Civic Education in Norway

Civic education in Norway is an integral part of elementary education and lower secondary education. Children start education at the age of six. During ten years of compulsory education, they are to study social subjects every year. This subject includes geography, history, and social studies (Mikkelsen, 2003). Civic education is included in social studies.

Civic education in Norway is not new and novel. It traces its genesis two hundred years back. Till World War II, it focuses on matters related to constitution and different government institutions of the country. The notion of civic education in Norway begins to change after 1945. The curriculum stresses students' active participation in national issues and introduces them with power relations, democratic principles, and local government and organization processes (Borhaug, 2005).

According to the elementary education law of 1827, all schools have to keep a copy of the constitution. The education law of 1848 states that education system should provide students’ knowledge that helps them be responsible citizens of the community. In the late 19th and early 20th century, civic education is developed as an appendix to history. Later, civic education frees itself from an appendix and earns its position as a compulsory subject for elementary schools, lower secondary schools, and upper secondary schools respectfully  from 1959, 1969 and 1964  (Borhaug, 2010).

In the post war years, student councils are made statutory and become mandatory in schools. They are made up of elected representatives from each class. The introduction of student councils affirms civic education for children who receive it from practical participation in schools.

Matters related to constitution and formal structures of political institutions are still the main concerns of teaching in classrooms. However, the textbooks gradually begin to include international issues: problems of the underdeveloped world. Textbooks gradually focus on how society moves towards better forms. Voices for further changes are heard in textbooks. In addition to formal structure and institutional matters, current issues and affairs get space in textbooks.

This change is reflected in their national curriculums of 1989 and 1997 (Borhaug, 2010). The curriculum of 1987 states that social studies should not be reduced to presenting institutions in a theoretical manner only; it expands its purview to controversial issues students take part in. They discuss such issues in classrooms. Critical perspectives are promoted in the curricula of 1989 and 1997. The curricula intend to develop children's critical thinking on issues like racism, environment and consumption. Thus, International issues become prominent in social studies curriculum. The 1987 curriculum states that teaching should stir students to engage themselves in civic activities. The curriculum also states that students must play active role in environment protection.

The curriculums of 1987 and 1997 assert that civic education must teach students to solve problems and make decisions by themselves. It must teach students to voice against arms race.  Students must focus on problems and how they can solve the problems by themselves. Tolerance and solidarity to less developed nations are promoted in the curriculums, and accordingly, students start with a problem, examine its causes and consequences and analyse how it affects people. This is an innovative learning where students take part in debates and projects. Thus, social studies become the subject of expressing opinions, debates and group work for learners. Besides, the curriculum of 1987 keeps space for human rights. The curriculum also teaches students that all nations of the world are interdependent.

            Mock election is a pedagogical instrument that makes civic education more engaging and entertaining. The aim of the mock election is to make political awareness and competence among students. Introduced in 1989 election, the mock elections are being held in high schools prior to all parliamentary and local elections in Norway (Borhaug, 2008). All high schools in Norway participate in mock election with an option to decide whether they will take part in the election, or both the election and the survey. About 70 % of all high school students participate in the election and around 20 % of them take part in the election survey. Each school counts its ballots and reports the results using the Internet

Knowledge promotion is the latest reform in the 10-year compulsory school and in upper-secondary education and training. The reform aims to develop fundamental skills that help learners participate in knowledge society. The reform is launched in autumn 2006 for pupils of grades 1 to 9 in 10-year compulsory school and for pupils in their first year of upper-secondary education and training. Five basic skills defined in this reform are: the ability to express oneself orally; the ability to read; the ability to do arithmetic; the ability to express oneself in writing; the ability to make use of Information and Communication Technology.

To sum up, the overall objective of social studies in Norway is civic education that teaches students to view society as a community where all members contribute to reconstruction, growth, development and welfare of the country. This civic education ensures active participation and civic engagement of learners in their civic life. This is reflected in national curriculum characterized by current issues, critical perspectives, international issues, human rights, and democracy as an ideal. Thus, civic education in Norway creates 'glocal' (local and global) citizens.

References

Borhaug, K. (2005). Voter education: The political education of Norwegian lower secondary        schools, Utbildning & Demokrati, 14 (3), 51–73.

Borhaug, K. (2008). Educating Voters: political education in Norwegian upper-secondary             schools, Journal of Curriculum Studies, 40(5), 579-600.

Borhaug, K. (2010). Norwegian Civic Education - Beyond Formalism? Journal of Social   Science Education,9 (1) .66-77.

Mikkelsen, R. (2003). Conditions for high democratic awareness and participation in Norwegian schools. The Online Journal of Social Science Education (OJSSE). Retrieved from

            http://www.jsse.org/index.php/jsse/article/viewFile/465/381