Basic education: In the Norwegian context "basic education" is offered within the framework of the 10-year compulsory school which consists of three stages: the primary stage (grades 1-4), the intermediate stage (grades 5-7) and the lower secondary stage (grades 8-10). The three stages may also be described as primary education (stages 1 and 2), and the lower secondary education (stage 3).

According to a reform introduced in 1994, all persons (youngsters) between the age of 16 and 19 have a statutory right (but not an obligation) to three year´s upper secondary education, with a corresponding obligation on the part of the relevant authorities to provide an adequate number of places. Upon completion of three year´s upper secondary education the students should either satisfy formal entry requirements to higher education or be in possession of a recognised vocational qualification or trade certificate.

The aims for the Norwegian activities related to EFA were

informing the Norwegian public about illiteracy problems in developing countries, and informing about successful projects and programmes

mobilizing schools, organisations etc. to action in order to fight the problem

relating the international illiteracy problem to Norwegian conditions, i.e. functional illiteracy and (Norwegian language and society) education for immigrants and refugees with poor educational background living in Norway.

The list below labelled A to F represent actions and activities relevant for the global goals of Education For All. Most activities were not implemented primarily as EFA actions, but as a part of general or specific actions taken to develop the Norwegian education system.

An Educational Reform in 1997 lowered the enrolment age from seven to six years of age, expanding compulsary education from nine to ten years. During the new first school year the main emphasis is placed on play and non-formal developmental activities.

With the lowering of the enrolment age for children in compulsory school from seven to six, extended arrangements for maternity leave, including a recently introduced system of cash allowances to families with children below 2 years of age, early childhood care are primarily offered to children in the age of group from 1(2) to 5 years. The extent to which such care is offered may vary from one municipality to another. It is a political goal, however, to offer such care to all families who so wish. Day care institutions in Norway are regulated by a specific act (the Act No.19 of 5 May 1995 on Day Care Institutions). According to the act such institutions shall provide children with sound opportunities for development in collaboration with the children´s home. Day-care institutions are thus educationally-oriented, although administratively they are under the responsibility of the Ministry of Children and Family Affaires. Day-care institutions may be either municipal or privately owned.

Children and youth: As from 1997 Norway has 10 years of compulsory basic education. The degree of completition is very close to 100 percent.

Adults: In connection with the upcoming lifelong learning/competence reform, the Storting/the Norwegian Parliament proposed in 1999 to grant adults a legal right to leave of absence to complete their basic education.

Children and youth: According to Government’s white paper St.meld.nr.28 (1998-99) Mot rikare mål the equal educational standard was debated, and the Norwegian Parliament decided to establish a new centre of development in primary and secondary school from August 2000. The Ministry of Education intends to present a report on the educational situation for the Storting every second year.

The Educational Reform in 1997 is going to be evaluated by the Norwegian Research Council. The evaluation process started in 1999 and will last for 5 years.

Adults: Se Part III ‘Prospects’.

Reduction of adult illiteracy is relevant when applied to immigrant/minority groups (especially women), and adults with reading and writing disabilities. Norway is participating in the Second International Adult Literacy Survey (SIALS). The survey includes 5000 qualitative interviews and testing of reading abilities in three dimensions. Both of the above mentioned groups are included in the survey.

In connection with the ‘Combatting exclusion’ research programme initiated by the Norwegian Research Council, financial support has been granted to a research project focussing on the learning environment for immigrant/minority women.

A book on literacy among immigrant women has been published; Hvenekilde et. al.: Alfa og Omega – Om alfabetiseringsundervisning for voksne fra språklige minoriteter, Novus forlag 1996. The book documents practise in literacy work in Norway and gives recommendations for expansion and for quantitative and qualitative improvement of the literacy programme.

In 1999 adult immigrants are offered tuition in Norwegian language, including training in civic skills, to a level of proficiency that will enable them to function in society. As their educational background varies, some will need more time than others. Those with little or no schooling from their home countries may receive tuition up to 3000 hours. Others are offered language training up to 850 hours.

In 1998 the State Resource Centre for Adult Education established a national network related to reading and writing disabilities. The aim is to strengthen the efforts related to the improvement of education offered and to improve the coordination of projects.

The above mentioned national research programme also includes projects aiming to identify failure patterns in the basic education career of adults with reading and writing disabilities or difficulties, and to identify successful models and methods for successful educational activities within this group.

The network has received financial means to include in its work resource-persons working in prisons and psychiatric institutions, where the percentage of individuals with reading and writing disabilities are reported to be significantly higher than in the rest of the population.

Upper secondcary education: The 1994 upper secondary education reform reorganised the structure and expanded minimum standards in certain basic subjects.

The European Year of Lifelong Learning in 1996 saw the start of the preparations for an upcoming Norwegian lifelong learning / competence reform, i.e. a reform aiming to increase the general level of education among adults, through joint efforts by Public sector, Employers’ Organisations/Business sector, and Labour organisations/individual employees. In 1999 the basic principles of this reform were included in the yearly wage negotiations between the three parties.

