Thenorwegianschoolsystem 110930103714-phpapp02


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Thenorwegianschoolsystem 110930103714-phpapp02

  1. 1. The Norwegian education system Oeyvind Mellem Head union official, Union of Education Birkenes
  2. 2. The Norwegian education system • Universal schooling for children was introduced in Norway 250 years ago. From 1889, seven years of compulsory education were provided, 1969 this was increased to nine years and in 1997 to 10 years. • As a result of Norway’s scattered population, forty per cent of primary and lower secondary schools are so small that children of different ages are taught in the same classroom. Primary and lower secondary levels are often combined in the same school. Mellem: The Norwegian education system s2
  3. 3. Curriculum The collective objectives and principles for teaching in primary and lower secondary schools are laid down in the national curriculum. The curriculum for primary and lower secondary education includes: • Core curriculum for primary and lower secondary, upper secondary and adult education • Principles and guidelines for primary and lower secondary education • Curricula for individual subjects Tittelen endres i "Topp- og Bunntekst..." s3
  4. 4. The subject curricula lay down a common learning content for all pupils, which increases in scope throughout the school and is greatest at the lower secondary stage. This common learning content is enlarged on and supplemented to adapt it to local conditions and to the needs of individual pupils. Tittelen endres i "Topp- og Bunntekst..." s4
  5. 5. Building teaching competence • The Ministry prepared a plan for competence building for the period 1996–2000, giving special attention to supplementary training for teachers at primary and lower secondary schools. • For the period 2000–2003 a targeted plan for competence building, development and experimentation gives particular priority to the lower secondary level. • As part of the Knowledge Promotion the Ministry of Education and Research has presented a Strategy for Competence Development in Primary and Secondary Education. • The strategy "Skills for Quality 2009 - 2012" is a lasting commitment to continuing education for teachers. Tittelen endres i "Topp- og Bunntekst..." s5
  6. 6. School subjects at primary and lower secondary levels Christian knowledge and religious and ethical education Norwegian Mathematics Social Studies Art and Crafts Science and the Environment English (is compulsory from the primary level) Music Home Economics Physical Education Compulsory additional subjects Tittelen endres i "Topp- og Bunntekst..." s6
  7. 7. In addition, time is set aside at all levels for School’s and pupils’ options. These hours are taken from the teaching hours allocated to the main levels. A separate quota of hours is allocated to class and pupils` council work at the lower secondary level. At the lower and upper primary levels, it is possible for schools to allocate a quota of hours locally for this purpose from the hours allocated to other subjects. Tittelen endres i "Topp- og Bunntekst..." s7
  8. 8. Additional language and project work In addition to the compulsory subjects, pupils are required to choose one of the following options: • Second foreign language. Pupils can choose a foreign language in addition to English, i.e. German or French or another language on the basis of local or regional needs. • Supplementary language study. Pupils can choose additional in-depth study of a language they already have a basic knowledge of. • Practical project work. This is an activity that is planned in cooperation with the pupils. Tittelen endres i "Topp- og Bunntekst..." s8
  9. 9. Day-care facilities for school children • In many families, both parents are out at work during the day. If they have children in the lower primary school, they may therefore need day-care facilities for them both before and after school hours. • Day-care facilities for school children must provide facilities for play and for participation in cultural and recreational activities appropriate for the age, level of physical ability and interests of the children. Tittelen endres i "Topp- og Bunntekst..." s9
  10. 10. • Such day-care facilities must also provide satisfactory development conditions for children with physical disabilities. • From 1 January 1999, all municipalities in Norway have been legally obliged to provide day-care facilities before and after school hours for children attending the first four grades. Tittelen endres i "Topp- og Bunntekst..." s10
  11. 11. Mellem: The Norwegian education system s11
  12. 12. Kindergartens • shall, according to the Kindergarten Act of 2005, be pedagogical undertakings for children under compulsory school age. In 2009 an individual, legal right to a place in kindergarten institution was introduced. Mellem: The Norwegian education system s12
  13. 13. Primary and lower secondary education • covers education for children aged 6 to15. This includes pupils in 1st to 10th grade, together with pupils in minority language groups and special groups. • In addition, there are special schools for children with special educational needs. • Municipalities are required to offer day care facilities from 1st grade to 4th grade. Tittelen endres i "Topp- og Bunntekst..." s13
  14. 14. Upper secondary education • provides three years of general education or vocational training after the 10th year of lower secondary education. • The norm for apprenticeship training is two years of vocational training in upper secondary education followed by one or two years of practical training in industry. Mellem: The Norwegian education system s14
  15. 15. Higher education • As part of the implementation of the Bologna Process, the degree system was entirely restructured in 2002-2003. • As a result, the main structure follows the 3 + 2 + 3 model. (Three-year Bachelor's degrees, two-year Master's degrees, and three-year PhD degrees.) Tittelen endres i "Topp- og Bunntekst..." s15
  16. 16. Higher vocational education • Higher vocational programmes are postsecondary, but not defined as higher education. • The duration is minimum six months and maximum two years. • Higher vocational programmes are offered by both public and private providers. • As per December 2009 they had a total of about 12 000 registered students. • Around one third of the students participated in programmes offered by public providers, mainly counties. Tittelen endres i "Topp- og Bunntekst..." s16
  17. 17. Study associations • A study association consists of two or more voluntary organisations and offer a selection of courses, ranging from basic education/training to work training and studies at university level. • Study associations offer courses in most municipalities and may apply for government funding Tittelen endres i "Topp- og Bunntekst..." s17
  18. 18. Adult education • includes adult education on primary, lower secondary and upper secondary level, folk high schools, adult education associations and independent distance learning institutions. • Adults who have not completed sufficient primary and lower secondary education are entitled to education at these levels. • Adults from the age of 25 years, who have completed primary and lower secondary school or the equivalent, but not upper secondary education, have by application, the right to such education. Tittelen endres i "Topp- og Bunntekst..." s18
  19. 19. Folk high schools • offer a variety of non-academic courses of various length. • Do not grant degrees or have exams. • Although the majority of participants attend shorter courses, long courses (6–12 months) are the main activity of the folk high schools. Tittelen endres i "Topp- og Bunntekst..." s19
  20. 20. Distance learning institutions • Distance learning is a common option for those who need a flexible way of learning. • Institutions may apply for government funding. • In the past, distance learning consisted mainly of correspondence courses, and although online courses have become increasingly common, correspondence courses still predominate. • The courses range from leisure and hobby courses to those providing degree level qualifications, but the majority of students attend courses at upper secondary or university level. Tittelen endres i "Topp- og Bunntekst..." s20
  21. 21. Challenges • • • • • • • • Lifelong learning Early intervention Systematic follow up Theory vs. Practical work School drop outs New reforms Qualification for the future Ambitions and motivation Tittelen endres i "Topp- og Bunntekst..." s21
  22. 22. Drive: The surprising truth about what motivates us • This lively RSAnimate, adapted from Dan Pink's talk at the RSA, illustrates the hidden truths behind what really motivates us at home and in the workplace. (10’48’’) Tittelen endres i "Topp- og Bunntekst..." s22