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Regulations For The Independent Schools Act

Original Language Title: Forskrift til friskolelova

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Regulations for the Independent Schools Act


Date FOR 2006-07-14-932


Affairs Ministry


Published in 2006 Booklet 11


Commencement 01.08.2006

Edited
FOR 2016-08-09-980

Changes
FOR-2003-09-26-1194

For
Norway

Legal

LOV-2003-07-04-84-2-1, LOV-2003-07-04-84-§2-3, LOV-2003-07-04-84-3-1, hard- 2003-07-04-84-§3-6, LOV-2003-07-04-84-§3-7, LOV-2003-07-04-84-§3-11, LAW-2003-07-04 -84-4-2, LOV-2003-07-04-84-6-1, LOV-2003-07-04-84-§6-2, LOV-2003-07-04-84-§7 1b both, LOV-2003-07-04-84-§7-2

Promulgated
18.07.2006

Short Title
Regulations to the Independent Schools Act

Chapter Overview:

Chapter 1. Scope (§1-1)
Chapter 2. Reporting and evaluation of training its activities (§§ 2-1 - 2-4)
Chapter 2A. Contents of education (§§ 2A 1 - 2A-12)
Chapter 2B. Homework help for pupils in primary schools (2b-1)
Chapter 3. Individual assessment in primary schools and upper secondary education (§§ 3-1 - 3-46)
Chapter 4. Parental cooperation in primary and secondary education (§ § 4-1 - 4-3)
Chapter 5. Complaint about assessment of pupils (§§ 5-1 - 5-13)
Chapter 5A. Exemption from training and recognition of previous passed training (§§ 5a-1 - 5a-3)
Chapter 6. Skyss of pupils in upper secondary education (§§ 6-1 - 6-5)
Chapter 7. Court to necessary counseling (§§ 7-1 - 7-4)
Chapter 7A. Accident insurance for pupils (§§ 7A-1 - 7A-7)
Chapter 7B. (Repealed) (§7B -1)
Chapter 8 - Requirements relating to police (§§ 8-1 - 8-3)
Chapter 8A. Additional Expertise (§§ 8A-1 - 8A-2)
Chapter 9. State Tilskot assumed schools (§9-1)
Chapter 9A. Grants for schools that drive særskild properly presented training for the handicapped (§§ 9A-1 - 9A-5)
Chapter 10. Husla and capital costs (§10-1)
Chapter 10A. Printed and digital teaching aids and digital equipment in upper secondary education (§10-1a)
Chapter 11. Admission to upper secondary education in independent schools are (§§ 11-1 - 11-13)
Chapter 12. Deadline (§12 -1)
Chapter 13. Final Provisions (§ 13-1)

Heimel: Determine the Ministry of 14 July 2006 issued in pursuance of the Act of 4 July 2003. 84 about private schools entitled to government grants (the Independent Schools Act) § 2-1, sixth paragraph, § 2-3 second paragraph, § 3- 1, fifth paragraph, § 3-6, third paragraph, § 3-7, third paragraph, § 3-11, § 4-2 third paragraph, § 6-1, third paragraph, § 6-1, fourth paragraph, § 6-2 subsection , § 7-1b and § 7-2 third paragraph.
Changes: Amended by regulations 29 June 2007 no. 847, July 3, 2007 No.. 879, July 9, 2007 No.. 884, June 17, 2008 no. 591, June 24, 2008 no. 725, June 18, 2008 no. 608, August 12, 2008 No.. 924, 19 Dec 2008 no. 1526, July 9, 2009 No.. 995, July 1, 2009 No.. 1019, 30 July 2009 No.. 1014, November 9, 2009 No.. 1356, 16 June 2010 No.. 839, 22 June 2010 No.. 954, June 30, 2010 no. 1046 and July 7, 2010 No.. 1081, August 2, 2010 No.. 1143, September 14, 2010 no. 1269, January 31, 2011 No.. 127, June 7, 2010 No.. 786, August 2 2010 No.. 1143, 28 June 2011 No.. 692, July 27, 2011 No.. 806, 5 June 2012 No.. 491, 15 Dec 2011 No.. 1513, 12 april 2012 No.. 357, June 13, 2012 no. 731, June 23, 2012 no. 732, June 30, 2012 no. 734, July 19, 2012 No.. 753, June 30, 2012 no. 816, 30 August 2012 No.. 856, January 16, 2013. 41, June 27, 2013 no. 796, February 20, 2013 No. . 228, July 29, 2013 No.. 934, September 10, 2013 no. 1069, September 26, 2013 no. 1147, October 14, 2013 No.. 1236, 14 October 2013 No.. 1270, 19 Dec 2013 No.. 1635, March 31, 2014 no. 383, March 4, 2014 No.. 255, June 13, 2014 no. 890, July 1, 2014 No.. 973, June 17, 2015 no. 708, June 18, 2015 no. 760, July 14, 2015 No.. 899, July 30, 2015 No.. 927 , June 18, 2015 no. 760, February 7, 2016 No.. 107, april 21, 2016 No.. 452, June 23, 2016 no. 782, June 30, 2016 no. 892, July 4, 2016 No.. 872, August 9, 2016 No.. 980.

Chapter 1 Scope

§ 1-1. Work Zone This Regulations debt schools that commercial activity by the Independent Schools Act.

Chapter 2. Reporting and evaluation of training its activities

(Heimel: Independent Schools Act § 7-2 third paragraph.)

§ 2-1. Resturants based evaluation school shall regularly monitors assess the extent to compact organization, facilitator Inga and implementation of education contribute to achieving the objectives they are fix in the curriculum the school has been Approved by the Independent Schools Act § 2-3. The school's board has the responsibility to make certain that assessment is being conducted by aptitudes.

§ 2-2. Reporting from school The school's board will contribute to establishing administrative systems and to collect statistical and other information required to assess the state and development Within the education.

§ 2-3. National surveys on learning environment for pupils The school's board are charged with ensuring that national surveys on motivation, job satisfaction, bullying, student medverknad, student democracy and the physical environment are conducted and followed up locally.


§ 2-4. Samples, selection tests and other investigations Pupils will participate in tests, selection tests and other investigations establish by the Ministry. The school's board are charged with ensuring that this is carried out.
For pupils receiving special ref. Independent Schools Act § 3-6, and when, moreover, is clear that the samples do not want to say Much of education of the student, the school can take decisions to exempt the student from participating in the samples. The same applies to pupils who have individual decisions særskild language education for Independent Schools Act § 3-5, and pupils at international schools receiving training for the curriculum in basic Norwegian for linguistic minorities or some other jamgod plan. Eleven self or parents may decide that the pupil shall take samples. Appeal in primary schools is the County of quartz county. Appeal in upper secondary education is the county council or the county council gives greyhound.
The schools that have been approved on the basis of a widely known pedagogical direction, to be able to apply for the opportunity to publish samples to pick another step than that laid down, or search exemption from participating in the samples. Such applications must grunngivast out from curricula to school. The application should be sent to the Directorate of Education.
International schools may apply to the Directorate of Education get an exemption if it exerted open bert unreasonable that pupils will participate in the tests.
Ministry establish the more detailed guidelines for the implementation of the tests.

Chapter 2A. Contents of education

§ 2A-1. General requirements for curriculum All curricula that be approved by the Independent Schools Act § 2-3 first paragraph must meet the requirements of this provisions. The curriculum must be jamgod with curriculum for Knowledge Promotion or curriculum for the Knowledge Promotion - Sami and include

A)
General part and principle for education in the curriculum for Knowledge Promotion / curriculum for the Knowledge Promotion - Sami or some other equivalent plan

B)
curricula for subjects. Learning Plans for the eins source field must contain a description of the purpose of art, how one should understand the basic skills, competence in the subject, the main parts of the curriculum for subjects for curriculum for the Knowledge or curriculum for the Knowledge Promotion - Sami and Special plementary provisions on assessment

C)
curriculum and lessons in primary education

D)
a mention of what kind assessment schemes and documentation school will benefit.

School owner may reallocate up to 5 percent of These hours are determining in each discipline for a total class / group or grade level. The school owner stipulates the periods and distribution of each school year in which reallocation of hours between subjects get by.
Curriculum for those upper secondary schools, the need for casual be in accordance with the offer structure stipulated for the public secondary school.

§ 2A-2. Schools Approved on the basis of beliefs schools that are Approved on the basis of belief, cf.. Independent Schools Act § 2-1, first paragraph a), be visible Gjere value its foundation in curriculum, under this in curricula of relevant subjects. In relation to the periods and distribution of the curriculum for the Knowledge or curriculum for the Knowledge Promotion - Sami, it can be approved that these schools do move hours between subjects to strengthen the subjects that are particularly important in relation to the foundation of the school.

§ 2A-3. Schools Approved on the basis of a widely renowned educational direction schools that are Approved on the basis of a widely renowned educational direction, ref. Independent Schools Act § 2-1, first paragraph, letter b) must visible Gjere the distinguished notables educational direction in the curriculum.
In relation to the periods and distribution of the curriculum for the Knowledge or curriculum for the Knowledge Promotion - Sami, it can be approved that these schools do move hours between subjects to strengthen the subjects that are particularly important in relation to the foundation of the school. In relation to the competence aims in curriculum for the Knowledge or curriculum for the Knowledge Promotion - Sami, it may be approved to move competence from within a step to pick another if this is essential for the school to be able to fulfill its educational character.

§ 2A-4. International schools in international schools, cf. Independent Schools Act § 2-1, first paragraph, letter c), education be in accordance with a relevant international curriculum.

§ 2A-4a. The schools that have been approved on the basis of ein special profile schools that are Approved based on ein special profile with special professional make a fuss directed towards a subject, ref. Independent Schools Act § 2-1 first paragraph letter i) must visible Gjere profile in curriculum, under this in curricula of relevant subjects.
The schools that are Approved based on ein special profile with annan pedagogy, ref. Independent Schools Act § 2-1 first paragraph letter i) must visibly Gjere school special education in the curriculum.

In relation to the periods and distribution of the curriculum for the Knowledge or curriculum for the Knowledge Promotion - Sami, it can be approved that these schools do move hours between subjects to strengthen the subjects that are particularly important for the foundation school.

§ 2A-4b. Norwegian schools abroad and other schools By Norwegian schools abroad, cf. Independent Schools Act § 2-1, first paragraph e), and other schools who are not specifically mentioned in the chapter 2A in these regulations shall education be in accordance with the curriculum for the Knowledge Promotion or curriculum for the Knowledge Promotion - Sami. The curriculum for the Knowledge or curriculum for the Knowledge Promotion - Sami encompassing the core curriculum, principles of education, curricula for subjects and periods and distribution.
For Toppidrettsgymnas should education be in accordance with the requirements stated in the Independent Schools Act § 2-1, third paragraph.

§ 2A-5. Time for training and examination Tida who go to the examination, medrekna any førebuingstid being hang from teaching, shall be deemed to be training time. Pupils who do not get stressed out during examinations, should have regular training.

§ 2A-5a. Time to work with student councils and student medverknad All pupils should have possibilities in and time to work on matters related to student democracy and medverknad in education. The work must be approved by the school.

