Regulation on the framework plan for Sami elementary school teacher education for steps 1-7 Date-2016-11-23-1403 Ministry Ministry of education Published in 2016 clip 15 entry into force 23.11.2016 last modified the Change FOR-2010-03-01-296 applies to Norway Pursuant LAW-2005-04-01-15-§ 3-2 Announced at 29.11.2016. 14.05 short title regulations on Sami elementary school teacher education, steps 1-7 Title: set by the Ministry of education 23. November 2016 under the legal authority of the law 1. April 2005 Nr. 15 about universities and colleges (University and College Act) § 3-2 the second paragraph.

§ 1. Scope and purpose (1) these regulations apply to universities and colleges that give Sami elementary school teacher education for steps 1-7, and that is accredited by the law on universities and colleges section 1-2 and § 3-1.

(2) the Sami elementary school teacher education for steps 1-7 is a master's graduate education to qualify for appointment in the teaching post in primary school, jf. requirements set forth with authorization in law 17. July 1998 No. 61 about the primary and secondary section teaches 10-1. The education will build on the Education Act and the current curricula for basic education.

(3) the Sami elementary school teacher education is equal with the national elementary school teacher training. Hovedundervisningsspråk are Sami. It can be done except for institutions that provide lule-and South Sámi education.

(4) education is rooted in the Sami culture and society, and the Sámi learning understandings and teaching ways as their starting point. The education provides comprehensive knowledge of Sami conditions and puts emphasis on extended learning venues and nature as an important arena for learning and formation. Sami elementary school teacher education should put the teaching profession into a Sami and indigenous context.

(5) Forskriftens's purpose is to ensure that teacher education institutions offer an integrated, professional directed Sami elementary school teacher education for steps 1-7, based on research and experiential learning. The education should put particular emphasis on the training begins and contact teacher role. Students who choose begins training as master subjects, to become experts in begins training in reading, writing and arithmetic. The education will be characterised by high professional quality, of wholeness and connection between the subjects, subjects education, pedagogy and practice studies and of a close interaction with the professional field and the community school is a part of the educational institutions teach to ensure overall study programs through the management and organization that involves all relevant disciplines. The education should provide international perspectives, set the teaching profession into a historical, cultural and societal context and contribute to critical reflection and professional understanding.

(6) Sami elementary school teacher education to qualify for a professional exercise that builds on research-and experience-based knowledge, and for further study at the Ph.d. level. The education should provide a professional ethical grounds, gearing for continuous professional development and qualify students to further develop the school as an institution for education and learning in a democratic and diverse society.

(7) Sami elementary school teacher education for steps 1-7 to qualify the students to attend training about Sami conditions, including knowledge of the status of indigenous peoples have internationally, and Sami pupils ' right to education in accordance with the Education Act and the current curriculum.

(8) teacher training institutions to facilitate that students receive national, allsamiske and indigenous perspectives in education.

§ 2. Learning dividends (1) dividends should be Learning the descriptions in line with the National qualification framework for lifelong learning, level 7 (cycle 2, master degree).

(2) the candidate will be after completing the Sami elementary school teacher education have the following overall learning: knowledge the candidate-have advanced knowledge in either a selected educational subjects and the subject's education or in professional targeted education/special education-specialized insights in a finite field (master thesis)-has broad professional knowledge in other directed subjects which are included in education-has in-depth knowledge of relevant research and theory, as well as the scientific ways of thinking, research methods and ethics , especially with the emphasis on Sámi and indigenous research perspectives-has in-depth knowledge of applicable law and plan work for basic education, about the connection in the education course kindergarten-school and about the transition from kindergarten to school and from baby steps to teen step-has in-depth knowledge of starting training, basic skills, assessment and monitoring tools, class management and assessment of student learning and what promotes learning in the subjects-has in-depth knowledge of learning theory and child development , formation and learning in various social, linguistic and cultural contexts-have knowledge about children in difficult life situations, including knowledge of bullying, violence and sexual abuse against children, law and children's rights in a national and international perspective-has broad knowledge of the teacher profession, subjects ' distinctive character and story, and understanding of the school's development as an organization, its mandate, mission statement and place in the Sami community and in society at large-have knowledge of Sami tradition within subject area-have knowledge in to use nature and close to the environment in which the learning arena and customize activities to different learning environment. 

