PhD project exploring how upper secondary vocational schools can facilitate the development of sufficient language and professional competence among adult immigrants in health work education.
NIFU, OsloMet and Fafo are carrying out a research-based evaluation of the renewal of vocational subjects, commissioned by the Norwegian Directorate of Education.
The PhD project investigates how internationalization can be implemented in upper secondary education. The collaboration aims to equip vocational students with better preparation to work in international workplaces, regardless of the country they are in.
PhD project exploring how adults without upper secondary education learn their trade, develop a vocational identity, and obtain a trade certificate through the Norwegian practice candidate scheme.
The project examines how the training practice scheme — a two-year, practice-based pathway in upper secondary VET — is implemented and used by Norwegian counties to reduce dropout and include more students in vocational education and training.
The project aims to build a strong teaching and research unit on inclusive education at Tribhuvan University in Nepal.
People with intellectual disability have lower levels of self-determination than others. In this project, we conduct a community-based intervention aimed at enhancing self-determination skills, such as setting goals and making decisions.
PhD project which focuses on how first-grade pupils write for real audiences and how they develop audience awareness when provided with a play-based writing instruction.
How can we, in the best possible way, bring out both the linguistic resources and the previously acquired competence of adults who are applying to the healthcare worker programme?
A longitudinal interview study following vocational students with low grades from lower secondary education through upper secondary vocational education and training (VET).
This is a Blended Intensive Program (BIP) with a focus on internationalisation in vocational teacher education.
Development of an organizational theoretical, didactic model for collaboration between educational institution and field of practice.
To what extent, and in what ways, do elective subjects in lower secondary school contribute to students’ motivation, sense of mastery, and their choice of educational programs in upper secondary school?
The project aims to strengthen the competency of the vocational teachers in traditional crafts by providing courses by craftsmen throughout the education.
People with speech and language disorders face an increased risk of violence and sexual assault, but very often, they do not get the chance to tell their story to the police.
We will develop knowledge that will enable vocational teachers to facilitate students’ transition from the school-based part of vocational education and training (VET) to apprenticeship.
The project studies students’ motivation, mastery, and learning experiences in both school-based and workplace-based training, aiming to generate knowledge that can enhance vocational education.
We aim to adapt a vocabulary assessment tool to Norwegian and try it out on different groups of adolescents and young adults with and without language impairments.
How do experienced skilled workers develop into professional vocational teachers? This project explores vocational teacher students’ learning and professional development.
