Point of departure and research questions In 2006 the Ministry of Children, Equality and Social Inclusion (BLD) funded a comprehensive study of children, young people and their parents from households with long-term low ...

Evaluation of a comprehensive reform In 2004, the State took over the responsibility for the part of the child welfare services which had formerly been administered by 19 counties. A new unit was established, consisting ...

The report has to parts. First we present a knowledge review concerning the situation of children and young people with parents who are LGBT. In the second part we discuss statistical information about how many children ...

In June, 2010 a legislative change was effected making an offer of homework assistance to all pupils in years 1 through 4 mandatory for all primary schools in Norway, when the children are from 6-7 to 9-10 years old. ...

In this report NOVA reviews empirical studies of the quality and contents of Norwegian day care services after 2002. The previous review, «Research on day care services. A knowledge status» (Gulbrandsen et al., 2002) was ...

Introduction NOVA has completed an evaluation of the mentor project "Nattergalen", commissioned by the Ministry of Children, Equality and Inclusion (BLD). This was a three-year project initiated in 2008, involving eight ...

Is the concept of «social capital» useful to social scientific research concerning children and young people? Is it useful for the development of social policies? The report adresses these questions through a comprehensive ...

Utilsiktede flyttinger fra fosterhjem – eller flyttinger som skjer tidligere enn planlagt og på grunn av vansker som har oppstått – vekker vedvarende bekymring. Denne sammenstillingen gir en oversikt over nyere norsk og ...

In this report results are presented from a study of collaboration between day care institutions and the Child Welfare Authorities, commissioned by the Ministry of Education and Research and the Ministry of Children and ...

In general, girls achieve better than boys in Norwegian compulsory school. Why is this, and to what extent does the school system in itself play an active role in giving boys poorer conditions for learning? One common point ...