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Results in math and science among Swedish fourth and eighth grade students remain at the same levels as in the most recent Timss survey in 2015. Thus, the negative development of the early 2000s has been broken, according to Anna Ekström.
– The negative trend of knowledge results of Swedish students is definitely broken. It’s a message of strength for a Swedish school and overall very rewarding, he says.
Minister of Education Anna Ekström.
Photo: Henrik Montgomery / TT
At the same time, Anna Ekström believes that it is necessary to improve the results in mathematics. In this subject, Swedish fourth and eighth grade students are below the EU and OECD average.
Equality between high-income and low-income schools, he says, is an issue that must be addressed.
– We have a long way to go before Swedish schools were at their best and world class in terms of knowledge and equivalency outcomes. This is not a measure that reassures us. We must continue to strengthen knowledge outcomes in Swedish schools, and above all we must work to break the inequality that puts Swedish schools at risk of falling apart.
– As far as I know, no country has been able to sustainably increase the results of its knowledge if it has not improved equivalence at the same time, says Anna Ekström.
The result in mathematics Kristina Axén Olin, spokesperson for education policy for the moderates is concerned.
– The fact that math results are still below the OECD average with large differences between student groups is worrisome for the future and growth of Sweden. Mathematics is the foundation of a more digital future.
– Anna Ekström and the Social Democrats have no proposals to solve this. The moderates want to increase teaching time in elementary school and invest in math. It is necessary to strengthen principals and teachers to maintain peace and quiet in the school, more focus is needed on knowledge and teacher training must be improved.
Spokesperson for Liberal Education Policy Roger Haddad believes that the supply of qualified teachers must increase.
– 30 percent of those who teach mathematics and 40 percent in science do not have a degree, it is a failure. It’s a failure that students who need to meet the most experienced teachers don’t get it in today’s school, he says.
