OECD reviews of tertiary education. [electronic resource] PDF
Preview OECD reviews of tertiary education. [electronic resource]
OECDReviewsofTertiaryEducation NORWAY TonyClark,RichardSweet, KarlHeinzGruber,PedroLourtie, PauloSantiagoandAsaSohlman OECD Copyrightedmaterial OECDReviewsofTertiaryEducation Norway TonyClark,RichardSweet, KarlHeinzGruber,PedroLourtie, PauloSantiagoandAsaSohlman OECD ORGANISATIONFORECONOMICCO-OPERATION ANDDEVELOPMENT TheOECDisauniqueforumwherethegovernmentsof30democracieswork togethertoaddresstheeconomic,socialandenvironmentalchallengesofglobalisation. TheOECDisalsoattheforefrontofeffortstounderstandandtohelpgovernments respondtonewdevelopmentsandconcerns,suchascorporategovernance,the informationeconomyandthechallengesofanageingpopulation.TheOrganisation providesasettingwheregovernmentscancomparepolicyexperiences,seekanswersto commonproblems,identifygoodpracticeandworktoco-ordinatedomesticand internationalpolicies. TheOECDmembercountriesare:Australia,Austria,Belgium,Canada,the CzechRepublic,Denmark,Finland,France,Germany,Greece,Hungary,Iceland, Ireland,Italy,Japan,Korea,Luxembourg,Mexico,theNetherlands,NewZealand, Norway,Poland,Portugal,theSlovakRepublic,Spain,Sweden,Switzerland,Hirkey, theUnitedKingdomandtheUnitedStates.TheCommissionoftheEuropean CommunitiestakespartintheworkoftheOECD. OECDPublishingdisseminateswidelytheresultsoftheOrganisation’sstatistics gatheringandresearchoneconomic,socialandenvironmentalissues,aswellasthe conventions,guidelinesandstandardsagreedbyitsmembers. ThisworkispublishedontheresponsibilityoftheSecretary-Generalof theOECD.Theopinionsexpressedandargumentsemployedhereindonot necessarilyreflecttheofficialviewsoftheOrganisationorofthegovernments o/itsmembercountries. CorrigendatoOECDpublicationsmaybefoundonlineat:www.oecd.org/publishing/corhgenda. ©OECD2009 Youcancopy,downloadorprintOECDcontentforyourownuse,andyoucanincludeexcerptsfromOECDpublications, databasesandmultimediaproductsinyourowndocuments,presentations,blogs,websitesandteachingmaterials, providedthatsuitableacknowledgmentofOECDassourceandcopyrightownerisgiven.Allrequestsforpublicor commercialuseandtranslationrightsshouldbesubmittedtorights@oecd.org.Requestsforpermissiontophotocopy portionsofthismaterialforpublicorcommercialuseshallbeaddresseddirectlytotheCopyrightClearanceCenter (CCC)[email protected]'exploitationdudroitdecopie(CFC)[email protected]. TABLEOFCONTENTS-3 Tableofcontents 1.Introduction 5 2.GeneralBackground 7 2.1TheNorwegianEconomyandLabourMarket 7 2.2TheNorwegianTertiaryEducationSystem 10 3.Norway'sPoliciesforTertiaryEducation 17 3.1Strategy 17 3.2InstitutionalStructureandLinks 19 3.3GovernanceoftheSystemandofInstitutions 20 4.FundingTertiaryEducation 23 4.1FreeTuition 23 4.2AllocationofPublicFundstoInstitutions 24 4.3StudentFinance 25 4.4HumanResourceManagement 28 5.RegionalPolicyConsiderations 31 6.EquityConsiderations 35 6.1StrengthsandChallenges:AnalysisoftheCurrentSystem 35 6.2PrioritiesforFuturePolicyDevelopment 38 7.MonitoringtheSystemandInstitutions 41 8.TeachingandLearning 45 8.1TheBolognaProcess 45 8.2TheQualityReformandQualityProcesses 47 9.Research,InnovationandKnowledgeTransfer 55 9.1Background 55 9.2StrategicPlanningfortheContributionofTertiaryEducationtoResearch andInnovation 56 OECDREVIEWSOFTERTIARYEDUCATION-NORWAY-ISBN978-92-64-03930-8-©OECD2009 4-TABLEOFCONTENTS 9.3MonitoringandEvaluation 57 99..54TThheeTSruapnpslfyerofofGrKandouwalteesdgferomScientificandTechnologicalDisciplines...6507 9.6TheDemandforKnowledge 62 9.7RegionalResearchPolicies 64 10.FuturePolicyDirectionsandConclusion 67 10.1KeyPolicyDirectionsfortheFuture 67 10.2Conclusion 68 References 71 Annex1:TheOECDReviewTeam 73 Annex2:NationalCo-ordinator,NationalSteeringCommittee,andAuthors oftheCountryBackgroundReport 75 Annex3:ProgrammeoftheReviewVisit 77 Annex4:ComparativeIndicatorsonTertiaryEducation 79 ThisreportisbasedonastudyvisittoNorwayinMarch2005, andonbackgrounddocumentspreparedtosupportthevisit.Asa result,thereportreflectsthesituationuptothatpoint. OECDREVIEWSOFTERTIARYEDUCATION-NORWAY-ISBN978-92-64-03930-8-©OECD2009 1.INTRODUCTION-5 1.Introduction ThisCountryNoteonNorwayformspartoftheOECDThematic ReviewofTertiaryEducation.Thisisacollaborativeprojecttoassistthe