Interview with Norway regarding their participation in the general skills strand of the AHELO Feasibility Study.
English, , 120kb
This note, taken from Chapter 3 of Economic Policy Reforms: Going for Growth 2009, contains information about the progress in implementing reforms in line with the 2008 priorities for Norway .
Traditionally, the Norwegian compulsory education system has focused strongly on the linked goals of equal opportunities to learn, comprehensive and inclusive education.
English, , 454kb
The OECD Policy Review of Vocational Education (VET) - Country reports: Norway
Norway’s vocational education and training system has many strengths: good co-operation between employers, unions and vocational authorities and high-status vocational tracks in upper secondary education.
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.
English, , 145kb
English, , 468kb
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
English, , 157kb
The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.The OECD does not guarantee the accuracy of the data included in this publication and accepts no responsibility whatsoever for any consequence of their use.
English, , 711kb
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.