Development of system of continuous education in Norway: state and prospects

The TVET system, including apprenticeships, is an integral part of the Norwegian education system. The government views TVET as a central means for achieving national goals in areas such as economic, regional and employment/labour market policies. Education and training including TVET are considered a public responsibility. TVET is available all over the state so as to ensure an equal education for all. Equal access to high quality education is a fundamental political principle. There are no school fees at any level including higher education in the public education system. Only a small share of pupils and students attend private education. The government recognises the major role of social partners, accordingly the formulation and implementation of TVET policies are shared between public authorities and the social partners such as employers and employees’ organisations and trade unions. This cooperation is institutionalised through the Vocational Training Act. It is also expressed through procedures for representation in central bodies and active participation in preparatory, implementation and control tasks within the field. Reform is an ongoing process associated to TVET national policy in Norway, for instance, a comprehensive curriculum reform was introduced in 2006 so-called ‘The Knowledge Promotion Reform’ (Kunnskapsløftet). New national curricula were developed for each subject in both school-based and apprenticeship-based education and training. The Norwegian Directorate for Education and Training (Utdanningsdirektoratet) managed this process through a broad and open process. Each Subject Curriculum were developed by a curriculum team and been subject to a broad consultation process (electronic questionnaires, seminars, meetings) that has involved schools, school owners and the social partners. The government works to promotes participation among low-skilled students in upper secondary TVET. For example since 2000, through ‘the training candidature scheme’ (lærekandidatordningen), low-skilled students are given the possibility of obtaining a specially adapted qualification of a lower degree. As opposed to the apprentice (lærling) who signs an apprenticeship agreement (lærekontrakt), the training candidate (lærekandidat) signs a training contract (opplæringskontrakt) which will lead to a competence exam (kompetanseprøve) as opposed to the trade or journeyman’s certificate (fag- og svenneprøve). As of the 1st of January 2012, there were 1476 training candidates in Norway. The Norwegian strategy towards TVET attempts to bridge the general and vocational divide and particularly the gap between the vocational schools and the apprenticeship system. The most important reform in this regard is “Reform 94” in 1994, which encompassed rights, structure and content.

Keywords

Authors

References