Knowledge promotion Norway (pb1)


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About the school system reform in Norway.

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Knowledge promotion Norway (pb1)

  1. 1.
  2. 2. <ul><li>Knowledge Promotion: </li></ul><ul><li>Clear objectives </li></ul><ul><li>Pupils’ knowledge and skills improved </li></ul><ul><li>More flexibility </li></ul><ul><li>Better qualified school leaders, teachers and trainers </li></ul><ul><li>Better awareness of achievement of objectives </li></ul>
  3. 4. New curricula in all subjects <ul><li>Core curriculum maintained </li></ul><ul><li>Local freedom in methods of organisation ?? </li></ul><ul><li>Introduction of a National framework for quality </li></ul><ul><li>Continuous curricula </li></ul><ul><li>Clear competence goals for pupils and apprentices </li></ul><ul><li>Objectives for basic skills integrated into all subjects </li></ul>
  4. 6. New syllabuses in all subjects <ul><li>Curricula for compulsory school and regular subjects (work started Sep. 04) </li></ul><ul><li>Distribution of subjects and periods </li></ul><ul><li>Round of consultations Jan. 05 </li></ul><ul><li>Conclusion summer 05 </li></ul><ul><li>Remaining work starts 05 </li></ul>
  5. 8. The Quality Framework states that schools and apprenticeship work-places shall: <ul><li>Give all an equal opportunity to develop their abilities individually and in cooperation with others. </li></ul><ul><li>Stimulate … motivation, perseverance and curiosity. </li></ul><ul><li>Stimulate … the development of their own learning strategies and the capacity for critical thought. </li></ul><ul><li>Stimulate … personal development and identity, assist in the development of ethical, social and cultural competence, and promote democratic understanding and participation. </li></ul><ul><li>Encourage pupil participation and enable … to make conscious value judgements and decisions on their educational needs and future work. </li></ul><ul><li>Promote adapted teaching and varied working methods. </li></ul>
  6. 10. <ul><li>The Quality Framework (cont.) </li></ul><ul><li>Stimulate, engage and develop the individual teacher’s competence. </li></ul><ul><li>Contribute to teachers and instructors being conspicuous leaders and role models for children and young people. </li></ul><ul><li>Ensure that the physical and psycho-social working and learning environ-ment promotes health, joy and learning. </li></ul><ul><li>Prepare for cooperation with the home and ensure parents’/guardians’ co-responsibility in the school. </li></ul><ul><li>Prepare for the local community to be involved in education in a meaningful way. </li></ul>
  7. 11. Basic skills <ul><li>The ability to express oneself orally </li></ul><ul><li>The ability to read </li></ul><ul><li>The ability to do arithmetic </li></ul><ul><li>The ability to express oneself in writing </li></ul><ul><li>The ability to use information and communication technology </li></ul>
  8. 12. Assessment of the individual <ul><li>Competence shall be graded numerically </li></ul><ul><li>Trials on portfolio assessment in connection with centrally-arranged examinations </li></ul>
  9. 13. Structural changes – compulsory education autumn 2006 <ul><li>Opportunity to follow ordinary curricula from upper secondary level </li></ul><ul><li>Trials with philosophy at compulsory school level </li></ul>
  10. 14. <ul><li>“ 25%” </li></ul><ul><li>Up to 25% of periods in each subject can be redistributed </li></ul><ul><li>Goal: adapted learning </li></ul><ul><li>Overall minimum number of periods determined centrally </li></ul><ul><li>School owner legally responsible </li></ul><ul><li>Competence goals must be collectively maintained </li></ul>
  11. 15. Structural changes – compulsory education autumn 2006 <ul><li>Second foreign language compulsory at lower secondary level </li></ul><ul><li>Technology and design to be inter-disciplinary topics </li></ul><ul><li>Strengthening of mathematics, English and physical training </li></ul>
  12. 16. Structural changes – upper secondary education (cont.) <ul><li>12 education programmes: </li></ul><ul><li>Technical skills and industrial production </li></ul><ul><li>Electrical and electronic subjects </li></ul><ul><li>Building and construction technology </li></ul>
  13. 17. <ul><li>Restaurant trades and nutritional subjects </li></ul><ul><li>Health and social subjects </li></ul><ul><li>Design and craft subjects </li></ul><ul><li>Media and communication </li></ul><ul><li>Service and travel </li></ul><ul><li>Academic specialization </li></ul><ul><li>Sports </li></ul><ul><li>Music, dance and drama </li></ul>
