ECVET tools for mobility abroad

Policy development
Practical measure/Initiative
Norway
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Timeline
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Completed
ID number
28781

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Since 2013, upper secondary VET level (referred to as tertiary education in Norway) has had a credit point system, with the possibility of conversion to the European credit system for vocational education and training (ECVET). Units of learning outcomes and credits may be devised at local/provider level.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2015, a public hearing was held to assess the possible implementation of ECVET. The results pointed to a number of possible actions, such as piloting ECVET for mobility or skills validation, and creating a forum for users to discuss and reach a common understanding of how it works. Measures implemented are linked to the target groups that benefit from the use of ECVET principles. For young people who take part of their education abroad, ECVET tools are secured through the work of national ECVET experts coordinated by the Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (Diku).

2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation
2020
Implementation

The ECVET documents, such as learning agreements, are in use.

2021
Completed

ECVET documents are available for mobility projects.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Norwegian Directorate for Higher Education and Skills
  • Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (Diku) (until 2021)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Using EU transparency tools (EQF, Europass, ESCO, ECTS, ECVET principles)

This thematic sub-category refers to the application of EU transparency tools that allow recognition of qualifications among EU Member States (EQF, Europass, ESCO, ECTS). Among others, it includes linking national VET platforms and databases to Europass in accordance with the Europass Decision and EQF Recommendation and the use of the ECVET principles and tools, such as memoranda of understanding or learning agreements applied in mobility actions. The sub-category also covers measures on recognition of foreign/third-country qualifications for specific target groups, e.g. migrants or highly skilled professionals.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
National ECVET homepage

Country

Norway

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). ECVET tools for mobility abroad: Norway. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/fi/tools/timeline-vet-policies-europe/search/28781