Evaluation of the Competence Reform in Norway: Access to Higher Education Based on Non-formal Learning
From the start of the 2001-2002 academic year, people who had not completed secondary school were able to enter higher education based on documented non-formal learning, realkompetanse. Based on interviews with key personnel at selected universities and university colleges, and on quantitative data...
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| Main Author: | |
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| Other Authors: | |
| Format: | Electronic Book Chapter |
| Language: | English |
| Published: |
Paris
OECD Publishing
2006
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| Subjects: | |
| Online Access: | DE-384 DE-473 DE-824 DE-29 DE-739 DE-355 DE-20 DE-1028 DE-1049 DE-521 DE-861 DE-898 DE-92 DE-91 DE-573 DE-19 Volltext |
| Summary: | From the start of the 2001-2002 academic year, people who had not completed secondary school were able to enter higher education based on documented non-formal learning, realkompetanse. Based on interviews with key personnel at selected universities and university colleges, and on quantitative data from the applicant register, this article presents results from an evaluation of this reform in Norwegian higher education. The evaluation indicates that the reform, by and large, works according to the lawmakers' intentions in providing a second chance for learners not usually linked with higher education. Still, findings suggest considerable variations in how the universities and university colleges have adjusted to the reform. Geographical location and supply of students are factors contributing to the institutions attitude to the reform. University colleges in rural areas with a low number of applicants, in general, react more positively to the reform and it seems to be easier for applicants to be assessed as qualified for studies, in such institutions |
| Physical Description: | 1 Online-Ressource (16 Seiten) |
| DOI: | 10.1787/hemp-v18-art14-en |
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| spelling | Opheim, Vibeke Verfasser aut Evaluation of the Competence Reform in Norway Access to Higher Education Based on Non-formal Learning Vibeke Opheim and Håvard Helland Paris OECD Publishing 2006 1 Online-Ressource (16 Seiten) txt rdacontent c rdamedia cr rdacarrier From the start of the 2001-2002 academic year, people who had not completed secondary school were able to enter higher education based on documented non-formal learning, realkompetanse. Based on interviews with key personnel at selected universities and university colleges, and on quantitative data from the applicant register, this article presents results from an evaluation of this reform in Norwegian higher education. The evaluation indicates that the reform, by and large, works according to the lawmakers' intentions in providing a second chance for learners not usually linked with higher education. Still, findings suggest considerable variations in how the universities and university colleges have adjusted to the reform. Geographical location and supply of students are factors contributing to the institutions attitude to the reform. University colleges in rural areas with a low number of applicants, in general, react more positively to the reform and it seems to be easier for applicants to be assessed as qualified for studies, in such institutions Education Norway Helland, Håvard ctb https://doi.org/10.1787/hemp-v18-art14-en Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Opheim, Vibeke Evaluation of the Competence Reform in Norway Access to Higher Education Based on Non-formal Learning Education Norway |
| title | Evaluation of the Competence Reform in Norway Access to Higher Education Based on Non-formal Learning |
| title_auth | Evaluation of the Competence Reform in Norway Access to Higher Education Based on Non-formal Learning |
| title_exact_search | Evaluation of the Competence Reform in Norway Access to Higher Education Based on Non-formal Learning |
| title_exact_search_txtP | Evaluation of the Competence Reform in Norway Access to Higher Education Based on Non-formal Learning |
| title_full | Evaluation of the Competence Reform in Norway Access to Higher Education Based on Non-formal Learning Vibeke Opheim and Håvard Helland |
| title_fullStr | Evaluation of the Competence Reform in Norway Access to Higher Education Based on Non-formal Learning Vibeke Opheim and Håvard Helland |
| title_full_unstemmed | Evaluation of the Competence Reform in Norway Access to Higher Education Based on Non-formal Learning Vibeke Opheim and Håvard Helland |
| title_short | Evaluation of the Competence Reform in Norway |
| title_sort | evaluation of the competence reform in norway access to higher education based on non formal learning |
| title_sub | Access to Higher Education Based on Non-formal Learning |
| topic | Education Norway |
| topic_facet | Education Norway |
| url | https://doi.org/10.1787/hemp-v18-art14-en |
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