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Education

Improving School Quality in Norway

The New Competence Development Model

In series:Implementing Education Policiesview more titles

Published on May 20, 2019

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Norway is committed to a high quality and equitable education system, as demonstrated by its high level of public expenditure on education and the dynamic policy activity targeting education quality. Despite progress made in enhancing average student performance in recent years, there still are significant differences between schools in municipalities and between municipalities and regions. In response, Norway has started to implement the new competence development model that sets out to develop teacher professionalism with in-service professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvements at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools. This report aims to support Norway in this effort, analysing the features of the new model, the engagement of the different stakeholders and the policy context for its introduction. Building on the OECD implementation framework, the report proposes concrete actions to adapt the implementation strategy for impact.The report will be valuable not only for Norway, but also to the many countries that are looking to promote school-based professional development and bridge the gap between policy design and effective implementation.

TABLE OF CONTENTS

Foreword
Executive Summary
Introduction and background to the report
The design of the new competence development model for schools in Norway
Stakeholder engagement with the model
Context matters: conditions for the success of the model
Implementing the competence development model for schools in Norway
Annexes4 chapters available
OECD Team members
Schedule of the OECD visits to Norway
The OECD Norway Stakeholder Seminar, Agenda
List of participants in the reference group
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