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Mortimore Peter, Field Simon & Pont Beatriz (2005). Equity in education Thematic review : Norway country note. Paris : OCDE. En ligne : <>. 
Added by: Feyfant Annie (18 May 2008 16:46:43 Europe/Paris)   Last edited by: Feyfant Annie (02 Jun 2008 15:29:03 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: Mortimore2005a
Categories: General
Keywords: justice, migration, Norvège
Creators: Field, Mortimore, Pont
Publisher: OCDE (Paris)
Views: 1569/5026
Views index: 36%
Popularity index: 9%
URLs     http://www.oecd.or ... /10/6/35892523.pdf
"Norway has an expensive education system. The results from international tests show that Norwegian
fifteen-year-old pupils perform only at an average OECD level and that there is a bigger than average
dispersion of scores despite the high level of equity within the system. Results from international
assessments of adults of varying ages, however, show that Norway has one of the best educated working
populations in the world. The integration of general and vocational courses within the same institutions and
the lack of dead ends within the system together with a smooth transition to working life enable young
people to continue learning and increasing their skills. Overall, Norwegian education has both strengths
and weaknesses."
"The Norwegian education system is soundly structured and generally highly equitable. In terms of
selection, access and transition it compares well with other countries. Norwegian young people at age 15
perform in international tests at the OECD average level but tests in the same year show Norwegian young
adults outperforming most of their peers so as to become world leaders in measures of adult literacy. The
interpretation of this apparent paradox is not straightforward, but one possibility is that school provision,
while apparently unchallenging may avoid the stigma of educational failure and, in the process, develop
the motivation to continue learning.
Up to now the Norwegian education system has had only a limited capacity to identify and resolve
problems of equity. Its philosophical basis places equity at the heart of its endeavour but the lack of
systematic information about pupils’ progress and the absence of means to evaluate the work of schools
has meant that problems have not been recognised. Recent reforms have gone some way towards rectifying
this situation. The establishment of the Skoleporten means that a great deal of information about schools is
now in the public domain. But issues to do with the use of pupil tests and school choice are complex and
contain risks as well as opportunities.
The strategy for improvement which is proposed in a series of detailed recommendations is predicated
upon a cautious approach to further reform designed to improve the educational outcomes of fifteen-yearolds
without damaging the system which apparently leads to adult success. Such a cautious approach would enable recent changes to be evaluated and any unintended consequences to be addressed, as well as
reducing any risks of unbalancing what is, in essence, a successful and highly equitable system."
Added by: Feyfant Annie  
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