Reference year 2026
Version 2026
Drafted by Margareth Haukås, Senior adviser, HK-dir Norway - Member of Cedefop Community of apprenticeship experts for Norway
1Scheme history
The system has older roots in traditional craft training, but the apprenticeship model, as we know it today, was introduced with a Reform form 1994. Since then, there have been several changes.
Today there are 10 vocational programmes, leading to approximately 190 different craft or journeyperson’s certificates. The main model is two-year school-based learning followed by a two-year work-based learning in an enterprise (‘2+2 model’). (see more in Q4 of the country fiche).
The situation before the Reform 1994 was as follows: The old fine-grained practice-oriented course structure in VET, organised according to the principle of a one-to one relation between trades and course structure, was costly to maintain, and courses were often technologically outdated. “The anticipated and eagerly awaited structural build-up of continuation courses in the different VET areas was grinding to a halt due to tight budgets, queues were multiplying and youth unemployment rising” (cf. Michelsen et al 2014:67).
Policies aimed at “parity of esteem” between general and vocational education was failing.
The formal reclassification of vocational schools as an equivalent branch of the upper secondary school had failed to make an impression. The combined effects of large birth cohorts, unemployment and relatively prolonged recession problems made capacity planning as well as transitions from school to work more difficult” (ibid).
The “Reform 94” formally integrated the apprenticeship system in upper secondary education, as we know it today.
2Beneficiaries
The legal framework does not set a maximum age for entering the apprenticeship scheme. In practice, learners begin upper secondary VET after completing lower secondary education, typically at age 16. It is also legally possible to enter an apprenticeship from the age of 15. Adults may also access apprenticeship pathways through alternative VET models.
The 1994 reform gave everybody aged 16-19 a statutory right to three years of upper secondary education, or more if the education lasts longer. Individuals have to make use of the right during a continuous period of five years, or six years if the training is wholly or partly provided in a company (apprenticeship scheme). The majority of learners in the school -based learning of a VET programme are in the age range of 16-18.
Therefore, the majority of apprentices start the work-based learning immediately after at the age of 18-20 (21) (2+2 model).
A student can choose to enter one of 10 Vocational Education Programmes. The programmes offer 3-, 4- or 5-year long vocational education, mainly with basic occupational education. Apprenticeship training is often included. After the first year at upper secondary level in one of the programmes, the student has to choose between several specialisations in year 2, leading to a further specialisation in year 3 when the vocation or occupation is chosen. If a student is not able to find an apprenticeship after having completed 2 years of training, a safety valve in the form of a third year of practical training in school is offered. In a formal sense, both workplace-based and school-based tracks would lead to the same vocational qualification (Michelsen et al.2014:70).
Alternative models are available for adults.
The table below offers an evolution of the enrolments in vocational education between 2023 and 2025.
| 2023 | 2024 | 2025 | |
| Both programmes | 74,816 | 78,092 | 80,144 |
| General education - first year | 36,352 | 37,002 | 36,967 |
| Vocational - first year | 38,284 | 41,090 | 43,177 |
In 2024, nearly 29,400 pupils applied for apprenticeships in Norway, which is approximately 400 more than the previous year. Around 23,600 applicants were offered an apprenticeship.
Source: Søkere til videregående opplæring – utdanningsprogram (udir.no)
3Qualifications
EQF 4 / NQF 4A
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
ISCED level 353
There are 10 VET programmes that provide routes to trade certificates or journeyperson’s certificates. In case workplace training leading to trade or journeyman’s certificates is not available, school-based VET is offered.
There are also alternative pathways for adults, such as modular VET, with the same examination requirements as in the 2+2 model.
The practical candidate scheme is also an alternative. This is a documentation-based alternative for individuals with long and varied work experience. The scheme does not provide training; however, it grants eligible candidates the right to register for the trade or journeyperson’s examination if they have not received formal training through school or an apprenticeship
Successful apprenticeship candidates are awarded a trade certificate (Fagbrev), most common in industrial and service trades, or a journeyperson’s certificate (Svennebrev), which prevails in traditional crafts. The two certificates have equal status based on similar sets of theoretical knowledge and practical skills (Michelsen et al. 2014:70).
