sou · H5B335 · 2017-04-20 00:00:00 — In TIMSS Advanced 2015, results in mathematics were improved compared with those in 2008, but the deterioration in physics seen between 1995 and 2008 continues. Unfortunately, the results of the latest international studies show a continued negative trend when it comes to the equity of compulsory schools. The results suggest that pupils’ family background has gained a greater significance in terms of learning outcomes. Previous studies have shown that it is entirely possible for a country to achieve good learning outcomes at the same time as maintaining a high degree of equity. There is also evidence to sug- gest that there is causality, i.e. that equity in terms of there being only small differences between the knowledge of different groups of pupils leads to higher national learning outcomes. The Commis- sion’s proposals in this report are aiming specifically at this com- bination of improvements. The Swedish school system is marked by serious systemic weaknesses The Swedish school system is marked by serious systemic weak- nesses. This has impaired the chances of delivering high-quality teaching. The latter is vital if pupils are to be able to achieve good learning outcomes. According to the Commission, these systemic weaknesses, which are described and analysed in more detail in the interim report, consist primarily of the following deficiencies. •Inadequate capacity and accountability among many education providers •Shortcomings in resource allocation •Inadequate skills supply to the teaching and school leadership professions and inadequate conditions for professional develop- ment •Shortcomings in results information that hamper quality manage- ment •School segregation that leads to differences in quality between schools •Problems with the learning environment •National governance of schools that is fragmented and has been inconsistent over time. The shortcomings identified by the Commission have resulted in a weakened and partly fragmented school system in which there is a low degree of cooperation, collaboration and collective efforts to improve between different schools and education providers. The same weaknesses have also been noted in the ’s review of the Swedish school system. This applies especially to capacity deficien- cies, resource allocation, the attractiveness of the teaching profes- sion, cooperation and weaknesses in the evaluation system. Although the situation is serious, Swedish schools also have strengths that must be stressed. The school system is compre- hensive, extending from preschool to adult education. Pupils and legal guardians have the opportunity to choose between publicly funded, fee-free schools run by a range of providers. between pupils and teachers are good and the vast majority of pupils are happy at school. Swedish pupils perform well in, for example, English, social studies and democratic skills. It is important that Swedish schools strengths are preserved and built on in future efforts to improve outcomes and equity. According to the Commission, central government has a central role to support and strengthen education providers in their important duty, at the same time as central government develops a more coherent and pur- poseful system of governance. It is also important to involve teachers and school leaders in future efforts to develop and strengthen the school system. The influence these professions have on the develop- ment of schools has to be strengthened, as does the professional autonomy of teachers and school heads. A long-term perspective and durability in national schools policy are other essential prerequisites for success. The assessments and proposals the Commission is sub- mitting form an overall strategy for the school system as a whole in terms of the forms of school encompassed by the remit: preschool class, compulsory school and upper secondary school. The Commission’s proposals and strategic assessments In this report, the Commission is submitting concrete proposals for, laying the foundations for or expressing support for future processes within a range of areas for improvement as follows. These proposals combine to form an overall strategy for a robust school system with the power to develop and a high degree of equity. Strengthening education providers through central government support and collaboration A central school authority with a presence at the regional level in order to strengthen and support education providers All education providers must have sufficient capacity for their remit. Education providers will be strengthened through central govern- ment support and collaboration at the regional level. This includes dialogue concerning outcomes and supportive school inspections, systematic quality management, regional skills supply, targeted sup- port to schools that are faced with major challenges, collaboration and sharing experiences, planning of upper secondary school and central government regulation of school heads’ responsibility to work actively to ensure compliance with national regulations. The Commission proposes that the provisions in the Education Act concerning central government rectification measures be amend- ed so that it is made clear that such measures should become per- tinent in situations equivalent to a withdrawal of approval for a pri- vate school authority. It is to be possible for central government rectification measures to become pertinent if an order from the supervisory authority is not complied with and the issue is serious. The Commission’s assessment is that the proposed amendments have the potential to make the application of sanctions more equitable within the supervision of municipal and private education providers. Basic premises of government agency oversight The Commission believes that the central government school agen- cies’ duties should be reprioritised so that resources are freed up for evidence-based development