Policy Document
Reform 97
Benefits & Requirements
Coverage: Requirements for its application
None
Coverage: Eligible groups or beneficiaries
Elementary and middle school: grades 1-10
Criteria for coverage
None
Age range
6-16 years old
Duration (numbers of years of compulsory education stipulated by this document)
10
ISCED levels included in compulsory education
0-2
Dedication (number of hours per week stipulated by this document)
Up to 37.5
Is educational tracking implemented or modified by this document?
No
Education and training required for a compulsory school teacher stipulated by this document
None
Is the compulsory education of children of undocumented migrants granted by this document?
No
Read the Law
Original full text web source in native language
Secondary Literature & Sources
Secondary literature
OECD (2002), Reviews of National Policies for Education: Lifelong Learning in Norway 2002, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264196421-en
OECD (2011), Reviews of National Policies for Education: Improving Lower Secondary Schools in Norway 2011, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264114579-en
Thune, T. (2015, October 20). Norsk utdanningshistorie.
Statistics Norway. (2015). Dette er Norge 2015 - Hva tallene forteller.
TELHAUG, A.O. (1997), Utdanningsreformene – Oversikt og analyse, Oslo.
Halvard Hølleland (red.) (2007). På vei mot Kunnskapsløftet. Begrunnelser, løsninger og utfordringer" Cappelen
https://www.regjeringen.no/no/dokumenter/reform-97-dette-er-grunnskolereformen/id87403/
Comments & Clarifications
First, the arguments for the reform were partly economic: By reducing the age of school entry to six, the authorities could take advantage on the one hand of the idle capacity in primary schools, and on the other hand, they would give access to kindergarten to a greater proportion of younger children . Second, the government underscored the technical-cognitive competence requirements: Private and public working life require higher competence and new skills. Compulsory schooling from the age of six would ensure the best prospects for securing continuity and offering a coherent and co-ordinated educational programme. Third, it was important that children were offered an equal educational programme. Including six-year-olds in school would, in contrast to voluntary arrangements, secure equal opportunities for all (Telhaug, 1997, p. 195). This reform was also inspired by international models and was part of a strategy to establish an educational system in line with other systems.