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Education in NorwayStudy visit in Sunnhordland
4th of May 2009

• Fred Sætveit
• adviser
• County Governor of Hordaland, Dept. of Education

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Education - experience

• UiB Preliminary courses, Latin
• French, Norwegian, Folklore
• Ped. education
• HiB Spes. ped.
• Hist Sign language
• -------------------------------
• Upper secondary school 14 years for hearing
  students 17 years for the deaf interpreter
• UiB/NHH Norwegian for foreign students - 13
  years

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Visions for Education in Norway

• Education for all!
• All children and young people have an equal right
  to education and training regardless of social
  and cultural background or possible special needs
• Aim organise education within the principle of
  lifelong learning
• Unified school system equal and adapted
  education
• All education is free up to and including the
  upper secondary level
• Private schools are primarily intended as a
  supplement to state-run schools.
  Private/independant schools often have a
  denominational nature. 85 state-support 100
  for pupils with special needs

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Responsibility 1

• The Norwegian Parliament and Government
• define the goals and decide the budgets for
  education. Legislation. Curriculum.
• The Ministry of Education and Research
• responsible for Universities and Colleges
• The Directorate of Education
• is the executive agency for the Ministry
• The County Governor, Dep of Education
• represents the Ministry on educational issues
  and is a link between local authorities and the
  Ministry.

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We do

• Ensure that appropriate education is provided in
  accordance with Norwegian educational policy
• (private schools and home education as well)
• Try to be good helpers or critical friends
• Co-ordinate different levels of education so it
  reflects national policy and demands from
  students in all ages (including children in
  kindergartens)
• The goal is to have an efficient and flexible
  schooling system

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We inform about the national educational policy
and priorities

• Written information
• Meetings with local authorities
• Conferences and short courses
• Web sites
• Establishing network
• Try always to be available for local authorities,
  students and parents etc.

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We also have a supervison role

• Make sure that the local education system works
  properly
• Ensure students rights
• Make final decisions in legal complaints
• Ensure that Government fundings and block grants
  are used in a proper way or according to the
  intentions

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Evaluation and feedback

• By giving annual reports to the Ministry of
  Education and Research
• Ad-hoc reports
• Reflecting the local authorities view on national
  education policy
• We do not
• Interfere with how municipalities or the county
  authorities run schools unless they are doing
  something illegal

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National focus in 2007 continues

• Supervision
• New curriculum
• Supplementary education for teachers
• Possibility for all children to go to kindergarten

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Responsibility 2 County / Municipalities

• Both the county and the municipalities
• Finance the gap between the real costs and money
  provided by the government
• Build, maintain and run state schools
• Have the employer responsabilities for teachers
• The County
• Upper secondary education and
• Adult education
• The Municipality
• Primary education
• Lower secondary education
• Adult education

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The educational system in Norway state- schools
private / independant schools

• Universal schooling introduced about 250 years
  ago.
• From 1889, seven years of compulsory education.
• In 1969 this was increased to nine years, and in
  1997 to ten years (6-16 years).
• Two stages Primary school ( grades 1- 7)
• Lower secondary school ( grades 8-10)
• 2006/07
• 3.245 schools, 63.769 teachers, 621.683 pupils

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The educational system in Norway
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Kindergartens / day care institutions

• - National focus in 2009 Individual right
  for all children over 1 year to have a place in a
  day care institution
• - The coverage is 87 (January 2009)
• Many new day care institutions have been built
  recently
• Large private sector
• 11.144 children in public day care
• 15.389 children in private day care

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The framework plan

• Guidelines for day care institutions - content
  and tasks
• Emphasis on both local cultural values and
  national goals for day care institutions
• The framework plan is rooted in a comprehensive
  view of the child
• Children's play is important as a working method
• 7 subject-areas covering a broad area for learning

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County governors responsibility

• Guidance to municipalities and private owners
• Inspections of municipalities following up
  Kindergarten Act and Framework plan
• Implement program for quality improvement
  2007-2010 in Hordaland
• Distribution of state grants to all approved day
  care institutions
• 2007 Nkr. 1 577 407 043

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Challenges for kindergartens

• Reach the political goal of giving access to all
  the children whose parents wish so
• Overcome the lack of pre-school teachers
• Make sure there is a coherence between day care
  and school
• Seek a more gender-mixed workforce

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Primary school

• Traditions from kindergarten
• Playing and joint activities
• Developing social skills and relationships
• Aquire learning strategies
• Learning to work independantly
• Practical and theoretical elements are little by
  little distinguished more clearly

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Lower secondary school

• More detailed learning
• Greater coherence of the subject matter
• Work across subjects project work
• Responsibility for planning and evaluating the
  tasks they carry out themselves
• All young people who have completed the lower
  secondary education have a legal right to a
  3-year, full-time upper secondary education
  (16-19 years) on the basis of a single national
  curriculum

