During spring 2026, Skolverket (the Swedish National Agency for Education) published updated guidelines for workplace-based learning (APL) in upper secondary vocational programs. The new guidelines mean clearer requirements for how schools should follow up students during the APL period, with a focus on structured documentation, regular contacts and quality assurance of workplaces.
Workplace-based learning (APL) is the part of upper secondary vocational education where the student learns the profession at a real workplace. Skolverket's new guidelines aim to ensure that the APL period provides genuine learning, not just attendance.
What the new guidelines mean#
Structured follow-up#
Skolverket emphasizes that schools should carry out at least three documented follow-ups during each APL period:
- Initial check-in (weeks 1–2): Verify that the student has started, that tasks match course objectives and that the supervisor knows what's expected.
- Midpoint follow-up: Assess the student's development and adjust tasks if needed.
- Final evaluation: Summarize the period, document objective achievement and collect the supervisor's assessment.
Supervisor training#
The guidelines underline that workplace supervisors should have completed supervisor training or at least have received an introduction from the school about the program's objectives and assessment criteria.
Quality assurance of workplaces#
Schools are expected to carry out an assessment of the workplace before placing a student:
- Can the workplace offer relevant tasks?
- Is there a named supervisor?
- Does the workplace meet basic work environment requirements?
Background#
The quality of APL in upper secondary schools has long varied significantly. A report from Skolinspektionen (the Swedish Schools Inspectorate) in 2024 showed that many schools lacked systematic routines for follow-up and that students in some cases were left without contact with the school for several weeks.
Skolverket's updated guidelines are a response to this criticism and aim to create a minimum standard for how APL should be organized.
How schools are affected#
More administrative work#
The requirement for documented follow-ups means APL coordinators need to allocate more time per student. Schools with large student groups in vocational programs may need to review their staffing.
Need for digital tools#
Manual follow-up through phone calls and paper forms becomes harder to scale. Schools handling hundreds of APL placements per year may need digital systems to:
- Track follow-ups per student
- Document the supervisor's assessment
- Follow up employer contacts
A digital internship platform like Prakto offers schools the ability to gather all APL documentation in one place, from daily check-ins to final assessments, making it easier to meet Skolverket's requirements.
Stronger collaboration with workplaces#
The guidelines will likely lead to more frequent contact between schools and workplaces. This can be positive long-term but requires schools to build relationships with companies that offer not just placements but also quality in supervision.
How supervisors are affected#
Workplace supervisors can expect:
- Clearer information from the school about course objectives and assessment criteria
- More contact points with the APL coordinator
- Opportunity to participate in supervisor training
- Requirement to contribute a written assessment
This creates no new legal requirements for companies, but it means schools will set higher expectations for the workplaces they collaborate with.
Reactions#
Teachers and coordinators#
Among teachers and APL coordinators, reactions have been mixed. Many welcome clearer guidelines but express concern about the increased workload.
"We've wanted this for a long time. The problem is that we don't get more resources to implement it." — APL coordinator, upper secondary school in western Sweden
Industry organizations#
Several industry organizations have expressed support for the update, emphasizing that quality assurance of APL also benefits companies through better-prepared students.
Timeline#
| Event | Date |
|---|---|
| Skolverket guidelines published | Spring 2026 |
| Information campaign to principals | May–June 2026 |
| Expected implementation | Autumn term 2026 |
| Follow-up and evaluation | Spring 2027 |
Related reading: More Companies Offer Summer Internships in 2026, AI and Internship Matching and Skills Shortage in Sweden.
FAQ#
Are the new guidelines mandatory?#
The guidelines are not binding regulations, but Skolverket expects principals and schools to follow them. Skolinspektionen can review APL quality as part of its supervision.
What happens if the school doesn't follow the guidelines?#
Skolinspektionen can direct criticism at schools that lack functioning routines for APL follow-up. In serious cases, it can lead to an injunction.
Do supervisors need to take a course?#
The guidelines recommend supervisor training but do not set a formal requirement. The school should, however, give the supervisor an introduction to the program and assessment criteria.
Does this also affect LIA in higher vocational education?#
No, these guidelines apply to APL in upper secondary vocational programs. LIA in higher vocational education (YH) is regulated by the Swedish National Agency for Higher Vocational Education (MYH) and has its own guidelines.
Sources#
- Skolverket – Workplace-based learning (apl): skolverket.se/regler-och-ansvar/ansvar-i-skolfragor/arbetsplatsforlagt-larande-apl – official regulations on APL, scope, supervisors and the principal organizer's responsibility.
- Skolinspektionen: skolinspektionen.se – supervision and quality reviews of school operations.
