The budget impasse and school digitization: Please wait... (cont'd)

The Swedish National Agency for Education has presented a proposal for a national strategy. Damberg and Löfven talked programming in Aftonbladet. But when it comes down to it - in the budget bill - nothing is promised.

This week, the government presented its budget proposal. For those of us who have been waiting for years for the government to tackle the issue of school digitization and ensure that it becomes at least as digitally mature as at least - say - the third worst quarter of the public sector, the budget bill was another disappointment.

During the spring and summer, the National Agency for Education has gradually developed a proposal for a national strategy for the digitalization of the school system. In a debate article in Aftonbladet in August, ministers Fridolin and Damberg mentioned the strategy work in a way that a hopeful, or careless, reading could interpret as making the National Agency for Education's proposals their own.

But when the budget bill was presented, there was nothing in the section on schools, other than a vague formulation (p. 201) that can be summarized: "we are working on it". No initiatives are announced, no funds are allocated.

But, someone may object, is it not reasonable to first wait for feedback on the Swedish National Agency for Education's strategy work, before deciding on initiatives and money? A first question is: Will the strategy be sent for reply to public consultation? It has now been three months since the Swedish National Agency for Education submitted its last report, and we still know nothing. They certainly don't seem to be in a hurry.

A second comment is: The fact that the National Agency for Education's proposals have not been finalized does not prevent the government from having an opinion on the matter. It could be clear that the school should be digitized, no matter what. It could be clear that both principal and teacher training must be reformed, taking into account the pervasive effect of digitization. Not least, it could be clear that the digital skills of both teachers and pupils are an important issue that needs to be addressed.

A telling example of non-engagement is that the only time programming is mentioned is on page 112, where reference is made to a survey by the Swedish National Agency for Education on programming as an area in which teachers themselves feel a great need for competence.

The world around us - with England and Finland as shining examples - is rushing to digitize schools, with programming on the school timetable as one of the initiatives. When will we see initiatives from our government? Or will being the world's best in digitization be just empty words when it comes to something as fundamental as the digital skills of the future - our young people?

Ministers Ekström, Fridolin and Eriksson (=Peter, the Minister of Digitization, you know), wake up!