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Learning Environment
– Does it Matter?
Gerd-Hanne Fosen
Director of Education
Save the Children Norway
GMR launch, Oslo 2014
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«Around 250 million children are not learning
basic skills even though half of them have spent
at least four years in school.»
Global Monitoring report 2013/14
The Global Learning Crisis
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Importance of the Learning Environment
«Det overordna målet for satsningen, er at alle
elever opplever et godt og inkluderende
læringsmiljø som fremmer deres trygghet,
helse, trivsel og læring.»
Utdanningsdirektoratet, 2009-14
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• Learning environments must ensure children’s emotional
and psycho-social protection
• Learning environments must be physically safe
• There must be an active, child centered learning process
• Parents and communities must actively support the
children’s learning process
Quality Learning Environment Characteristics
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Quality Learning Environment Indicators
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Quality Learning Environment Indicators
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For a learning site to “achieve” a Guiding Principle, 50% of
items within the Principle must score 3 or 4 (excluding NAs)
• Not Applicable (NA)
• 1 = Indicator is not at all achieved
• 2 = Indicator is partially achieved
• 3 = Indicator is achieved
• 4 = Indicator is exceeded
QLE Response Scales
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The Benefit of Monitoring the Learning
Environment
Input Process Output Outcome
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