SP5 in Norway

MAIN POINTS FROM DRAFT NATIONAL REPORT

Ole-Anders Stensen, Odd Bjørn Ure

Fafo, Institute for Labour and Social Research.

1

Norwegian sample of institutions/informants

Two formal education organisation (Oslo University College and the University of Oslo)

One interview with senior government department official (Ministry of education and research)

One prison institution (one high security prison) Two non-formal education organisation (two

study associations: Folkeuniversitetet and the Association for Adapted Adult Education)

Two organisations of our own choice (upper secondary school for adults and one school providing instruction in Norwegian and social sciences to immigrants).

2

Headlines framing SP5 report from NO

• Main objectives of the institution

• Target groups

• Summary of the practices observed

• Outreach to marginalised groups – recruitment strategies – barriers to entrance

• Strengths and weaknesses of the practice(s) - including financing and student support

• Sustainability of the most promising practices observed

3

Structuration of examples of institutional practices and individual factors

RECRUITMENT

RETENTION/COMPLETION

Institutional

practices

• General practices for recruitment and admission

• Appreciation of previous learning experiences: Interpretation of central rules and definition of own rules.

• Flexible arrangements•Pedagogical approaches

(e.g. peer advice, special needs education)• Adapting education to

all groups in view of cultural awareness)

Individual factors

Information in order to be enrolled Motivation Economic and time constraints Gender related issues

Institutional practices to recruit students

Institutions do not reach excellence in recruitment if following a default policy that only mirrors minimum requirements and mainstream public policy on recruitment.

Institutions succeeding in recruiting groups exposed to social exclusion define their own institutional objectives, earmark their own money and make use of public programmes stimulating certain recruitment practices.

Appreciation of learning experiences stimulates recruitment of such learners but there is a need to mobilise institutional resources in order to reduce the normally lengthy period for assessing prior learning experiences.

5

Institutional practices to retain students

the flexible approach in adapting the training to individual needs yield results

several informants struggled with the question of how much follow-up should be offered to unmotivated students compared with those really wanting to learn.

motivation also had to do with problems among learners from other cultural backgrounds in understanding what they should contribute to a welfare society offering many social benefits.

6

Institutional practices to retain student (ctd. )

specialised courses are required for those with special needs

counselling and career advice should be offered to these learners.

this might by bad news for the public purse and for possible attempts to introduce economies of scale in education.

however, the need for specialised services coincides with the individual right to receive education adapted to special needs.

7

INDIVIDUAL FACTORS: Enrolling,remaining within and completing education

those participants who expect to get some output from attending the classes are the also most motivated

participants often have major household obligations, thus challenging the possibility to complete their training and underlining the great sacrifice by the participants towards their families

the reason why many participants in the first place engage in training is that they want to enable themselves to take care of for their families

8

Institutional and pedagogical practices revealed during staff interviews in adult

education institutions (SP5)

- additionaladministrative

and pedagogicalsupport

- adaption services for special groups

- specially designed courses for target groups

-design of -adapted education for individuals