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This website as well as the publications and online tools accessible via this website may contain UK data and analysis based on research conducted before the United Kingdom’s exit from the European Union on 31 January 2020. EU averages or other statistical parameters including the UK reflect the situation in the European Union before 31 January 2020 and should not be considered as representative of the situation in the EU thereafter. Any data or information pertaining to the UK will be gradually phased out from Cedefop’s website, publications and online tools, as ongoing research projects with the United Kingdom’s participation are concluded.
The Covid-19 outbreak has had a huge impact on the Norwegian economy, working life and, not least, the education sector. The pandemic has completely changed the everyday lives of teachers, students and apprentices.
The Norwegian Government's vision is to boost the already high attractiveness of post-secondary vocational education (nationally referred as tertiary). The education quality award contributes visibility and attractiveness for the labour market.
Worker and employer survey reveals that building and construction have a strong connection to the labour market leading to permanent employment. Health care, childhood and youth development meet the overall needs of the labour market, but lead more often to part-time, temporary, and on-call jobs...
Introduction of a regulatory framework for exchange organisations to assure the quality of host homes, safety and support of pupils, and to inspire more young people to go on exchanges and help them make the most of their experience abroad.
The formalised cooperation between the Nordic countries is one of the oldest and most extensive regional cooperatives in the world. It is based on shared values and a willingness to achieve results that contribute to the Nordic region’s development and competitiveness. The...
As part of the government’s initiative to keep good teachers in the classrooms, the education ministry has been conducting a pilot project since 2015/16 on a new professional career path for teachers, the so called teacher specialists. It is based on the Promotion of the status and quality...
The government is increasingly focusing on vocational education in an effort to update it. A new structure for vocational subjects in upper secondary schools will be introduced in the autumn of 2020; this will be the biggest change in VET since 2006.
A government decree (forskrift) on the overall position of the national qualifications framework for lifelong learning (NQF, NKR in Norwegian) in relation to different areas of education and training was adopted by the...
According to figures from the Directorate of Education and Training, 20 800 vocational students received apprenticeship training in companies in 2017. This is 72% of all students who applied for it; it is the highest number and the largest proportion since measurements started in 2011 and is a...
Norway is in great need of skilled workers and makes efforts to encourage more people to choose vocational education and training (VET). This year more than 8 300 learners will choose to switch from their VET programme to a programme that prepares them for entrance to higher education.
In 2017, the government decided on two measures that will extend the right to upper secondary education. Young people who leave education and training early were given a new right to continue their education, and more immigrants are entitled to attend upper secondary education.
An absence limit in upper secondary school was introduced in 2016-17. To receive their grades, learners’ absence per subject should not exceed 10%; in special cases, the school principal may adjust the limit to 15%. The absence limit applies to undocumented absence, not that due to...
From 1 January 2017 apprentices must be included in all public building and construction projects and services.
Norway has new measures in place to ensure that refugees are integrated as soon as possible. VISKA (Visible skills for adults), a European cooperation project with funding from Erasmus+ KA3 (Support for policy), is an important part of the effort.
Digital skills are defined as one of five basic skills in Norway’s national curriculum. They are considered fundamental to learning in all subjects as well as a prerequisite for learners to be able to demonstrate their competences and qualifications.
Norway has many measures to ensure that newly arrived immigrants are integrated as soon as possible. Education is an important element.
A new regulation was added to the Education Act in June 2015 to clarify the connection between formative and final assessment. The new provision emphasises that the competence the learner shows progressing along the educational pathway will have an impact on the final assessment.
The new brand makes it easier for consumers to identify enterprises that take their corporate social responsibility seriously by hiring apprentices.
The Directorate of Education and Training with social partners will soon start reviewing the national structure of upper secondary VET programmes.
In June 2014, the county authority of Østfold, with support from the Norwegian Directorate for Education and Training, organised Østfold’s largest job interview. The event gathered 200 vocational education and training (VET) students and 100 representatives from enterprises in the county....
Norway had a change of government in October 2013. The new government, which consists of two parties, drafted a coalition agreement laying down their policy. Vocational education and training (VET) at upper secondary level is a priority.
In 2006, Norway launched a comprehensive curriculum reform called the knowledge promotion reform (Kunnskapsløftet). At the same time, the national authorities also ordered a major research-based evaluation of the reform. The results were recently published.
The Social Contract for VET (Samfunnskontrakten) was signed by the Norwegian Ministry of Education and Research, the Ministry of Government Affairs, the social partners and the regional authorities in April 2012.
The Norwegian research institute NIFU has evaluated the Certificate of Practice Scheme, a pilot project intended to reduce the dropout rate in upper secondary education during the period 2008-11.
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