Vocational education and training in Norway:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Luxembourg
Off. for Official Publ. of the Europ. Communities
1999
|
| Ausgabe: | 1. ed. |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 153 S. graph. Darst. |
| ISBN: | 9282824764 |
Internformat
MARC
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| 100 | 1 | |a Farstad, Halfdan |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Vocational education and training in Norway |c prepared by Halfdan Farstad |
| 250 | |a 1. ed. | ||
| 264 | 1 | |a Luxembourg |b Off. for Official Publ. of the Europ. Communities |c 1999 | |
| 300 | |a 153 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 856 | 4 | 2 | |m HBZ Datenaustausch |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021928329&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
Datensatz im Suchindex
| _version_ | 1805077729995915264 |
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| adam_text |
Titel: Vocational education and training in Norway
Autor: Farstad, Halfdan
Jahr: 1999
Author's preface
9
Chapter 1 Background information 13
1.1. Political and administrative structures 13
1.1.1. Size and location 13
1.1.2. Political structure 13
1.1.3. Responsibility for vocational education and training 14
1.1.4. Regional and local government 14
1.1.5. Decision-making — an open process 15
1.2. Population 16
1.2.1. Total population 16
1.2.2. Demographic trends 16
1.2.3. Age distribution and birth rates 18
1.2.4. Immigration 19
1.3. The economy and the labour force 21
1.3.1. Norway's economy 21
1.3.1.1. General survey 21
1.3.1.2. Major trends 21
1.3.1.3. Economic development — key data 22
1.3.1.4. The system of collective bargaining 23
1.3.2. The labour market and employment 23
1.3.2.1. Labour force and employment 23
1.3.2.2. New jobs 27
1.3.2.3. Employment and age 28
1.3.2.4. Educational level of labour force 28
1.3.2.5. Immigrants and the labour market 28
1.3.2.6. Employment by industry/sector 29
1.3.2.7. Registered unemployment 1980-96 29
1.3.2.8. Unemployment by county 31
1.3.2.9. Unemployment by sex 31
1.3.2.10. Age variations 31
1.3.2.11. Variations according to educational background 32
1.3.2.12. Unemployment among immigrants 32
1.3.2.13. Long-term unemployment 33
1.3.2.14. Increasing labour shortages 33
1.3.2.15. Scenarios for the Norwegian economy and employment 33
Chapter 2 The education system 35
2.1. Objectives, principles and actors 35
2.1.1. General introduction: education and training in a broader context 35
2.1.2. Basic principles 36
2.1.3. Costs and participation 36
2.1.4. The influence of social partners on education and training 38
2.1.5. Reforms in the 1990s 39
2-2. Historical survey 40
2.2.1. The Union Period 40
2.2.1.1. General 40
2.2.1.2. Vocational education and training 41
2.2.2. 1905-79 41
2.2.2.1. General 41
2.2.2.2. Vocational education and training 43
2.2.3. 1980-97 45
2.2.3.1. General 45
2.2.3.2. Vocational education and training 45
2.2.3.3. The reforms of the 1990s 47
2.3. Overview of the structure of the education system
50
2.4. The concepts of initial and continuing vocational training 52
Chapter 3 The vocational education and training system — provision
and participation 55
3.1. Initial vocational education and training 55
3.1.1. Upper secondary level 55
3.1.1.1. Overall structure 55
3.1.1.2. Basic principles 56
3.1.1.3. Responsibilities of county authorities 58
3.1.1.4. Training models 59
3.1.1.5. Apprenticeship 60
3.1.1.6. Second chance — § 20 of the act concerning vocational
training 62
3.1.1.7. Curricula, courses and recognised occupations 63
3.1.1.8. Scale and participation 63
3.1.1.8.1. Global overview 63
3.1.1.8.2. Participation by women 69
3.1.1.8.3. Immigrants in upper secondary education and
training 70
3.1.2. Higher education 71
3.1.2.1. Admission 71
3.1.2.2. Public provision 73
3.1.2.3. Private provision 74
3.1.2.4. Network Norway 74
3.1.2.5. Growth 75
3.1.3. Provision for individuals with specific needs 76
3.1.3.1. Upper secondary level 76
3.1.3.2. Higher education 76
3.2. Continuing vocational training 78
3.2.1. Scale of participation and trends in delivery 78
3.2.2. General provision: major suppliers and types of training 79
3.2.2.1. Technical colleges — training as a technician 79
3.2.2.2. Resource centres 80
3.2.2.3. Universities and State colleges 80
3.2.2.4. Study associations (Studieforbund) 82
3.2.2.5. Distance education institutions 82
3.2.3. Business-oriented competence enhancement measures 83
3.2.3.1. In-company training 83
3.2.3.2. Public measures 85
3.2.3.2.1. Consultancy services (Veiledningstjenesten —VT) 85
3.2.3.2.2. The Norwegian Industrial and Regional Development
Fund — SND 86
3.2.3.2.3 Measures organised by various ministries 87