support and promotional efforts that are able to make an effective contribution to increased teaching quali- ty. Central governance needs to be made clearer. The role of super- vision should be to assert pupils’ rights and basic central government requirements for education providers from a citizens’ perspective. Government agency oversight should be implemented promptly. Skills supply to the school system Future initiatives to increase the number of qualified teachers and school leaders Further initiatives are required in order to ensure that the Swedish school system has access to qualified teachers and school leaders. It is important that the action taken contributes to long-term main- tenance of or improvements in quality. The capacity re- quired is achieved not through temporary, short-term solutions, but through a long-term strengthening of the system. of capacity and improvement in quality the Commission deems necessary will require resources and targeted initiatives. In addition to investments in the regular teacher training pro- grammes, it is vital to create access to study programmes that provide eligibility or supplement qualifications. It is also vital to create better access to study programmes that contribute to expanding teachers’ qualifications, as well as good terms and conditions for participants. School heads must be given good conditions in which to under- take their duties. Position-specific training programmes for school heads are a significant aspect of this. It is vital that education pro- viders safeguard the time school heads need to acquire the neces- sary training. It is very important that action is taken to make it attractive for qualified teachers to want to work as teachers and to make it easier for qualified teachers who have left the profession to return. It is important to ensure that the higher education institutions are allocated sufficient resources to run teacher training programmes of a high quality. An increased allocation of financial resources per stu- dent is one prerequisite for ensuring that the requirement for teacher-led teaching time, methodology lessons, practical exercises of various types, practical training and group discussions is met. The injections of additional resources the Government has decided on should be followed up and evaluated. Additional funds may be required so that it is possible to provide high-quality teacher training at the volumes required. Assessment of suitability for admission to teacher training pro- grammes may be considered, on condition that the results of on- going research activities support this. The question of whether to introduce higher admissions requirements needs to be investigated separately. Student teachers’ preparedness for their future professional prac- tice can be reinforced through teacher training programmes focusing more extensively on practical skills and school placements. For example, this involves providing opportunities for student teachers to develop their teaching and leadership skills in the classroom under the supervision of experienced and skilled teachers. The theoretical and practical elements of teacher training need to be tied more closely together in terms of both the school place- ment and institutionally based parts of these programmes. A strong partnership between higher education institutions and education providers is necessary if school placements are to be of a good quality. An infrastructure within the field of schools, similar to that which is guaranteed through the agreement within the field of healthcare, could form a new development as a support for the improvement to the quality of teacher training programmes, for example with regard to school placements. It is vital that the proportion of teachers with third-cycle edu- cations increases within teacher training programmes in order to make these programmes more strongly evidence based. The question of whether central government should invest in the of what are known as centres of excellence or strong educational environments for teacher training should be investigated. Such an investment may contribute to both reinforc- ing quality and an increase in the status of the field of teacher training. Strengthened research capacity in order to meet the needs of schools and teacher training programmes The development of practice-centred research can take place through the higher education institutions developing environments that integrate research and teacher training and by these environments collaborating actively and closely with education providers and with schools that are interested taking an part in research and development. One way to bring evidence-based knowledge and that gained through experience is for schools to be developed into centres where practice-centres research and development is conducted. It is impor- tant for it to be made possible for schools’ lecturers and other teachers to collaborate with higher education institutions as part of their jobs by participating in and also leading research, as well as through participation in supervisor training, work placements and other development efforts. General research capacity needs to be reinforced in order to enable it to meet the needs of the school system and teacher training programmes. This encompasses a long-term investment in up a body of basic research that supports the creation of practice- centred research. The way research is disseminated must be improved so that rele- vant research can be made more available to school leaders, teachers and other professionals working in schools. This will contribute to the development of schools and teaching. This encompasses the question of what access teachers and school leaders have to higher education institutions’ libraries. Teachers’ and school leaders’ professional development The Commission proposes that a national function for teachers’ and school leaders’ development be established. The