In Norway, the system of initial education is distinguished by public regulation, provision and financing, whereas the system of vocational training, and adult learning until recently has been deregulated, and dominated by private providers and employer financing. During the last decade comprehensive reforms of vocational and adult education and training have aimed at expanding public involvement and increasing participation in learning. Some major challenges persist, however, in terms of developing an all-inclusive system of lifelong education, training and learning.
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Cand polit. i statsvitenskap, forsker ved Fafo torgeir.nyen@fafo.no Oddbjørn RaaumDr. polit. i sosialøkonomi, seniorforsker ved Frischsenteret oddbjorn.raaum@frisch.uio.no SAMMENDRAG Gjennom laerlingordningen og praksiskandidatordningen kan voksne ta fagbrev og fullføre en yrkesfaglig videregående opplaering. I denne artikkelen analyserer vi hva som kjennetegner dem som oppnår sitt første fagbrev i voksen alder. Mens voksne med fagbrev fra praksiskandidatordningen har en sosial bakgrunn svaert lik dem som ikke oppnår videregående kompetanse, har voksenlaerlingene en bakgrunn svaert lik den vi finner hos dem som fullfører yrkesfag som unge. Multinomiske regresjonsanalyser viser at saerlig praksiskandidatordningen bidrar til å utjevne sosiale forskjeller i hvem som fullfører videregående opplaering. NøkkelordVideregående opplaering, fagopplaering, sosial reproduksjon
Some countries have certifying institutions for competence acquired at the workplace. These institutions provide incentives for workplace training that may have favourable effects on productivity, earnings and labour market participation. We present evidence on the earnings effects of attaining vocational qualifications in adulthood through two alternative routes: (1) apprenticeship and (2) recognition and testing of vocational competence acquired through relevant work experience. Drawing on longitudinal administrative data from Norway and tracking the labour market careers of individuals without completed upper secondary education by age 25, we estimate the impacts of acquiring vocational qualifications on future labour earnings. To allow for differential labour market trajectories of those who do and do not acquire qualifications, we account for unobserved individual heterogeneity in both levels and earnings growth. Without a rich representation of unobserved heterogeneity, estimated earnings effects are exaggerated. We find that vocational qualifications from both the apprenticeship and the experience-based routes boost earnings of men and women. Certification of already acquired skills has some value in itself, but adult apprenticeships have more positive effects on future earnings, as they involve greater individual skills development.
Many youth leave school early without an upper secondary education, impeding their chances in the labor market. Early school leavers come disproportionately from families with low parental education. In some countries, there are alternative routes to upper secondary qualifications as adults. Does adult attainment reduce initial social differences in educational attainment, or does it reinforce such differences? Norway is one of the countries where many attain upper secondary qualifications in adulthood. Using individual data from administrative registers, we follow five Norwegian birth cohorts (1973–1977) from age 20 to 40. We document that the association between parental education and upper secondary completion declines monotonically with age, ending at age 40 about 35% below that at age 20. We also document that the alternative routes to adult qualifications recruit students of different family backgrounds. In particular, adults who acquire vocational qualifications via the experience-based route come from families with lower education than other groups. Our evidence suggests that institutions that offer opportunities for certifying qualifications acquired at work mitigate social gradients, fostering more equal opportunities within the education system.
Despite similar societal systems that have given rise to the concept of a Nordic model, the vocational education and training (VET) systems in the Nordic countries are strikingly diverse. This article provides an analysis of why the role of apprenticeship in the Danish, Norwegian and Swedish VET systems evolved along different paths from the late 1970s until the present (2020). During this period, the most fundamental changes took place in Norway, as apprenticeship was established in most VET programmes through a major reform in 1994. Sweden took the opposite course in the 1990s and instead strengthened the statist and school-based nature of its system. In Denmark, a dual system with apprenticeship where the social partners have a decisive influence has remained largely intact. We argue that differing policy positions taken by organised labour are important in order to explain the three countries’ different trajectories over the last 40 years.
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