§ 2A-6. Teaching of Foreign Languages, specialization and work- related training in primary school pupils in secondary schools in primary schools, in addition to training in English have training in EiT foreign language to, major in English, Norwegian, Sami, mathematics or training in working life skills.
The school will offer training in foreign language for at least one-of dei four languages ​​German, French, Spanish or Russian according to the curriculum in foreign language at Level I. In addition, there may be an offer for other languages, including non-European ones, following the same curriculum. Schools decide what for foreign language pupils should be offered, and how this should be organized.
The school will offer training in specialization in at least one-of the subjects Norwegian, English, Sami or mathematics at each school. Schools decide what to specialization pupils should be offered, and how this should be organized. The school can also offer working life skills.
Pupils who have had training in a foreign language, specialization or working life skills, have not right to carry on with training in the discipline they've started, if they replace school. Schools should nevertheless, as far as possible, facilitating that pupils can continue with training in the language or the subject they have started.
When a pupil has elected either foreign language, specialization or work- related training, the student will have the discipline of total secondary schools. Pupils can in the first half anyway Gjere Omval in consultation with the school. When the opposition cause special grounds, the school may approve transition at a later time.

§ 2A-7. Teaching of Foreign Languages ​​in upper secondary education Pupils in upper secondary education who held forth with the same alienated language they had in elementary school, will follow the curriculum for foreign language common core, level II. Pupils who start with a new foreign language, shall follow the curriculum for foreign language common core, Level I. Pupils who in secondary schools have not had training in a foreign language in primary schools, to receive training in both Level I and Level II in the curriculum when they begin with a foreign language in upper secondary education.

§ 2A-8. Common Faga at the upper secondary tuition in public subjects should be adapted to the various educational programs.

§ 2A-9. Right to physical activity Pupils in 5th-7th. Year should routinely reviews have physical activity Outside the main physical education. Tilsaman shall utgjere 76 hours Within the 5th-7th. Year, ref. the periods and distribution.
The physical activity must be organized be attached so that all pupils, without regard to functional level, you experience joy, coping, community and diversity in the school day.
The rules on individual assessment in Chapter 3 and the rules on requirements for educational qualifications for teaching staff in the Independent Schools Act § 4-2 does not apply. Elles debt Independent Schools Act with appurtenant regulations.

§ 2A-10. Training in valfag in secondary schools pupils in secondary schools in primary schools to receive training in valfag from 8th grade. Pupils can have the same valfag in several stages or they can choose a new valfag the fourth grade.
The school is obliged to commence at least two different valfag per year. The school determines what for valfag pupils should be offered, and how this should be organized.


§ 2A-11. Offer about subjects from upper secondary education to pupils in secondary schools pupils in primary schools should follow education in all subjects as set out in the curriculum the school has been Approved by the Independent Schools Act § 2-3. However, this does not fully for pupils in secondary schools which have necessary skills in elementary school subjects to follow education in one or several subjects at secondary level in accordance with dei curricula school has received Approved by the Independent Schools Act § 2-3. At secondary level, pupils in secondary schools take common core and program, which builds on subjects in primary schools. Shop manager makes decisions about the pupil in secondary schools should take one or several subjects in the upper secondary level. The county governor appealed. Before shop manager makes individual decision, it must obtain the consent of the pupil or parents of the pupil.
Eleven shall have continuous assessment and final assessment pursuant to Chapter 3 of the subject both lower and upper secondary education. For tighten examination in primary debt § 3-24 third paragraph.
Pupils that follows education at secondary level under subsection can also use hours are to valfag and up to 60% of the hours are the subject of education coolness to this education.

§ 2A-12. Training and examination for the curriculum in Norwegian for language minorities with short butid in Norway Pupils in upper secondary education may choose to follow the curriculum in Norwegian for language minorities with short butid in Norway, about all these terms are met:

A)
Eleven have individual decisions særskild language education for Independent Schools Act § 3-5.

B)
Eleven has at the time of examination shorter than 6 years butid in Norway.

C)
school offers tuition based on this curriculum.

Chapter 2B. Homework help for pupils in primary

§ 2B-1. Homework in primary school should offer homework help, see. Independent Schools Act § 7-1e, with the saman eight hours every week to pupils in primary schools. Dei eight hours are displaced load freely on years of study such school determines. The purpose of homework help is to provide learner support for learning activities, feeling of mastery and good framework for cause independent work. Homework assistance shall contribute and on eliminating social inequality in education.
Homework help is not part of education of the student, but must sjåast in context with education. Homework assistance shall give student help with schoolwork.
The school is responsible for homework help and well how lesson Aid will be organized.
The school is obliged to inform parents of their right to help with homework and the offers given.
The school is obliged to ensure the accessibility of the pupils have a good psychosocial environment in lesson care that promotes health, well-being and learning. If ein add knowledge or suspicion that a student's right not being met should the employee shall examine the case, notify the school if necessary and possible self intervene. Eleven and parents can ask for measures vedkjem the psychosocial environment. The school is obliged snare possible to treat the matter pursuant to the rules regarding individual in administrative law. If a decision not been taken within a reasonable time, the student and parents complain that the decision lasted fatta.
The school is obliged to ensuring the necessary sound professional supervision of pupils in homework help. The group must not be greater than what is safe and educational with sound.
Homework assistance shall be free of charge for the pupil. If homework help are being organized as part of school programs, the school can not charge for the time the student received your homework for this provisions. This debt and for pupils who do not participates in school activities scheme elles.

Chapter 3. Individual assessment in primary schools and upper secondary education

I. General plementary provisions

§ 3-1. Right to an evaluation Pupils in primary schools and upper secondary education as commercial activity by the Independent Schools Act, is entitled to review pursuant to the rules in this chapter. This right does not apply to pupils in secondary schools that provide job-oriented training that not being given at public secondary schools, cf. Private School Act section 6A. The right assessment involves both ein right to continuous assessment and final assessment and ein entitled to documentation of education.
Pupils in schools that have been approved on the basis of a widely renowned educational direction and that new alternative assessment methods approved by the Ministry are entitled to assessment by the school system for their assessment. The same applies to international schools. The schools must still follow § 3-2, § 3-3, § 3-5, § 3-8 to § 3-12, § 3-13 first and second paragraphs, § 3-15, § 3-36 to § 3 -41 and § 3-44 to § 3-46. Elles debt provisions in this chapter so far dei suits, if not anna stipulated in the approval.

It should be known to the learner what constitutes objectives for education and what is being emphasized in assessing her or his competence. It should be known to the learner what constitutes the basis for assessment and what is being emphasized in the assessment in order and in behavior.
The school's board is responsible for the student's right to be assessed will be met,. Independent Schools Act § 5-2.

§ 3-2. The purpose of the evaluation The purpose of the assessment in the subjects is to promote learning in the pipeline and expresses competence of pupil during and at the end of training in the subject. The assessment should provide good feedback and guidance to pupils.
The purpose of the assessment in order and in behavior are contributing to the socialization process of the student, create a good psychosocial environment and provide information about the student's order and conduct.

§ 3-3. The basis of assessment in subjects basis of assessment in subjects competence objectives in curricula for subjects such they are fix in the curriculum the school has been Approved by the Independent Schools Act § 2-3.
Aptitudes of the individual, absence, or relative link to the order and conduct of the student shall not trekkjast into assessment in subjects. In the course of physical education, the stakes of the student be a part of the basis for assessment.
Eleven, apprentice and trainee will meet up and actively participate in education so that the teacher and instructor becomes basis for assessing pupil, apprentice and trainee its expertise in the subject. Large absence or other special grounds may cause the teacher not have sufficient grounds to grant half of assessment with nature or overall achievement grade.
In secondary school the student will not get half of assessment with nature or overall achievement by absence in more than 10 percent of the hours are subject. Eleven can still assessed with a grade if there is evidence that the absence of more than 10 percent of the hours are the subject occasioned by such reasons as the Tribunal in § 3-46 subsection af and eighth paragraphs. If the reason for fråværet makes it clear that unreasonable absence limit of 10 percent will apply, can a pupil who has up to 15 percent undocumented absence of a trade, also assessed with a grade. The decision lie with shop manager. Teacher must in all cases have sufficient grounds to grant half of assessment with character or standpoint character, Ref. Subsection.

§ 3-4. Grades in subjects etc. In primary school through 7. year-level shall only givast assessment without grades.
From 8th grade and in upper secondary education shall review also givast with talkarakterar. It will be used talkarakterar on ein scale from 1 to 6. Berre total talkarakterar will be used.
The individual character ranks have this content:

A)
grade 6 expresses that the pupil has outstandingly expertise in the subject

B)
grade 5 expresses that pupil Much good expertise in the subject

C)
grade 4 expresses that the student has good expertise in the subject

D)
grade 3 expresses that the student has fairly good expertise in the subject

E)
grade 2 expresses that the pupil lay expertise in the subject

F)
grade 1 expresses that the pupil has very låg expertise in the subject.

In the upper secondary level corresponds passed into grades 2 to 6. The Ministry may in special cases lay down a anna limit passed. Subjects with grade 1 in position is passed when the final grade is 2 or higher. It does not apply if the exam grade is for ein interdisciplinary examination.
It might appear from the curriculum the school has been Approved by the Independent Schools Act § 2-3, that certain subjects will be used other expressions than talkarakterar. The others expressions is:

A)
pass / fail: to get the grade pass the student will have shown satisfactory competence in the subject

B)
participated / not participated.

§ 3-5. The basis of assessment in order and in behavioral basis for evaluating the order and the behavior is related to the extent to which the student acts in accordance with school rules school.
The basis of assessment in order is related to whether the pupil is prepared for the education, and how arbeidsvanane and work efforts of the student. This involves, among other things whether the pupil is punctual, follows up work to be done, and with the necessary learning materials and equipment.
Basis for evaluation of behavior is related to how pupils behave towards fellow pupils, teachers and other employees in and outside of education. This involves, among other things whether the pupil showing consideration and respect for others.
The assessment of order and conduct shall Haldane åtskild from assessment of the student's competence in subjects.
In assessment in orderliness and behavior should be admitted notwithstanding the aptitudes pupil. The default should not be attached crucial importance to individual incidents; exception is if the individual events are in particular culpable or gross. Absence could lead to a lower grade in either order or in behavior.


§ 3-6. Grades in order and in behavior in primary schools should be through 7. the class level only givast assessment utan grade in orderliness and behavior.
From 8th grade and in upper secondary education shall assessment in orderliness and behavior givast with traits. In order and in behavior should då these characters NEW:

A)
Good (G): usual good order and casual good behavior

B)
Satisfactory (Ng): clear deviation from the usual order and from casual behavior

C)
Lite good (Lg) in extraordinary case of major deviations from the usual order and from casual behavior.

§ 3-7. Notification Eleven and parents will be notified in writing if there is doubt whether the pupil can get half of assessment with nature or overall achievement in one or more courses subjects.
Eleven and parents will also be notified in writing if there is a danger that the pupil in half assessment or standpoint character can get the character fairly good (Ng) or little good (Lg) in order or in behavior.
Notice shall givast without undue residence. The notice shall give the student an opportunity to provide the basis for half assessed with a grade and a final grade, or give the student an opportunity to improve the grade in orderliness or behavior. The same applies where it is given the implications of another Approved assessment.
After the student has completed 18 years, the parents not be notified.

