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The role of learning outcomes in developing and reforming the Norwegian education and training system Tessaloniki Oct. 15 Ms Kari Berg.

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Presentation on theme: "The role of learning outcomes in developing and reforming the Norwegian education and training system Tessaloniki Oct. 15 Ms Kari Berg."— Presentation transcript:

1 The role of learning outcomes in developing and reforming the Norwegian education and training system Tessaloniki Oct. 15 Ms Kari Berg

2 2 Norwegian Ministry of Education and Research Why reform? One out of four 15 year-olds leaves compulsory school with inadequate basic skills One out of four pupils discontinues upper secondary education/training and leaves without formal qualifications More than 400,000 adults have poor skills in reading and numeracy Low expectations of pupils’ achievements in subjects and low motivation for efforts in school subjects research shows: the probability of succeeding in education is too closely linked with family background and gender. Poor PISA results

3 3 Norwegian Ministry of Education and Research

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5 5 Policy Initiative: White Paper no. 30 ( ) Culture for learning (Knowledge Promotion) More and improved learning for all Learning outcomes in the curricula are to be -clear and express what the pupil/apprentice is to be able to do or master after completing education and training at the different levels -clear national objectives for basic skills and subject/area competences The establishment of a quality framework for the schools and work-places responsibility for development of the the pupils’ and apprentices’ personal development

6 6 Norwegian Ministry of Education and Research Policy Initiative: the Knowledge promotion to be continued: White Paper no. 16 ( ) “…and no-one was left behind” Early Measures for Lifelong Learning - Nobody should complete compulsory education without having acquired basic skills - Everyone should have documented qualifications from upper secondary education and training -Those who need it must be allowed a new chance to acquire basic skills as adults

7 7 Norwegian Ministry of Education and Research New curricula: Learning outcomes Objectives for pupils’ competence (learning outcome) after 2nd, 4th, and 10th grade (stage) and after every stage in upper sec. education & training Continuity and coherence in learning outcomes Local freedom in how to organize and adapt the teaching and learning, i.e. freedom of methods Possible to undergo a test or exam in all subjects and courses without being a pupil/student Possible to obtain a Craft or Journeyman’s certificate without being an apprentice

8 8 Norwegian Ministry of Education and Research Basic skills* – integrated into all subjects from grade one: Basic skills are cross curricular skills/subject curricula independent The ability to express oneself orally The ability to read The ability to develop numeracy The ability to express oneself in writing The ability to use digital tools But- when integrated in all subject curricula – consequently – subject curricula dependent *Basic skills- part of Lisbon strategy

9 9 Norwegian Ministry of Education and Research New national tests In reading and numeracy from autumn 2007 The test results will determine whether pupils’ skills are consistent with the learning outcomes for the basic skills Results are to be made available to those who are involved with qualitative development in the schools There is to be no ranking of schools.

10 10 Norwegian Ministry of Education and Research The Quality Framework: States the responsibility for schools and training establishments to organize and adapt the teaching and learning processes for the purpose of developing broad competences for pupils and apprentices Key Competences (Lisbon strategy) are integrated into the Quality Framework i.e: -Learning Strategies (learning to learn) -Social Competences -Cultural Competences -Motivation for learning -Pupils’ participation These competences should be integrated in curriculum if the competence is a part of learning outcomes of a subject.

11 descriptors LEVEL 4 (skilled worker) EXAMPLE Professional knowledgeSkillsKey Competences Proposal: The learner should have the ability to:  evaluate a task in accordance with given framework (e.g. legislation, regulations)  plan the task with respect to time, extent, expenses (if relevant)  draw up progress plans distributing tasks and responsibilities  give reasons for choice of equipment, materials and techniques for executing the task  evaluate product and process (a product may be a service or a concrete product)  discuss experiences and personal learning Proposal for 2 types of skills: 1) Basic skills are to be integrated in the learning outcomes. At subject and vocational competence level basic skills are to be understood as: The learner should have the ability: Read, write and to express oneself orally (literacy) To develop numeracy To use digital tools (means seaking information, assess and make use of information) 2) Execution of practical work  be able to follow a work plan and be able to adjust the plan en route  be able to use varied working methods connected with the vocation  be able to execute the work in accordance with legislation, recommendations and given needs. Proposal: The learner should have the ability to:  show endurance and critically thinking.  organise own learning. Have strategies for planning, carrying out and evaluating own work.  choose continuing education and training and future work  work both independently and with others  reflect over own practice, over recently acquired knowledge and be able to use this in new situations  develop ethical, social and cultural competence and ability for democratic understanding and democratic participation  make conscious value choices When parts of the key competences are part of the occupational learning outcomes itself, they are to be expressed as learning outcomes in the subject curricula

12 12 Norwegian Ministry of Education and Research Challenges – learning outcomes and assessment: Research, reports and surveys show: Absence of systematic assessment as basis for improvement on both individual and system level Schools have various activities –Do teachers focus more on the activities than actual learning? Discrepancy between the competence pupils believe they have and their actual competence

13 13 Norwegian Ministry of Education and Research Assignment from the Ministry of Education to the Norwegian Directorate of Education and training A more profesionally relevant and equitable assessment practice increased assessment competence on all levels

14 14 Norwegian Ministry of Education and Research Thank you for your attention! Kari Berg –


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