2026

New coherent system for competence and career development 

The new coherent system includes all employees in upper secondary education, including apprenticeship training and primary, lower secondary and upper secondary education for adults. The scheme is fully implemented from 2026. The system also applies to kindergartens, see 13.1, and to primary and lower secondary school and after school care ('SFO'), see 13.2.

Trainers ('instruktører') and qualified training supervisors ('faglige ledere') are now included in the scheme for continuing education through funds allocated to the county municipalities or private school owners. They may still also participate in collective professional development initiatives in partnership with universities and university colleges, or in collaboration with vocational colleges or other relevant professional communities. Employees who teach adults in primary, lower secondary and upper secondary education are also included. 

Efforts to make more adults complete upper secondary education continue 

As part of the Completion Reform, adults were granted an expanded right to complete upper secondary education (‘utvidet fullføringsrett’), including a new right to vocational requalification (‘rekvalifiseringsrett’), through the new Education Act, which entered into force on 1 August 2024. Modular curricula have been developed for selected subjects within upper secondary vocational education for adults. Support is being provided to county authorities and working life to facilitate the implementation of modularised training. The system for recognition of prior learning is also strengthened and further developed to ensure that adults’ existing competences are appropriately recognised.

New Framework for content and structure

Another part of the Completion Reform is the development of a new framework for content and structure in upper secondary general education, see also 13.2. This work also includes revising the common core subjects in vocational education and training. Thus, the new framework will affect also adults in upper secondary education, including those attending vocational education and training or those who are attending the bridging course to receive entrance qualifications for higher education. The work on the new framework for content and structure is being carried out over several years and is currently in the development of knowledge base and consultation phase (the latter starts in Spring 2026). The aim is to develop the new curricula and supporting resources during 2027–2030, after which the implementation phase starts. 

2025

New National Centre for Vocational Education and Training established

A new National Centre for Vocational Education and Training ('Nasjonalt senter for yrkesfag') opened on 1 August 2025. It is part of the Directorate for Education and Training and is located in Molde, chosen for its strong vocational education provision and close links to industry.

The Government allocated NOK 10 million in 2025 to establish the centre. It will be fully operational from 1 January 2026. The centre will conduct research and development, act as a national knowledge hub for vocational education and working life, and share knowledge nationally and internationally. It will work closely with public and private stakeholders, including the social partners, who will be represented in an advisory council.

Modular curricula become mandatory for adult education from August 2025

From 1 August 2025, all adult learners in lower and upper secondary education must follow modular curricula. At lower secondary level, modular curricula are mandatory. At upper secondary level, they must be used where available for the relevant vocational subject. If no modular curriculum exists, standard curricula may still be used. Municipalities and county authorities decide which subjects and curricula are offered to adults.

New dual structure in the National Qualifications Framework

A separate vocational pillar within the National Qualifications Framework (‘NKR’) was introduced, allowing higher vocational qualifications to be referenced at levels 6 and 7 alongside existing vocational qualifications at level 5. The reform establishes parallel academic and vocational pathways and recognises that advanced learning outcomes may be achieved through different educational traditions. Its objectives are to strengthen vocational progression opportunities, increase the attractiveness and visibility of higher vocational education, and better align qualifications with labour market needs, while maintaining the distinct profile of vocational and academic qualifications. 

While parallel qualifications at the same NQF level are considered comparable in complexity, they differ in purpose and profile: academic qualifications are primarily research- and theory-based, whereas vocational qualifications are closely linked to occupational practice and labour market needs.

The reform aims to strengthen vocational progression routes, improve the status and visibility of higher vocational education, and support lifelong learning and labour market needs. It is also intended to reinforce the role of tertiary vocational education as a distinct and integral part of the Norwegian education system.

2024

Module structured adult education permanent from 1 August