The candidate can teach skills-based on research and experiential learning, alone and together with others-can analyze, customize and use the current curricula-can take early efforts and ensure progression in the student's development of basic skills and subject expertise, with special emphasis on starting training in reading, writing and arithmetic-can create inclusive and health promoting learning environments that contribute to good academic, social and aesthetic learning processes-can analyze , consider and document student learning, provide learning-enhancing feedback, customize the training to students ' assumptions and needs, using varied teaching methods and help ensure that students can reflect on their own learning and development-can consider and use relevant educational materials, digital tools and resources in the tutorial, and give students training in digital skills-can analyze and deal with critical to national and international research and apply this knowledge in the professional conduct-can alone , and in collaboration with others, use relevant methods from research and development work, for the continuous development of own and the school's collective practices, as well as carry out specific research projects under the guidance-can identify signs of bullying, violence and sexual abuse. On the basis of professional reviews should the candidate be able to quickly take appropriate action, and be able to establish cooperation with relevant trade authorities-

can make advantage of the Sámi learning ways in the tutorial-can customize tutorial in bilingual or multilingual perspective. 

General competencies the candidate-can strengthen the international and multicultural perspectives on school work, contributing to the understanding of the status of the Sámi as an indigenous people and encourage democratic participation and sustainable development-can initiate and attend a good school-home cooperation, and work together with other actors relevant to the school's business-speak Sami and Norwegian, oral and written, and can use the languages in a qualified way in the professional context-can communicate at an advanced level and communicate about academic issues related to professional conduct , and have professional academic digital literacy-has expertise in distance learning education-can analyze and evaluate the relevant professional and ethical issues and contribute to the development of the academic community on the individual school-can help in the innovation processes related to the school's business and facilitate the local work-, social-and cultural life involved in education.

§ 3. Content and structure (1) Education should include: 1.-3. year of study:-at least five days observation practice-at least 80 days practice, guided and evaluated-pedagogy and student knowledge, 30 credits-in (master the subject), at least 60 credits-studies II (Educational Sciences), at least 30 credits-subjects III (Educational Sciences), at least 30 credits-subject IV (new teaching subjects, school relevant subject or specialization in teaching subjects), 30 credits. 

Subject in (master the subject) can be:-educational subjects, 60 credits or professional targeted education or special education, 30 credits, which together with pedagogy and student knowledge make up the 60 credits in 1.-3. year. 

Subjects IV can be:-teaching school subjects or relevant subjects, 30 credits, if the master the subject is teaching Sciences-new educational studies, 30 credits, if the subject is directed master professional education or special education. 

Sami 30 credits, 30 credits and Norwegian mathematics 30 credits are required. All students should have at least 60 credits in at least one of the subjects of instruction in education. 
4.-5. year of study:-at least 30 days practice in elementary school, guided and evaluated-pedagogy and student knowledge, 30 credits-in (teaching subjects such as master subjects), 90 credits or subject in (pedagogy or special education as the master course), 60 credits, and trade II or III, 30 credits, which builds on the 60 credits in 1.-3. year.

(2) the education should include three to four teaching subjects. All teachers to be professional private teacher training subjects include subjects education and respond to a school subject in the current curriculum for primary school.

(3) all subjects should include training begins. Basic reading, writing and math training to have a particular emphasis.

(4) the theme science theory and method should be introduced early in the study. It should be progression in the theme through education.

(5) Subject 1 (master the subject) can be a teaching subjects, professional pedagogy directed or special education. Students who choose teaching subjects such as master subjects, can choose to immerse themselves in the subject education or begin training. If the student has chosen to immerse themselves in the subject education, teaching the subject constitute 90 credits in 4. and 5. year of study, possibly with contributions from professional targeted education and special education. If the student has chosen to immerse themselves in the beginning training, teaching the subject together with education and/or special education be included in the master recess on 90 credits. Master recess in the beginning training can also include topics from the other teachers involved in education. The required education and student knowledge subject in 4. and 5. year of study are in addition to pedagogikkfaglige contributions in the master recess. If the student has selected education or special education as the master subjects, this should be attached to the teaching of subjects. The student will be in 4. or 5. academic year choose 30 credits in a teaching subjects, which builds on the 60 credits in the subject in the June 1-3. year of study.

