Based on Samfunns­kunnskaps­­prøven syllabus. Here are the key points from topic: Education and learning

Educational system in Norway

  • All children and young people are required to attend school in Norway.
  • This means that all children living in Norway have the right to ten years of primary and lower secondary education.
  • Children start school the year they turn six.
  • All young people and many adults have the right to an upper secondary education.
  • Public colleges and universities are free of charge.
  • Attending kindergarten is not mandatory, but most children enter kindergarten at the age of 1 or 2 years.

Kindergarten

  • Children learn a great deal at kindergarten:
    • They gain experience spending time with other children.
    • They learn to show consideration to others.
    • They become more independent.
    • They learn much factual knowledge.
    • They become better prepared to start school.
  • Kindergarten staff plans activities based on Kindergarten Act and rules set by authorities
  • Parents receive information on kindergarten activities and goals for their children
  • Parent/teacher meetings and individual meetings are held, with interpreters provided for non-Norwegian speaking parents
  • Norwegian parliament sets maximum price for kindergarten place annually
  • No parent pays more than the maximum price, regardless of public or private ownership
  • Cost varies between municipalities, with some offering reduced fees for low-income families or discounts for families with multiple children in the same kindergarten
  • It is not mandatory to attend kindergarten, but almost all children in Norway attend kindergarten before starting school. More than 90% of all children aged between one and five attend kindergarten.
  • Kindergartens are required by law to comply with the requirements of the Kindergarten Act. This means that the staff must follow certain rules when planning kindergarten activities.
  • Kindergarten is not free. Parents pay a co-payment every month and the remainder of the cost is paid for by the government.

Primary school

  • All children have the right to ten years of (primary and secondary) schooling. Children start in first grade the year they turn six.
  • All children have the right to adapted instruction and extra help for pupils who need it.
  • In primary school students are given an oral or written assessment, but do not receive marks.
  • In lower secondary school students (8-10 classes) receive marks in all subjects. Marks are given on a scale of 1 to 6, with 1 being the lowest mark and 6 the highest.
  • All primary and secondary school children move up to the next grade automatically after the summer holiday. This takes place regardless of the child’s school results. No children spend two years in the same grade.
  • Primary and secondary schools are organised in the same manner everywhere in the country. For example, everyone has 190 schooldays each year, but the politicians in every municipality decide when school holidays and breaks are scheduled.
  • All students are taught using the same curriculum. The curricula are approved by the politicians in Parliament. This means that children receive very similar education regardless of the municipality in which they live.
  • In addition to public primary and secondary schools, there are also a number of private schools. Only around 2.5 percent of children in Norway attend a private school.
  • Equality in education
    • All children have the right to receive adapted instruction at their local school, regardless of ability or learning barriers.
    • This principle is called equality in education and is mandated by the Education Act.
    • Students across the country are taught using the same curriculum.
    • The goal is to provide equal opportunities to all students.
  • Financing of primary and secondary school
    • Primary and secondary school are free of charge for both students and parents.
    • Children loan their textbooks from the school and receive exercise books, pencils and other supplies from the school.
    • The public authorities pay all expenses, including teachers’ pay and the building and operation of school buildings.
    • Families pay tuition fees for private schools, which is only a co-payment as the government pays the remainder of the tuition cost.
  • SFO (after-school care programme) is offered to pupils in grades 1 through 4 in all municipalities except Oslo, where it’s called AKS (activity school).
  • After-school care is voluntary and is offered to families that need someone to watch their children before and/or after school hours.
  • After-school care is not an educational service, but most facilities offer homework assistance.
  • After-school care is not free. Parents pay a co-payment every month, and the remainder of the cost is paid for by the government. The amount of co-payment varies from municipality to municipality.
  • Teachers are not permitted to use any form of violence (corporal punishment) against students.
  • Discipline at school is based on human dignity for each child, and teachers are to show respect for students, and likewise, students are to show respect for teachers.

