Tips for Visitors to Norway

I’ve had several people come and visit Norway, and for those whom I wasn’t able to see, I came up with a general list of tips for visitors. Enjoy and go visit!

  1. Norway is expensive, so come in with that expectation. Don’t come in thinking that this will be a cheap holiday; HOWEVER, now is a great time to come since the dollar is strong.
  2. Norwegians generally speak superb English so I wouldn’t worry about language barriers.
  3. We use the Norwegian kroner. Yes, there are three types of kroner in Scandinavia (Danish, Swedish, and Norwegian). No, Finland is not a part of Scandinavia (they use the Euro).
  4. In the event that you don’t want to carry cash, never fear. Cards are accepted almost universally.
  5. Keep in mind what time of year you’re visiting Norway. In the summer you’ll experience very long days, while in winter your daylight will be minimal. If you’re visiting in winter you’re also going to want to invest in some sort of crampon type things for your shoes. I know a lot of people liked using Yaktrax.
  6. If you plan on drinking, buy all of your alcohol at duty free since booze is expensive (think $12 for a beer at a bar). If you’re flying in from abroad you’ll notice that:
    1. You will have to pass through duty free anyway in order to leave the airport.
    2. All of the Norwegians are also going there to stock up on booze.
  7. It’s pretty easy to get a SIM card if you want data. Go to a Netcom store (they are everywhere) and ask for a 14 day SIM card/starter pack. It’ll cost you 99 NOK (12.27 USD). More info here at this old blog post.
  8. It’s actually really easy to get around Norway. 
    • The train system can be found at nsb.no/en. Tickets are usually very affordable if booked in advance, the trains are clean, relatively new, AND they have wifi. 
    • For flights you qualify for youth tickets if you are under 26.
      1. Finding the youth tickets on SAS is a bit of a hassle, but it can be done and tickets apply for both domestic and international flights. 
      2. Norwegian Air also has youth prices, but only for flights within Norway (code UNDER26). They also have the newest planes and wifi on all of them. I love them. 
    • If you’re coming at the right time of year you can also snag some great ferry trips on the Hurtigruten ferry (combination of a postal ferry and cruise ship). 

Transitions

It’s strange to think that my time here is slowly coming to a close. My mother recently reminded me that I only have about six weeks left (and that she’s counting down the days to my return). I’ve even been given my walking papers by the Fulbright Commission and asked to fill out my final report. I’ve also talked to my successor! I definitely got a sense of deja vu doing that. It seems like just yesterday that I was up early Skyping my predecessor and having her answer all of my questions.

Yet even though there are all of these tangible signs that I’m leaving Norway, I’m definitely not quite ready to go. It’s funny how at the beginning of my Fulbright I felt overwhelmed, and how now I don’t feel prepared to leave. I’m sure I’ll soon be joining the ranks of Norwegian Fulbright alumni who regularly come back to visit.

So, even though I still have a few weeks left, much of my remaining time has been spent thinking back on what I have accomplished so far. So I thought I’d leave you with something that I wrote as part of my final Fulbright report:

When I first arrived in Norway I was nervous. I had never lived in another country for more than a few months, and I had never taught high school students in a formal setting. I had a million and one questions about what would happen in the next year: How would I handle winter? How good would my students’ English be? Would I get homesick? But because I happen to be a huge fan of Google, I made sure to Google just about everything I could find on Norway, Trondheim, and on being an ETA. What people don’t really tell you is that no matter how many blogs or Norwegian guidebooks you read, there is nothing quite like just doing things. So although these resources made me feel a bit more prepared when I arrived, there was nothing quite like just setting off on my own and creating my own new experience.

Arriving in Norway was an adventure. There was definitely a bit of an initial culture shock: Where did all the people go? Is that BROWN cheese or just really weird peanut butter? Does everyone have a hand knit sweater? Why is everything so expensive? It was also strange arriving in a country where the majority of the population speaks English almost fluently. It made everything seem slightly familiar, even though it was clear that I was placed in a new landscape. But I adapted. I can even say that I like brown cheese!

Being in student housing helped me form a friend network and my predecessor even connected me to a few Americans in town. Through this, I managed to feel more at home and branch out and try new things. These new friends encouraged me to take up one of Norway’s great pastimes, hiking, and to even get involved in local community groups, such as TEDx Trondheim. These friendships, both international and Norwegian, have proved invaluable to helping me get a better sense of what it means to be Norwegian and live in Norway, and they have also given me a deeper sense of Norwegian culture.

