Promoting Knowledge

2 Norwegian Ministry of Education and Research

Administrative levels

• .

Counties (19)

Ministry of Education and Research

Municipalities (435)

The Norwegian Directorate for Education and Training

Universities and colleges

The compulsory school Adult education

Upper secondary education

NetworkNorwayCouncil

Counties (19)Municipalities (434)

The County Governor (National Education Offices (18)

Universities and Colleges

The Compulsory School Adult Education

Upper Secondary Education & Training

Agency for Quality Assuranse in Education

3 Norwegian Ministry of Education and Research

The Education System

• Compulsory school:• Primary and Lower Secondary Education • (grades 1-10, ages 6-16)• Upper Secondary Education &Training• (ages 16-19)• Higher Education

• -617 000 pupils in Compulsory Education• -218 000 pupils in Upper Sec. Education &

Training• -209 000 Students in Higher Education

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Knowledge Promotion

• Clear Objectives• Pupils’ Knowledge and Skills Improved• Better qualified School Leaders, Teachers and

Trainers• Improved Awareness of Achievement of

Objectives

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Knowledge Promotion

• New Reform in Primary, Lower Secondary and Upper Secondary Education and Training

• New curricula and a new structure introduced August 2006

• More flexibility –the opportunity to dispose up to 25 % of the time allocated for the subject

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New Curriculum consists of three parts:

a) Core Curriculum

b) Quality Framework

c) Subject Curricula

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Core Curriculum

• Constitutes the binding foundation and values for primary, secondary, upper sec. and adult education and training

• The Norwegian Parliament (Storting) gave its 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

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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 bymarks.

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Basic skills* – integrated into all subjects from grade one:

Basic skills are cross curricular skills/subjectcurricula 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

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New subject curricula

• Objectives for pupils’ and apprentices’ 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

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Typical verbs in Norwegian subject curricula related to learning outcomes

• Give (examples of…)• Find words (and

expressions , e.g within a specific area of work…)

• Understand and use• Identify…• Compare..• Describe… • Master (e.g a wide

vocabulary within…)• Talk about…• Express his/her

reaction to….

• Discuss…• Demonstrate…• Communicate…• Select (and use

content from….)• Analyse (and

discuss…)• Take initiatives to…• Extract (information

from….)• Produce (e.g.texts)• Present (and

discuss…)• Prepare and assess….

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Knowledge Promotion

• Marks will qualify for entering Upper Secondary

• Upper Secondary – 12 Programmes- 3 Academic Education Programmes- 9 Vocational Education Programmes

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Upper Secondary – Education Programmes

• Technical skills and industrial production• Electrical and electronic subjects• Building and construction technology• Restaurant trades and nutritional subjects• Health and social subjects• Design and craft subjects• Media and communication• Service and travel• Agriculture, fishing and forestry• Academic specialization• Sports subjects• Music, dance and drama

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Improving the quality of education and training:Common interest and responsibility

Transparency and involvement in decisionprocesses – cp. Lisbon Strategy: open methodof coordination (OMC)

• 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