Ensuring the quality of education in Norway

Abstract

The article analyzes the educational system of Norway, elucidates the ways of growth of this country, which demonstrates uniqueness and originality in most socio-political and economic institutions, in particular, in the education system. Education in Norway responds to the challenges of the times, is in a stage of progressive development, and is oriented towards the best European standards of functioning. In Norway, such a pyramid of education has been created, which has a powerful foundation and outstanding achievements in such areas of social life as: training of highly qualified personnel, implementation of world-class scientific-technical, humanitarian, socio-cultural projects. At the same time, higher education plays a key role in this pyramid. Higher education is preceded by so-called "advanced schools" or colleges, where after graduating from secondary education, the student has the alternative of choosing a vocational education program (if he aims to acquire basic skills in a certain profession and start working quickly enough) or a program with in-depth study of natural and humanitarian subjects (if a student after graduating from a secondary education institution seeks to obtain a knowledge base for further admission to a university). The curriculum and study methods in college are more complex and intensive than in high school. In order to meet the demands of the time in competently prepared school graduates, ready for adult learning, work and life, Norway recognized the need to provide appropriately trained teachers. In Norway, a new specialist training program has been introduced, which provides that students retain the right to choose teaching in grades 1–7 or 5–10. In addition to university education, there are other training programs that qualify participants for school work. The most significant trends in the development and improvement of educational systems are highlighted. Norway recognizes the need to implement a national system of teacher certification, which is carried out in order to ensure that the professional level of a young teacher matches the needs and requirements of work in a school, as well as familiarization with the requirements for young professionals. We consider Norway's experience in implementing mechanisms to ensure the quality of education to be useful for Ukraine.