(cont. from § 8) Adult education (cont. UbU13)

Patrick Reslow (SD)

Madam Speaker! It is always the case that one gets a bit worked up after the vote, but one must blame oneself if one requests a reply.

Adult education

It is important to put an end to the falsification of history. Caroline Helmersson Olsson said that the first budget submitted by the Tidö parties contained a significant cut to adult education. It was actually the case that it was pandemic money that was added to the system, and Caroline Helmersson Olsson knows this very well. This was not intended to be anything permanent; instead, a temporary increase was made during the pandemic because interventions were required at that time. Everyone agreed that an addition would occur. Now, however, in several debates, it has sounded as if this was supposed to have been something permanent.

Why is it so important to rewrite reality into something else, Caroline Helmersson Olsson?

The speech at riksdagen.se, in Swedish (opens in a new tab)

Caroline Helmersson Olsson (S)

Madam Speaker! I thank the member for the question.

I lost my cool now. It is not often that one is accused of rewriting history. However, I have witnessed others doing so.

It was a crisis effort during the corona pandemic. We had already been building up before the corona pandemic. We had tripled the funding for vocational adult education and doubled the funding for the University College. We had a plan to continue with the University College during this parliamentary term. Had we faced the crisis that this government is now facing, we would of course have continued to expand vocational adult education in the way I spoke about in my speech.

That education is the way to meet a crisis has always been in Social Democratic strategies. If we have a crisis, we must ensure that people are equipped so that they can take the jobs that need to be filled. We must have growth, and education is one of the tools to achieve that.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Patrick Reslow (SD)

Madam Speaker! If it had not been the case that Caroline Helmersson Olsson continued on the theme in her speech, one might perhaps have been satisfied with that explanation, but she did continue. She said that it was 500 million during the last year with the Social Democrats, but during that last year with the Social Democrats, there was no Social Democratic budget. Instead, it was a budget from M, L, C, KD and SD that formed the basis that year. It is therefore not correct that the Social Democrats during their last year invested so much more money than the Tidö parties subsequently did. It was not the Social Democrats' budget.

The extra investment during the pandemic did not only concern the education sector, but money was also added in several other areas. These were to be temporary funds. It was not the intention that this should be included permanently, and thus it was adjusted when the pandemic disappeared. This was a special situation in the country, which we remember very well. There was a great need to do something.

It is quite clear that the Social Democrats like to expand education. Caroline Helmersson Olsson said in her speech that the most important thing of all is to build up. Here the Social Democrats differ from the Sweden Democrats and from the government parties. For our part, the absolute most important thing is that people get into work – not that we expand educations and create new places and that people get stuck in the system. That is what has been the problem with the Social Democrats' education policy for a long time. It is also this that we are now trying to do something about.

We have a great vision for the school. It is a holistic view that Caroline Helmersson Olsson did not quite understand. It is about work, not about storage.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Caroline Helmersson Olsson (S)

Madam Speaker! I am not quite sure whether it was a question or a statement from the member.

I cannot for my life stand behind the idea that the Social Democrats would expand education for it to be for storage. The Social Democrats have never, ever stood behind that. We have expanded education. We have expanded yrkesvux, adult education, and the university college as many times as possible, not least after Reinfeldt's time in government, which he came to in 2006. He just removed it. When we then came back, we had to build on it. It was needed, because there was a skills shortage then.

We have a skills shortage even now, and now we also have a crisis. That is what I am trying to say. We have a crisis in this country, and we also have a skills shortage. Then one actually must expand adult education. It cannot just be done in bits and pieces, but it must be done with a long-term strategy.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Oliver Rosengren (M)

Madam Speaker! We are gathered here today to debate adult education and the great importance that adult vocational education, in particular, has for continuing to strengthen and develop the work line.

Adult education fulfills many important functions in Sweden and in the Swedish labor market. It can mean a new opportunity for someone to transition in the middle of life, extend their working life and ensure that one gets the opportunity to be involved and contribute to one's own future, to a workplace and to our common economy for a longer period in life. There are opportunities to use the university college or other parts of our education system throughout life to ensure that one can transition, perhaps from a physically demanding job to a new job where one has the opportunity to be present at a workplace for a longer period.

Here, the vocational higher education, which we see as particularly attractive within the framework of the transition study support and the transition reform, fulfills an important function. The vocational higher education's main role in the education system is to be a place for those who can increase their productivity and transition in the middle of life. Most have a job beforehand and then proceed to a job with perhaps higher pay, better opportunities, and new challenges afterwards.

Adult education also fulfills the role of a second chance for those who, during their first chance in school, perhaps had difficulties or made incorrect choices. Even if one relatively recently attended regular school, it provides an opportunity to try something new and move forward into a profession. Perhaps one took a social studies program, as so many do, only to then realize that one wants to start working in industry or become a craftsman. Then adult education is there to meet that person, who longs to contribute to a new job, do something else, and build their own future with new skills.

Furthermore, adult education fulfills the important function of being the first chance for those who have not received it anywhere else – those who come to Sweden and want to work and contribute but have not prepared themselves for our labor market in their previous home country. Here they can learn Swedish and learn a job. Through vocational adult education and other measures, they can enter the labor market and contribute as parts of our Swedish construction. Sweden develops when more people use their abilities and skills to make this country even better.

Madam Speaker! The Government is moving forward with an offensive policy for adult education. We are reforming and developing to ensure that more people get the opportunity to move from unemployment to employment. There are several significant challenges here, Madam Speaker. One of the absolutely most important for us to address is that we have so many who are unemployed without education but still do not educate themselves for work. 20,000 people in the Swedish unemployment have not even attended a full year of school. 40,000 have attended between one and eight years, that is to say, have not completed primary school.

In the Swedish labor market, in other words, we have 60,000 people who have not completed a primary education. These people must enter the labor market. They have an obligation to make an effort, educate themselves, learn Swedish, learn a job, seek jobs, take the jobs offered, and contribute to Sweden's and their own future. There, adult education is the key.

Madam Speaker! Despite the fact that we have so many people in Sweden without education leading to employment, it is still the case that on average every third krona that we and previous governments have set aside for vocational adult education since 2017 has not been used. Every third place stands empty within vocational adult education. It is an unacceptable situation that the resources are in the system and that there is an opportunity to train for employment, but that despite this, there are so many people who are unemployed without education and do not train for employment.

