Three out of four teachers feel they lack incentives to improve the quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a new OECD report.
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Strong economic performance has attracted immigrants to Norway in recent years. Most migrants come to Norway for humanitarian or family reunification reasons; but increasingly they come to seek work and many have lower socio-economic background than their native peers.
In most countries, girls and boys now show similar results in the OECD’s PISA tests of 15-year-olds. But systematic assessment of gender differences shows that students are still being held back by their own gender-related perceptions.
Two companion volumes focusing on the improvement of school leadership. Volume 1 provides a range of policy options to help governments improve school leadership. Volume 2 examines measures taken in five countries.
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The goal of this report is to analyse equity in education in Norway. In this project there has been an agreement between the participating countries to use the following definition: “Educational equity refers to an educational and learning environment in which individuals can consider options and make choices throughout their lives based on their abilities and talents, not on the basis of stereotypes, biased expectations or
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends.
This major project was carried out to assist governments with designing and implementing teacher policies to improve teaching and learning in schools. View a report on Norway, one of 25 countries that took part.