§ 3-8. Dialogue about other development Eleven has the right to regularly monitors dialogue with contact teacher about developments in light of the Independent Schools Act § 1-1 second paragraph and the curriculum the school has been Approved by the Independent Schools Act § 2-3.

§ 3-9. (Repealed)

§ 3-10. Privatistskole that commercial activity by the Independent Schools Act, can not arrange examinations for private candidates.

II. Undervegs evaluation

§ 3-11. Undervegs evaluation Undervegs Assessment in subjects will be used as ein tool, which the learning process as a basis for adapted education and help pupils heightens their competence in subjects. Continuous assessment in subjects in order and in behavior should givast løpande and systematic and can be both oral and written.
Continuous assessment will include information about the competence of the learner and provide guidance about how she or he can develop his expertise in the subject.
Eleven has at least once fourth half right ein conversation with the contact teacher about evolution say in relation to the competence aims in the subjects. Conversation can through harks in conjunction with half assessment without character, cf. § 3-13 in conjunction with the conversation with parents under § 4-3 and § 4-4.
Teachers be in the pipeline assessment assess whether the student has satisfactorily from the education, cf. Independent Schools Act § 3-6 and the Education Act § 5-1 and § 5-4.
Pupils with IEP should have both continuous assessment and guidance in accordance with the training plan has been developed for them, see. Independent Schools Act § 3-6 and the Education Act § 5-5 first paragraph.

§ 3-12. Eigen review Eigen The assessment is a part of the pipeline assessment, and the purpose of eigen assessment is that the learner reflect on and become aware of your own learning. Eleven will actively participate in the assessment of own work, own competence and EIGA professional development.

§ 3-13. Interim Assessment in subjects for pupils Interim Assessment in subjects is a part of the pipeline assessment and shall call the competence of the pupil against the competence goals in the curriculum school has received Approved in the subject by the Independent Schools Act § 2-3. Ho will also provide guidance on how the learner can increase their competence in the subject.
It should givast written and / or oral half assessment without character throughout the whole primary education.
From 8th grade student will also have half assessment of character. Assessment with a character or other Approved Rating, should express the skills expected at the time of assessment. Half evaluation with character shall givast written.
The interim assessment shall determine from 8th grade through harks middle of the training period in fourth grade, and by the end of the school year for subjects who have not been concluded, cf. Curriculum school has received Approved by the Independent Schools Act § 2-3.
Shop manager is responsible for the subject teachers conducting half assessment with and without character. If shop manager in doubt about the rules for half assessment checkpoints are satisfied, the shop manager request new academic assessment for grades will determine.

§ 3-14. Interim Assessment in orderliness and behavior of pupils Interim Assessment in orderliness and in behavior is a part of the pipeline assessment. It should givast half assessment utan grade in orderliness and behavior in a total training course.
From 8 year-level will also givast half assessment of character, or other Approved Rating, in order and in behavior. Half evaluation with character shall be set out in the middle of the training period at the 8th, 9th and 10th grade and at the end of the school year on the 8th and 9th grade. Half evaluation with character shall givast written.

In upper secondary schools shall givast half assessment of character in the middle of the training period at the fourth grade level. It should givast half assessed with a grade at the end of the school year if the student not complete their education in school this school year. When the student complete their education in school should also be set out overall achievement grade in orderliness and conduct under § 3-18.
Contact teachers should give half ranking in orderliness and conduct in collaboration with the others teachers to pupil.

§ 3-15. The correspondence between the pipeline assessment and assessment grade in subjects Continuous assessment will promote learning and give the student an opportunity to improve the their competence through training time in the course. The expertise pupil has shown the pipeline in education is a part of the basis for assessment when assessment grade in subjects should also be set out, ref. § 3-3 and § 3-17.

III. Final assessment

§ 3-16. Final assessment in subjects Final assessment is to provide information about the competence of the pupil at the end of training in subjects for the curriculum the school has been Approved by the Independent Schools Act § 2-3 ref. § 3-3.
Final Assessments in primary Proposition grades and exam grades.
Final Assessments in the upper secondary level is position grades and exam grades.
Final Assessments are individual and may be appealed pursuant to the rules in Chapter 5.
Pupils in primary education who have IEP, be assessed after they collected competence objectives in the curriculum for the subject, ref. § 3-3.

§ 3-16a. The correspondence between the final assessment and student status when a pupil has successfully completed education in a trade, the leaving assessment follow the pupil to expertise certificates and diplomas. The student can then not get student status in the subject again.
A student who has final assessment a trade from upper secondary education, cf. § 2A-11, you can choose whether the subject should be approved in accordance with § 5a-3, or take the course again as a student in secondary education.
A student who has been granted Omval can choose whether previously final assessments in common subjects must be approved in accordance with § 5a-3, or choose to take the course again as a student in secondary education.

§ 3-17. Final grades in subjects final grades are grades which will be given at the end of training in subjects and to harks on the diploma.
Standpoint grade must base raged on an Typha assessment basis which unite shows competence pupil in the subject, cf. § 3-3. Eleven will be known by what it is emphasized in laying down his or her overall achievement grade.
Final grades in subjects with centrally provided examinations shall be set out at the latest the day before public censorship meeting.
Final grades in subjects with locally given examinations shall be set out at the latest the day before school conducts the first locally given exam in the subject at that stage Within the education program.
Shop manager is responsible for the subject teachers set overall achievement grade. If shop manager in doubt about the rules for laying down the overall achievement checkpoints are satisfied, the shop manager demand a a new academic assessment for grades will establish and lead.
Shop manager is responsible for it being made individual decisions not to give a final grade, in subjects. To make the individual decision to not rate, the student will first be the forecast, ref. § 3-7.
For pupils in primary schools that are exempt for training duty by the Independent Schools Act § 3-3 second paragraph, debt the last half of assessment with grade standpoint character, cf. § 3-39 and § 5-1.

§ 3-18. Final grades in order and conduct Pupils shall have an overall achievement grades in order and in behavior after the 10th grade. In the upper secondary level must pupils have a final grade, when they complete their education in school.
Shop manager is responsible for the overall achievement grades in order and in behavior will determine after discussion in the meeting where the teachers of the pupil is constantly changing. Final grades in order and in behavior should also be set out after training has been completed.

IV. Exemption from assessment with character

§ 3-19. Exemption from assessment of character for pupils with IEP When a pupil in primary school are trained by IEP, determines the parents if the student should have assessment with or without character. In subjects where it is given both written and oral nature, parents also choose whether the student should have only written or oral nature of the subject. Dei as well character in Norwegian written, may choose character in the eine or both language forms. Valretten debt only if the individual decision concerning special education encompassing written secondary language.
Pupils who are exempt from the assessment of character after the previous paragraph shall have half of assessment and anna continuous assessment without character on the basis of the goals in the IEP, so far the plan deviations from subject curriculum.

School their control shall ensure that the pupil and parents in primary schools receive the necessary guidance on what option of ranking without even character implies for the student.
Pupils in upper secondary education can not be granted exemption from the assessment of character, even if they have an individual training plan in a trade.

§ 3-20. Exemption from assessment of character for minority medical pupils who nyleg have arrived to Norway Minority Doctor pupils in elementary schools beginning education in Norway in the second half of EiT training year, is exempt from assessment with grades in courses this school year, if the parents request it. This applies to both half assessment of character and overall achievement grade.
Pupils in primary schools who have EiT individual decisions særskild language education for Independent Schools Act § 3-5, where it stipulated that the student should get a total or parts of education in EiT introduction offer, may exempt throw from assessment with nature in total during the period he or she is the introduction offers. Eleven may exempt throw from both half assessment of character and overall achievement grade.
Pupils in upper secondary education who have EiT individual decisions særskild language education for Independent Schools Act § 3-5, where it stipulated that the student should get a total or parts of education in EiT introduction offer, may exempt throw from assessment of character in half assessment in total the period he or she is in the introduction offers. Eleven can not absolve throw from the requirements for overall achievement grade.
Pupils who are exempt from the assessment of character under this section shall have six months assessment and anna continuous assessment without character.
Board at school shall ensure that the pupil and parents receive the necessary guidance on what option of ranking without even character implies for the student.

§ 3-21. Exemption from assessment of character in written secondary language Pupils who have received language training særskild by the Independent Schools Act § 3-5 on 8th, 9th or 10th grade in elementary school or at Vg1, Vg2 or Vg3 in upper secondary education may be granted exemption from assessment with character in written secondary language. The same applies to pupils who on 8th, 9th or 10th grade in elementary school or at Vg1, Vg2 or Vg3 received training on international schools for curriculum in basic Norwegian for linguistic minorities or some other jamgod plan.
When a pupil in primary and secondary education are trained by IEP, determines the parents or the student if the student should be assessed with a grade in the written secondary language. Valretten debt only if the individual decision concerning special education encompassing written secondary language.
Pupils in total primary education and previously pupils are also entitled to exemption from assessment in the secondary language in writing if they:

A)
due to illness, injury or dysfunction diagnosed by someone an expert, has trouble coping with both language variants

B)
have not undergone ungdomstrinnet in Norwegian primary

C)
filled the conditions for exemption from training or assessment in written secondary language in primary school, but because of documented procedural errors still not fekk exemption.

Berre the school that can print a certificate for the debts, cf. § 3-41, may make individual decisions on exemption from assessment in the secondary language in writing under this section.
Pupils who are exempt from the assessment of character under this section shall have six months assessment and anna continuous assessment without character.
The school's Board shall delist overall achievement grade or exam grade in the written secondary language if a student who has been granted exemption from assessment with nature under the provisions, however, have received assessment in written secondary language.

§ 3-22. Exemption from assessment of character in discipline Physical Education Pupils who can not follow education in physical education, to get properly presented education as far as possible for the student. Pupils can get an exemption from assessment grade for the course when the correction made education pupil can not take assessed with character. The decision is EiT individual. Exempt pupils shall have half of assessment without character and anna continuous assessment without character.

§ 3-23. Exemption from examination Pupils who are exempt for consideration with character in subjects that are concluded with the exam, shall not participate in the examination of the subject.
In primary school can shop manager self after application the parents of exempt pupils from graduation when the opposition lead tungtvegande reasons.

V. examinations

§ 3-24. General plementary provisions Examination will be in accordance with the curriculum the school has been Approved by the Independent Schools Act § 2-3.

Curriculum in each subject stipulate whether and when the training course there will be exam in the subject. It is stipulated in its curriculum subjects if the student shall take the exam in the subject, or whether pupils can trekkjast out, what kind of examination if it works, and whether the examination should be locally provided or centrally provided. The ministry shall issue how many examinations shall be in the 10th grade and the fourth grade within higher programmatic or program lands in upper secondary education.
Pupils in secondary schools complete their a trade previously than as a consequence of the curriculum the school has been Approved by the Independent Schools Act § 2-3, ref. § 2A-10, shall be included in the move of the exam in the subject the year of training, the subject is closed . If the student is subtracted for the exam in the first sentence, the core this exam as well dei examinations as set by the ministry that the pupil should have the 10th grade.
Examinations shall be organized so that the student can display their expertise in the subject. Examination mark shall also be set on an individual basis and express competence of the student so this appears in two examinations.
The school has a duty to inform pupils who takes the upper secondary level, about what to rules that concern the new examination subject examination and særskild exam.
It is not new examination subject examination or særskild exam in elementary school.

