- 2018Design
- 2019Design
- 2020Design
- 2021Design
- 2022Approved/Agreed
- 2023Approved/Agreed
- 2024Approved/Agreed
Background
Swedish upper secondary education, including IVET, consists of courses and after each course learners receive a grade that contributes to their overall grade. Grades achieved in higher level courses in a subject that builds on progression from lower level courses do not replace, the previous lower grade obtained in the subject. Consequently, low grades from earlier courses are stated in the final diploma, although the learner progresses and achieves more advanced skills in later courses. Learners and others have felt that the system is counterproductive to skills development since the incentive may be stronger to study easier courses in new subjects instead of more advanced and/or difficult courses in a subject that has been previously studied. The system has also been criticised for increasing stress.
Objectives
To set up a grading system that increases incentives for learners to study more advanced courses in a subject and to reduce stress.
Description
A national commission of enquiry was set up in 2018 with a mission to propose a grading system that would increase incentives for learners to study more advanced courses in a subject and to reduce stress by replacing the current course-based grading system with a subject-grading system in which the grade for the last and highest-level module in a subject would be used for calculating the average grade. In the new system, a grade will be given for a subject as a whole not for each course in the subject.
In 2019, the national commission of enquiry continued its work on a proposal for a new grading system.
In August 2020, the commission of enquiry reported its proposals to the Ministry of Education. In November, the National Agency for Education received a government mission to prepare a new upper secondary education grading system based on the proposals of the enquiry. Some subject syllabuses included in the curriculum ordinance are decided by the government, while all VET subjects are decided by the National Agency for Education. As a consequence, the National Agency for Education may propose changes to the content and the diploma goals of the VET programmes. The mission also covered an effort to include modules in Swedish and English in all VET programmes to give the learners a realistic opportunity to become eligible for admission to tertiary education.
In 2020, the National Agency for Education is reviewing syllabuses in 325 subjects in upper secondary education and an additional 75 subjects in upper secondary education for learners with learning disabilities. There are 1 086 courses in the 325 subjects, of which 785 are VET courses. Some new subject syllabuses will be developed, others may be discontinued or changed in the process. The syllabuses and courses are shared by IVET in upper secondary education for young people and by IVET/CVET at upper secondary level in municipal adult education.
In 2021, the National Agency for Education was commissioned to prepare for the new grading system.
The new grading system based on subject grades was approved by the Parliament in February 2022. It is intended to be implemented in upper secondary education level in autumn 2025.
In 2023, the Agency of Education is working on the reform new grading system in upper secondary school and adult education based on subject grades. Over 600 subjects need a new curricula and decision.
In 2024, the Agency of Education is working on the reform of the new grading system in upper secondary education and adult education based on subject grades.
Bodies responsible
- National Agency for Education
- Ministry of Education and Research
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Learners with disabilities
- Adult learners
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). New grading system - subject grades: Sweden. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/38584