Utenriksdepartementes kultur- og presseavdeling har lagd denne rapporten om Forsøksgymnaset:

FORSØKSGYMNASET IN OSLO - A DESCRIPTIVE REPORT.

Forsöksgymnaset in Oslo (FGO) - the Experimental Gymnasium in Oslo - diverges radically from a standard Norwegian gymnasium. This is by no means surprising, as its founders had as their primary goal the creation of a school that would differ in essential ways from the traditional gymnasium in structure, curriculum. and social life.

The experimental gymnasium in Oslo - FGO

The FGO is a product of a revolt - a revolt begun in 1966 by three teenagers in Oslo who were so disillusioned with the authoritarianism and deadly academic nature of the traditional Norwegian gymnasium that they decided to start their own school - a school that was to be based on simple democratic principles and that it was hoped would lead to changes within the established system. A leaflet explaining their aims was mimeographed and distributed to all Oslo gymnasia, and influential people in educational circles. Those interested in participating in the planning and founding of the proposed school were asked to contact these three young educational revolutionaries. To their surprise people responded to their appeal leading figures in the pedagogical field as well as frustrated, bored pupils from gymnasia in and around Oslo.

Ad hoc work groups were established to define the function and structure of the new school. As a result of this planning carried out by small groups of enthusiastic prospective pupils and teachers, the general outline of FGO began to take shape. This work was not easy. They were more or less in agreement as to what they did not want (a new variant of the traditional gymnasium), but it was often difficult for them to decide what kind of a school they did want. A major debate developed over the question as to how much concrete influence and decisive power the pupils were to have in the decision-making processes of the school. Was the General Assembly with one man/one vote to be the school's highest authority? The great majority insisted on this being adopted - it was essential to the free nature of the proposed school, a school that was to be based on mutual respect and responsibility between all its members. Some of the educational authorities who had assisted in the early phases of the discussions and had provided moral support as well as advice to the planning groups eventually withdrew their support as they saw the plans moving in a direction they were not yet quite ready to follow.

The plans, however, finally reached the stage when it became possible to contact national and municipal authorities and teacher organizations to investigate the possibilities of putting them into effect. The reaction from the national organization of gymnasium teachers, the Norsk Lektorlag, was negative. The Ministry of Education was skeptical, and the planning groups for the new school had to draw up and present more detailed proposals. The Oslo City Council, however, was positive in its response and promised financial support once the proposed plans were approved by the Ministry of Education. This was finally forthcoming by the summer of 1967, but the Ministry made several reservations. The school was to be a «private» institution supported by pubic funds. The school was forbidden to embark upon experiments in curriculum or teaching during the first year. It was to follow the curriculum set by the Ministry of Education. It was not to have the authority to administer the examen artium; its pupils had to sit for their exams as "private pupils". As a result of this, several of the prospective pupils withdrew their applications.

Yet the school became a reality. The official opening took place on August 30, 1967. Quarters which were by no means satisfactory had been round in an old elementary school. They consisted of 6 classrooms and one toilet for 150 pupils and a staff of 56 teachers (most of them were part -time). But the pioneers managed to surmount these difficulties as well as the others they encountered during the first touch-and-go year of the school's existence.

The newly established school was the subject of much publicity and debate. It was considered by some to be a den of young long-haired revolutionaries. The use of narcotics by some of the pupils made the headlines. A report made by representatives from the Ministry Of Education pointed out what they considered to be serious flaws in the school's administrative and educational practices. Such negative publicity eventually brought the debate about the school into the Norwegian Parliament. The school was placed on the defensive, but the crisis eventually passed and the school survived.

At present it is lodged in another old school building in the centre of Oslo. The school has the use of most of the space in a two-story building (that is soon to be torn down). It has renovated the various rooms according to its needs. There are 13 rooms reserved for the various classes and their daily instruction. There are special rooms for music/drama, gymnastics, and handicrafts. There is a library with an adjoining study/reading room. Two rooms are devoted to the school's administration. At the heart of the school is the Common Room where the pupils relax, play cards, smoke, chat, or play the guitar in their spare time. Most instruction is given from 9 to 2:30, but the school is kept open and in use until 8:00 PM Monday to Friday. On Saturdays instruction is given from 9:00 to 12.00 and special seminars are sometimes held in the afternoon.