As for teaching, the teacher’s strike made for an interesting start. Luckily both of my co-teachers were very communicative and I was able to keep on top of what was going on. Once the strike ended, I soon managed to settle into a schedule. My time was divided between working at NTNU and at Byåsen videregående skole (my inability to say videregående is always capable of making my students laugh). In the fall, I spent most of my time at NTNU helping with two classes, Academic Writing and Communication for Engineers. Here I helped hone the writing skills of my students by helping them work on things like structure, topic sentences, and annotated bibliographies. Because the students were supposed to send me weekly writing samples, I could really see how my students improved over the course of the semester.

Although I spent less time at the upper secondary school in the fall, I was able to make up for lost time in the spring. I primarily help with two International English classes and a Social Studies class. In International English, we look at multiculturalism, working and studying abroad, and global issues. It was here that I was largely able to talk about about immigration and race relations in the United States, something that I think my students found enlightening.

With the Social Studies class, I have helped teach both British and American history. Race has also been a huge conversation topic in this class, and I’m happy to say that my students did a great job of delving into To Kill A Mockingbird and looking at the various ways that America has grappled with race. I have also enjoyed teaching them about the American political system and explaining difficult questions such as: Why does the second amendment exist? Why do states have so much power? It’s been a joy to explain these things to my students, and to help them see both the good and the problematic sides of America.

When I’m not in one of those three classes, I have also enjoyed going into a variety of vocational English classes and teaching there. Things are taught at a much slower pace, and the focus is more on getting students to feel comfortable speaking English. Because of this, I have often had more everyday conversations with my students and gotten to learn more about the life of the average Norwegian teenager.

Overall, it’s hard to believe that this year is already drawing to a close, but I couldn’t be more happy with the way that this year has turned out. It has taught me a lot about both Norway and myself and, although I’ll be sad to go, I can’t wait to bring some of the best aspects of Norwegian culture with me.

Newspaper Struggles

I would say that I do a pretty good job of keeping up with the news. In any given day I’m guaranteed to receive at least five different emails on things ranging from current events to news on the latest in the technology industry. But here’s the catch: it’s all US news. And while it’s great to be keep up with the day to day events in my home country, it can occasionally prove a bit frustrating to not have a better idea of what exactly is going on in Norway. Norway does have English language news, but from what I’ve seen most of it is quite limited or fails to really capture the nuances that are conveyed in Norwegian news. Despite all of this, I have come across two Norwegian events that I thought would be interesting to blog about.

The first was a strike! Yes, it was my second strike of the year, the first being the teacher’s strike in August. I was surprised last week when I went to school and was told by my co-teacher that there was going to be a strike that day. From what I could understand from both this English language article and my fellow teachers, the strike was over changes that the national government is proposing. Some of the main complaints are: the removal of full time positions in favor of temporary positions, increased hours, and work on Sunday. Now I realize that I probably haven’t emphasized this enough, but Sunday is a big deal in Norway. Pretty much everything shuts down on Sunday, and stores that are open are more expensive than normal and have very limited hours. Sunday in particular is seen as a day when people can relax with their families and go hiking. In fact, I was recently talking to a Norwegian who told me that she found the American work system quite sad because “everyone deserves at least one day off together.” Sunday seems so embedded in Norwegian culture that I was surprised the current government even dared to try and change things. So although I was slightly exasperated by what appeared to my non-Norwegian-news-reading self as a last minute strike, I wasn’t exactly surprised to hear that people were upset enough over these proposals to strike. It seems like quite a few unions were participating in the strike, but the most notable ones for me were one of the teacher’s unions and the transportation unions. Pretty much all forms of transportation were shut down from 2-4 pm last Wednesday. So buses, trains, and planes around the country were more or less inoperable during this time period. Because Kirsti was participating in the strike and is far-sighted she decided to let our class out early so that they could catch buses back home before the system shut down completely.

