This report explores the development of implementation strategies used to enhance the programme
“Assessment for Learning – 2010-2014” in Norwegian schools. Norway’s educational governance is
highly decentralised, with 428 municipalities and 19 counties responsible for implementing education
activities, organising and operating school services, allocating resources and ensuring quality improvement
and development of their schools. This case study is based on56 interviews with 98 key actors and
stakeholders in the Norwegian education system, as well as analysis of key policy and legal documents and
a range of media articles. Key findings include the importance of clear communication between
governance levels and a high degree of trust between stakeholders; the need for a clear understanding of
programme goals, the role of learning networks between schools to aid the exchange of knowledge and
provide peer support during the implementation process. Innovative forms of capacity building were of
particular importance for the smaller municipalities, who reported being overextended by the continual
stream of policy changes and struggling with prioritising activities. The case study also provides a series of
recommendations for improvement.
Balancing Trust and Accountability? The Assessment for Learning Programme in Norway
A Governing Complex Education Systems Case Study
Working paper
OECD Education Working Papers
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