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Abamosa, Juhar Yasin; Hilt, Line Torbjørnsen; Westrheim, Kariane – Policy Futures in Education, 2020
In numerous countries, the widening participation of underrepresented groups in higher education has become an official part of education policies. However, inequalities continue in some areas, including refugees' participation. Norway hosts many refugees, but little is known about the social inclusion of refugees into higher education in the…
Descriptors: Foreign Countries, Inclusion, Social Attitudes, Higher Education
Abigail Helsinger; Donnette Narine; Phyllis A. Cummins; Takashi Yamashita – Grantee Submission, 2023
The need for non-formal education (NFE), which does not result in a formal degree or certificate, is substantial as labour markets often require adult workers to take an initiative in advancing their job-related skills. Yet, NFE opportunities are more often pursued by high-income and high-skilled adults than their low-income and low-skilled…
Descriptors: Nonformal Education, Job Skills, Adults, Adult Education
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Meling, Ådne – Online Submission, 2022
With some degree of regularity, Norwegian authorities revise the curricula across all subjects within primary and lower secondary education, including social studies. In 2019, the most recent revision of this subject was adopted. It was labelled SAF01-04, and came into effect in August 2020. This article aims to identify areas where SAF01-04…
Descriptors: Foreign Countries, Social Studies, Political Attitudes, Secondary School Students
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Berit Karseth; Simona Bernotaite; Anniken Hotvedt Sundby – Nordic Journal of Studies in Educational Policy, 2024
This paper explores the work of a particular document in issuing educational values. The document is the report "Embedding Values and Attitudes in Curriculum": "Shaping a Better Future", launched in 2021 and published by the Organisation for Economic Co-operation and Development (OECD). Inspired by a practice-oriented method of…
Descriptors: International Organizations, Foreign Countries, Competency Based Education, Well Being
Shirley, Dennis – ECNU Review of Education, 2020
Purpose: This article develops a critique of contemporary understandings and practices related to well-being in education. It proposes a fuller development of wholeness and purpose that supplements and goes beyond the new well-being agenda. Design/Approach/Methods: This article draws upon a document analysis of conceptual and policy frameworks…
Descriptors: Well Being, Teacher Attitudes, Educational Change, Educational Policy
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Eivind Larsen – International Journal of Leadership in Education, 2024
Previous research has contributed to the literature on what constitutes school leaders' and teachers' democratic practices in both high- and low-stakes accountability contexts, but less is known about how they interpret, legitimize, and translate the democratic purpose of education in a low-stakes, 'soft-regulation' system. The current study used…
Descriptors: Foreign Countries, Democratic Values, Educational Practices, Ethics
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Spernes, Kari; Fjeld, Hilde Sofie – Scandinavian Journal of Educational Research, 2021
Our interest in this study is to investigate how bilingual teachers are recognised in Norwegian schools. The working conditions of bilingual teachers differ between countries, and in the Norwegian context, a bilingual teacher assists minority language-speaking students during lessons, using the students mother tongue and Norwegian. We have…
Descriptors: Foreign Countries, Bilingual Teachers, Professional Recognition, Teaching Conditions
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McGarr, Oliver; Mifsud, Louise; Colomer Rubio, Juan Carlos – Learning, Media and Technology, 2021
This paper explores the development of policies dealing with teachers' digital competence in Norway, Ireland and Spain. Using a documentary research approach, the study analysed relevant policy documents from each country over a thirty-year period to the present day. Analysis of the documents highlights historical differences and similarities in…
Descriptors: Technological Literacy, Technology Integration, Information Technology, Teacher Competencies
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Prøitz, Tine Sophie; Mausethagen, Sølvi; Skedsmo, Guri – International Journal of Leadership in Education, 2021
This study focus on how administrators in districts approach data and data use in education differently. Based on data material from local policy documents, interviews with district administrators and observations from meetings with district administrators, school leaders and teachers, we reveal how different views on learning outcomes manifest in…
Descriptors: Foreign Countries, School Districts, Instructional Leadership, Leadership Styles
Samo Varsik; Julia Gorochovskij – OECD Publishing, 2023
Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this…
Descriptors: Intersectionality, Classification, Educational Policy, Policy Formation
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Stray, Janicke Heldal; Wood, Bronwyn – Scandinavian Journal of Educational Research, 2020
While a number of studies have established the growing role impact PISA has had on national education policy, much less is known about the global-local recontextualization of policy transfer, and the role of national policy officials. Through interviews with key policy officials in Norway and New Zealand, the study revealed a growing…
Descriptors: Foreign Countries, Comparative Education, Educational Policy, Cultural Pluralism
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Åberg, Ingvill B. – Intercultural Education, 2020
The term 'diversity', as a descriptive feature of a population, is increasingly common in the field of education. While seemingly a neutral and inclusive term which might cover a range of possible axes of difference, it is often used without definition or problematisation. In this article I ask what conceptions of diversity can be discerned by…
Descriptors: Equal Education, Social Justice, Student Diversity, Democracy
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McGarr, Oliver; Emstad, Anne Berit – European Journal of Teacher Education, 2022
Policy documents relating to teacher education in Ireland and Norway from 2008 to 2016, representing periods of change in teacher education in both jurisdictions, were analysed to explore the discursive construction of reflective practice. Employing a discourse analysis, the study found that, while reflective practice was seen as important in both…
Descriptors: Reflective Teaching, Cross Cultural Studies, Educational Practices, Teacher Competencies
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Vikøy, Aasne; Haukås, Åsta – International Journal of Multilingualism, 2023
The L1 subject is a central meeting place for all students regardless of their linguistic backgrounds. Thus explorations of multilingualism in the L1 subject provide the potential for enhancing all students' multilinguality. In Norway, several policy papers have emphasised the important role of the L1 Norwegian subject in promoting students'…
Descriptors: Foreign Countries, Multilingualism, Teacher Attitudes, Second Language Learning
Cecilia Mezzanotte; Claire Calvel – OECD Publishing, 2023
Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its…
Descriptors: Educational Indicators, Inclusion, Educational Policy, Equal Education
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