NOKUT THE YEAR 2015 NORWEGIAN AGENCY FOR QUALITY ASSURANCE IN EDUCATION D E A R READER Terje Mørland Director General
Finding a balance between a focus on education programmes. This is part of people who have studied abroad can excellence and a broad approach is a well- NOKUT’s development work, and it will use their qualifications in the Norwegian known problem for research initiatives, be completely separate from the accred- labour market. As the national resource though somewhat less so for education. itation process. The group is expected to centre for foreign education, we provide On several occasion in 2015, we expressed come up with activities and measures to employers and educational institutions our belief that it is high time that the focus stimulate innovation and raise competence. with advice and information about the on excellent research was also accompa- Norwegian recognition schemes through nied by a focus on excellence in education. Everyone shall be happy with the quality our turbo evaluation schemes. There will The signals and funding received from the of education at the institution they are probably be a growing need for this in Ministry of Education and Research for a studying at, be it a college of tertiary voca- the time ahead. new call for applications for Centres of tional education, a university college or a Excellence in Higher Education indicate university. In order to map the status in Many immigrants arrived in Norway in a growing focus on excellence in educa- this area, we have in recent years shifted 2015, and the number of applications for tion. We want to see many such beacons the focus of our supervisory activities recognition of foreign education increased. across the country lighting the way for to devote more attention to existing The many refugees and job seekers who other educational institutions. study programmes and following up the arrived led us to rethink how we could study-related quality work, i.e. the quality use our experience to assess and recog- The focus on higher quality in education aspects that are most important to indi- nise refugees’ qualifications in new and is also clearly evident in the government’s vidual students. more efficient ways. We launched the proposed changes for the teacher educa- idea of a European Qualifications Passport. tion programmes. All primary and lower At NOKUT, we want to ensure that the Being issued a qualifications passport will secondary teacher education programmes colleges of tertiary vocational education, give refugees a document they can use shall be master’s degree programmes from the university colleges and the universities across Europe. We have great belief in this 2017. Institutions without the authority are seen in conjunction with each other. project, which is now being discussed in to establish new master’s degree teacher They all have an important place in the the EU system. education programmes themselves must tertiary education system. High-quality apply to NOKUT for accreditation. We education shall be available at all levels. NOKUT The Year 2015 provides a brief will help these educational institutions There is a constant need in the labour introduction to and overview of our activi- to make the transition to the new level market for different levels of qualified ties last year. For more information, check of education. labour. A master’s degree is not always out our website. the qualification that is saught after. The Ministry of Education and Research Enjoy the magazine! recently assigned NOKUT the task of esta- We are also charged with assessing whether Terje blishing an international advisory group foreign education corresponds with the to improve the quality of the teacher level of Norwegian education, so that
2 TABLE OF CONTENTS
4-5 The most important events 6-7 The flow of refugees 8-11 Record number of applications 12-13 Changing foreign education field 14-15 Breakfast with NOKUT 16-17 How to ensure quality in education? 18-19 NOKUT’s supervisory activities in 2015 20-23 New study programmes 24-25 Students’ learning trajectory 26-27 The new educational landscape 28-29 2015 – The year of tertial vocational education 30-33 The student’s voice 34-35 Centres for excellence in education work 36-37 The new NOKUT 38-41 Highlights 42-43 This is NOKUT 44-45 Information
3 THE2015 MOST JAN FEB MAR •• Turbo evaluation: ••NOKUT breakfast: ••White paper: Start-up of turbo- The national student Concentration for quality evaluation of foreign survey Studiebaro- – structural reform in the education in conne- meteret 2.0. university and university ction with with admis- college sector. sion to PhD programmes. ••NOKUT-seminar: Education management for quality development of study programmes, in cooperation with the Arctic University of Norway (UiT) and the SFU centre ProTed.
APR MAY JUN ••NOKUT breakfast: ••NOKUT conference: ••Topic specific national Labour market + higher Conference on higher assessment examinations: education = perfect education in coopera- NOKUT organises a nati- match? tion with the University onal assessment exam in of Bergen. auditing.
