This document discusses student assessment in Norway. It outlines key areas of Norway's Knowledge Promotion Reform, including competence aims, basic skills, free choice of methods, assessment, and adapted education. Student assessment involves a balanced approach with both teacher-based assessment and central examinations. Formative assessment has gained prominence and focuses on promoting student learning through feedback and advice for improvement. The Assessment for Learning Program from 2010-2014 emphasized four principles: understanding learning expectations, receiving feedback, receiving advice for improvement, and self-assessment involvement. While teachers generally support the reform's competence aims and basic skills focus, some have concerns about potential negative effects of fragmented learning processes and challenges implementing awareness of basic skills and learning strategies into their plans and teachings.
In Greece, the order of authority for dealing with students' psychological issues is: 1) Class teacher 2) Head teacher 3) Parents 4) Teachers' council 5) Psychologist 6) Police station.
In Norway, the Educational and Psychological Counselling Service (PPT) handles kindergartens and schools. The PPT addresses general learning difficulties, reading/writing issues, concentration problems, social/emotional concerns, and behavioral disorders. Parents first speak to the public health clinic, and those over 15 can contact PPT directly. Anonymous advice is also available. The PPT process involves examination, expert assessment, and follow-up.
Charts show Greece relies more on parents for psychological support, while Norway
This document outlines a collaboration between schools in Rhodes, Greece and Bergen, Norway called the COMENIUS Regio project. The project aims to compare forms of delinquent behavior between the two places and suggest solutions. It establishes work teams to examine issues like school rules, integration, bullying, illegal behavior, and school support systems. The project schedule over 2012-2013 includes meetings, visits between the regions, developing online collaboration tools like a wiki and Facebook page, and creating a website to share results. The goal is to better understand and address delinquent behavior in schools.
The document outlines the general rules and code of conduct at Fyllingsdalen Upper Secondary School in Norway. The school's five main rules that students must follow are to be on time, keep tidy, be prepared, let others work in peace, and treat each other with respect. Consequences for breaking rules include black marks, contacting parents, and reporting to the headmaster or police in severe cases. The system of black marks determines students' marks for orderliness and behavior, with 0-12 marks being satisfactory. More serious misconduct could lead to removal from school.
The Yellow Pin Studio was formed by event advertising veterans to reimagine branding events. They have expertise in concept development, content creation, staffing, and technology. Their goal is to communicate brands simply and memorably through innovative events, launches, activations, films, and design solutions. Yellow Pin has worked with many prestigious clients across industries on diverse projects from product launches to exhibitions.
This document discusses student assessment in Norway. It outlines key areas of Norway's Knowledge Promotion Reform, including competence aims, basic skills, free choice of methods, assessment, and adapted education. Student assessment involves a balanced approach with both teacher-based assessment and central examinations. Formative assessment has gained prominence and focuses on promoting student learning through feedback and advice for improvement. The Assessment for Learning Program from 2010-2014 emphasized four principles: understanding learning expectations, receiving feedback, receiving advice for improvement, and self-assessment involvement. While teachers generally support the reform's competence aims and basic skills focus, some have concerns about potential negative effects of fragmented learning processes and challenges implementing awareness of basic skills and learning strategies into their plans and teachings.
In Greece, the order of authority for dealing with students' psychological issues is: 1) Class teacher 2) Head teacher 3) Parents 4) Teachers' council 5) Psychologist 6) Police station.
In Norway, the Educational and Psychological Counselling Service (PPT) handles kindergartens and schools. The PPT addresses general learning difficulties, reading/writing issues, concentration problems, social/emotional concerns, and behavioral disorders. Parents first speak to the public health clinic, and those over 15 can contact PPT directly. Anonymous advice is also available. The PPT process involves examination, expert assessment, and follow-up.
Charts show Greece relies more on parents for psychological support, while Norway
This document outlines a collaboration between schools in Rhodes, Greece and Bergen, Norway called the COMENIUS Regio project. The project aims to compare forms of delinquent behavior between the two places and suggest solutions. It establishes work teams to examine issues like school rules, integration, bullying, illegal behavior, and school support systems. The project schedule over 2012-2013 includes meetings, visits between the regions, developing online collaboration tools like a wiki and Facebook page, and creating a website to share results. The goal is to better understand and address delinquent behavior in schools.
The document outlines the general rules and code of conduct at Fyllingsdalen Upper Secondary School in Norway. The school's five main rules that students must follow are to be on time, keep tidy, be prepared, let others work in peace, and treat each other with respect. Consequences for breaking rules include black marks, contacting parents, and reporting to the headmaster or police in severe cases. The system of black marks determines students' marks for orderliness and behavior, with 0-12 marks being satisfactory. More serious misconduct could lead to removal from school.
