Opinions This is a debate post. The post expresses the writer’s views.
Benches
– There used to be benches along the harbour, but now there are no longer benches on the quayside that people can sit on! They should have arrived by now in May!
Jan Berentsen
Buses to Nøstet
– Mr. Svein Teigland asks a completely legitimate question in BA on March 27: “Why are there NO bus routes that go to/past the Hurtigruten/Danskefergen terminal at Nøstet?” He believes that all public transport destinations should have a connection to further public transport!
Many of us have wondered about it for a long time! But this is where the guarantor for lack of management of public transport in the Bergen area, SKYSS, comes into play. One of their press representatives says: “The issue has been assessed previously, and is NOT uncomplicated!!”
This double denial says a lot about SKYSS! This is therefore too complicated for the route planners at Skyss!
Of course Mr Teigland is right! It is unheard of not to have a bus connection to the Nøstet terminal, here there is plenty of space, well-regulated traffic access with traffic lights, and good on- and off-roads. It also shows a lack of financial flair, along one
such a route from Florida, the Høyteknologisenteret, Vil-Vite and to the quay terminal at Nøstet will generate bus customers. And you pass the tourist ships!
A fun further route can, for example, end up at Nordnes by the Aquarium.
Bergen Sporvei AS always made sure to follow Hurtigruten’s physical land berth with the seasonal adjustments, which Hurtigruten did.
And the loser is Bergen.
Peer F. Jarnung,
director Bergen Sporvei
Teacher training
– The teacher education programs must train teachers for the whole country, and then all student teachers, regardless of subject, must be prepared to be teachers in New Norwegian classrooms. The teacher training courses are crucial both for future Nynorsk learners to receive good training and for a real balance between Nynorsk and Bokmål to be achieved.
In November, the Language Council launched a report on Norwegian, and particularly Nynorsk, in teacher education. The report states that student teachers without Norwegian in the subject circle who are going to become teachers and who do not take an education within the Norwegian subject, very rarely have their Nynorsk competence assessed during their education.
The report also shows that the majority of graduating student teachers have their education from lecturer training or practical pedagogical training (PPU). These are courses where the framework plan, in contrast to primary school teacher training courses, does not require the students to have Norwegian Nynorsk competence. The result is that Nynorsk students who are to have training in their written language in all subjects get newly qualified teachers who are not confident in writing or teaching in Nynorsk.
For many years, the target group has pointed out that educational institutions must give student teachers better training in Nynorsk. They must also receive training in Nynorsk didactics, learning how to teach pupils Nynorsk.
It will be an important task for the Minister of Research and Higher Education, Oddmund Hoel (Sp), to get this in place. The new minister has extensive knowledge of the field and should use both his knowledge and his right to govern together with the teacher training programs to ensure better Nynorsk training for student teachers.
The target group has a whole range of concrete measures:
Norwegian must be a compulsory subject in primary school teacher training 5–10, and the framework plans for PPU and lecturer training must also make demands on the students’ competence in Norwegian. A national part-examination in Norwegian should be introduced in teacher training, and the rules for exemption from secondary objectives in teacher training must be tightened. Nynorsk didactics must be a part of the student teachers’ education, and there must be more offers for further training in Nynorsk didactics for those who already work in the school. Educational institutions must introduce Nynorsk at the study sites. Exposure is the key to mastery. In addition, the University and College Council, as an advisory body, must set requirements for Nynorsk competence in its national guidelines for teacher education.
In this way, we can ensure that we train teachers who have the competence to conduct training in and in Nynorsk.
Peder Lofnes Hauge,
Leader of Norges Mållag
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