THE KEY FEATURES VOCATIONAL EDUCATION SYSTEM OF NORWAY
Journal Title: Актуальні питання гуманітарних наук: Міжвузівський збірник наукових праць молодих вчених Дрогобицького державного педагогічного університету - Year 2018, Vol 20, Issue 2
Abstract
The article reveals the peculiarities and prospects of the development of professional education in Norway. The achievement of continuous education, social equality and social inclusion in the education system are among the highest priorities of education in this country. This is the main feature of educational policies of all Scandinavian countries. However, significant differences in educational models of these countries emerge at the level of vocational education. The specifics of the structure of the system of vocational education in Norway are analyzed, as well as its main advantages and disadvantages are determined. In addition, the article describes the main characteristics of the system 2 + 2, focusing on the specificity of trilateral cooperation in the field of vocational education. The structure of the Norwegian vocational education system, which is based on work-based learning, is very different from school-based systems of the vocational education systems of Sweden and Finland. The model of training which is based on the system of apprenticeship provides a more effective transition to the work for those who completed their training in a professional program. As a result, the youth unemployment rate is very low. At the same time, rigorous and early specialization creates a tendency to reproduce inequalities in education between generations and to maintain strong gender segregation in the system of vocational education and training. Norway has a system of vocational education, built on the principles of trilateral cooperation. This system of coop- eration, enshrined in the Law on Education, is established both at the national and regional levels and involves the work of the unions of employers as well as employees. Over the past 2–3 decades, the Norwegian VET system has undergone significant institutional innovations. One of the key innovations was the inclusion of a system of teaching practice in the general national education policy and, at the same time, the transformation of the VET into a part of the general national system of higher education of secondary education, which is governed by the general law. According to the «Model 2 + 2» the student is studying at the school for two years and then is studying in the work- place for two years. The model's principle is the distribution of a standard four-year program for two years of schooling, and then for two years of training at an enterprise corresponding to one year of schooling. An example of Norway con- firms the benefits of dual systems (modern apprenticeship) in supporting students in the transition to the labor market, but at the same time demonstrates the unresolved problems associated with the early specialization and training system in the workplace, as well as the weak link between vocational education and training higher education.
Authors and Affiliations
Nataliia KORCHYNSKA
Keywords
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