduction so as to encourage different educational paths, including vocational ones. Programme oriented individual options is focused on as an important programme for students who have some passing grades and who are capable of progressing on to a national programme within a relatively short period of time. The documents issued following the introductory programmes need to be made clearer, partly for the individual student in order to show what the student has achieved, and partly so as to facilitate transitions. Support is also needed to continue to develop the introductory programmes, at national and local level. The inquiry therefore proposes the following measures, among others: –Minimum guaranteed teaching time must also be set for introductory programmes and the right to three years of study must be clearly set out. –It must be possible to study programme oriented individual options towards a higher education preparatory programme. The preparatory programme is to be abolished. –Adjustments will be made to ensure that students gain better opportunities to study more subjects on certain introductory programmes. This will pave the way for language introduction to contain different educational paths. –It must be compulsory for upper secondary schools to assess the knowledge and skills of newly arrived students. –Regulation of the documents for introductory programmes is to be clarified. –A national development council for the introductory programmes is to be set up to support national collaboration with the relevant expertise. Uniform eligibility requirements for admission to national programmes Grades from compulsory school are extremely important indicators of students’ capability of attaining the goals of upper secondary education. A lack of prior knowledge and skills increases the risk of school failure, which in turn increases the risk of dropping out. In the view of the inquiry, more students must be provided with better knowledge and skills, in compulsory schools or in introductory programmes, in order to be able to complete a national programme. However, some students on the introductory programmes are very close to attaining the eligibility criteria at the point that they reach the age limit for starting a national programme, i.e. the first six months of the year in which they reach the age of 20. In some cases, the student, for example, may have studied a large proportion of their programme integrated with a national programme and may only lack one or two subjects in order to be eligible for the programme. The inquiry therefore proposes the following: –All national programmes should have equally high eligibility criteria. Twelve passing grades in compulsory school subjects should apply for both vocational programmes and higher education preparatory programmes. –It must be possible to make exceptions regarding certain eligibility requirements for students who are very close to attaining the eligibility requirement when they reach the age limit for starting a national programme, and who are judged capable of completing studies on a national programme. Vocational programmes will be developed so as to provide both vocational content and eligibility for higher education The right of students on vocational programmes to study the courses that lead to basic eligibility for higher education should be strengthened, in line with the inquiry’s terms of reference. However, it is also important to protect the vocational content of the courses of study. In the view of the inquiry, the vocational programmes ought to be able to provide greater breadth by offering both vocational skills and basic eligibility as well as specific eligibility. The inquiry therefore proposes the following measures, among others: –The courses leading to basic eligibility for higher education must be included as a fundamental element of all vocational programmes. This will create greater clarity. This proposal has been designed so as to safeguard the vocational content as far as possible. Only a few vocational outcomes need to be modified. However, the student can opt not to study the courses that grant eligibility. –Reinforcement is also proposed in that students on vocational programmes are to be given an opportunity to study courses that lead to specific eligibility for higher education within an expanded programme. Training for degrees in , teaching and nursing must be possible career paths, for example. Students who wish to must also be able to study additional vocational courses within an expanded programme. The range of national programmes and orientations is to be developed further The inquiry shows that today’s upper secondary schools contain many different paths of study with few students or with certain overlaps and that a certain amount of reduction in the number of orientations is therefore desirable. There should also be an opportunity for studying vocational courses as part of certain higher education preparatory programmes. The inquiry therefore proposes the following measures, among others: –The number of orientations is to be cut and some of the names of programmes will be changed. –An orientation with a vocational profile aiming towards the commercial sector is to be introduced in the Programme, and sales and service courses introduced in several vocational programmes. –learning should be included as part of the new orientation on the Programme and an orientation with a vocational profile – Production – in the Technology Programme. –An assistant nurse diploma will be introduced as part of the Health and Social Care Programme. –A national programme council is to be set up