National Curricula in Norway and Finland: The Role of Learning Outcomes

Autor/inn/en	Mølstad, Christina Elde; Karseth, Berit
Titel	National Curricula in Norway and Finland: The Role of Learning Outcomes
Quelle	In: European Educational Research Journal, 15 (2016) 3, S.329-344 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116639311
Schlagwörter	Foreign Countries; National Curriculum; Outcomes of Education; Core Curriculum; Educational Policy; Outcome Based Education; Educational Practices; Comparative Education; Competency Based Education; Educational Change; Measurement; Educational Objectives; Finland; Norway + Suchen Sie Ihr Suchwort? Ausland; Lernleistung; Schulerfolg; Kerncurriculum; Politics of education; Bildungspolitik; Lernerfolgsmessung; Bildungspraxis; Vergleichende Erziehungswissenschaft; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsreform; Messverfahren; Educational objective; Bildungsziel; Erziehungsziel; Finnland; Norwegen
Abstract	The core curricular category of "learning outcomes" has entered the educational policy scene in Europe. While content-oriented curricula have dominated the Nordic countries, a shift towards outcomes can also be observed. In this article, we describe the fundamental distinctions between "Didaktik" and learning outcomes and examine how learning outcomes are incorporated into written national curricula for compulsory schooling in Norway and Finland. We find that learning outcomes are integrated in both countries; however, the Norwegian curriculum is positioned further away from a Didaktik-based model than that of Finland. The Norwegian approach neglects an essential distinction between matter and meaning by employing an outcome-oriented curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01