Exploring Education Policy in Norway with the 2024 GEPLP
This November, “all eyes [were] on America,” as individuals across the globe awaited the results of an “extremely important election” (NBC News). While these folks turned their attention to the U.S., a collection of thirteen education professionals from Colorado, Michigan, and New York centered their focus on wrapping up a four-month exploration of Norwegian education policy, which included a ten-day field experience abroad, pre- and post-tour meetings with local experts, and customized research projects, as part of the 2024 Global Education Policy Leadership Program (GEPLP).
Each year, this professional learning opportunity, created and developed by Dan Schultz, Senior Policy and Program Advisor for the Office of K-12 Outreach and Coordinator Emeritus for the Michigan Education Policy Fellowship Program, and Dr. Robert Monson, New York Coordinator of the Advanced Education Policy Leadership Program and former senior lecturer in education leadership at Teachers College, Columbia University, offers Senior Fellows the chance to “develop greater awareness of how other countries prepare young people for a globally interconnected economy,” generate “a multi-cultural perspective on U.S. efforts to ensure its schools are globally competitive,” “observe and engage with leaders shaping school reform efforts,” and connect with global education policy leaders (GEPLP). Over the last decade, other program cohorts have ventured to Bhutan, China, England, Germany, Iceland, India, New Zealand, and Switzerland to learn about education best practices in these countries, considering each nation’s place in a still-globalized society (Harvard Business Review).
For the 2024 program, Norway was selected as a case study, given its uniquely decentralized approach to education governance, collaborative approach to policymaking, strong university-school partnerships, high-trust and high-cohesion context for school accountability and improvement efforts, innovative “Going Gradeless” initiative, vocational education pathways for young people, experience fostering opportunities for risky play, and “strong emphasis on teacher [judgment] in student assessments” (GEPLP). From August to October, the Senior Fellows prepared for their field experience with three pre-tour virtual meetings. At these sessions, experts from the Norwegian University of Science and Technology (NTNU) shared insights related to the structure of Norway’s education system, distinctive features of Norwegian culture and politics, ethnic diversity in Norway, the country’s approach to developing a low-stakes and high-trust evaluative culture via the Assessment for Learning initiative, how national leaders approach quality assurance in the education space, the Norwegian national framework for sports, and unique parenting practices. With this background and added rapport with their peers, program participants were ready to travel to Scandinavia for some hands-on learning.
2024 GEPLP Fellows in Trondheim, Norway
In Norway, the field experience was geographically divided between two locations. First, the GEPLP Fellows traveled to Oslo to get a firsthand experience of Norwegian culture, politics, and society and to set the stage for future school and university visits. This program component included an exploration of Oslo’s City Hall (where the Nobel Peace Prize is awarded), the Munch Museum, the Nobel Peace Center, the Vigeland Sculpture Park, Norway’s Parliament Building, the Royal Castle, and the active harbor area. It also involved an afternoon briefing at the Norwegian Directorate of Education with policymakers leading the renewal of Norway’s national curriculum (fagfornyelsen), the Assessment for Learning program, exam digitalization, and modular education for adults. Next, the GEPLP cohort traveled north through scenic vistas and national parks to Trondheim. Here, the group heard from scholars associated with NTNU, leaders of the municipality, and decision-makers from the county government. Importantly, the knowledge shared at these sessions guided Fellows through five school visits and a vocational education walkthrough that highlighted institutions at every stage of the Norwegian education system, from early childhood (barnehagen) to youth apprenticeships. Along the way, the GEPLP Fellows participated in an endless array of memorable experiences, including talking with Norwegian students interested in U.S. politics, creating songs related to education policy as part of NTNU’s Lydrik(k) Express workshop, seeing cultural sites like the Nidaros Cathedral and the Old Town Bridge through the eyes of locals, walking through the forest between school visits, exploring the kitchen of a Michelin star restaurant with its head chef, and sharing meals with other individuals similarly invested in improving the life chances of young people.
Scenes from Norwegian schools
On Friday, November 15th, the 2024 GEPLP cohort gathered virtually to reconnect with new friends, share program reflections, and communicate plans for incorporating what was learned into folks’ daily lives. During this concluding session, a collection of Fellows offered some salient takeaways:
- “During my experience in Norway, I observed how they prioritize outdoor learning, allowing children to connect deeply with nature and fostering a strong sense of community. The support for teachers and leaders is both evident and profound, creating an environment rooted in collaboration and a shared passion for education. This approach truly reflects a labor of love and respect.” – Dr. Curtis Lewis (Michigan State University – East Lansing, MI)
- “The world is a better place because of the work done by Bob, Dan, MSU, and colleagues. Participants have a different lens with which to view policy at the national level, at the state level, and at the local level after these experiences. The sessions are always stimulating and thought-provoking, the readings are excellent, and the speakers are wonderful. The support from Bob and Dan in the background is immeasurable, and the opportunity to work with other participants on policy projects is an exciting opportunity.” – Dr. Dan Jesse (Northup Consulting – Denver, CO)
- “The Global EPLP experience in Norway was fascinating! Cultural norms and policies refine each other, fostering inclusive communities. Diversity is celebrated in schools, where children from various backgrounds meet on equal terms and have similar opportunities, reassuring us of the fairness of the system. There is a collective responsibility to develop a joy for learning that is attentive to the natural environment and the common good of others. In each location visited, students and teachers alike were thriving.” – Dr. Lisa Rivard (Wayne State University – Detroit, MI)
Additionally, GEPLP Fellow and Michigan Education Association President Chandra Madafferi recently published an article summarizing her internalized lessons from the Norway experience. Broadly speaking, now that the 2024 GEPLP experience has concluded, Fellows will have the chance to take these reflections and their experiences back to their professional contexts and personal lives. In particular, members of the Office of K-12 Outreach who had the opportunity to participate in this program are eager to incorporate Norwegian approaches to apprenticeships, university-school partnerships, and respect for teachers’ professional judgment into their work. Looking forward to next year, senior-level leaders who are Education Policy Fellowship Program (EPFP) alums interested in global education policy should keep an eye out for the 2025 program announcement this spring. Until then, individuals with questions are invited to explore the GEPLP website or contact the GEPLP coordinators. Dan Schultz can be reached at dws@msu.edu, and Dr. Robert Monson is available at rjm747@mac.com.
Vistas that greeted the 2024 GEPLP cohort from Oslo to Trondheim