The education systems of Norway and New Zealand : a comparative historical analysis

Abstract

Norway and New Zealand present striking disparities in the value base and purpose of their national education systems. Norway, both historically and in contemporary times has tended to emphasise the social and moral purposes of education rather than the academic and vocational. Conversely, the vocational purpose of education has tended to take precedence in New Zealand, to the detriment of social and moral values and purposes. These differences have persisted across time from initial foundations to become central to the education ideologies of the welfare state and the new right in both contexts. This thesis examines these differences through the lens of religion. Integral differences exist between the religious foundations of Norway and New Zealand that account for the differences in the education systems of both countries. Norway has a Lutheran religious foundation and influence, while New Zealand is characterised by reformed Protestantism. Lutheranism emphasised morality and community as a means to salvation, while reformed Protestantism placed significance upon vocation and prosperity. Subsequently, for Lutheran Norway, morality and community is an integral aspect of their education system. New Zealand, congruent with reformed Protestant beliefs, has accordingly emphasised the vocational purposes of education that stresses the relationship of education to work and prosperity.