Education in Norway The Norwegian school system 22. april 2013

1. Education in Norway The Norwegian school system22. april 2013 Kjetil Stavø Høvig County Governor of Hordaland, Departement ofEducation

2. Education & Experience • Education: • Universityof Bergen: Public administration (MA) • Universityof Bergen: Comparativepolitics (BA) • --------------------------------------------------------------- • Experience: • Universityof Bergen 2009-2012. • Countygovernorof Hordaland from May 2012.

3. The County Governor: • Weensurethatappropriateeducation is provided in accordancewith Norwegian educational policy (includingkindergartens, private schools and homeeducation) • We co-ordinate different levelsofeducation so it reflectsnational policy and demands from students of all ages – (includingchildren in kindergartens) • The goal is to have an efficient and flexibleschooling system

4. The County Governor: We informe about the national educational policy and priorities by: • Written information • Meetings with local authorities • Conferences and short courses • Web sites • Establishing network • Be available for local authorities, students, parents etc.

5. The County Governor: Also has a supervison role: • We make sure that the local education system works properly • We ensure students rights • We make final decisions in legal complaints • We ensure that Government fundings and block grants are used in a proper way or according to the intentions

6. Education for all. • (Kindergarten included in theeducational system) • All children and youngpeople have an equal right to education and training regardlessofsocial and culturalbackground or possiblespecialneeds

7. Unifiedschool system: equal and adaptededucation • All education is free up to + includinguppersecondarylevel • Private schoolsareprimarilyintended as a supplement to state-run schools. • Private/independantschoolsoften have a denominational nature. 85% state-support – 100% for pupilswithspecialneeds

8. Responsibility • The Norwegian Parliament and Government • definethe goals and decidethebudgets for education. Legislation. Curriculum.

11. Kindergartens • Governmentobjective: provision of kindergarten places of high quality and at a low price • Pedagogical institutions that comprise care, upbringing, play and learning • Full-time or part-time places • Both public and private

12. Primary and lower secondary schools • Boththecounty and themunicipalities: • - Finance the gap betweenthe real costs and moneyprovided by thegovernment. • - Build and maintainschools run by themunicipalities. • - Have employerresponsabilities for teachers.

13. Primary and lower secondary schools • 10 years of compulsory education • National education policy vs. Localfreedom

14. Uppersecondaryschools • Two main directions: • 1. General studies • 2. Vocational studies

15. Nine vocational studies • Building and construction technology • Design, arts and crafts subjects • Electrical and electronic subjects • Health and social subjects • Media & communication (+ option of general studies Vg3) • Utilization of natural resources (+ option of general studies Vg3) • Restaurant trades and nutritional subjects • Service and travel • Technical skills and industrial production + Supplementary programme for general university admissions certification

16. General studies • Sports subjects • Music, dance and dramawithprogramme areas • Specialization in general studies withprogramme areas • Arts, crafts and design studies • Natural science and mathematics studies • Socialscience and economics studies • Language studies

17. Upper Secondary Education – alternative paths

18. Highereducation • Most ofthehigherinstitutionsareowned by thestate, and more than 90% ofthe students attend state-run institutions. Admission: • Successfulcompletionofuppersecondaryeducationwithsomespecifiedcourses • Qualificationsrecognizedequvalent to matriculation standard (workexperience) • All students must meetthe same requirements

19. Degrees • Bachelor - 3 years • Master – 2 years • PhD - 3 years

20. Teacher education • Admission: general entrancequalification for students • Pre-schoolteachingqualification - 3 years (BA) • General subjectteacher – 4 years • Single subjectteacher – 3 years • Uppersecondaryschoolteachers – 5/6 years (MA)

21. Financial support for students The State Educational Loan Funds (Lånekassen) was established in 1947 to provide financial support for students in the form of loans and grants as a part of the policy for equal opportunities to higher education, regardless of social, economic and geographical background. Support is also provided for studies abroad. More information: www.lanekassen.no

22. Priority areas • Assessment for learning • NY GIV • GLØD

23. NY GIV/NEW POSSIBILITIES • • Intensified follow–up of pupils with the poorest results in the 10th grade and in Upper Secondary Education and Training • • Courses for teachers from all over the country in how to develop pupils’ basic skills in reading, writing and numeracy • • Teacher networks to orient teachers` classroom practice in a more practical manner for the common core subjects Norwegian, English and Maths • • Pupils who are in danger of dropping out are offered summer jobs or summer school make the transition between different schoollevelseasier to handle • • A common set of indicators has been established offering valid and credible statistics based on numerical information from all countymunicipalities • • Improved collaboration between the The Follow–Up Service and the Norwegian Labour and Welfare Administration to help young people beteween the ages 16 – 21 who are neither in school nor at work to return to school or apprenticeship • • Extensive dialogue with the social partners to obtain more apprenticeships both in the private and the public sector • • More relevant and practice oriented vocational education and training (VET), for example via: • 1. The Certificate of Practice: a 2 year VET education • programme(Lower Level Craft/Journeyman`s Certificate) • 2. Training Candidature: individually adapted education and • training scheme based on a reduced package of competence • objectives, often both working place and school based.

24. GNIST • Five yearproject • Strenghtenthequalityofteachereducation

25. Assessment for learning