Norwegian Education Policy Rhetoric 1945‐2000: education philosophy in the political party platforms

Telhaug, Alfred Oftedal; Volckmar, Nina

doi:10.1080/0031383990430304

Cited by 8 publications

(3 citation statements)

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“…Substantial reforms were presaged. L97 emerged, but not without its critics in relation to a perceived loss of autonomy and deprofessionalization for teachers (Gundem and Karseth, 1998;Telhaug and Volckmar, 1999) and the rise of a chauvinistic world view (Gundem and Sivesind, 1998).…”

Section: Shaping the Norwegian Curriculummentioning

confidence: 97%

The Making of a Curriculum: How history, politics and personal perspectives shape emerging policy and practice

Broadhead¹

2002

Scandinavian Journal of Educational Research

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A new Norwegian curriculum is an integral part of the wider educational reforms of Laerplan 97 (L97). This study investigated curriculum genesis through the formulation of the subject syllabuses within broader related principles. Subject group leaders and some group members formulating documentation were interviewed. Representatives from the Norwegian Ministry of Education and the Minister for Education, in post when reforms were initiated, were also interviewed. Using the data, the study examines three interrelated in uences on curriculum policy making: political intervention, historical legacy and personal ideologies. The research sought personal perceptions of truth and knowledge about education, in particular curriculum formulation and content, so as to consider how the state and others together exercise and impose power on that search for truth and knowledge. (Donald, 1979). When documentation is complete, human involvement seems to be erased. Text seldom conveys the emotional, intellectual and ideological endeavours, the arguments, debates, experiences and decisions of participants involved in its creation. Beneath collective endeavours lie personal narratives. It is on these narratives that this paper focusses as it explores the interrelationships of political, historical and ideological in uences on individual perspectives, collective decision making and emergent policy. The paper identi es and explores tensions, con icts and achievements as curriculum policy is formulated and considers some related implications for Norwegian teachers as they seek to turn policy into practice within the parameters of their socio-historical legacies.

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Section: Shaping the Norwegian Curriculummentioning

confidence: 97%

The Making of a Curriculum: How history, politics and personal perspectives shape emerging policy and practice

Broadhead¹

2002

Scandinavian Journal of Educational Research

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“…In Finland, as elsewhere (e.g. Lundahl et al, 2010; Telhaug and Wolckmar, 1999; Young and Spours, 1998), the Left has supported a more unified upper secondary education and the Right has favoured a stronger division (Meriläinen, 2011). The left-wing parties initiated a unified upper secondary education in the wake of the comprehensive school reform in the early 1970s.…”

Section: Equality With More Unified Upper Secondary Educationmentioning

confidence: 99%

The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

Lietzén

2022

European Educational Research Journal

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This article explores the positioning of dual qualifications (DQs) in the Finnish education policy and the education system since the late 1980s. The analysis is carried out in the context of academic-vocational divide. At the end of the 1980s, Finland questioned the functionality of the strict academic-vocational divide in post-compulsory education, and a unified upper secondary education was initiated. DQ was the result of two contradictory political discourses: the aim to make education system more equal and the 1990s’ market oriented education policy. In the 2000s, although segregation at the upper secondary level was strengthened, the DQ simultaneously became an established study route. However, in 2007 due to changes in political power, the DQ was repositioned on the periphery of education policy and academic-vocational divide became stronger. The main focus as regards the functions of DQs until the end of the 2010s was on efforts to enhance the use of educational resources and improve the possibilities for individual and flexible education choices. The aim of the current government, elected in 2019, is to strengthen cooperation at upper secondary level, which is also expected to include DQs. However, the actualisation might be mitigated by the educational reforms of the previous government.

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“…Educational reform in Norway often emphasizes equality. Particularly, school quality must be the same across the country and the principle of comprehension is the key element (Telhaug 1999) [29]. There was an ideological change in 1990 with a stronger concentration on school subjects and students' achievements.…”

Section: Norwaymentioning

confidence: 99%

Innovation in General Education Governance Towards the School Autonomy Model: International Experiences and Implication Lessons for Vietnam’s Education<strong> </strong>

Hương¹,

Pham²

2020

Preprint

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Innovation in general education governance is one of the development trends not only in Vietnam but also in the world. This is also an important measure to change and improve the quality of education, especially expand autonomy of high schools and universities. The paper focuses on some main contents: overview of general education; the experiences of some countries in the implementation of the school administration model towards the school autonomy model so that give lessons for Vietnam’s education can be learned in the context of development conditions nowadays. The results in this work would be used to classify the schools into the various groups. The data also analysts on decision-making capability, on what we called an “index of school autonomy”, expressed the possible level of school-level decision-making.

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Norwegian Education Policy Rhetoric 1945‐2000: education philosophy in the political party platforms

Cited by 8 publications

References 0 publications

The Making of a Curriculum: How history, politics and personal perspectives shape emerging policy and practice

The Making of a Curriculum: How history, politics and personal perspectives shape emerging policy and practice

The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

Innovation in General Education Governance Towards the School Autonomy Model: International Experiences and Implication Lessons for Vietnam’s Education<strong> </strong>

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Norwegian Education Policy Rhetoric 1945‐2000: education philosophy in the political party platforms

Cited by 8 publications

References 0 publications

The Making of a Curriculum: How history, politics and personal perspectives shape emerging policy and practice

The Making of a Curriculum: How history, politics and personal perspectives shape emerging policy and practice

The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

Innovation in General Education Governance Towards the School Autonomy Model: International Experiences and Implication Lessons for Vietnam&rsquo;s Education<strong> </strong>

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Innovation in General Education Governance Towards the School Autonomy Model: International Experiences and Implication Lessons for Vietnam’s Education<strong> </strong>