1. OECD-seminar for French Ministry of Education Paris, March 18, 2013 Roar Grøttvik, Political adviser Continuing education and training of teachers in Norway

2. The political system for education Central government responsible for higher education 19 counties responsible for upper secondary education 427 municipalities responsible for primary and lower secondary education Many small units with a weak competence base Tittelen endres i "Topp- og Bunntekst..."s2

3. The education system Tittelen endres i "Topp- og Bunntekst..."s3

4. The numbers Primary and lower secondary: 615 000 students (1-10) Upper secondary: 76 500 students (11-13) Teachers/school leaders – Primary and lower secondary95 000 (72 000) – Upper secondary34 000 (27 000) Primary and lower secondary schools: 3400 (1-7; 1-10; 8-10) Upper secondary schools: 400 Tittelen endres i "Topp- og Bunntekst..."s4

5. Teacher qualifications Traditionally two different teacher competences – The general teacher – The subject teacher Movement towards a stronger emphasis on the specialized subject teacher A new teacher education for Primary and Lower secondary education introduced 2010 with specialization 1-7 and 5-10. Most political parties now agree with our union that all teacher education should qualify for a Masters degree. Tittelen endres i "Topp- og Bunntekst..."s5

6. History of in-service training in education The competence based pay scale A personal responsibility The non-conclusive division of responsibility between central and local government The difference between non-formal and formal – the employer and the employee The competence reform 2006 – the start of a new era Tittelen endres i "Topp- og Bunntekst..."s6

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8. The partners Tittelen endres i "Topp- og Bunntekst..."s8 This comptence strategy is developed in a cooperation between KS (organization for municipalities and counties), Utdanningsforbundet, Norsk lektorlag, Skolenes Landsforbund, Norsk Skolelederforbund and the central education administration. It is a common foundation for the Knowledge Promotion Reform that will be implemented 2005–2008. Kristin Clemet Minister of Education Halvdan Skard President, Kommunenes Sentralforbund Helga Hjetland President, Utdanningsforbundet Gro Elisabeth Paulsen President, Norsk Lektorlag Gro Standnes President, Skolenes Landsforbund Eli Vinje President, Norsk Skolelederforbund

9. Aims The teaching personell must have a competence that can ensure students and apprentices an education adapted to individual needs and which can make it possible for them to develop capabilities and talents in accordance with the curriculum. Through this strategy to enhance the competence of school leaders, teachers and trainers in training establishments will be stimulated and given a chance to meet the challenges posed by the changes of structure and content of the Knowledge Promotion Reform. Tittelen endres i "Topp- og Bunntekst..."s9

10. The budget and organization Central government approx. 40 mill euro per year Local governments were expected to use the same amount The partners formed a central working group The work was administrated by Directorate of Education Most of the money were sent to counties and municipalities to be used according to local priorities Tittelen endres i "Topp- og Bunntekst..."s10

11. Evaluation report 2008 In spite of the strategy the total amount of in-service training has not increased. Some tendencies of improved culture for systematic learning within the school. Teachers not much involved in decisions at local level Approximately 20 % of the money is used for formal learning. Differences between municipalities on how much money and responsibility is delegated to the school level. Teachers and school leaders more satisfied where more decisions are delegated to school level. Lack of consistency and long time planning in choice of themes A disproportionate large part of the funds is used for school leaders Tittelen endres i "Topp- og Bunntekst..."s11

12. A new cycle: Competence for quality 2009-12 Changes on the basis of evaluation: –A principle of high quality with all aspects of the effort –A much more centralized system –Only formal in-service training included –Most areas of study decided at central level –Study time calculated as for ordinary full-time students, 1 year of study = 60 study points, or 1/3 of a bachelor. –40-40-20 division of cost of study time. In addition: Central government buys student positions in higher education, employers pay for travelling expenses and study material. –Main problem: Many employers refuse to let their teachers use the system. –New formal partner: National council for teacher education Tittelen endres i "Topp- og Bunntekst..."s12

13. Third cycle: 2013-15 Adjustments: –Local flexibility increased for decision of contents –Increased flexibility for geographic distribution –Cost of study time – division of cost changed to 50-25-25 –Informal training and formal learning for school leaders brought under the strategy umbrella –Number of teachers in formal learning increased from 1500 to 1850 per year, most of them as half time students. Tittelen endres i "Topp- og Bunntekst..."s13

14. Our goals Establish a permanent system for in-service training for all teachers and school leaders The system must be integrated with initial teacher education and induction Establish a right and an obligation for all teachers to do in- service training The system should be linked with establishment of professional career paths for teachers as an alternative to administrative career paths. The profession should have a major influence on these systems and should take a larger share of the responsibility for outcomes. Tittelen endres i "Topp- og Bunntekst..."s14

15. Thank you …………… for listening. Political adviser Roar Grøttvik Union of Education Norway roagro@udf.no +47 918 38 119 Tittelen endres i "Topp- og Bunntekst..."s15