Response to interpellation 2025/26:59 on English-language instruction in education according to the Swedish curriculum
Translated from Swedish by AI; the translation may contain errors. The Swedish text is the original.
Summary AI, written in advance
The debate concerned English-language teaching in schools and the need to review the current regulatory framework. L argued that all students should receive high quality and that skilled teachers are crucial 1. L stated that the quality of English-language teaching can be raised and that there are reasons to review the regulation 1 2 3 4. L emphasized that the government is implementing extensive reforms and investments in schools 2 3 4. S argued that the system is characterized by market logic and profit-seeking where English is used as a marketing argument rather than a pedagogical tool 5 6 7. S demanded concrete legislative changes to secure Swedish teacher certification and that at least 75 percent of the teaching takes place in Swedish 5. S emphasized that the Swedish language is the foundation for democratic participation and that the market school must be stopped to guarantee an equal school 6 7.
Written by AI in advance and may contain errors. The numbers lead to the speech a statement builds on; check against the text below.
Utbildnings- och integrationsministern Simona Mohamsson (L)
Madam Speaker! Linus Sköld has asked me how I intend to act to change the provisions of the Education Act and when we can expect such an initiative to be taken. Linus Sköld has also asked me how I can act so that the Swedish Schools Inspectorate can do what is possible so that children in schools with English-language instruction also receive a high-quality education while new rules are being developed.
I want to begin by stating that all students in Sweden shall receive high-quality education. Skilled teachers are the single most important factor for the quality of the teaching, and they play a decisive role for the children's and students' learning.
During the total time that a student receives English-language instruction, at most half of the instruction may be given in English. The Swedish Schools Inspectorate is responsible for and decides whether a head of school who wishes to organize instruction in English is permitted to do so. In order to be permitted to organize instruction in English, requirements are set, among others, that the instruction must be of good quality and that the students receive sufficient knowledge in Swedish to achieve the goals of the education.
There are also requirements that teachers who teach in English have certification and qualification, or that the teacher has a foreign teacher education that corresponds to a Swedish teaching degree and competence to teach in the language. Skolinspektionen's mandate to review quality and exercise supervision over operations and principals also covers operations where instruction is given in English. Skolinspektionen can revoke a decision to organize instruction in English if the requirements are not met.
The Swedish Schools Inspectorate's review, "The quality of English-language teaching when provided in subjects other than languages," shows that the quality of the teaching conducted in English can be improved in 27 of the 30 reviewed schools. The review reveals that many schools lack knowledge on how to teach both the language and the subject simultaneously. Even though the review does not provide a national picture, the results are worrying. Knowledge in the Swedish language is crucial for developing new skills and, in the long run, for being able to participate in society.
In light of the quality deficiencies that have emerged and that the number of schools with permission to conduct parts of the teaching in English has increased significantly since the regulations were introduced, there may be reason to review the regulation. I may return to how a potential review of the regulatory framework should proceed.
Since the interpellator reported that he was prevented from attending the meeting, the second deputy speaker granted that Kadir Kasirga (S) instead was allowed to participate in the interpellation debate.
Kadir Kasirga (S)
Mr. Speaker! Thank you, Minister for Education Simona Mohamsson, for the answer! This interpellation has been submitted by my colleague in the Riksdag, Linus Sköld, and it is a highly topical issue.
Mr. Speaker! This is about more than the language; it is about equality, quality, how far we allow market logic to shape Swedish schools, and about the students' right to an equitable education, regardless of background or which school they attend.
The Swedish Schools Inspectorate's latest review of English-language teaching according to the Swedish curriculum shows that 27 out of 30 schools have deficiencies in quality. It is a condemnation of a system where the teaching is increasingly driven by companies with a focus on making profits for their shareholders and not on providing the students with the best possible education. It is a symptom of something larger, namely the marketization of Swedish schools.
When venture capital companies are allowed to run schools where instruction is largely conducted in English, the purpose is not always pedagogical. It is about creating a brand that sells. English becomes a marketing argument, not a tool for learning. Parents and students are lured by promises of an international profile and better future opportunities, but behind the facade, the Skolinspektionen report shows that many students do not receive enough instruction from teachers who master the language sufficiently well and that the instruction often lacks methodology to integrate language and subjects.
Mr. Speaker! We Social Democrats believe that school should not be a market but a pillar of society. When students risk receiving a poorer education due to the school companies' unregulated use of English, the policy must act and take responsibility.
We know that the teaching and activities of 27 of the 30 reviewed schools are still ongoing, despite the deficiencies. The Minister for Education says in her response that she may return with a review of the regulatory framework. My question to the Minister for Education therefore becomes: When does the Minister intend to take the initiative for a concrete legislative change? When will we receive a government bill that strengthens the requirement for Swedish teacher certification and ensures that at least 75 percent of the teaching is conducted in Swedish?
Utbildnings- och integrationsministern Simona Mohamsson (L)
Mr. Speaker! A well-functioning school is the foundation for more people to have the opportunity for a good future. International studies show that Swedish students' knowledge results have fallen in recent years. There are independent schools with many unqualified teachers and problems with grade inflation.
The Government considers that there are inherent flaws in the free school system as a whole, and we want to perform a complete renovation of the free school system by changing the drivers and incentives.
There is much that is good in Swedish school, but also much that can be improved. We need a clearer knowledge orientation in school, and we are therefore working with proposals regarding, among other things, a new curriculum, a new grading system, and a new teacher education. School shall be a place where students develop new knowledge both in languages and in other subjects. It is therefore important that the teaching maintains a high quality.
