Rita Lekang, Regional Secretary The Norwegian Confederation of Trade Union

1. VOCATIONAL EDUCATIONThe Norwegian Approach – a social partner perspectiveASSEMBLY OF EUROPEAN REGIONSSVOLVÆR 20. 09.2010 Rita Lekang, Regional Secretary The Norwegian Confederation of Trade Union

2. Rita Lekang, Regional Secretary;

3. The Norwegian Confederation of Trade Unions • The Norwegian Confederation of Trade Unions (LO) is the largest and most influential workers' organisation in Norway. • LO has 860 000 members • 50 per cent of LO’s members are women. • Local-level LO organisations in about 130 communities • 11 local organizations in Nordland. • Approximately 50 000 members in the Nordland. • The county with the most trade unionists in relation to the number of employees. • The largest county in fish farming, among the largest in the industrial sector. • Large public service sector in relation to the number of inhabitants.

4. Andøy v.g.s Narvik v.g.s Hadsel v.g.s Sortland v.g.s Aust-Lofoten v.g.s Vest-Lofoten v.g.s Bodø / Bodin v.g.s Meløy v.g.s Knut Hamsund v.g.s Lødingen v.g.s Fauske v.g.s Saltdal v.g.s Polarsirkelen v.g.s Mosjøen v.g.s Sandnessjøen v.g.s Brønnøysund v.g.s

5. Backdrop • Legal right to upper secondary education • (97% of the cohort enter upper secondary) • VET integrated in national upper secondary education • Local and regional autonomy • Social partners contribute on all levels • Structure and content – input by social partners • Resources – relatively good

6. OECD – Previous about Norwegian VET • ”The Norwegian VET system has many strengths, with a well-established apprenticeship framework which receives strong support from students, employers and trade unions but would benefit from reform to enhance the quality of VET training, better link provision of VET to labour market and improve use of evidence in VET policy making.”

7. Thestructure Norway has a VET system built upon the tripartite cooperation principle. A system of cooperation, mandated by the Education Act, is established both at national and regional level, involving both employers’ and workers’ unions. LO supports this principle strongly

8. The structure At national level, the National Council for VET, a body for cooperation on vocational education and training, appointed by the Ministry, gives advice and takes initiatives within VET. One Vocational Training Council (Faglig råd) exists for each VET programme.

9. The structure At regional level, there are county vocational training boards, one in each county. These boards have specific advisory tasks as stated in the Education Act. The organization of pupils/apprentices is represented in both in the National Council for VET and in the County Vocational Training Boards.

10. Lifelong Training Lifelong learning and opportunities for education for adults are important principles in Norwegian education policy. The aim is to make it possible for the adult segment of the population to strengthen their competence throughout theircareerpathways.

12. Drop - outs • The drop – out rate in Schools is 5,92% (07, 08) • VET programmes has a higher drop – out rate than General study programmes. • The rate for Vocational training was 2,90%. • Highest among apprentices in profession like, Cook, Hairdresser and Carpenter. • Good news! The drop – out rate is decreasing!

13. Apprenticeship • Apprenticeship schemes are part of the upper secondary education and training system. The first two years of training are provided at school, whereas the final specialized part (up to two - three years) is given at a workplace in the form of on‑the‑job training. • The training establishment must be approved • by the County administration as the approval authority. • A qualified person or several, from the enterprise has to take a training course, given by the County authority.

14. Apprenticeship The time spent in the workplace is divided in two, one part training and one part productive work Productive work Training 1.Year 2. year

15. Apprenticeship • Instructor • Familiar with the purpose of the training and national curriculum • Responsible for the training and its quality • Making sure that the task given, will enable the apprentice to learn from it • Responsible for the apprentice’s welfare and social acceptance within the enterprise

16. Apprenticeship • At the end of the training period the apprentice will have to undergo a practical exam conducted a examination board. • The examination board consisting of well qualified skilled workers has been given educational short-courses provided by the County authority. • If the apprentice passes the exam, he or she will receive a craft or journeyman`s certificate.

17. Social Partners Aspirations • Given the Norwegian tradition of involvement in VET, the social partners would expect to be part of all major steps in the process of VET, with an emphasis on: • Decision-making on national objectives and goals trough Social Partner representation • Design and analysis - what solution will best meet the objectives

18. What is the benefit for • the Government and the Ministry? • Commitment to VET policies at all levels • Content relevant to working life – making transfer to working life easier for all • Cost effective and sustainable system • LO – Social inclusion – education for all