The other thing that I wanted to talk a bit about was reactions to the Charlie Hebdo shooting. I was recently talking to a cousin living in Germany when he told me of a group called PEGIDA. In German the name is Patriotische Europäer gegen die Islamisierung des Abendlandes which translates to Patriotic Europeans Against the Islamization of the West. That last sentence was more or less taken from Wikipedia so I apologize if there are translation/spelling errors. Unfortunately my German consists of a lot of useful tourist nouns and phrases (zoo, castle, mountain, bathroom, etc.) and thus is pretty reliant on said German cousin and Google Translate. But moving beyond language, it’s pretty easy to understand what the group is advocating for just based on the name. The group was founded in Dresden before the Charlie Hebdo shooting but has only really gotten popular in the aftermath of the shooting. It has sparked quite a few protests and counter-protests and the numbers are not insignificant on either side. Most of the rallies seem to draw tens of thousands, demonstrating that this is an issue worthy of some thought. When I talked to my cousin a bit more about PEGIDA he postulated that one reason for its popularity is that Germany is defined as a Christian state, thus it has a bit of a negative reaction towards Islam. When I asked about other non-Christian religions he dismissed them by saying that they don’t really have a large presence in Germany.

Now I just assumed that this was a German specific group, so I was initially surprised when one of my co-teachers told me that PEGIDA is also in Norway. Now I wouldn’t say that immigration is really a topic that Norwegians are fond of. My first semester teaching International English was spent examining multiculturalism and immigration, and while the course aims to teach tolerance, I did have a few students happily state that they are xenophobic. Norwegians have not always had a welcoming approach towards immigrants, and I think a number of Fulbrighters have come to Norway over the years to study attitudes towards immigration. While I might not be painting the most friendly picture, to give the Norwegians due credit, according to this article the anti-PEGIDA demonstrations in Oslo have far outnumbered the PEGIDA demonstrations.

While PEGIDA Norway is certainly something noteworthy, if only for its existence, it isn’t the thing that intrigues me the most. It’s actually Norwegian reactions to its leader, Max Hermansen. Hermansen is a teacher who was working for two different Norwegian schools. One of the schools has since fired Hermansen for his views and this has sparked a debate. Questions range from: Should he be allowed to teach students, some of whom are immigrants, if he has anti-immigration views? Should he be allowed freedom of speech? Are teachers in a special position where their freedom of speech is restricted due to their important role as educators? Can teachers teach and still keep their personal views separate?

As an educator I think it’s important to try and keep my personal views separate from what I teach. That being said, it can sometimes be a tough line to walk, and when pressed I’ll give my opinion. I’m not sure where I fall on whether or not Hermansen should have been fired, though I think that I as well as some of the other Norwegian teachers seem to lean towards supporting the school that fired him. I do believe that freedom of speech is important, as are non-traditional viewpoints, but I grow a bit concerned when I think of Hermansen teaching young students, some of whom are probably Muslim. In this interconnected age, I can’t imagine how students would not find out about Hermansen’s involvement in PEGIDA and how that might affect their classroom experience. While I don’t support PEGIDA I think the movement has caused some interesting questions to arise. I think Norway (as well as most countries, including the United States) will have to re-examine the way that it treats immigrants and continue to grapple with the double-edged sword that is freedom of speech. As my class transitions into examining global issues I hope that both of these topics are things that we’ll be able to discuss.

Amurica

Since coming to Byåsen, I have only worked with three classes: an International English class, an English class in the health vocational track, and a Social Studies class. So I was excited when a teacher contacted me about a month ago asking if I could stop by her English class in the restaurant vocational track. She sent me a follow up email earlier in the week asking if I could talk about life and work in the US and that she had “also picked up that [the students] find the litigation culture interesting  (specifically, “why people say they will sue people so often”).” To be frank, my initial reaction to the comment on litigiousness was “I wish I knew.”

Anyways, I duly set about planning for my lesson. Because the topic was so broad I wasn’t quite sure how to structure things, but in the end I decided to talk about:

  1. Demographics: What the Population of America Looks Like
  2. Religion and Politics
  3. Work and Family Life
  4. The Restaurant Industry
  5. Particular Quirks of the Restaurant Industry in America

Now I wouldn’t say that the lesson was a complete disaster, but it was definitely a bit of a reality check.

My International English and Social Studies classes are in what is called the “college prep” section of the school. College prep more or less covers core subjects, similar to what you would learn in an American high school, with the goal of helping students go to university. The students that I’ve encountered in college prep all tend to have very good English.

Vocational tracks on the other hand are geared towards helping students enter their vocation of choice. The impression that I got from my Fulbright education orientation and comments made by teachers at Byåsen is that vocational students are generally not the best at core subjects like English. While I occasionally work with a health vocational class, the English level required has never extended much farther than “Who is your favorite singer?” (in most cases Justin Bieber) or “If you were stranded on a desert island what are three things you would bring with you and why?”