  14. 18. <ul><li>Education programmes for vocational subjects </li></ul><ul><li>1 period increase in English and social studies </li></ul><ul><li>In-depth project in first year (c. 20%) </li></ul><ul><li>Details of programme areas and programme subjects remain to be determined </li></ul>Structural changes – upper secondary education (cont.)
  15. 19. Framework for qualification in Vocational education and training (VET) <ul><li>Framework for qualification in VET will: </li></ul><ul><li>be prepared for each apprenticeship area and 3-year vocational course </li></ul><ul><li>describe the work tasks and knowledge and skill requirements </li></ul>
  16. 20. Reorganization of cooperation with work partners <ul><li>SRY, the Cooperative Council for Vocational Education replaces RFA, the National Council for Vocational Education and Training </li></ul><ul><li>9 vocational committees replace the 20 education and training committees </li></ul>
  17. 21. General matriculation requirements – extension studies <ul><li>Stricter requirements: </li></ul><ul><li>Mathematics </li></ul><ul><li>2nd foreign language </li></ul><ul><li>Physical training and optional subjects discontinued </li></ul>
  18. 22. Pace of introduction School year 2006-2010 <ul><li>New subject curricula in use in years 1-9 and the 1st year of upper secondary (Vg1) </li></ul><ul><li>New subject and period structure in use in years 1-9 and Vg1 </li></ul><ul><li>Compulsory second foreign language introduced in 8th year </li></ul><ul><li>Subject curricula for third year vocational programmes prepared for consultation and decided </li></ul>
  19. 23. Pace of introduction School year 2009-2010 <ul><li>First cohort of students enter university and tertiary education meeting the new matriculation requirements autumn 09 </li></ul><ul><li>First apprentices examined for trade and vocational certification according to the new structure spring 2010 </li></ul>
  20. 24. Pace of introduction School year 2008-2009 <ul><li>New syllabuses in use in Vg3 academic and vocational education programmes </li></ul><ul><li>The first pupils complete upper secondary education in accordance with the new structure spring 09 </li></ul>
  21. 25. Strategy for competence development in basic education 2005-2008 <ul><li>White Paper no. 30 (2003-04): 2-3 bn. NOK </li></ul><ul><li>Interested parties: school owners / Federation of Local Authorities, tertiary sector, organizations, central educ. administration </li></ul><ul><li>Priorities </li></ul><ul><li>Parties’ responsibilities and tasks </li></ul><ul><li>Cooperation </li></ul>
  22. 26. The competence drive – the national budget for 2005 <ul><li>500 m. NOK towards increasing competence </li></ul><ul><li>300 m. to school owners </li></ul><ul><li>120 m. on strategy plans </li></ul><ul><li>20 m. on demonstration schools and companies </li></ul><ul><li>80 m. on other reform-related tasks </li></ul>
  23. 27. Priorities <ul><li>School management (2005) </li></ul><ul><li>Reform-related competence development (new subject curricula, adapted learning, 2nd foreign language, physical activity, providing educational and career advice, quality assessment) </li></ul><ul><li>Further studies in the 2nd foreign language, mathematics, science, English and Norwegian/ Saami </li></ul>
  24. 28. Directorate for Primary and Secondary Education – responsibilities and tasks <ul><li>follow up the competence development strategy </li></ul><ul><li>administer the public funding of competence development </li></ul><ul><li>work in conjunction with university and tertiary sector, school owners and staff organizations </li></ul><ul><li>initiate the evaluation of the strategy for competence development </li></ul>
  25. 29. The Ministry – responsibilities and tasks <ul><li>state the goals and national priorities in competence development </li></ul><ul><li>provide special national resources for the implementation of school owners’ plans for competence development </li></ul>
  26. 30. The Cultural Schoolbag <ul><li>The aim of the Cultural Schoolbag is to </li></ul><ul><li>ensure that pupils at the compulsory level have a professional cultural component </li></ul><ul><li>provide for pupils at the compulsory level easier access to, familiarity with, and a positive relationship with the arts and cultural expressions of all kinds </li></ul><ul><li>contribute to developing a comprehensive and informed incorporation of artistic and cultural expressions in the realization of the school’s learning goals </li></ul>
  27. 31. National Quality Assessment System <ul><li>Quality assessment for learning </li></ul><ul><li>Four areas: </li></ul><ul><li>Learners outcome – national tests </li></ul><ul><li>Learning environment – pupil inspectors </li></ul><ul><li>Implementation </li></ul><ul><li>Resources </li></ul><ul><li>Support for development </li></ul><ul><li>2004 “pilot” – 2005 “full implementation” </li></ul><ul><li>Cf. website: </li></ul>