§ 3-25. Records of pupils for examinations The school reports to exam all pupils who takes part in education in subjects that are concluded with exams. Directorate of Education stipulates notification deadlines and how message to the exam will be superimposed.
Pupils in upper secondary education must self-register for the new examination subject examination and særskild examination, cf. § 3-31 to § 3-33. The message going to school.

§ 3-26. Centrally given exam By centrally given exam stipulates Utdanningsdirektoratet how examinations in particular subject should be organized, how graduation thesis should be, the date of the individual exam, and how censorship scheme will be.
The host municipality is responsible for trekkje subjects and pupils to centrally given exams in primary and for the practical implementation of the exam.
Host county has the responsibility to trekkje subjects and pupils for examinations and for the practical implementation of examinations for pupils in upper secondary education.
The Directorate is responsible for drawing subjects and pupils for examinations and the practical implementation of examinations for schools abroad.
Eleven should know what subjects he or she should try to, 48 hours for self-examination. Saturday, Sunday, solemnity dagar and the Sanctuary dagar shall not be deemed to. Directorate of Education stipulates the date of notification trekkfag.
Test results at central given exam be evaluated by two external examiners. If there is disagreement, the character be decided by someone umpire.

§ 3-26a. Time for implementation of centrally given exam By centrally given examination shall exam starting at 09.00 Norwegian time, and brought to completion after five hours if not anna stated. If the pupil's decision særskild special examination in the form of extended time, the decision will be crucial when the exam must be concluded before the person concerned.
Pupils who show up for the exam too late, but before kl. 10:00, shall conduct the examination, but they will not get compensated for lost time. Those who meet at. 10.00 or later, will not conduct the examination.
It should as a rule not be appropriate for pupils to leave the examination room before kl. 10:00. Exceptions must be assessed, where consideration for a safe take an examination and consideration for the health of the debts veg heavily.

§ 3-27. Local leave exam in primary host municipality is responsible for implementation of all locally given examinations. The Directorate is responsible for implementation of all local examinations for primary schools abroad. Subject teachers have a duty to prepare proposals for examination questions.
Eleven should know what subjects he or she should try to, 48 hours for self-examination. Saturday, Sunday, solemnity dagar and the Sanctuary dagar shall not be deemed to. Examination should not be performed on Monday and the following day solemnity dagar and Sanctuary of days.
Oral examinations will be implemented with førebuingsdel. PREPARATION section is ein mandatory school day the day before graduation, where all aid is allowed. When PREPARATION section tek to, 24 hours for self-examination, the student will be provided with a theme or a topic. PREPARATION component shall not be included in the assessment.
Ramma examinations on exam day will be oral examination of up to 30 minutes per student.
Local given exam be evaluated by two examiners. One full of examiners must be external. The second sensor may be subject teachers to pupil. Subject teachers are obliged to participate in the assessment as a sensor. If there is disagreement about the character, determines the external sensor.

For exams that require the examiner, the eine sensor vere examiner. Examination should give the candidate the opportunity to sight competence in such a large part of the subject as possible. During the examination the candidate may try in several relevant parts of the curriculum than what can be read directly out of ein any førebuingsdel. In exam period at the oral exam the candidate should present the topic or problem that he or she has cause budd participated in the preparation section. If there is disagreement about what the candidate should try to, it is the remote sensor that determines.

§ 3-28. Local given examination at the upper secondary host county is responsible for implementation of all locally given examinations. The Directorate is responsible for implementation of all local examinations abroad. Subject teachers have a duty to prepare proposals for examination questions.
Eleven should know what subjects he or she should try to, 48 hours for self-examination. Saturday, Sunday, solemnity dagar and the Sanctuary dagar shall not be deemed to. Local given oral exam with førebuingsdel should not be performed on Monday and the following day solemnity dagar and Sanctuary of days.
Vert county may decide that a written exam, an oral-practical exam and practical exam which is locally provided, will be implemented with førebuingsdel. Upon written exam, an oral-practical exam and practical exam may PREPARATION part be up to two dagar and should normally not be included in the assessment.
Oral examinations will be implemented with førebuingsdel. PREPARATION section is ein mandatory school day the day before graduation, where all aid is allowed. When PREPARATION section tek to, 24 hours for self-examination, the student will be provided with a theme or a topic. PREPARATION component shall not be included in the assessment.
Framework for exam on exam day will be:

A)
Written exam - up to 5 hours

B)
oral exam - up to 30 minutes per student

C)
oral-practical exam - up to 45 minutes per student

D)
practical exam - up to 5 hours.

Local given exam be evaluated by two examiners. The eine sensor should be external. The second sensor may be subject teachers to pupil. Subject teachers are obliged to participate in the assessment as a sensor. If there is disagreement about the character, determines the external sensor. As sensor by locally given exam in program in vocational education may also nemnast up a skilled worker to have work life.
For exams that require the examiner, the eine sensor vere examiner. Examination should give the candidate the opportunity to sight competence in such a large part of the subject as possible. During the examination the candidate may try in several and relevant parts of the curriculum than what can be read directly out of ein any førebuingsdel. In exam period at the oral exam the candidate should present the topic or problem that he or she has cause budd participated in the preparation section. If there is disagreement about what the candidate should try to, it is the remote sensor that determines.

§ 3-28a. (Repealed)

§ 3-29. Supporting the exam The exam can be organized with or without aid. Directorate of Education stipulates kva for aid that is Examination in quarter subjects at key given exam.
By locally given examinations in secondary education under § 3-28 fifth paragraph a, c and d stipulates host county kva for aid to be attributed key. Dei Examination other tools must not svekkje basis to assess the competence of the pupil.
By locally given oral exam notes pupil from PREPARATION section only parts Examination supporting.

§ 3-30. Særskild special examination Pupils who need særskild facilitation should be able to get facilitated so that they could show their expertise out from the competence aims in subjects in the curriculum the school has been Approved by the Independent Schools Act § 2-3. Measures must be adapted to the needs of the learner as far as possible.
Measures must not lead to the pupil advantage over others who do not receive special examination arrangements. Facilitating Inga must also not be so extensive that the student not being tried in the competence aims in subjects in the curriculum the school has been Approved by the Independent Schools Act § 2-3. Where the competence objectives is itself requires font doctor, oral or practical skills, it is not appropriate to to facilitate the examination so that these skills not being tried, when such testing determined in the exam technicalities of the subject.
Shop manager determines after application kva for schemes if it works for pupils. The decision to shop manager is EiT decision that can be appealed to the county governor. Shop manager may require pronunciation from a public expert body. Særskild special examination will not require decisions regarding special.


§ 3-31. Særskild examination for pupils in upper secondary level A student receiving the grade 1 in overall achievement in a trade, has the right to særskild exam in the subject if he or she not have pulled out the exam in the subject. It also applies for subjects where not are held exam ordinary.
Særskild examination is normally Halden simultaneously with stocking and re-examination.

§ 3-32. New examination for pupils in upper secondary level A student receiving the grade 1 the regular examination are entitled to a new examination of the subject at first after follow exam. Eleven beheld overall achievement in the subject.
If a pupil not go up to the first after follow exam, he or she take the course as a private, cf. Regulation of the Education Act § 3-10 and final assessment of the subject cast away.

§ 3-33. Postpone examination for pupils in upper secondary level A student who has documented absence at an examination is entitled to sit the first post follow exam. Eleven beheld standpoint grade.
Student must enclose document that he or she was prevented from attending the examination, that obstacles were uføreseieleg and that he or she can not be loaded for obstacles.
If a pupil not go up to the first after follow exam, he or she take the course as an external candidate, ref. Education Act § 3-10 and any assessment of overall achievement in art cast away.
If a pupil has the right to expose the exam in trekkfag shall pull Inga subjects undone again.

§ 3-34. Expulsion from examinations Pupils shall not hinder or interfere with the implementation of the exam. If behavior to a pupil is in breach of this provisions, the pupil, after being åtvara, be shown off. Expulsion shall be decided by shop manager self, and remains an individual decision that can be appealed to the county governor. Eleven will have an opportunity to express themselves orally for shop manager before shop manager possibly poor individual decision about dispossession.
If a pupil in upper secondary education receive medhald in the complaint, he or she entitled to a new examination at first after follow exam.

§ 3-35. Annulment of examination if it is made procedural errors in the liquidation of the examination or if the examination of other reasons not liquidated in accordance with the provisions, the Directorate of Education to cancel the exam.
If a pupil has Vore an examination in a trade for which he or she not receive a final grade, will be exam annulled.
Pupils in upper secondary education who have received the exam's void of Education, has the right to sit a new examination at first after follow exam. Directorate of Education may ish grant exemptions from the requirements for a diploma in § 3-40 if consideration for pupils stances indicate it.
Examination in a trade may be canceled if the student has cheated or attempted to cheat in exams. This also applies if there is a sensor that detects cheating or attempting to cheat. The question of whether annulment of the examination on the subject shall be decided by shop manager yourself. Eleven will have an opportunity to express themselves orally for shop manager before shop manager take specific decisions on cancellation of the exam. Eleven are still entitled to complete exam on exam day. Decisions on cancellation of examination can be appealed to the county governor.
For pupils who receive their examination annulled because of cheating or attempting to cheat, bind assessment grade away.
If examination in the upper secondary level are canceled because of cheating or attempting to cheat, the candidate can take the exam in the subject as an external candidate, cf. Regulation of the Education Act § 3-10, the earliest one year after the canceled exam.

VI. documentation

§ 3-36. Right to documentation All who have completed primary education by the Independent Schools Act, has the right to get education documented. Pupils who have passed through parts of education, are entitled to have this documented.
Secondary Education stipulates dei forms if it works.
Pupils in upper secondary education that achieves new (e) character (s) in subjects or tek new subjects, are entitled to new documentation.
If the documentation is lost, it must be printable new documentation that is as identical as possible is, but documentation will not back date raged.

§ 3-37. With sound system for recording grades and absence Where school should have constitutes appropriate system for running traits, or other Approved Rating and absence, cf. Independent Schools Act § 5-2, first paragraph.
Absence, half assessment grades, position marks and examination marks shall harks into the system the school uses. This applies to both grades in subjects and grades in order and conduct. Character is determining when the characters are brought into.
The interim evaluation of character you can not modify after they are granted. Stance marks and examination marks can be changed on appeal. Keeping Errors shall be directed and certificate collapsed shop manager.

Pupils who are exempt for training duty under the Education Act § 2-1, fourth paragraph, shall framleis be listed in the system for keeping traits.
Absence must be documented fourth half.

§ 3-38. Exemptions The Ministry may in special cases grant exemptions from the rules on evidence in § 3-35 to § 3-44.

§ 3-38a. Exemptions from the requirements to receive a diploma in § 3-41 shallows strike in spring 2010 Dei pupils in upper secondary education as shallow strike in spring 2010 deficiencies exam grades in one or several subjects which have not received your exams after provisions, has in these subjects exemption from the requirements in § 3-41 second paragraph.

