10.00-11.00 Dørene åpner, registrering, kaffe og te
 
11.00-11.20
Åpning av erfaringskonferansen 
Geir Røsvoll, leder, Utdanningsforbundet 
Eileen Fugelsnes, statssekretær for forsknings- og høyere utdanningsministeren,Kunnskapsdepartementet
 
11.20-11.40
Education 2040 – Teaching compass
João Costa, prosjektleder, The European Agency for Special Needs and Inclusive Education

11.40-12.10
Om lærerrollen – 10 år tilbake og 10 år frem
Sølvi Mausethagen, professor, OsloMet

12.10-12.55
Pause med minglelunsj

12.55-13.15
Kompetanse i fremtidens lærerprofesjon 
Marit Helen Lillestøl, rektor, Bergsøy skule i Herøy kommune
 
13.15-14.20
Nordiske perspektiver - felles utfordringer og muligheter
Kristin Danielsen Wolf, instituttleder, Institutt for barnehagelærerutdanning, OsloMet
Åke Ingerman, professor, Göteborgs universitet
Arnt Louw, lektor, Aalborg Universitet
Kolbrún Þorbjörg Pálsdóttir, dekan, University of Iceland
Mirjamaija Mikkilä-Erdmann, professor, University of Turku 
 
Moderator: Elaine Munthe, professor, Universitetet i Stavanger

14.20-14.50
Pause og flytting ut i gruppearbeid

14.50-15.50
Gruppearbeid
Gruppearbeidet fasiliteres av Faglig råd for Lærerutdanning

15.50-16.15
Pause og retur til plenum

16.15-16.55
Panelsamtale: Oppsummerende refleksjoner
Synnøve Mjeldheim Skaar, statssekretær for kunnskapsministeren
Eileen Fugelsnes, statssekretær for forsknings- og høyere utdanningsministeren
Geir Røsvoll, leder, Utdanningsforbundet 
Kaspara Halkjelsvik, leder, Lærerstudentene i Utdanningsforbundet
Asle Holthe, dekan, Høgskulen på Vestlandet og leder av UHR-Lærerutdanning
Kristin Holm Jensen, avdelingsdirektør, Oppvekst, kultur og utdanning, KS

Moderator: Marit Aakre Tennø, politisk rådgiver, Utdanningsforbundet

16.55-17.00
Takk for i dag
Geir Røsvoll, leder, Utdanningsforbundet

En styrket lærerprofesjon for fremtiden

I mars 2025 besluttet regjeringen at vi går fra elleve til to rammeplaner for lærerutdanning – en for ordinære lærerutdanninger og en for samiske lærerutdanninger. Dagens gruppearbeid handler om rammeplanen for de ordinære lærerutdanningene. Den samiske rammeplanen vil senere bli utformet etter samme mal som den ordinære rammeplanen med én fellesdel og underkapitler.

Innføring av én felles rammeplan handler om å gi mangfoldet av lærerutdanninger og lærerroller et styringsdokument som framhever viktige fellesverdier og felleskompetanser. Én felles rammeplan kan blant annet bidra til større handlingsrom, større mangfold innenfor og mellom de ulike lærerutdanningene og til at lærerprofesjonens fellesskap styrkes.

Ekspertgruppen som anbefalte én felles rammeplan, anbefaler også at rammeplanen bør ha underkapitler med spesielle reguleringer som får fram hvilke ulike kompetansebehov det er i de forskjellige kontekstene man utdanner lærere til.

Faglig råd for Lærerutdanning 2025 (FRLU) har fått i oppdrag av Kunnskapsdepartementet å utarbeide forslag til en struktur for én felles rammeplan med en hoveddel og underkapitler. FRLU skal også komme med forslag til innholdet i rammeplanens hoveddel. Dette innebærer blant annet å beskrive viktige fellesverdier, felles kunnskapsområder og kompetanser for alle lærere i barnehage, grunnskole, videregående opplæring og grunnopplæring særskilt organisert for voksne. I gruppearbeidet inviterer vi deltakerne på konferansen til å bidra i arbeidet med å identifisere fellesverdier og -kompetanser.