designandimplementationoftertiaryeducationpolicieswhichcontributeto therealisationofsocialandeconomicobjectivesofcountries.Thetertiary educationsystemsofmanyOECDcountrieshaveexperiencedrapidgrowth overthelastdecade,andareexperiencingnewpressuresastheresultofa globalising economy and labour market. In this context, the OECD EducationCommitteeagreed,inlate2003,tocarryoutamajorthematic reviewoftertiaryeducation. Theprincipalobjectiveofthereviewistoassistcountriestounderstand howtheorganisation,managementanddeliveryoftertiaryeducationcan helpthemtoachievetheireconomicandsocialobjectives.Thefocusofthe reviewisupontertiaryeducationpoliciesandsystems,ratherthanuponthe detailedmanagementandoperationofinstitutions,althoughclearlythe effectiveness ofthe latter is influenced by the former. The project's purposes,methodologyandguidelinesaredetailedontheOECDwebsite.1 Thepurposesoftherevieware: - Tosynthesiseresearch-basedevidenceontheimpactoftertiary' education policies and disseminate this knowledge among participatingcountries; - To identify innovative and successful policy initiatives and practices; - Tofacilitateexchangesoflessonsandexperiencesamongcountries; and - Toidentifypolicyoptions. Allcountriestakingpartinthereviewprepare adetailednational backgroundreportthatiswrittenusingacommonframeworkdevelopedby theOECDsecretariat,workingtogetherwithmembercountries.Atthetime ofwriting.22countrieshadagreedtoparticipateinthereview.Abouthalf Reportsandupdatesareavailablefromwww.oecd.org/edu/tertiary/review OECDREVIEWSOFTERTIARYEDUCATION-NORWAY-ISBN978-92-64-03930-8-©OECD2009 6 1INTRODUCTION ofthese, includingNorway, have askedforareviewof(heirtertiary educationpoliciesbyateamofexternalexaminers.Thisteamvisitsthe countryforone and ahalftotwoweeks, talking to institutions,key stakeholders,policymakersandnationalexperts.Areport,referredtoasa countrynote,isthenprepared.Thishastwoaims:todescribethecountry's nationalsystemoftertiaryeducationforthebenefitofoutsiders;andto makesuggestionsthatthecountrycanusetohelpthedevelopmentofits nationalsystemandpolicies. Attheconclusionofthereviewacomparativereportwillbewrittenthat summarisesthelessonslearnedfromthereview.Itwilldrawuponnational backgroundreports,country'notes,expertpaperscommissionedforthe review,andarangeofdetailedstatisticalandresearchmaterial. Eachcountrytakingpartinthereviewisaskedtoappointasteering committeeofkeystakeholderstoguidethewritingofitsbackgroundreport andtoassistindevelopingtheprogrammeforthenationalvisit(ifoneof these has beenrequested). Meetings ofnational co-ordinators forthe countriestakingpartinthereview,andofotherexpertsandinternational organisations,takeplaceatregularintervalsduringthereview.Thereview isexpectedtoconcludelatein2007. A draft ofNorway’s background report was made available in January2005. ItwaspreparedbyNIFU STEP, aNorwegianresearch organisationwithspecialexpertiseinthefieldoftertiaryeducation,under theguidanceofanationalsteeringcommitteechairedbytheNorwegian MinistryofEducationandResearch.’Ateamofsixexaminerssubsequently visitedNorwayintheperiod7-16March2005,andthisCountryNoteis baseduponmaterialsprovidedatthatperiod.Theteamvisitedawiderange ofinstitutionsbothinOslo,thecapital,andinseveralregionalareas.Itheld discussionswiththeNorwegianMinisterforEducationandResearch,with seniorpolicymakersinanumberofMinistries,andwithkeystakeholders andresearchers.4Particularthanks arcowedtoGro-BeateVigeofthe MinistryofEducationandResearch,thenationalco-ordinatorforNorway’s participationinthethematicreview,andtoJanLevy,DirectorGeneral withintheMinistrywhochairedmeetingsofthesteeringcommittee. Afinalversionofthebackgroundreporthassincebeenmadeavailable,andcan befoundonthewebsiteofthethematicreview:www.oecd.org/edti/tertiary/review Annex2liststheauthorsofthebackgroundreportandthemembersofthe nationalsteeringcommittee. pTrhoegrmaemmmbeerfosrtohfevtihseitrisevinieAwnnteexam3.canbefound in Annex1. The detailed OECDREVIEWSOFTERTIARYEDUCATION-NORWAY-ISBN978-92-64-03930-8-©OECD2009 2.GENERALBACKGROUND-7 2.GeneralBackground 2.1TheNorwegianEconomyandLabourMarket WithaGDPpercapitaofUSD38700(in2004,atPurchasingPower Parity)NorwayisoneofthewealthiercountriesintheOECD.Thisowes