The Yellow Pin Studio was formed by event advertising veterans to reimagine branding events. They have expertise in concept development, content creation, staffing, and technology. Their goal is to communicate brands simply and memorably through innovative events, launches, activations, films, and design solutions. Yellow Pin has worked with many prestigious clients across industries on diverse projects from product launches to exhibitions.
The document discusses legislation around special education in Greece. It defines pupils with special educational needs as those experiencing learning difficulties due to disabilities or disorders that impact school adaptation and learning. These pupils can be educated in special education schools, mainstream schools with separate classes, mainstream classes with support, or at home with health-related exemptions. Regional centers are responsible for referring pupils to appropriate educational settings based on individual needs assessments, providing technological support, ensuring access to learning, and counseling educational staff.
- In Norway, schools have psychologists who advise students, parents, and teachers on various issues, while in Greece psychologists are only present in some schools as part of a pilot program.
- Norway also has career counselors in schools to inform students about professional opportunities, whereas in Greece career counseling is part of the curriculum.
- Norway's Educational and Psychological Counseling Service (PPT) provides advisory and guidance support for children, adolescents, and adults experiencing developmental or educational difficulties, while in Greece schools must address student issues while cooperating with counseling services.
In Norway, schools have different practices around breaks and absences compared to Greece. Norwegian schools do not have locked schoolyards, use bells, or limit absences. Students can spend breaks wherever they want near the school and return on their own schedule. Teachers promote students based on their work rather than absences. These practices give students more freedom and teach them responsibility. Norwegian teachers and students generally support these approaches. Implementing similar practices in Greece would require changing laws and policies around school safety and absence tracking.
The document summarizes efforts taken in Hordaland County, Norway to help pupils from minority backgrounds succeed in upper secondary school. It notes there are over 1600 pupils with another mother tongue than Norwegian attending 46 schools. These pupils represent over 80 languages. Most come from non-Western countries and have only recently lived in Norway. The county council has responsibility for these pupils and their education. Research showed pupils from minority groups have higher dropout rates. The county implemented measures like language courses, parent information meetings, and separate classes to help close the achievement gap.
Norway integrates students with disabilities into mainstream classrooms through a practice called "parallel support." This involves:
1) Providing special education supports within general schools rather than separate schools, with transportation for all students covered by the public.
2) Grouping students of the same age together regardless of mental or physical disabilities.
3) Ensuring schools are physically accessible to students with disabilities and providing equal teaching hours.
This practice has been applied in all Norwegian schools for 30 years. Both students and teachers view it positively as it promotes inclusion, awareness, and socialization.
This document discusses Norway's efforts to reduce dropout rates from upper secondary education. It notes that completing secondary education is important for success in the labor market. Norway's goal is to increase completion rates from 70% to 75% by 2013 through the "Ny GIV" project. This project focuses on improving collaboration and transitions between lower and upper secondary schools. It also provides follow-up support for struggling students. The county of Hordaland uses government funds for measures like study centers, career counseling, and flexible education programs to help keep students engaged and prevent dropping out. The document analyzes Hordaland's dropout statistics and lists additional national recommendations to further reduce dropout rates.
The document outlines the general rules at Fyllingsdalen Upper Secondary School. It discusses 5 main points that are emphasized which are to be on time, tidy, prepared, let others work peacefully, and treat each other with respect. Additional rules are outlined regarding behavior, orderliness, and breaks. Consequences for violating rules include receiving black marks, with thresholds for satisfactory, partly satisfactory, and not satisfactory levels. Expulsion is a more serious punishment reserved for issues like smoking, drugs, cheating, bullying, theft, or vandalism.
This document summarizes the key learnings from a project between schools in Greece and Norway focused on approaches to delinquent behavior. The Greek school of Archangelos had best practices in areas like clear attendance rules, teachers having close relationships with students, and involving the local police. The Norwegian school of Fyllingsdalen found that some of these practices could potentially be transferred, like increasing teacher-student engagement, but that other practices were difficult to replicate due to differences in laws and resources. The document concludes by thanking the Greek partners for their collaboration.
This document contains survey results from Greece and Norway across multiple topics. It includes percentages of respondents from each country who engage in various activities like alcohol consumption, smoking, clubbing and their typical hours, driving histories, school experiences, and criminal behaviors. For most topics, respondents from Greece reported higher percentages of positive responses compared to Norway, such as drinking alcohol, smoking, and clubbing later at night. Norway generally had higher percentages of respondents who did not engage in the behaviors.
The Greek education system has three main levels: compulsory education from ages 4-15 including pre-primary, primary, and lower secondary; post-compulsory education from ages 16-18 including upper secondary schools and vocational schools; and post-secondary and tertiary education for ages 18+. The system is overseen by the Ministry of Education and administered regionally through 13 Directorates of Education. The Directorate of South Aegean Sea oversees 596 schools and 7072 teachers across the Cyclades and Dodecanese islands.
