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Lifelong learning in Norway.

Author: Organisation for Economic Co-operation and Development.
Publisher: Paris : OECD, ©2002.
Series: Reviews of national policies for education.
Edition/Format:   Print book : International government publication : EnglishView all editions and formats
Database:WorldCat
Summary:
Norway is a test-bed for the implementation of a bold vision of lifelong learning. There is broad and strong political support within Norway for lifelong learning as a next logical step for a highly developed country with a highly educated population, confronted with challenges ranging from economic re-structuring, to an ageing workforce, the contradictions of labor shortages and increased leisure time, and an  Read more...
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Additional Physical Format: Online version:
Organisation for Economic Co-operation and Development.
Lifelong learning in Norway.
Paris : OECD, ©2002
(OCoLC)605954669
Material Type: Government publication, International government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Organisation for Economic Co-operation and Development.
ISBN: 9264197222 9789264197220
OCLC Number: 50947497
Notes: Published in French under the title: La formation tout au long de la vie en Norvège.
Description: 228 pages : illustrations ; 23 cm.
Series Title: Reviews of national policies for education.
Other Titles: Reviews of national policies for education: lifelong learning in Norway

Abstract:

Norway is a test-bed for the implementation of a bold vision of lifelong learning. There is broad and strong political support within Norway for lifelong learning as a next logical step for a highly developed country with a highly educated population, confronted with challenges ranging from economic re-structuring, to an ageing workforce, the contradictions of labor shortages and increased leisure time, and an increasingly diverse society. But even in Norway the institutional arrangements and policies fall short of a systemic approach to lifelong learning. The most obvious shortcomings concern adults where there are daunting issues regarding the governance and finance of adult learning. Leadership is a vexed issue insofar as successful implementation depends on concerted action by several ministries as well as the social partners. Choice, equity, and quality are in many cases conflicting objectives and difficult trade-offs have to be resolved.

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