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The Education System

The Education System. Compulsory school: Primary and lower secondary education (grades 1-10, ages 6-16) Upper secondary education (ages 16-19) Higher education. 13 years of schooling - One School for All. A common basis of knowledge, culture and values

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The Education System

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  1. The Education System • Compulsory school: • Primary and lower secondary education (grades 1-10, ages 6-16) • Upper secondary education (ages 16-19) • Higher education

  2. 13 years of schooling - One School for All • A common basis of knowledge, culture and values • The same education regardless of geographical location, gender, ethnic or social background • Identification with the community, and involvement in local activities • Tasks and challenges adjusted to the pupil’s abilities

  3. Reform-94 – Upper Secondary Education • For all aged 16 to 19: individual right to 3 years of upper secondary education • From the autumn of 2000:Adults born before January 1st 1978 have a statutory right to upper secondary education

  4. Reform-94 – Upper Secondary Education • Education for all ensured • 15 different basic courses the first year • Advanced Course I and II including workplace training • Apprenticeship is part of upper secondary education; combining school education with training at the work place • Follow-up service for drop-outs

  5. General and Business Studies Music, Dance and Drama Sports and Physical Education Health and Social Studies Arts, Crafts and Design Agriculture, Fishing and Forestry Hotel and Food Processing Trades Building and Construction Technical Building Trades Electrical Trades Engineering and Mechanical Chemical and Prosessing Trades Woodworking Trades Sales and Service Media and Communication Areas of Study/Foundation Course (Reform-94)

  6. Role of Social Partners - Background Policies and programmes of vocational guidance and vocational training shall be formulated and implemented in cooperation with employer’s and workers’ organisations and, as appropriate and in accordance with national law and practise, with other interested bodies” (ILO-convention no 142, article 5 – ratified 1976)

  7. Position challenged 1994: Counties, municipalities and schools wanted to have full responsibility and influence LO and NHO: - Action based on ILO-convention 2004: Working on new structure. Social partners claim more influence in accordance with factual responsibility

  8. Government’s Objectives • Improve the well-fare society • Make the educational system • efficient • flexible • accessible to all all young people who finished primary school (age 16) • Effective use of resources

  9. Employers’ Objectives • Improve the quality in education • Improve recruiting to the working-life • Better cooperation between schools and enterprises • A more consistent dual system based on formal schooling and apprenticeship

  10. Competence Learning competence Action competence Method competence Social competence Skill competence

  11. Students and the Employees Objectives • Legal right to upper secondary education leading to formal competence • Improved employability • Access to apprenticeship • Easier access to higher education from vocational training • Better learning environment on the work-place

  12. Administration of vocational education and training - National level =3-part body

  13. County level County authorities County parliament National education office Upper secondary educationTraining committee Upper secondary schoolsGeneral and vocationaleducation Vocational trainingcommittee Vocational trainingadministration Schoolsvocationaleducation Training companies/ organisations Training offices andcircles Examinationcommittees

  14. Education & training system Higher eduction GENERAL SUBJECTS 5 th year SKILLED WORKER APPRENTICESHIP CONTRACT At the workplace 4 th year ADVANCED COURSE II General qualification for higher education APPRENTICESHIP CONTRACT At the workplace ADVANCED COURSE II In school 3 rd year APENTICESHIP CONTRACT At the workplace ADVANCED COURSE I (Aprox. 100) 2 nd year FOUNDATION COURSE (15) APENTICESHIP CONTRACT At the workplace 1 st year Primary school

  15. Tools for cooperation in • Primary and lower secondary level: • Young enterprise – separate boardMunicipalities, social partners • Partnershipsschools - companies • Higher education • Board members • Student companies • Partnerships • Projects (VS 2010) • University - lobbying

  16. Adult Education LO/NHO: Basic Agreement Chapter 16 • Underlining the importance of education for individuals, companies and society • Stimulate employees to increase their knowledge • Development of competence building programmes in accordance with the need as a tool for increased competitiveness • All costs compensated by the company

  17. The Competence Reform • Part of wage settlement between social partners and Government • Objective: • Meet the need for competence in society, in the company and for the induvidual • Help provide business and society with relevant competence in order to secure employment and production as well as provision for public services

  18. Important principles: (page 1) • The competence Reform includes all adults, both those who are in the workforce and those who – for various reasons – are not. • The Competence Reform is based on a broad understanding of knowledge, in which theoretical and practical knowledge, creativity, initiative, the development of selfconfidence and social skills all work together. • As far as possible, education for adults should be driven by demand: this education should be flexible, accessible and adapted to the needs of both the individual and the enterprise. The education must be organised and build on individuals’ prior learning, both formal and non-formal.

  19. Important principles: (page 2) • There must be better interaction between the providers of education and the workplace, with a view to allowing employees to take part in competence development without taking them away from their jobs more than is necessary. • The Competence Reform is based on interaction between many parties: Public authorities, organisations, private and public institutions and the workplace. • The reform has a long-term perspective, and implementation will take place gradually on the basis of a framework of economic and organisational requirements. Employers, employees and the public sector must contribute towards the financing, organisation, preparation, development and implementation of the competence Reform.

  20. Practical measures • Right to study leave established by law • Documentation of non-formal learning • Right to upper secondary education • The governemental Competence Building Programme (NOK 400 mill.) • Motivation and information • Disagreement: financing

  21. Voluntary organisations • Workers’ Educational Association • Folkeuniversitetet (People’s university) • Adult Education Association • RKK

  22. Financing The State Educational Loan Fund • Loans • Grants • Educational Fund (LO, NHO)

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