This document summarizes the enterprise learning approach in Hordaland County, Norway between 2000-2010. It discusses the shift from believing technology supports projects to a broader ICT learning approach. A larger project began in 2004 with eTeachers, a school leaders program, and laptops for first graders in pilot schools. From 2007-2010, the "Digital School" project provided infrastructure like laptops and WiFi for all schools, the National Digital Learning Arena content platform, and focus on digital literacy and competencies through conferences, teacher support, and school ICT plans. The future of ICT for learning in Hordaland aims to share best practices and ensure pedagogical use of technology for all students.
The document outlines the general rules for students at a school. It discusses rules around attendance, behavior in class, breaks and distraction of lessons. Students must be on time, attend assemblies and not disrupt class. During breaks, students cannot leave the school grounds and certain areas are prohibited. consequences for breaking rules include warnings, removal from class or referral to the principal for possible expulsion. Students must also meet grade requirements by achieving average scores on exams to pass each year. The document emphasizes respectful behavior towards teachers and peers.
This document discusses a study on delinquent behavior among high school students in Greece and Norway. It examines the types of delinquent acts students engage in, including truancy, alcohol use, driving violations, and property damage. The study administered a questionnaire to 100 18-year-old students from two schools to understand the prevalence of illegal behaviors, experiences with punishment, knowledge of laws, and opinions on the purpose and effectiveness of punishment.
The document discusses legislation around special education in Greece. It defines pupils with special educational needs as those experiencing learning difficulties due to disabilities or disorders that impact school adaptation and learning. These pupils can be educated in special education schools, mainstream schools with separate classes, mainstream classes with support, or at home with health-related exemptions. Regional centers are responsible for referring pupils to appropriate educational settings based on individual needs assessments, providing technological support, ensuring access to learning, and counseling educational staff.
- In Norway, schools have psychologists who advise students, parents, and teachers on various issues, while in Greece psychologists are only present in some schools as part of a pilot program.
- Norway also has career counselors in schools to inform students about professional opportunities, whereas in Greece career counseling is part of the curriculum.
- Norway's Educational and Psychological Counseling Service (PPT) provides advisory and guidance support for children, adolescents, and adults experiencing developmental or educational difficulties, while in Greece schools must address student issues while cooperating with counseling services.
In Norway, schools have different practices around breaks and absences compared to Greece. Norwegian schools do not have locked schoolyards, use bells, or limit absences. Students can spend breaks wherever they want near the school and return on their own schedule. Teachers promote students based on their work rather than absences. These practices give students more freedom and teach them responsibility. Norwegian teachers and students generally support these approaches. Implementing similar practices in Greece would require changing laws and policies around school safety and absence tracking.
The document summarizes efforts taken in Hordaland County, Norway to help pupils from minority backgrounds succeed in upper secondary school. It notes there are over 1600 pupils with another mother tongue than Norwegian attending 46 schools. These pupils represent over 80 languages. Most come from non-Western countries and have only recently lived in Norway. The county council has responsibility for these pupils and their education. Research showed pupils from minority groups have higher dropout rates. The county implemented measures like language courses, parent information meetings, and separate classes to help close the achievement gap.
Norway integrates students with disabilities into mainstream classrooms through a practice called "parallel support." This involves:
1) Providing special education supports within general schools rather than separate schools, with transportation for all students covered by the public.
2) Grouping students of the same age together regardless of mental or physical disabilities.
3) Ensuring schools are physically accessible to students with disabilities and providing equal teaching hours.
This practice has been applied in all Norwegian schools for 30 years. Both students and teachers view it positively as it promotes inclusion, awareness, and socialization.
This document discusses Norway's efforts to reduce dropout rates from upper secondary education. It notes that completing secondary education is important for success in the labor market. Norway's goal is to increase completion rates from 70% to 75% by 2013 through the "Ny GIV" project. This project focuses on improving collaboration and transitions between lower and upper secondary schools. It also provides follow-up support for struggling students. The county of Hordaland uses government funds for measures like study centers, career counseling, and flexible education programs to help keep students engaged and prevent dropping out. The document analyzes Hordaland's dropout statistics and lists additional national recommendations to further reduce dropout rates.
The document outlines the general rules at Fyllingsdalen Upper Secondary School. It discusses 5 main points that are emphasized which are to be on time, tidy, prepared, let others work peacefully, and treat each other with respect. Additional rules are outlined regarding behavior, orderliness, and breaks. Consequences for violating rules include receiving black marks, with thresholds for satisfactory, partly satisfactory, and not satisfactory levels. Expulsion is a more serious punishment reserved for issues like smoking, drugs, cheating, bullying, theft, or vandalism.
