1 Danish Clearinghouse for Educational Research, Danish School of Education, Aarhus University, Aarhus University2 Danish School of Education - Pædagogisk Sociologi, Emdrup, Danish School of Education, Arts, Aarhus University3 Danish School of Education - Pædagogisk Sociologi, Emdrup, Danish School of Education, Arts, Aarhus University
Comparative analyses of compulsory school curricula in Denmark and Norway Azita Afsar Institute of Educational Research University of Oslo P.O.Box 1099 Blindern 0317 Oslo Norway email@example.com Jens Rasmussen Centre for Compulsory School Research School of Education, University of Aarhus Tuborgvej 164 2400 København NV Denmark firstname.lastname@example.org The curriculum for the compulsory school is normally seen as a suitable steering and control instrument for handling the national responsibility for the content of education and also as a means to reduction of content complexity. Within the latest years the national curricula in Denmark (2009) and Norway (2006) have moved from more or less content driven curricula to standard driven curricula with standards expressed in competence terms. In other words the two countries have gone from an input oriented curriculum emphasizing on what students learn, experience or discover to an output oriented curriculum emphasizing on what students know, are able or can state. The attention has changed from content to students, from what the teacher teach to what the students learn. The study compares similarities and differences in the construction of the curricula (ability levels, competence areas, competence levels, diversification levels etc. ), and how they are applied to the comprehensive school systems of the two countries. Methodologically the study will apply a difference theoretical approach (Spencer-Brown, Luhmann) to its comparisons.