§ 3-38b. Exemptions from the requirements to receive a diploma in § 3-41 shallows strike in spring 2012 Dei pupils in upper secondary education as shallow strike in spring 2012 deficiencies exam grades in one or several subjects or who have not received your exams after provisions, has in these subjects exemption from requirements in § 3-41 second paragraph.

Særskild on the right to documentation of elementary education

§ 3-39. Diploma in primary school All pupils should have a certificate when they complete primary school education by the Independent Schools Act. The diploma of the student shall contain standpoint grades, exam grades, or other Approved Rating and absence.
Pupils with Sami in circles, to have diplomas with Norwegian and Sami text.
For pupils who have not received this standpoint a grade in one subject because the basis for assessing deficiencies, it should not harks grade for the course on the diploma. It should då harks on the diploma that assessment not was possible. Last half of assessment with character shall not harks as overall achievement grade.
Pupils who have had individual education plan, to get this passed in the diploma if the student or parents wish it.
Pupils who are wholly or partially exempt for assessment grades must have a certificate showing that the student has completed primary education.

§ 3-40. Keeping of absence in primary schools From and with 8 year-level will all absence harks on the diploma. Absence should harks in dagar easy hours. Simple Timar can not convert to days.
Pupil or the parents may require that the reason for fråværet being led on an appendix to the diploma. This debt only when the student has presented evidence of the reason for fråværet.
If possible, the student will enclose present documentation of fråværet from tuition in advance.
For up to 10 school dagar EiT training year, the pupil may demand a that follow absence not host entered on the diploma:

A)
documented absence who owe health reasons

B)
granted leave by the Independent Schools Act § 3-13.

For that absence as guilty health reasons after letter a not be harks awarded, student must enclose forward a medical certificate documenting this. Absence who owe health reasons must last more than three dagar, and it is only absence from the fourth day that can tow roll. On documented risk of absence by letter a because of disability or chronic illness, may absence tow throw from and including the first fråværsdag.

Particularly on the right to documentation of upper secondary

§ 3-41. Diplomas in upper secondary diploma is given as evidence of the passing of schooling that provide study and / or vocational qualifications. Pupils who have Sami in circles, must have a certificate with Norwegian and Sami text.
To get diploma must all subjects and examinations which will remain on the diploma in accordance with the curriculum the school has been Approved by the Independent Schools Act § 2-3, passing grades, unless it can be done exemptions from this requirement issued in pursuance of § 3 -19 to § 3-22, § 3-38 or § 3-43.
Diploma for students generate out of the school where the student completed and passed the education. The school is also responsible for writing out certificates to pupils who complete education, but only later passes all subjects.

§ 3-42. First Gong Diplomas First Gong Diplomas, ref. § 7-2 in regulation on 31 January 2007 no. 173 for admission to graduate education, is given to the one at the end of normal time in line with determinable courses of the curriculum the school has been Approved by the Independent Schools Act § 2 -3, has passed the upper secondary providing general admission. It is possible to lead grades which are obtained after normal time by særskild examination under § 3-31, stocking examination under § 3-33 and re-examination under § 3-34 and § 3-35.
First Gong Diplomas can only printable one more time the person concerned. The debt still not should they changed the character (s) on the basis of complaint.

Pupils can get passed on the first gong diploma grades which are enhanced innan end of normal time. It is possible to get passed on traits in subjects that go beyond the minimum requirement for admission, and that is achieved innan end of normal time.
Requirement completed upper secondary education at the normal time can apply to become extended to a maximum of five years. This debt if the student has been granted an application for Omval by statute to the Independent Schools Act § 3-3 fourth paragraph and the Education Act § 3-1, fourth paragraph, or has obtained the right to extra training time according to Education Act § 3-1 fifth paragraph. This also applies if it is presented in written documentation that the student has Vore fråver duck from education ein extended period during EiT training year due

A)
international exchanges resulting in the loss of training time

B)
folk, military service or care that is performed for at least six months of the school year, or

C)
prolonged illness.

Provisions debt and for pupils who are left out in the upper secondary level by school curriculum has been Approved by the Independent Schools Act § 2-3 over four years in a combination of ordinary three-year upper secondary education and sports exercise.

§ 3-43. Exceptions for pupils from the conditions to receive a diploma in vocational education Pupils in vocational education programs that have followed education, but not passed up to two common subjects included in the periods and distribution for education, can still have special case get issue Place diplomas providing vocational qualifications but not a diploma that gives GSK. Consent for such an exemption may be granted on application when the learner:

A)
has Vore exempt for consideration with character in the subject / subjects in primary

B)
has Vore exempt for consideration with character in the subject / subjects in the secondary school

C)
have specific learning difficulties, td major literacy difficulties or major mathematics difficulties. Such difficulties can also assessed after standpoint character is seen or examination has Vore completed.

In dei vocational subjects where it is tied public national or international certification to EiT shall issue a diploma, it can not be done except in violation of such certification plementary provisions.
Before applications for exemptions can be treated, it should be-the-surface lead evidence to show that the conditions are fulfilled. The documentation must be of both new date. Before applications for exemptions pursuant to subsection C can be treated, it should be-the-surface lead an expert appraisal. The educational and Psychological Counseling Service are charged with ensuring to get worked out such an assessment.
Shop manager determines an application for exemption in accordance with the conditions. Eleven can not get advance tilsegn for exemption under this section.
Provisions debt and for pupils who are left out in the upper secondary level by school curriculum has been Approved by the Independent Schools Act § 2-3 over four years in a combination of ordinary three-year upper secondary education and sports exercise.

§ 3-44. A certificate of competence certificate of competence is to print as proof of secondary education in the cases where the conditions for getting a diploma not been met.
The certificate of competence shall show what for overall achievement and examination grades which are achieved. In common core where it is not going to configure overall achievement at undergraduate level for the curriculum the school has been Approved by the Independent Schools Act § 2-3, the interim assessment with grade pupil at the end of the school year harks on the certificate of competence. This debt if the student not completing the course at the level where the curriculum the school has been Approved by the Independent Schools Act § 2-3, stipulates that a final grade, shall be provided. Page It should då harks ein notice that the character that harks is half rating with character. Certificate of competence is also print as proof of completed training in the cases where the student only trained in parts of a subject.
For pupils should competence certificate printable school / the schools where the student has achieved overall achievement and examination grades.

§ 3-45. Keeping of grades in subjects at diploma and certificate of competence for pupils will only stand marks and examination marks harks on the diploma. It stipulated in the curriculum the school has been Approved by the Independent Schools Act § 2-3 when a final grade, will be set out. Half evaluation of character in common subjects at undergraduate level will not harks on the diploma.
In dei program subjects that have several levels, all positions grades which are obtained at fourth level, harks on documentation.
It is possible to get passed the diploma grades in subjects that go beyond the minimum education or vocational skills.

For pupils in upper secondary education who have received final assessments in a trade as a student more than one full, ref. § 3-16a second and third paragraphs, the last character that is 2 or better, harks on the diploma or certificate of competence.
For pupils who are exempted from assessment cf. § 3-21, but not exemption from training in written secondary language, shall be provided in writing regional languages ​​stand "Deltek" on the diploma or certificate of competence, not talkarakter.
For pupils in upper secondary education with individual education plan that does not give grounds to lay down overall achievement, cf. § 3-3 and § 3-17 shall competence of the student documented on the certificate of competence.

§ 3-46. Keeping of absence at the upper secondary Everything absence shall harks on the diploma and certificate of competence. Absence should harks in dagar easy hours. Simple Timar can not convert to days.
Shop manager can decide whether the absence of the one part-time student shall harks in dagar and hours or only in hours. For pupils who should have a certificate of competence, the absence harks on the certificate of competence.
Eleven may require that the reason for fråværet being led on an appendix to the diploma or certificate of competence if he or she put forward evidence of the reason for fråværet.
If possible, the student will enclose present documentation of fråværet from tuition in advance.
For up samanlagt 10 school dagar EiT training year, can a pupil requiring disclosure of the follow absence not be entered on the diploma or certificate of competence if it can be documented that fråværet guilty:

A)
health and welfare reasons

B)
work Employee representatives

C)
political work

D)
aid

E)
statutory attendance

F)
representation arrangements at national and international level.

For that absence as guilty health reasons after letter a not be harks on the diploma or certificate of competence, the pupil must enclose forward a medical certificate documenting this. Absence who owe health reasons must last more than three dagar, and it is only absence from the fourth day that can tow roll. On documented risk of absence by letter a because of disability or chronic illness, may absence tow throw from and including the first fråværsdag.
Organized study work and school administrative gjeremål after consultation with subject teachers or shop manager, shall not be deemed to be absence.
Within the framework of 10 school days can pupils who are members of other trussamfunn than The Norwegian Kyrkja, requiring disclosure of the up to two dagar absence which is tied up against a religious solemnity, not being entered on the diploma or certificate of competence.

Chapter 4. Parental cooperation in primary and secondary education

§ 4-1. The purpose of cooperation school are charged with ensuring cooperation with the home, see. Independent Schools Act § 1-1 and § 7-1d. Cooperation with parents should have the student focus and contribute to good supervision of the student's academic and social development. Eit good cooperation with parents is an important resource for schools to strengthen the development of good learning and creating learning outcomes which among other causes several full accountants upper secondary level.

§ 4-2. Contact with the home in primary school should holding contact with parents throughout the school year.
School will start the fourth training year holding EiT parent meeting where parents informed of school, content of education, risk sharing with the parents, routines and anna relevant to parents.
Parents have at least twice a year just to a plan created and structured conversation with the contact teacher about how the student works are daily, and the student's competence in the subjects. In addition, the contact teacher conversation with parents about the development of the student in light of the Independent Schools Act § 1-1 and the curriculum the school has been Approved by the Independent Schools Act § 2-3. Conversation should clarify how the pupil, the school and parents will work together to facilitate learning and development of the student. Eleven may be the conversation with parents. When the student has reached 12 years, he or she entitled to be in the conversation. Conversation can sjåast in context with the conversation with the student under § 3-11 third paragraph and interim assessment in subjects under § 3-13.
Parents should make oral or written:

A)
notification concerning the pupil's absence

B)
notification if there is a risk that it is not a basis for assessing the subjects, order and behavior or danger that the student can get the character fairly well or little good in order or behavior, ref. § 3- 7

C)
information about the student and the parents their rights and obligations under the Independent Schools Act and Regulations

D)
anna important information about the student, unless this is subject to confidentiality by anna legislation.


