National Curriculum for Sami Primary and Lower Secondary Teacher Education Programmes

National Curriculum Regulations for Differentiated Sami Primary and Lower Secondary Teacher Education Programmes for Years 1 – 7 and Years 5 – 10.

National Curriculum Regulations for Differentiated Sami Primary and Lower Secondary Teacher Education Programmes for Years 1 – 7 and Years 5 – 10.

Established by the Ministry of Education and Research on 1 March 2010, pursuant to section 3-2 sub-section 2 of the Act relating to universities and uiversity colleges no. 15 of 1 April 2005 .

These Regulations apply to universities and university colleges that provide Sami primary and lower secondary teacher education and are accredited pursuant to sections 1-2 and 3-1 of the Act relating to universities and university colleges.

The Regulations apply to the 4-year Sami differentiated primary and lower secondary teacher education programmes. The Regulations define the National Curriculum for Sami primary and lower secondary teacher education programmes for years 1-7 and years 5-10.

The Sami primary and lower secondary teacher education programmes are equal to the Norwegian primary and lower secondary teacher education programmes.

The Sami primary and lower secondary teacher education programmes shall have Sami as their main language of instruction.

The differentiated Sami primary and lower secondary teacher education programmes are rooted in Sami culture and society and are based on Sami perceptions of learning and working methods, providing an all-round knowledge of Sami conditions.

The Regulations aim to ensure that the institutions provide integrated, professionally oriented and research-based Sami primary and lower secondary teacher education programmes of high academic quality. The education programmes must comply with the Norwegian Education Act[1] and the prevailing curriculum for primary and lower secondary education and training.

The institutions are to provide integrated primary and lower secondary teacher education programmes showing coherence and cohesion between theoretical and practical studies, between subjects and subject didactics and between subjects. The primary and lower secondary teacher education programmes are to provide the candidates with sound academic and didactic knowledge and to qualify them for research-based professional performance and continuous professional development. The education programmes are to interact closely with the professional field as well as with the society of which schools are part. The education programmes are to place the teaching profession in a historical and social context and contribute to critical reflection and professional understanding. The Sami primary and lower secondary teacher education programmes are to place the teaching profession in a Sami context and an indigenous people’s context.

The primary and lower secondary teacher education programmes are to qualify the candidates to be able to provide instruction about Sami conditions and issues and ensure that they have acquired knowledge about Sami children’s right to education in accordance with the Education Act and the prevailing curriculum for primary and secondary education and training. 


[1] Act of 17 July 1998 no. 61 relating to Primary and Secondary Education and Training

 

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