for higher education preparatory programmes. –A model is proposed for regularly assessing how programmes should be updated and constantly renewed. All national programmes must include one arts subject In line with its terms of reference, the inquiry is to propose how all the national programmes in upper secondary schools can incorporate an arts subject. One starting point is that vocational skills are to be protected as far as possible and the inquiry judges that the same should be true of higher education preparatory courses. The inquiry therefore proposes the following: –One arts subject must be included among the foundation subjects and students should be given an opportunity to choose an orientation in this subject within certain limits. The proposal means changes regarding the diploma project that no longer gives upper secondary credits but which is still required in order to gain an upper secondary diploma. Many measures to jointly improve opportunities for recently arrived students The inquiry largely submits general proposals that are to benefit all students. However, some proposals particularly apply to upper secondary school students who have recently arrived in or can be expected to benefit these students to a particularly great extent. This includes the following proposals: –Clarifying the right to full-time studies and the right to education on introductory programmes. –The content for students on the language introduction programme is to be broadened. –It must be compulsory for upper secondary schools to assess the knowledge and skills of newly arrived students, and supporting materials are to be developed to make it easier to assess education completed abroad. –It must be possible to make exceptions regarding certain eligibility requirements for students on introductory pro- grammes who are very close to attaining the eligibility requirement for a national programme at the point they reach the age limit for starting such studies. Work towards subject grades The inquiry was commissioned to analyse the advantages and disadvantages of course grades versus subject grades and judges that subject grades have considerable potential to provide better opportunities for students as well as teachers. Furthermore, the risk of early study failure might decrease, as fewer vital grades would be set at an early stage of the course of study. The inquiry judges that work towards introducing subject grades should continue and that there are important reasons to address the issue in more depth and draw up necessary legislative proposals. The inquiry is also to assess the prerequisites and opportunities for introducing subject grades. We judge that the following prerequisites are important for introducing subject grades: –Development towards subject grades should take a long-term approach with sufficient time set aside for the purpose. –The inquiry has analysed a model of subject grades limited to certain subjects and a model involving subject grades throughout upper secondary education in all subjects. The inquiry judges that a model that is consistent and covers all subjects would be clearer, more stable and more equitable for vocational programmes and higher education preparatory programmes. The inquiry judges that a complete subject grade system is preferable and that it should be based on a subject-based upper secondary school. –An inquiry should be appointed to draw up necessary legislative proposals and shed light on additional consequences. for Education should be commissioned to adapt subjects and programmes. The inquiry is to submit proposals that reduce student stress. Introducing subject grades is a major change for upper secondary education but there is much to indicate that this kind of reform can be positive and important on the basis of the inquiry’s view that all students are to be given the opportunity to reach the goals of their education. Among other things, a focus on a subject instead of a course can help to reduce student stress, increase opportunities for in-depth study and make it easier to give students the support they need. Students will thus be able to develop their knowledge further. Subject grades may also make the work of teachers easier. The inquiry additionally submits further proposals that may help to reduce student stress, e.g. proposals for support, mentoring and coherent school days. Many proposals should also apply to upper secondary education for individuals with learning disabilities The starting point for the inquiry’s work with upper secondary education for individuals with learning disabilities was for regulation to be as consistent as possible in relation to upper secondary education. The inquiry has taken the view that a large number of proposals that apply to upper secondary schools should lead to similar changes for upper secondary schools for individuals with learning disabilities. However, a special overview is needed regarding some of the inquiry’s questions for it to be possible to judge whether adaptations also need to be made in upper secondary with learning disabilities. In addition to the proposals that would apply to upper secondary schools for individuals with learning disabilities in a corresponding way to upper secondary schools, the inquiry proposes the following. –It must be made clear that all students attending upper secondary education for individuals with learning disabilities are covered by the provisions of the Education Act on support. –Students are to have an opportunity to study compulsory school subjects in upper secondary schools for individuals with learning disabilities through individually