After achieving a craft/journeyperson’s certificate (EQF 4), graduates can:
- progress to higher vocational education (fagskole, EQF 5),
- take a bridge year of supplementary studies (statutory right) to gain general university entrance qualifications, or
- in some cases, gain direct access to bachelor’s programmes through an alternative admission pathway for applicants with vocational qualifications (Y-veien).
The main model at upper secondary level is called the ‘2+2-model’, consisting of two years school-based training followed by two years enterprise-based training. The latter corresponds formally to one year in school. The model carries a certain degree of flexibility, depending on the VET programmes and the trade in which an apprentice wants to be trained.
After one year at school, students choose their specialisation among programme areas at Vg2 and after two years (Vg3/school or apprenticeship), the curricula are organised around the respective trades.
4Governance
At upper secondary level (EQF 4), Norway has a long- standing tradition of close national and regional cooperation between education authorities and the social partners.
Pursuant to the Education Act, the social partners have (always majority) representation in all important advisory bodies for upper secondary VET at national and county level.
National cooperation is organised through the National Council for VET (Samarbeidsrådet for yrkesopplæring – SRY) and ten vocational training councils (Faglige råd), one for each VET programme.
Regional cooperation involves county vocational training boards (Yrkesopplærignsnemnder).
Norway does not have dedicated apprentice associations. Apprentices are employees during their training period, and their interests are represented through the regular employee organisations (e.g., LO, YS). These organisations participate in the tripartite structures defined in the Education Act, such as the National Council for VET (SRY) and the Vocational Training Councils (Faglige råd), and thereby indirectly represent apprentices in advisory processes related to qualifications and curricula.
The pupil organisation is represented in both SRY and the Vocational Training Councils.
The cooperation body shall have a board consisting of at least one representative of employers, at least one representative of employees, and at least one representative of pupils, apprentices, training candidates or apprenticeship candidates.
The social partners and relevant stakeholders are involved at all levels of development of vocational education and training.
The tripartite cooperation aims to ensure that training provided to Norwegian VET learners meets labour market and skill needs. It informs changes in the VET structure, curriculum development, regional structure and volume of VET provision., the framework of examinations leading to trade or journeyperson’s certificates, and quality control at all levels.
There are apprenticeship councils at a county level. Local VET councils are ascribed an important role in quality work and quality steering but there are substantial variations in how strongly this role is followed up. The leaders of the national Council of VET consider their new mandate and position as a revitalisation of the cooperation between the stakeholders, where the Directorate of Education and Training carries out system development in cooperation with the social partners (Michelsen et al. 2014:77).
At the level of the firm, Local Training Agencies organise around 80% of all enterprise training in the Norwegian apprenticeship system. The agencies are “privately run” institutions owned by their member firms and are accountable to a board. Executive representatives from member firms dominate the agency boards. Trade union representation exists on these boards, but on a very small scale. LTAs are almost totally dependent on state funding. Grants are paid based on the number of apprentices solicited and completion of training and certification (Olsen et al. 2014:7).
County municipalities accredit apprenticeship companies and monitor the in- company training.
The Directorate for Higher Education and Skills is responsible for higher vocational education and higher academic education. The Directorate for Education and Training is responsible for kindergarten, lower secondary education, and upper secondary education. The directorates are assigned by the Ministry of Education and Research to implement measures, in cooperation with the relevant sector, social partners and / or county municipalities.
The county municipality is responsible for providing upper secondary vocational education (EQF 4) and for apprenticeship training and for higher vocational education (EQF 5).
Apprenticeships at upper secondary level are delivered through a combination of upper secondary VET in school and approved training enterprises. Schools provide the first 2 years of vocational education (main model), while the work-based learning of the apprenticeship takes place in approved enterprises (two years). Training offices (opplæringskontor), established by groups of companies, support many enterprises by coordinating training and providing guidance.