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A National Curriculum

• A national curriculum, adapted to local
  conditions and individual pupils
• Subjects Norwegian, Maths, Social Studies, Arts
  and Crafts, Science and the Environment, English
  (compulsory from the first year), Music, Home
  Economics, Physical Education, Christian
  knowledge and religious and ethical education
• Second foreign language optional subject in
  lower secondary
• Final, national written exams (may eventually be
  substituted with new national tests
• Local, oral exams

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SFO Optional after school programme

• Day-care facilities for children in grades 1-4
• Legally obliged to provide before and after
  school hours
• Provide facilities for playing
• Participation in cultural and recreational
  activities appropiate for the age, level of
  physical ability and interests of the children
• Provide satisfactory development conditions
• Children with disabilities

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Upper Secondary Education alternative paths
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Programmes for general studies and vocational
education

• 500 schools, 170.000 pupils, 32.000 apprentices,
  27.000 teachers (figures from 05/06)
• Upper secondary education and training comprises
  12 different education programmes
• 12 general studies and 9 vocational
• The first year (vg1) you choose an education
  programme
• The second year (vg2) and the third year (vg3)
  you choose a programme area from the education
  programme you have chosen
• The 12 education programmes are as follows

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Three academic specialization education
programmes (admissionuniversity/college)

• Sports subjects
• Music, dance and drama with programme areas
• Dance
• Drama
• Music
• Specialization in general studies with programme
  areas
• Arts, crafts and design studies
• Natural science and mathematics studies
• Social science and economics studies
• Language studies
• International Baccalaurate

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• Nine vocational studies
• Building and construction technology
• Design, arts and crafts subjects
• Electrical and electronic subjects
• Health and social subjects
• Media communication ( option of general
  studies Vg3)
• Utilization of natural resources ( option of
  general studies Vg3)
• Restaurant trades and nutritional subjects
• Service and travel
• Technical skills and industrial production
• Supplementary programme for general university
  admissions certification

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Goals

• After three years of general theoretical
• secondary education a general entrance
• qualification (to higher education)
• After two years of vocational education two
  
• years of apprenticeship (main model)
• a vocation
• Disabled pupils have a right to four, or five,
  
• years in order to reach individual
  qualifications
• (lower level qualifications)

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Folk High Schools

• One-year boarding schools. A supplement to the
  regular education system based on the idea of
  learning for life
• Provide an opportunity to grow personally,
  socially and academically. Students live on
  campus. Close contact with the staff
• Aim Broaden your horizon, deepen your social
  insight and gain self-confidence
• 77 private schools, which also receive government
  funding
• Offer a variety of subjects such as
  outdoor-life, drama, music, creative arts,
  communication etc.
• No tuition fee, but students pay for room, board,
  study trips and teaching materials
• No tests, no exams, no degrees
• Students from foreign countries are accepted
• More information www.folkehogskolen.no

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Education in Prison

• Responsibility Ministry of Education (not
  Ministry of Justice) The County Governor of
  Hordaland has been delegated the tasks concerning
  education in prison on a national level
• Inmates have the same rights to education as
  other citizens
• The Government (White Paper) improvement by
  2008 all prisons can offer education to inmates
  special focus on vocational training
• Total number of inmates in Norway 2007 3300
• Total number of prisons in 2007 52 (46 offer
  education)
• The biggest prison is situated in Oslo 380
  inmates
• Prison population
• Norway 64 inmates per 100000 inhabitants
• England 120 inmates per 100000 inhabitants

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Lifelong Learning Adult Education

• Lifelong learning and educational opportunities
  for adults are important principles for the
  Norwegian educational policy
• Adult Education aims to provide suitable
  conditions in order to strenghten the competence
  of the adult population
• Adults have a legal right to primary and lower
  secondary education ( August 2002)

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• Adults have a right to secondary upper education
  ( implemented from August 2000)
• Accreditation of prior learning is an important
  principle when assessing adult competence.

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Higher education 1

• Four categories of higher education institutions
• Universities
• Specialized university institutions
• University colleges
• Institutions with accredited academic or
  professional programmes
• One system for traditional academic education and
  professional education. Both state and private
  higher institutions carry out research and offer
  programmes leading to these programmes.

