View
1.560
Download
0
Category
Tags:
Preview:
DESCRIPTION
About the school system reform in Norway.
Citation preview
www.kunnskapsloeftet.no
2
www.kunnskapsloeftet.no
Sted og tid
Knowledge Promotion:• Clear objectives• Pupils’ knowledge and skills improved• More flexibility• Better qualified school leaders, teachers
and trainers• Better awareness of achievement of
objectives
3
www.kunnskapsloeftet.no
Sted og tid
4
www.kunnskapsloeftet.no
Sted og tid
New curricula in all subjects
• Core curriculum maintained• Local freedom in methods of organisation ??• Introduction of a National framework for
quality• Continuous curricula• Clear competence goals for pupils and
apprentices• Objectives for basic skills integrated into all
subjects
5
www.kunnskapsloeftet.no
Sted og tid
6
www.kunnskapsloeftet.no
Sted og tid
New syllabuses in all subjects
• Curricula for compulsory school and regular subjects (work started Sep. 04)
• Distribution of subjects and periods• Round of consultations Jan. 05• Conclusion summer 05• Remaining work starts 05
7
www.kunnskapsloeftet.no
Sted og tid
8
www.kunnskapsloeftet.no
Sted og tid
The Quality Framework states that schools and apprenticeship work-places shall:
• Give all an equal opportunity to develop their abilities individually and in cooperation with others.
• Stimulate … motivation, perseverance and curiosity.
• Stimulate … the development of their own learning strategies and the capacity for critical thought.
• Stimulate … personal development and identity, assist in the development of ethical, social and cultural competence, and promote democratic understanding and participation.
• Encourage pupil participation and enable … to make conscious value judgements and decisions on their educational needs and future work.
• Promote adapted teaching and varied working methods.
9
www.kunnskapsloeftet.no
Sted og tid
10
www.kunnskapsloeftet.no
Sted og tid
• The Quality Framework (cont.)
• Stimulate, engage and develop the individual teacher’s competence.
• Contribute to teachers and instructors being conspicuous leaders and role models for children and young people.
• Ensure that the physical and psycho-social working and learning environ-ment promotes health, joy and learning.
• Prepare for cooperation with the home and ensure parents’/guardians’ co-responsibility in the school.
• Prepare for the local community to be involved in education in a meaningful way.
11
www.kunnskapsloeftet.no
Sted og tid
Basic skills
• The ability to express oneself orally• The ability to read• The ability to do arithmetic• The ability to express oneself in writing• The ability to use information and
communication technology
12
www.kunnskapsloeftet.no
Sted og tid
Assessment of the individual
• Competence shall be graded numerically• Trials on portfolio assessment in
connection with centrally-arranged examinations
13
www.kunnskapsloeftet.no
Sted og tid
Structural changes – compulsory education autumn 2006
• Opportunity to follow ordinary curricula from upper secondary level
• Trials with philosophy at compulsory school level
14
www.kunnskapsloeftet.no
Sted og tid
“25%”
• Up to 25% of periods in each subject can be redistributed
• Goal: adapted learning• Overall minimum number of periods
determined centrally• School owner legally responsible• Competence goals must be collectively
maintained
15
www.kunnskapsloeftet.no
Sted og tid
Structural changes – compulsory education autumn 2006
• Second foreign language compulsory at lower secondary level
• Technology and design to be inter-disciplinary topics
• Strengthening of mathematics, English and physical training
16
www.kunnskapsloeftet.no
Sted og tid
Structural changes – upper secondary education (cont.)
• 12 education programmes:• Technical skills and industrial production• Electrical and electronic subjects• Building and construction technology
17
www.kunnskapsloeftet.no
Sted og tid
• Restaurant trades and nutritional subjects• Health and social subjects• Design and craft subjects• Media and communication• Service and travel• Academic specialization• Sports • Music, dance and drama
18
www.kunnskapsloeftet.no
Sted og tid
• Education programmes for vocational subjects• 1 period increase in English and social studies• In-depth project in first year (c. 20%)• Details of programme areas and programme
subjects remain to be determined
Structural changes – upper secondary education (cont.)
