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Promoting Knowledge

Promoting Knowledge. Administrative levels. Ministry of Education and Research. The Norwegian Directorate for Education and Training. Agency for Quality Assuranse in Education. Network Norway Council. The County Governor (National Education Offices (18). Municipalities (434).

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Promoting Knowledge

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  1. Promoting Knowledge

  2. Administrative levels Ministry of Education and Research • . The Norwegian Directorate for Education and Training Agency for Quality Assuranse in Education Network Norway Council The County Governor (National Education Offices (18) Municipalities (434) Municipalities (435) Counties (19) Counties (19) Universities and Colleges Universities and colleges The compulsory school The Compulsory School Upper Secondary Education & Training Upper secondary education Adult education Adult Education

  3. The Education System • Compulsory school: • Primary and Lower Secondary Education • (grades 1-10, ages 6-16) • Upper Secondary Education &Training • (ages 16-19) • Higher Education • -617 000 pupils in Compulsory Education • -218 000 pupils in Upper Sec. Education & Training • -209 000 Students in Higher Education

  4. Knowledge Promotion • Clear Objectives • Pupils’ Knowledge and Skills Improved • Better qualified School Leaders, Teachers and Trainers • Improved Awareness of Achievement of Objectives

  5. Knowledge Promotion • New Reform in Primary, Lower Secondary and Upper Secondary Education and Training • New curricula and a new structure introduced August 2006 • More flexibility–the opportunity to dispose up to 25 % of the time allocated for the subject

  6. New Curriculum consists of three parts: a) Core Curriculumb) Quality Frameworkc) Subject Curricula

  7. Core Curriculum • Constitutes the binding foundation and values for primary, secondary, upper sec. and adult education and training • The Norwegian Parliament (Storting) gave its full consent to the Core Curriculum in 1993. • When the reform- Knowledge Promotion was discussed in Parliament 2004 there were still consensus in keeping up the above principles laid down in the Core Curriculum

  8. The Quality Framework: • States the responsibility for schools and training establishments to organize and adapt the teacing and learning processes for the purpose of developing broad competences for pupils and apprentices • Key Competences (Lisbon strategy) are integrated into the Quality Framework i.e:-Learning Strategies (learning to learn) -Social Competences-Cultural Competences -Motivation for learning -Pupil participation These competences will not be assessed by marks.

  9. Basic skills* – integrated into all subjects from grade one: Basic skills are cross curricular skills/subject curricula independent • 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 digital tools But- when integrated in all subject curricula – consequently – subject curricula dependent *Basic skills- part of Lisbon strategy

  10. New subject curricula • Objectives for pupils’ and apprentices’ competence (learning outcome) after 2nd, 4th, and 10th grade (stage) and after every stage in upper sec. education & training • Continuity and coherence in learning outcomes • Local freedom in how to organize and adapt the teaching and learning, i.e. freedom of methods • Possible to undergo a test or exam in all subjects and courses without being a pupil/student • Possible to obtain a Craft or Journeyman’s certificate without being an apprentice

  11. Give (examples of…) Find words (and expressions , e.g within a specific area of work…) Understand and use Identify… Compare.. Describe… Master (e.g a wide vocabulary within…) Talk about… Express his/her reaction to…. Discuss… Demonstrate… Communicate… Select (and use content from….) Analyse (and discuss…) Take initiatives to… Extract (information from….) Produce (e.g.texts) Present (and discuss…) Prepare and assess…. Typical verbs in Norwegian subject curricula related to learning outcomes

  12. Knowledge Promotion • Marks will qualify for entering Upper Secondary • Upper Secondary – 12 Programmes- 3 Academic Education Programmes- 9 Vocational Education Programmes

  13. Upper Secondary – Education Programmes • Technical skills and industrial production • Electrical and electronic subjects • Building and construction technology • Restaurant trades and nutritional subjects • Health and social subjects • Design and craft subjects • Media and communication • Service and travel • Agriculture, fishing and forestry • Academic specialization • Sports subjects • Music, dance and drama

  14. Improving the quality of education and training:Common interest and responsibility Transparency and involvement in decision processes – cp. Lisbon Strategy: open method of coordination (OMC) • Involvement of Stakeholders • Social Partners (tripartite principle in vocational education and training) • Teachers’ Associations • Pupils’ Association • School Owners • Parents and Pupils • Research institutions • Civil Society/National Debates

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