Our projects will be characterized by continuous changes and challenges both in the professions, the educational structure, the labour market’s and society’s need for competences, as well as the facilitation on good learning processes based on previous experiences. This also affects the future competence of vocational teachers, instructors in training companies and training offices as well as teacher educators and school leaders.
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Vocational training in Norway is based on a tripartite collaboration between education authorities, employee organizations and employers’ organizations. This is in line with convention No. 142 adopted by the International Labour Organization (ILO). This means that the area has many stakeholders and actors in the development of educational offerings. Schools, training companies and training offices are part of the education system and should pay on teams. In addition, there are many online trainings offers and digital learning support systems initiated by both industry organizations and private actors. In recent years, we have seen that the training courses in vocational education and training open up for alternative / parallel paths in addition to the current 2+2 model (2 years in school, 2 years in an apprenticeship company). Thera are schemes which i. a. internship certificate, exchange model, certificate at work, module-based certificate and combined vocational and study competence.
Following the Knowledge Promotion 2006 and the subject renewal in Knowledge Promotion 2020, the structure of several vocational education programs has changed, with a new overarching part and curricula for subjects. Several of our projects are related to the introduction and assessment of the subject renewal.
Adjustments in working life will increasingly please demands on new and changed skills. The vocational subjects are also characterized by a large proportion of immigrants and adults with other educational and experience backgrounds. This applies at all levels – also within higher education. Assessment and valuation of prior learning will therefore be central. The high proportion of immigrants and the use of foreign labour in some industries also challenges the organization of work and the Norwegian /Nordic values such as gender equality, democracy, and working environment regulations.