••Course and e-learning: ••NOKUT seminar: New e-learning platform What will it take to esta- and course in recogni- blish a five-year teacher tion schemes for foreign education programme? education, collaboration with IMDi. ••Cooperation in education: Start-up of mapping of ••GSU forum established: educational institutions’ Network for further de- cooperation agreements. velopment of the list of requirements for the Higher Education Entrance
4 Qualification. 2015IMPORTANT EVENTS AUG SEP OCT ••NOKUT workshop: ••External evaluation: ••The SFU arrangement: Information about Syrian NOKUT’s work on the Expansion in the national education for sister offices recognition of foreign budget for 2016. in the Nordic countries. education was approved ••The national student ••Recognition schemes: survey Studiebarometer- Course in collaboration et: with IMDi. Distributed to students.
••NOKUT breakfast: ••Recognition schemes: Effects of the SFU arrange- Course in collaboration ment. with IMDi.
••NOKUT seminar: ••NOKUT breakfast: The national student Does taking part of a pro- survey Studiebarometeret. gramme abroad raise the quality of higher educa- tion?
••NOKUT conference: NOV DEC Changing vocational edu- cation, Drammen. ••NOKUT seminar: ••Nord University: Learning outcome descrip- ••New criteria: NOKUT announces super- tions. NOKUT’s board adopts visory activities. new criteria for the recog- ••Topic specific national nition of foreign doctoral ••NOKUT conference: assessment examinations: degrees. Qualifications without NOKUT organises nati- borders, Gardermoen. onal assessment exams in the teacher education ••Utdanningskvalitetsprisen: programmes and the Prize for quality in higher nursing programmes education awarded to the student-run NTNU Live Studio.
••New development plan: NOKUT adopts the plan for foreign education and competence.
5 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
THE FLOW OF REFUGEES
Stig Arne Skjerven Director of Foreign Education
The year 2015 was extraordinary, and from Syria. There are many different figures a challenging time for hundreds of in circulation. However, there is a lot we thousands of refugees who arrived in do not know. To date, the refugees’ quali- Europe. During 2015, more than 31,000 fications are not being mapped. asylum seekers arrived in Norway. That is almost three times as many as arrived An overview of the competences that in 2014. refugees bring with them to Norway is important for municipalities, employers, At NOKUT, we have already noticed the integration system and for the refu- increased pressure on our recognition gees themselves. People can find work schemes, and we expect even greater more quickly and earn money, rather than pressure in the time ahead. There has living on benefits, and Norway can make been a marked increase in the number use of valuable competences and labour. of applications from Syrians. Up from a mere 119 in 2014, NOKUT received 431 NOKUT will prioritise developing our recog- applications for general recognition from nition schemes in the time ahead to help Syrians in 2015. We also saw an increase ensure that the competence that refu- in the number of applications from refu- gees bring with them is assessed to a gees from other countries, such as Iraq greater extent. and Eritrea.
The flow of refugees has contributed to longer case processing times. At the end of 2015, the average case processing time was 1.6 months. That average has increased 0.3 months compared with the same time last year. We make continuous efforts to keep case processing times as short as possible, despite the growth in the number of applications.
Throughout the year, we have discussed the actual level of education of the refu- gees coming to Norway, especially those
6 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
EUROPEAN QUALIFICATIONS PASSPORT FOR REFUGEES
A growing number of refugees are moving from country to country in Europe looking for safe havens and work. NOKUT, together with UK NARIC, has therefore proposed establishing a European Qualifications Passport for Refugees, to achieve a coordi- nated mapping of refugees’ competences in Europe. A joint, multinational fast-track recognition procedure for foreign quali- fications could help ensure that as many HELPING HAND TO REFUGEES refugees as possible can take up employ- ment or start studying sooner. Together with Oslo and Akershus University College of Applied Sciences, NOKUT participated in an event to help refugees on 1 December, organised by the University of Oslo. This academic helping hand consisted of an information day for refugees who had started studying before they came to Europe. The refugees learned about how they can continue their studies in Norway.