muchtorevenuesfromitsoilindustry,butalsomuchtosoundeconomic managementofitsoilwealth.Itspopulation(4.6million)isquitesmall,and is spread over a relatively large geographical area. As a result, the populationdensity(14peoplepersquarekilometrecomparedto 125in Denmark,whichhasroughlythesamepopulation)isquitelow.Norway’s wealthpotentiallygivesitopportunities,indesigningandmanagingits tertiaryeducationsystem,thatarenotavailabletoothercountries.Onthe otherhand,whencombinedwiththestrongnationalemphasisuponregional issuesandregionaldevelopmentthatisassociatedwithlowpopulation density,ahighGDPpercapitacanleadtothetemptationofavoidingsome policychoicesthatothercountriesmightseemorestarkly.Thehighdirect andindirectcostsofNorway’sregionalisationpolicieswithinthewider economyhavebeencommentedonelsewherebytheOECD. Duringtheten yearsto2004GDPpercapitagrewatanaveragerateof2.9%,slightly abovetheOECDaverageof2.6%.Howevermorerecentlyeconomicgrowth hasslippedsomewhatbehindtheOECDaverage.This,togetherwiththe possibilityofafuturedeclineinoilrevenues,isoneofthefactorsthathave helpedtoincreaseinterestinresearch,scienceandtechnologyasfuture driversofgrowthinNorway. Norway is fortunate in combining a wealthy economy with low unemployment.In2004theunemploymentratewas4.5%,wellbelowthe OECDaverageof6.8%,andlowerthanalloftheotherNordiccountries exceptIceland.Inadditiontounemploymentbeingarelativelyunlikely feavrentbrfioerfemrosetxpNeorriwenecgeiatnhalnaboiunrfmoorsctemoetmhbeerrsO,EwChDenciotudntoreiseso.ccuInrit20is04a unemploymentthatlasted12monthsormorerepresentedonly9%ofall SeeOECD(2004a),p.99. OECDREVIEWSOFTERTIARYEDUCATION-NORWAY-ISBN978-92-64-03930-8-©OECD2009 8-2GENERALBACKGROUND unemploymentinNorway,wellbelowtheOECDaverageof32%,andthe lowestofalltheNordicmembersoftheOECD.Reflectingthebuoyant natureoftheNorwegianlabourmarket,employmentratesforgraduatesare highwhencomparedtootherOECDcountries.At76%,thefemalelabour forceparticipationrateisoneofthehighestintheOECD,andparticipation ratesofolderworkersarealsowellabovetheOECDaverage. Althoughsomethreequartersofallemploymentislocatedinthesenice sector,somewhatabovetheOECDaverage,selfemploymentis,at7%ofall employment,onlyhalfoftheOECDaverage,andwellbelowthelevels foundinDenmarkandIceland.Thisunderliestheinterestthatsuccessive Nonvegiangovernmentshaveshowninsupportingeducationalprogrammes thatpromoteentrepreneurship. Governmentsendeessuchashealthand educationaresignificantemployersinNorway,particularlyofgraduates. Howeveroutsideofgovernment,theNonvegianlabourmarkethasrelatively fewlargeemployers.Thispatternofenterprisestructure(animportantrole forgovernmentemploymentcombinedwithsmallaverageenterprisesizein theprivatesector)shapesboththenatureofthelabourmarketforgraduates inNonvayandthewaysinwhichmuchresearchanddevelopmenttakes placeandisfunded. ComparedtomanyotherOECDcountries,Norway’spopulationis highlyeducated, andhasbeenformanyyears.6In2003,95%ofthe Nonvegianpopulationaged25-34hadcompletedatleastuppersecondary education, and 40% had completed tertiary education. These figures comparetoOECDaveragesof75%and29%respectively.Theproportion ofthisagegroupwithtertianqualificationsisamongthehighestinthe OECD,exceededonlybyCanadaandJapan,ineachcasewithslightlyover 50%, and by Korea with 47%. Among those aged 45-54, 85% had completed atleastuppersecondary'education, and28%hadatertiary qualification,comparedto62%and22%fortheOECDasawhole.Data fromtheInternationalAdultLiteracySurveyshowsthatNorway’stertiary graduateshavehighskilllevels.Thesuneyshowedthattherewerefewer Nonvegiantertiarygraduatesaged25-34inthelowesttwoskilllevelsonthe documentliteracyscalethaninany'ofthe21participatingcountries,andthe ItshouldbenotedthatinSeptember2006StatisticsNorwayissuededucational completionstatisticsbaseduponnew,andtighter,definitionsofeducational completion.Theseshowedcompletionratesthataresignificantlylowerthanthose thathadpreviouslybeenpublished.Howeverdatabaseduponthenewdefinitions had,atthetimethatthisCountryNotewascompleted,notyetflowedthroughinto internationaleducationalstatistics.TherevisedStatisticsNorwaydatacanbe foundatwww.ssb.no/english/subjects/04/01/utniv_en/ OECDREVIEWSOFTERTIARYEDUCATION-NORWAY-ISBN978-92-64-03930-8-©OECD2009
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