1. Příloha B - Norsko
Průzkum informačních portálů v souvislosti s informacemi o VŠ
v Norsku
Specificky je průzkum zaměřen na dynamické informace napojené na autorizované zdroje
informací (typicky ministerstva), které umožní vyhledávání a porovnávání jednotlivých
institucí z hlediska zaměření, kvalit nebo místa výskytu.
http://europa.eu/youth/NO/education-and-training/school-and-university_cs Generickýportál
zemí EU - tentoportál pouze statickypředstavuje informace jednotlivýchzemíEU – nezajímavý
z pohleduúčelurešerše
http://www.regjeringen.no/en/dep/kd/Selected-topics/higher-education.html?id=1415
Portál norskéhoMinisterstvaškolstvíavýzkumu. Průřezovéinformaceocelémsystémuškolství.
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Norway:Overview Evropskýportál –
přehledné informace osystémechškolstvív jednotlivýchzemíchEU
http://www.udir.no/Stottemeny/English/ Portál direktorátuprovzdělávání–vše kromě vysokýchškol,dobré
statistiky.
http://www.ssb.no/en/utdanning/nokkeltallStatistikyškolskéhosystémutedyi univerzit.
http://www.uhr.no/om_uhr/about_uhr_1Portál Norské asociace vysokýchškol
http://www.samordnaopptak.no/info/english/ Poradníserverprostudiumnanorskýchuniverzitách
http://www.nokut.no/en/Universities-and-university-colleges/ Portál Skupinyprosledováníkvalityvzdělávání
http://worldtop20.org/the-worlds-best-20-education-systems-rankings-third-quarter-reportReporto
nejlepšíchvzdělávacíchsystémech –
http://www.studyinnorway.no/Education-system/Norwegian-higher-education-systemStránce prozájemce o
studiumv Norsku

2. Portál norského Ministerstva školstvía výzkumu. Průřezovéinformaceo celém
systému školství.
http://www.regjeringen.no/en/dep/kd/Selected-topics/higher-education.html?id=1415

4. Zajímavéstatistiky školského systému tedy i univerzit.
http://www.ssb.no/en/utdanning/nokkeltall

6. Portál Norskéasociacevysokých škol
http://www.uhr.no/om_uhr/about_uhr_1
The Norwegian Association of Higher Education Institutions (UHR) is the most important
cooperative body for Norwegian universities and colleges, whose purpose it is to develop
Norway as a knowledge-based nation of high international standard.
UHR aims to be a central supplier of terms to the parliament and government and an
important education and research policy player.
UHR was founded in 2000, following the merger of the Norwegian Council of Universities
and the Norwegian Council of University Colleges.
The Council of Representatives
UHR is led by a council of representatives and a board. The council of representatives is
UHR’s most senior body.
The Board
The Board is UHR’s external voice and is responsible for UHR’s ongoing activities within
the framework set by the Council of Representatives.

7. Board members
The Board has 11 members who represent the rectors and directors from the universities,
specialised university colleges and state university colleges as well as leader and deputy
leader of the Norwegian student organisation.
UHR's Strategy 2011-2014
The Norwegian Association of Higher Education Institutions (UHR) is a cooperative body for
accredited institutions governed by the Norwegian Act relating to universities and university
colleges.
UHR has a broad and solid foundation in the sector. UHR’s Council of Representatives has
overall responsibility. UHR’s Board is the executive body and provides necessary support to
the Council of Representatives. In the vast majority of cases, the Board bases its decisions on
case studies and recommendations from the organisation’s various councils and committee.
This ensures closeness and communication within and between subjects and subject areas and
between levels in the organisation. The wide contact network enables UHR to draw on
academic and administrative expertise form the whole sector and is a prerequisite for the
organisation’s legitimacy inwardly and outwardly.

