ABSTRACT
As a general introductory note, we would like to point out that, like many other countries, Norway has recently been experiencing a period of thoroughgoing educational reform. From 1993 to 1995, new laws were introduced affecting every stage of education from kindergarten to college. In 1994, students in upper secondary education and vocational training were given new curricula. In the same year, the regional college system was reorganized, and in 1996, a new law for universities and regional colleges came into effect. In 1997, reforms were implemented for elementary and junior high schools. The new curricula for these levels of education emphasize comprehensive principles: All students are to have the chance to be educated in their local area and to experience the fellowship of being members of a class and student body. They are to encounter a common core of educational content, which will gradually broaden as they progress through the system (Royal Ministry of Education, 1994, 1999).