Teachers in VET schools (yrkesfaglærere) must meet national qualification requirements defined in the Education Act and teacher qualification regulations (opplæringsloven §17-3 og opplæringsforskriften § 12-8). Typically, this includes a craft- or journeyperson’s certificate combined with pedagogical training according to national requirements. They are responsible for teaching the curriculum and preparing learners for transition to workplace training and apprenticeship.
County authorities are responsible for approving training enterprises and overseeing the quality of in company training. Before approval is granted, the enterprise must be professionally assessed by the county Vocational Training Board (yrkesopplæringsnemnda).
National regulations require that apprentices are assessed against the learning outcomes defined in the curriculum, and the final trade- or journeyperson’s examination functions as a evaluation.
Continuous assessment of apprentices supports learning and professional development throughout the training period. It provides regular feedback on progress in line with the curriculum, helping apprentices understand what they have achieved and what needs further development. The assessment may be both oral and written.
There is regular data collection on labour market transitions, after one and after three years after completion of a craft or journeyperson certificate. Statistics go back to 2014 and give a relatively stable picture: around 80% of graduates are employed, around 10 % continue in other education programmes, and around 5-7 % are NEETS.
Other evaluation activities include:
1. Evaluation of the Apprenticeship Clause (from 2018), which assesses impact, effectiveness, and indirect effects of the requirement to include apprentices when applying for public procurements
2. Evaluation of the Training Candidate Scheme (lærekandidatordningen) and targeted subsidies (From 2018). Focuses on outcomes for learners with special needs and the effectiveness of support measures.
3. Evaluation of the Curriculum Renewal – Vocational Education and Training (2023, NIFU/Fafo/OsloMet)
Norway has established a National Centre for Vocational Education to strengthen knowledge and research on vocational education and training (August 2025). The center will focus on monitoring, evaluation, research and long-term strategic knowledge development. More regular reporting is expected in the future. The Centre is expected to support the system by:
• producing and collecting research, analyses and evaluations;
• contributing to evidence informed policy discussions;
• strengthening the overall knowledge base available to authorities and social partners.
5Training at the workplace
The Education Act stipulates that ‘apprentices are persons who sign a contract in view of obtaining a trade certificate or a journeyman’s certificate within a trade where in- company training is offered.’ The apprenticeship programme is designed to have part of the training in an enterprise.
In the cases where the learner do not get an apprenticeship placement, the trainer will be offered an alternative.
During the first two years there is an in-depth Study Project (421 hours) where the training should preferably take place in companies.
This is basically regulated through the remuneration of apprentices, which is settled in collective wage agreements that may contain a remuneration scale for apprentices. Normally, a two-year apprenticeship period contains 50% training and 50% ‘value creation’, the latter considered as the foundation for calculating the salary of an apprentice.
The apprentice (last two years) normally does not alternate between school and enterprise. The training is conducted in company, leading up to the final examination.
All vocational education and training pathways have a yearly curriculum to follow, also for the work-based learning in an enterprise, leading to a craft or journeyperson’s certificate. Within the 10 vocational programmes, approximately 190 different certificates can be awarded, which means 190 different curricula are available.
The learning outcomes for apprentices in Norway are defined in the national curriculum for each VET programme and trade (lærefag), the national curriculum are regulations to the Education Act.
All VET curricula in Norway are built on the following mandatory national components:
• Subject relevance and core values (Fagrelevans og sentrale verdiar): Each curriculum must define the societal, ethical and professional values that underpin the trade, and describe the relevance of the vocation in working life and society.
• Core elements (Kjerneelement): These describe the most important disciplinary or vocational concepts, skills and ways of working that characterise the trade, and form the foundation of learning and assessment.
• Cross-disciplinary topics (Tverrfaglege tema): Sustainability, public health and life skills, and democracy and citizenship must be integrated where relevant. These themes ensure that learners develop broader competences linked to societal and workplace needs.
