|dc.description||We have an outdated educational narrative. We measure who can recite the most facts, rank them by grades and set them up against each other. It is a competition, where some end up on top, and others at the bottom. We do the same to our schools, the subjects within them as well as to the entirety of our educational system. We measure. We rank. We label. All from the perspective of numbers.
With my diploma project I want us to rethink some of our deeply ingrained stories. How and what are we measuring in our pupils? What are we not measuring? Where are we are headed based on our current system goals and structures? And what types of new educational narratives can help equip our children for the challenges of the future?
I have used system oriented design methods to map out the current Norwegian educational system in terms of our eval-uation and measurement methods. In these mappings and the accompanying research, I have explored key stakeholders, relevant frameworks, declarations and white papers as well as looked into practices, laws and policies surrounding our education system.
My main research areas have been synthesised into a !nal gigamap and three main insight areas. "ese three insights each have their corresponding intervention. My proposed interventions are not !nished solutions. "ey are merely starting points. A beginning to what ideally would continue as a collective e#ort towards re-imaging the desirable future of our Norwegian education system.||en_US