The work in the research group focus around the continuous changes and challenges in the professions, the educational structure, the labour market and society's need for skills.
We also work with how to facilitate good learning processes based on previous experiences, which affects the future competence of vocational teachers, instructors in training companies and training offices, as well as teacher educators and school leaders.
Heads of research group
Members
More about the research group
Vocational training in Norway is based on a tripartite collaboration between education authorities, employee organizations and employers’ organizations, in line with convention No. 142 adopted by the International Labour Organization (ILO). This means that there are many stakeholders and actors participating in the development of educational offerings.
Schools, institutions accecpting trainees and training offices are part of the education system and should take part in team collaboration. There are also 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). There are schemes which offer internship certificate, exchange model, certificate at work, module-based certificate and combined vocational and study competence.
Following the national curriculum of 2020 (LK20), 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.
Restructuring in working life will increasingly require new and changed skills. Vocational education is also characterized by diversity and gender bias and adults with other educational and experience backgrounds. This applies at all levels – including within higher education. Assessment and valuation of prior learning will therefore be central.
