Diversity Management in Early Childhood Education Programme description

Mangfoldsledelse i barnehage er en videreutdanning opprettet på oppdrag fra Bydel Søndre Nordstrand i forbindelse med Områdesatsingen i Oslo kommune. Områdesatsingen er et samarbeid mellom stat og kommune og er et virkemiddel for å bidra til bedre levekår i byområder med store levekårsutfordringer. Oppvekst og utdanning er ett av innsatsområdene i områdesatsingen, og studiet Mangfoldsledelse i barnehage skal i den sammenheng bidra til å styrke barnehagestyreres mangfoldskompetanse knyttet til de særlige levekårsutfordringene som ligger til de aktuelle bydelene i Områdesatsingen.

Endringer i samfunnet og endringer i barnehagefeltet påvirker ledere i barnehagen og deres ledelsesoppgaver. En generell endring i samfunnet er økende grad av mangfold, noe som gjenspeiles blant de ansatte i barnehagen, samt i familiene og i barnegruppene. Kompleksiteten innebærer at det stilles større krav til barnehageledere.

Emnet Mangfoldsledelse i barnehage tar utgangspunkt i økt kulturell kompleksitet i det norske samfunnet. Dette ses i sammenheng med andre mangfolds- og forskjellsdimensjoner som etnisk bakgrunn, kjønn, sosial klasse og religion. Studentenes ledererfaringer og kritiske perspektiver er sentrale i tilnærmingen til ledelse i en mangfoldig barnehage, blant annet knyttet til ulike maktposisjoner, innenforskap og utenforskap i barnehagefellesskapet.

Sentrale overordnede temaer omhandler ledelse av utviklingsprosesser i barnehagen, ledelse av demokratiske prosesser og uenighetsfellesskap, og ledelse av refleksjons- og kommunikasjonsprosesser knyttet til posisjoner og relasjoner.

Fullført og bestått emne kan, etter søknad, innpasses som del av masterprogrammet i Barnehagekunnskap (120 studiepoeng) ved OsloMet. Kandidater må søke om opptak til masterstudiet på ordinær måte, basert på de opptakskriterier som gjelder for masterstudiet (inkludert karakterkrav).

Studiet retter seg mot barnehagestyrere fra bydeler i Oslo som inngår i Områdesatsingene (bydelene som ligger i Groruddalen, Oslo indre øst og Oslo sør), med hovedvekt på søkere fra bydel Søndre Nordstrand.

Opptakskravet er bachelorgrad innen barnehagelærerutdanning eller tilsvarende pedagogisk utdanning på bachelornivå, jfr. Barnehagelovens bestemmelser §§ 17 og 18. Studentene skal i løpet av studiet gjennomføre oppgaver og arbeidskrav som tar utgangspunkt i kunnskapsdeling og utprøving av ny faglig kunnskap i eget kollegium i barnehagen. Det er derfor et krav at studenten er i arbeid som leder i barnehage under hele studiet. Ansettelsesforholdet må dokumenteres ved søknad om opptak.

Med tilsvarende pedagogisk utdanning på bachelornivå menes følgende utdanninger i kombinasjon med tilleggsutdanning i barnehagepedagogikk (60 studiepoeng):

• Grunnskolelærer for trinn 1–7 eller tidligere allmennlærerutdanning
• Faglærer (treårig faglærerutdanning i praktiske og estetiske fag eller treårig faglærerutdanning som gir kompetanse for tilsetting fra 1. klassetrinn)
• Spesialpedagog
• Barnevernspedagog
• Kateket
• Steinerhøyskolens bachelorutdanning i førskolepedagogikk eller Steinerhøyskolens lærerutdanning med bachelorgrad i steinerpedagogikk
• Veiledet praksisopplæring knyttet til arbeid med barn må inngå som en integrert del av utdanningen.
• For lærere er det krav om undervisningskompetanse fra 1. trinn i grunnskolen, eller tilsvarende kompetanse fra utdanning fra utlandet.

Søkere med morsmål fra land utenfor Norden må dokumentere norsk og engelsk tilsvarende kravet til generell studiekompetanse (samordnaopptak.no).