That is why an activity requirement will be introduced. That is why a series of reforms will be introduced that strengthen the requirements. That is also why Arbetsförmedlingen will receive new resources, clearer instructions, and a task to ensure that people who are unemployed actually participate in the activities and measures that exist. If one does not do that, one should also not receive the compensation that one lives on today.

That is a clear line of work. Here, support and opportunities to enter the labor market are offered, but here, requirements are also set that one must take those opportunities. If one does not do that, one cannot expect to be able to live off other people's work. That is how we have always built this country. By striving together, by working and toiling, by educating ourselves and by grinding at our workplaces, we build this country together.

We must have more of this. We must ensure that adult education reaches more people. But above all, it is an individual responsibility that more must take to seek education, attend education, seek jobs, take jobs, and support themselves. Here, adult education is one of the important pieces in our work line to ensure that people have the opportunity to get to work.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Caroline Helmersson Olsson (S)

Madam Speaker! I thank Oliver Rosengren for the speech.

In preparation for this debate, I listened to the debate we had on the subject last year. Even then, the question was raised that every third krona has been returned since 2017. In that debate, Oliver Rosengren said that something really should be done about it. That was actually something we intended to do as well. That was, among other things, why we appointed the Yrkesvuxutredningen.

And with the fact that we now have the commission's proposal on the table, we know quite well why the money is not being spent. But when I listen to Oliver Rosengren in this year's debate, he seems to have landed on a different analysis of the situation: that it is the individuals' fault. I still maintain that the system has its role in this.

These funds come semi-annually; perhaps they are returned as a lump sum. We have looked at this and considered that every year funds are included in our budget bill. Is it really something that promotes that the money should be spent? As I mentioned in my speech, there is a lot that needs to be put in place. In the 2023 spring budget, 670 million was allocated, and 46 percent of them were not utilized. In 2024, last year, 950 million was allocated. Of those, 33 percent were not utilized, so it is still somewhat better.

I would like to hear a bit more elaboration on how Oliver Rosengren views this. Can we do something in the systems, or is it only the individuals who are to do something about this?

The speech at riksdagen.se, in Swedish (opens in a new tab)

Oliver Rosengren (M)

Madam Speaker! I thank Member Helmersson Olsson very much for the question. It is positive, I think, that the Social Democrats, after a long period in government during which no measures were taken to increase the utilization rate of the state grants for vocational adult education, now see this problem. Therefore, I believe that the conditions for arriving at a solution have significantly improved.

We have seen this problem for a long time. It is clear that certain systemic issues play a role. It can, for example, as emerges in the Yrkesvuxutredningen, be that the time limits that exist for some of the state grants can have an impact, as well as that some of the state grants are intended for more expensive educations with large investment requirements where one does not have the possibility to set aside the money. It is clear that it can create certain limitations.

But it is nevertheless the case that a substantial part of the resources that are not used could have been used if there had been people who sought the training. Despite the great inherent resistance that I know exists among the Social Democrats, Madam Speaker, one needs to see that the cause of a problem is not always that society has fallen short. Sometimes it can also be the case that the individual must be prepared to exert more effort. It is nevertheless the case that Sweden's prosperity has been built by a combination of a strong society and great expectations on each one of us. So it is also here. We must ensure that the system works, Madam Speaker, but we must also ensure that the individual does their duty. This also applies in this area.

The Government also questions the reinforcements in the spring budgets. One must nevertheless say that this could be a somewhat astonishing announcement, because the Social Democrats, one must assume, are also ready to make specific reinforcements when the economy weakens, to take an example. That is what this refers to. Then it is unfortunate that the utilization rate is even lower for those investments. But the alternative, to not provide any educational resources at all, would in many ways be worse.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Caroline Helmersson Olsson (S)

Madam Speaker! I thank Oliver Rosengren for the remark.

A claim was made that the Social Democrats have internal resistance. I grew up in the Social Democrats. Do your duty, demand your right – I promise that it is in my backbone, and so it is for most Social Democrats. That is truly how we think.

The government really needs to produce the Yrkesvuxutredningen and look at it and see to vocational teachers, APL placements, and applicants. We must do both. I truly believe that.

I do not criticize economic measures. Or, yes, I actually will be able to do that. The economic measure that is currently on the table is not that impressive.

Providing funds is not a receipt of responsibility. It is a receipt that the situation has been misjudged from the beginning. That is my view.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Oliver Rosengren (M)

Madam Speaker! We have supplementary budgets to be able to make corrections if reality changes. I believe that, fundamentally, it is an effective instrument because it reduces the risk of having to include "air" in the financing from the very beginning and then take a little extra. It is better to have the possibility to add if needs arise.

It is positive that the Social Democrats describe that "Do your duty, demand your right" is in the spinal cord. The wish one might imagine leaving to the Social Democrats is that it should also be in the party program. It is perhaps there, more than in the spinal cord, that it makes a difference – at least for society.

What is important in the policy we are now pursuing is that we make substantial reinforcements of the work line. We reinforce both society's support for the individual and Arbetsförmedlingen's efforts. It is about vocational adult education places and how vocational adult education functions. We shall ensure that more people take part in education to educate themselves out of unemployment.

We are simultaneously tightening the requirements for the individual through activity requirements and more careful follow-up from Arbetsförmedlingen along with several other measures. This should collectively lead to that those who are unemployed know that the expectations are high that we should all contribute to Sweden. At the same time, there is help and support to be had from society so that one can maintain their ability.

So we summarize our policy. Everyone shall do their duty and then demand their right.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Niels Paarup-Petersen (C)

Madam Speaker! My understanding is that Member Oliver Rosengren and I share very much when it comes to the view on the work line. In the previous exchange, we were discussing that one should do one's duty and demand one's rights, and that one actually must make an effort as an individual and do one's best to be able to support oneself.

It is clear that we as a society must create the conditions for it. That is why we are discussing this question today. It is incredibly important that we as a society create conditions so that people can get a job. It is not always easy, especially if one comes from another country and is not superduper at the Swedish language, like I am. It matters that one gets the opportunities to get better at it. That is good.

In order for more people to get jobs, the Center Party invests in things such as SFI-money so that one can choose what works. It can be about job-Swedish, so that one gets a faster entry into the labor market when coming from other countries. We also, of course, ensure that it becomes cheaper to employ people.

The government, during its fine time in power, has made it more expensive to hire. They invest in inefficient measures at Arbetsförmedlingen. When they are now going to make a major investment in the budget, it is at the root. It primarily pushes forward investments, because the extra money will only arrive later. It is not a very fast and effective measure to get people into jobs.

