Educational Policies Changed Norwegian Attainment Patterns 1950-2010

doi:10.4172/2332-0761.1000s1.008

Cited by 1 publication

(1 citation statement)

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“…In 1959, a comprehensive school reform was introduced by the Norwegian parliament, which had three broad goals: (1) increase the minimum level of education by extending compulsory education from seven to nine years, (2) ease the transition into tertiary education, and (3) enhance equality of opportunities along both along socio-economic and geographical dimensions (Lie 1973;Lindbekk 2015). In 1997, compulsory education was extended to 10 years of mandatory schooling, and since then pupils have started school at age six, and typically graduate at age 16.…”

Section: The Norwegian Educational Systemmentioning

confidence: 99%

Norway: Ethnic (In)equality in a Social-Democratic Welfare State

Reisel

Hermansen

Kindt

2019

The Palgrave Handbook of Race and Ethnic Inequalities in Education

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This chapter offers a systematic review of social science research in Norway on ethnic inequalities in education, from the period 1980–2017. Three broad research traditions are identified: (1) Ethnic inequalities in educational enrolment, achievement, and attainment; (2) Immigrant families and ethnic minority communities as resources for educational careers; and (3) Curriculum, teacher instruction, and student experiences with inclusion and exclusion. Most of the research conducted in Norway focuses on describing and explaining the educational outcomes of children of immigrants from non-European countries, and is characterized by the use of quantitative research methods and access to rich population-wide registry data. Main groups studied in the qualitative traditions are typically children of immigrants from Pakistan, Vietnam, Sri-Lanka, Morocco and Turkey. This rich body of research is written in both Norwegian and English, and has developed in a context characterized by a close collaborative relationship between researchers and the government, in response to a growing concern about social cohesion within the Norwegian social-democratic welfare state.

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Section: The Norwegian Educational Systemmentioning

confidence: 99%