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dc.contributor.authorAakre, Bjørn Magne
dc.identifier.citationFORMakademisk 2014, 7(2)
dc.description.abstractThis article is about the areas of arts, design and crafts in Norwegian upper secondary education, with a particular focus on the changes that were implemented with the Knowledge Promotion Reform [Kunnskapsløftet] in 2006. The starting point is the arts, design and crafts programme [Formgivingsfag] that was introduced in 1994 as a combined study with common basic training, in which some disciplines led to a university admissions certification, but most craft disciplines led to an apprenticeship certificate. With the Knowledge Promotion Reform, these groups were separated: the Programme for Specialisation in General Studies with Arts, Crafts and Design [Formgivingsfag] continued as a program within the Programme for Specialisation in General Studies. Craft trades continued in a new vocational education program with the designation of Vocational Study Programme for Design and Crafts [Design og håndverk]. How profound were the changes in structure and content, and how have students and teachers experienced these changes in practice? These questions have been answered through the support of two quantitative surveys, one before and one after the introduction of the Knowledge Promotion Reform. The study suggests that the natures of the two programs have remained fairly similar in terms of content, learning and assessment methods, especially in basic education. Both programs are still dominated by girls, and design is perceived to be central to both programs.
dc.titleFormgiving, design og håndverk. Fra Reform 94 til Kunnskapsløftet
dc.typeJournal article
dc.typePeer reviewed
dc.description.versionPublished version
dc.rights.holderCopyright (c) 2014 Bjørn Magne Aakre

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