I wonder if Member Rosengren could give some examples where people actually get jobs. One might perhaps be interested in supporting the Center Party's proposal on job Swedish, reduced employer contributions, etcetera.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Oliver Rosengren (M)

Madam Speaker! Now, this is admittedly a debate on adult education, but since the question was framed somewhat more broadly than that, I will fall into some broader comments.

Madam Speaker! It is positive that the Centre Party describes that there is fundamentally a divided view on the work principle. There is a consensus on the policy we pursue so that we shall have lower taxes, stricter requirements and tight benefit systems.

What possibly distinguishes us is that we have also had an interest in obtaining a majority for those proposals. Therefore, we have a cooperation with other parties that share our view on the work line and do not oppose it. It is possibly that detail that distinguishes the Moderates and the Center Party in that issue, Madam Speaker.

What proposals are there then to strengthen the work line? That was obviously the member's primary question. One example is the decision we have made regarding a reformed benefit where we move forward and clarify the tapering. We introduce tapering in the activity support. We switch from basing the benefit on work to basing it on income so that there are clearer regulations, reduced bureaucracy, and less fraud.

We have implemented a series of employment tax credits so that it pays more to work, especially for those with small and medium incomes. This then concerns what we have discussed here today regarding vocational training. It is a matter of ensuring that we continue to develop it with new places.

It should not be a lack of resources that is the problem when it comes to education for work. Here we must ensure that the resources and support are available. Then it is up to the individual to participate in this through their own efforts and own responsibility.

In the event that one does not do it, society must be there and demand that we stand up for one another and that all people who are unemployed because they lack education should educate themselves for work. Ultimately, it should occur with a requirement for counter-performance in order to receive the benefits that one has applied for.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Niels Paarup-Petersen (C)

Madam Speaker! Much of what Member Rosengren says, we agree with. There is nothing strange in that. There was a time when we could be in government together.

It was spoken of earlier that it would be good if that which is in the spinal cord also comes into the party program. The next step perhaps could be that the things that stand in the party program also come into the government policy.

It concerns, for example, lowering the costs of hiring. They have become higher. The demands on companies are increasing. It is becoming harder and more expensive to hire people. It cannot be classic Moderate policy.

Centerpartiet pushed through reductions in the costs of hiring when we were last in power. The Moderates are pushing through increases in the costs of hiring. It is absolutely a difference.

It is clear that we should first and foremost discuss adult education. One thing that I believe we also agree on, I would like to hear more about.

How can we find some areas where we can ensure that employers, especially the business sector, have greater influence on which educations actually receive funding, places, etc.?

In several areas, it is currently quite far from the training places that are provided. There are many areas where the companies themselves say that they have very little influence. Unfortunately, this sometimes also applies to YH, but it definitely applies within adult education.

I would very much like to see an extended hand from the government in order to be able to find some common areas. In order to ensure that people can get educated for jobs, we need to create educations that actually lead to jobs.

There is still a very long way to go. It is still not happening quite as much as I would like to see on that front. I hope that we can find some cooperation in that area.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Oliver Rosengren (M)

Madam Speaker! If we start at the concluding end, the question is: How shall we ensure that more people participate in this?

First and foremost, the resources are primarily in place. There are some reforms that still need to be made. The Moderates are, for example, in favor of proceeding with the proposals that exist regarding having alternative admissions to apprenticeship programs.

It is about the possibility for companies to hire directly and then contact the training provider, instead of as it is today, where one must first go to the training provider and can then arrange a place to be.

We have a committee decision on, regarding the party program, a broad apprenticeship and internship reform. We see, for example, that it is necessary to facilitate by changing the regulatory framework so that the regulatory framework becomes the same regardless of which form of education one comes from into an internship or as an apprentice.

Madam Speaker! We propose, for example, that there should be a mentor deduction designed as a discount on the employer contribution in a similar way to the R&D deduction that exists today. It is an example of the reforms advocated by us.

Madam Speaker! I also received questions as to whether we had contributed to it becoming more expensive to hire. I do not know in which party program the member has read that it would be a priority for the Moderaterna to lower the employer contributions. We want, of course, to lower most taxes in a way that is sustainable for the Swedish economy and for the public finances, but when we have to choose between putting a tax crown toward lowering the tax for someone who works or for someone who hires, we nevertheless prioritize lowering the tax for ordinary people who work.

That is why we have prioritized lowering the tax on work through the job tax credit. As a workers' party, it is our highest priority. In that prioritization, the financing has, to some extent, had to be to restore the employer contributions for young people in order to be able to lower the tax on their wages.

That is how it is; in an economy, one must prioritize, and this has been our priority. The one who works has been given precedence over the one who employs.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Patrick Reslow (SD)

Madam Speaker! Let me first and foremost move for the approval of reservation 7.

Much has been said, so there will certainly be some repetitions. I share the view in much of what Fredrik Malm and Oliver Rosengren have said here in the speaker's chair. Above all, we have a consensus on adult education moving forward.

Adult education is an opportunity for people to acquire the skills required to get a job or to continue their studies. In the very best of worlds, one might imagine having a school system that was a bit more flexible, which placed higher demands on individual responsibility and which guided students toward the right education from the beginning. Then, perhaps, the need for adult education would be significantly less, at least for those who do not want or need to retrain for a new profession.

But at the same time, reality does not look quite so straightforward that this would work completely. We live in a time where we have extremely rapid changes in the labor market, where new skills are constantly required, and where there is also a shortage of skills. In that situation, it is important to have an adult education system that functions well and that gives people the opportunity to change careers.

It must nevertheless be said that we have seen changes, for example when it comes to komvux. Komvux today compared to komvux 25 years ago is something completely different. 25 years ago, komvux was primarily aimed at those people who needed to supplement grades or study up on some subject. Today we have seen that it is difficult for certain students or pupils who want to do this because they are squeezed out in the priority list. This applies not least to upper secondary school completion.

This is obviously a bad development. We need to ensure that a student who makes a choice at the upper secondary level which, due to various circumstances, does not lead to a job, can quickly adapt their choice and supplement the grades that he or she already has.

The situation on the labor market is worrying; we have talked about that. Someone here – I believe it was a member from the Socialdemokraterna – spoke about structural unemployment. We were all here at a seminar not so long ago where it clearly emerged that we have a long-term structural unemployment in Sweden. It means that one can make changes on the margins, but in the long run, we have had a structural unemployment for a very long time. It is worrying, and then one must also think anew and do things differently.