Having been spoiled by the high English fluency of my college prep students and the pretty good English of my health class, I completely overestimated the English ability of those in the restaurant class that I was visiting.

Now there were definitely some vocab words that I knew I shouldn’t have used. When trying to explain the Supreme Court I used “unconstitutional” and immediately realized I should have said something like “illegal” or “against the law” instead. I also knew I would probably have to go back and explain what a census was. So when my co-teacher asked if we could review the slides and some of the vocab I had used, I was more than happy to oblige. I think I fully realized how much I had overshot my audience when we had to check if the students knew the meaning of “government.”

Even though most of my lesson was a bit too complex for my students, it still proved to be an instructive and hilarious class. I think the parts of the lesson that amused me most were when:

  1. We were reviewing political parties and I was asked what the turtle and the camel were for. Democrats and Republicans take note: your political animals could be drawn better. After I got over my fit of laughter, I didn’t even bother using the terms Democrats and Republicans, realizing that things would go over better if I called them the donkey-people and the elephant-people. In the end, I told them not to worry about the elephant-people since their equivalent doesn’t even exist in Norway. To be fair, they thought that the donkey-people were pretty weird too.
  2. Answering why there is no Church of America. In Norway, most people belong to the Church of Norway and so my students were a bit confused as to why America doesn’t have a state church. I then explained how many of the people who first came to America were coming to escape religious persecution (I then totally blanked on a simple way to explain the word persecution, resorting to a poor definition along the lines of “people actively didn’t like them”) and how that made our founding fathers value religious freedom. After the lesson, I speculated on what a Church of America might look like and settled on thanking our founding fathers for not allowing that to happen.
  3. Tipping. First things first, apparently the word tipping means betting in Norwegian. So my students initially thought I was describing some weird betting system that exists in US restaurants. Once I managed to clarify, my students were still at a bit of a loss as to why you would just give people extra money. When I explained that the federal minimum wage is just above 2 USD/hour for certain restaurant professions, they began to freak out. Needless to say, they began to understand why Americans have this weird habit of giving away money as tips.

While my lesson was not the smashing success I had hoped it would be, it was definitely still a fun experience and a learning experience. I’ve learned that in a vocation track it’s important to review my lesson slide by slide and to be more diligent in consulting with my co-teacher about the level of English that I’m working with.

Strikes & More Hikes

The teachers’ strike has finally ended! This was the happy news that greeted me on Monday, and I was excited to finally go to work at Byåsen towards the end of the week. Between my NTNU teaching schedule and my NTNU student schedule, I can only go to Byåsen on Thursdays and about every other Friday. The current plan is to help with a class called International English on Fridays and to stop in on most Thursdays to help with whatever classes teachers would like to borrow me for. This week I went to both International English and an English class that is part of the health vocational track. Overall the students seem to be fairly well spoken, if a bit shy.

This week has also been fun since I finally got to see my co-teacher at work. She does a really great job of engaging with the students and coming up with fun activities for them to do. I particularly enjoyed watching the students try to rap Disraeli’s 21st Century Flux, though I was surprised that the first dictionary they turned to when going through the lyrics was Urban Dictionary. I suppose that I’ll have to be the one diehard Oxford English Dictionary fan in the room.

On another note, I’ve gone on a few more adventures with the other Trondheim Fulbrighter, Alix. Two weeks ago we decided to try and pay Munkholmen, an island out in the Trondheim fjord, a visit since it can’t be accessed past early September. The only way you can reach the island is by boat, and because we decided to go with a sightseeing company, we got a tour of the fjord on top of our trip to the island. One thing that we learned on the tour was that during World War II the Germans had hoped to make Trondheim their northernmost naval base. In order to achieve this, they built two different submarine bunkers in the city, both of which are still standing today. In fact, one of those bunkers is now the home of the city and state archives. We also found out that the fjord contains a lot of salmon, which explains both the salmon vendor who comes to the nearby grocery store and the many fishermen who line the fjord on sunny days. As for Munkholmen, it used to by the home to a monastery which became fairly well known for its beer. Funnily enough Munkholmen is now its own brand of beer although these days it is non-alcoholic.