School system’s fundamental values

  • Equality and freedom of choice are fundamental values in Norwegian society and education.
  • Schools aim to teach pupils that all human beings are of equal value.
  • Pupils learn to take responsibility for their own learning and influence their everyday school life.
  • Schools offer instruction at the appropriate level for each individual pupil.
  • The objective of schools is to educate independent individuals with good social and academic skills.
  • Schools provide children with good general knowledge and teach them language, math, society, and natural sciences.
  • Schools teach children to search for and evaluate information critically, form their own opinions, and argue their opinions.
  • The Education Act has the objective of education and training
  • Education and training shall collaborate with the home to open doors to the world and give pupils and apprentices historical and cultural insight and anchorage
  • Education and training shall be based on fundamental values in Christian and humanist heritage and traditions, such as respect for human dignity and nature, intellectual freedom, charity, forgiveness, equality, and solidarity
  • Education and training shall increase knowledge and understanding of the national cultural heritage and our common international cultural traditions
  • Education and training shall provide insight into cultural diversity and show respect for the individual’s convictions and promote democracy, equality, and scientific thinking
  • Pupils and apprentices shall develop knowledge, skills, and attitudes to master their lives and take part in working life and society
  • Pupils and apprentices shall have the opportunity to be creative, committed, and inquisitive
  • Pupils and apprentices shall learn to think critically and act ethically and with environmental awareness and have joint responsibility and the right to participate
  • Schools and training establishments shall meet the pupils and apprentices with trust, respect, and demands, and give them challenges that promote formation and the desire to learn
  • All forms of discrimination shall be combated.
  • The schools shall:
    • give all pupils equal opportunities to develop their abilities and talents, individually and in cooperation with others
    • stimulate the stamina, curiosity and desire of pupils to learn.
    • stimulate pupils to develop their own learning strategies and critical-thinking abilities
    • stimulate pupils and apprentices/trainees in their personal development, in the development of identity and ethical, social and cultural competence, and in the ability to understand democracy and democratic participation
    • facilitate for pupil participation and enable pupils and apprentices/trainees to make informed value choices and choices relating to their education and future professions/occupations
    • ensure that the physical and psychosocial working and learning environments promote health, well-being and learning
    • facilitate for cooperation with the home and ensure the co-responsibilities of parents and guardians
    • promote adapted teaching and varied work methods
    • stimulate, use and further develop each teacher’s competence
    • ensure that the local community is involved in the education in a meaningful way

Collaboration with home

  • Parents are responsible for their children’s upbringing.
  • Schools aim to cooperate with parents and support them in this task.
  • Home-school cooperation is important to ensure that schoolchildren learn as much as possible at school.
  • Communication between the pupil, parents, and teacher is important.
  • At least two conversations should be held each year to discuss the pupil’s academic development and progress.
  • Parents should read and take note of all written information from the school, including homework and period plans.
  • Parents can contact the teacher or other school staff if they have any questions.
  • At least two parents’ meetings should be held each year to discuss the class environment, plans, and activities.
  • Such meetings are a good opportunity to get to know the other parents.
  • Schoolchildren have a right to a good physical and psychosocial school environment.
  • Children are entitled to feel happy and secure during the school day, and to a good and adapted learning environment.
  • Parents can file complaints if they believe that their children’s rights are not being respected.
  • Complaints should be addressed to the school first.
  • If the parents and the school cannot reach an agreement, parents can appeal to the municipality.
  • The appeal can also be sent directly to the county governor.
  • The county governor is the final appeal body.

Upper secondary education

  • All young people who have completed Norwegian primary and lower secondary school or an equivalent education, have the right to three years of upper secondary education.
  • They must complete their upper secondary education by the year in which they turn 24.
  • The county municipality pays for upper secondary education and is required to offer this education to all those who are entitled to it.
  • Upper secondary schools offer both pre-university preparatory and vocational course programmes.
  • Young people in Norway complete secondary school at around 16 years old.
  • As few jobs are available for young graduates, most choose to continue to upper secondary school.
  • Norway has both public and private primary and secondary schools.
  • Private schools require tuition fees, but the government pays the remainder of the cost.
  • Most jobs in today’s society require an upper secondary or higher education.
  • A high education level is important for maintaining economic growth and creating new jobs, as well as maintaining the welfare state and social benefits.
  • Upper secondary school education is free of charge in Norway.
  • Students borrow textbooks from the school, but must buy their own writing materials and other supplies.