There are today, as said, opportunities for schools to organize parts of the teaching in English, and there are, among other things, requirements that the teaching shall maintain good quality and that teachers who teach in English have good competence to teach in precisely English. But there are also indicators that the teaching at schools that organize parts of the teaching in English can be improved. There may therefore be reasons to review the regulations that exist today.
Kadir Kasirga (S)
Mr. Speaker! I thank the Minister for Education, Simona Mohamsson, for the answer!
Let us be honest: I do not believe that we need a cosmetic renovation of the independent school system, which is what the minister is actually saying. The government has had the chance to act for three years. But when we Social Democrats proposed changes to address the systemic flaws in the school's market logic to stop the venture capital companies' pursuit of profit at the expense of children's education, the minister's own party voted against our proposal. As long as independent schools are allowed to compete for students with English-language instruction as a selling point without requirements for quality, the problems will continue.
It is gratifying that the government acknowledges the shortcomings, but the government refuses to address the root cause: profit-driven actors in a system where students have become customers and teaching has become a product. It is not about being against English and teaching in the English language; it is about the language in school being a pedagogical choice, not a marketing trick. It is about teachers having the right competence and language skills and that students should be able to develop their Swedish language. The Swedish language is, after all, the foundation for democratic participation, inclusion, further studies, the labor market, and social engagement.
Mr. Speaker! The truth is that a student today can spend their entire primary school education at a Swedish school where the majority of the instruction takes place in English, with teachers who do not master the Swedish language. This has been shown by the School Inspectorate's report. It is not only a quality problem but also an equality problem. For children of highly educated parents, English environments may feel inspiring, but for children growing up in homes where Swedish is already a second language, this can become a double language barrier. If we do not act, we risk reinforcing both class divides and segregation.
Research has also been clear that children learn best in their strongest language. English as a language of instruction can work, but only if it is done deliberately with trained teachers and educators who also master the Swedish language. I believe we agree in that analysis.
The School Inspectorate has shown that these schools are not managing the teaching today. I really hope, as I said in my first post, that the government takes it seriously and submits a bill to the Riksdag, acts, and moves from lip service, from words to action.
Utbildnings- och integrationsministern Simona Mohamsson (L)
Mr. Speaker! School is one of the government's primary priorities. The government is working with many and extensive measures to improve the Swedish school. Proposals are now being prepared regarding, among other things, a new curriculum, a new grading system, increased safety and study environment, a new support system, a regulation of time for teaching, and increased quality of teacher training.
In the budget bill for 2026, the government proposes that preschool and school be allocated 4.3 billion kronor. For 2026–2028, the government estimates that the funds amount to 14 billion kronor.
In addition to the reforms being prepared now, there are initiatives such as a strengthening of the knowledge grant and the state grant for quality-enhancing measures in preschool, and an extension of state grants for safety-enhancing measures within the school system. We are doing a lot for the school.
I share the interpellant's concern, especially regarding the importance of the Swedish language. I also share the assessment that there are reasons to review the current regulations. An amendment of the regulations needs to be preceded by a careful analysis in an investigation. I can return to how a potential review of a regulatory framework should be proceeded with.
Kadir Kasirga (S)
Mr. Speaker! This is a very important issue. It also touches upon the systemic error in Swedish schools, that is to say, the market school.
We Social Democrats stand for a school that holds Sweden together, not one that divides children into market segments. Here, the government, and particularly the Liberals, if they stand by their words, simply need to pull themselves together.
The government says it wants to review the regulatory framework, but reviewing is no longer enough. We need action now. We need to put a stop to the systems that allow profit-seeking at the expense of the students. We need to ensure that the Swedish language has a strong and self-evident place in education. It does not matter whether it is a municipal school or whether it is Internationella Engelska Skolan.
We need to guarantee that every teacher, regardless of language, has the right qualifications and support to provide the students with the best possible education. When the government is ready to actually tackle the school's market system and put the students' right to knowledge before the market school's right to profit, we Social Democrats will also be ready to cooperate. But until then, we will continue to remind what is at stake: an equal school, a cohesive society, and every child's right to knowledge in a language they truly understand. Then one must tackle the core problem, and that is the market school. That must be stopped.
Utbildnings- och integrationsministern Simona Mohamsson (L)
Mr. Speaker! I share the assessment that there may be reasons to review the regulations on English-language instruction. But I do not share the assessment that the government is doing too little. The government proposes historical investments in schools in the coming years. Right now, several extensive reforms are being prepared to strengthen Swedish schools.
The Swedish Schools Inspectorate has an important mission to inspect principals, schools, and other activities. The purpose is, among other things, that all children and students shall receive an equal education of good quality in a safe environment.
It is important that the Swedish Schools Inspectorate has the conditions to carry out its mission. In order for the authority to be able to increase its presence and conduct more inspections, including unannounced visits, the capacity in the Swedish Schools Inspectorate's operations needs to be strengthened. The Government has therefore, during the mandate period, reinforced the Swedish Schools Inspectorate's inspection activities with a total of 25 million kronor for 2024 and 47 million kronor for 2025. The inspection activities are expected to be further strengthened during 2026 and 2027. These are also important ways to ensure that all children can be guaranteed an education of high quality.
Source: The Swedish Parliament. The speeches come from the open data of the Riksdag, translated into English by AI, which may contain errors.