| Budget Amount *help |
¥2,900,000 (Direct Cost: ¥2,900,000)
Fiscal Year 2005: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2004: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2003: ¥1,000,000 (Direct Cost: ¥1,000,000)
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| Research Abstract |
1.In Norway, compared with in Japan, social studies of upper secondary schools have definite common educational themes, practicability of textbook's contents and educational autonomy from political powers. 2.A kind of Lutheran Christianity is stipulated as the State Religion at the present Constitution of Norway. The Education Act (no.61 in 1998) has the provisions of the subject (KRL) in primary and lower secondary schools. KRL concerns to the Christianity, other religions, and ethics. But, in recent years, there had been objections against the stipulations by reason of human rights. Under the influence of the objections, the act was revised at 12^<th> April 2002 and at 7^<th> June 2005. 3.School rules in Norway usually consist of common parts by each local authority and the original parts by each school. The Education Act accepts that the representatives of pupils and/or their parents participate in school administration. After a report at 2003 of the Norwegian Ministry of Education and Research (UFD), it has become considered and practiced that desirable school should have definite rules and their actual effects as well as rewards to good behaviors, in not a few schools. 4.Bondevik's second cabinet (October 2001 - October 2005) based on coalition between the Christian People's Party, the Conservative Party, and the Liberal Party, promoted deregulation and social competitive system, and nationwide strategy of competence development (kompetanseutvikling strategi) in national education. As the background of these promotions, it is said that there were ‘slipping of Norwegian pupil's grade' in some international achievement tests. After national election of September 2005, political power shifted to more left wings. There may be reexaminations to the strategy in the near future.
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