question of how this function is to be organised and led should be managed within the scope of the government agency oversight of the schools area as proposed by the Commission. It is proposed that an interim work- ing group begin preparing for the work of this function until such time as this inquiry has been set up. The Commission proposes that a national professional program- me for teachers and school leaders be established. The overall aim of this programme will be to promote teachers’ and school leaders’ professional development and school development in order to create general conditions for capacity in the school system and improved teaching. A structure for capacity at the systemic and school level and for teachers’ and school leaders’ professional development is created through this programme. The programme achieves a clear, transparent and equitable system for development during a teacher’s career, for supplying school leaders and for school leaders’ career progression. The programme is to be regulated nationally. Teachers, school leaders, education providers and teacher educators are to be involved in the development and administration of the programme through the national function for teachers’ and school leaders’ development. The format of the content is to be determined locally on the basis of the needs that have been identified. A number of qualification levels that clearly and transparently define progression on the basis of descriptions of what teachers and school leaders should know and do are to be established within this programme. In addition, the programme should encompass various development pathways in order to make further specialization pos- sible. Progression through the programme is to be based on specific qualification and is to have a clear link to skills development. How teachers’ and school leaders’ salaries are set shall also con- tinue to be a matter for the social partners. The Commission is basing this on the requirements that exist to incentivise develop- ment and the taking on of greater responsibilities within the regular salary setting process. The core duties teaching and school leadership The Commission argues that it is vital for the Government to give a high priority to work to develop and digitalise national tests and to develop assessment support and knowledge evaluations. The aim of this is to make it possible for teachers to work more efficiently and to increase the equity and legal certainty for pupils. It is important that schools are organised in a way that allows school heads to prioritise educational leadership and to support their teachers. Allowing registered teachers to focus on teaching and freeing them from administrative and other tasks to the extent possible is also of major significance. Education providers should take into account the administrative burden for teachers and school heads and be restrictive in terms of weighing them down with targets, instructions and reporting require- ments in addition to those listed in national governance documents. It is also important that other opportunities offered by digitali- sation to make teachers’ work more efficient are taken advantage of. Increased national responsibility for school funding Following a further inquiry, a minimum level is to be set for teaching and school health and welfare services The Commission’s assessment is that funds are currently being allo- cated to schools with too consideration being given to socio- economic differences in the pupil population. are there any guarantees that the education providers are devoting sufficient resources overall. The Commission’s assessment is that it is important to direct resources for teaching in preschool class and compulsory school, as well as resources for School health and welfare services. The Commission recommends that the central government stipu- late a minimum level for each school authority’s resources for teaching and School health and welfare services. This inquiry is vital and should therefore be set up as soon as possible. It is vital to continue analysing the causes of differences between the resources education providers devote to teaching and school health and welfare services and to determine the extent to which these differences are due to varying conditions, varying ambitions or differences in terms of how efficiently the schooling is delivered. Once such an analysis is complete, the prerequisites are in place to develop the basis on which central government directs resources. Furthermore, the Commission proposes that the Government investigate the feasibility of a sector grant or other forms of national school funding. A sector grant involves central government allocat- ing funds to the whole of or large parts of municipalities’ school operations. For example, a sector grant can be issued for teaching and school health and welfare services or for the whole school. It can be beneficial to analyse the feasibility of a sector grant within the scope of the same inquiry that is also dealing with the issue of minimum levels, but with a different schedule. The issue of mini- mum levels should be investigated first. It is necessary for an inquiry into a sector grant to address the rules for funding the school opera- tions of both municipal and private education providers. A conditional central government grant to education providers The Commission proposes a conditional central government grant to education providers for teaching and school health and welfare services. This grant is based on socio-economic conditions and is to be phased in over three years. The grant applies to preschool class and compulsory school. The Commission’s opinion is that billion is a balanced level for the purpose of making high-quality teaching and compensa- tory initiatives for equitable education possible. One condition for this central government grant is that the education providers agree not to reduce their own funding