Culture for learning. 2 Knowledge Diversity Equity Culture for learningUFD Culture for learning Knowledge Diversity Equity

Culture for learning

2 Knowledge Diversity Equity

Culture for learning UFD

Culture for learning

• Knowledge

• Diversity

• Equity



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



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



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



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



Framework for Quality”The School poster” shall

1 give all pupils and apprentices equal opportunity to

develop their abilities and their talents

2 stimulate the pupils’ and apprentices’ wish to learn,

application and curiosity

3 stimulate the pupils and apprentices to develop their

own learning strategies and ability for critical thinking

4 stimulate the pupils and apprentices in their personal

development, in developing social competence and

the ability to understand and participate in democratic

processes

5 make it possible for pupils and apprentices to make

informed choices about education and future careers



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

teacher’s 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



The role of the homes and the schoolsThe 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 children’s school situation

• have the best knowledge about their children and shouldtherefore share this knowledge with the school’s 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 suretheir children abide by them



The role of the homes and the schoolsThe schools

• 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 thepupils’ learning and development

• shall contribute to the development of the pupils’ socialcompetence 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 cooperationwith the homes

• shall listen to the parents/guardians and cooperate with them in the development of the school with regards content and activities



The role of the homes and the schoolsThe schools and the teachers

• shall be informed about the individual pupil’s situation

• shall on a regular basis inform the parents/guardians

about the pupil’s school situation, prosperity and

learning progress



The pupils

– Responsibility vs. co-responsibility for own learning process

– Norwegian pupils achieve high scores in international testsconcerning democratic citizenship/understanding

– Participation and co-decision is emphasised in the “SchoolPoster”

– The current regulations are continued unchanged:

• 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 school’s working environmentcommittee

– Consider whether to introduce more formal influence for pupils in upper secondary education



Knowledge



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



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

• Programme for digital competence

• Stricter entrance requirements for higher education



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



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



Diversity



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%)



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



Equity



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



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



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



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 state’s and the municipalities’

responsibility for competence development

• Increased competence requirements for pre-school

teachers working in schools

• Entrance requirements for teacher training colleges



Culture

Of

learning

Measures for

•development

- Cooperation

- Dissemination of

knowledge

- Competence development

- Guidance and support

- Supervision

New attitude:

Culture of

learning

Assessment of

Objectives: Revision?

National Objectives/

local freedom of

action

National

system for quality

assessment

Knowledge of results:

- Resources

- Learning environments

- Learning Results

Assessment from:

- Pupils/Parents

- Schools

- Municipalities/school owners

- National level



BASIC SKILLS

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

Adapted educationMore local freedom of action

Teacher competence



BASIC SKILLS

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

Adapted education Local freedom of activity

Teacher competence



BASIC SKILLS

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

Adapted education Local freedom of action

Teacher competence



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



A short version of the Report/White Paper

in English and the presentation are

published at:

http://www.odin.dep.no/ufd/

Documents

Culture for learning. 2 Knowledge Diversity Equity Culture for learningUFD Culture for learning Knowledge Diversity Equity