Background
Strong emphasis on basic skills, including the ability to use ICT.
The motivation of the initiative
Low performance in diverse international surveys. Need to strengthen the general level of education.
Participants
The Knowledge Promotion Reform involves the entire school sector, including teacher training institutions.
Aims and targets
Objectives of the initiative
Knowledge Promotion is the latest reform in the 10-year compulsory school and in upper-secondary education and training. The reform’s aim is to help all pupils to develop fundamental skills that will enable them to participate actively in knowledge society. The reform took effect in autumn 2006 for pupils in grades 1 to 9 in 10-year compulsory school and for pupils in their first year of upper-secondary education and training (i.e. the 11th grade). Five basic skills are defined:
- 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.
These basic skills have been incorporated into all subject curricula.
Target group
Pupils in primary and secondary education.
Methods applied to reach the objective (technological and/or pedagogical)
Emphasis has been put on development of digital content as a lever to improve implementation of the pedagogical use of ICT.
Strategy and actions
Level of implementation
Digital skills have been implemented in all subject curricula from grades 1 to 13.
Implementation
The Knowledge Promotion Reform was accompanied by new subject curricula in all subjects. Subject curricula are to be deemed to be legal regulations.
Monitoring and evaluation
Funding/Cost effectiveness
Budget
Several support measures have been put in place to contribute to implementing the reform.
Sustainability/Transferability
Outcomes/impacts
Achievements
Specific results
Not available.
Success factors
Lessons learnt
More emphasis on teacher training is necessary to implement new reforms. Teacher training schemes will be put in place. In the follow-up actions of the Programme for Digital Competence (2004 – 2008) ICT in teacher training will be prioritised.
Unintended impacts
Strengths and weaknesses
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