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This presentation was given by Bente Barton Dalhberg from the Norwegian Directorate for Education and Training at the GCES Conference on Governing Education in a Complex World during the first Workshop A on shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Inspections as a Twin Vehicle for School Development and Control
Inspections as a twin vehicle for
school development and control?
- The Norwegian context
- Our system
- Demographic, social and
- How the inspection is
positioned and works in the
- Results so far
The Norwegian example
Ministry of Education and Research
The Directorate for Education and Training
own and run
Primary and lower
own and run
A self-assessment tool for schools and
Initiate a self-assessment process
in the schools
Reflex is a measure to build a link between internal and external
Build capasity for local authorities,
schools and stakeholders
Enable to make changes by themselves,
not because they are told to
Encourage local authorities and schools
to use their latitude in accordance with
the common goals in the Education act
RefLex is also a compilation tool for school owners
Local authorities can se where
there is a need for change
in the different schools
or in general.
Can be used to team up different
schools with similar issues and
also find best practice examples.
Feedback so far
• “The informants at all levels...provide further feedback.. that
the current supervisory methods are better suited to achieving
the goal of good municipal services.”
Translated from Difi-rapport 2015:19
• “The last main question that respondents in the survey were
asked to come up with was concrete proposals to how a
strengthened internal control in practice can reduce state
supervision. This proved to be somewhat challenging, as there
was a widespread belief among many informants that the
amount of state supervision is not necessarily too big”
Translated from KS FoU-prosjekt nr. 154023
Results so far
• The inspections identified a lot fewer improvement areas in
2015 than in 2014
• About 30 percent of the identified improvement areas are
improved before final report
• 50 % of school leaders have used the self assessment tool.
Most of them found practice not in accordance with the national
standards. 9 out of 10 who found deviations carried out action in
order to improve their practice.
Challenges and dilemmas
• Moving target
• Strong state – weak municipalities? Who sets the agenda?
• What really works over time?
• Everybody loves autonomy but hates differences in outcome