Improving School Quality in Norway: The New Competence Development Model

Description

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. Foreword Acknowledgments Executive Summary Introduction The new competence development model for schools Moving towards successful implementation of the model Adapting the implementation strategy for impact Chapter 1. Introduction and background to the report 1.1. An overview of the new competence development model for schools 1.2. Methodology for this assessment References Chapter 2. The design of the new competence development model for schools in Norway 2.1. Why a new competence development model for schools in Norway? 2.2. A description of the new competence development model for schools 2.2.1. The decentralised scheme 2.2.2. The follow-up scheme 2.2.3. The innovative scheme 2.3. Observations and issues 2.3.1. Justifying the new model The vision of the new strategy is complex and needs further refinement Norwegian teachers are in need of professional development Synergies with other professional development programmes are missing 2.3.2. The logic underpinning the new model Building the capacity of stakeholders to play their intended role is crucial The question of accountability in a “trust-society” The follow-up model cannot curb inequalities yet 2.3.3. How feasible is the new model? Securing financial resources to signal the government’s long-term commitment The professionalisation of networks is desirable Crafting school-university partnerships centred on the schools’ needs 2.4. Points for successful implementation References Chapter 3. Stakeholder engagement with the model 3.1. Why is stakeholder engagement important? 3.1.1. The promise of better implementation and trust 3.1.2. Elements of effective stakeholder engagement 3.2. Stakeholder engagement in education in Norway 3.2.1. The Norwegian consensus tradition 3.2.2. Stakeholder engagement in the competence development model for schools 3.3. Observations and issues 3.3.1. Ensuring clear communication and transparency Communication strategy Need for targeted communication to all stakeholders at the national level Actively creating a virtuous circle of awareness in counties and municipalities Transparency 3.3.2. Carefully selecting stakeholders Uncertainty about the involvement of teachers School leaders as the interface between the model and the school Lacking involvement of students and parents 3.3.3. Building capacity at every level Strengthen policy-making capacity at the municipal and school level School leaders as builders of learning communities Teachers as part of a self-improving collective School owners’ education policy capacity unevenly distributed Students and parents need information and training Universities and teacher training institutes as partners of schools A new role for the Directorate of Education and training 3.3.4. Facilitative leadership to be developed systematically 3.4. Points for successful implementation References Chapter 4. Context matters: conditions for the success of the model 4.1. Understanding the context and complexity of the policy environment 4.2. Key contextual factors in Norway 4.2.1. Societal trends 4.2.2. Policy environment A relatively stable environment for policy development A highly complex environment for implementation 4.2.3. Institutional settings A coordinating authority for each county Staffing decisions are taken at the local and – increasingly - school level Established central capacity for quality assurance support and dialogue with education providers A shift in culture to greater use of evidence in decision making at local levels A familiarity with collaboration networks 4.2.4. Articulation with other policies 4.3. Observations and issues 4.3.1. Supporting long-term capacity building and nurturing trust Leading the collaboration forum and implementing the new model according to a whole-of-system approach 4.3.2. Keeping a long-term perspective and strategic planning of professional development provision 4.3.3. School strategic planning and quality assessment 4.3.4. Responding to school and municipal capacity needs 4.4. Points for successful implementation References Chapter 5. Implementing the competence development model for schools in Norway 5.1. Why focus on the details of implementation of the new model? 5.2. Adjusting the implementation strategy for impact 5.2.1. Refining the objectives 5.2.2. Reviewing the policy tools and aligning with the broader policy context 5.2.3. Clarifying roles and responsibilities 5.2.4. Gathering data for improvement 5.2.5. Designing a communication and engagement plan 5.2.6. Securing financial and human resources 5.2.7. Clarifying expectations on timing and pace 5.2.8. Next steps References Annex A. OECD Team members Annex B. Schedule of the OECD visits to Norway Annex C. The OECD Norway Stakeholder Seminar, Agenda Annex D. List of participants in the reference group