8. In its regulations, UHR’s Council of Representatives set out UHR’s main tasks as follows:
 To helpdevelopandpromote highereducation,researchandacademicandartistic
developmentwork,anddissemination
 To promote coordinationanddivisionof workwithinthe highereducationsectorandin
relationtoothernational players
 To create meetingplacesbetweenthe highereducationsectorinNorwayandnational
authoritiesandnational andinternational researchandthe educationenvironment.
Within the framework of these tasks, UHR has set the following goals for the period 2011-
2014:
 To be an evenstrongeracademicandpolitical drivingforce inthe developmentof the
interplaybetweenthe highereducationinstitutionsandothersocial players
 To achieve greaterpenetrationof the value of knowledgeandcompetence,andof
universitiesanduniversitycolleges’interests
 To provide more effective,high-qualityservicestothe memberinstitutions
Goal 1:UHR shall bean even strongeracademicandpolitical drivingforceinthe
developmentofthe interplaybetweenthehighereducationinstitutionsandothersocial
players
The knowledge society depends on equal access to knowledge and competence. The
education of candidates in close contact with leaders in research and academic and artistic
development work is the distinguishing feature of higher education institutions and perhaps
their most important contribution to society. The greatest challenges in the future require
interdisciplinary convergence in a global context. Good interdisciplinary work requires high-
quality development of subjects and disciplines.
Interplay and dialogue between the higher education institutions and working and social life
helps ensure quality and relevance in education, research and academic and artistic
development work. Two-way processes through which new results and perspectives are
honed against the requirement for relevance and application are a part of the institutions’
social mandate.
UHR will:
 Create and furtherdeveloparenasinwhichthe highereducationinstitutionscooperatewith
othersocial playerstostrengthenqualityandrelevance ineducation,researchandacademic
and artisticdevelopmentwork,anddissemination
 Stimulate the interplayanddivisionof education,researchandacademicandartistic
developmentwork,bothbetweenhighereducationinstitutionsandinrelationtoother
social players

9.  Participate innational andinternational organisationstostrengthenacademicinterplayin
highereducation,researchandacademicandartisticdevelopmentwork
 Helprenderthe value andimportance of highereducationinworkingandsocial life more
visible
Goal 2:UHR shall workto achievegreaterpenetrationofthe valueof knowledgeand
competence,and ofuniversitiesanduniversitycolleges’ interests
Education, research and academic and artistic development work is constantly gaining greater
important for the development of individuals and society. As a result, society’s need for
quality and relevance is also growing. The institutions must render visible what society
receives in return for the resources invested in research and education, in the form of new
knowledge, in relation to working and social life and for the formation of policy. UHR shall
help develop fundamental values for the sector and work towards the best possible
distribution of resources.
UHR will:
 Helpincrease the understandingof the importance of education,researchandacademicand
artisticdevelopmentworkforgrowth,welfare andsustainable development
 Helpshowthe importance of knowledge,competenceanddevelopment
 Work towardsbetterframeworkconditionsforthe highereducationinstitutionsandgreater
impactof the sectorin political andeconomicpriorities
 Be an active providerof termsinthe social debate
 Representthe diversityof the sectorandclarifythe variousneedsof the institutions
 Strive forpolitical influence innationalandinternational forumssothatthe interestsof
Norwegianhighereducationinstitutionsare heard
 Strengthenthe cooperationwithotherinterestgroupsforgooddialogue andgoodinterplay
incurrent issues
Goal 3:UHR shall providemoreeffective,high-qualityservicesto themember
institutions
UHR is an important and relevant forum for the member institutions and has a central
meeting place function. UHR shall prepare for the sharing of knowledge, exchange of
experiences and dissemination of information to member institutions and other relevant
players. In this way, UHR contributes to dialogue and exchange of information and helps
drive inclusive processes in close interplay with the member institutions.
UHR will:

10.  Create meetingplacesfordiscussingcurrentchallengesandproblems
 Furtherdevelopeffectiveandprofessionalmanagementandadministration
 Strengthenleadershiptrainingforthe memberinstitutionstosupplementthe institutions’
ownprogrammes
 Furtherdevelopandoptimise UHR’sorganisationinrelationtothe core tasks

11. Poradníserver pro studiumna norských univerzitách
http://www.samordnaopptak.no/info/english/

12. Portál Skupiny pro sledováníkvality vzdělávání
http://www.nokut.no/en/Universities-and-university-colleges/
NOKUT (Norwegian Agency for Quality Assurance in Education) is the controlling authority
for educational activity at all Norwegian universities, special field universities, university
colleges and institutions with single accredited higher education programmes.
Through an evaluation procedure NOKUT decides on the recognition of the institutions’
internal quality assurance systems and carries out checks to see if their educational provision
meets national quality standards.
Centres of Excellence in Higher Education
The Ministryof EducationandResearchestablished“Centresof Excellence inHigherEducation”
(SFU) in 2010 as a prestige arrangementforeducational activitiesinhighereducation. The SFU
programme,whichismanagedbyNOKUT,impliesaconcentrated,focusedandlong-term
commitmenttostimulate the developmentof teachingandlearningmethodsatthe bachelorand
masterslevel.

