Nordic cooperation

Timeline

2019Implementation
2020Implementation
2021Completed

ID number

28957

Background

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

A white paper on Nordic cooperation is presented annually to ensure continuous cooperation between the Nordic countries.

Objectives

Goals and objectives of the policy development.

The objective is to strengthen Nordic cooperation and ensure continuous safety in the Nordic region.

Description

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

This paper discusses the most important development features of Nordic cooperation. The first chapter describes a number of measures that have been implemented in recent years to follow up the government's goal that Nordic cooperation should be developed and strengthened. In the second part of the report, the government, based on current societal challenges, highlights how we can work to ensure the Nordic region remains safe. The Nordic countries cooperate on education and research projects and in 2018, 38.3 % of this budget was allocated to mobility programmes. It is expected that cooperation in the Nordic countries will promote mobility both in education and in the labour market.

The Nordic countries emphasise early efforts to improve language and integration in kindergarten and lower and upper secondary school, including VET. A programme will contribute to good transitions between education and working life, mutual recognition of education (including VET) and professional qualifications, digitisation and a clearer link to the UN Agenda 2030.

2019

Implementation

The white paper on Nordic cooperation was adopted and implemented.

2020

Implementation

There were no new developments in 2020.

2021

Completed

The measure is operational and the cooperation between Nordic countries continues as a regular practice.

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.

Ministry of Education and Research (KD)

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.

Other

Beneficiaries at all levels of education

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.

European and international dimensions of VET

This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.

Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.

Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.

VET internationalisation strategies

This thematic sub-category refers to developing internationalisation strategies supporting a strategic approach to international cooperation in VET and lifelong learning, including going beyond the EU.

International qualifications

This thematic sub-category applies to using in a country, qualifications awarded by a legally established international body (association, organisation, sector or company) or by a national body acting on behalf of an international body. International qualifications are used in more than one country and include learning outcomes assessed with reference to standards established by an international body (Council Recommendation on the European qualifications framework for lifelong learning, 2017). Some examples include the Microsoft or Cisco certificates in the ICT sector, the European e-competence framework for ICT professionals, and International Welders Federation qualifications (Cedefop, 2018).

Subsystem

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

IVET

CVET

Country

Norway

Type of development

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

Strategy/Action plan

Cite as

Cedefop, & ReferNet. (2025). Nordic cooperation: 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/28957

Timeline of VET policies in Europe