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Upper secondary school reform (Gy11)

Country of implementation
General short description of the innovation
Reform of the Swedish upper secondary school. The reform covers changes of the 18 national programs provided, as well as a shift in the perception of knowledge and learning guiding the structure in terms of diploma goals and syllabus guiding the programs. A significant feature of the upper secondary school reform of 2011 is an increased focus on vocational training programs, which have been launched as an alternative for pupils with a low study motivation after compulsory school, the requirements for being accepted to a vocational training program are fewer than those attached to the higher education preparatory programs. The vocational training programs specifically aim to provide good prospects for gaining employment or running a business. Vocational training programs are not per se a new addition to the upper secondary education available. Rather it is the format and scope of available programs that has changed in line with the new direction of the 2011 reform. Part of the new features of the vocational training programs is the fact that they are not higher education preparatory, as they previously were. In line with this, the new vocational training programs are structured so that the pupil must undergo a minimum of 15 weeks of the program at workplaces, so called work-placed learning. The idea is to provide the pupil with practical knowledge, as well as an understanding of the professional culture in question as a means of developing a professional identity. Another feature of the reform is the emphasis on entrepreneurial learning, something which should inform all programs and courses, but which is also provided as a separate course which is mandatory in some programs and optional in others.
Target group
Policy Field
  • education
Type of Policy
  • public
Duration of the policy
Starting 2011 >
Scope of innovation
  • Scope: Structural
  • Budgets: 2010-2014: 7.7 billion SEK
  • Number of intended beneficiaries: in 2011 youth 16-19 enrolled in upper secondary school were 393 114
  • Spatial coverage: national
Nature of the innovation-long-term perspective
long-term perspective
Type of ideal-typical strategy for the innovation
  • dualisation
Type of innovation
  • new form of policy implementation/delivery
  • new/changed output and/or outcome
New outputs
  • others (education reform)
Clarification of intended mechanisms, outputs and outcomes (optional)
Preparing students for working life immediately after education, or for further studies in higher education. The aim is also to provide a good foundation for personal development and active participation in society.
Intended target group
Youth 15 and over, primarily 16-19 year olds
Working age population
  • educational level (low/medium/high) (those who hav finished primary school (15>))
Actors involved in policy-making/implementation and/or evaluation
  • central state
  • employers (organised or individual)
Clarification of the role of various actors
New or reformed policies of this type requiring changes in legislation always go out on referral before being decided upon and implemented. Such referral instances usually include municipalities, social partners, evaluative public authorities and relevant interest organizations
Intended output
  • others (education)
Did the innovation have any outcome related to job quantity?
to early to say
Clarification of outcomes in terms of impacting resilience and labour market inclusion
The increased effort to provide vocational training to those student who are tired of studying and lacking in motivation is intended to provide an increased "labour force ready" portion of upper secondary school graduates who will also have som attachment to the labour market at this point. Thereby reducing the number and share of unemployed youth, which is considered a corner stone to social inclusion.
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