Many companies have difficulty finding new employees with the right training and experience. At the same time, Sweden has, in the middle of the boom, a significant unemployment. Latest seasonally adjusted data from Statistics Sweden shows that the unemployment rate is 6.2 per cent. For young people aged 15-24 years is the rate of the entire 16.9 percent.
The bad matching between labour supply and demand is a reminder of how important it is with the educational choices that work in the labour market. The coming weeks, a new cohort choose the path facing the upper secondary school. Most of the young people born in 2003 will leave the ninth grade to the summer and to start an upper secondary education to fall.
before professional groups 2019 Swedish Enterprise with the help of Statistics Sweden, SCB, taken out facts about how it has gone for students on all programmes in the Swedish upper secondary schools. The statistics shows how students fared in the labour market few years after graduation, but also how it went in school with national tests and grades.
All this material that we are now making available on the site Gymnasiekvalitet.see, in order to promote thoughtful educational choices.
the high School program and many schools ' organization has changed in recent years. Therefore, one needs to evaluate what the statistics on previous cohorts say about today's program on a case-by-case basis. The ambition of the Gymnasiekvalitet.see is to present the hard facts as is possible about how it has gone for the students from different programs in the school and in the labour market, and to let the year gymnasieväljare themselves evaluate these data together with other evidence.
Especially interesting for gymnasieväljarna it should be that the variations within one and the same program within one and the same region is so large.
Among the students who left secondary school in 2006 was 89 per cent of employed persons ten years later. At the same time, 55 percent have been unemployed at some time during the years 2007-2016. The average disposable yearly income was 257 000 sek.
shows that the revenue varies greatly between the different programs ten years after they left high school. A maximum of snittinkomster achieved the students who left the vocational programs within the construction, energy and electricity, and the technology programme:
energy programme: 307 000
Byggprogrammet: 295 000 sek
the technology programme: 291 000
electricity programme business: 291 000
the Sections for the various national programmes differ, but the spread in results between different programs at different schools is even greater. The students from the individual energy with the highest disposable income ten years after high school earn more than 400 percent more than students from the same program at the school where the pupils reached the minimum snittinkomsterna.
how much higher the income, the students from the individual programme at the school with the highest incomes compared with the incomes of students from the same program at the school with the lowest income:
energy programme: 440% higher income
the Trade and administration: 420%
electricity programme business: 250%
the Children and recreation program: 190%
offering a course: 130%
Hotels and restaurangprogrammet: 100%
the food programme: 50%
the Variations in unemployment within one and the same program at different schools is also large. For example, there is a counter at a secondary school which has three times as many who have been unemployed any time during a ten-year period, compared with the best performing byggprogrammet.
It is striking how well some of the vocational programs and technology programs. The students from the municipal Vimmerby gymnasium's elprogram have among the highest disposable annual income ten years after graduation, 675 000 sek. Teknikprogrammen at Gislaved gymnasium, Farsta Gymnasium is not far behind with the income of the 585 000 sek respective 572 000 sek.
has been close cooperation with the businesses can get over the law of good in the labour market with high employment and income higher than average. The lowest rates of unemployment after offering a course has, for example, the students who passed the SKF Technical high school in Gothenburg and Volvogymnasiet in Skövde, sweden had. The students from these programs and schools is also above the average income ten years after school.
There are also significant regional variations. A clear example is that students from fordonsprogrammen in the county of Stockholm, managed to avoid unemployment in a much higher degree than students from fordonsprogrammen in Västernorrland. The latter has more than 70% higher proportion who have been unemployed at any time during the ten years after high school compared with their colleagues from Stockholm.
However, headteachers in the low performing high schools can't blame it on the labour market disparities between different parts of Sweden, or on the variations between different national programmes. The differences in results between different schools in the same region with the same programs is great. The different byggprogrammen in the Western Region is a clear example. Students from byggprogrammet in the Crowd notes, more than twice as high a proportion who have been unemployed compared with byggprogrammet in related Be.
and their parents to choose the educational path coming weeks, the results of the survey presented here give us pause for thought. Obviously, there are courses where the students after graduation are performing far worse on the labour market than others. Particularly interesting for gymnasieväljarna it should be that the variations within one and the same program within one and the same region is so large. It also deserves to be highlighted is how good snittlöner students on some vocational programmes and technology reach.
The facts we present can help gymnasieväljarna to make thoughtful educational choices. In the future should headteachers at upper secondary schools have the responsibility to report how their programmes students are faring in the labour market. Such information should be included to the consumer when the schools present their range of interested niondeklassare and their parents.
policy-makers and school principals should also use the facts we present to assess and develop the high school programs. Schools that have poor results should cooperate more with business in order to improve the students ' conditions after the training. Increased cooperation between schools and enterprises contribute to the high-school programme will be more relevant for the professional world, and thus to the students ' position to get a job and livelihood improvement.