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OECD Reviews of Evaluation and Assessment in Education: Norway 2011

image of OECD Reviews of Evaluation and Assessment in Education: Norway 2011

How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This book provides, for Norway, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes

English Norwegian

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Conclusions and recommendations

Norway has a well-established tradition of school autonomy, with a strong sense of individual schools being “owned” by their local communities and accountable to them rather than more distant national bodies. This decentralisation is especially marked in the case of primary and lower secondary education, where, with the exception of a small private sector, schools are run by the 430 municipalities. Many of these, particularly in the more rural areas, are very small and are only responsible for a few schools each. In the case of upper secondary education, schools are run by the 19 counties with the only exception being Oslo, the largest local authority, which runs both primary and both levels of secondary schools. The 2006 Knowledge Promotion curriculum focuses strongly on basic skills and outcome-based learning, leaving it up to the school owners to adapt and implement more detailed curricula at the local level. In addition to granting school owners a high level of curricular autonomy, legislation has recently given them greater freedom to make their own decisions regarding organisational and funding aspects of schooling.

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