This document summarizes the key learnings from a project between schools in Greece and Norway focused on approaches to delinquent behavior. The Greek school of Archangelos had best practices in areas like clear attendance rules, teachers having close relationships with students, and involving the local police. The Norwegian school of Fyllingsdalen found that some of these practices could potentially be transferred, like increasing teacher-student engagement, but that other practices were difficult to replicate due to differences in laws and resources. The document concludes by thanking the Greek partners for their collaboration.
This document contains survey results from Greece and Norway across multiple topics. It includes percentages of respondents from each country who engage in various activities like alcohol consumption, smoking, clubbing and their typical hours, driving histories, school experiences, and criminal behaviors. For most topics, respondents from Greece reported higher percentages of positive responses compared to Norway, such as drinking alcohol, smoking, and clubbing later at night. Norway generally had higher percentages of respondents who did not engage in the behaviors.
The Greek education system has three main levels: compulsory education from ages 4-15 including pre-primary, primary, and lower secondary; post-compulsory education from ages 16-18 including upper secondary schools and vocational schools; and post-secondary and tertiary education for ages 18+. The system is overseen by the Ministry of Education and administered regionally through 13 Directorates of Education. The Directorate of South Aegean Sea oversees 596 schools and 7072 teachers across the Cyclades and Dodecanese islands.
This document summarizes the enterprise learning approach in Hordaland County, Norway between 2000-2010. It discusses the shift from believing technology supports projects to a broader ICT learning approach. A larger project began in 2004 with eTeachers, a school leaders program, and laptops for first graders in pilot schools. From 2007-2010, the "Digital School" project provided infrastructure like laptops and WiFi for all schools, the National Digital Learning Arena content platform, and focus on digital literacy and competencies through conferences, teacher support, and school ICT plans. The future of ICT for learning in Hordaland aims to share best practices and ensure pedagogical use of technology for all students.
The document outlines the general rules for students at a school. It discusses rules around attendance, behavior in class, breaks and distraction of lessons. Students must be on time, attend assemblies and not disrupt class. During breaks, students cannot leave the school grounds and certain areas are prohibited. consequences for breaking rules include warnings, removal from class or referral to the principal for possible expulsion. Students must also meet grade requirements by achieving average scores on exams to pass each year. The document emphasizes respectful behavior towards teachers and peers.
This document discusses a study on delinquent behavior among high school students in Greece and Norway. It examines the types of delinquent acts students engage in, including truancy, alcohol use, driving violations, and property damage. The study administered a questionnaire to 100 18-year-old students from two schools to understand the prevalence of illegal behaviors, experiences with punishment, knowledge of laws, and opinions on the purpose and effectiveness of punishment.
5. ΝΟΡΒΗΓΙΑ
• ε κάκε ςχολείο υπάρχει ζνασ ςφμβουλοσ
• Ο ςφμβουλοσ αντιμετωπίηει κζματα
επαγγελματικοφ προςανατολιςμοφ και κάνει
τισ κατάλλθλεσ παραπομπζσ
• Ο μακθτισ άνω των 15 ετϊν παραπζμπεται,
χωρίσ να χρειάηεται να ενθμερωκοφν οι
γονείσ του, ςτο ψυχολόγο που ςυνεργάηεται
με το ςχολείο
6. ΝΟΡΒΗΓΙΑ
• Σα ςχολεία ςυνεργάηονται με ψυχολόγουσ
(δωρεάν – μετακίνθςθ με το ςχολικό
λεωφορείο)
• Τπάρχει δυνατότθτα κεραπείασ
• Δεν υπάρχει κουδοφνι
7. ΝΟΡΒΗΓΙΑ
• Οι ςυμπεριφορζσ που δεν επιτρζπονται (όπωσ
κακυςτεριςεισ – εντάςεισ ςτθν τάξθ)
καταγράφονται ςτο φάκελο του μακθτι, ο
οποίοσ κα τον ςυνοδεφει ςτθν επαγγελματικι
ηωι του
• ε αντίκεςθ με τθν Ελλάδα, δεν ζχουν ιδιαίτερα
προβλιματα ςτθ δυναμικι τθσ τάξθσ
• Ζχουν όμωσ μεγάλο ποςοςτό ςχολικι διαρροισ
8. ΝΟΡΒΗΓΙΑ
• Τπάρχει πρόγραμμα αντιμετϊπιςθσ τθσ
ςχολικισ διαρροισ – ΠΡΟΛΗΨΗ
• Τπάρχουν αντίςτοιχεσ υπθρεςίεσ (όπωσ τα
ΚΕΔΔΤ και τα Κζντρα Πρόλθψθσ) αλλά
ανικουν ςτθ διοίκθςθ
• Όπωσ και ςτθν Ελλάδα, θ ςτάςθ των
Νορβθγϊν μακθτϊν (μζςα από τα δικά μασ
μάτια) απζναντι ςτο ςχολείο είναι θ ίδια