Short introduction to the Norwegian VET system
The structural setting
The Norwegian public education and training system is both centralised and decentralised: the overall responsibility for equality in the range of choice, quality and financing lies with the central authorities. With the exception of higher education, the practical responsibility for organisation and management is delegated to lower administrative levels. The social partners are actively involved in both policy-making and practical implementation, both at national and regional levels.
The Storting, the Norwegian parliament, lays down the policy framework for the VET system: the national goals, the legislation and the allocation of economic resources. The Government has the political and administrative responsibility for the nation-wide implementation of the Storting’s policy decisions.
The Government exercises its authority in these matters through the Ministry of Education, Research and Church Affairs. This ministry is responsible for all levels of education, from primary and secondary to higher education, including adult education. This includes the framing of academic and vocational requirements set out in curricula, the supervision of the education suppliers and the formulation of criteria for certification. Within higher education, the institutions themselves decide on the professional content and organise the certification.
At upper-secondary level, the counties have the practical responsibility for organisation and management of VET within the national framework and according to the national standards.
Although formal responsibility for the VET is placed with central and regional authorities, the social partners play an important and active role in both the formation and implementation of vocational education and training policy. Their influence on the formulation of both content and structure of the national system, quality standards and certification criteria, is executed through the National Council for Vocational Training. At county level, they share responsibility with the authorities in the practical training of apprentices and in the testing and certification process.
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Basic principles
A central objective for the authorities at all levels, as well as for the social partners, is to ensure equal rights to education for all, and equality in quality, irrespective of gender and social, geographical and cultural background. Freedom of choice is another basic principle of the national VET policy, which have these main characteristics:
- Education and training is a public responsibility.
- Every young person completing compulsory education, is entitled by law to three years of upper secondary education, general or vocational.
- The supply of education and training shall be of the same, high quality all over the country, and broad enough to allow for a range of choices irrespective of geographical location and private economy.
- All education and training in the public sector is supplied free of charge. The costs are covered by the public budgets.
The market for private VET has been relatively limited, especially at pre-academic levels. However, this market now seems to be growing due to rapid technological changes and the restructuring of industry which create new demands from enterprises as well as from individuals. It will be a real challenge for the public VET system to meet the increasing needs for flexible training provisions in terms of short-courses, "on-the-job" training and open and distance learning methodologies.
The central authorities are now in the process of reforming the general and vocational educational system at all levels, included the training of teachers. The pre-academic VET was given a new structure and content in the "Reform 94".
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Pre-Upper Secondary Vocational Education
Since the autumn of 1994, the VET at upper secondary level consists of a combination of theoretical education and practical training in school, and practical training in a workplace. The main model implies 2 years at school and 2 years as an apprentice. For some occupations there are different models.
There are a total of 13 foundation courses which provide a broad knowledge base for specialisation and lifelong learning. A greater degree of vocational specialisation takes place in Advanced Course I and especially, in Advanced Course II and in industry and trade. 11 of the 13 foundation courses lead to more specialised vocational studies and, eventually, a trade certificate.
A foundation course provides basic education for more than one type of vocational training. Having completed the foundation course, pupils can choose between about 100 more specialised advanced courses I, which also contain some general, academic subjects. There are currently about 200 recognised trades, in which the training is completed by a period as an apprentice in an enterprise or in the public sector.
Persons who have started or completed vocational education, qualify for minimum admission requirement to higher education if they so wish. They can transfer from vocational to general education after the second year by adding a third year of general subjects. Specialised workers/craftsmen, i.e. persons who have completed vocational training within a trade, may attend six months of general education in school.
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Recent developments
Actions and developments within Reform 94
The Act Concerning Upper Secondary Education, which regulates education in the schools, and the Act Concerning Vocational Training which regulates apprenticeship training have recently been revised and harmonised with a view to achieving a more uniform education and better co-ordination between education in school and training at work.
Curriculum
As part of the implementation of Reform 94, new curricula have been developed for all subjects/trades. New competence levels have been defined, which indicate which level the vocational training should lead to. New exams for the craft certificates have also been developed, in accordance with the new curricula.
The new curricula are module-based, something which increases flexibility and facilitates documentation of partial qualifications. They combine theoretical and practical training and presuppose vocational orientation of the theoretical training. The subjects and the time allocated to the common general subjects are the same for all vocational areas of study. Training in the use of IT is obligatory and has been strengthened in all areas of study.
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Recognised Trades
Since 1. October 1996 the organisation of recognised trades has been restructured giving 182 recognised subjects, whereas before the reform, there were 234. Approximately 40 new recognised trades have been developed in areas with a predominance of women and in the public sector. This is particularly important, because the old structure of recognised trades was dominated by "male" subjects. The new recognised trades can be found within sectors such as health and social studies, service, business, transportation and the primary industries.
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Apprenticeship
Autumn 1996 saw the first intake of apprentices after the introduction of Reform 94. The need for apprenticeship had been estimated at a total of 17,000 nation-wide. Both the authorities and the social partners made an effort to reach this goal. The result was a total of 16,500 apprenticeships, representing an increase of 50% since 1995. There was a slight mismatch between the applicants' preferences and access to apprenticeships as far as subjects/trades and geography was concerned. Approximately 45% of the applicants who were not offered apprenticeships, had applied for the following five areas: cookery, car mechanic, electrician, health and social worker and child and youth worker.
A new funding system has been introduced, with higher subsidies for enterprises taking in apprentices affected by Reform 94. These incentives are especially aimed at encouraging more enterprises to participate in apprenticeships.
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Teacher Training
A successful implementation of the Reform 94 presupposes continuing training of the majority of teachers and trainers who are responsible for apprentices in the enterprises, as well as for the members of the regional examination boards. The continuing training of these groups are still taking place, mainly organised at a regional level.
A comprehensive research-based evaluation of Reform 94 has been started. Seven research institutes from different parts of the country assess various aspects of the reform.
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Other recent developments
Among other developments in the field of VET, the following are among the most important:
- The National Centre for Vocational Guidance ("Nasjonalt senter for yrkesveiledning" - NSY) has been established and is now in operation. NSY is a joint venture between the Ministry of Local Government and Labour, and the Ministry of Education, Research and Church Affairs. As a preliminary measure, NSY has received funding from the LEONARDO DA VINCI programme.
- As a result of the general political discussion, and in agreement with the social partners, the Government has established a committee which will conduct a comprehensive study and assessment of various aspects of CVT: the current provision, current and future needs in different sectors and related to specific occupations, alternative organisational and financial arrangements for a strengthened CVT. The committee will present a Green Paper before the end of 1997. This, in turn, will form the basis for a White Paper to be presented by the Government to the Parliament in the spring of 1998.
- Likewise, the Government has appointed a committee which will produce a thorough survey and evaluation of the various aspects of continuing vocational training: scope and needs in various trades and professions today, alternative ways of organising and funding an enhanced continuing training for employees. The committee will present the report in autumn 1997. It will be the basis for a white paper which is expected to be presented spring 1998.
- There has been a major restructuring within higher education. The result is a co-ordination of several professional courses under the same administration. It is now possible to have specialised VET at an advanced level at four universities, six "university colleges" and 26 regional colleges and, in addition, at some art colleges/academies and private higher education institutions.
- During periods of high unemployment, Norwegian authorities gave priority to VET for the unemployed based on a combination of the individual's abilities, interests and experiences, as well as the needs of the labour market. Nearly 58,000 individuals were trained within this arrangement in 1993. Now, as the unemployment numbers are quickly decreasing, the number has been considerably reduced, to approximately 37,000 participants in 1996 and 30,000 in 1997.
Source: NCU
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