If we look at the needs in the labor market today, we see many industries stating that they have difficulty finding labor with the right education and the right competence. We have an extensive need for competent labor moving forward. If Sweden is to succeed in being self-sufficient in labor as much as possible, which we Sverigedemokrater consider important, and not be dependent on foreign labor, it is important that not only primary and secondary school prepares students for future working life. It is also a matter of adult education functioning well and being directed towards the needs Sweden has.

A prerequisite for this to work is that we have a good match. Adult education must be designed according to the needs of the labor market and the business sector rather than according to the individual's study interest or anything else. The state must be clear that it is professions that are important for Sweden's competitiveness that shall be prioritized. Education that meets the business sector's needs must take precedence over education in, for example, art, culture, philosophy, or the like. In combination with an effective repatriation policy, this provides good conditions for combating unemployment in the long term.

Within the upper secondary school, work is currently underway to shift the educational choice from theoretical programs to vocational programs. This is, therefore, about the dimensioning process that we discussed here in the chamber not so long ago. It is important that this lands correctly and that we also dare to tackle the problem of students sometimes choosing away from practical programs and instead applying for theoretical programs even though they are not mature for a theoretical program. They may not manage the program, and above all, it does not lead to a job in the long run. In that case, the student ends up at a disadvantage from the very beginning.

Adult education must also follow this pattern. Therefore, it is sometimes a bit worrying when there is such a strong focus on the public sector in the debate and that it is work within the public sector that is at the center. That is not to say that we do not have a need there, for we truly do. But there was also a need for labor within the private labor market sector. There is also a great need for a skills boost there. A strong business sector presupposes, as mentioned, employees with the right competence.

Madam Speaker! Swedish for immigrants, SFI, is the great disappointment within komvux. Not only has the mass immigration caused SFI teaching to take a very large share of the resources for the komvux education. The results and the requirements of the education have also been – how shall I put it – low, to say the least.

Approximately half of those who study at SFI complete a course with a passing grade. One year after completed studies, it is a fairly small proportion, about one-third, who are established on the labor market. This is not acceptable. It is a very much lax existence that the students encounter within the framework of SFI. It has been almost entirely without requirements. There are no requirements at all for progression in knowledge development. One can go and linger around in the SFI courses for as long as one wants. There is no upper limit.

The Sweden Democrats and the government are now in agreement to put a stop to this and ensure that the requirements for course content, study results, throughput, and maximum study time are tightened. It is therefore not enough to attend SFI; requirements must also be set to pass the courses and complete them in a reasonable amount of time. Learning Swedish is a fundamental prerequisite for becoming a part of Swedish society and becoming employable.

Madam Speaker! The vocational college plays an important role for adult education. A major advantage of the system is that it is established in places where the educational supply is otherwise relatively small. That is good. It gives more people the chance to strengthen their competence and potentially change careers or enter the labor market. The vocational college maintains a high quality, and the programs are developed in close cooperation with the business sector, especially the local business sector.

The Sweden Democrats and the government now want to see a joint application system in order to enable efficient administration and better handling of the applications so that the planning of the education can be strengthened. In the budget for 2025, exactly such a mandate was given to the authority.

Yrkeshögskolan has also been tasked with modeling the pilot activities that we have discussed. It is conducted within the framework of national vocational education and aims for the student to be able to enter employment quickly within shortage occupations. The programs are nationally recruiting and meet national competence needs. They are short and practically oriented, which has made them in demand. It is our position that the pilot activities shall be evaluated when they are completed in order to perhaps be built upon.

Madam Speaker! The opportunities to broaden one's competence and change careers are important, but if the adult education system is truly to be effective, it is necessary to set requirements on both the supply and those who study so that tax money is not invested in education that does not yield results, i.e., those that do not lead to employment. This is the basis for our and the government parties' policy in the area.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Niels Paarup-Petersen (C)

Madam Speaker! Patrick Reslow raised the issue of dimensioning here in the speaker's chair. It is a good question. Dimensioning is crucial to ensure that the training places that exist, which we pay for together, are directed towards things that lead to people getting jobs, just as I and Oliver Rosengren discussed earlier. It is very important that training leads to jobs.

The business sector is demanding many more jobs. The idea with the dimensioning and coordination is that there should be more places within the vocational programs and fewer within the theoretical programs.

However, the independent schools are not really included in this dimensioning. Emma Leijnse wrote an article in Sydsvenskan, a newspaper close to the member, about just this the other day. Ann-Sofie Nord, who is the admissions manager in Lund and therefore has a very good grasp of the admissions and coordination there, is quoted in the article. One should create more vocational program places out in the municipalities now, but unfortunately, that is not being done. Why is it not being done? One reason is mentioned in the article: "I bet," says Ann-Sofie Nord, "that if Malmö and Lund reduced the places in the social studies program, someone else would have taken those students – independent schools or other municipalities. But it would have been just as many students who studied social studies."

It still indicates that there may be some room for improvement in the legislation itself – for example, as we presented in our proposal for a committee initiative, that independent schools should be included in the dimensioning to avoid this type of problem. SD was, however, against it. Or rather, you were for it, but you voted against it because it was we who submitted the proposal. It is not quite serious if one wants to solve societal problems.

Therefore, I would like to hear if the Sweden Democrats might be able to change their minds and be in favor of achieving a dimensioning where the independent ones are also included.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Patrick Reslow (SD)

Madam Speaker! It is very interesting that Niels Paarup-Petersen thinks it is not serious to vote against a proposal. It was, in fact, the case that the proposal that Niels Paarup-Petersen placed on the Education Committee's table was identical to the proposal we placed on the table when the proposition arrived in the spring of 2022. Did the Center Party vote for our proposal then? No, they did not. One should perhaps look at one's own house before criticizing others for being unserious.

The Center Party had the opportunity in the spring of 2022 to vote with us when we clearly and distinctly stated that we believe the independent schools should be included throughout the entire dimensioning process. But the Center Party did not do that. See if the house is in order first before you criticize!

I think it is completely right that they should be part of the process. What Niels Paarup-Petersen describes is indeed a risk. So it can be. There is also a risk when one is not involved that one is left out in other contexts. That was also one of our arguments for them to be included: According to the Sweden Democrats, we should have equal treatment between municipal and independent schools in all respects. It is very important that we have that.

