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Knowledge Promotion:• Clear objectives• Pupils’ knowledge and skills improved• More flexibility• Better qualified school leaders, teachers

and trainers• Better awareness of achievement of

objectives

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New curricula in all subjects

• Core curriculum maintained• Local freedom in methods of organisation ??• Introduction of a National framework for

quality• Continuous curricula• Clear competence goals for pupils and

apprentices• Objectives for basic skills integrated into all

subjects

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New syllabuses in all subjects

• Curricula for compulsory school and regular subjects (work started Sep. 04)

• Distribution of subjects and periods• Round of consultations Jan. 05• Conclusion summer 05• Remaining work starts 05

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The Quality Framework states that schools and apprenticeship work-places shall:

• Give all an equal opportunity to develop their abilities individually and in cooperation with others.

• Stimulate … motivation, perseverance and curiosity.

• Stimulate … the development of their own learning strategies and the capacity for critical thought.

• Stimulate … personal development and identity, assist in the development of ethical, social and cultural competence, and promote democratic understanding and participation.

• Encourage pupil participation and enable … to make conscious value judgements and decisions on their educational needs and future work.

• Promote adapted teaching and varied working methods.

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• The Quality Framework (cont.)

• Stimulate, engage and develop the individual teacher’s competence.

• Contribute to teachers and instructors being conspicuous leaders and role models for children and young people.

• Ensure that the physical and psycho-social working and learning environ-ment promotes health, joy and learning.

• Prepare for cooperation with the home and ensure parents’/guardians’ co-responsibility in the school.

• Prepare for the local community to be involved in education in a meaningful way.

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Basic skills

• 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 information and

communication technology

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Assessment of the individual

• Competence shall be graded numerically• Trials on portfolio assessment in

connection with centrally-arranged examinations

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Structural changes – compulsory education autumn 2006

• Opportunity to follow ordinary curricula from upper secondary level

• Trials with philosophy at compulsory school level

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“25%”

• Up to 25% of periods in each subject can be redistributed

• Goal: adapted learning• Overall minimum number of periods

determined centrally• School owner legally responsible• Competence goals must be collectively

maintained

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Structural changes – compulsory education autumn 2006

• Second foreign language compulsory at lower secondary level

• Technology and design to be inter-disciplinary topics

• Strengthening of mathematics, English and physical training

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Structural changes – upper secondary education (cont.)

• 12 education programmes:• Technical skills and industrial production• Electrical and electronic subjects• Building and construction technology

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• Restaurant trades and nutritional subjects• Health and social subjects• Design and craft subjects• Media and communication• Service and travel• Academic specialization• Sports • Music, dance and drama

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• Education programmes for vocational subjects• 1 period increase in English and social studies• In-depth project in first year (c. 20%)• Details of programme areas and programme

subjects remain to be determined

Structural changes – upper secondary education (cont.)

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Framework for qualification in Vocational education and training (VET)

• Framework for qualification in VET will:• be prepared for each apprenticeship area

and 3-year vocational course• describe the work tasks and knowledge

and skill requirements

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Reorganization of cooperation with work partners

• SRY, the Cooperative Council for Vocational Education replaces RFA, the National Council for Vocational Education and Training

• 9 vocational committees replace the 20 education and training committees

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General matriculation requirements – extension studies

• Stricter requirements:• Mathematics • 2nd foreign language • Physical training and optional subjects

discontinued

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Pace of introductionSchool year 2006-2010

• New subject curricula in use in years 1-9 and the 1st year of upper secondary (Vg1)

• New subject and period structure in use in years 1-9 and Vg1

• Compulsory second foreign language introduced in 8th year

• Subject curricula for third year vocational programmes prepared for consultation and decided

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Pace of introductionSchool year 2009-2010

• First cohort of students enter university and tertiary education meeting the new matriculation requirements autumn 09

• First apprentices examined for trade and vocational certification according to the new structure spring 2010

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Pace of introductionSchool year 2008-2009

• New syllabuses in use in Vg3 academic and vocational education programmes

• The first pupils complete upper secondary education in accordance with the new structure spring 09

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Strategy for competence development in basic education 2005-2008

• White Paper no. 30 (2003-04): 2-3 bn. NOK

• Interested parties: school owners / Federation of Local Authorities, tertiary sector, organizations, central educ. administration

• Priorities• Parties’ responsibilities and tasks• Cooperation

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The competence drive – the national budget for 2005

• 500 m. NOK towards increasing competence

• 300 m. to school owners• 120 m. on strategy plans• 20 m. on demonstration schools and

companies• 80 m. on other reform-related tasks

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Priorities

• School management (2005)• Reform-related competence

development (new subject curricula, adapted learning, 2nd foreign language, physical activity, providing educational and career advice, quality assessment)

• Further studies in the 2nd foreign language, mathematics, science, English and Norwegian/ Saami

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Directorate for Primary and Secondary Education – responsibilities and tasks

• follow up the competence development strategy

• administer the public funding of competence development

• work in conjunction with university and tertiary sector, school owners and staff organizations

• initiate the evaluation of the strategy for competence development

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The Ministry –responsibilities and tasks

• state the goals and national priorities in competence development

• provide special national resources for the implementation of school owners’ plans for competence development

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The Cultural Schoolbag

• The aim of the Cultural Schoolbag is to

• ensure that pupils at the compulsory level have a professional cultural component

• provide for pupils at the compulsory level easier access to, familiarity with, and a positive relationship with the arts and cultural expressions of all kinds

• contribute to developing a comprehensive and informed incorporation of artistic and cultural expressions in the realization of the school’s learning goals

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National Quality Assessment System

• Quality assessment for learning• Four areas:• Learners outcome – national tests• Learning environment – pupil inspectors• Implementation• Resources• Support for development• 2004 “pilot” – 2005 “full implementation”• Cf. website: www.skoleporten.no