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Improving School Quality in Norway

The New Competence Development Model

image of Improving School Quality in Norway

Norway is committed to a high quality and equitable education system, as demonstrated by its high level of public expenditure on education and the dynamic policy activity targeting education quality. Despite progress made in enhancing average student performance in recent years, there still are significant differences between schools in municipalities and between municipalities and regions. In response, Norway has started to implement the new competence development model that sets out to develop teacher professionalism with in-service professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvements at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools.

This report aims to support Norway in this effort, analysing the features of the new model, the engagement of the different stakeholders and the policy context for its introduction. Building on the OECD implementation framework, the report proposes concrete actions to adapt the implementation strategy for impact.

The report will be valuable not only for Norway, but also to the many countries that are looking to promote school-based professional development and bridge the gap between policy design and effective implementation.

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Implementing the competence development model for schools in Norway

This chapter analyses and presents key actions to move forward with the implementation of the new competence development model for schools in Norway. More concretely, it brings together the main points for successful implementation in terms of policy design, stakeholder engagement and conducive context, and proposes concrete actions to move forward: clarifying objectives, reviewing policy tools, assigning roles and responsibilities, gathering data for monitoring, designing a communication strategy, and securing resources with a clear calendar. It ends with a table for Norwegian education stakeholders to reflect on how to plan the next steps of the implementation strategy.

English

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