Improving School Quality in Norway: The New Competence Development Model

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