Fostering Policies for ICT in
        Education:
    The Case of Norway

         Øystein Johannessen
 Deputy Director Gen...
Why ICT in Education?

     • ICT linked to learning outcomes and learning
       strategies
     • Digital skills for all...
The National Curriculum (Years 1-13)

     • Decided by the Ministry. Revised 2006. The
       ”Mission Statement” is more...
Example I: Digital Skills in
     Norwegian
     • Digital skills: Enabling the potential in reading
       and writing. C...
Norwegian ICT strategies

     • White Paper 1994 on ICT in education
     • Three consecutive strategies 1996-2008.
     ...
Current ICT activities in Norway

     • Establishing a national centre for ICT in
       education
     • Considering nat...
Case: Digital Learning Resources –
     key principles
     • Development of digital learning resources
       governed by...
Digital Learning Resources: The role
     of the State
     • Political and administrative leadership
     • Funding
     ...
4 dogmas for ICT strategies

     • ICT must be linked to national policy goals
       and processes
     • Government mus...
Lessons learned

      • Important to keep a long-term perspective.
      • Government alone cannot secure innovation.
   ...
Collaboration – Coherence –
      Continuity - for a better future 




11   Norwegian Ministry of Education and Research
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Oystein Johannessen 26032009 Short Version

  1. 1. Fostering Policies for ICT in Education: The Case of Norway Øystein Johannessen Deputy Director General, Norwegian Ministry of Education and Research Hanoi, March 2009
  2. 2. Why ICT in Education? • ICT linked to learning outcomes and learning strategies • Digital skills for all  Education as social equilizer • Prepare students for life • Supply work life with necessary skills 2 Norwegian Ministry of Education and Research
  3. 3. The National Curriculum (Years 1-13) • Decided by the Ministry. Revised 2006. The ”Mission Statement” is more or less unchanged. • Clear competence goals at different levels years 1-13 • Basic skills: – 5 basic skills (Reading, Writing, Numeracy, Oral skills, digital skills) are to be embedded in all subjects at all levels – Can be subject to national tests • Methodological freedom of the teacher 3 Norwegian Ministry of Education and Research
  4. 4. Example I: Digital Skills in Norwegian • Digital skills: Enabling the potential in reading and writing. Critical use of sources. Improve communication and presentation skills. • 4th grade: – Search and retrieve texts by using ICT. – Finding useful material for essays etc. on the Internet • 7th grade – Use ICT in creating texts – Explain IPR for texts from the Internet • 10th grade – Assess the value of texts and info from the Internet 4 Norwegian Ministry of Education and Research
  5. 5. Norwegian ICT strategies • White Paper 1994 on ICT in education • Three consecutive strategies 1996-2008. Embedded in overall quality framework from 2009. • Development: From infrastructure and focus on personal use to curriculum integration and organisational issues • Topics – Infrastructure – Digital learning resources and assessment – Teacher competencies – Research and development 5 Norwegian Ministry of Education and Research
  6. 6. Current ICT activities in Norway • Establishing a national centre for ICT in education • Considering national tests in digital skills • Developing quality principles for digital learning resources • Implementing national solution of identity management • Integrating ICT in in-service training and intial teacher training 6 Norwegian Ministry of Education and Research
  7. 7. Case: Digital Learning Resources – key principles • Development of digital learning resources governed by the curriculum • Demand-side policy • National authorities should intervene if market and/or system failure. • Digitisation of cultural heritage is a public responsibility • Suppliers must compete on quality, not tradition. • Emphasis on open standards and standards for accessibility 7 Norwegian Ministry of Education and Research
  8. 8. Digital Learning Resources: The role of the State • Political and administrative leadership • Funding • Setting expectations and standards • Partnership for both the marketplace and the commons • Securing R&D and knowledge dissemination 8 Norwegian Ministry of Education and Research
  9. 9. 4 dogmas for ICT strategies • ICT must be linked to national policy goals and processes • Government must define key principles and goals for national authorities and other key stakeholders • Advancement in ICT requires informed choices, foresight and courage • Innovation is complex. Government should facilitate innovation from within. 9 Norwegian Ministry of Education and Research
  10. 10. Lessons learned • Important to keep a long-term perspective. • Government alone cannot secure innovation. Innovation must be achieved from within. • ICT must be embedded, not a phenomenon on the side. • Ensure policy coherence: Curriculum – assessment – teacher competencies • Pay attention to the voices of the learners 10 Norwegian Ministry of Education and Research
  11. 11. Collaboration – Coherence – Continuity - for a better future  11 Norwegian Ministry of Education and Research

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