13. The overarching aim of the SFU-programme is to contribute to the development of excellent
quality in higher education and to highlight the fact that education and research are equally
important activities for higher education institutions. It is an important aim to stimulate
excellent research and development informed (r&d-informed) education*.
3 new Centres of Excellence in Higher Education
1. NorwegianAcademyofMusic – CentreofExcellenceinMusicPerformance
Education,CEMPE
The Centre of Excellence inMusicPerformance Educationwasproposedbythe Norwegian
Academyof Music (NAM).The declaredaimof the centre isto educate excellentmusic
performersinarapidlychangingglobalisedmusiccommunity.Thiswill be achievedthrough
enhancingmusicperformance teaching,enhancingthe qualityof the students’instrumental
practice and preparingthe studentsforproactive participationinthe musiccommunity.
These three objectiveswill be metthroughsevendiscreteresearchprojects,involving
studentsandteachersandutilisingdifferentmethodologies.
2. UniversityofAgder – Centrefor Research,InnovationandCoordinationof
MathematicsTeaching(MATRIC)
The declaredaimof the Centre isto leadinnovationandresearchinuniversitymathematics
teachingandlearningwithinthe programmesof othersubjectssuchasengineering,natural
sciences,economicsandteachereducation(so-calleduserprogrammes). The intentionisto
create a national ratherthaninstitutional centre of excellence bycreatingnetworksof
colleaguesinvolvedinteachingmathematicswithinuserprogrammesatinstitutionsacross
Norway.
3. UniversityofBergen – CentreforExcellenceinBiologyEducation(BioCEED)
The declaredaimof the Centre isto reformbiologyeducationinresponsetochangesinthe
biological sciences,inhighereducation,andinsociety’sneeds.BioCEEDisbuiltonthe vision
that the expandingrole of biology –and biologists –placesnew demandsonboththe
contentof educationprovidedandthe trainingof tomorrow’sbiologists.Consequently,new
approachesforintegratingthe learningof biological content,knowledge andskillswith
practical traininginmore genericskillswill be developed.
Within the deadline of May 12, NOKUT had received 24 bids. Eight applicants were
selected to proceed to the final round. The three centres will receive an annual top funding of
NOK 3 million for a five-year period. An evaluation will be carried out after three years.
Based on the outcome of this evaluation, a centre may be granted funding another five years.
NOKUT appointed an international expert committee to assess the proposals and advise
NOKUT’s board of directors on which academic communities should be awarded the status
of Centres of Excellence in Education. Read more about the committee.

14.  See assessmentfinalistsandfeedbacks (PDF)
 See an overview of the applicants,theirapplicationsandthe committee'sfeedbacks
Enhancing quality of education
Academic communities that are awarded the status of SFU must document excellent quality
in the established educational provision, present good and feasible plans for further
development and innovation in their educational activities and plans for the dissemination of
knowledge about the centre’s activities and good educational practice.
The SFU arrangement will stimulate and reward work that emphasizes the interplay between
students, teachers, support services and the knowledge base of the education. This means that
great stress will be put on the institution’s R&D base for all types of educational provision.
The SFU arrangement shall:
 stimulate universitiesand collegestoestablishanddevelopacademiccommunitiesthat
provide excellenteducation
 contribute towardsknowledge-basedanalysisanddevelopmentof teachingandlearning
workas a tool forqualityimprovementandinnovationinhighereducationinstitutions
 contribute towardsgoodrelationsbetweenthe educational andotherrelevantsocietaland
professionalfields
 contribute towardsthe developmentanddisseminationof knowledge
An SFU must therefore:
 provide excellentR&D-basededucation
 developinnovative waysof workingwithR&D-basededucation
 contribute tothe developmentanddisseminationof knowledgeabouteducationalmethods
that are conducive tolearning