Recognition Of Vocational Education And Training In The Nordic Countries

Available online: https://pub.norden.org/temanord2023-516/ Nordic qualifications of vocational education and training are in many ways quite similar but at the same time there are certain differences. This report gives a description and comparison of the Nordic qualifications of vocational education and training at secondary and post-secondary school level (EQF level 3-5). The report also describes and compares the Nordic recognition schemes regarding qualifications of vocational education and training and gives recommendations on future Nordic collaboration.

Vocational Education in the Nordic Countries: Learning from Diversity is the second of two books that disseminates new and systematic knowledge on the strengths and weaknesses of the different models of vocational education and training (VET) in four Nordic countries. Vocational education in Europe has resisted standardisation to a higher degree than other fields of education, and during the last decade, there has been a growth in international, comparative VET research. While the Nordic countries provide an ideal case for comparative education studies, the literature in English on the Nordic VET systems is at present very limited. This book provides thorough examinations of VET in Sweden, Denmark, Norway and Finland. Each section examines the current challenges for VET, compares how these challenges are managed, and explores recent reforms and institutional innovations. Contributors also analyse institutions and policies at the national level and include comparative studies of two occupations at the micro-level in the four countries. The book explores what can be learned from the diversity of the VET systems in the Nordic countries, which otherwise have many similarities and share a common heritage in education policy. This volume will help strengthen the knowledge base required for transnational policy learning, and for developing vocational education internationally for the future. As a result, the book will be of interest to researchers, academics and postgraduate students involved in the study of vocational education, educational studies and educational policy, as well as policy makers.

Vocational Education in the Nordic Countries: The Historical Evolution is the first of two books that disseminate new and systematic knowledge on the strengths and weaknesses of the different models of vocational education and training (VET) in four Nordic countries. Vocational education in Europe has resisted standardisation to a higher degree than other fields of education, and during the last decade, there has been a growth in international, comparative VET research. While the Nordic countries provide an ideal case for comparative education studies, the literature in English on the Nordic VET systems is at present very limited. This first book provides thorough examinations of VET in Sweden, Denmark, Norway and Finland over 150 years. Each section examines the historical evolution of VET at upper secondary level in one of the four Nordic countries. Contributors also analyse how each country have tried to reform their respective VET systems, and compare the paths which each nation has taken. The book explores what can be learned from the diversity of the VET-systems in the Nordic countries, which otherwise have many similarities and share a common heritage in education policy. This volume will help strengthen the knowledge base required for transnational policy learning, and for developing vocational education internationally for the future. It will be of interest to researchers, academics and postgraduate students involved in the study of vocational education, educational studies and educational policy, education planners and teachers educators.

This volume on Norway describes the country's initial and continuing vocational education and training (VET) system. Chapter 1 provides background information on political and administrative structures; population; and economy and labor force. Chapter 2 describes briefly the Norwegian education and training system. Chapter 3 describes the VET system--initial VET at the upper secondary level, in higher education, and provision for individuals with specific needs. It addresses these topics: continuing VET, including general provision, business-oriented competence enhancement measures, and training as a labor market measure. Chapter 4 looks at administration of education and training, including laws and legal arrangements regarding VET and administrative arrangements, and financial arrangements for initial and continuing VET. Chapter 5 considers qualitative aspects: quality standardization and certification, teacher and trainer training, and vocational information and guidance. Chapter 6 highlights current trends: increase in the level of education and VET, stronger involvement of social partners in VET at upper secondary level, increased women's participation, internationalization of education and training, recruitment problems within technical professions, and increased focus on continuing VET. Appendixes contain the following: lists of abbreviations and acronyms, major organizations and institutions, and 16 sources for further information; glossary; and upper secondary level paths to formal vocational qualifications. (YLB)

This book examines vocational education and training in Denmark, looking at what kinds of training is needed, how it should be funded, how they should be linked to university programmes and how employers and unions can be engaged.

This Report presents an overview of European initiatives to make the identification, assessment and recognition of learning which takes place outside formal education and training institutions i.e.non-formal learning, more visible. Its invisibility is increasingly perceived as a problem affecting competence development at all levels from the individual to society as a whole. This Report is based on fourteen national reports commissioned 1997-1999 and includes information from other sources including the EU. Following the introduction, the report is in five chapters. Chapter 2 looks at basic theoretical issues such as the character of non-formal learning and the political implications of setting up systems in this area. Chapter 3 outlines initiatives and developments in the member states. Chapter 4 presents and discusses initiatives at the EU level, focusing on the white paper on teaching and learning and on experiences from the Leonardo da Vinci programme. Chapter 5 analyses the previous chapters and concluding remarks are presented in Chapter 6. The conclusion looks at why there has been a sudden burst of activity and interest in questions linked to non-formal learning and at how the positive elements of this activity can be supported.

This report examines the impact of the COVID-19 pandemic on Nordic labour markets and the associated policy responses undertaken in the areas of unemployment benefits, job retention schemes, active labour market policies and skill development policies. The report discusses the details of these policy measures across Nordic countries and draws out the main lessons learned from their response to the crisis.

This book is an OECD study of vocational education and training (VET) in Norway. It is designed to help make their VET systems more responsive to labour market needs.