Culture for learning

1. Culture for learning

2. Knowledge Diversity Equity Culture for learning

3. 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 Many good sides – but room for some improvement

4. 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 Three preconditions for development

5. 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

6. 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 The framework for primary, lower secondary and upper secondary education and training

7. 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 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

8. 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 Framework for Quality”The School poster” shall

9. 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 parents/guardians

10. 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

11. 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 role of the homes and the schoolsThe schools and the teachers

12. 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 The pupils

13. Knowledge

14. 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

15. 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 Knowledge

16. 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 Five basic skills

17. 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 Assessment

18. Diversity

19. 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

20. 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 Diversity

21. Equity

22. 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

23. 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 Equity

24. 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 11 study programmes in upper secondary education and training

25. 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 The good teacher

26. Assessment of Objectives: Revision? New attitude:Culture of learning National Objectives/ local freedom of action Measures for • development- Cooperation- Dissemination of knowledge- Competence development- Guidance and support - Supervision National system for quality assessment Culture Of learning Knowledge of results: - Resources - Learning environments- Learning Results Assessment from:- Pupils/Parents- Schools- Municipalities/school owners- National level

27. Teacher competence Adapted education More local freedom of action 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 BASIC SKILLS

28. Teacher competence Adapted education Local freedom of activity 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 BASIC SKILLS

29. Teacher competence Adapted education Local freedom of action 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 BASIC SKILLS

30. 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 The implementation of the school reform

31. A short version of the Report/White Paper in English and the presentation are published at: http://www.odin.dep.no/ufd/