Søkere med utenlandsk barnehagelærerutdanning eller lærerutdanning må ha godkjenning av Utdanningsdirektoratet.OBS! Fra 2020 skal utenlandsk barnehagelærerutdanning og lærerutdanning godkjennes av NOKUT. For mer informasjon, se NOKUTS nettsider (nokut.no).

Varied and student-active forms of teaching are used in the programme. Good learning outcomes are first and foremost dependent on the students’ own efforts. The number of hours of adapted teaching at the university will be relatively low. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and, if relevant, practical skills training. Normal study progress requires students to make great personal efforts. The most important work and teaching methods used in each course in the programme are described below. The individual course descriptions state which work methods each course employs.

Web-based work and teaching methods

Several forms of digital learning resources are used in the programme, such as digital platforms, digital lectures, video clips, podcasts, tests and assignments. These resources can be used to prepare for teaching sessions, during seminars using the flipped classroom method, and as part of self-study. This form of teaching requires the students to come prepared for scheduled teaching sessions. Interaction may also take place digitally in the form of virtual meetings, webinars, workshops etc.

Self-study and student cooperation/group work

Learning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students. Through activities such as exchange of ideas, presentations, discussions, written assignments and problem-based assignments, students will be encouraged to learn by conveying knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Students are encouraged to take the initiative to schedule and actively participate in study groups to promote learning.

Skills training/laboratory work

Different forms of skills training or laboratory work may be included in the programme. Students will work on issues of relevance to the topic concerned, either individually or in groups, and will perform experiments, simulations or solve practical tasks that will demonstrate their theoretical understanding of different methods and techniques used in the field. They will also acquire the skills required to carry out the assignments in an independent manner.

Skills training may also include the use of digital tools to solve assignments or improve communication skills.

Lectures

Lectures are primarily used to introduce new subject matter, provide an overview of and highlight main elements and links within different topics, and also to convey relevant research-based issues and literature.

Seminars

Seminars emphasise dialogue and discussion between the lecturer(s) and students in order to stimulate students’ academic development. Oral student presentations and discussions are emphasised.

In connection with the master’s thesis, seminars are held where the theses are presented and discussed. The students receive feedback from their fellow students and teachers, which enables peer learning. Research-related issues, methods and academic supervision are among the topics discussed in the seminars. Seminars may also take place on digital collaboration platforms.

Projects, assignments and supervision

Through project work, case studies, written assignments and the master’s thesis, students will formulate research questions for assignments that they work on over time, either individually or in cooperation with other students. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically, see elements in context and develop a deeper understanding of a subject.

Developing academic writing skills is a key aspect of all parts of the programme.

Supervision is an important component of the work on the master’s thesis. The supervision is intended to ensure that the project complies with principles of research ethics and help students to formulate research questions and ensure quality in the collection and analysis of data.

The increasing globalisation of the labour market and rapid social changes make it increasingly important to have international professional experience and knowledge of disciplines, language and culture. Internationalisation strengthens the academic community and promotes quality through international research collaboration, student and staff mobility and by highlighting international perspectives and challenges in teaching.

The students will gain access to specialist terminology in English through the syllabus, which comprises both textbooks and international research literature. Some of the courses will be taught in English and the programme will employ lecturers and guest lecturers with international experience.

The staff’s professional networks, research collaborations and cooperation with colleagues in other countries contribute to internationalisation. The programme is represented in international networks.

Courses adapted for incoming exchange students

The following courses have been adapted for incoming exchange students:

• HETEK4000 Interactions in Health and Technology (AUTUMN – from 2024)
• HETEK4100 Theory of Science, Ethics and Research Methods (AUTUMN)
• HETEK4300 Bacteriology and Antimicrobial Resistance (AUTUMN)
• MABIO4600 Statistics, Quality Control and Quality Assurance (SPRING)
• MARAD4300 Medical Use of Radiation (AUTUMN)

Courses from HETEK can be combined with courses from other master’s programmes at OsloMet that are adapted for incoming exchange students.