3.2.3.3. Private suppliers of continuing education 87
3.2.3.4. Training provision by sectoral, employers' and
employees' organisations 88
3.2.4. Training as a labour market measure 89
3.2.4.1. Labour market training (AMO) 90
3.2.4.2. Rehabilitation 91
3.2.4.3. In-service training (Bedriftsintern opplaering — BIO)
and substitutes for unemployed 92
3.2.4.4. Basic training of non-Norwegian speaking adults 93
Chapter 4 The administrative and financial framework
95
4.1. Administration of education and training 95
4.1.1. Laws and legal arrangements regarding vocational training 95
4.1.2. Administrative arrangements 96
4.1.2.1. National level 98
4.1.2.1.1. National Education Offices 98
4.1.2.1.2. The National Council for Vocational
Training — RFA 99
4.1.2.1.3. The training councils 100
4.1.2.1.4. National appeals boards 101
4.1.2.2. County level 102
4.1.2.2.1. Vocational training committees 103
4.1.2.2.2. Examination boards (Provenemnder) 103
4.1.2.3. Municipal level 104
4.1.2.4. Adult education and training 104
4.2. Financial arrangements 107
4.2.1. Initial vocational training 107
4.2.1.1. Total investment and source of funds 107
4.2.1.1.1. Upper secondary education and training 107
4.2.1.1.2. Higher education 107
4.2.1.1.3. State educational loans and grants 108
4.2.1.2. Financial incentives to enterprises for initial vocational
training 110
4.2.2. Continuing vocational training 112
4.2.2.1. Total investment and financial sources 112
4.2.2.2. Financial incentives for investment in CVT by enterprises 112
4.2.2.3. Financial incentives for investment in CVT by individuals 113
Chapter 5 Qualitative aspects 115
5.1. Quality standardisation and certification 115
5.1.1. Quality standards and quality assurance measures 115
5.1.1.1. Political responsibilities and means 115
5.1.1.2. Implementation and monitoring 115
5.7.1.3. Central principles in ensuring quality in upper
secondary VET 117
5.1.2. Certification 118
5.1.2.1. Upper secondary education 118
5.1.2.1.1. The status of the trade and journeyman's
certificate 118
5.1.2.2. Higher education and training 119
5.1.2.2.1. The degree programmes 120
5.1.2.2.2. Interinstitutional mobility 120
5.1.2.2.3. Other professional qualifications 121
5.2. Training of teachers and trainers 122
5.2.1. Initial teacher training 122
5.2.2. Initial training for instructors and other personnel in enterprises 124
5.2.3. In-service training for teachers and instructors at upper
secondary level 124
5.3. Vocational information and guidance 125
5.3.1. Formal responsibilities 125
5.3.2. Implementation 125
5.3.2.1. Vocational guidance for job-seekers 125
5.3.2.2. Vocational information and guidance at school 125
5.3.2.3. Follow-up service (Oppfolgingstjeneste) 125
5.3.3. Information and guidance materials 126
5.3.4. International cooperation on vocational information and guidance 126
5.3.4.1. EURES 127
5.3.4.2. The National Resource Centre for Vocational
Guidance — NSY 127
5.3.4.3. NAIC 128
Chapter 6 Trends and perspectives 129
6.1. Current trends 129
6.1.1. A general increase in the level of education and vocational training 129
6.1.2. Stronger involvement of the social partners in VET at upper
secondary level 130
6.1.3. Increased women's participation 130
6.1.4. Internationalisation of education and training 131
6.1.5. Recruitment problems within technical professions 131
6.1.6. Increased focus on CVT — updating and further training 131
6.1.6.1. The'Buer'committee 132
6.2. Perspectives 132
Annexes 135
1. List of abbreviations and acronyms 137
2. Major organisations and institutions 139
3. Sources for further information 143
4. Glossary 145
5. Paths leading to formal vocational qualifications,
upper secondary level 148 |
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| spelling | Farstad, Halfdan Verfasser aut Vocational education and training in Norway prepared by Halfdan Farstad 1. ed. Luxembourg Off. for Official Publ. of the Europ. Communities 1999 153 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021928329&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Farstad, Halfdan Vocational education and training in Norway |
| title | Vocational education and training in Norway |
| title_auth | Vocational education and training in Norway |
| title_exact_search | Vocational education and training in Norway |
| title_full | Vocational education and training in Norway prepared by Halfdan Farstad |
| title_fullStr | Vocational education and training in Norway prepared by Halfdan Farstad |
| title_full_unstemmed | Vocational education and training in Norway prepared by Halfdan Farstad |
| title_short | Vocational education and training in Norway |
| title_sort | vocational education and training in norway |
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