Higher education

  • After completing upper secondary school, students can continue their studies at a university or college.
  • Most universities and colleges in Norway are public, and students are not charged any tuition. The government pays for tuition.
  • Private colleges require students to pay a co-payment for their studies.
  • Education is free of charge for all students, but they are required to pay for their own supplies at both public and private schools.
  • Students typically require financial assistance for other expenses such as rent and food, which is why most take out a student loan from the Norwegian Educational Loan Fund.
  • This allows anyone with an interest in higher education to finance their studies, regardless of their family’s financial situation.
  • Many students also work a part-time job to pay for living expenses.
  • A modern society is dependent on high employment levels, technology, production and innovation
  • Norway needs a highly educated population to achieve these goals
  • The government facilitates education by offering equal education opportunities to all
  • About 30% of adults in Norway have higher education
  • More and more young people are taking higher education, and the level of education in Norway is rising steadily
  • Women currently make up more than 60% of students and have a slightly higher level of education than men
  • All those with university admission certification from an upper secondary school can apply for admission to a college or university
  • The Norwegian Universities and Colleges Admission Service Samordna opptak coordinates admission to colleges and universities
  • The Norwegian Educational Loan Fund (Lånekassen) provides scholarships and loans to students in Norway and Norwegian students studying abroad.
  • The fund aims to eliminate inequality and promote equal opportunities for education regardless of geographical circumstances, age, gender, and financial or social circumstances.
  • It ensures that education takes place under satisfactory working conditions to ensure effective educational activities.
  • The fund aims to provide society with access to educated workers.
  • Adults can apply for scholarships and/or loans for primary, secondary, and upper secondary education as well.

Adult education

  • Society changes continuously and new technologies demand employees to stay up-to-date and educate themselves
  • Adults can choose to change careers, continue past education or study specific subjects to meet new job requirements
  • A wide range of courses are available for adults, including hobby, language, and qualifying courses
  • The government often finances part of the fees for adult courses
  • Primary and secondary education is offered by the municipality, while upper secondary education for adults is offered by county municipalities or private schools
  • Adult education in primary, secondary, or upper secondary level is free of charge
  • Job seekers can attend courses through the Norwegian Labour and Welfare Service to qualify for jobs in specific industries
  • The Norwegian Labour and Welfare Service covers the cost and often pays the tuition fee for participants in these courses.
  • Adults’ right to primary and secondary education:
    • Adults without primary or secondary school education have the right to free education.
    • More information can be obtained from the municipality.
  • Adults’ right to upper secondary education:
    • Adults who completed primary and secondary school but not upper secondary school have the right to upper secondary education.
    • The right also applies to those who completed upper secondary education in their home country but it is not approved in Norway.
    • The county municipality is responsible for arranging this education.
  • Recognition of degrees from other countries:
    • Practical vocational test can be taken to demonstrate skills if no certificate or degree is obtained.
    • The test evaluates and recognizes competences on an upper secondary educational level.
    • Information available on the NOKUT website.

Historic development

  • Education is highly valued in Norway, with a long tradition of learning and education.
  • In the 1700s, despite financial difficulties, it was decided that all children should receive a free education paid for by the government.
  • Education became mandatory for all children in the first half of the 18th century, with a focus on teaching reading so that children could read the Bible on their own.
  • Attendance at school was not daily in those times, with many children attending every other day or for only a few weeks a year.
  • Additional subjects, such as writing, arithmetic, and singing, were gradually introduced into schools in the early 1800s.
  • In 1936, it was decided that all children should complete at least seven years of schooling, which was later increased to ten years in 1997.
  • The curricula used in different schools are approved by politicians in Parliament, ensuring that children learn the same things across the country.
  • 1739: The first School Act with compulsory subjects of Christianity and reading.
  • 1827: New School Act with additional compulsory subjects of writing and mathematics.
  • 1936: Equality in education introduced and 7 years of mandatory education .
  • 1969: 9 years of mandatory education.
  • 1997: 10 years of mandatory education.
  • School contents:
    • Curriculum has changed over the past 300 years with Christianity being the primary goal of education in the 1700s.
    • Practical skills such as writing, arithmetic, cooking, sewing, and carpentry were added later.
    • Nowadays, teaching children how to find good information, be critical, think independently, and work together is crucial.
    • Basic reading, writing, and arithmetic skills, as well as factual knowledge, must also be taught.

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