§ 4-3. The contact with the home in the upper secondary school shall holding contact with the parents of pupils who do not have legal age for verjemålslova § 1 during the whole school year.
School shall at the start of the school year at Vg1 and Vg2 holding EiT parent meeting where parents informed of school, content of education, risk sharing with the parents, routines and anna relevant to parents.
Parents to not authoritative pupils in Vg1 and Vg2 having first half of the school year right to a plan created and structured conversation with the contact teacher about how the student works are daily and the student's competence in the subjects. In addition, the contact teacher conversation with parents about the development of the student in light of the Independent Schools Act § 1-1 and the curriculum the school has been Approved by the Independent Schools Act § 2-3. Conversation should clarify how the pupil, the school and parents will work together to facilitate learning and development of the student. Eleven have the right to be in the conversation with parents. Conversation can sjåast in context with the conversation with the student under § 3-11 third paragraph and interim assessment in subjects under § 3-13.
Parents for not empowering pupils shall receive oral or written

A)
notification concerning the pupil's absence

B)
notification if there is a risk that it is not a basis for assessing the subjects, order and behavior or danger that the student can get the character fairly well or little good in order or behavior, ref. § 3- 7

C)
information about the student and the parents their rights by the Independent Schools Act and Regulations

D)
anna important information about the student, unless this is under a duty of confidentiality by anna legislation.

Chapter 5. Complaint about assessment of pupils

(Heimel: Independent Schools Act § 2-3 second paragraph.)

§ 5-1. What it can appeal may file a complaint about and exam grades. It can also appeal the decision about not getting acquainted standpoint character.

§ 5-2. Who can complain Pupils or ones that these provide written authorization, have the right to appeal. Parents or dei guardians of minors pupils has awarded individual appeal. If the student is under 15 years, may they not complain without written consent from parents or guardians dei.

§ 5-3. Decision on the appeal saka Treatment of appeals against grades may cause the character will keep standing, or that this will be changed in the favor of complainant. Decision shall grunngivast. The decision is before finally and can not complain.
Driver appeal to change the diploma or certificate of competence, it must be printable a new and previously diploma / certificate of competence shall be delivered back.

§ 5-4. Proceedings upon complaint Dei who has the right to appeal under § 5.2, shall receive information about The opportunity to appeal, the appeal deadline and about what the complaint shall contain, in medhald of these regulations and the Public Administration Act § 29, § 30, § 31 and § 32. Dei who has the right to appeal, will also get information about the right to have guidelines that examiners are given and reasoned justifications under § 5-7.
The complaint should be sent to the school where complainant is a student.
As regards complaint in connection with centrally given exam with central censorship in lower and upper secondary education, the school will send the complaint together with the test result to the County, ref. § 5-9. In appeals in subjects where it is considering several answers, all student responses be enclosed by.

§ 5-5. Appeal deadline The deadline to appeal the decision that debt exam grades and final grades is 10 days.
The deadline shall be deemed from the time when the message of the decision komen until whoever has the right to appeal, or when the person has the right to appeal should have familiarized themselves with the decision. The deadline being canceled when the person has the right to appeal asks for a reason for the decision. New deadline debt from the time the complainant has received grunngivinga.

§ 5-6. Formal requirements complaint must promote in writing and signed by the complainant or possibly by someone with authority. Appeals shall nemne the decision that it will appeal on, and if necessary, provide information that makes it possible to be decided question of appeal and the appeal deadline is Halden. The complaint should contain the reason for the complaint, apart from complain under § 5-9.

§ 5-7. Right to reasoned justifications Whoever has appeal, ref. § 5-2 may Within the appeal deadline demand a reasoned justifications for grades in subjects where there are held oral examination, establish the standpoint traits, character for practical exam or a final grade, in order and in behavior. Grunngivinga shall givast of sensor or ein teacher who has Vore with and determine the grade.
If a pupil not receive a final grade, or get Fail as overall achievement, it may demand a reasoned justifications for it.
He who has the right to appeal can not demand a reasoned justifications of traits to Written exam.


§ 5-8. Right to acquaint themselves known with s native replies and any guidelines for examiners in the written examination student has, after the grade in the written examination stipulated, the right to acquaint themselves with 's native response. On incitement should he or she get a copy of the answer. The student can also demand a getting published any guidelines that examiners have received help at censorship.

§ 5-9. Appeal of character written exam. Appeals and complaints of Appeal for consideration of written exam in primary schools is an Appeals Committee of 3 members. County of quartz county nemner up Appeals.
Appeal for consideration of written centrally given exam with central censorship in upper secondary education is an appeals committee appointed by the County. Appeal for review of written locally given examinations in secondary education is an appeals committee appointed by the host county for guidelines from the County.
Members of an appeal board must not nitely in førstegangsbedømminga and should as far as look themselves will do, then do not be from the same school as complainant. That common censorship for several basic schools, Members shall as far as possible not be from the same school as complainant.
Board shall be done known by the character test result fekk at the annual examination results. The Tribunal shall otherwise not get information other than the answer and they record information that may be given by the answer in exams. The Tribunal shall not be undone known with any rationale behind the complaint.
When it comes to complaining about character written exam, trying Tribunal all aspects karakterfastsetjinga. Find Tribunal that the character is unreasonable in relation to exam performance, set ein new character.

§ 5-10. Appeal of character by oral exam. Appeals and complaints At oral exam can only appeal against formal errors that may have something to say for the result. In appealing oral exam fetching shop manager in declaration of provisional from sensor and examiner and sends these declaration of provisional and complaint together with say EIGA declaration of provisional to the County as regards complaints in primary schools, and the county council in the host county or the county council gives greyhound as appellate, when the debt complaints in the upper secondary level. A copy of the declaration of provisional should be sent to the complainant.
If complainant gets medhald complaint by oral examination, the grade is canceled and the complainant has the right to sit a new examination. If complainant well to take a new oral examination, the test result is judged by someone new sensor.
Debt appeal trial in trekkfag, shall trekkjast subjects anew. Eleven will be notified of the subject with the same deadline as for regular test.

§ 5-11. Appeals on examination results by others, non-font physician examinations in secondary education At other non-font doctor exams than oral exam, where it is not the opposition lead documentation that can assessed by an appeal board, it can only appeal against formal errors that may have something to say for result. In such cases, ein follow the same procedure as for oral exam, ref. § 5-10.
If ein such examination results in documentation that can be assessed academic by an appeals committee shall ein follow the same procedure as for a written exam, ref. § 5-9.

§ 5-12. Complaint about overall achievement grade. Appeals and complaints Complaints about the overall achievement grade or decision not to lay down a final grade, can appeal body only consider whether debt duck plementary provisions on karakterfastsetjing checkpoints are satisfied. The complaint shall follow the declaration of provisional from subject teachers about how character is determinable, or why it is not seen character, and declaration of provisional from shop manager Administrative procedures at the school. Complainant should receive copies of the declaration of provisional.
Appeal in primary schools is the County of quartz county. Appeal in upper secondary education is the county council in the host county or the county council gives greyhound.
If the complaint is found right komen, must appeal body pinpoint what for rules ein meiner is your Brother or it may raise doubts about is your Brother, and send the matter back to school. Appeal shall inform the complainant of the outcome of the appeals procedure. Shop manager and subject teachers conducting reconsideration. Shop manager set final grade. The new Decision can not complain.
Find appeals body that complainant may not get medhald, the Decision before finally.


§ 5-13. Appeal of character in order and in behavior. Appeals and complaints Complaints about the character in order and conduct should contact the teacher to pupil and shop manager, or the school's board has oppnemnt, providing declaration of provisional which together with the complaint should be sent to the appeal body. Declaration of provisional shall explain what traits in order and in behavior that has Vore given previously, what measures the school has set in place to rectify the conditions, and a full rationale behind the grade. Copies of school rules for school, printing protocol that shows how the school has dealt with the case mm, shall be enclosed by declaration of provisional. In appeals in primary schools should also explain whether the home has Vore notified that your character could be looked down, and any annan correspondence with parents or guardians dei. Complainant should have a copy of the declaration of provisional.
Appeal in primary schools is the County of quartz county. Appeal in upper secondary education is the county council or the county council gives greyhound.
Appeal decides whether the complaint will cause the character is changed in the favor of complainant.

Chapter 5A. Exemption from training and recognition of previous passed training

(Heimel: Independent Schools Act § 2-3 second paragraph, third sentence.)

§ 5a-1. Tutorial written secondary language in primary school for these elementary school pupils does not apply to the requirement for training in written secondary language:

A)
pupils receiving særskild language education for Independent Schools Act § 3-5

B)
pupils with training in Sami as a first or second language

C)
pupils who have Finnish as a second

D)
pupils who are taught sign language as a first language.

As regards exemption from assessment in the secondary language in writing, see § 3-21.

§ 5a-2. Exemption from training in the subject physical education for pupils in upper secondary level shop manager may grant pupils in upper secondary education exemption from training in physical education. Eleven must enclose forward a declaration of provisional from a physician documenting that education is detrimental to the pupil, and that adapted education is not possible, cf. § 3-22. Shop manager say the decision-making is EiT individual.

§ 5a-3. Approval innan upper secondary level of previously passed training in Norway or abroad Ein student who previously passed a trade which is the same subject, or which is equal to or more extensive than a trade after school curriculum shall receive approval for this as passed subjects according to the curriculum. This debt ante that particular subject is passed in Norway or abroad. Eleven must search shop manager for such approval, and must self enclose forward the necessary documentation.
A student who has completed the EiT training year abroad at the level of Norwegian Vg1 and / or Vg2, may search shop manager about getting this education Approved as part of the Norwegian upper secondary education. This scheme applies to all educational programs. Shop manager shall review the application and give approval when the content of the training year abroad is equal to or more extensive than education for curriculum. Educational year abroad must have the main weight on the circles, ein find the equivalent Norwegian school year, but it is not a requirement that the Foreign education contains all in the specific subjects of the current education program. Applicants must enclose submit the necessary documentation on the Foreign education. Shop manager can give tilsegn for approval on terms before the student pulls abroad.
Decision after the first and second paragraphs are individual decisions that can be appealed to the county governor.

Chapter 6. Skyss of pupils in upper secondary level

(Heimel: Independent Schools Act § 3-7 third paragraph.)

§ 6-1. The County Council's responsibility Heim county has responsibility for a ride for pupils who have such a right pursuant to the rules in the Independent Schools Act § 3-7 first paragraph. Heim county can choose whether the student should get free ride or full ride Remuneration.

§ 6-2. Full ride Remuneration Eleven entitled to a full ride Remuneration in the cases home county not give an offer for a free ride. Full ride Remuneration means that they naud sighted actual ride costs for pupil being covered. Val of transport should clarify with your home county as soon as possible after the student has been awarded a place at school. Costs must be documented. If it is not possible to clarify the choice of means of transport before the school is, be home county still cover the dei documented actual and necessary in transportation costs pupil in the period to a such clarification takes place.

By using private vehicles will ride costs covered by the rates for expenses when traveling for examination and treatment, cf. Regulation 7 April 2008 no. 788 (ill transport regulations). In addition, the student will get Remuneration for all naud called fixed and variable costs associate with the use of a car if these expenses are greater than the fixed rate will cover. In addition to spending on fuel will ride Remuneration could cover the costs of tolls, ferry trips, studded fee and parking and other special charges not being covered by rate in nursing transport regulations. Loss of income for those driving learner, are not reckoned with the basis for a ride Remuneration. Eleven documenting expenses not being covered by minimum rate, by calling up chirping payment for expenses.

§ 6-3. Exemptions from the requirement for free ride Exemptions from obligation is home county to ensuring the necessary free school, jf. Independent Schools Act § 3-7, may apply from your home county to the Ministry givast when conditions in § 4.6 and § 5.6 are met.