Facilitation of outbound exchanges

Students taking the biomedicine specialisation who wish to take courses at an educational institution abroad as part of their master’s degree normally go on an exchange in the third semester. Students going on exchanges will be given an opportunity to write a master’s thesis worth 30 credits after the exchange stay. The students are responsible for finding relevant courses at partner institutions and must apply to have them approved in advance. An international coordinator is available to provide guidance on the choice of topic.

Master’s degree project

Students taking the specialisations in biomedicine and radiography can complete their master’s project in full or in part at other educational institutions or with research groups abroad, and possibly also combine it with an elective course (10 credits). Incoming exchange students may also write their master’s thesis at OsloMet. Incoming and outbound exchanges in connection with master’s degree projects will depend on the availability of relevant assignments and supervisory capacity. Students can choose whether to write their master’s thesis in English or Norwegian. Outbound exchange students must write their thesis in English if the exchange is in a country outside Scandinavia.

Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.

Coursework requirements are all types of work, tests and compulsory attendance that are conditions for being allowed to take an exam. Required coursework is assessed as approved/not approved. Please see the course descriptions for more information about the coursework requirements that apply to each course.

The purpose of the coursework requirements is to:

• promote progress and academic development
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on health and technology issues

The programme mainly has coursework requirements in the form of compulsory attendance, various compulsory activities and written assignments.

Attendance and compulsory activities

Compulsory attendance or compulsory activities may be required in areas where students cannot acquire knowledge and skills simply by studying literature.

If a student exceeds the maximum limit for absence or fails to attend compulsory activities, the lecturer must assess whether and, if so, how, the student can compensate for the absence through e.g. an individual presentation or other written work. Absence that cannot be compensated for may lead to delayed progress in the programme.

Written assignments

Several courses have compulsory written assignments or reports as part of their coursework requirements. Written work that is not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam/assessment.

Students are entitled to a third attempt before the resit/rescheduled exam. An assignment that is not approved the third time it is submitted may lead to delayed progress in the programme.

Different forms of assessment are used that are adapted to the learning outcomes of the different courses in the programme. The forms of assessment used are intended to support learning and document the students’ level of competence in relation to the expected learning outcomes.

The forms of assessment used in each course in the programme are described below. All exams taken and the title of the master’s thesis will be stated on the diploma.

In general, the following forms of assessment are used in the programme:

Home exam

Taken over a set period of time at the end of the course, normally with a set question/assignment text unless otherwise stated in the course description.

Project exam

Taken over the whole or large parts of the course, normally with a topic decided by the students themselves unless otherwise stated in the course description.

Oral exam

Can take place individually or in groups. It can either be an independent form of assessment or used to adjust the grade awarded for another exam.

Supervised individual exam

Taken at the university’s exam venues over a set number of hours.

Combined exam/assessment

Form of exam that combines written work and oral presentation, where both elements count towards the exam result.

The assessments are carried out in accordance with the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet, and the Guidelines for Appointment and Use of Examiners at OsloMet.

Assessment

The assessment is based on the learning outcomes for the course and the extent to which the student has achieved the stipulated learning outcomes. The grades used are Pass/Fail or a grade scale with letter grades from A to F, where A is the highest grade, E is the lowest pass grade and F is a fail. In connection with group exams, all students in the group are awarded the same grade.

Resit and rescheduled exams

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In special cases, resit and rescheduled exams in courses with group exams may be held as individual exams.

Appeals against grades

Grades awarded for written exams can be appealed. It is not possible to appeal the grades awarded for oral exams. In connection with group exams, the result of an appeal will only have consequences for the candidate(s) who submitted the appeal. The other students will keep their original grade.

Students can appeal against the grade set for the written part of the master’s thesis. If the grade is changed as a result of re-grading, the student must take the oral exam again.

Programme description:

Revised programme description approved by the Academic Affairs Committee of the Faculty of Health Sciences on 28 April 2022.

Last amendments approved by the Vice-Dean of the Faculty of Health Sciences on 22 April 2024.

The programme description applies to students starting the programme in 2023.

Godkjent av utdanningsutvalget ved LUI 21.02.2022.