19
www.kunnskapsloeftet.no
Sted og tid
Framework for qualification in Vocational education and training (VET)
• Framework for qualification in VET will:• be prepared for each apprenticeship area
and 3-year vocational course• describe the work tasks and knowledge
and skill requirements
20
www.kunnskapsloeftet.no
Sted og tid
Reorganization of cooperation with work partners
• SRY, the Cooperative Council for Vocational Education replaces RFA, the National Council for Vocational Education and Training
• 9 vocational committees replace the 20 education and training committees
21
www.kunnskapsloeftet.no
Sted og tid
General matriculation requirements – extension studies
• Stricter requirements:• Mathematics • 2nd foreign language • Physical training and optional subjects
discontinued
22
www.kunnskapsloeftet.no
Sted og tid
Pace of introductionSchool year 2006-2010
• New subject curricula in use in years 1-9 and the 1st year of upper secondary (Vg1)
• New subject and period structure in use in years 1-9 and Vg1
• Compulsory second foreign language introduced in 8th year
• Subject curricula for third year vocational programmes prepared for consultation and decided
23
www.kunnskapsloeftet.no
Sted og tid
Pace of introductionSchool year 2009-2010
• First cohort of students enter university and tertiary education meeting the new matriculation requirements autumn 09
• First apprentices examined for trade and vocational certification according to the new structure spring 2010
24
www.kunnskapsloeftet.no
Sted og tid
Pace of introductionSchool year 2008-2009
• New syllabuses in use in Vg3 academic and vocational education programmes
• The first pupils complete upper secondary education in accordance with the new structure spring 09
25
www.kunnskapsloeftet.no
Sted og tid
Strategy for competence development in basic education 2005-2008
• White Paper no. 30 (2003-04): 2-3 bn. NOK
• Interested parties: school owners / Federation of Local Authorities, tertiary sector, organizations, central educ. administration
• Priorities• Parties’ responsibilities and tasks• Cooperation
26
www.kunnskapsloeftet.no
Sted og tid
The competence drive – the national budget for 2005
• 500 m. NOK towards increasing competence
• 300 m. to school owners• 120 m. on strategy plans• 20 m. on demonstration schools and
companies• 80 m. on other reform-related tasks
27
www.kunnskapsloeftet.no
Sted og tid
Priorities
• School management (2005)• Reform-related competence
development (new subject curricula, adapted learning, 2nd foreign language, physical activity, providing educational and career advice, quality assessment)
• Further studies in the 2nd foreign language, mathematics, science, English and Norwegian/ Saami
28
www.kunnskapsloeftet.no
Sted og tid
Directorate for Primary and Secondary Education – responsibilities and tasks
• follow up the competence development strategy
• administer the public funding of competence development
• work in conjunction with university and tertiary sector, school owners and staff organizations
• initiate the evaluation of the strategy for competence development
29
www.kunnskapsloeftet.no
Sted og tid
The Ministry –responsibilities and tasks
• state the goals and national priorities in competence development
• provide special national resources for the implementation of school owners’ plans for competence development
30
www.kunnskapsloeftet.no
Sted og tid
The Cultural Schoolbag
• The aim of the Cultural Schoolbag is to
• ensure that pupils at the compulsory level have a professional cultural component
• 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
• contribute to developing a comprehensive and informed incorporation of artistic and cultural expressions in the realization of the school’s learning goals
31
www.kunnskapsloeftet.no
Sted og tid
National Quality Assessment System
• Quality assessment for learning• Four areas:• Learners outcome – national tests• Learning environment – pupil inspectors• Implementation• Resources• Support for development• 2004 “pilot” – 2005 “full implementation”• Cf. website: www.skoleporten.no
Recommended