adapted programmes. A consistent proposal of measures is to enable more people to succeed in upper secondary education The inquiry proposes a number of measures that will together encourage all students to participate in upper secondary education and support them to attain the goals of their studies. The inquiry’s proposals will pave the way for a transition in which upper secondary education will provide good conditions for its entire target group in terms of support, teaching, teaching time, programme structure and a holistic approach. The inquiry has focused on giving all students sufficient knowledge and skills to attain the goals of upper secondary education, but the inquiry wishes to emphasise that many of the proposals are also of major importance for students wishing to progress further in developing their knowledge. All programmes must support and stimulate all students on the programme. This places the focus on all students achieving their goals and developing their knowledge and skills, which provides many benefits, for the individual, the job market and society as a whole. The upper secondary future will give all students the grounding they need and the motivation to succeed. lag om ändring i skollagen (2010:800) Härigenom föreskrivs i fråga om skollagen (2010:800)1 dels att 16 kap. 30 § och 17 kap. 5, 9, 22 och 31–34 §§ ska upp- höra att gälla, dels att rubriken närmast före 17 kap. 31 § ska utgå, dels att 3 kap. 5 a och 8 §§, 15 kap. 2 och 16 §§, 16 kap. 3, 18, 19, 21, 24, 26–29 och 31 §§, 17 kap. 2–4, 6–8, 10–12, 15, 16, 17, 21, 24, 25, 26 a, 28 och 35 §§, 18 kap. 2, 14 och 16 §§, 29 kap. 9 §, bilagorna 2 och 3 och rubrikerna närmast före 15 kap. 2 §, 17 kap. 6 § och 18 kap. 2 § ska ha följande lydelse, dels att det ska införas sjutton nya paragrafer, 3 kap. 3 a och 9 a §§, 15 kap. 14 a–c, 20 a, 27 a–c §§, 16 kap. 32 a §, 17 kap. 14 a §, 14 a, 14 b, 20 a, 26 a–c §§, och närmast före 3 kap. 9 a §, 14 a, 14 c, 20 a och 27 a §§, 17 kap. 14 a § och 18 kap. 14, 14 b, 20 a och 26 a §§ nya rubriker av följande lydelse. För att stödja elevernas utveck- ling och lärande i ett långsiktigt perspektiv ska , grund- särskolan, specialskolan, gymnasie- 1 Senaste lydelse av 17 kap. 31 § 2015:73 17 kap. 34 § 2016:550. sträva efter att nå ett förtroende- fullt samarbete. En systematisk överlämning ska ske när elever övergår från , grund- särskolan eller specialskolan till gymnasieskolan eller gymnasiesär- skolan. Om det inom ramen för undervisningen eller genom resultatet på ett nationellt prov, uppgifter från lärare, övrig skolpersonal, en elev eller en elevs vårdnadshavare eller på annat sätt framkommer att det kan befaras att en elev inte kommer att nå de kunskapskrav som minst ska uppnås, ska eleven skyndsamt ges stöd i form av extra anpassningar inom ramen för den ordinarie undervisningen, såvida inte annat följer av 8 §. I gymnasieskolan och gym- nasiesärskolan ska stödet ges med utgångspunkt i elevens utbildning i dess helhet, om det inte är uppen- bart obehövligt. Om det inom ramen för undervisningen eller genom resultatet på ett nationellt prov, uppgifter från lärare, övrig skolpersonal, en elev eller en elevs vårdnadshavare eller på annat sätt framkommer att det kan befaras att en elev inte kommer att nå de kunskapskrav som minst ska uppnås, trots att stöd har getts i form av extra an- passningar inom ramen för den ordinarie undervisningen, ska detta anmälas till rektorn. Detsamma gäller om det finns särskilda skäl att anta att sådana anpassningar inte skulle vara tillräckliga. Rektorn ska se till att elevens behov av särskilt stöd skyndsamt utreds. Behovet av särskilt stöd ska även utredas om eleven uppvisar andra svårigheter i sin skolsituation. Samråd ska ske med elevhälsan, om det inte är uppenbart obehöv- ligt. 2Senaste lydelse 2014:456. 3Senaste lydelse 2015:246. 67Målet för gymnasieskolan är att alla ungdomar ska påbörja en gymnasieutbildning och nå utbild- ningens mål. Gymnasieskolan ska ge en god grund för yrkesverksamhet och fortsatta studier samt för personlig utveck- Om en utredning visar att en Om en utredning visar att en elev är i behov av särskilt stöd, elev är i behov av särskilt stöd, ska han eller hon ges sådant stöd. ska han eller hon ges sådant stöd. I gymnasieskolan och gymnasie- särskolan ska stödet ges med ut- gångspunkt i elevens utbildning i dess helhet, om det inte är uppen- bart obehövligt. Bestämmelserna i första–tredje styckena och i 9–12 §§ ska inte tillämpas, om en elevs stödbehov bedöms kunna tillgodoses genom en åtgärd till stöd för nyanlända och andra elever vars kunskaper har bedömts enligt 12 c §. När det i 5 a och 8 §§ anges att det kan befaras att en elev inte kommer att nå de kunskapskrav som minst ska uppnås avses för gymnasiesärskolans del att det kan befaras att eleven inte kommer att nå de kunskapskrav för kurser eller de kravnivåer för ämnesom- råden som ska uppnås. Utbildningens mål och syfte 2 §4 Gymnasieskolan ska ge en god grund för yrkesverksamhet och fortsatta studier samt för per- sonlig utveckling och ett aktivt deltagande i samhällslivet. 4 Senaste lydelse 2014:530. ling och ett aktivt deltagande i samhällslivet. Utbildningen ska utformas så att den främjar social gemenskap och utvecklar elevernas förmåga att självständigt och tillsammans med andra tillägna sig, fördjupa och tillämpa kunskaper. Utbildningen i gymnasieskolan ska i huvudsak bygga på de kun- skaper eleverna fått i eller i motsvarande utbildning. Den vidareutbildning som ges i form av ett fjärde tekniskt år ska därutöver bygga på de kunskaper eleverna fått på teknikprogram- met eller i motsvarande utbildning. Påbörja och fullfölja utbildning