Politique éducative sociale et de santé en Norvège. John-Christian CHRISTIANSEN ESEN - 4 juin 2010

Transcription

1 Politique éducative sociale et de santé en Norvège John-Christian CHRISTIANSEN ESEN - 4 juin 2010

2 Quelques renseignements sur la Norvège 5 millions d habitants km2 14 habitants par km2 Trois niveaux politiques et administratifs: état, département et communes 19 départements 430 communes 3500 écoles primaires (6-14) et secondaires (14-16) 550 écoles supérieures 2

3 Primary and Secondary Education in Norway National Education Administration Ministry of Education and Research, Directorate for Education and Training and County Governors School owners County authorities, local authorities and independent schools, companies/training establishments School administrators, teachers and instructors Pupils and apprentices 3

4 Programme d études École obligatoire Subject Primaire 1-7 Lycée 8-10 Total Chrétienté, éducation religieuse et éthique Norwegien Mathematiques Sciences Anglais Seconde langue étrangère/ou anglais ou norvégien ou Sami ou orientation vers le monde du travail Histoire, Géographie, Sciences politiques Arts et métiers Musique Alimentation et Santé Éducation physique Travail du conseil des élèves Local implementation Choix d études professionelles Total

5 Upper secondary - subject and time frames General education Common Subjects Level 11 Level 12 Level 13 Religion and Ethics 84 Norwegian Mathematics Sciences 140 English 140 Second foreign language Total Civics 84 Geography 56 History Physical Education Sum common subjects Elective subjects Total

6 École supérieure Programme d études (nombre d éleves All programs 2009/10) Level 11/Vg1 Level 12/Vg2 Level 13/vg Sports Music, Dance, Drama Matieres additionels en Norvegien, mathematriques, anglais, histoire, sciences politiques pour entrer en university competence* Study Specialisation Building and construction trades Design and Handicrafts Electrical Trades Education sociale et de santé Agricultural and fishery subjects Service and transport Total % 10% Technical and industrial subjects Restaurant et

7 Main model (VET) 7

8 Utdanningsprogram for Helse- og sosialfag Videregående trinn 1 (Vg1) Helse- og sosialfag Videregående trinn 2 (Vg2) Videregående trinn 3 (Vg3) eller opplæring i bedrift Kompetanse Ambulansefag Ambulansefaget Fagbrev Ambulansearbeider Barne- og Barne- og ungdomsarbeiderfaget Fagbrev ungdomsarbeiderfag Barne- og Fotterapi og ortopediteknikk Fotterapi Ortopediteknikk ungdomsarbeider Yrkeskompetanse Fotterapeut Fagbrev Ortopeditekniker Helsearbeiderfag Helsearbeiderfaget Fagbrev Helsefagarbeider Helseservicefag Apotekteknikk Yrkeskompetanse Apotektekniker Helsesekretær Yrkeskompetanse Helsesekretær Tannhelsesekretær Yrkeskompetanse Tannhelsesekretær Hudpleie Hudpleier Yrkeskompetanse x Vg2 Helse- og sosialfag Påbygging til generell studiekompetanse Hudpleier Studiekompetanse 8

9 Restaurant- og matfag Videregående trinn 1 (Vg1) Videregående trinn 2 (Vg2) Videregående trinn 3 (Vg3) eller opplæring i bedrift Kompetanse Restaurant- og matfag Kokk- og servitørfag Institusjonskokkfaget Fagbrev Kokkfaget Fagbrev Servitørfaget Fagbrev Matfag Bakerfaget Fagbrev Butikkslakterfaget Fagbrev Industriell matproduksjon Fagbrev Kjøttskjærerfaget Fagbrev Konditorfaget Fagbrev Pølsemakerfaget Fagbrev Sjømathandlerfaget Fagbrev Sjømatproduksjon Fagbrev 9

10 Décrochage scholaire Corrélation avec les notes du 10e Éducation des parents Sexe Immigrés Apprentissages Forte pression politique pour la reduction 10

