This is indeed a very relevant paper that adds to the insights I once shared from Per Kornhall: https://theeconomyofmeaning.com/2016/04/24/this-talk-by-per-kornhall-at-researched-about-education-in-sweden-is-a-mustsee/
This excerpt from the conclusion of the paper is also quite damning:
The sharp rise in absenteeism, ADHD diagnoses, depression, and anxiety among Swedish pupils is not unexpected in a learning environment that continuously overloads the pupils’ working memory, as they have to piece together information on their own. Supporting evidence for the view that the postmodern, social-constructivist paradigm has contributed to the increase in psychiatric disorders among Swedish adolescents comes from Québec.
Haeck, Lefebvre, and Merrigan (2014) found that hyperactivity, anxiety, and physical aggression increased among Québecois pupils relative to pupils in the rest of Canada following a school reform in Québec in the early 2000s that was similar to the Swedish reforms.
Kindly helpers have pointed me towards a new working paper from Magnus Henrekson and Johan Wennström. Henrekson is a professor of economics and heads the Research Institute of Industrial Economics in Sweden. Wennström is a journalist, former government adviser and PhD student. They are concerned with the state of Swedish education.
I have written about Swedish education before. No doubt, there has been a decline in standards, but it can be hard to figure out why. My knowledge of the system has been largely based on third person accounts, speculation and a newspaper article by a Swedish professor that I had translated using Google (and which now appears to be paywalled).
With their paper, Henrekson and Wennström have provided much needed detail and they have been kind enough to publish it in English. It is a compelling read.
Previously, there have been two arguments about Sweden. The first is that any…
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