• Basic skills (Grunnleggjande ferdigheiter): Oral and written communication, numeracy, digital skills, and the ability to learn are embedded across subjects and training activities, and are adapted to the needs of each specific trade.
In recent curriculum revisions (Fagfornyelsen 2020), increased emphasis has been placed on digital skills, sustainability and green competences, entrepreneurship, and the ability to adapt to technological and organisational change. These themes are embedded as cross-cutting elements and are therefore part of the expected learning outcomes for all apprentices.
The final trade- or journeyperson’s examination assesses whether the apprentice has achieved the outcomes according to the national curriculum for the specific trade.
According to the Education Act, the training enterprise is obliged set up an internal training plan to make sure that the apprentice is being trained in compliance with the curriculum of the vocational programme that the apprentice is enrolled in. In case some parts of this training is not delivered by the training enterprise with which the apprentice has signed his/her contract, the enterprise in question should accommodate for this (for example when neighbouring enterprises join forces to train a group of apprentice.
A training enterprise should appoint a qualified training supervisor (faglig leder) with responsibility for the apprenticeship training, while ensuring that legal obligations are respected. Each such enterprise should have one or several trainers (instructors) who are directly involved in the training of the apprentices. These trainers are vocationally skilled employees, often with a formal vocational qualification.
In enterprises, a designated training supervisor (faglig leder) is responsible for ensuring that the apprentice receives training in line with the national curriculum and the requirements set by the county authorities. While the Education Act requires the enterprise to have a “professionally qualified person” in this role, there are no nationally prescribed educational requirements for the training supervisor (faglig leiar). The supervisor may be considered qualified on the basis of formal vocational education or extensive, relevant work experience. In practice, counties expect the training supervisor to hold relevant vocational qualifications and experience.
Workplace trainers (instruktører) provide day-to-day supervision and training. Their competence requirements are not regulated in detail in national legislation, but they are expected to have sufficient vocational expertise to train apprentices according to the curriculum.
The roles of training supervisor and workplace trainer (instruktør) may be carried out by the same person.
County authorities offer voluntary competence development courses for training supervisors (faglige ledere) and workplace trainers (instruktører). These courses typically address supervision and guidance, assessment and documentation practices, curriculum understanding, legal framework and responsibilities and expectations.
Participation is not mandatory, but the courses are intended to support training enterprises in strengthening the quality of in company training and ensuring that apprentices receive instruction aligned with the national curriculum. The content and organisation of such courses vary between counties.
More than a judicial question about sanctions and fines, the apprentice contract defines rights and obligations that apply both to the apprentice and to the training enterprise. Subject to approval by the county educational authorities, a contract can be cancelled if one of the parties: a) neglects to follow their obligations, b) for some reason cannot continue the contract till its end; or c) if the apprentice by writing informs that the act of complying with the contract till its end represents a unreasonable disadvantage for him or her.
6Contract and compensation
The duality of the apprenticeship training defines a dual status of apprentice and student.
As an apprentice the learner is employed in the company, with the status that follows an employed person.
An apprenticeship contract is issued to learners who follow routes to trade certificates (mostly in industry and services) or journeyperson’s certificates (mostly in handicraft). The apprenticeship contract evolved from a dyadic labour contract form into a triadic agreement signed by the apprentice, the enterprise and the county municipality (Michelsen et al. 2014:69).
The contractualisation of apprenticeships rests on the Education Act and the Working Environment Act. The presence of a collective wage agreement in the enterprise where the apprentice is trained can also regulate the rights and obligations to which the apprentice and the employer have to comply. The county authorities (alongside a Local Training Agency that may be involved in the training arrangements) are monitoring the quality of the in-company training offered to the apprentice.
The apprenticeship contract gives the apprentice employee status and thereby access to the main social protection provisions regulated by the Working Environment Act and other labour legislation. This includes the right to a safe and healthy working environment, limits on working hours and overtime, paid leave, sickness benefits, and protection against discrimination and unfair dismissal. Apprentices are also covered by the employer’s obligations related to occupational health and safety and have the right to follow-up and adapted training in accordance with the Education Act. Through collective agreements, apprentices may receive additional protections, including wage progression and rights linked to workplace training conditions.