Furthermore, it is interesting and pleasant that reference is made to Ann-Sofie Nord, whom I know very well. If she is listening to this debate, I would like to send her my regards.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Niels Paarup-Petersen (C)

Madam Speaker! I feel a need to clarify here. It is clear that it is not unserious to vote against a proposal. It can be incredibly serious, and we all do that all the time. It is a quite large part of our work when we are here in this chamber and press our buttons. Voting against a proposal can absolutely be serious. But to vote against one's own proposal is unserious, and that is what the Sverigedemokraterna did.

The reason why the Center Party did not vote for this was that we did not think so at that time. Since then, I, among others, have been involved in developing our policy. We develop our policy; we do not reject our policy. That is the difference. To develop one's policy is serious; to reject one's own policy is unserious. That is my opinion.

At the core, however, it is wonderful that Patrick Reslow agrees with the Center Party on this. It would of course have been even better if the Sweden Democrats voted with them when they agree. As Patrick Reslow himself says, Madam Speaker: The independent ones shall be included. Still, you voted against them being included. I believe this might be a bit difficult for people to understand: You think that it should be done this way, and when we present such a proposal, you vote against it. Can the member understand that it might be a bit difficult to understand?

The speech at riksdagen.se, in Swedish (opens in a new tab)

Patrick Reslow (SD)

Madam Speaker! I note that the Center Party's Niels Paarup-Petersen says: We didn't think so then, but now we think so. The Sweden Democrats were right once again. The Sweden Democrats were right from the beginning, and now the Center Party thinks like the Sweden Democrats on this issue. That is very good. There are surely more issues where the Center Party can join in. We think roughly the same when it comes to apprenticeship training. During the debate, it has shown that there are many other things where we think alike. Then the Center Party chooses to cooperate with parties that in the vast majority of issues do not think alike, but it is still nice.

Voting against a proposal is not what it is about. The Sweden Democrats have chosen to enter into a cooperation with the Moderates, the Liberals, and the Christian Democrats. We have agreements that apply to different areas, and then we cannot sit and stick out too much. Above all, perhaps we also have a hope that in those negotiations, where the Centre Party could also have been included as a fifth party instead of flirting around with the Left Party, we can get the opportunity to influence so that we ultimately get a system where the independent schools are included in the entire dimensioning process. But that cooperation we take with our partners, not with the opposition.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Nadja Awad (V)

Madam Speaker! The Sweden Democrats' Patrick Reslow says that SFI is the great disappointment in Swedish adult education. He points out that too lax requirements have been set, that students do not leave SFI with passing grades to a sufficient extent, and so on. However, nowhere does the Sweden Democrats' Patrick Reslow mention the underfunding of Swedish adult education. SFI has had to undergo enormous savings over several years. We also have a fragmented adult education because we have profit-driven private actors operating SFI, for example.

This is nothing that the Sweden Democrats are taking up, especially not to do anything about the matter. The Sweden Democrats are actually part of governing the country. The Sweden Democrats are the largest party in the Tidö government's basis. Still, it sounds as if the Sweden Democrats have no power. It is almost so that one would believe that the Sweden Democrats are an opposition party.

Take responsibility! Do something about SFI! Why do the Sweden Democrats and the government let SFI go through these savings across the country, which result in us not seeing an equivalent SFI education? There is a lack of qualified teachers. As I mentioned in a previous exchange, it is not going well for people with disabilities, for example different NPF diagnoses, because it is not even detected that they have these impairments – at least not in time.

How does the Sweden Democrats' Patrick Reslow think it will go for these students when they do not even receive an equivalent education within SFI?

The speech at riksdagen.se, in Swedish (opens in a new tab)

Patrick Reslow (SD)

Madam Speaker! One does not know where to begin. We are doing nothing about the matter, says the member. We are now underway and reforming the SFI education. A government bill will be submitted on this. We are in the final stages, the last parts. And this is nothing new. It stands in the Tidö Agreement that we shall do this.

Apparently Nadja Awad could not listen to the entire speech. I said at the end that there will be reforms, and we and the government parties agree that there is a slack existence. It is strange that one cannot realize that.

Do you think it is a good throughput when a third of those who attend SFI do not pass the course and do not enter employment? It is possible that Vänsterpartiet wants it that way, that is to say that one should attend an SFI course but not prepare oneself to enter employment. One attends year after year, nothing happens; the knowledge does not increase. It has nothing to do with underfunding, but it is about the people who actually attend SFI. They are the ones who do not manage the courses.

If one thinks that this is good; then that is the Left Party's policy. We do not think it is good. Those who participate in a system that we put our tax money into, we also want them to set requirements. One must complete the entire course in a reasonable time and take responsibility for one's studies. It is not a place where one just goes, but it is a place where one goes to learn Swedish and to become employable.

If Vänsterpartiet does not agree with Sverigedemokraterna on this, then there is a deep moat between us.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Nadja Awad (V)

Madam Speaker! The Sweden Democrats and the government have, since they came to power, prioritized tax cuts for millionaires and billionaires. Billions of kronor are spent on luxury-rot so that a millionaire can renovate tiles in the kitchen and get cleaning help at home. Then it is some other part of the welfare system that suffers.

In this case, SFI, due to savings, like all other education in Sweden, has undergone enormous cuts. The state does not provide sufficient resources to municipalities and regions so that they can provide education. That prioritization has been made by the Sverigedemokraterna and the government. That is the reality, that is, one prioritizes the very richest over a well-funded welfare. And then one blames immigrants for being too lazy and idle and not wanting to take in the requirements.

In what way is one supposed to take in requirements when there is a lack of qualified teachers? People with disabilities with diagnoses such as ADHD and autism are not detected in time at all. One can actually be a refugee, settle in Sweden and have a disability that makes it more difficult to take in instruction. In that case, one needs support measures, and that is something that the school should provide. It is that prioritization that is missing.

Yes, it is true that there is an enormous difference between the Left Party's policy and the bourgeois policy. That is why we want to remove you at the election in 2026.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Patrick Reslow (SD)

Madam Speaker! Thank goodness there is a difference. With this description of society, the moat is not only filled with water, but it has also grown into a large pond.

It is difficult to hold more than one thought in one's head. One can implement tax cuts in certain areas while simultaneously having a strong welfare state. An increase in a tax deduction can lead to people consuming and others entering employment.

But that argument does not hold with Vänsterpartiet because it is not understood. It is not the municipality that is the employer, but it is someone private, and then it becomes a direct red disgrace for Nadja Awad and her party comrades. We know! In almost every debate, we hear arguments against private entrepreneurship, profit, and everything else they throw out. That is not true, but it is a distorted picture of how the system works in reality.