11 Décrochage scholaire Enseignant de contact pour chaque 15 élèves Centrale pédagogique psychologique Infirmier d école Enseignant social Conseil d environnement scolaire par 9a Service de poursuite des élèves Conseiller d école Propos École d été Redoublement du 10 Tests diagnostiques 11 Faire les matières générales relevant a l élève de

12 Structure of national upper secondary education and training 12

13 lois visant à la santé des élèves Fruits et légumes Activités physique quotidiennes SFO 9 a de la loi d éducation L environnement psycho-social 13

14 L environment scolaire 9 a de la loi d éducation 14

15 National administrative structure 15

16 National council for VET Tripartite cooperation between: Ministry of Education major trade unions employers' organisations students' and apprentices' organisations teacher unions Main functions: develop mutual trust and consensus contributions to policy development develop and monitor national VET ensure relevance and quality of VET 16

17 Vocational training councils one council for each VET programme members from employers and employees national sectoral organisations main functions: develop the content of the education programme monitor the training needs in working life 17

18 Democratic, tripartite processes The National curriculum is high on the political agenda, and tripartite cooperation founds the basis for curriculum development in VET. the National assembly decides on main principles employer and employee organisations take active part in curriculum development, at general and at trade/subject level through the nine VET councils 18

19 The National curriculum for primary and secondary education and training Core curriculum Quality framework Framework regulating the distribution of periods and subjects Subject curriculum 19

20 Twelve programs for upper secondary education and training Program for general studies language studies, natural science and mathematics, social sciences and arts, crafts and design Music, dance and drama Sports and physical education Nine programs for vocational education and training 20

21 Programs for VET Building and construction Design, arts and crafts Electricity and electronics Health and social care Media and communication Agriculture, fishing and forestry Resturant and food processing Service and transport Technical and industrial production 21

22 Statutory right ensured in the Education Act all young persons have a statutory right to 3 years of upper secondary education or training The main model consists of two years as a student in school, and two years as an employee, as apprentice in an enterprise. 22

23 Structure of subjects in initial VET 23

24 Alternative models in VET 24

25 Equity a core value in Norwegian education and training equal access to quality education and training regardless of geographic location, gender, ethnic and social background learning progress and pedagogic methods adjusted according to the pupils and apprentices attitudes and abilities 25

26 Funding of VET VET is cost-free for pupils and students in public training institutions some private institutions are authorised providers public initial VET is funded over public budgets training enterprises receive a state grant for each apprentice (in 2007: over two years) an apprentice is also a paid employee: salary increases from 30% to 80% of a skilled worker s salary during the two years of apprenticeship 26

27 National and regional responsibilities national policy, regulations, financing and curricula 19 counties responsible for regional VET supply and implementation of training. Own schools national monitoring / quality control of the counties 27

28 Some facts and figures 99% of all youth graduating from compulsory school enter upper secondary education and training more than 50 % of these choose VET more than 1 out of 3 in VET does not complete within the normal time span of the main model 28

29 Gradual specialisation within the VET programs Health and social care as an example: 29

30 at regional and local level the counties are the school owners at upper secondary level local cooperation in the apprenticeship training enterprises between both sides of industry the different sectors have the opportunity to influence and support VET through participation in examination boards, establishing training offices etc. 30

31 Criteria for recognition of training enterprises have a qualified training manager meet the training requirements of the curriculum provide instruction by qualified instructors meet the HES regulations and other requirements in the Education Act willingness to sign formal contracts and give tuition to apprentices have a system for planning, as well as quality assessment and control of training 31

32 County vocational training committee in each of the 19 counties is the main arena for tripartite cooperation on VET provision are expected to work with quality development and relevance of training appoint trade-specific Examination boards 32

33 Training offices owned and run by member enterprises in a vocational area sign contracts with apprentices organise apprenticeships in member enterprises are professionally responsible for training content and quality conduct administrative work and supervision receive the state grant for apprenticeships 33

34 Trade and Journeyman s certificate comprehensive realistic, practical examination (from 5 hours to several days duration) examination in either school or enterprise if the candidate does not pass: the apprentice receives an attestation the apprenticeship ends a second examination is possible: the enterprise facilitates and the County supplies the funding 34

35 Statistics