- 2019Implementation
- 2020Implementation
- 2021Completed
Background
Every fifth adult in Norway does not have a diploma or certificate from upper secondary education.
For adults, who often have greater financial obligations such as housing loans and family, finances are an important factor when making choices about education.
Objectives
This scheme will encourage more adults to continue in education, including VET, and thus have the opportunity to learn throughout their lives.
Description
Changed rules for study loans and grants for adults from the State Educational Loan Fund were implemented in 2020. With the new rules, it is possible to apply for a loan until the age of 50, without reducing the loan amount, compared to the previously applied limit of 45 years. In addition, the age limit for when the loan must be repaid was raised from 65 to 70 years.
Adults who want to take higher education can, like other students in higher education, receive basic support for full-time education. They may also be entitled to other grants, such as parental grants, additional grants and refugee grants.
A requirement for at least a 50% study load to receive support has been removed. This means that it is possible to get support if you have a split, for example, of 20% study and 80% work.
It is also possible for adults to get supplementary loans to take upper secondary education. Anyone aged 30 or older may be entitled to an additional loan. For those who are 18 years of age or older and have children under the age of 16, an additional loan can be granted. There is an upper limit for supplementary loans.
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Legislation was changed and new rules apply.
The scheme has been completed.
Bodies responsible
- Ministry of Education and Research (KD)
- State Educational Loan Fund
Target groups
Learners
- Adult learners
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.
This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.