Abstract
For decades, Scandinavian culture effectively prohibited the development of special provisions for talented students in higher education. However, in recent years, a cultural shift has gradually made more room for excellence and talent development in the national discourses. This paper analyzes the climate for talent development in Denmark, Sweden, and Norway. Following a first inventory of honors programs in Scandinavian higher education in which the only programs were found in Denmark, 10 experts were interviewed to analyze their national situation and reflect on the leading role of Denmark. In this country, external incentives, focus on quality, pioneers, and an open atmosphere were found to produce a culture more appreciative of excellence over the last decade. Starting from the Danish experience, the situation in Norway and Sweden is analyzed, showing that the combination of factors leading to change in Denmark is not yet present here. Lessons for other countries are highlighted, notably the importance of sharing information and exchanging knowledge at an international level.
Highlights
Talent Development “Pupils shall not normally be organized according to level of ability, gender, or ethnic affiliation.”With these words, Norway’s Education Act of 1998 [1] enshrined a pillar of Norwegian culture: strict egalitarianism in the school system
We focus on developments in this country by taking a closer look at how attitudes toward talent development have changed since the early 21st century
How can the current situation regarding special provisions for talented students at higher education institutions (HEIs) in Scandinavia be explained, in particular the role of Denmark as front runner? And what lessons can honors educators and policy makers elsewhere learn from the Scandinavian culture is traditionally focused on egalitarianism and this shows in the structure of the education system, with integrated schooling for pupils up to lower secondary school in all countries
Summary
Talent Development “Pupils shall not normally be organized according to level of ability, gender, or ethnic affiliation.”. With these words, Norway’s Education Act of 1998 [1] enshrined a pillar of Norwegian culture: strict egalitarianism in the school system. That law exemplifies the Scandinavian approach to excellence since the mid-20th century. Norway, and Sweden share a strong egalitarian tradition, though there are signs of a slow shift toward more focus on talent development. Many studies e.g., [2,3,4,5,6,7,8] have articulated the rationale behind special provisions for talented or gifted young people. The need to provide them with extra challenges is increasingly recognized in Europe, though several international overviews reveal huge differences between countries [9,10,11,12,13,14,15,16]
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