Riksrevisionen Criticizes Swedish Education Authorities for Lack of Scientific Foundation

A recent report by Riksrevisionen, the Swedish National Audit Office, has sharply criticized Swedish educational authorities—Skolverket, the Special Education Authority (SPSM), and Skolforskningsinstitutet—for insufficient efforts to base education on scientific evidence and proven experience. According to the audit, these authorities provide educational support materials and research compilations that lack systematic literature reviews, transparency, and a robust scientific foundation, leaving teachers without reliable, research-backed tools.

The investigation showed that fewer than 10% of teachers utilize resources from the Skolforskningsinstitutet, compared to 60-65% of school leaders in England who rely on the Education Endowment Foundation (EEF). Almost 30% of Swedish teachers found their education unhelpful for lesson planning, and many rely instead on social media, internet searches, or university courses to gain pedagogical evidence. Teacher exchanges of experience occur sporadically and often without proper documentation.

Riksrevisionen's report highlights the absence of structures to systematically gather and evaluate teachers' practical experiences, which hampers the adoption of proven educational methods. Cognitive researchers have also expressed concerns about the spread of unsupported teaching theories like learning styles. Furthermore, Skolinspektionen was critiqued for emphasizing curriculum documents over research-based factors in its quality assessments.

Project leader Helena Holmlund emphasized that the current materials pose risks by missing important knowledge and noted inconsistent decision-making within Skolverket. Minister of Education Lotta Edholm condemned Skolverket's lack of support for teachers and called for a fundamental overhaul, citing past ideological biases against scientific methods.

Riksrevisionen recommends restructuring responsibilities among the authorities to prioritize solid, transparent knowledge support and suggests adopting models akin to England's EEF. This would provide teachers with accessible, research-based resources to improve pedagogical quality and counteract fleeting educational fads. Overall, the audit calls for a coherent support system that systematically integrates scientific evidence and proven practices within Swedish education.