Culture for learning

Culture for learning

UFD

Culture for learning

Knowledge
Diversity
Equity

Knowledge Diversity Equity

Culture for learning

UFD

Many good sides but room for some

improvement
Many pupils underachieve and complete with poor
results
Poor continuity of study in upper secondary
education
Large differences due to social background
Education is not sufficiently customised and
tailored to meet individual needs
Poor culture for learning

Knowledge Diversity Equity

Culture for learning

UFD

Three preconditions for development

Knowledge:
A national quality assessment system
- national tests www.skoleporten.no
Competence:
Teacher training- training of school administrators
and leaders competence development advice
and support from local and national authorities
Culture for learning:
Local freedom of action dissemination of
knowledge - management

Knowledge Diversity Equity

Culture for learning

UFD

The framework for primary, lower secondary and

upper secondary education and training
The Core Curriculum is to be continued unchanged
A framework for quality will be established: The
School Poster"
Freedom for teachers to choose methods
Improved coherence between kindergarten and
school
First ten years divided into primary stage and lower
secondary stage
Number of weekly lessons in primary school to be
increased: Three lessons in 2002, five lessons in
2004, four lessons in 2005
National minimum number of lessons, but high
degree of flexibility: 25% can be managed locally
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Knowledge Diversity Equity

Culture for learning

UFD

The framework for primary, lower secondary and

upper secondary education and training
Learning to read and write from the first grade
Possibility for physical activity every day
Appetisers" from the upper secondary school in
the lower secondary school
11 study programmes in upper secondary
education
National regulations regarding a freer choice of
upper secondary school will be considered
Renewal of partnerships in vocational training
Clarification of the division of responsibility
between homes and schools

Knowledge Diversity Equity

Culture for learning

UFD

Framework for Quality

The School poster shall
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give all pupils and apprentices equal opportunity to

develop their abilities and their talents

stimulate the pupils and apprentices wish to learn,

application and curiosity

stimulate the pupils and apprentices to develop their

own learning strategies and ability for critical thinking

stimulate the pupils and apprentices in their personal

development, in developing social competence and
the ability to understand and participate in democratic
processes

make it possible for pupils and apprentices to make

informed choices about education and future careers

Knowledge Diversity Equity

Culture for learning

UFD

Framework for Quality

The School poster shall
6 help teachers and instructors appear as clear
leaders and role models for children and young people
7 stimulate, use and further develop the individual
teachers competence
8 promote differentiated education and varied
working methods
9 ensure that the physical and psycho-social working
and learning environment promotes health, well-being and
learning
10 make it possible for parents/guardians and the local
community to become involved in education in a
meaningful way

Knowledge Diversity Equity

Culture for learning

UFD

The role of the homes and the schools

The parents/guardians

are responsible for the upbringing of the children and to

make sure they participate in education in accordance with
their abilities and talents

are responsible for the daily care of their children

are responsible for assuring that their children meet

prepared for school, bringing a proper school lunch and
wearing suitable clothes

shall stay informed about their childrens school situation

have the best knowledge about their children and should

therefore share this knowledge with the schools
educational staff in order to ensure the pupils right to
have the education differentiated and tailored
according to individual needs is upheld.

shall know the school regulations and rules and make sure
their children abide by them

Knowledge Diversity Equity

Culture for learning

UFD

The role of the homes and the schools

The schools

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are responsible for providing the education and to ensure

that the teachers have the necessary subject specific
competence as well as the pedagogical competence

shall make sure the objectives, content and working

methods of the school are clear and ensure that the pupils
and the parents/guardians know their rights and duties

shall document and inform the parents/guardians about the

pupils learning and development

shall contribute to the development of the pupils social

competence and to create a good learning environment
which promotes the pupils health, well-being and learning

shall support the parents/guardians in the upbringing of

the children are responsible for assuring good cooperation
with the homes

shall listen to the parents/guardians and cooperate with

them in the development of the school with regards content
and activities

Knowledge Diversity Equity

Culture for learning

UFD

The role of the homes and the schools

The schools and the teachers
shall be informed about the individual pupils situation
shall on a regular basis inform the parents/guardians
about the pupils school situation, prosperity and
learning progress

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Knowledge Diversity Equity

Culture for learning

UFD

The pupils

Responsibility vs. co-responsibility for own learning process

Norwegian pupils achieve high scores in international tests

concerning democratic citizenship/understanding

Participation and co-decision is emphasised in the School

Poster

The current regulations are continued unchanged:

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regulations concerning pupils council in primary, lower

secondary and upper secondary education

the pupils right to participate in the planning,

implementation and assessment of the course of training

pupils representative in the schools working environment

committee

Consider whether to introduce more formal influence for

pupils in upper secondary education

Knowledge Diversity Equity

Culture for learning

UFD

Knowledge

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Knowledge Diversity Equity

Culture for learning

UFD

Knowledge
Five basic skills will be integrated in the syllabi for
all subjects
New syllabi for all subjects: Simpler, clearer, more
binding
Strengthening of Norwegian language and science
Second foreign language compulsory as a practical
subject in the lower secondary school
can start in primary school
will count when applying to upper secondary
school
Technology and design integrated in relevant syllabi

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Knowledge Diversity Equity

Culture for learning

UFD

Knowledge

Experiments with philosophy as a separate subject in

primary and lower secondary school

Programme subjects in the lower secondary school

(appetisers)

