norwegian qualifications framework for lifelong learning · pdf file–share of population...

Norwegian Ministry of Education and Research

Engelsk mal: Startside Alternativ 2

Norwegian Ministryof Education and Research

Gro Beate Vige, Senior Adviser

Helsinki, 30 November 2017

Norwegian Qualifications Framework for Lifelong Learning

(NKR)


Engelsk mal:Tekst med kulepunkter

Overview

• Facts Norway

• NKR – main features and qualifications

• Principles for levelling

• Referencing and correspondence NKR – EQF,

and self-certification to QF-EHEA

• NKR reference for education, training and study

programmes /curriculum development –

Learning outcomes approach

• Recent White Papers

• Regulation – evaluation

2



Norway

• Key figures:

– Population: 5 258 317 (1 Jan. 2017)

– Share of population ≤ age 19: 24 %

– Share of population ≥ age 67: 14.6 %

– 19 counties

– 428 municipalities

3


Engelsk mal: Tekst med kulepunkter – 3 vertikale bilder

• The Norwegian Qualifications Framework for

Higher Education was adopted in March 2009

• The Norwegian Qualifications Framework for

Lifelong Learning (NKR) was adopted in

December 2011.

– It covers all levels of the formal education and

training system.

– The QF for Higher Education is integrated in

NKR

NKR scope and adoption

4



NKR – main features

• Main outline: Seven levels numbered 2 – 8

• The descriptors are divided into the three categories

knowledge, skills, and general competence

• Each category is described by the use of learning outcomes

5



Norwegian descriptors – definitions

• KNOWLEDGE: “know what”: awareness – knowledge -understanding

– EQF: “outcome of the assimilation of information through learning”

• SKILLS: “know how” – application of knowledge + subject-specific skills

– EQF: cognitive and practical

• COMPETENCE: autonomy, responsibility, and more general skills developed through the programme, e.g. communicative and social skills

– EQF: responsibility and autonomy6



Norwegian descriptors – basic principles

• One common descriptor for each level or cycle

– covers all types of programmes (general/academic, vocational, professional, fine arts, etc.)

– no separate adult qualifications

• Designed to comprise all school leavers, graduates, etc., from the relevant level, i.e. those who have passed

– performances graded through grading system

• Description of learning outcomes which

– have been attained through the programme

– can be tested

7

Norwegian Ministry of Education and Research 8

NKR levels Qualification types

8 Doctoral degrees (ph.d.; dr. philos.)Diploma for artistic development programme (Diplom, kunstnerisk utviklingsprogram)

7 Master's degree (Mastergrad)Master of Arts, Master of Business Administration (MBA), Master of International Business (MIB), Master of Technology Management, Master of LawsCandidata/candidatus medicinae, Candidata/candidatus medicinae veterinariae , Candidata/candidatus psychologiae, Candidata/candidatus theologiae

6.2 Bachelor’s degree (Bachelorgrad)Diploma for general teacher education programme (Vitnemål fra allmennlærerutdanning, Vitnemål fragrunnskolelærerutdanning)

6.1 University College Degree (Høgskolekandidatgrad)

5.2 Diploma for vocational college education (1 ½ – 2 years, 90 – 120 credits) (Vitnemål fra fagskoleutdanning)

5.1 Diploma for vocational college education (½ to 1 ½ years, 30 – 90 credits) (Vitnemål fra fagskoleutdanning)

4 A and B Certificate for upper secondary vocational education and training (Vitnemål fra videregående opplæring, yrkesfagligeutdanningsprogram) (A)Craft certificate (Fagbrev), Journeyman’s certificate (Svennebrev) (A)Certificate for upper secondary general education (Vitnemål fra videregående opplæring, studieforberedendeutdanningsprogram) (B)

3 Document of competence for partially completed upper secondary education and/or training (Kompetansebevis)

2 Certificate for primary and lower secondary education (10 years) (Vitnemål fra 10-årig grunnskole)



Principles for levelling

• Best fit principle at all levels

• The qualifications in NKR

generally represent full level

attainment

– Exceptions: levels 5 and 6

where sub-levels are defined

9


Engelsk mal: Tekst uten kulepunkter

Referencing and self-certification

June 2014

- NKR was referenced to the

EQF levels 2 to 8

- The qualifications

framework for higher

education (levels 6 – 8 in

NKR) was self-certified

against the QF-EHEA.

10

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

NQF 1 EQF NQF 2

Kvalifikasjon B

Kvalifikasjon A



Correspondence between NKR and EQF (+ QF EHEA)NKR levels

NKR qualifications EQF levels

1

2 Primary and secondary qualifications 2

3 Partially completed upper secondary education and training 3

4.A & 4.B Upper secondary qualifications (vocational and general ) 4

5.1 Diploma for vocational college education (vitnemål fra fagskoleutdanning)

5

5.2 Diploma for vocational college education (vitnemål fra fagskoleutdanning)

5

6.1 University college degree (høgskolekandidatgrad, part of 1st cycle) 6

6.2 Bachelor’s degree, etc. (1st cycle) 6

7 Master’s degree, etc. (2nd cycle) 7

8 Ph.d., etc. (3rd cycle) 8

11



Quality Assurance

Levels 2 – 4 National quality assessment system:

• Statutory part: School-based assessment and annual status

report from school-owner to County Governors

• County Governors responsible for external QA

• The QA mechanisms are linked to NKR through national

regulations.

Levels 5 – 8

• Institutions must have quality assurance systems

• NOKUT is responsible for external quality assurance

Levels 6 – 8: QA is in line with ESG

(NOKUT is member of ENQA and EQAR) 12



Validation / recognition of prior learning

• The LO in formal education and training programmes are used

as reference for validation of non-formal and informal learning/

recognition of prior learning (realkompetansevurdering)

– Legal frameworks are in place for RPL at all levels and types of

education and training

– Access to vocational college education and higher education on

the basis of RPL is well known and quite common

– Parts of qualifications can be awarded on the basis of RPL at all

levels – the ’hows’ vary with the level and type of education and

training (e.g. involving social partners for upper secondary VET)

– No full qualifications can be awarded on the basis of RPL

13



Follow-up of NKR I

14

• Committee appointed in 2013 to look into the possible

inclusion of new types of qualifications in NKR

• Report of 30 April 2015: No clear recommendations

• So far, no decision has been made concerning

possible further extension of the framework to the non-

formal sector



Follow-up II

• In 2015, NOKUT mapped the use of learning outcomes in HE, on

behalf of the Ministry of Education and Research:

– Only half the reviewed programmes had LO according to NKR

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• Importance of making good and

relevant LO in line with NKR

underlined in recent white papers:

• December 2016: Meld. St. 9

(2016–2017) Skilled Workers for

the Future

• January 2017: Meld. St. 16

(2016–2017) Culture for Quality in

Higher Education


Main challenges

• Implementation in practice at all

levels and at all institutions

- Writing good learning outcomes

linking properly to NKR

- Assessment of achieved learning

outcomes



The way ahead

• Regulation on NKR in force shortly

• Evaluation of NKR forthcoming

17


Engelsk mal: Sluttside Alternativ 2

Norwegian Ministryof Education and Research

Thank you!Slide no. 2: Picture of aurora borealis over the University of Tromsø – the Arctic University of Norway

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