Opening up VET to general upper secondary education students

Timeline

2015Pilot
2016Pilot
2017Legislative process
2018Completed

ID number

28777

Background

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

In 2013, the white paper, On the right track: facilitating enrolment in VET, had pointed out that, while upper secondary VET students may change their pathway after the second year and continue with general education, there was no system allowing for general education students to move to VET without having to apply to start VET studies from the beginning.

Description

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

Based on the conclusions of the white paper, the Directorate of Education and Training has piloted a model enabling learners to move to VET after completing a year at upper secondary general education. Pilots were carried out in the building and construction programme. The pupils who have completed one year at upper secondary general education have devoted many more hours to learning Norwegian, maths, science, English and social studies than first year pupils in vocational education. In one year, general education pupils learn the same as vocational students learn in two years in these subjects. Consequently, these hours can now be used in the second year of upper secondary school to catch up with trade-specific programmes the vocational learners have studied in the first year. A reform proposal was set up and submitted for public consultation in 2017, and adopted in 2018. It was implemented from the school year 2018/19. It is optional for the county municipality to establish this scheme.

2015

Pilot

2016

Pilot

2017

Legislative process

2018

Completed

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 Education and Training

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.

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Permeability between IVET and CVET and general and vocational pathways, academic and professional higher education

This thematic sub-category refers to ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.

Ensuring equal opportunities and inclusiveness in education and training

This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.

Subsystem

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

IVET

Country

Norway

Type of development

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

Regulation/Legislation

Cite as

Cedefop, & ReferNet. (2025). Opening up VET to general upper secondary education students: Norway. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28777