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Test-Based Accountability in the Norwegian Context: Exploring Drivers, Expectations and Strategies
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Camphuijsen, Marjolein K.; Møller, Jorunn; Skedsmo, Guri – Journal of Education Policy, 2021
This paper investigates how and why test-based accountability (TBA), a global model for education reform, began to dominate educational debates in Norway in the early 2000s, and how this policy has been operationalised and institutionalised over time. In examining the adoption and retention of TBA in Norway, we build on the cultural political…
Descriptors: Accountability, Public Officials, Educational Policy, Standards
From Role Models to Nations in Need of Advice: Norway and Sweden under the OECD's Magnifying Glass
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Pettersson, Daniel; Prøitz, Tine Sophie; Forsberg, Eva – Journal of Education Policy, 2017
By analysing five separate OECD reviews of evaluation and assessment practices with Norway and Sweden as cases, our study illustrates different ways in which a specific international educational reasoning is blended into more context-based national education policies and, as such, works in parallel with internal reforms and agendas. It is evident…
Descriptors: Foreign Countries, Educational Policy, International Education, Educational Change
The Norwegian Unified School: A Paradise Lost?
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Welle-Strand, Anne; Tjeldvoll, Arild – Journal of Education Policy, 2002
Explores reasons for replacement of the Unified School with the Quality School in Norway and the consequences thereof for both individuals and the country. Unified School reform is derived from an equality-driven educational policy, whereas Quality School reform is competitiveness-driven. (Contains 30 references.) (PKP)
Descriptors: Competition, Educational Change, Educational Policy, Educational Quality