§ 6-4. Conditions for exemption from the requirement of free ride Exemptions from the obligation to ensure the accessibility of free school for the Independent Schools Act § 3-7 may apply to the Ministry givast when these terms are met:

A)
home county must have a system of subsidized discount cards for teenagers. The price must not exceed 50% of usual monthly cards for adults.

B)
EiT discount card must include regular travel to and from school or, if the student goes to school outside of s native home county, to and from the county border of county where pupils live, to and from work and leisure activities.

C)
discount card, in addition to ordinary school transport could benefit both daytime and night all days. Dei current collective transport other tools discount card is valid, must be well developed and have jamlege departure.

D)
scheme must include at least the total school year.

§ 6-5. Decision authority Applications for exemption from the Independent Schools Act § 3-7 will be decided by the Ministry.
Exemptions may givast for one year at a time.

Chapter 7. The right to necessary counseling

(Heimel: Independent Schools Act § 3-11.)

§ 7-1. General on the right to counseling Each student is entitled to two different forms of necessary counseling, social educational counseling and educational and vocational counseling. The tender will be known to pupils and guardians, and be available to pupils at each school.
The right to necessary counseling means that each pupil can get information, guidance, monitoring and help to find their way to the school and take decision-making in connection with the future vocational and educational choices. Counseling can be both individual and group. Eleven their needs and if you prefer, will be decided forma being hang in use.
Counseling will contribute on eliminating social inequality, preventing fråfall and integrate ethnic minorities. For that Counseling should be the best possible for the pupil, the school will carry a considerable holistic perspective on the student and see the socio-educational advice and education and yrkesrådgivinga in context.
Eleven to get the help he / she needs to develop further and utilize own resources, without regard to traditional gender roles.

§ 7-2. Socio-educational counseling Each student has the right to necessary counseling on social issues. The purpose of the socio-educational counseling is to contribute to the individual student to find their place in education and help the student with personal, social and emotional difficulties that may have something to say for education and for student's social conditions at school.
If necessary the student help among other things to:

-
Ready enclose problem and extent of these

-
Map enclose what school can contribute to, and whether it needs help instances, Outside the main school

-
Find them right support agencies and arrange contact with these.

Eleven should be treated with respect by the staff of the school in relation to their social, personal and emotional issue.
Staff at school to have close contact and collaboration with support agencies outside of school and the home so that it is coherence in initiatives around the pupil.

§ 7-3. Educational and vocational counseling Each student has right to counseling about education, job attraction and career choices. Education and yrkesrådgivinga aims aimed to inform and support the student in the choice of education and profession and develop the competence of the individual to plan education and occupation in EiT long learning perspective.
Right to essential educational and vocational counseling means that the pupil among other things has the right to:

-
Counseling and guidance which is related to the choice of profession and education

-
Date information about education tracks in Norway and other countries

-
Updated information on occupations and labor market locally, nationally and internationally


-
Trained to locate and orient themselves in information and the use of guidance tools

-
Information about application deadlines, admission conditions and financial arrangements

-
Training and guidance on job search and other application procedures.

Eleven will gradually become aware of their Eigne interests-language skills and values, and gain knowledge, self-knowledge and the ability to self to take decision-making about vocational and educational choices. Counseling will also develop the student's abilities to assess moglege consequences of val and preventing feilval. From 8 to 13. Year shall Counseling be attached as a process.
Educational and vocational counseling will of filter is cooperation between different persons and entities in school, and the school shall as far as possible and appropriate trekkje into external samarbeidspartnarar to give pupils the best possible information and offer of counseling about vocational and educational choices. Actual samarbeidspartnarar is for example the second level of education, local businesses, partnarskap for career guidance and the home.

§ 7-4. Responsibility School its board is responsible for fulfilling the student's rights under § 7-1 to § 7-3, ref. Independent Schools Act § 5-2. Responsibility entails that the both forms of counseling must be carried out by staff with relevant skills for those two sectors.
School should work systematically and methodically to ensure that counseling the offers are satisfied.

Chapter 7A. Accident insurance for pupils

(Heimel: Independent Schools Act § 7-1b.)

§ 7A-1. Obligation to ensuring the necessary accident insurance for pupils The school is obliged to ensure the accessibility for accident insurance for pupils. Requirement also applies apprentices and trainees, but not pupils being trained specially organized for adults by the Independent Schools Act section 6A.
Accident insurance should at least have the content and scope set forth in the provisions of these regulations.

§ 7A-2. Requirements for insurance arrangement accident insurance should be character in a insurance company that has license under the insurance Act.

§ 7A-3. What insurance applies to accidental injury insurance shall provide coverage for necessary expenses for treatment and compensation in case of death or permanent disablement, the mon such provision not covered therein under the National Insurance Act or Workers' Compensation Act.

§ 7A-4. When and each insurance shall be valid insurance will provide the pupil coverage for accidental injury happened

A.
Training page in training time

B.
Enroute between home and training confirmed

C.
During practical training and training in the workplace as part of education, and the road between home and workplace

D.
During transport, school trips, sports dagar, camp schools and the like, work as school is responsible for

E.
During Operation shifts and other like student activities, and between home and the city where the activity takes place.

Equated with heim in section b., C and e are annan residence space.
For pupils at boarding schools for assurances total day in the time pupils held at school, but not during the holidays and the like, work absence when pupils refuse is supervised by the school. Insurance debt still on journeys between home and school in context with such fråver.

§ 7A-5. Compensation for death or permanent disablement By permanent disablement as a result of accidental injury must ytast a replacement site there at ein insured at 5 times the basic amount in the National Insurance Scheme (G). Full compensation shall ytast when the degree of disability laid down to 100%. At undergraduate ranks of invalidity shall claims less proportionately.
The degree of disability shall be deemed out after invaliditetstabellar with appurtenant guidelines as Labour and Social Inclusion is responsible.
Event of death as a result of accidental injury must ytast a compensation of 1 G.

§ 7A-6. Reimbursement of expenses for treatment Operator accidental injury during to the first two years after the damage may, for expenses for treatment of the injury, the insurance shall cover the documented and necessary expenses

-
Medical and dental

-
By dental injuries insurance shall nevertheless always replace spending on first permanent dental care (bridge, crown, etc.), even if this occurs later than two years after the injury, if the treatment takes place at the latest ten years after the end of the year the damage occurred .

-
Medical treatment performed by someone who is entitled to a full refund from the National Insurance Scheme recommended by the doctor or dentist

-
Travel to and from home for necessary treatment billeg presumptuous of transport when it becomes teke into account the condition of the student

Students must not mean that insurance will cover more expenses for private treatment, forpleiing or retraining.
The upper limit for dei unite repayment demands from insurance for necessary expenses for treatment must not be undergraduate than 0.25 G.

Eigen part of the pupil must not be higher than 0.015 G.

§ 7A-7. Restrictions on insurance indemnity insurance may make exceptions from the coverage of accidental injuries that have say cause in

-
Poisoning by food, drink or nytingsmiddel

-
Infection or sting / bite of insects, as for example malaria, typhus or Borrelia

-
Infection through bacteria, viruses or other infectious source, as for example, e-coli, salmonella or similar

-
Psychological injuries, which shock disorder, depression, anxiety and the like, work, unless the same time occurred lekamsskade providing permanent medical disability.

Chapter 7B. (Repealed)

§ 7B-1. (Repealed August 1, 2014 by regulation 1 July 2014 no. 973).

Chapter 8 - Requirements for a police

§ 8-1. Procedure The employer obtain a police certificate in accordance with the rules of the Independent Schools Act § 4-3 and § 7-1e third paragraph. The certificate shall not be older than three months.
The employer shall, in its announcement inform the applicant noticeable same it will be itself requires police by recruiting, but that such a certificate shall not be attached to the application. Certificate shall only demanding of the applicant who will be offered the position. It shall in any offer be admitted retains the NOTICE on police record can lead to change in your offer of employment.
Police shall the-surface lead before arbeidstakaren will add to the position.

§ 8-2. Treating police police certificate out of reach for unauthorized people, and be shredded immediately after the certificate has Vore advantage in recruiting the case or for the purpose for the certificate is obtained with prescribed by the Independent Schools Act § 4-3 or § 7-1e.

§ 8-3. Confidentiality Whoever becomes aware of information through ein police, obliged to prevent unauthorized people get avail or knowledge of information, cf. The Public Administration Act § 13 - § 13e and Police Registers Act § 47 Brot can be punished by the Penal Code § 121.

Chapter 8A. Additional Expertise

§ 8A-1. Specialist in schools that have been approved to operate on the basis of a widely renowned educational direction In schools that have been approved to operate on the basis of a widely renowned educational direction, at least half of the teaching staff have expertise to implement the idea notables educational direction.
As specialist be deemed graduate education innan the distinguished notables educational direction with EiT scope of at least 60 credits. Ministry may approve anna educating least EiT years duration that expertise. Special expertise must be relevant to teaching in the school in question.

§ 8A-2. Expertise in schools approved to conduct special needs made the upper secondary level in combination with elite sport in schools that are approved for conducting special needs made the upper secondary level in combination with elite sport, the teaching staff have expertise in dei Idrettskole Been Approved to offer. The requirement will only apply to those who shall teach dei particular sport.

Chapter 9. State Tilskot assumed schools

(Heimel: Independent Schools Act § 6-1 third paragraph.)

§ 9-1. State Tilskot assumed schools By calculates the state grant for the Independent Schools Act § 6-1 first and third paragraphs shall be for primary schools in Norway also be admitted notwithstanding the value difference between the expenses of the municipality school opposition and spending nationwide.

Chapter 9A. Grants for schools that drive særskild properly presented training for the handicapped

(Heimel: Independent Schools Act § 6-1 fourth paragraph.)

§ 9A-1. Grants for schools that drive særskild properly presented training for the handicapped schools that are accredited by the Independent Schools Act § 2-1, second paragraph letter f) is all expenditure covered by ein normal rate per pupil per year, cf. § 6-1 fourth paragraph of the law.
Follow two movements becomes useful:

A)
Ein rate for fairly resource-intensive pupils and

B)
Ein rate for the tile resource demanding pupils.

Where schools receive support based on one of wagering in the second paragraph.

§ 9A-2. Opt for fairly resource-intensive pupils rate of fairly resource demanding pupils is used as a basis for grants to schools who have pupils with general or complex learning difficulties. Learning disabilities should be long-term or permanent.
Follow schools receive support for this movement: Soon Sjøskole, Aglo secondary school, Hop secondary school, ØSTERBØ secondary school, Krokeide Secondary School, Victory Borg secondary school, Oevrebo secondary school, high school Briskeby AS and Rostad school.


§ 9A-3. Opt for the tile resource demanding pupils rate of the tile resource demanding pupils is used as a basis for grants to schools who have pupils with extensive general or complex learning difficulties. Learning disabilities should be long-term or permanent. Pupils who fell under this rate has EiT require close monitoring in order to master the different parts of the training situation.
Follow schools receive support for this movement: Health Education Rudolf Steiner School in Oslo, Health Education Steiner on Hedemarken, Waldorf School at Skjold, health educational department, Signo primary and secondary schools AS and Momo Waldorf School.

