The Ukrainian delegation — comprising representatives of the Ministry of Education and Science of Ukraine, the Ministry of Finance, hromadas representatives, and experts from the Polaris Programme — carried out a study visit to Sweden on 3–7 November. The trip was organised by SALAR International with the support of the Swedish Association of Local Authorities and Regions (SALAR).
The participants had the opportunity to see how Sweden organises the management of preschool, lower secondary and upper secondary education — what decisions municipalities make independently, and how quality assurance, financing, and inter-municipal planning work in practice.
Stockholm Region: a school network built on municipal cooperation
In the first days of the visit, the delegation explored how Strängnäs, Sundbyberg and the Enskede–Årsta–Vantör district of Stockholm organise their educational processes, plan school networks and allocate resources for schools and preschools. The meetings on the ground showed a high level of decentralisation, where municipalities make their own decisions on organisation and financing, combined with strong accountability and quality assurance at every level. Participants also saw flexible models of cooperation between municipalities in upper secondary education, as well as practical, well-integrated approaches to inclusion — from accessible programmes to individual support for learners.
Upper secondary education: Vallentuna, Strängnäs and a model built around student choice
During the visits to the municipalities of Strängnäs and Vallentuna, the Ukrainian delegation examined how upper secondary education (gymnasium) is organised in Sweden:
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Vallentuna, with a population of 35,000, operates only two gymnasiums — considered an optimal size for the municipality.
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Two thirds of local students choose to study in other municipalities.
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One third of students enrolled in Vallentuna’s gymnasiums come from outside the municipality.
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Municipalities are not required to offer the full range of programmes; the offer depends on labour-market needs and available capacity.
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The material and technical provision for both vocational and academic tracks is notably strong.
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Student choice is central — programmes are selected based on individual interests and future career plans.
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Sweden faces challenges similar to those in Ukraine, including shortages of STEM and science teachers and variations in student performance across groups.
During the meeting at Storsthlm, the regional association of municipalities in the Stockholm region, the delegation learned how inter-municipal planning for upper secondary education is organised in the capital area. Even large and financially strong municipalities do not attempt to maintain a full range of programmes on their own — the offer is developed jointly, based on demographic projections, labour-market needs and medium-term resource planning. The financing model ensures equal access for students regardless of where they live, while system performance is monitored through clear indicators: around 85% of students complete academic programmes and about 75% complete vocational ones.
Preschool education: organisation, financing and practical tools for educators
In Sundbyberg and the Enskede–Årsta–Vantör district, the Ukrainian delegation examined how Sweden organises preschool education — from national guarantees to the day-to-day operation of early childhood centres. The visits highlighted a clear division of roles between the national and municipal levels — who is responsible for standards, quality, financing and oversight. Participants also saw how open preschools function as a flexible form of support for families, and how strong municipal management structures underpin the system.
In Sundbyberg, the delegation visited the Didactic Lab Kvasar, where educators can test methods and tools, discuss professional challenges and receive support. Sweden also faces nationwide challenges familiar to Ukraine, including a shortage of preschool teachers and high demands for continuous professional development.
Skolverket: national standards, governance and accountability
The visit to the National Agency for Education (Skolverket) focused on the state’s role in ensuring educational quality. The delegation reviewed the agency’s structure, the distribution of responsibilities, quality-assurance instruments and approaches to teacher professional development. During the meeting, representatives of the Ministry of Education and Science of Ukraine, Anastasiia Konovalova and Nadiia Kuzmychova, outlined key challenges of the Ukrainian system and priority directions for change — decentralisation of governance, development of preschool education and strengthening the capacity of communities.
Key takeaways from the study visit
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Decentralisation works only when the roles of all levels are clearly defined and consistently carried out.
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Inter-municipal cooperation is essential for upper secondary education, particularly for smaller communities.
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Quality is ensured through a systemic approach: external oversight, internal quality processes, data analysis and structured dialogue with employers.
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Inclusion must be embedded in standards, not treated as an add-on.
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Continuous professional development is an integral part of the quality assurance system.
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Data is the foundation for decisions — from planning places in upper secondary schools to budgeting for preschool education.
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Sweden faces similar challenges, including staff shortages and disparities in student outcomes, but addresses them through clear procedures and strong managerial discipline.
The insights gathered during the visit will support Ukraine’s continued work to strengthen the capacity of its communities and to refine the instruments of multi-level governance in education. While Sweden’s experience is rooted in its own context, many of its approaches may serve as a useful point of reference for Ukraine as it advances planning, quality assurance and cooperation across different levels of the education system.
This article draws on the shared observations and analytical inputs of the visit’s participants. A special acknowledgment is due to Oleg Fasolia, Team Leader for Education at the Local and Regional Levels of the Polaris Programme, whose expertise and careful synthesis of the lessons learned significantly informed this overview.