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Higher education 2

• Most of the higher institutions are owned by the
  state, and more than 90 of the students attend
  state-run institutions.
• Admission
• Successful completion of upper secondary
  education with some specified courses
• Qualifications recognized equvalent to
  matriculation standard (work experience)
• Some fields have additional requirements
• All students must meet the same requirements

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Degrees

• Høgskolekandidat 2 years - offered at state
  university colleges and a few private higher
  education institutions
• Bachelor - 3 years all universities,
  specialized university institutions, state
  university colleges and other higher education
  institutions.
• Master 2 years (after 3 years Bachelor)
• PhD - 3 years (after 2 3 years Master)
• The old system ended in 2007

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Grading system

• A excellent Excellent performance, clearly
  outstanding. The candidate demonstrates excellent
  judgement and a high degree of independant
  thinking.
• B very good Very good performance. The
  candidate demonstrates sound judgement and a very
  good degree of independant thinking.
• C good Good performance im most areas. The
  candidate demonstrates a reasonable degree of
  judgement and independant thinking in most areas.
• D satisfactory Good performance, but with
  significant shortcomings. The candidate
  demonstrates a limited degree of judgement and
  idependant thinking
• E sufficient performance that meets the minimum
  criteria, but not more. The candidate
  demonstrates a very limited degree of judgment
  and independant thinking.
• F fail Performance that does not meet the
  minimum criteria. The candidate demonstrates an
  absence of both judgement and independant thinking

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Teacher education

• Admission general entrance qualification for
  students
• Pre-school teaching qualification - 3 years
• General subject teacher 4 years
• Single subject teacher 3 years
• Upper secondary school teachers 5/6 years

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Financial support for students

• The State Educational Loan Funds (Lånekassen) was
  established in 1947 to provide financial support
  for students in the form of loans and grants as a
  part of the policy for equal opportunities to
  higher education, regardless of social, economic
  and geographical background. Support is also
  provided for studies abroad.
• More information www.lanekassen.no

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Norwegian Centre for International Cooperation in
Higher Education SIU

• Norways official agency for international
  programmes and measures related to higher
  education is the Norwegian Centre for
  International Cooperation in Higher Education.
  SIU deals with different aspects of organizing
  international educational and research
  cooperation.
• More information www.siu.no

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Agency for quality assurance in Education NOKUT

• Norway has a rigorous system for quality
  assurance in higher education. NOKUT was
  established by Parliament in 2003 and it is an
  independant body whose purpose is to safeguard
  and develop the quality of Norwegian higher
  education. This is done through evaluation,
  accreditation and recognition of quality systems,
  institutions and programmes of study.
• More information www.nokut.no

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Development and trends

• Culture for Learning (Kultur for læring)
• Knowledge, diversity, equality
• Knowledge Promotion (Kunnskapsløftet) and
• The Quality Framework (Læringsplakaten)
• Strategy for development and competence (Strategi
  for kompetanseutvikling i grunnutdanninga)
• The Competence reform (Kompetansereformen)
• The rights for adults to primary and secondary
  education and the recognition of non-formal
  learning

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Knowledge Promotion http//www.kunnskapsloeftet
.no/filer/rundskeng.pdf)

• The national curriculum is being revised
• New structure, terminology etc
• Primary education longer schooldays (containing
  core subjects) and less local freedom
• Lower secondary education second foreign
  language for all a chance to get to know the
  different programmes of Upper secondary
• Upper secondary education A more maths
  geography, social science and history for
  everybody. Less time for program subjects
• Upper secondary education B (vocational
  education) not much change

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Knowledge Promotion - introduction

• 2009 The first reform students to enter
  universities and other tertiary institutions
• 2010 The first apprentices will receive their
  certificate according to the new structure

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Historical overview 1

• 1536 Reformation. Religious education/confirmati
  on
• 1568 The guilds re-emerged and a Norwegian
  apprenticeship system develops
• 1739 Law regarding rural schools. Right to
  public education
• 1811 First university in Norway in Oslo
• 1814 First Ministry of Education
• 1884 - Women first admitted to the university
• 1896 Legislation on upper secondary general
  education 5 years of public education instead
  of special programmes
• 1935 Legislation on upper secondary education
  based on the 7 years compulsory education
  programme
• 1940 Law on vocational schools passed.

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Historical overview 2

• 1969 Legislation on primary end secondary
  education. Introduction of 9- year compulsory
  schooling. Founding of the first regional
  colleges.
• 1974 legislation on upper secondary education
  integrating vocational academic education
  programmes into one system.
• 1975 - Students with special needs integrated in
  regular schools.
• 1994 Reform -94 implemented. Legal right for
  all young people from 16-19 years of age to
  3-years upper secondary education and training.
  98 colleges were reorganized and merged into 26
  state colleges.
• 1995 Act on universities and colleges. A common
  basis for the university and the non-university
  sectors.
• 1997 New national curriculum for the 10-year
  compulsory school
• 2001 White Paper on higher education. The
  Quality reform.
• 2005 Act related to universities and colleges-
  superceding the Act of 1995 now covering both
  state and private higher education institutions
• 2006 Knowledge Promotion