The student body consists Of approximately 180 pupils. These are more or less equally divided between those following the "English course" Of studies and those studying science. The individual groups consist of 15 pupils, with 2 "English" and 2 "Science" groups on each of the three class levels. The pupils must fulfill all the requirements necessary for admittance to a regular gymnasium. In 1970/71 62.7% of the pupils came from Oslo. Of the remaining 37.34 most came from the immediately surrounding areas. A few came from districts quite far from Oslo, some even from foreign countries. The present admissions policy is based on the drawing of lots. A number of pupils are admitted upon the recommendation of local public health and welfare authorities and institutions; these are pupils who, because of various personal problems, would have been unable to attend a traditional gymnasium. Compared with the student body of a regular Oslo gymnasium there is a higher percentage of pupils at FGO who come from professional or "white-collar" families than from the working class, but this trend is changing.

At present the teaching staff consists of 13 full-time instructors. They are appointed upon the recommendation of the school's Council by the Oslo Board of Education and must fulfill the standard requirements for teaching in a gymnasium. Unlike the practice followed by a regular gymnasium, the appointments at the FGO are for a year at a time - but only a major conflict would result in an instructor not having his appointment renewed. Very few of the teachers at the FGO have had any prolonged experience teaching at a regular gymnasium, and they generally share their pupils' opinions of the more traditional school forms.

As a result of the trials and errors of the early years of its existence, the program of study at the FGO has begun to take a clear form. There is a framework of core subjects which is followed throughout the school year. The number of class hours spent on these subjects is often considerably less than that provided in a regular gymnasium, the idea being that the pupils are responsible for doing some of their work in study groups or on their own. The class hours won by this reduction in traditional instruction time are devoted to seminars which last for periods of 5 weeks each. These seminars consist of 6 class hours a week and are conducted on subjects the instructors and pupils find interesting and beneficial to their mutual development intellectually and socially. Each group decides what subject it wants to investigate and then enlists the services of an instructor to lead this investigation. Or an instructor proposes a subject, which is then chosen by a class group. These subjects may have a direct connection with certain aspects of the regular curriculum or they may be totally free from any "academic" importance. In 1971/72, for example, class group seminars were held on such diverging topics as opera, imperialism, the history of Oslo, and group dynamics.

This structure is one of the instances in which the teaching at FGO differs radically from that found in a regular gymnasium. Another example is the central position handicrafts have in the school. The FGO considers handicrafts so important to individual development and expression that it employs two full-time art and crafts instructors. In the handicraft room pupils can freely use the potter's wheels; the school has a kiln), looms, a darkroom, a lathe, sewing machines, drawing materials, etc. None of this is kept under lock and key, and it can all be used any time during the school day.

But it is not just in the choice of subjects that the FGO differs from the more traditional gymnasium; teaching methods also diverge from the norm. More importance is placed on group work and individual study. If a pupil wishes, for example, not to attend classes in a certain subject, he may come to an agreement with his instructor that he is to read on his own, documenting his progress with reports and papers or conferences. The emphasis placed on group work may be illustrated by the fact that at the end of each five-week seminar period, the participating group is to write a report evaluating the work it has done.

At present the most exciting and challenging task facing the school is the problem Or realizing an alternative to the traditional examen artium. With an awareness that much of the training that pupils receive in a democratic school is not covered by the standard official examinations, the school has entered upon deliberations with University officials to discuss the possibility of its pupils being admitted to the University (and eventually other institutions of higher learning) without having to submit the regular examen artium grades. This would permit the school to develop more freely in its curriculum and teaching methods. An experimental program has already been begun in the teaching of Norwegian. It is at present being taught as an inter-disciplinary subject together with drama and handicrafts. New approaches are also being attempted in the study of foreign languages (French, Spanish, Russian and German). University authorities have responded positively to the feelers the FGO has sent out, but no formal agreement has yet been made.

FGO’s democratic structure.

