International briefing 12: Training and development in Norway

Abstract

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.

Literacy, Age and Recentness of Education Among Nordic Adults

“…This may be due to the differences in the interface between education and work. In Norway, for instance, adult education and vocational education include extensive practical internships and have a long tradition of apprenticeship, as well as experience-based trade certificates of practice (Norwegian Ministry of Education and Research, 2015;Skule, Stuart, & Nyen, 2002). Thus, in Norway, work-based learning has a major emphasis while other Nordic countries seem to have more school-based systems with extensive investments in adult education in all Nordic countries (Mellander & Anderssen, 2015, p. 49).…”

Trade Unions and the Norwegian Competence Reform

“…The Norwegian educational and training system had historically been characterized by a tradition of supply, with workers' skills feeding into the economy. During the 1980s, political and public commentators argued that the vocational educational and training system was inconsistent and old fashioned, hindered by the lack of both advanced school-based courses and work-based apprenticeship (Skule, Stuart and Nyen, 2002;Teige 2006;Telhaug 2006;Ure 2007). Those in industry also complained that their skill needs were not being met.…”

“…In response, the social partners agreed to wide ranging educational reforms. Reform 94, launched in August 1994, gave citizens born after 1978 a statutory right to at least three years of education and training (including an apprenticeship), leading to either a vocational certificate or a matriculation diploma (Telhaug 2006;Skule et al 2002). The reform put more emphasis on knowledge and competence and individuals were also given much more responsibility for their own training and skilling agendas.…”

“…The CR gave birth to a significant number of projects and measures (Payne 2006;Skule et al 2002;Teige 2006). The most significant projects were linked to the accreditation of prior learning as a means of entrance to either upper secondary education or higher education and to the Competence Building Program.…”

Labour perspectives on the new politics of skill and competency formation: International reflections

“…However, according to Skule, Stuart and Nyen (2002) the origins of the skill/competency initiative lie initially in the efforts of the Norwegian labour movement in the 1990s. Labour's chief concern at that time in addition to national competitiveness and employment, was the growing divide between high and low skilled workers and the potential negative effect on solidarity, quality of work-life balance and work participation.…”