§ 9A-4. Relations with special If a pupil for ein shorter or longer period are significantly more resource-intensive than what the rate school gets the learner will cover, it must be assessed whether the pupil is entitled to special ref. Independent Schools Act § 3-6.

§ 9A-5. Documentation requirements for disability pupil school has responsibility for ensuring that pupils who are being adopted, such as learning disabilities, school receive support for, cf. § 9A-2 and § 9A-3. Schools must therefore ensuring the necessary documentation of diagnosis and / or an assessment of the need for the applicant to get a complete educational offer. A competent body outside of school shall provide this documentation.

Chapter 10. Husla and capital costs

(Heimel: Independent Schools Act § 6-2, first paragraph).

§ 10-1. Supplement for house rent and capital costs Besides dei Annual tuition schools can make take up to 3400 per year for pupils in primary and up to 4500 per year for pupils in upper secondary school for reimbursement of expenses for Husla or capital costs, ref. Independent Schools Act § 6-2 subsection.

Chapter 10A. Printed and digital teaching aids and digital equipment at the upper secondary

§ 10-1a. Financial responsibility for the costs of the necessary printed and digital teaching aids and digital equipment From 1 August 2007, the school holding pupils in upper secondary level 2 with the necessary printed and digital teaching aids and digital equipment. From August 1, 2008 debt responsibility for pupils in upper secondary level 3 and from 1 August 2009, debt responsibility pupils in secondary stage 1.
If the school organizes education in a way that requires that pupils must have Berber pc, the school may demand a ein annually eigendel the pupil to cover the parts of the cost of the pC. Eigen part can not configure graduate than the least expenditure grant rate in the annual non-means tested Educational Resources grant. After secondary school student will get retain PC.
Pupils who do not complete education shall be offered to purchase the PC. Collect payment can not exceed three times the the least expenditure grant rate in the annual non-means-tested teaching aid grant calculated on avbrotstidspunktet.

Chapter 11. Admission to upper secondary education in independent schools are also

§ 11-1. Student Status and use of the right to upper secondary education All that are being adopted by ein secondary school that commercial activity by the Independent Schools Act, will be counted as pupils.
Pupils entitled to upper secondary education according to Education Act § 3-1 user not by the court if the education amount to 1/3 or less of hour talet from an education program or selection in program.

§ 11-2. Conditions for admission and priority of youth Vidaregåande schools that commercial activity by the Independent Schools Act, can only take in applicants with the right to upper secondary education according to Education Act § 3-1 or § 4A-3. Schools Tribunal in § 11-3, may ish take into Adult applicants without the right to upper secondary education.
Youth entitled to upper secondary education according to Education Act § 3-1 should be prioritized in the Adult applicants.

§ 11-3. The schools that can take into Adult applicants without the right to upper secondary schools that have been approved to conduct special education for the handicapped can take into Adult applicants without the right to upper secondary education.
In addition, these schools do take into Adult applicants without the right to upper secondary education:
Society Danielsen Intensive Gymnastic up 186 pupils
Gjennestad high school with up to 58 pupils
Aglo high school with up to 43 pupils || | Bybroen high school AS with up to 95 pupils
Society Danielsen high school with up to 19 pupils
Handicraft school with up to 30 pupils
Haugesund Toppidrettsgymnas AS with up to 27 pupils
Foundation Christian high school Nordland with up to 40 pupils
Christian high school Trondelag up to 21 pupils
Lukas high school AS with up to 74 pupils
Natural high school with up to 89 pupils
Nordborg vgs AS with up to 13 pupils
Plus school BA until 44 pupils
Tomb High school and agricultural studies with up to 21 pupils
Tveit secondary school with up to 3 pupils

Tyrifjord high school with up to 13 pupils
ULDAL secondary school AS with up to 65 pupils
Val high school AS with up to 9 pupils
Winter Agriculture Skulen Jæren with up to 21 pupils
Winter Agriculture Skulen Ryfylke up 17 pupils
Wang AS with up to 45 pupils
Østfold Cabinet Maker school with up to 15 pupils
island high school with up to 7 pupils.

§ 11-4. Quota for adults applicants The schools that commercial activity by the Independent Schools Act, may apply to the Directorate of Education get Approved ein quota for adults entitled to upper secondary level within the framework of the student talet school is Approved for. The schools may pursuant to the rules in § 11-3 ish take into Adult applicants without right Within the this quota. The quota can not be applied to take into young people entitled to upper secondary education.
Adult applicants with the right to upper secondary education should be prioritized in the Adult applicants without such a right.

§ 11-5. Reserving places available for exchange pupils Exchange Student's Norwegian youth tek education abroad at the level of Norwegian upper secondary education, and Foreign investors accounted youth who takes the upper secondary level in Norway as part of the student exchange program.
Board at school can in the admissions regulations reserve a space for exchange pupils from other countries. The Board may, and reserve slots for Norwegian pupils who tek contrary space as an exchange student in another country with Deviating school year.
Applications from pupils who has taken Vg1 or Vg2 abroad and who apply for admission to upper secondary education in the next step, will be treated individually according to § 11-10, second paragraph.

§ 11-6. Specific rules on admission on the basis of the focus on skills or admission test board by schools approved for Vg1 in education programs for music, dance and drama and education program for sports can lay down in the hiring rules that fit on these education programs can tilde load on the basis of documentation on skills or admission test, in addition to point out reckoned from traits. The same is true for schools with special needs made the upper secondary level in combination with elite sport.
Award on the basis of the focus on skills or admission test can only happen in situations with oversubscribed.

§ 11-7. Eigen deadline for applicants with the right edge or intake for individual treatment board at the school can in the admissions regulations lay down a property deadline for applicants who are entitled to more or intake for individual treatment pursuant to Chapter 6 of the Regulations to the Education Act. The Board may ish reserve a certain style speak with places available for this recording.

§ 11-8. Full Time Student and part time student Full Time Student is a pupil who are accepted to A complete education program at Vg1 or selection in all program areas at Vg2 or Vg3.
Part Pupil is a pupil who are accepted into less training than that stipulated that full time in the current education program at Vg1 or program area at Vg2 or Vg3 after curriculum. Part Pupils may be left out into one or several subjects.
Board at the school decides whether the application pass from a full-time student to be part-time student shall be granted. The application from a pupil who are accepted as full-time student, to become part-time student after the decision on admission is made, can only be granted when the opposition lead tungtvegande reasons.
Part Pupils are being adopted for the upper secondary level after full-time pupils.
Ein applicant who have been granted Omval according to Education Act § 3-1, fourth paragraph, shall as a rule be admitted as a full-time student.

§ 11-9. Conditions for admission to Vg1 conditions for admission to the upper secondary level of education program at Vg1 is that the applicant has completed Norwegian primary school education or equivalent. This can be documented by a certificate of completion of Norwegian primary or confirmation that the applicant fills one-of these terms:

A)
is written out of primary school by the Education Act § 2-1, fourth paragraph.

B)
has undergone general basic training abroad for at least 9 years.

C)
have equivalent prior learning as completed Norwegian primary school education for adults according to Education Act § 4A-1 and the regulations to the Education Act § 4-33.

Applicants who claim that they have undergone general basic training abroad under subparagraph b, be self-documenting this or substantiate that it is likely that he or she satisfies. About school find that the condition was not met, should the matter be sent to the home municipality which clarify whether the applicant has the equivalent competence under subparagraph c.

Heim municipality is responsible for assessing whether the applicant has the equivalent competence as completed Norwegian primary school education under subparagraph c. Heim municipality conducts an assessment of real competence of the applicant and makes EiT individual where it is evident whether the applicant satisfies the criteria in subparagraph c by the requirements of § 4 -33, ref. education Act § 4A-1, or if the applicant need more primary education. When county is responsible for primary education, is responsible for the implementation of competence assessment of the applicant equivalent to the county municipalities.

§ 11-10. Applicants without grades or without samanliknbart character basis For applicants who have passed the approved 10-year basic schools and who have a diploma without letter or talkarakterar, one must on the basis of declaration of provisional from these because the schools rank applicants for moglege preconditions for the upper secondary level.
For other applicants who do not have samanliknbart character basis, the application shall be assessed individually.
This also applies applicants who through a prior learning assessment has been approved more than half of the subjects are required before a certificate pursuant to regulations of the Education Act § 4-33.

§ 11-11. Conditions for admission to Vg2 and Vg3 conditions for admission to Vg2 is that the applicant has passed in all the subjects that are determining the curriculum for the education program at Vg1, also the subjects where it is not going to configure ein standpoint character. Conditions for admission to Vg3 is that the applicant has passed in all the subjects that are determining the curriculum for the program area at Vg2 and education to Vg1, also the subjects where it is not going to configure ein standpoint character.
Applicants who have not complied with the terms of the first paragraph, but which meet the conditions for admission to the next level under § 11-10 or § 11-12 or § 6-35 and § 6-38 of the Regulations to the Education Act, shall ish be admitted as a full-time student EiT program area at Vg2 or Vg3 that builds on education at Vg1, but the program area at Vg2.
Provisions also apply applicants with documentation from passing relevant basic course or advanced course in from REFORM 94 or previously, ref. The transitional arrangements in regulations to the Education Act Chapter 24.

§ 11-12. Taking as a fulltime student at Vg2 or Vg3 for applicants who have not passed in all subjects Applicants who do not meet the conditions for admission to Vg2 or Vg3 under § 11-11 first paragraph, because he or she have not passed one or several subjects, may nevertheless be admitted as full-time student to the next level if the board at the school for a holistic assessment find that it is with sound. The Board must consider whether, through the overview is acquired medical assessment, is evidence that the applicant has the skills for the curriculum is required to follow education at the next level. In assessment of whether it is safe, it should consider whether the applicant Overall, academic aptitudes to follow education at this level.

§ 11-13. Taking part-time pupils at Vg2 or Vg3 Applicants who do not fulfills the conditions of § 11-11 or § 11-12 to be admitted as a full-time student, may have special case be admitted as part-time student. Board of school stipulates how intake occurs.
The school can take in as part-time student ein applicant who

A)
deficiencies passing grade in one or several subjects from Vg1 or Vg2, and that after a holistic assessment not is prudent to move up to the next level in the subjects he or she has passed on the undergraduate level ,

B)
deficiencies subjects for full fagkrins in an education program at Vg1 or selection in program area at Vg2 or Vg3, if he or she has the right to upper secondary education according to Education Act § 3-1,

C)
entitled to upper secondary education, but lacks subjects to qualify for higher education or vocational skills.

Chapter 12. Deadline

(Heimel: Independent Schools Act § 2-1, sixth paragraph).

§ 12-1. Deadline The deadline for application for approval of school or operational changes by the Independent Schools Act is February 1st of the calendar year preceding the year its activities or changes shall take. Startup will normally be made in the autumn semester. Directorate of Education may in special cases determine other deadlines.

Chapter 13. Final Provisions

§ 13-1. Entry into force and repeal of regulations These regulations enter into force on 1 August 2006.
From the same time, the follow regulations be called off:
Regulations on 26 September 2003 no. 1194 to the Independent Schools Act.