This is not about the immigrants themselves but about the system, that is to say an education system where no requirements are set. People do not enter the workforce because we do not set requirements. We cannot keep up with that. It surprises me that Vänsterpartiet thinks it is okay to invest money, money and money, resources and everything we are talking about, but not set requirements that the money leads to something. That is what should be done.

A responsible politician should say that tax money from people's hard-earned incomes that is spent on others getting an education means that they should end up in jobs. But no; for Vänsterpartiet it doesn't matter. The lack of requirements shall apply, and whether they get jobs or not doesn't matter. The important thing is to spend money on more training places, and what happens next, they take no responsibility for. A very good message to the voters!

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Lili André (KD)

Madam Speaker! I would like to begin by moving for the approval of the proposal in the committee report and the rejection of all motions.

There can be many reasons why one needs to educate themselves as an adult. It is not uncommon for a student who is struggling with reading to, after a number of years, become motivated to take hold of their studies and supplement their grades to obtain eligibility for higher education or to attend a vocational training program. It can also apply to newcomers who need to be integrated into Swedish society to become self-sufficient. They may have a profession with them but need to supplement it with what is specific to Sweden in order to be able to practice the profession here in our country. They may even want to acquire a new profession that offers better opportunities for work.

This is fundamentally about human value, where people are allowed to grow through responsibility, participation, and community. Contributing to the common good through education, work, and engagement strengthens both the individual and society. Therefore, we Christian Democrats see education not only as a tool for employment but also as a path to participation, empowerment, and integration. A job is not just a salary; it also signifies a context, a role, a contribution to something greater than oneself. Work is a bridge into the community.

We also know that a society that holds together requires that people meet across language barriers, cultural barriers, and life experiences. In that case, adult education is needed that strengthens the language, lifts competence, and shows that everyone is needed. It is about giving every individual the chance to grow, to make a fresh start in life, to fulfill a dream, to provide for their family. It is a responsibility we as a society must take, and it is a responsibility we in Kristdemokraterna are proud to take in the government.

There are far too many children in Sweden who have never seen their parents go to work or come home after having experienced a day of workplace community with colleagues. Sweden is in a decisive situation. We stand in the middle of a transition where skills supply is no longer a future issue but a present-day challenge. Therefore, education for adults must be both inclusive and relevant throughout life, and therefore it must be linked more closely to the labor market.

If a newcomer is to enter the Swedish labor market at all, the language is absolutely crucial. Almost a quarter of the companies state that lack of language skills is the main cause of their recruitment problems. Therefore, SFI must function significantly better than it does today. Therefore, adult education in the form of SFI is an immensely important piece of the puzzle so that more people can become part of Swedish society and so that Sweden as a country can manage the great integration challenge we face. In a society where large groups of people do not speak the same language, trust, safety, and the sense of belonging decrease.

Language is the key to a society where everyone is given the opportunity to develop to their full potential. No one should be held back, and no one should be left behind. It is time, Madam Speaker, for a policy based on the premise that everyone can and shall learn Swedish.

In Sweden, lifelong learning must be prioritized. It must be possible to return to studies at komvux, folk high schools, or learning centers whenever necessary to change paths or realize dreams. This is what provides hope and opportunities for people throughout the country.

Adult education also has a very important task in forming the basis for national and regional skills supply, so that companies receive the skills they need. Good education requires not only resources but also follow-up and responsibility. Therefore, the government has permanently strengthened the Swedish Schools Inspectorate's mandate with a special focus on komvux. At the same time, the Swedish National Agency for Education has revised course content and steering documents to increase the relevance of the educations in light of societal and technological developments.

The Government is now preparing the vocational education inquiry's proposal to, among other things, increase the supervisor allowance in apprenticeship training and give employers greater influence. The allowance shall promote the development of and increase the quality of apprenticeship training as well as stimulate employers to accept apprentice students in their operations.

Madam Speaker! It is crucial that we continue the work of opening doors to the Swedish labor market and removing obstacles, so that more people will enter education and get the opportunity to retrain.

Madam Speaker! With that, I would again move for the approval of the proposal in the report.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Nadja Awad (V)

Madam Speaker! I would like to begin my speech on adult education in Sweden with a few words about the school shooting that took place on February 4 at Campus Risbergska in my home municipality of Örebro.

Campus Risbergska offers adult education. Many go there to obtain an education to have a greater chance of getting a job, which they look forward to going to and which provides a livelihood. It is simply a place that provides new opportunities for the young adult, the one who has recently settled in Sweden, or the older person who wants to make a change.

The shooting has unfortunately left a community of students, staff, relatives, and residents who feel sorrow, fear, and anxiety for the future. The shooting affected everyone emotionally. But certain groups in society were affected the most. Very many experienced the shooting as an act of terrorism, despite the police refusing to classify it as such, and many perceive that there was a racist motive. Why did the perpetrator Rickard Andersson choose a place where the majority of the students have a background other than white ethnic Swedish? And why did he choose to murder people in a place where the majority of the murdered victims have a background other than white ethnic Swedish?

Nor the ideological and political motive has been established by the police. These people are left with these questions, and they are seeking answers. I think they have the right to receive them, Madam Speaker.

I oppose all the funcofobic connections that have been and are being made out there between having a neurodevelopmental disorder (NPF) diagnosis, such as autism and ADHD, and being prone to violence. Structural factors, such as socioeconomic vulnerability, and ideological and political motives are what matter. That is where I want to pick up, Madam Speaker. It is about structural factors, such as the right to a good education and a good job.

Today, Sweden has a record-high unemployment rate, the highest in ten years and the third highest within the EU. Furthermore, record-large cuts are being made within Swedish schools, larger than at any time in up to 30 years. A growing proportion of the unemployed thus belong to the group that lacks primary or secondary education. For many people, adult education therefore means yet another chance when previous forms of schooling have failed.

Madam Speaker! Having the conditions to learn the Swedish language is a matter of equality. It increases the possibility of being able to participate in all parts of social life and exercise one's democratic rights.

Reading Swedish for immigrants, SFI, is one of the measures that most people take part in within the establishment assignment. Today, however, there is a lack of knowledge on how that measure works for persons with disabilities. There is no statistics or other information on how many people who attend the different SFI courses have a disability.

In a report from the project Funktionshinder in the establishment, it appears that a considerable number of functional impairments are only discovered once the person has participated in the teaching for a while. The Sfi teachers meet the participants every day for several weeks and have the opportunity to discover functional impairments that have not emerged in previous conversations. But a large proportion of those who work with educating adults do not have sufficient education to teach within adult education. The lack of competence regarding adult pedagogy affects the results particularly much within Sfi.