The most revolutionary aspect Of the FGO is the principle upon which it is based - the idea of a free and democratic school. The responsibility for the school lies not in the hands of an administration appointed by the Ministry of Education but in the entire school population. At the centre of the school's structure is the General Assembly - the highest determinative body. The Assembly consists of everybody officially associated with the school: all the pupils, teachers, office staff, caretakers, cleaning help, etc. Each member has equal rights: one man/one vote. This is the body which takes up for scrutiny and discussion all questions that are points of principle. The General Assembly decides the school's general policies as well as solving problems that affect the entire school body and its well-being. A simple majority is all that is required for a resolution to be passed (a 2/3 majority is needed for constitutional amendments). The Assembly meets every Wednesday afternoon. The meetings are led by a board consisting of 4 students and one teacher. Previously the Assembly Board was elected from the student body at large but the present practice is that a single class group and its "home room teacher" function as the Board for a semester. The Board sets up the agenda and two of its members chair the Assembly meetings.

At a regular gymnasium most of the decisions as to policy and practice would be made by the headmaster or principal, and these would be passed on to the teachers who would then inform their pupils. This essentially undemocratic structure is banned from the FGO. There is, however, a variant of the headmaster at the school. There is the "School Leader". He is the individual directly responsible to the municipal and national authorities for all activity at the school. He is, however, not appointed by these authorities but is chosen from the teaching staff by the General Assembly. The School Leader is responsible for the day to day management of the school in accordance with the policy resolutions passed by the General Assembly. This position alternates among the various teachers. Traditionally the post is held for a duration of two years.

The school's executive body is the Council which consists of 4 pupils chosen by the student body, 3 teachers chosen by the teaching staff, the School Leader, and a representative chosen by the parents of the pupils. The Council recommends matters to be taken up by the General Assembly, appoints all teachers serves as the admission board and advises the School Leader on administrative affairs. The Council also has the right to veto once any resolution passed by the General Assembly, The Council meets twice a week on Tuesdays and Fridays. Usually present at these meetings are the school's "inspector" (a teacher elected by the General Assembly to assist the School Leader in routine administrative work), the school's office secretary and a representative from the General Assembly Board as well as a reporter from the school's newspaper. The meetings are open for all, but only the Council's members may vote. Matters of a personal nature are conducted, however, behind closed doors.

In addition to the General Assembly and the Council, there are certain other groups that assist in the development and administration of the school. These are all appointed by the General Assembly. There is the "Information Committee" whose job is to disseminate information about the FGO to other schools and the news media. There is the "Ped-Group" which discusses and formulates pedagogical innovations in the school's curriculum and teaching methods. The "Admissions Committee" reviews applications from those interested in joining the school and advises the Council as to who should be admitted. The "Budget Committee draws up the school's budget and prepares the official application for funds from the Oslo City Council. It may be noted here that one unique aspect of the school is the fact that its funds are appropriated by the city as a lump sum and the school may dispose of them as it sees fit.

The school newspaper, FG-Tidende, publishes the minutes of all meetings of the General Assembly and the Council.

FGO's academic structure.

The underlying principle for all educational activity at the school is an "agreement system". The pupils enter into an agreement with their respective teachers as to what requirements they can be expected to meet in their subjects. They agree on the amount of written work to be handed in and its frequency as well as on the question of class attendance. If a pupil wishes to work independently of his class group in a particular subject he comes to an agreement with his teacher. These agreements are considered binding. A pupil is morally obligated to inform his group and its teacher if he is unable to attend class. There is no required attendance at the FGO. The pupils are expected to fulfill their part of the agreement.

This is the aspect of the school that functions most unsatisfactorily. The school cannot (and does not wish to) threaten or force its pupils to attend classes or work on their subjects. The pupils come from rigid, authoritarian junior schools, and many of them need a long time before they can begin to function effectively in the free, permissive democratic academic atmosphere of the FGO. It takes time and experience for them to discover the point where personal freedom becomes public anarchy. The pupils have to be trained to assume responsibility. They have to be made aware of the consequences their individual actions have for other members of their immediate society. The school considers such training to be even more important than training for academic success.

As long as academic success means making satisfactory scores in the examen artium, the pupils' immediate goals often consist in passing these examination. There is a pronounced tendency for the school to function as an experimental institution until Christmas, but when school reconvenes after the Christmas holidays, the specter of the examination begins to grow larger and larger until almost all activity centers on examination preparation. This is one of the reasons why the school is trying to negotiate with University authorities about an alternative to this examination which will be suitable for both institutions. 'This would free the school from the heaviest burden it is forced to bear from the traditional school system and would allow it to develop its curriculum and teaching along lines more in accordance with its democratic ideals than is possible at the present time.