Oppgaver til gruppediskusjon:

• Å være lærer i de neste 10 årene: Hva tror du kjennetegner utviklingen av barnehagen, skolen og lærerprofesjonen i et tiårsperspektiv? Hvordan påvirker dette behovet for lærerkompetanse?

• Å bli lærer i de neste 10 årene: Hva bør være felles i rammeplan for alle lærerutdanninger for å møte fremtidens behov for lærerkompetanse?
  
  

Tenk gjerne gjennom før du kommer:

• Se for deg et barn du kjenner som ikke har startet sitt utdanningsløp: ​Hva tror du dette vesle mennesket har behov for gjennom hele sitt utdanningsløp som du selv ikke hadde behov for? ​

• Hvilke kompetanser ser du for deg at lærere trenger mer av om 10 år, som de ikke trengte like sterkt for 10 år siden? ​Hvilke nye kompetansekrav stiller samfunnsendringer til kommende lærere? ​

Finland
Fostering the teacher profession by research- based teacher education- Finnish perspective.
Finnish society is rapidly changing and challenges teacher profession and teacher education. One key challenge is, how to support teacher learning and professional development as a continuous process from study phase to the working life. Especially the current post-truth culture requires high level scientific literacy from all teachers and teacher educators.  The current Finnish teacher education relies on research-based teacher education (TE) and strong national collaboration.

To further develop research-based TE we need national research infrastructures, like FinTED (Finnish Teacher Education Database) to provide university networks and to boost join research, such as collective data gathering for example for longitudinal studies.  We need to know, who are our student teachers, how they learn, think and develop their practical teaching skills during pre-service and in-service phase. The teacher profession is academic and practical. Versatile research approaches and methodologies are needed to capture the complex skills needed in teacher profession now and in future. 

Norway:
In a world that appears more unpredictable, it is important that our teacher education programmes are research- and experience-based, and that they include subject areas/areas of knowledge with both academic depth and breadth. When the role of kindergartens and schools is affected by challenges in society, simplifying, shortening and making teacher education more flexible is not a good solution. 

Rapid changes in society require that the teachers of the future have solid knowledge and competence – the ability to think analytically and critically are prerequisites for acting as teachers for "what we do not yet know". The teachers of the future need both change and development competence and further education.

Various forms of cooperation and partnership between the kindergarten field and the kindergarten teacher education programmes can, to an even greater extent, be drivers in mutual development processes for competence enhancement, and quality development. Equal partnerships, and meetings between the strong experience-based knowledge of the kindergarten and the research-based knowledge of the kindergarten teacher education, can clarify expectations between the two fields, and point out which qualities should be preserved, strengthened and changed.

With lack of recruitment to the teaching profession and teacher education, cooperation aiming to strengthen teachers' reputation, teachers' community and identity is important. For the role of the kindergarten teacher, it will be important to clarify what is specific to the kindergarten field, the differences between the purpose of the kindergarten and the school, the social mandate and pedagogical traditions.

Sweden:
Swedish schooling and teacher education as well as the conditions for the teacher profession is currently subject to large and swiftly shifting forces. This includes societal shifts in terms of changing demographics with a large proportion of immigrants, considerable segregation and recently rapidly declining birthrate and immigration. A lack of qualified teachers has led to a number of formally unqualified teachers employed, unevenly distributed. Both long-term and short-term economic factors have led to an effective deterioration of teachers' working conditions, giving many teachers an overwhelming workload. The combination of municipalities, non-profit organizations and private companies as responsible for local schools contribute to fragmented and uneven conditions in different schools. The level of political policy activity is considerable, and currently national official reports regarding reform of the grading system, the curriculum, teacher education and more, are being considered, and will likely become government bills and be ratified within the next year, each one implying considerable change for universities and schools. A national professional development program has been ratified and is about to come into effect. A national infrastructure for collaborative practice-oriented research, in which all school organizers and teacher education universities participate, has been given permanent status. Further, Swedish schools are currently having a revival of access to textbooks and structured teaching media, following a period in which digital media in various, and partially fragmented, form has been dominant. At the same time, free access to tools for generative AI has a direct impact as a possible tool for students and teachers. On the policy level, this development is currently addressed reactively, including attempts to move away from what is deemed detrimental digitalization.