Having correctly qualified staff is usually considered a prerequisite for maintaining a high quality of education in the rest of the education system. But in the current situation, this does not apply to adult education. It would increase the possibility that the teaching and the study time can be adapted to each student's needs.

A specific adult teacher training would therefore be a good opportunity for those who would rather work with educating adults and could contribute to raising the quality of adult education. This can be made possible through an adult teacher training or through the establishment of a complementary pedagogical training for adult teachers.

In a needs assessment conducted by SPSM in order to map the need for learning materials for students with disabilities within SFI, it was found that there is a great need for adapted learning materials. When the study was conducted, many teachers worked on adapting the material themselves so that it would work for the students.

Another way to ensure that the courses are accessible to everyone is for the municipality to set requirements for accessibility in its procurement of educational providers within SFI. But Vänsterpartiet believes that SFI, just like the entire education system, should be operated without profit motives at all.

Madam Speaker! Introducing the right to SFI from day one, even for asylum seekers, is also important. Vänsterpartiet wants to strengthen the right to knowledge even in Swedish language teaching, for people who have settled in Sweden for various reasons – just as when we talk about the right to knowledge within other forms of education. The student's prerequisites and needs shall guide the direction and scope of the teaching. A clearer individualization and more teaching hours per week are needed.

Of course, SFI can be read in combination with internship, vocational training, work orientation, validation, other education or gainful employment. But at the same time, the SFI education itself must be given space. It must not be pushed aside in the pursuit of faster interventions toward work.

Madam Speaker! Increased division of labor and specialization within the working life has led to the fact that upper secondary school cannot meet the needs for skilled labor. Vocational training after upper secondary school will therefore take place to an ever greater extent. There is also a need for flexible forms of education that can meet temporary or local needs for education.

The idea is that the vocational higher education programs should be available when and where they are needed. This means that the content and orientation of the programs vary, and that new programs within vocational higher education start and old ones are discontinued as needs change. Vocational higher education can therefore play an important role in ensuring that people, regardless of background, are given the opportunity to receive education and find work.

The size of the programs means that at the university of applied sciences, one does not have the same access to support functions as one has at universities. For Vänsterpartiet, it is a matter of course that all students in publicly funded programs should have the same right to support, regardless of the form of education, in order to complete their studies.

Those who study at the university have access to a student health service. This is regulated in the Higher Education Ordinance. For those studying at the university, it is a great security that there is a student health service nearby, with staff who have a duty of confidentiality that one can turn to. But at the vocational college, one does not have the corresponding right to healthcare. Vänsterpartiet is critical that those who study at the vocational college do not have the same right to health-promoting interventions as one has within the school and the university.

The thousands of students at Campus Risbergska initially received no specific measures to process the school shooting, because student health is not included in adult education. Several students from Risbergska experience that it has been too complicated to seek help. They have not even been aware that the municipality's psychosocial support has existed and have instead had to seek help on their own. That is not how it should actually be.

The Government should investigate the possibility of making an addition to the ordinance on the university college that gives students the right to healthcare. I therefore move for approval of reservation 12.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Niels Paarup-Petersen (C)

Madam Speaker! I want to begin by moving for approval of reservation 5 so that I do not forget it.

There have been many good speeches today, with many important points. It is wonderful to know that we all agree, at least in theory, that it is important to invest in the possibility of competence development throughout life. We must ensure that it is possible to develop oneself and achieve transition in life and security in a more flexible labor market, because that is how the world looks today. One cannot expect to have the same job throughout life.

There are many different parts to this, and therefore it is important that we expand adult education throughout the country. We must be clear that we need to invest more and that it must happen across the whole country and for everyone.

We see that adult education is crucial for different paths to be able to lead forward. Different people need different things. There are folk high schools, komvux, YH, teacher training and, not least, SFI, which has been discussed a lot today. That is why the Center Party invests in job-Swedish – to ensure that those who come to our country get into jobs faster. Other parties instead invest in sending them out faster, but we believe that it is good to take care of the competence instead of sending it out.

In order for the education system, especially adult education, to become better, it is also crucial that we take care of the employers' needs. That more adult education programs are based on the labor market's needs is important, not least considering the government's passivity when it comes to unemployment and the poor future prospects right now.

The exclusion in society means that we must ensure that more people who undergo education are given the prerequisites to go directly into a job. There is a huge demand for skills in the business sector, but many of the unemployed have the wrong skills.

Madam Speaker! In a rapidly changing society where technological advances and changes occur quickly, we must listen to those who are in the thick of it and see how the world is changing. That way, we can ensure that we receive education that actually makes a difference.

It is a bit special in Sweden sometimes – one has to say that. Every time the educations here are based on the needs of the working life and the companies, those who attend the educations get jobs. Imagine that! If you listen to the companies when you create educations, people will get jobs. Every time it happens in Sweden, regardless of whether it is apprenticeship programs, universities of applied sciences, or whatever it is, one is surprised. Wow, is that so? And every time it is so.

If we listen to the companies' needs and create training programs accordingly, people who take these courses will get jobs. If we want to reduce the enormous unemployment that exists right now, we must ensure that we create more training programs that are based on the needs of the labor market. There, the government still has a major lesson to learn, whether it concerns more places at YH, more labor market influence at komvux, or more apprenticeship positions.

We see that other countries have apprenticeship positions and well-developed apprenticeship systems. There is a small country to our west – it is called Denmark – that has established systems. We heard earlier that the Moderates like it, and we received some indications that SD might like it. We do not really know what the government thinks, because they are doing nothing in the current situation.

I really hope that we can move forward with the apprenticeship programs. They are needed, and we know that they are effective. But then it is crucial that we make adjustments to the legislation that exists today.

In the current situation, an entrepreneur can receive a request from a municipality to take on an apprentice. When the entrepreneur says yes and asks to be allowed to choose who it should be, the municipality says no. It is usually the municipality that chooses who gets to become an apprentice, unless it is special projects like the projects they had in Västra Götaland, which were granted exemptions. We cannot have it this way. If you have a company with ten people, it is clear that it is completely crucial that you get to be involved in deciding who you should take into your workplace. But that is not allowed in the current situation, which is very stupid.

It is a lot of such things that prevent us from getting effective educational measures that lead to people getting jobs. In addition to this, we have a completely absurd grading system, which can hopefully be changed now if the government can take it further and perhaps one might get a bit better control over IT at Skolverket. Then we can get rid of the weeding out that occurs in primary school.

