Abstract
This article investigates policymaking for Norwegian lower secondary education, with a focus on policy problems and solutions emphasising pre-vocational education. The data consist of official policy documents such as Green and White Papers, hearings, propositions to the parliament, protocols of parliamentary debates and votes in the parliament. The conceptual framework focuses on framing in policymaking and policy problems and solutions. Results reveal that dropout, difficulties in adapting education to the pupils and a gap between the content of schooling and the demands of the world of work are framed as the main policy problems. Different policy solutions emphasising pre-vocational education are presented as legitimised responses to these problems. The three policy problems can be defined as complex issues. Despite the proposed policy solutions, these are not enacted in the curriculum in line with the discussions and votes in parliament. This could be attributed to conflicting values and purposes of Norwegian education. These differences raise the question of whether the problems faced by Norwegian comprehensive schooling are taken for granted, as the proposed solutions appear to be insufficient in dealing with the defined problems.
Highlights
Policymaking and the reasons to initiate reforms can be traced back to different causes, such as changes in society, specific policy problems (Kingdon, 1995) or international and transnational policy influences (Karseth and Engelsen, 2013; Scholl, 2012; Sivesind et al, 2012; Sundberg and Wahlström, 2012)
In accordance with the theoretical perspectives presented above, which focus on the framing of policy problems and solutions in policymaking processes, this qualitative study examines the frames used to make sense of the curriculum reform proposed in the selected policy documents
The analysis reveals several policy problems that are intended to be addressed through policy solutions that emphasise pre-vocational education
Summary
Policymaking and the reasons to initiate reforms can be traced back to different causes, such as changes in society, specific policy problems (Kingdon, 1995) or international and transnational policy influences (Karseth and Engelsen, 2013; Scholl, 2012; Sivesind et al, 2012; Sundberg and Wahlström, 2012). For more than a decade, one specific cause of education policy reforms has been a focus on the link between education and the world of work for the benefits of both individuals and the global knowledge economy (Sundberg and Wahlström, 2012; Young, 2008). In this context, the Organisation for Economic Co-operation and Development (OECD, 2011) highlights pre-vocational education as a policy mean for solving key problems in lower secondary schools in general and as a suitable approach in the Norwegian context in particular. The secondary graduation rate in Norway is only slightly above the OECD average (OECD, 2020) and in the midfield of the countries included in the overview
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