Denmark

In 2024, a new reform of the Danish public school system was introduced, breaking with the policies of the past 10-20 years. Previously, there was strict central control over learning goals, with over 4,000 binding and guiding goals. The new reform reduces this to 215 binding goals, emphasizing more freedom of choice in upper grades, fewer goals, and additional electives and practical subjects.

At the same time, control is tightened at the overarching level, such as with an increased focus on a mobile phone ban. The reform also stresses that public schools should prepare students for rights and duties in a democracy and familiarize them with Danish culture and history.

However, challenges remain for the teaching profession. Applications for teacher training have declined by 7% in the latest intake. Meanwhile, a growing well-being discussion about young people in Denmark is increasing teachers' workloads in the schools, as they must address not only academic needs but also students' personal challenges and the development and preparation for democracy. The decline in interest in teacher training has led to a shortage of teachers, causing more stress-related sick leave and higher turnover, particularly among younger teachers.

These trends create several dilemmas. Therefore, I believe the future of the public school system requires clarity about the role of teachers and political support, so teachers can have the freedom to use their professional judgment – in other words, use their teacher professionalism, to teach and build relations to the pupils.   

Iceland:
Education is, in many ways, a political field, as the way it is framed and delivered reflects societal values, priorities, and—ideally—a vision for our present and future communities. How diverse societies organize access to education, curriculum content, pedagogy, policy, and practice reveals varying perspectives on the role of education. Ultimately, it also speaks to who is seen as a legitimate actor in society and which skills and competencies are considered vital for our collective future.

In Iceland, there has been a shift toward a competence-based approach in teacher education. Teachers are now expected to progress through career stages, take on new responsibilities, and potentially move between school levels. As the largest teacher education provider in the country, the University of Iceland – School of Education works closely with other teacher education institutions, the government, municipalities, and the Icelandic Teachers’ Union to strengthen the field of teacher education.

A national teacher recruitment initiative ran from 2019 to 2024, introducing a unified qualification framework for all teachers, paid practical training in the fifth year, stipends for newly graduated teachers, and a new Master of Teaching (taught master’s) program. Despite these important efforts, Iceland continues to face a significant teacher shortage—particularly in kindergartens, but also in elementary and upper-secondary schools.

The Icelandic Teachers’ Union recently launched a campaign advocating for better salaries and working conditions, resulting in a notable agreement earlier this year. Nevertheless, there remains an urgent need for a broad, inclusive dialogue on our education policies—especially how we can better support both teachers and students in developing the competencies and skills needed to meet the complex challenges of our time.

Nasjonalt forum for lærerutdanning og profesjonsutvikling (NFLP) er en nasjonal arena der nasjonale myndigheter, utdanningsinstitusjoner, og eiere, ledere og lærere i barnehage og skole sammen diskuterer og deltar i profesjonsutvikling og med utviklingen av alle lærerutdanningene.

Forumets formål er å dele kunnskap om og synspunkter på lærerutdanning og profesjons-utvikling, og å finne frem til gode og i størst mulig grad omforente tiltak for å styrke norsk barnehage, skole og lærerutdanning.

Forumet ledes av statsrådene i Kunnskapsdepartementet.

Medlemsorganisasjonene er: Elevorganisasjonen, KS, Creo, NHO, Norsk lektorlag,
Norsk studentorganisasjon, Private barnehagers landsforbund, Lærerstudentene,
Skolelederforbundet, Skolenes landsforbund, Utdanningsforbundet og UHR-lærerutdanning.

Forumet behandler ikke forhandlingsspørsmål som ligger til partene i arbeidslivet.

Erfaringskonferansen 2024

Erfaringskonferansen 2023

Erfaringskonferansen 2022