Transfine NORWAY

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Transfine - NORWAY

• Research by
• Torild Nilsen Mohn
• Joyce Hartog McHenry
• VOX, Norwegian Institute for Adult Education
• Co-ordinated by Frank Moe
• SEVU, University of Bergen

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NORWAY

• The Competence Reform 1997-1998
• Designed on a tripartite collaboration with
  strong commitment of the social partners and
  authorities
• The Competence Project 1999-2002
• Establish the foundations for a national system
  for documentation and validation of competences
• The national system 2003
• One system, different arrangements, shared
  principles

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The Competence Reform
Flexible and adapted training

Funding subsistence and the tax situation
Right to leave of absence
Research and development
The Competence Building Programme
Primary and Lower Secondary Education
Upper Secondary Education
Tertiary Education
Non- formal learning
Higher education
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The Norwegian approach to recognition of
competence a plural system

• One system, different arrangements, shared
  principles
• Recognition in relation to the requirements of
• Educational system
• Working life
• Third sector

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Learning arena Education

• Higher education
• Upper secondary education
• Compulsory education

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Higher education

• University and College Act (2001)
• Individuals have been statutory entitled to seek
  admission to individual courses at universities
  or colleges on the basis of their non-formal and
  informal learning.
• At least 25 years old and possess no general
  study skills.
• Right to exemption from certain elements on the
  basis of documented non-formal and informal
  learning.
• Applicants who have completed the course will be
  allocated general study skills.

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Higher education

• Individual institutions have the power to assess
  what qualifications they consider to be necessary
  and decide on the appropriate course of action
  for assessments.
• Assessment methods
• - Portfolio practice, motivation and capability.
  
• - A test designed by professionals in the actual
  subject matter.

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Upper secondary education

• Education Act (2002)
• Adults born prior to 1978 have statutory right to
  be accepted for upper secondary education on the
  basis of assessed non-formal and informal
  learning.
• The education must be adapted to the individuals
  need and life situation

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Upper secondary education

• Awarding body county councils (skill center)
• Shared procedure for assessment
• Information and guidance
• Identification (making a portfolio)
• Assessment curriculum
• Documentary proof
• Methods
• Dialogue method,
• Practice based assessment in a working place (in
  a shop, at a hospital) or in test in a school
  building.
• Based on documentation

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Learning arenaThird Sector

• No legislation
• Shared principles
• Voluntary
• Description of the actual experiences
• Self-declaration
• Purpose Job-seeking and recognition in relation
  to the educational requirements

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Learning arena Working Life

• Working environment act
• legal right to receive a written reference from
  the employers (employees name, date of birth, the
  content of the job and the length of employment)
• All employees who have worked for at least 3
  years have the right to 3 years of full or part
  time study leave to participate in organised
  education and training leading to documented
  competence.

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Recognition in relation to the working life

• Shared understanding
• Voluntary
• Description of the actual work experiences
• CV Verified testimony is property of the
  individual
• Purpose Career development, Job seeking, further
  education
• Different methods and tools
• Sector
• Size
• International

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Key characteristics of Norwegian approach to
making learning visible

• Beneficial for individual adults
• Respect for diversity
• Competence is contextual

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Overview shared procedure