(6) in the 3. year of study, students will write a professional geared r and d task in combination between an educational subjects and the subject pedagogy and student knowledge. The task must be passed before students can enrol on master the task.

(7) the Master task should be at a minimum of 30 credits. It should be professional and practice-oriented directed. Master thesis in educational subjects to have solid grounding in the sciences and arts education, and can also include items from the pedagogy and special education. Master thesis in the beginning training to have solid grounding in the sciences, arts education and pedagogy and/or special education. Master thesis in education or special education should be linked to the teaching of subjects. R and d the task and should have a master thesis Sami or indigenous peoples ' perspective.

(8) in order to strengthen teacher competence in a multicultural and multi-religious society, knowledge about religion, spirituality and ethics constitute a module corresponding to 15 credits integrated in pedagogy and student knowledge subject.

(9) Practice the study shall consist of at least 110 days guided, varied and reviewed the practice. 105 days to be implemented in primary schools and five days to emphasize the transition nursery-school, and should therefore be added to the kindergarten. Practice study to be distributed over at least four years with at least 80 days during the first three years and at least 30 days during the past two years. In addition, at least five days in primary school early adapted observation in the study. Practice the study should be an integral part of all subjects in education. It is to be distributed on the higher and lower extra grade at the primary level of steps 1-7, be adapted to the students ' subject choices and help students develop the ability to reflect on and develop their own professional practice. It should be progression in practice the study, from the observation and analysis at the start of the study to it to be able to take to the scientist look and further develop research-and experience-driven teaching practices in the last part of the study.

§ 4. Program plan and national policies (1) it shall be drawn up national guidelines for Sami elementary school teacher education for steps 1-7. The guidelines should be leading for the institutions ' work with Sami elementary school teacher education. It should be opened for a span between the guidelines and the local plan the work, with room for innovation and institutional adaptation.


(2) the institution's Board of Directors to fix a program plan for the Sami elementary school teacher training. With starting point in the frame is scheduled to plan how the program describe the institution facilitates an integrated Sami elementary school teacher education at the master's level with whole and connection between theory and practice studies, between subject and subject education and between subjects. The plan shall describe the students ' total work efforts in the study and contain provisions on professional content, organization, work forms and assessment schemes to help students achieve the total learning proceeds at the application level, and that institutions can document achieved the learning benefits.

(3) Program plan should describe how the institution's education program facilitates a progression in the professional correction, practice course of study, scientific theory and method, the structure of students ' R and D-expertise and the development of their communication skills-verbal and written. Program plan should also describe how internationalization incorporated, and how to work with multidisciplinary themes are maintained in the fabric of the program. These include work with begins training, customized training, basic skills and competencies, the use of ICT in the work with the subjects, Sami topics, the multicultural and multilingual aspect, professional ethics and knowledge about violence and sexual abuse against children and adolescents.

§ 5. National part exams the Ministry may decide that it is to be held national mandatory part exams, and whether the result should be entered on the diploma.

section 6. The participation exemption provisions (1) the examination or trial that is not taken as part of the Sami elementary school teacher training for steps 1-7, can provide the basis for an exemption, jf. section 3-5 of the law on universities and colleges. Education that can provide the basis for an exemption, must consist of relevant subjects that correspond to the subjects that are offered in elementary school teacher training and should include subjects education and practice studies. The student must also be able to document the Northern Sámi language skills in the subject.

(2) For students who do not have rating in both the Norwegian goal forms from secondary education, it can be given an exemption for consideration in one of the target forms in Norwegian. The exemption also applies to foreign students who do not have advanced training from Norway. It can be given an exemption from Norwegian, for foreign students who take home the country's main language as part of the education.

(3) an exemption should be entered on the diploma.

section 7. Entry into force and transitional Regulations come into force immediately and apply from admission to academic year 2017-2018.
Students who follow the framework plan for Sami elementary school teacher educations provided for in 2010, have the right to retake the exam after this until 31. December 2023. From this time of revocation regulations 1. March 2010 No. 296 about plan for the frame Sami elementary school teacher programmes undertaken for the June 1-7. steps and 5.-10. step.