The non-graded elementary school

The history of education in a number of industrialized countries during the first part of the 20th century testifies to the political will behind school centralization and the closure of small and non-graded rural elementary schools. A closer examination shows that school centralization throughout these countries can be associated with the development of a more unified educational system and that a unified school system is in turn seen as a political tool for the advancement of social welfare. In particular, this article discusses the development of the Norwegian non-graded elementary school. It examines the nature and the effects of the applied policies, and analyses the rationales – both political and educational – behind political decisions on education. The overall conclusions can be linked to and complement international research in this area.