Her PhD project focuses on curriculum policy and practice in pre-vocational education in Norwegian lower secondary schooling.

No abstract

This article investigates policymaking for Norwegian lower secondary education, with a focus on policy problems and solutions emphasising pre-vocational education. The data consist of official policy documents such as Green and White Papers, hearings, propositions to the parliament, protocols of parliamentary debates and votes in the parliament. The conceptual framework focuses on framing in policymaking and policy problems and solutions. Results reveal that dropout, difficulties in adapting education to the pupils and a gap between the content of schooling and the demands of the world of work are framed as the main policy problems. Different policy solutions emphasising pre-vocational education are presented as legitimised responses to these problems. The three policy problems can be defined as complex issues. Despite the proposed policy solutions, these are not enacted in the curriculum in line with the discussions and votes in parliament. This could be attributed to conflicting values and purposes of Norwegian education. These differences raise the question of whether the problems faced by Norwegian comprehensive schooling are taken for granted, as the proposed solutions appear to be insufficient in dealing with the defined problems.