More recently, Alix and I had a nice sit down meal with one of last year’s Fulbrighters, Kam. It was great being able to ask her a bit more about her experiences as a Fulbrighter and to ask her for all of her Trondheim specific tips. Thanks to Kam’s advice I have now successfully found three of the Asian  grocery stores downtown (and thus the location of good ramen).

Lastly, I ended this week with a hike! This weekly hiking is starting to make me feel both more Norwegian and less guilty of the fact that I have yet to use my new gym membership. This week Alix and I, as well as another friend Tom, decided to brave the tram system and head out to Bymarka. Bymarka is Trondheim’s main forest and its location high up on a mountain offers some great views of the fjord. We decided to take it pretty easy so we mostly just walked around one of the lakes next to the Lian tram stop; however, we’re hoping to come back another time to explore a bit more of the forest. Until then, you’ll have to settle for some pictures of our fjord tour.

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Education Culture Shock

Today the Rovers, Abby, and I had to get up early for an education seminar that we were going to in Halden. Because the train trip took over an hour it was a great time to talk to everyone about their experiences in American education. Topics ranged from the structure of Kipp charter schools to the state of sex education in the US and I had a really good time learning about the different places where people have taught.

The other great part of our commute was getting to use a maxi taxi, which was pretty much code for party bus. The taxi was even playing old Madonna hits.

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Our day was jam-packed with useful information, and it was great to talk with more people about what they thought of the ongoing teachers’ strike. I’ve divided up what I’ve learned into more manageable sections so feel free to skip over the parts that don’t particularly appeal to you.

Teachers’ Strike

The overall feeling that I got from people at the Norwegian Center was that they believed the teachers had valid grievances, but were worried that if the strike continued for much longer that it would hurt the teachers’ cause. In 2013, Denmark had a teacher lockout after negotiations between the Danish Union of Teachers and the local government collapsed. The month long lockout ended when the government forced an emergency bill through Parliament that unilaterally sided with employers (Education International). People at the Norwegian Center, as well as others, seem worried that if the teacher’s strike continues for too long that the same thing will occur here. The strike continuing is a very real possibility and it is rumored that the unions have enough funds to last for two months. Crossed fingers that I will make it school before the month ends!

Foreign Languages 

There are materials available for 38+ foreign languages at the Halden Center, but not all languages are offered in schools, and schools have some independence in deciding what languages they will have available. Learning foreign languages can start as early as kindergarten and preschool, but English doesn’t become a mandatory subject until the first grade. English is taught throughout high school, but in 8th grade students are given the option of either:

  1. Going in depth into Norwegian
  2. Going in depth into English
  3. Starting a second foreign language

The last option is emphasized the most and in order to qualify for university you must know a second foreign language. Being fluent in a second foreign language is also seen as a positive because it can be used to help foster a good working relationship with Europe. The fact that I only started to learn my first foreign language, Spanish, in high school was a bit humbling.

Research done at the Center also shows that when more languages are offered, the more students take foreign languages. There is the same curriculum taught in all foreign languages and an exam can be taken to determine fluency. Immigrants* are also encouraged to learn their home language so that they can take exams to become accredited. Perhaps because of the wide range of languages that are offered in Norway, weekend language schools such as Chinese school and Korean school aren’t very common in Norway.

*In Norway immigrants are not only people who move to Norway from another country, but also include the children of immigrants. In other words, even if you are born in Norway you are still considered an immigrant if your parents are immigrants.

Teacher Education

Teacher education is a four year masters course in Norway, and learning often continues even after teachers achieve their masters. The government has developed centers for teaching excellence where educators can go to to learn new teaching techniques, and teachers can also enroll in education classes and receive funding for this by national authorities. Teachers are also encouraged to get their PhDs to increase their competence in subject knowledge.

The government has also embarked on a recruiting campaign for teachers. Recently there has been a fall in respect for Norway’s teachers (one of the grievances of those on strike). One hypothesis that we were given for this decline in respect was that because education used to center around teaching the elite it was seen as a more “special” profession. Now that education is accessible to almost everyone, the respect for teaching has also declined and fewer people are becoming teachers. Not only is the government trying to recruit teachers generally, they are also trying to recruit more male teachers, specifically those who want to teach primary school children. The hope is that by incorporating more men into the education system schools can give children more male role models.

