Transcript UFD - Regjeringen.no

Culture for learning
Culture for learning
UFD
Culture for learning
• Knowledge
• Diversity
• Equity
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Knowledge Diversity Equity
Culture for learning
UFD
Many good sides – but room for some
improvement
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
Three preconditions for development
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
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
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Knowledge Diversity Equity
Culture for learning
UFD
The framework for primary, lower secondary and
upper secondary education and training
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
Framework for Quality
”The School poster” shall
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give all pupils and apprentices equal opportunity to
develop their abilities and their talents
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stimulate the pupils’ and apprentices’ wish to learn,
application and curiosity
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stimulate the pupils and apprentices to develop their
own learning strategies and ability for critical thinking
4
stimulate the pupils and apprentices in their personal
development, in developing social competence and
the ability to understand and participate in democratic
processes
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make it possible for pupils and apprentices to make
informed choices about education and future careers
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Knowledge Diversity Equity
Culture for learning
UFD
Framework for Quality
”The School poster” shall
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
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Knowledge Diversity Equity
Culture for learning
UFD
The role of the homes and the schools
The parents/guardians
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•
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 should
therefore 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 sure
their children abide by them
Knowledge Diversity Equity
Culture for learning
UFD
The role of the homes and the schools
The schools
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•
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 the
pupils’ learning and development
•
shall contribute to the development of the pupils’ social
competence 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 cooperation
with the homes
•
shall listen to the parents/guardians and cooperate with
them in the development of the school with regards content
and activities
Knowledge Diversity Equity
Culture for learning
UFD
The role of the homes and the schools
The schools and the teachers
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
The pupils
–
Responsibility vs. co-responsibility for own learning process
–
Norwegian pupils achieve high scores in international tests
concerning democratic citizenship/understanding
–
Participation and co-decision is emphasised in the “School
Poster”
–
The current regulations are continued unchanged:
–
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•
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 environment
committee
Consider whether to introduce more formal influence for
pupils in upper secondary education
Knowledge Diversity Equity
Culture for learning
UFD
Knowledge
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Knowledge Diversity Equity
Culture for learning
UFD
Knowledge
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
Knowledge
•
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
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•
Programme for digital competence
•
Stricter entrance requirements for higher education
Knowledge Diversity Equity
Culture for learning
UFD
Five basic skills
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
Assessment
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
Diversity
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Knowledge Diversity Equity
Culture for learning
UFD
Diversity
• 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%)
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Knowledge Diversity Equity
Culture for learning
UFD
Diversity
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
Equity
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Knowledge Diversity Equity
Culture for learning
UFD
Equity
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
Equity
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
11 study programmes in upper secondary education
and training
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
The good teacher
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
Assessment of
New attitude:
Objectives: Revision?
National Objectives/
Culture of
local freedom of action
learning
Measures for
•development
- Cooperation
- Dissemination of
Culture
Of
knowledge
- Competence development
- Guidance and support
National
system for quality
assessment
learning
- Supervision
Assessment from:
Knowledge of results:
- Pupils/Parents
- Resources
- Schools
- Municipalities/school owners
- National level
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- Learning environments
- Learning Results
Knowledge Diversity Equity
Culture for learning
UFD
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
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Knowledge Diversity Equity
Culture for learning
UFD
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
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Knowledge Diversity Equity
Culture for learning
UFD
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
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Knowledge Diversity Equity
Culture for learning
UFD
The implementation of the school reform
• 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
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Knowledge Diversity Equity
Culture for learning
UFD
A short version of the Report/White Paper
in English and the presentation are
published at:
http://www.odin.dep.no/ufd/
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Knowledge Diversity Equity