Transcript Continuing education and training of teachers in Norway

Continuing education and training of teachers
in Norway
OECD-seminar for French Ministry of Education
Paris, March 18, 2013
Roar Grøttvik, Political adviser
The political system for education
• Central government responsible for higher education
• 19 counties responsible for upper secondary education
• 427 municipalities responsible for primary and lower secondary
education
• Many small units with a weak competence base
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The education system
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The numbers
• Primary and lower secondary: 615 000 students (1-10)
• Upper secondary:
76 500 students (11-13)
• Teachers/school leaders
– Primary and lower secondary
– Upper secondary
• Primary and lower secondary schools:
• Upper secondary schools:
95 000 (72 000)
34 000 (27 000)
3400 (1-7; 1-10; 8-10)
400
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Teacher qualifications
• Traditionally two different teacher competences
– The general teacher
– The subject teacher
• Movement towards a stronger emphasis on the specialized
subject teacher
• A new teacher education for Primary and Lower secondary
education introduced 2010 with specialization 1-7 and 5-10.
• Most political parties now agree with our union that all teacher
education should qualify for a Masters degree.
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History of in-service training in education
• The competence based pay scale
• A personal responsibility
• The non-conclusive division of responsibility between central
and local government
• The difference between non-formal and formal – the employer
and the employee
• The competence reform 2006 – the start of a new era
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The partners
This comptence strategy is developed in a cooperation between KS (organization for
municipalities and counties), Utdanningsforbundet, Norsk lektorlag, Skolenes
Landsforbund, Norsk Skolelederforbund and the central education administration. It is
a common foundation for the Knowledge Promotion Reform that will be implemented
2005–2008.
Kristin Clemet
Minister of Education
Halvdan Skard
President, Kommunenes Sentralforbund
Helga Hjetland
President, Utdanningsforbundet
Gro Elisabeth Paulsen
President, Norsk Lektorlag
Gro Standnes
President, Skolenes Landsforbund
Eli Vinje
President, Norsk Skolelederforbund
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Aims
• The teaching personell must have a competence that can
ensure students and apprentices an education adapted to
individual needs and which can make it possible for them to
develop capabilities and talents in accordance with the
curriculum. Through this strategy to enhance the competence
of school leaders, teachers and trainers in training
establishments will be stimulated and given a chance to meet
the challenges posed by the changes of structure and content
of the Knowledge Promotion Reform.
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The budget and organization
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Central government approx. 40 mill euro per year
Local governments were expected to use the same amount
The partners formed a central working group
The work was administrated by Directorate of Education
Most of the money were sent to counties and municipalities to
be used according to local priorities
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Evaluation report 2008
• In spite of the strategy the total amount of in-service training has not
increased.
• Some tendencies of improved culture for systematic learning within
the school.
• Teachers not much involved in decisions at local level
• Approximately 20 % of the money is used for formal learning.
• Differences between municipalities on how much money and
responsibility is delegated to the school level.
• Teachers and school leaders more satisfied where more decisions are
delegated to school level.
• Lack of consistency and long time planning in choice of themes
• A disproportionate large part of the funds is used for school leaders
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A new cycle: Competence for quality 2009-12
• Changes on the basis of evaluation:
– A principle of high quality with all aspects of the effort
– A much more centralized system
– Only formal in-service training included
– Most areas of study decided at central level
– Study time calculated as for ordinary full-time students, 1 year of
study = 60 study points, or 1/3 of a bachelor.
– 40-40-20 division of cost of study time. In addition: Central
government buys student positions in higher education, employers
pay for travelling expenses and study material.
– Main problem: Many employers refuse to let their teachers use the
system.
– New formal partner: National council for teacher education
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Third cycle: 2013-15
• Adjustments:
– Local flexibility increased for decision of contents
– Increased flexibility for geographic distribution
– Cost of study time – division of cost changed to 50-25-25
– Informal training and formal learning for school leaders
brought under the strategy umbrella
– Number of teachers in formal learning increased from 1500 to
1850 per year, most of them as half time students.
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Our goals
• Establish a permanent system for in-service training for all
teachers and school leaders
• The system must be integrated with initial teacher education
and induction
• Establish a right and an obligation for all teachers to do inservice training
• The system should be linked with establishment of professional
career paths for teachers as an alternative to administrative
career paths.
• The profession should have a major influence on these
systems and should take a larger share of the responsibility for
outcomes.
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Thank you
…………… for listening.
Political adviser Roar Grøttvik
Union of Education Norway
[email protected]
+47 918 38 119
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