Primary & Lower Secondary Education

Yes, Norway uses the same education naming system as British so the above roughly translates to grades 1-9. Primary school has students until around age 7 and lower secondary school encompasses ages 6-15. Municipalities are responsible for primary and lower secondary schools, counties are responsible for upper secondary education and training, and the state is in charge of universities and university colleges.

The biggest difference from the American system that I was told about was that there are no grades are given from grades 1-7, though informal evaluations are given. The professor that I work with at NTNU said that the reasoning behind this is that educators don’t want to encourage competitiveness amongst children. Children also can’t fail a class and retake it. Students are graded on competence, so instead of being given a failing grade, a student is simply marked as at the lowest degree of competency.

Another difference is that teachers do not have their own classrooms, the students have their own classroom. The teachers are the ones responsible for changing classrooms when they switch lessons.

Lastly, there isn’t the same concept in Norway as there is in America of separation of church and state. Religion is a mandatory subject here and while it used to only focus on Christianity, it has become more diverse over the years. It used to be that you could apply for an exemption from the class, but now that coverage is more diverse you can’t do that anymore. As for what’s actually offered, the religious classes available are Christianity, Ethics/Humanism, and Other Religions.

Upper Secondary School and Vocational Training

Upper secondary school and vocational programs round out the last few years of what we would call high school. If students participate in upper secondary school they normally do two years, but if they are in a vocational track they can either do:

  1. Two years of upper secondary school and two years of apprenticeship
  2. Three years of upper secondary school then one year of apprenticeship

Vocational tracks include things like

  • Building and construction
  • Design, arts and crafts
  • Electricity and electronics
  • Healthcare, childhood and youth development
  • Media and communication
  • Agriculture, fishing and forestry

and much more. Vocational students still have to take theoretical core subjects (things like English, Math, Social Sciences, etc.) and students have reportedly found it difficult to work with these subjects and see them as relevant. The FYR project has tried to change things by making core subjects more vocationally oriented. For example, an English class would focus more on how to write cover letters, CVs, and professional writing than a standard upper secondary school English class would.

One thing that Norwegians are concerned about is the dropout rate, especially in vocational programs, and especially amongst boys. In fact, almost 45% of vocational students achieved no competence in their studies, or failed to finish. A few factors that Norwegian authorities have looked into:

  • Parental education (parents who have a good education or an interest in education have children who more likely to complete school)
  • The grades people received in lower secondary school
  • Ethnicity
  • Feelings of isolation
  • Rural people moving into urban areas

The last two bullet points have caused schools to call dropouts “push outs,” because they see it as a more accurate term. Additionally, when students apply for vocational studies they rank their top three tracks as part of their application. Most students get their top choice, but those who don’t usually end up dropping out. Moreover, some students select a vocational track not because they are particularly interested in a vocation but because they hate general studies. Students who do this oftentimes still struggle in vocational tracks.

Higher Education 

Norway has eight universities and there are several ways to qualify for them. Typically students need to have three years of completed and passed upper secondary education, but for those over 25 university access is based on several forms of competence. In order to apply for university, you simply fill in a national application that states your basic information, your grades, and your ranked preferences for universities. There are no personal statements, references, lists of extracurricular activities, or work experience. This was probably the thing that I found most shocking since it offered such a large contrast to the US application system. The other thing to note about the application process is that students are only admitted to one school. Mind blown.

Universities in Norway also take part in the Bologna Process, something that establishes standards for higher education throughout Europe. There are 46 out of 47 European countries participating in the Bologna Process (Belarus is the odd one out), and in theory the Bologna Process means that degrees are recognized between countries and that classes should be fairly equal throughout Europe since classes are using common reference frames.

As for funding, financial support is originally given as a full loan, but about 40% of that loan changes into a grant after certain modules are passed at university.

Because higher education is so accessible here, there is a feeling that people have too many masters degrees when what Norway really needs are people in the professions, such as plumbers. The question being asked is whether or not people have become too academic, especially when there is a dearth of skilled craftsmen. Similarly there has also been a loss of respect for the humanities in favor of STEM (science, technology, engineering, and math) because STEM is seen as being much more practical and helpful in terms of boosting the economy. As a humanities major myself, it’s sad to see that the loss of respect for the humanities appears to be a globalized trend.

Our orientation was full of useful information and I was thankful to have a much better understanding of the Norwegian school system by the end of the day. Once our lectures on education finished both Abby and I returned to Oslo to catch our late night flights back to our new home cities.