1. The Norwegian education system
Oeyvind Mellem
Head union official, Union of Education Birkenes

2. The Norwegian education system
• Universal schooling for children was introduced in Norway 250
years ago. From 1889, seven years of compulsory education
were provided, 1969 this was increased to nine years and in
1997 to 10 years.
• As a result of Norway’s scattered population, forty per cent of
primary and lower secondary schools are so small that children
of different ages are taught in the same classroom. Primary
and lower secondary levels are often combined in the same
school.
Mellem: The Norwegian education system
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3. Curriculum
The collective objectives and principles for teaching in primary
and lower secondary schools are laid down in the national
curriculum.
The curriculum for primary and lower secondary education
includes:
• Core curriculum for primary and lower secondary, upper
secondary and adult education
• Principles and guidelines for primary and lower secondary
education
• Curricula for individual subjects
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4. The subject curricula lay down a common
learning content for all pupils, which increases in
scope throughout the school and is greatest at
the lower secondary stage. This common
learning content is enlarged on and
supplemented to adapt it to local conditions and
to the needs of individual pupils.
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5. Building teaching competence
• The Ministry prepared a plan for competence building for the
period 1996–2000, giving special attention to supplementary
training for teachers at primary and lower secondary schools.
• For the period 2000–2003 a targeted plan for competence
building, development and experimentation gives particular
priority to the lower secondary level.
• As part of the Knowledge Promotion the Ministry of Education
and Research has presented a Strategy for Competence
Development in Primary and Secondary Education.
• The strategy "Skills for Quality 2009 - 2012" is a lasting
commitment to continuing education for teachers.
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6. School subjects at primary and lower
secondary levels
Christian knowledge and religious and ethical education
Norwegian
Mathematics
Social Studies
Art and Crafts
Science and the Environment
English (is compulsory from the primary level)
Music
Home Economics
Physical Education
Compulsory additional subjects
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7. In addition, time is set aside at all levels for School’s and
pupils’ options. These hours are taken from the teaching hours
allocated to the main levels. A separate quota of hours is
allocated to class and pupils` council work at the lower
secondary level. At the lower and upper primary levels, it is
possible for schools to allocate a quota of hours locally for this
purpose from the hours allocated to other subjects.
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8. Additional language and project work
In addition to the compulsory subjects, pupils are required
to choose one of the following options:
• Second foreign language. Pupils can choose a foreign
language in addition to English, i.e. German or French or
another language on the basis of local or regional needs.
• Supplementary language study. Pupils can choose
additional in-depth study of a language they already have a
basic knowledge of.
• Practical project work. This is an activity that is planned in
cooperation with the pupils.
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9. Day-care facilities for school children
• In many families, both parents are out at work during the day. If
they have children in the lower primary school, they may
therefore need day-care facilities for them both before and after
school hours.
• Day-care facilities for school children must provide facilities for
play and for participation in cultural and recreational activities
appropriate for the age, level of physical ability and interests of
the children.
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10. • Such day-care facilities must also provide satisfactory
development conditions for children with physical disabilities.
• From 1 January 1999, all municipalities in Norway have been
legally obliged to provide day-care facilities before and after
school hours for children attending the first four grades.
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11. Mellem: The Norwegian education system
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12. Kindergartens
• shall, according to the Kindergarten Act of 2005, be
pedagogical undertakings for children under compulsory school
age. In 2009 an individual, legal right to a place in kindergarten
institution was introduced.
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13. Primary and lower secondary education
• covers education for children aged 6 to15. This includes pupils
in 1st to 10th grade, together with pupils in minority language
groups and special groups.
• In addition, there are special schools for children with special
educational needs.
• Municipalities are required to offer day care facilities from 1st
grade to 4th grade.
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14. Upper secondary education
• provides three years of general education or vocational training
after the 10th year of lower secondary education.
• The norm for apprenticeship training is two years of vocational
training in upper secondary education followed by one or two
years of practical training in industry.
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15. Higher education
• As part of the implementation of the Bologna Process, the
degree system was entirely restructured in 2002-2003.
• As a result, the main structure follows the 3 + 2 + 3 model.
(Three-year Bachelor's degrees, two-year Master's
degrees, and three-year PhD degrees.)
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16. Higher vocational education
• Higher vocational programmes are postsecondary, but not
defined as higher education.
• The duration is minimum six months and maximum two years.
• Higher vocational programmes are offered by both public and
private providers.
• As per December 2009 they had a total of about 12 000
registered students.
• Around one third of the students participated in programmes
offered by public providers, mainly counties.
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17. Study associations
• A study association consists of two or more voluntary
organisations and offer a selection of courses, ranging from
basic education/training to work training and studies at
university level.
• Study associations offer courses in most municipalities and
may apply for government funding
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18. Adult education
• includes adult education on primary, lower secondary and
upper secondary level, folk high schools, adult education
associations and independent distance learning institutions.
• Adults who have not completed sufficient primary and lower
secondary education are entitled to education at these levels.
• Adults from the age of 25 years, who have completed primary
and lower secondary school or the equivalent, but not upper
secondary education, have by application, the right to such
education.
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19. Folk high schools
• offer a variety of non-academic courses of various length.
• Do not grant degrees or have exams.
• Although the majority of participants attend shorter
courses, long courses (6–12 months) are the main activity of
the folk high schools.
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20. Distance learning institutions
• Distance learning is a common option for those who need a
flexible way of learning.
• Institutions may apply for government funding.
• In the past, distance learning consisted mainly of
correspondence courses, and although online courses have
become increasingly common, correspondence courses still
predominate.
• The courses range from leisure and hobby courses to those
providing degree level qualifications, but the majority of
students attend courses at upper secondary or university level.
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21. Challenges
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Lifelong learning
Early intervention
Systematic follow up
Theory vs. Practical work
School drop outs
New reforms
Qualification for the future
Ambitions and motivation
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22. Drive: The surprising truth about what
motivates us
• This lively RSAnimate, adapted from Dan Pink's talk at the
RSA, illustrates the hidden truths behind what really motivates
us at home and in the workplace. (10’48’’)
http://www.youtube.com/watch?v=u6XAPnuFjJc&feature=relmfu
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