The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.

1. Stakeholder Seminar # 2
27 October 2020
PROGRESS WITH THE COMPETENCE
DEVELOPMENT MODEL FOR SCHOOLS:
OECD POLICY PERSPECTIVES
OECD Directorate for Education and Skills
Implementing Education Policies
Beatriz PONT Claire SHEWBRIDGE
Pierre GOUËDARD Rien ROUW

2. Policy
assessments
Strategic
advice
Implementation
seminars
Comparative analysis &
tools
Implementation seminars
OECD Implementing Education Policies
EDU project to develop knowledge, peer learning and country support
INTERNATIONAL LEARNING TAILORED COUNTRY WORK
Main issues:
 How can education policy implementation processes be designed to ensure that policies bring
about effective educational change in schools?
 What types of implementation strategies can be pursued for school improvement policies?
 What kind of information/data can help policy makers understand progress with implementation
of their reforms?
Austria
2019-20
Edu
Monitoring
Estonia
2019-20
Edu
Monitoring
Ireland
2019
Sr Cycle
Review
Mexico
2018
Education
Strategy
Norway
2019-20
Competence
Development
Scotland
2019-20
Curriculum
Wales
2019-20
Curriculum
Iceland
20120-21
Education
Strategy

3. 2018 2019 2020
Start of the project
May, 2018
Stakeholder
Seminar #1
University
Network
Workshop
County
governor
Workshop
Thematic
Discussion #1
RG Meeting #1 RG Meeting #2 RG Meeting #3 RG Meeting #4 RG Meeting #5 RG Meeting #6
Stakeholder
Seminar #2
End of the project
Winter 2020
RG Meeting #7
The competence development model for schools:
Recommendations for the implementation strategy
Thematic
Discussion #2
Follow-up Assessment of
the implementation strategy
Education policy implementation methodology
Strategic advice
Policy assessment
Stakeholders engagement seminars
3
OECD implementing education policies
A 2-year fruitful collaboration with Norway
The team: OECD Education Directorate expertise
Implementation Governance
Pierre Gouedard Rien Rouw
Beatriz Pont Claire Shewbridge
Jacqueline Frazer
Implementing the Competence Development Model for Schools

4. 4
Why invest in teacher professional development and collaboration?
Increasing evidence on impact of teacher collective capacity
 Educators’ working environments are increasingly challenging (diversity, technology,
health…)
 Educators need to be prepared to develop broader and more complex set of skills in
their students
 Teachers across OECD report that professional development based on collaboration
and collaborative approaches to teaching is among the most impactful for them
(TALIS 2018)

5. 5
Educators professional development, TALIS 2018

6. 0 10 20 30 40 50 60 70 80 90 100
Content of some or all subject(s) taught
General pedagogy
Pedagogy of some or all subject(s) taught
Classroom practice in some or all subject(s) taught
Student behaviour and classroom management
Monitoring students’ development and learning
Teaching cross-curricular skills
Teaching in a mixed ability setting
Use of ICT for teaching
Teaching in a multicultural or multilingual setting
Element was included in formal education or training Well or "very well" prepared for the element
%
Percentage of teachers for whom… / who felt…, TALIS 2018
Fig I.4.4
Content of educators professional development in Norway, TALIS 2018

7. 7
The Norwegian competence development model for schools
White paper Desire to learn –
early intervention and quality
in schools (2017):
 to provide freedom of action and
empower systematic school
improvement from the local level
 to flip the system from government
steering to leading from the local
level through networks
(municipalities, universities, county
governors)
A new model for locally based
competence development with
national funding:
 The decentralised scheme
 The follow-up scheme
 The innovative scheme

8. 8
Co-construction of the competence development model
through the OECD effective implementation framework
The decentralised scheme of the model The OECD implementation framework

9.  Since 2018, the OECD has observed how the model evolved from policy to
action.
 Professional development based on local needs has been delivered throughout
Norway using financial incentives from the model:
– The model’s vision refined, collaboration forums set up, follow up model operational
– A variety of education stakeholders engaged in shaping and developing the policy
– Implementation strategy continuously adapted to increase clarity at the local level.
 It will be important to continue investing in implementing the model at the local
level to ensure it reaches its objectives.
9
The model has moved from policy to action