for teaching and school health and welfare services during the period in which they are in receipt of the grant. Statistics is tasked with drawing up an annual socio-eco- nomic index on which the allocation of the central government grant is based. The central government grant can be partly financed through cer- tain targeted grants being discontinued. Education providers’ allocation to school units The Commission proposes that Statistics be tasked with drawing up annual index values for each school unit. These index values are to serve as a guide for municipal or private education providers’ allocation of funds to school units. The index values will provide education providers with a stronger support in order to assist in the allocation of resources with respect to pupils’ varying require- ments for compensatory initiatives. Inquiry into the funding, size and location of upper secondary schools The Commission believes that stronger national responsibility for the funding, size and location of upper secondary schools in a regio- nal perspective is necessary. The issue of planning and size of programmes and schools is cen- tral to the utilisation of resources in upper secondary schools. municipalities are not able to offer their pupils a complete range of upper secondary school programmes. All around the country, there are municipal alliances and other forms of cooperation that make it possible to offer pupils a comprehensive range of programmes with- in a reasonable distance. However, these are not coordinated in an optimal way. It is proposed that the Government set up an inquiry for the purpose of drawing up a regional model for the funding and govern- ance of upper secondary schools on the basis of stronger national responsibility. The Commission would like to highlight the fact that the time de- voted to teaching is a factor in pupils’ knowledge development. In international comparisons, pupils in Swedish compulsory schools receive fewer hours of teaching than those in many other countries. Teaching time should be extended over the long term. Teaching time has to be utilised effectively. The extent of truan- cy, late arrivals and unruly behaviour in the study environment must be reduced. It has to be ensured in practice that each pupil receives the mini- mum guaranteed teaching time. Reporting and inspections need to be improved. Inspections will be made easier in compulsory schools by the introduction of a timetable broken down into stages. In upper secondary school, where the problem of lost teaching time is greater, more stringency is required. The Upper Secondary Education Inquiry’s proposal for the monitoring and reporting of teaching time should be implemented. A good environment for learning and development A good school environment is beneficial to all pupils’ learning, pro- motes well-being and has a positive impact on health. Factors such as classroom environment and school climate, the relationship between teacher and pupil and between pupils has a significant impact on children and adolescents’ learning and development. Teaching that is adapted to the varying needs and prerequisites of pupils and a good learning environment is beneficial to all pupils’ learning and well- being. This applies to those pupils who are in need of support and adaptation, those pupils who find it easier to live up to the knowl- edge requirements and the high achieving pupils who need additional stimulation. Initiatives for a secure learning environment that promotes peaceful study The issue of security and a peaceful study environment in schools is important in order to provide both pupils and staff with the right to a good working environment and to create a good learning environ- ment. This underlines the link between security and a peaceful study environment, schools’ broad efforts to promote democracy and values and schools’ educational remit. There are problems with the learning environment in many of the country’s schools. Many pupils do not feel secure and state that they are afraid of other pupils in school and that they feel their rights are being violated by other pupils and by teachers. It also appears that many pupils feel the study environment is not suffi- ciently peaceful and that other pupils are disruptive to lessons. The Commission proposes that school heads’ responsibility with respect to security and a peaceful study environment be set out clearly in the curriculum for compulsory school, preschool class and leisure-time centres and the curriculum for upper second- ary school. The curricula are also to be supplemented so that they note that pupils are to show respect and consideration for teachers and other pupils, as well as emphasising the importance of pupils taking responsibility for their learning and contributing to a good school environment through their own effort and participation. It is vital that the application of disciplinary measures in the classroom is evaluated. If this evaluation indicates there are prob- lems in this respect, an amendment to the regulations should be conducted in order to ensure that there is sufficient legislation in this area. There is a great need to both build up and disseminate knowledge in terms of working practices, methods and structures that are effective means of preventing problems pertaining to insecurity and unsettled study environments. It is of great importance that student teachers are given the opportunity to develop their classroom leader- ship skills under the supervision of experiences and capable super- visors. Increase support and stimulation The Swedish school system is characterised by the notions of inclusion and the right of all pupils to education. However, there are many indications that the system is not successful in terms of providing the support and stimulation that gives all children and pupils the opportunity to develop to the greatest possible extent on the basis of their own circumstances.