Right now, we have a massive dropout rate in primary school. Every year, 20,000 students enter adult education, many of them completely unnecessarily, just because we have a crazy system in primary school. How do we then take care of them? Do we give them a direct path into work? No, we park them in a place where they do not receive any education of value before they are supposed to go to a high school where they will not succeed because they did not succeed in primary school.

That is how we handle the exclusion in today's society. It is very stupid, and we reinforce it year after year. It is time to take slightly more serious and larger steps here. I hope that the government wants to open up for discussions on this with us.

When making more investments, including the existing investments, it is important that every penny spent goes to the right things. In the current situation, there is unfortunately quite a lot of cheating. Not least within komvux, there have been many discussions about it. There, the Skolinspektionen has been very clear. They conducted a thematic inspection of 20 educational providers, and 16 of them had problems. That is not a very good figure – 80 percent.

One saw that some of the organizers were outright criminals. We have seen examples where organizers have taken in people and just given them grades without them even having been in the classroom. That is perhaps not quite what we want to do with our tax money. It is probably not that which leads to jobs either.

We must ensure that every single krona is used correctly. The government has said that we must crack down on this, and Johan Pehrson showed decisiveness on January 30 when he said that Skolinspektionen would receive an extra 7 million kronor for this. Good, but less than three months later – on April 15 – 10 million kronor were taken away from Skolinspektionen. So, I don't know – it is perhaps not the most serious way to handle this. You cannot first give 7 million in January and then take away 10 million in April if you want it to have an effect.

Someone claimed earlier here that these are not correct figures. I want to refer to the spring budget amendment, page 37, point 3.14 Expenditure area 16 Education and university research, where the appropriation 1:2 National Board of Education's Inspectorate is reduced by 10 million kronor. It is in the government's own spring budget amendment. It is true. That is how it looks. This is not serious. If we want it to get better, we need to make long-term and serious investments and also give the authorities the tools they need to do something about it.

In conclusion, Madam Speaker, I want to say that the government began its term by cutting back on adult education. In recent years, some progress has been made. That is very good, but in a time of mass unemployment, the government's ambitions are unreasonably low when it comes to creating the conditions for people to get jobs.

I hope that we see a better way forward for the government. We cannot accept the mass unemployment and the erosion occurring in Swedish schools and that we do not receive any serious answers on this from those who are responsible for a Sweden that moves forward.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Camilla Hansén (MP)

Madam Speaker! Lifelong learning, education, popular education and research are crucial to finding answers to the challenges that our society faces.

Adult education, universities of applied sciences, folkbildning, and folk high schools all offer new paths to education and learning throughout life. One can proceed to higher education – perhaps research education – and land among those who research and are at the forefront of knowledge. Lifelong learning is important for Sweden as a knowledge nation. Our structure for education and learning is a complex ecosystem where all parts need to be viable.

Everyone is needed in the Swedish labor market. With both unemployment for certain groups and in certain places but also a generally high unemployment and low employment and furthermore industries that cannot find applicants for their positions, all opportunities to acquire new knowledge, change careers, or increase competence within the profession one already has are needed. More need to be given the opportunity to find their dream job in small and large companies all over Sweden, in the welfare sector and in the sustainable transition.

Adult education is a supporting component of lifelong learning. Komvux offers SFI and primary and secondary education to those who need to strengthen their position on the labor market. Particularly important are the various vocational packages that lead to industry certifications and further into working life. Komvux is also a form of education that opens the door to higher studies for those who want to take that path when the time is right.

The conditions for recruiting the right competence to the right place need to be strengthened. An important piece of the puzzle is investments in more educations that secure the competence needs for the climate transition. It is important to expand the educations for the sustainable jobs of the future and ensure that there are attractive educational places near the locations where new jobs are created.

Miljöpartiet also sees a need for increased focus on education for employment within shortage occupations. It is not without challenges, but directing vocational training towards shortage occupations is a strategy to better match the labor market's needs with the availability of trained labor. By focusing education on areas where there is a clear shortage of competence, the labor market's most acute needs can be addressed. This not only contributes to filling important positions within shortage occupations but also reduces unemployment by ensuring that those who undergo education receive relevant and in-demand skills. What is difficult now is the matching. We have both high unemployment and employers who cannot find employees with the right competence.

An example of the competence development needed for the sustainable transition has a focus on circularity. It could be training for actors within the construction sector so that they can receive competence development in reuse and circular construction. This competence enhancement is important both to understand how constructions and material choices affect emissions and to understand how building regulations, detailed plans, and design programs can affect the possibilities for reuse.

Programs and incentives are also needed to train and recruit labor for the sustainable transition with a focus on renewable energy, sustainable forestry, and organic farming. It is important to support the transition to a more sustainable economy and to prepare for both present and future challenges.

Through cooperation with local companies, the educations can be adapted to real needs in the labor market and provide the pupils and students with relevant knowledge that is needed here and now.

Digital training and courses with a focus on green technologies and future-oriented occupations are also needed. It promotes lifelong learning and enables more people to acquire the skills that are needed.

Madam Speaker! We live in a changing world, and it feels undeniably as if the changes are occurring at an ever-increasing pace.

Among those things called global megatrends, climate change, globalization, digitalization and technological development, urbanization and demographic changes are usually mentioned. All of this affects our labor market and the educational needs for our adult population.

Sweden's strength for handling changes in society is and has long been education. The AI Commission particularly highlighted popular education and continued investments within the education system so that Sweden can continue to be a knowledge nation at the forefront.

The government has also launched a STEM strategy, which accounts for what measures have been taken previously. It is not very forward-looking but is based on the idea that Sweden should be able to be a part of the knowledge development within natural sciences, technology, and mathematics.

Madam Speaker! Today's children in preschool, pupils in school and at komvux, and students in vocational higher education and higher education are global citizens and power holders who have the ability to be part of the sustainable societal construction in light of the global megatrends that will affect them and our society throughout their entire lives. This places high demands on our entire complex education system.

We will always need easily accessible education for adults to keep up with these changes, whether it is to learn the language and culture of the country one has moved to due to climate change in their home country, to change careers, or to obtain a more qualified profession via komvux or the university college.

Madam Speaker! I move for approval of reservation 2, which concerns competence supply and the sustainable transition.

In this speech, Katarina Luhr (MP) agreed.

The deliberation was hereby concluded.

(A decision was to be taken on 24 April.)

The speech at riksdagen.se, in Swedish (opens in a new tab)