The apprenticeship contract is valid from start date to end of the apprenticeship date.
The registration of apprenticeship contracts in Norway is handled at the county level. The government has delegated full responsibility for upper secondary education and vocational training to the county authorities. The process works as follows:
1. A work contract (employment agreement) is signed between the apprentice and the company.
2. An apprenticeship contract is signed between the apprentice and the approved training enterprise.
3. If the company is a member of a training office, the training office signs the apprenticeship contract on behalf of the company.
4. The apprenticeship contract (and in some cases the work contract) is submitted to the county apprenticeship training authority, which formally registers and approves it.
5. Companies must be approved by the county authorities to be eligible to train apprentices.
There are multiple remuneration forms, and the salary varies a lot according to the wage agreements concluded between social partners in the sector that an apprentice is engaged. If the apprentice works in an enterprise covered by a wage agreement and provided that the apprentice is member of a trade union, the national wage agreement for the trade in question may define an increasing pay scale according to the length of the apprenticeship period.
All workplace-training hours during the two first years are paid with an apprenticeship salary. For the two last years, all school and work hours are paid as apprentices (Olsen et al. 2015:13).
Normally, a two-year apprenticeship period contains 50% training and 50% ‘value creation’, the latter considered as the foundation for calculating the salary of an apprentice.
Most companies follow this salary development during the apprenticeship:
• First six months: 30 % of the start salary of a craftsperson
• Second six months: 40 % of the start salary of a craftsperson
• Third six months: 50 % of the start salary of a craftsperson
• Fourth six months: 80 % of the start salary of a craftsperson
Regulated by a national collective agreement (Riksavtalen | Fellesforbundet)
7Financing and incentives
Employers pay apprentices a wage, part of it is funded by the state.
Employers pay apprentices a wage. The most common understanding is that the apprentice contributes to the value creation of the company and is therefore a good investment for the company’s ability to earn money. Part of the wage is funded by the state.
The state subsidises the salary paid to an apprentice. Norway does not operate national, regional or sectoral training funds for apprenticeship financing. The state funding is provided through the national budget and administered by the county municipalities. This funding is transferred directly from the municipalities to the enterprises.
The state funds part of the salary paid to an apprentice.
The subsidy amounts to about EUR 690 per month per apprentice (Satser lærlinger, praksisbrevkandidater, lærekandidater og kandidater for fagbrev på jobb 2023 (udir.no)
The grant is intended to compensate the company for the responsibility of training the apprentice according to the national curriculum and to encourage more enterprises to take on apprentices. The size of the apprenticeship grant is determined by the Ministry of Education and Research and is adjusted annually. In 2024, the grant was NOK 175 882 (approximately EUR 14 500) per apprentice for the total duration of the apprenticeship (two years), which is equal to one year of full-time training.
A social contract for VET 2022-26 was agreed by the social partners. The main priority in the contract is apprenticeship placements for all qualified pupils. To achieve this, several measures will be initiated in the period:
a. strengthen the regional and local work for more apprenticeship placement;
b. better match the training in school with the demand from enterprises;
c. increase recruitment in vocations with a lack of apprentices;
d. counteract discrimination;
e. better disseminate apprenticeship placements;
f. sharing of experience.
The apprenticeship scheme provides skilled workers, trained and specialised by the enterprises, and are therefore valuable to the enterprises.
Training offices (opplæringskontor), established by groups of companies, support many enterprises by coordinating training and providing guidance.
An information page on how to recruit new companies to apprenticeship schemes is publicly available – the page contains quality-assured information and supporting documents on how to contact enterprises offering apprenticeships and how to follow up, as well as tips and templates – however is not widely used by companies.
An award for the best public enterprise for apprentices has been introduced. The prize is awarded annually to a public enterprise that has excelled in its work with apprentices. The prize is a means of raising awareness of apprentice-friendly enterprises and apprenticeships.