Reviews of National Policies for Education: Lifelong Learning in Norway 2002 [electronic resource] /
Organisation for Economic Co-operation and Development.
Organisation for Economic Co operation and DevelopmentCorporate Author
Paris : OECD Publishing,
2002.
Norway is a test-bed for the implementation of a bold vision of lifelong learning. There is broad and strong political support within Norway for lifelong learning as a next logical step for a highly developed country with a highly educated population, confronted with challenges ranging from economic re-structuring, to an ageing workforce, the contradictions of labour shortages and increased leisure time, and an increasingly diverse society. But even in Norway the institutional arrangements and policies fall short of a systemic approach to lifelong learning. The most obvious shortcomings concern adults where there are daunting issues regarding the governance and finance of adult learning. Leadership is a vexed issue insofar as successful implementation depends on concerted action by several ministries as well as the social partners. Choice, equity and quality are in many cases conflicting objectives and difficult trade-offs have to be resolved. Norway is advanced, relative to other countries, in the development of new politics regarding the knowledge society. Indeed, it can be argued that if lifelong learning is to succeed anywhere, Norway is one of the most likely places in view of its history of reforms, co-operation among bodies, high educational standards and outcomes. Lessons from the experience with this approach can be usefully applied in other settings. This study is divided into two parts: the background report (which was prepared by the Norwegian authorities) and the OECD Examiners' report.
Description based upon print version of record.
Foreword; Table of Contents; Part I. Background Report; Chapter 1. Starting Point for the Inquiry; Chapter 2. The National Context; Chapter 3. The Learning Arenas - An Overview; Chapter 4. Challenges to the Learning Arenas; Chapter 5. Evidence to Date on Demand, Participation and Provision; Chapter 6. Additional Steps Taken To Facilitate Lifelong Learning; Annex 1.A. Overview of Earlier Assessments and Evidence; Bibliography; Part II. the Examiners' Report; Executive Summary; Chapter 1. Introduction; Chapter 2. Lifelong Learning in Norway: The National and International Context
Chapter 3. Norway's LifeLong Learning Vision: Learning from Cradle to GraveChapter 4. The Unfinished Agenda: Integrating Learning and Working Life; Chapter 5. Bringing About the Lifelong Learning Agenda; Chapter 6. Overriding Principles and Conclusions; Annex II.A. Summary of Recommendations; Bibliography
Norway is a test-bed for the implementation of a bold vision of lifelong learning. There is broad and strong political support within Norway for lifelong learning as a next logical step for a highly developed country with a highly educated population, confronted with challenges ranging from economic re-structuring, to an ageing workforce, the contradictions of labour shortages and increased leisure time, and an increasingly diverse society. But even in Norway the institutional arrangements and policies fall short of a systemic approach to lifelong learning. The most obvious shortcomings concern adults where there are daunting issues regarding the governance and finance of adult learning. Leadership is a vexed issue insofar as successful implementation depends on concerted action by several ministries as well as the social partners. Choice, equity and quality are in many cases conflicting objectives and difficult trade-offs have to be resolved. Norway is advanced, relative to other countries, in the development of new politics regarding the knowledge society. Indeed, it can be argued that if lifelong learning is to succeed anywhere, Norway is one of the most likely places in view of its history of reforms, co-operation among bodies, high educational standards and outcomes. Lessons from the experience with this approach can be usefully applied in other settings. This study is divided into two parts: the background report (which was prepared by the Norwegian authorities) and the OECD Examiners' report.
Continuing education
Adult education and state
Reviews of National Policies for Education