10. 10
A framework for policies to reach schools and classrooms
• The policy is driven by a vision, has
identified relevant policy tools, and are
resourced for the policy to be sustainable.
Smart policy design
• Communication targets different groups of
stakeholders, who are actively engaged
throughout the whole process, and have
clear roles transparent to all.
Inclusive
stakeholder
engagement
• The policy is adapted to the governance;
there is coherence with other policies and
there is capacity to deliver the policy in
schools.
Conducive context
Coherent and
actionable
implementation
strategy
(how, who, when,
measure)

11. What do school based and partnership mean?
Varied progress across counties. How have
networks integrated the model? How do forums
shape teachers’ professional development?
How to ensure equity through the follow up
scheme: quality of the statistical screening?
Consider interventions of Advisory Teams in
schools?
Does cofinancing affect participation and equity
across Norway? Agree on funding distribution
in cooperation forum for universities.
11
Progress with the model: from policy to action
 Refined the objectives of the model: Progress in
the way the decentralised scheme is understood
and made sense at local level; Transition from
setting-up phase to operational phase of the model.
 Consolidated policy approach: financial incentives
and follow up scheme complement model. Follow up
with Advisory Teams, clear role of County Governors
(municipalities professional development projects;
allocating funds and accountability of municipalities
receiving funds)
 Clarified resources: legal framework associated
with the funding of the model completed. 30% co-
financing by municipalities. Allocation of funds
between municipalities and universities.
Issues to consider:

12. 12
Refining the design of the model
recommendations
• The transition from the initial setting-up phase to the operational phase of the model requires
schools, municipalities, and universities to intensify their efforts in forging partnerships.
• To improve the alignment of the co-operation forum outcomes with local needs, schools and
universities should build on existing networks to elaborate collectively concrete professional
development projects to submit at the forum.
Honing the objectives of the decentralised scheme
• The Directorate can consider developing collaboration-contingent grants that would reward
outstanding partnerships to align the interests of universities and schools.
• The Directorate and county governors need to engage in a dialogue to strengthen the evidence
base system-wide and address some of the mechanical and arbitrary cut-off issues that are
perennial challenges for indicator systems.
Reviewing the incentives and follow-up scheme
• In light of the new grants regulation, the Directorate can follow-up with county governors to
ensure there is no adverse effect of co-funding on participation, and municipalities and
universities manage to reach an agreement on the funding distribution in co-operation forums.
Clarifying financial resources

13.  Communication: shared understanding;
targeted information from Directorate and
representative organizations; Counties and
municipalities actively engaging schools and
teachers; coherent communication strategy
currently developed by Directorate.
 First steps toward building an accountability
framework: series of brainstorms on quality
dimensions and indicators revealed a focus on
hard-to-measure dimensions (e.g. mindsets);
many sources of information already available.
 Roles, responsibilities and engagement:
More clarity in roles as the model evolves.
Awareness of the need to involve and engage
teachers and students at the local level to
ensure their needs are met.
13
Stakeholder engagement has evolved
Coherence of messages across government levels;
communication strategy to inform, engage or even
change mindsets; reaching the majority of teachers.
Taking transparency a step further by creating a
coherent and rich framework at the national level and
providing validated instruments to counties and
municipalities.
Deepening engagement: is the role of county
governors in professional development of teachers
clear? is teacher and student involvement sufficient?
Consider sharing of examples of good engagement
practices and validated instruments to survey
teachers and students.
Issues to consider:

14. 14
Engaging stakeholders
recommendations
• The Directorate could strengthen its communication strategy by embedding the initiatives for
professional development in a compelling narrative, a vision for education as a whole that speaks to a
variety of stakeholders, particularly teachers and school leaders.
• Peer-to-peer communication is an important source of credibility and trust. The establishment of a
group of dedicated stakeholders representing all actors and conveying a coherent message will
support the further development and enactment of the model.
Enhancing effective communication
• A coherent framework of quality dimensions and indicators, collaboratively developed, could support
monitoring and accountability at all levels: school, municipality, county and country.
• Measuring progress and impact starts at the local level. Providing validated instruments to counties,
municipalities and schools will foster the quality and efficiency of local measurement practices, as well
as facilitate comparisons and mutual learning between municipalities and counties.
Fostering transparency with quality dimensions and indicators
• For the model to succeed, impact on the actual teacher professional development and ultimately on
student learning has to be clear. Municipalities are primarily responsible, but there is also a role for
county governors and the Directorate to assure and actively monitor that teachers’ and students’
voices are heard and their needs are met.
Engaging pivotal stakeholders with the model

