1 Types of institutions

Most upper secondary VET programmes follow the main 2+2 model. The model entails two years of education in an upper secondary school followed by two years of apprenticeship training and productive work in a training enterprise or public institution. The final exam is a trade or journeyman's test leading to an EQF level 4 qualification. The upper secondary schools are responsible for the first two years of education and training, while the enterprises are responsible for the final two years.

Public or private enterprises and organisations approved by the county authorities to take on apprentices are responsible for apprenticeship training. Thus, in Norway, both schools, enterprises, and organisations may be VET providers.

2 Geographical accessibility 

Upper secondary education and training – both general and vocational education – is available all over the country to ensure equal education for all.

3 Admission requirements and choice of school

Pupils on vocational courses normally start an apprenticeship in their third year. During the two years at upper secondary school, the VET student is given a general introduction to the vocational field and an opportunity to specialise in a chosen craft or trade. The teaching focuses common core subjects (Norwegian, English, mathematics, physical education, natural sciences and social sciences), and common programme subjects which cover trade-specific theory and practice. During the first year (vg1-upper secondary level 1) these subjects offer a general introduction to the vocational field. During the second year (vg2-upper secondary level 2) these subjects become more specific as VET students decide which trade they want to pursue. The apprenticeship period gives the apprentice an opportunity to gain in-depth knowledge in a vocational field and prepare for the trade or journeyman’s test.

The two-year apprenticeship is formalised through a signed contract between the apprentice and the training enterprise. The county authorities have an overarching responsibility for all aspects of public upper secondary education and training, including apprenticeship training. Thus, the apprenticeship contract must be approved by the county authorities.

Vocational training in schools is offered to pupils who have not succeed getting an apprenticeship. These pupils receive vocational training in school instead of in a company, and finish by sitting an apprentice test, normally after one year.

4 Age levels and grouping of pupils/students/apprentices

As in general upper secondary education, pupils are 15–16 years or older when they enter vocational education and training. In the standard model for vocational education and training, the first two years are spent in school (year 1 and year 2), followed by a two-year apprenticeship, though some programmes require up to three years of company-based training. The apprenticeship normally consists of one year of full-time instruction combined with one year of productive work in an enterprise in the public or private sector. The training is sometimes combined with some teaching at school. County authorities assist pupils in finding apprenticeship enterprises. If there is a shortage of available apprenticeship places, or if a pupil is not placed in an enterprise, the county authorities are obliged to provide a specialisation option in year 3 in school, leading to a trade or journeyman's certificate. In such cases there is no productive work in an enterprise i.e. the trade or journeyman’s test is taken directly after the school year. Thus, this structure requires a close cooperation between schools and employers.

5 Organisation of the school year

Pupils in vocational upper secondary programmes follow the same regulations as pupils in general programmes. Apprentices follow the working day and week of the training enterprise, regulated in the Work Environment Act.

6 Organisation of the school day and week

There are no national regulations concerning the organisation of the school day or week in the upper secondary schools. The distribution of hours is decided by the local authorities or the school.