Subjects from upper secondary education and training in

the lower secondary school subjects from higher
education in upper secondary education and training
(taster courses)

Measures to improve the education in New Norwegian

language

Mathematics compulsory in the second year of the general

study programmes in the upper secondary school

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Programme for digital competence

Stricter entrance requirements for higher education

Knowledge Diversity Equity

Culture for learning

UFD

Five basic skills

To be able to express oneself orally
To be able to read
To be able to express oneself in writing
To be able to do arithmetic
To be able to use information and communication
technology

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Knowledge Diversity Equity

Culture for learning

UFD

Assessment
Basic skills integrated and assessed in all subjects
Further development of national tests
Assessment according to set standards for each
subject
Experiments with portfolio assessment
Final written examination in the lower secondary
school may be replaced by national tests
Continued use of final oral examination in the lower
secondary school
Abolishment of compulsory examinations in the
first year of vocational study programmes

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Knowledge Diversity Equity

Culture for learning

UFD

Diversity

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Knowledge Diversity Equity

Culture for learning

UFD

Diversity
System change in governance ideology: Trust,
freedom, responsibility
Freedom for teachers to choose methods
25 % of the lessons can be adapted to the needs of
the individual pupil, group, school
Number of lessons can be organized locally in
primary school
Specialisation in vocational subjects from the first
year in upper secondary education and training
(20%)

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Knowledge Diversity Equity

Culture for learning

UFD

Diversity
Freer choice of upper secondary school will be
considered
Flexible 2 + 2 model
Experiments with higher education based on the
relevant vocational competence
Entrepreneurship in education and training
Freedom to organize home/school cooperation

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Knowledge Diversity Equity

Culture for learning

UFD

Equity

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Knowledge Diversity Equity

Culture for learning

UFD

Equity
Continued statutory right to special education
National efforts concerning adapted, differentiated
and customised education
Plan to strengthen the skills of minority language
pupils
Programme subjects from upper secondary
education and training in the lower secondary
school: Specialisation and practical activities
Practical and theoretical mathematics in upper
secondary education and training
Practical second foreign language in the lower
secondary school
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Knowledge Diversity Equity

Culture for learning

UFD

Equity
Flexible use of the number of lessons
Subjects from upper secondary education and
training in lower secondary school subjects from
higher education in upper secondary education and
training
National tests throughout, but less examination
pressure
Experiments with portfolio assessment
Continued work against bullying and for a good
learning environment
Better counselling services regional partnerships

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Knowledge Diversity Equity

Culture for learning

UFD

11 study programmes in upper secondary education

and training
Technical and industrial production
Electrical engineering
Building and construction trades
Catering and food processing trades
Health and social care
Design, media and crafts
Service and transport
Agriculture, fishing and forestry
General studies
Sport and physical education
Music, dance and drama

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Knowledge Diversity Equity

Culture for learning

UFD

The good teacher

Historical upgrading of the competence of teachers
and school administrators, NOK 2 - 3 billion:
further education
competence development related to the reform
programme for school leaders and
administrators
Clarification of the states and the municipalities
responsibility for competence development
Increased competence requirements for pre-school
teachers working in schools
Entrance requirements for teacher training colleges

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Knowledge Diversity Equity

Culture for learning

UFD
Assessment of

New attitude:

Objectives: Revision?
National Objectives/

Culture of

local freedom of action

learning
Measures for
development
- Cooperation
- Dissemination of

Culture
Of

knowledge
- Competence development
- Guidance and support

National
system for quality
assessment

learning

- Supervision

Assessment from:

Knowledge of results:

- Pupils/Parents

- Resources

- Schools
- Municipalities/school owners
- National level

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- Learning environments
- Learning Results
Knowledge Diversity Equity

Culture for learning

UFD

Teacher competence
Adapted education
More local freedom of action

PRIMARY SCHOOL:
one stage (1-7)
increased number of lessons
learning to read and write from grade one
more defined framework for the school
day:
- time for a meal together
- more physical activity
stricter requirements for further education
for pre-school teachers
BASIC SKILLS

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Knowledge Diversity Equity

Culture for learning

UFD

Teacher competence
Adapted education
Local freedom of activity

LOWER SECONDARY SCHOOL:

compulsory second foreign language
- practically oriented
programme subjects appetisers from
upper secondary school
parts of subjects from upper secondary
school (taster courses)
renewal of teaching of New Norwegian
technology and design
more experiments with philosophy
strengthened counselling service

BASIC SKILLS

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Knowledge Diversity Equity

Culture for learning

UFD

Teacher competence
Adapted education
Local freedom of action

UPPER SECONDARY EDUCATION

AND TRAINING:
simplified structure
broader approach;
11 study programmes
specialisation in trades from year one
practical and theoretical mathematics
in years one and two
parts of subjects from higher education
stricter entrance requirements for
higher education

BASIC SKILLS

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Knowledge Diversity Equity

Culture for learning

UFD

The implementation of the school reform

To be discussed in the Storting during Spring 2004
2004 and 2005: Competence development, new
subject syllabi, increase in number of lessons
2006, 2007 and 2008: The implementation of the
reform

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Knowledge Diversity Equity

Culture for learning

UFD

A short version of the Report/White Paper

in English and the presentation are
published at:
http://www.odin.dep.no/ufd/

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Knowledge Diversity Equity