1. Education in Norway

2. 2 Norwegian Ministry of Education and Research The system - Responsibilities Ministry of Education (MoE) - policy, legislation, budget MoE -6- Departments - Department of Education and training: The 13-year Education and Training system (primary schools, upper secondary Ed. & Training and Adults rights basic education Norwegian Directorate for Education and Training (the executive agency for MoE and responsible for implementing the policy and the development of Primary and Sec. Ed.& Training Counties and Municipalities as school owners are responsible to follow up requirements in Education Act and regulations. To have a system for assessing according the requirements (including initial VET) – and a system to follow up the results of these assessments

3. 3 Norwegian Ministry of Education and Research A good Starting Point Well-developed education system Good accessibility Formal rights for children, young people and adults Competent professionals No significant financial barriers. Society is willing to spend a lot of resources on education Norwegian pupils are happy at school

4. 4 Norwegian Ministry of Education and Research Aspects that must be dealt with - Challenges: to ensure that all learners actually learn what they need One out of four 15 year-olds leave compulsory school with inadequate basic skills One out of four pupils discontinue upper secondary education/training and leave without formal qualifications More than 400,000 adults have poor skills in reading and arithmetic Low expectations of pupils’ achievements in subjects Low motivation for efforts in school subjects Unrest in classes and groups

5. 5 Norwegian Ministry of Education and Research Policy Initiatives White Paper no. 30 (2003-2004) Culture for learning (Knowledge Promotion) White Paper no. 16 (2006-2007) “…and no-one was left behind” Early Measures for Lifelong Learning

6. 6 Norwegian Ministry of Education and Research The Objectives of the White Paper “…and no-one was left behind” To make it possible for everyone to acquire the competence they need to create a good life - Nobody is to complete compulsory education without having acquired basic skills - Everyone is to have documented qualifications from upper secondary education/training -Those who need it must be allowed a new chance to acquire basic skills as adults Social equalisation - The likelihood of succeeding must not be linked to family background

7. 7 Norwegian Ministry of Education and Research Knowledge Promotion New Reform in Primary, Lower Secondary and Upper Secondary Education and Training. New curricula and a new structure introduced August 2006

8. 8 Norwegian Ministry of Education and Research New Curriculum consists of three parts: a) Core Curriculum b) Quality Framework c) Subject Curricula

9. 9 Norwegian Ministry of Education and Research Core Curriculum Constitutes the binding foundation and values for primary, secondary, upper sec. and adult education and training The Norwegian Parliament (Storting) gave it’s full consent to the Core Curriculum in 1993. When the reform- Knowledge Promotion was discussed in Parliament 2004 there were still consensus in keeping up the above principles laid down in the Core Curriculum

10. 10 Norwegian Ministry of Education and Research The Quality Framework: States the responsibility for schools and training establishments to organize and adapt the teacing and learning processes for the purpose of developing broad competences for pupils and apprentices Key Competences (Lisbon strategy) are integrated into the Quality Framework i.e: -Learning Strategies (learning to learn) -Social Competences -Cultural Competences -Motivation for learning -Pupil participation These competences will not be assessed by marks.

11. 11 Norwegian Ministry of Education and Research Basic skills* – integrated into all subjects from grade one: Basic skills are cross curricular skills/subject curricula independent The ability to express oneself orally The ability to read The ability to do arithmetic The ability to express oneself in writing The ability to use digital tools But- when integrated in all subject curricula – consequently – subject curricula dependent *Basic skills- part of Lisbon strategy

12. 12 Norwegian Ministry of Education and Research New subject curricula Ministry issues regulations on the number of periods for each subject (a prescribed minimum) which each pupil is entitled, and which the school is required to provide More flexibility - the opportunity to dispose up to 25 % of the time allocated for the subject Objectives for pupils’ competence (learning outcome) after 2nd, 4th, and 10th grade (stage) and after every stage in upper sec. education & training Continuity and coherence in learning outcomes Local freedom in how to organize and adapt the teaching and learning, i.e. freedom of methods Possible to undergo a test or exam in all subjects and courses without being a pupil/student Possible to obtain a Craft or Journeyman’s certificate without being an apprentice

13. 13 Norwegian Ministry of Education and Research Knowledge Promotion Marks will qualify for entering Upper Secondary Upper Secondary – 12 Programmes - 3 Academic Education Programmes - 9 Vocational Education Programmes

14. 14 Norwegian Ministry of Education and Research Policy strategic plans Competence for Development Programme for Digital Competence Make Room for Reading! A Joint Promotion of Mathematics, Science and Technology (MST) Equal Education in Practice See the Opportunities and Make them Work Languages Open Doors The Learning Environment in Schools and Training Establishments

15. 15 Norwegian Ministry of Education and Research Transparency and involvement in decision processes: Involvement of Stakeholders –Social Partners (tripartite principle in vocational education and training) –Teachers’ Associations –Pupils’ Association –School Owners –Parents and Pupils –Research institutions –Civil Society/National Debates