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Norway:Quality Assurance

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Overview Norway

Contents

Norway:Political, Social and Economic Background and Trends

Norway:Historical Development

Norway:Main Executive and Legislative Bodies

Norway:Population: Demographic Situation, Languages and Religions

Norway:Political and Economic Situation

Norway:Organisation and Governance

Norway:Fundamental Principles and National Policies

Norway:Lifelong Learning Strategy

Norway:Organisation of the Education System and of its Structure

Norway:Organisation of Private Education

Norway:National Qualifications Framework

Norway:Administration and Governance at Central and/or Regional Level

Norway:Administration and Governance at Local and/or Institutional Level

Norway:Statistics on Organisation and Governance

Norway:Funding in Education

Norway:Early Childhood and School Education Funding

Norway:Higher Education Funding

Norway:Adult Education and Training Funding

Norway:Early Childhood Education and Care

Norway:Organisation of Early Childhood Education and Care

Norway:Teaching and Learning in Early Childhood Education and Care

Norway:Assessment in Early Childhood Education and Care

Norway:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Norway:Single Structure Education (Integrated Primary and Lower Secondary Education)

Norway:Organisation of Single Structure Education

Norway:Teaching and Learning in Single Structure Education

Norway:Assessment in Single Structure Education

Norway:Organisational Variations and Alternative Structures in Single Structure Education

Norway:Upper Secondary and Post-Secondary Non-Tertiary Education

Norway:Organisation of General Upper Secondary Education

Norway:Teaching and Learning in General Upper Secondary Education

Norway:Assessment in General Upper Secondary Education

Norway:Organisation of Vocational Upper Secondary Education

Norway:Teaching and Learning in Vocational Upper Secondary Education

Norway:Assessment in Vocational Upper Secondary Education

Norway:Post-Secondary Non-Tertiary Education

Norway:Higher Education

Norway:Types of Higher Education Institutions

Norway:First Cycle Programmes

Norway:Bachelor

Norway:Short-Cycle Higher Education

Norway:Second Cycle Programmes

Norway:Programmes outside the Bachelor and Master Structure

Norway:Third Cycle (PhD) Programmes

Norway:Adult Education and Training

Norway:Distribution of Responsibilities

Norway:Developments and Current Policy Priorities

Norway:Main Providers

Norway:Main Types of Provision

Norway:Validation of Non-formal and Informal Learning

Norway:Teachers and Education Staff

Norway:Initial Education for Teachers Working in Early Childhood and School Education

Norway:Conditions of Service for Teachers Working in Early Childhood and School Education

Norway:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Norway: Initial Education for Academic Staff in Higher Education

Norway:Conditions of Service for Academic Staff Working in Higher Education

Norway:Continuing Professional Development for Academic Staff Working in Higher Education

Norway:Initial Education for Teachers and Trainers Working in Adult Education and Training

Norway:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Norway:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Norway:Management and Other Education Staff

Norway:Management Staff for Early Childhood and School Education

Norway:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Norway:Education Staff Responsible for Guidance in Early Childhood and School Education

Norway:Other Education Staff or Staff Working with Schools

Norway:Management Staff for Higher Education

Norway:Other Education Staff or Staff Working in Higher Education

Norway:Management Staff Working in Adult Education and Training

Norway:Other Education Staff or Staff Working in Adult Education and Training

Norway:Quality Assurance

Norway:Quality Assurance in Early Childhood and School Education

Norway:Quality Assurance in Higher Education

Norway:Quality Assurance in Adult Education and Training

Norway:Educational Support and Guidance

Norway:Special Education Needs Provision within Mainstream Education

Norway:Separate Special Education Needs Provision in Early Childhood and School Education

Norway:Support Measures for Learners in Early Childhood and School Education

Norway:Guidance and Counselling in Early Childhood and School Education

Norway:Support Measures for Learners in Higher Education

Norway:Guidance and Counselling in Higher Education

Norway:Support Measures for Learners in Adult Education and Training

Norway:Guidance and Counselling in a Lifelong Learning Approach

Norway:Mobility and Internationalisation

Norway:Mobility in Early Childhood and School Education

Norway:Mobility in Higher Education

Norway:Mobility in Adult Education and Training

Norway:Other Dimensions of Internationalisation in Early Childhood and School Education

Norway:Other Dimensions of Internationalisation in Higher Education

Norway:Other Dimensions of Internationalisation in Adult Education and Training

Norway:Bilateral Agreements and Worldwide Cooperation

Norway:Ongoing Reforms and Policy Developments

Norway:National Reforms in Early Childhood Education and Care

Norway:National Reforms in School Education

Norway:National Reforms in Vocational Education and Training and Adult Learning

Norway:National Reforms in Higher Education

Norway:National Reforms related to Transversal Skills and Employability

Norway:European Perspective

Norway:Legislation

Norway:Glossary

Introduction

The National Quality Assessment System (NQAS) was adopted by parliament in 2003 and introduced in 2004. In 2013 the name was changed to Quality Assessment System (QAS). The name change signalled that the system is primarily intended for schools and school owners. The system also contains data on vocational education and training (VET) in upper secondary schools and in training establishments. A system for quality in kindergarten has been developed and implemented since 2014.

The aim is to promote quality development throughout kindergarten, primary education and secondary education and training. National and local plans and goals are the basis for this systematic process. The quality assessment system consists of a knowledge base, tools, procedures and goals for key actors on different levels.

The system provides schools and school owners with relevant and reliable data on learning outcomes, learning environment, completion of upper secondary education, resources and school facts.

Laws and regulations oblige kindergarten owners, local authorities and county authorities to take a systematic approach to quality development in kindergartens and schools. This requires involvement and dialogue both within an organisation and between different responsible bodies.

The system emphasises the necessity of seeing the quality process as a continuous and recurrent one, involving assessment of information, analysis, target-setting, planning changes to practices, implementation and subsequent assessment of the outcomes of the changed practices.

A consistent approach to quality assessment requires a proactive and enduring effort on the part of kindergarten owners and leaders, school owners and school leaders and business owners employing apprentices. National and local quality assessments can provide valuable background information for each individual kindergarten, school, local authority, county authority and business. However, the value of this information depends on there being consistency and correlation at a local level between different phases and actors in the quality process.

A quality process that comes to have a real impact on improving practices in education is distinguished by a number of key factors:

  • Correlation and continuity throughout the annual cycle linking political processes on the part of the local education authorities and the schools’ own quality processes with quality assessment and quality development
  • Systematically linking the use of the tools in the national quality system and local quality processes
  • Clearly formulated targets and for everyone to understand what they should do to help meet those targets
  • Active involvement of the various professions within the organisation in all phases of the local/county authority’s quality processes
  • An open, inquisitive and investigative approach to the quality processes

Administrative and Legislative Framework

The Kindergarten Act (Act No. 64 of June 2005 relating to Kindergartens) and the Framework Plan for the Content and Tasks of Kindergartens (a regulation under the Kindergarten Act). Chapter 4 of the Framework Plan addresses planning, documentation and assessment and describes the responsibility of the staff.

The Education Act (Act No. 61 of 17 July 1998) relates to public primary, lower secondary and upper secondary education. The Education Act Section 13.10 and Chapter 2 of the associated regulations address the school owner’s responsibility for the quality of the education.

The Independent Schools Act (Act No. 84 of 4 July 2003) regulates private primary and secondary education (schools seeking approval for state grants). The Independent Schools Act Section 5-2 stipulates that every school must have a system in place to ensure that national legislation is adhered to. The legislation contains a number of rules which, as a whole, shall ensure that every pupil receives a safe, qualitative and quantitative education.