15. 15
Investing in a whole-of-system approach
 Coordination: County Governor network:
discussion on role of CG role and on
running an efficient co-operation forum;
exchanges on confronting evolving context.
 Teacher professional development:
variety of provision across Norway. How is
model aligned to existing individual
initiatives (Competence for Quality)?
 Policy alignment: new policies integrated
into the model (inclusion, curriculum), which
is becoming systemic.
Issues to consider:
Emerging priorities require strengthened
coordination to attend new needs. Seize
opportunity to broaden and enrich system-
wide knowledge base on municipal capacity.
Coordination of professional development:
Lack of progress on forming a vision for
overall provision in Norway. Can the
university network address this issue?
How is the model aligned to the E&A
framework: teacher appraisal, school owner
improvement framework?

16. 16
Investing in a whole-of-system approach
recommendations
• Now that the model has entered its operational phase, the county governors network could help address the
reality of varying capacity among municipalities to fulfil their quality oversight responsibilities. This could
include, for instance, ways to create synergies between the established municipal networks used within the
decentralised scheme and the follow-up scheme.
Strengthening co-ordination between county governors and the Directorate
• There is a need to focus on the system-wide provision of professional development. The Directorate should
assess whether the university network is the right platform for this and/or how to focus its efforts on this core
challenge.
Thinking strategically about system-wide provision of professional
development
• Additional guidance is required on how the model is supposed to articulate with existing or new policies, such
as individual continuous professional development programmes and the curriculum reform. In particular, the
alignment of the model with the Norwegian evaluation and assessment framework is still pending, which may
weaken the adoption of the model as a natural tool following regular school evaluation and planning
processes.
Setting the model in a broader policy context

17. 17
Updating the implementation strategy with next steps
From policy to action: communication and coherence
How to develop a clear implementation strategy
that provides suitable guidance to those
involved given its decentralised objectives?
How to gather and share local practices across
Norway and learn from the different
experiences?
Issues to consider:
A loose implementation strategy:
shaped by stakeholders involved through
collective sense making in exchanges with
the Directorate, the County Governors,
collaboration fora, municipalities, universities
and other key education stakeholders.
Moved from policy to action at local level:
Municipalities have given their own shape
and meaning to the strategy;
information on actions and practices have
taken place through discussions,
communication and engagement of the
Directorate across the country;
a website is ready.

18. 18
Updating the implementation strategy
recommendations
• The Directorate can update the strategy with the new components and progress made,
detailing what will be done next, when, by whom and how.
• Systematic intelligence gathering will support the unfolding of the model on the ground: what
are the indicators measuring progress and the available resources for engaging with the
model? How is stakeholders’ feedback organised?
Review the development of the model with updated information
• Critical to communicate on progress, highlight good practices in different municipalities, and
promote exchanges and peer learning.
• A multifaceted communication strategy relies on diverse mediums (e.g.: online means,
newsletter updates to schools and education practitioners) to reach a broad audience.
Consolidate the communication strategy
• What will be the longer term incentives and actions that can be continued once the model is
fully implemented across the country?
Detail the next steps of the strategy

19. 19
Next steps: How to ensure the competence development model
accomplishes professional development based on local needs
consistently across Norway?
• Hone the objectives, review the incentives
and follow up scheme and ensure an
effective funding system to ensure provision
across Norway
Refine the design
of the model
• Develop a narrative and establish a group of
stakeholders to share a coherent message.
Define a framework of quality indicators that
allow measure progress and engage
teachers and students more proactively.
Engage
stakeholders with
communication and
transparency
• Consolidate coordination approaches with
County Governors, coherence of professional
learning provision, and ensure policy
alignment around the model
Invest in a whole-
of-system approach
Review and update
the strategy
(how, who, when,
measure)

20. FOR MORE INFORMATION:
WWW.OECD.ORG/EDUCATION/IMPLEMENTING-POLICIES
OECD (2019), IMPROVING SCHOOL QUALITY IN NORWAY: THE NEW
COMPETENCE DEVELOPMENT MODEL
HTTPS://WWW.OECD-ILIBRARY.ORG/EDUCATION/IMPROVING-SCHOOL-
QUALITY-IN-NORWAY_946DE60A-EN
OECD (2020), "Improving school quality in Norway 2020: Progress with the
Competence Development Model", OECD Education Policy Perspectives, No.
8, OECD Publishing, Paris, https://doi.org/10.1787/98600316-en.
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