The Norwegian Directorate for Higher Education and Skills (HK-dir) and the Norwegian Agency for Quality Assurance in Education (NOKUT) are developing level descriptors for tertiary vocational education as a parallel pathway to the higher education levels in the Norwegian National Qualifications Framework for Lifelong Learning (NQF). The aim is to make the qualifications framework clearer, more coherent and easier to use.

Higher vocational education in Norway was traditionally limited to EQF level 5. Following a proposal set out in a White Paper, the Norwegian Parliament approved the extension of tertiary vocational education to levels 6 and 7 in order to meet labour market demand for advanced and specialised qualifications. The Norwegian Qualifications Framework will now follow a two-pillar model, establishing a clear distinction between vocational education and training (VET) and academic higher education. The new framework seeks to strengthen the comparability of vocational qualifications and support recognition and cooperation across Europe.  

The Ministry of Education and Research has commissioned HK-dir and NOKUT to create new qualification descriptions for higher vocational education at levels 6 and 7, parallel to the current level descriptions for universities and university colleges. In addition, the current descriptions for higher education will be updated. The work commenced in early 2026, and a proposal for revised descriptors will be submitted to the Ministry by 1 November 2026.  

The revision aims to improve the coherence of the framework and make the relationships between its different levels and pathways more transparent. It will strengthen the links between tertiary vocational education and higher education while maintaining the distinctive characteristics of each pathway. The descriptors must also remain compatible with the European Qualifications Framework (EQF), thereby making Norwegian qualifications easier to understand and compare across Europe.  

For universities and university colleges, research, artistic development work and academic development work will continue to be central features of higher education. For tertiary vocational education, the new descriptors may place greater emphasis on the integration of knowledge, skills and professional practice.  

This approach reflects input from tertiary vocational colleges and representatives of working life, who have highlighted the need for highly skilled professionals capable of assuming academic leadership, project responsibility and process responsibility in a rapidly changing labour market. The newly developed descriptors are expected to support education providers, employers, public authorities and learners in applying the framework more effectively.  

Facts about the update 

• The Ministry of Education and Research has commissioned HK-dir and NOKUT to carry out the work.