MPs Ine Eriksen Søreide, Monica Molvær, Ola Svenneby, Amalie Gunnufsen, Mathias Willassen Hanssen, and Mathilde Tybring-Gjedde have introduced a proposal to tackle Norway's science and maths crisis. The proposers argue that Norway faces serious challenges: declining student performance in mathematics and natural sciences, a shortage of qualified teachers, and falling enrolment in science programmes. They call on the government to develop a national science and maths strategy spanning early childhood through higher education, and to establish a science and maths commission to advise on mathematics teaching.
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These are the proposals in the document, not decisions. See the votes for the outcome.
The Storting calls on the government to create a national science and maths strategy to strengthen student skills and boost recruitment to science subjects across the entire education system, including higher education and research.
The Storting calls on the government to establish a science and maths commission to provide evidence-based advice on what approaches yield the best learning outcomes in mathematics teaching.
The Storting calls on the government to revise curricula in mathematics and natural sciences to set clear learning goals for what students should master at each level, with logical progression in the subjects so students build knowledge step by step.
The Storting calls on the government to consider how research in cognitive psychology and neuroscience can be better integrated into Norwegian schools, curricula, and teacher education, and to report back to the Storting in due course.
The Storting calls on the government to maintain national numeracy assessments in grades 1, 2, and 3 so that struggling students can receive their entitled intensive instruction.
The Storting calls on the government to ensure that accessible digital resources and support materials for parents who wish to help their children with mathematics are made available.
The Storting calls on the government to propose changes to the Education Act to clarify that flexible, short-term ability grouping is necessary to provide tailored instruction to students.
The Storting calls on the government to establish science and maths talent centres at each science centre in Norway, and to expand the number of places available.
The Storting calls on the government to introduce intensive numeracy instruction during transitions between primary school, lower secondary, and upper secondary school.
The Storting calls on the government to strengthen and expand activities and programmes that boost student interest in science and maths, such as Newton rooms, speedmaths, Young Enterprise, and First Lego League.
The Storting calls on the government to propose earmarked and increased funding for professional development of teachers in mathematics, natural sciences, and other science subjects.
The Storting calls on the government to introduce dedicated career pathways for science and maths teachers, for example by reintroducing a teacher specialist scheme.
The Storting calls on the government to consider new measures to recruit more students to study and work as science teachers, including debt relief schemes.
The Storting calls on the government to introduce new schemes allowing professionals from industry to be recruited to teach in schools, inspired by models such as Lektor 2 and Teach First.
The Storting calls on the government to consider revising mathematics examinations so that a larger portion is completed without access to aids.
The Storting calls on the government to further develop and strengthen alternative admission pathways to STEM subjects in higher education, including the vocational pathway (Y-veien).
The Storting calls on the government to define clear and measurable expectations for the national centres to ensure they contribute to strengthening student learning outcomes, results on national and international assessments, and recruitment to science.
The Storting calls on the government to consider introducing a dedicated funding stream from which county authorities and upper secondary schools can draw support if they risk being unable to offer advanced science subjects due to insufficient student demand.
The Storting calls on the government to strengthen the KompetansePLUSS numeracy scheme and establish more vocational programmes that increase workers' science skills.
The Storting calls on the government to consider whether the number of science credits in upper secondary school should be increased in light of declining enrolment in the most demanding science subjects.