Research on approaches to public funding and development of tertiary education within selected OECD nations

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Financial incentives and study duration in higher education

The current paper investigates to which extent students in higher education respond to financial incentives by adjusting their study behavior. Students in Norway who completed certain graduate study programs between 1991 and 1995 on stipulated time were entitled to a restitution (of approximately 3,000 USD) from the Norwegian State Educational Loan Fund. Using a difference-in-difference approach, we find that the fraction of students graduating on time during the reform period increased by 10 percent, relative to a base probability of about 25 percent. The estimated effect for fully treated students (students who were aware of the reform from the start of their studies) is much higher, at 50 percent.

ERAWATCH country reports 2011: Norway

The main objective of the ERAWATCH Annual Country Reports is to characterise and assess the performance of national research systems and related policies in a structured manner that is comparable across countries. The 2011 country reports assess the evolution on the national R&D investments targets, the efficiency and effectiveness of national policies and investments into R&D, the articulation between education, research and innovation, with an increased focus on the last two in terms of their wider governance and policy mix. The reports for EU MS and AS integrates in the assessment the evolution of the national policy mixes in the perspective of the Europe 2020 Strategy goals and on the realisation and better governance of ERA.JRC.J.2-Knowledge for Growt

Innovation policy in resource-rich economies

This paper, reviews the literature dealing with innovation policy for the following jurisdictions: the Canadian provinces of Alberta and British Columbia; the Scandinavian countries of Finland, Norway and Sweden; South Africa, Chile and Brazil as representative sample of resource-rich economies. In each case, innovation strategies that deal with the development of capabilities to enhance existing resource industries and provide for economic development beyond the life of existing non-renewable resources have been identified.Innovation policy and performance in the selected countries offer a diverse set of innovative capabilities and national contexts. The analysis highlights countries? strengths and weaknesses in innovation as well as the effectiveness of their innovation systems and policies in driving economic performance. It aims to create an understanding of how countries act to develop and improve their capability for innovation. The report also compares policies and identifies commonalities and good practice in the sample countries with the view of providing innovation policy makers some ?lessons?

TPACK Analysis of Communities of Practice: The Context of the Norwegian Knowledge Promotion Curriculum Reform

This article presents three cases from the Norwegian national project "Learning Networks" to illustrate the challenges met by teachers trying to implement educational technology in their teaching. The Knowledge Promotion (K06) is a national curriculum reform. The goal of this reform is to help all students to develop fundamental skills that will enable them to participate actively in our society of knowledge, including the ability to make use of information and communication technology. This basic skill has been incorporated into all subject syllabuses through year 6-18. The analysis of the cases is carried out within a single theoretical framework; TPACK (Technological Pedagogical and Content Knowledge), which brings to light the interaction between three central knowledge areas for the teacher: content knowledge, pedagogical knowledge and technological knowledge. Experiences from Learning Networks show that a successful implementation of the Knowledge Promotion requires technological pedagogical content knowledge in all areas of the educational system