The workplace as a whole, individual enterprises and the entire Norwegian population are encouraged to take an active part in a long-term, wide-ranging competence reform. Employers, employees and the government must all make a contribution when it comes to funding, organising, adapting, developing and implementing the reform.

From the perspective of life-long learning, where competence-building is virtually never-ending, a good basic education will to a large degree be the basis for further learning. Basic education and continuing education complement one another and together they will lay the foundation for a long-term rise in competence.

The target group for the reform includes both members of the workforce and people who, for different reasons, are outside it. The whole potential labour force are included.

The Competence reform is based on a broad concept of knowledge, where theoretical and practical knowledge and the promotion of creativity, initiative, entrepreneurship, cooperativeness and social skills are all part of a whole. Attitudes and values are also part of this concept of knowledge.

The Norwegian workplace needs real, tangible competence in the short term. However, it is just as important to give newcomers to the workplace and people in the labour market today a broader range of competence than what would appear to be useful in the short term. People also function as a whole in their jobs. The continuous development of competence must therefore have a long-term perspective for the whole individual.

A competence reform will require considerable reorganisation of the public education system in order to be able to offer educational opportunities adapted to adults' experience and life situation. The interaction between the educational system, non-government organisations and other providers of education will play a decisive role - particularly when it comes to the use of modern technology and distance education.

Not applicable, as most activities described in this report was not initiated primarily as a part of EFA.

Not applicable, as EFA decision-making and management was not a significant part of the activities described in this report was not initiated primarily as a part of EFA.

Not applicable, as the only cooperation related to EFA was communication between the members of the working group.

Not applicable, as there have been no spesific budgets or spendings related to EFA in Norway. However the educational reforms have demanded financial resources as well as working efforts.

As mentioned in the 1995-report, the International Literacy Year contributed to bringing the problem of reading and writing disabilities more out in the open in Norway, as this and other hidden forms of disability has a tradition of not being openly addressed within society.

Referring to Norwegian conditions as regards functional illiteracy and education for immigrants and refugees with poor educational background living in Norway, emphasis after 1995 has increasingly been placed on measures that may be taken in connection with the aforementioned competence reform.

Not relevant because no specific strategy was identified for EFA in Norway.

Limited relevance, as the main problems encountered in the period since 1990 have been pertaining to general efforts targeted to meet educational efforts, rather than to specific efforts related to EFA. In general, main challenges may be said to relate to

establishing contact with target groups in minority populations

identifying and establishing contact with individuals with poor basic education

identifying good motivational measures to attract both groups to educative settings

identifying motivational measures enhance completition of education programmes among both groups.

Not relevant, see above.

Not relevant, see above.

Efforts are currently planned to ensure the inclusion of groups outside the labour market (e.g. unemployed and disabled) into the reform for lifelong learning / competence enhancement.

Plans are also made to improve the support to students with reading and writing disabilities, to make it easier for this group to compete in higher education and on the labour market.

The Norwegian Parliament has decided that adults who have not completed their primary and upper secondary education shall have the opportunity to do so. The Government also wishes to identify the need for renewed primary and lower secondary education among people who have formally completed it, but who may still need this education (for example persons suffering from dyslexia, and adult immigrants).

The Norwegian Parliament has also decided to establish a system to document and reciognise adults’ non-formal learning.

In general the Norwegian school system has moved away from segregation between disabled students and students without disabilities towards integration and inclusion. In principle the student has a right to a school environment designed to meet his or her special needs. In cases where the local school is not the best equipped school according to the needs of the individual student, the student /his or her parents should be able to choose freely between the schools.

Efforts are now taken to increase the overall competence related to the planning and design of primary, secondary and higher education, with the aims of achieving a stage of planning relating to the concept of ‘Design for All’. This work has to be carried out on a broad and long term basis, aiming at fulfilling the aspirations embedded in the UN standard Rules for Equal Opportunities for People with Disabilities.

In December 1999 the Government will submit a White Paper on Human Rights, including a plan of action for Human Rights' education. It seems likely that this plan of action may include the following measures:

(T.J.) A study of institutional and teacher practice in religious education, pertaining to a newly developed subject granting a limited right of reservation.

A study aimed at identifying means and methods to assess and certify non-formal competence for individuals with low formal education.

Mapping the national need for tailor-made or adjusted education for adults who have not completed primary or secondary education.

Monitor and measure the degree of illiteracy in the minority population, with a special emphasis on women.

Possible measures may be considered also in connection with a growing emphasis in Norwegian development cooperation on the field of education. There are three main aspects of connections between education and human rights.

Firstly, education is an important part of development cooperation because education is in itself a human right. Secondly, Human Rights Education may be integrated into formal and non-formal education programmes.Thirdly, education generally and Human Rights Education specifically has a methodological side. The means and methods used are relevant to the aims of the education and should be chosen in concordance with explicit Human Rights values.