Ingen lysbildetittel

1
Royal Ministry of Education and Research
Norwegian efforts for children at risk Ellen
Lange, MoER
2
National Plans of Action for the Disabled

• Aiming at
• Full Participation and Equality
• Education for All
• In order to reach the goal,
• Society must be made non-disabling
• From integration to inclusion
• A major shift of perspective, looking for
  obstacles around the disabled person and in the
  human mind

3
Three Plans of Action for persons with
disabilities

• 1st period 1990 - 1993
• 2nd period 1994 - 1997
• 3rd period 1998 2003
• 2004 and onwards A platform has been
  estabalished for further development
• Some changes and improvements are expensive
• Some changes are mainly related to attitudes
• Democracy supports weak voices

4
Ministries involved 1998 - 2003

• Ministry of Health
• Ministry of Social Affairs
• Ministry of Labour and Government Administration
• Ministry of Children and Family Affairs
• Ministry of Local Government and Regional
  Development
• Ministry of Education and Research
• Ministry of Cultural and Church Affairs
• Ministry of the Environment
• Ministry of Trade and Industry
• Ministry of Transport and Communications
• Ministry of International Affairs (Development
  Cooperation)

5
Organisation

• An inter-ministerial committee of State
  Secretaries from each Ministry involved
• Norwegian State Council on Disability
• Annual reports
• The Ministry of Education and Research has
• a group of representatives from all departments
  (ed. and training, adults, higher ed, admin,
  research)
• user participation through an organised forum
  (user representatives need training!)

6
The UN Standard Rules (1993)

• The General Assembly would urge all governments
  and organizations to strengthen efforts to
  implement the Standard Rules on the Equalization
  of Opportunities for Persons with Disabilities,
  adopted by the Assembly in 1993, by legal,
  administrative and all other appropriate
  measures.
• The UN Standard Rules are not legal tools, they
  represent moral obligations and are good lobbying
  tools for officials and Non-Governmental
  Organisations
• Did your government sign the Standard Rules?
• http/www.un.org/esa/socdev/enable/dissre00.htm

7
United Nations Standard Rules on the Equalisation
of Opportunities for Persons with Disabilities

• Rule 6 - Education
• States should recognise the principle of equal
  primary, secondary and tertiary educational
  opportunities for children, youth and adults with
  disabilities, in integrated settings. They should
  ensure that the education of persons with
  disabilities is an integral part of the
  educational system.

8
United Nations Standard Rules on the Equalisation
of Opportunities for Persons with Disabilities

• Rule 14 - Policy- making and planning
• States will ensure that disability aspects are
  included in all relevant policy-making and
  national planning.
• Rule 15 - legislation
• States have a responsibility to create the
  legal bases for measures to achieve the
  objectives of full participation and equality for
  persons with disabilities.

9
Green Paper 200122 From User to Citizen - A
strategy for the dismantling of disabling barriers

• Commission findings
• Too many complaints from parents and pupils in
  kindergarten, primary and secondary school about
  the special needs education offered.
• A lack of competence in creating and developing
  opportunities for work for disabled people, both
  in public and private sector.

10
NOU 200122 From User to Citizen - A strategy
for the dismantling of disabling barriers

• Insufficient offers available for adults excluded
  from the labour market.
• Approach and efforts within the sub-sector of
  higher education are not strong enough.
• Universities and colleges lack knowledge about
  the requirements necessary to serve students with
  disabilities.

11
EFA Flagship Programme for Inclusion and
Education for the disabled

• In spite of some challenges not yet overcome at
  national level, Norway has established
• An Education for All (EFA) Flagship Programme for
  Inclusion and the Right to Education for disabled
• a development cooperation between UNESCO Paris
  and the University of Oslo, funded by the MoER

12
1994 A Follow-up Service for Secondary education

• Objective
• To provide young people who have dropped out of
  school or apprenticeship (or who are at risk of
  dropping out) with advice, support and
  opportunities leading to some sort of formal
  competence.
• The Follow-up Service has recently been included
  in the national Plan of Action to Fight Poverty

13
A Follow-up Service for Secondary education

• The Service is obliged to work in close
  cooperation with municipal, county and government
  institutions, including
• Labour market offices,
• Health and social offices and the
• Educational-Psychological counselling service
  (school-pedagogical services)
• and the lower and upper secondary schools.

14
Increased focus on minority groups in education

• Around 50,000 pupils out of 800,000
• Ethnic minorities from 150 different language
  areas
• National minorities Saami (indigenous people)
  and Kvenes

15
Increased focus on minority groups in education

• Lower scores for minority pupils (PISA)
• Poor Norwegian language skills lead to poorer
  performance in school
• Teachers expect less from minority pupils
  a vicious circle

16
Increased focus on minority groups in education

• Fewer young people with minority background
  complete secondary education and training, and
  even fewer enter/complete higher education
• Pupils with minority background spend more time
  on homework and have higher expectations for
  their own learning output!
• If minority pupils are well integrated, they
  perform at least as well as majority pupils.

17
2003 Plan of Action for Persons with Minority
Background

• The Plan of Action has a five year perspective
• Aims to secure a better inclusion of minority
  population in education, training, working life
  and civil society.
• Education includes primary, secondary,
  tertiary, adult and higher education
• A national centre for multicultural schools and
  education
• Stipends for minority teachers

18
2003 Plan of Action for Persons with Minority
Background

• Experiments and testing of learning models
• A wholistic approach to education and training
  from cradle to grave for the minority
  population, to individual actions taken, and to
  the use of resources.
• The actions in the plan are measurable, and will
  be monitored in the process, in order to identify
  good practice.