7 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015 RECORD NUMBER OF APPLICATIONS
In 2015, NOKUT received 15 % more appli- THE UVD SCHEME PRESENTS NEW cations than in the previous year. This OPTIONS is partly because many of the refugees In recent years, NOKUT has established a who come to Norway apply for recog- recognition scheme for refugees called the nition of their qualifications, and partly UVD scheme. This scheme enables refu- because the cooling of the Norwegian gees and people without documentation to economy led to more people from Eastern have their education assessed. They learn Europe applying to have their education whether their education corresponds to the recognised. level of a comparable Norwegian educa- NOKUT shall help enable people with a tion at a university or university college. foreign education to make effective use NOKUT received 7,556 applications for The assessments are made through inter- of their qualifications in Norway, and general recognition in 2015, compared with views which are time-consuming, but they ensure that employers and educational 6,572 in 2014. We expect to see a further are very useful to those whose educa- institutions are well informed about increase in the number of applications in tions are being recognised. This recogni- the equivalences between Norwegian 2016. The three countries from which we tion will enable them to start using their and foreign qualifications. receive the most applications have not qualifications in Norway more quickly. changed since 2014: Poland, Lithuania and Serbia. The only new country on the In 2015, we assessed the educations of top ten list is Syria, which climbed to fifth 120 people, of these 85 had their educa- place in 2015. tion recognised through this scheme. The applicants who took advantage of this Case processing times were slightly higher scheme come from countries such as in 2015 than in 2014. It increased from 1.3 Iraq, Afghanistan, Syria, Somalia, Eritrea, to 1.6 months. We expect a further increase Ethiopia, Burundi, Rwanda and Russia in the time ahead. NOKUT constantly consi- (Chechnya). ders how we can keep case processing times as short as possible, without this being at the expense of the thorough- ness of our assessments.
8 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
NUMBER OF TOP TEN APPLICATIONS COUNTRIES 2015 2009–2015 Poland 1255 Lithuania 689 Serbia 686 Philippines 468 Syria 431 India 395 Russia 378 UK 376 2009 2010 2011 2012 2013 2014 2015 Ukraine 340 3 113 3 879 4 357 5 125 6 163 6 572 7 556 USA 355
GROWTH IN EUROPEAN RECOGNITION portal will not require the coordination and provide information about the EQF WORK of rules and regulations or data systems, and its relationship to the Norwegian and can therefore be implemented rela- Qualifications Framework for Lifelong An open labour market in the EU/EEA area tively quickly. The white paper on adult Learning (NQF). means that many people move across learning Fra utenforskap til ny sjanse – borders to find work. It is easy for people Samordnet innsats for voksnes læring, in some occupations to start up in a new states that a joint online portal would be country, while for many other groups, the assessed as part of the follow-up work on EXTERNAL EVALUATION OF new country’s authorities must issue an the white paper. NOKUT looks forward to NOKUT’S RECOGNITION OF FOR- authorisation before they can start working. contributing to this work. EIGN QUALIFICATIONS
NOKUT is a joint, national information In 2015, an international committee NATIONAL ENIC-NARIC OFFICE centre for this group of applicants, but assessed NOKUT’s work on recognition other authorities are responsible for the of foreign education. The committee NOKUT is Norway’s ENIC-NARIC office. actual recognition of their qualifications. concluded that this work is very well ENIC and NARIC are networks of national There are around 180 recognition schemes organised and well-functioning with respect offices that provide information about for professional qualifications in Norway. to the points it evaluated. It pointed out the recognition of foreign education and There are a total of 18 state recognition that the recognition procedures for the educational systems in different countries. offices, which are subordinate to 12 diffe- UVD scheme work very well. NOKUT updates the country database. It rent ministries. The work is governed by the contains information about educational EU’s Professional Qualification Directive, It also highlighted the UVD scheme for systems and how qualifications from which sets out rules for how qualifica- refugees as an important international different countries are recognised in tions can be recognised across Europe. contribution to the development of the Norway. Students who are planning to study recognition field. abroad use it to select programmes on the – A number of measures have been imple- basis of relevant and credible information. mented in recent years to improve infor- The committee also made special reference mation about the recognition schemes to the valuable dual role of NOKUT as NATIONAL CONTACT POINT FOR THE EQF and facilitate better user services, but an organisation that is tasked with both The European Qualification Framework NOKUT wants more, says Director of Foreign quality assurance of Norwegian higher for Lifelong Learning (EQF) is intended to Education, Stig Arne Skjerven. education and the recognition of foreign facilitate mobility and lifelong learning by education. They underlined that the link contributing to the comparison of qualifi- – We believe it’s high time that one joint between these two fields will be even cations and qualification levels. The role application portal is established for all of more important in the years to come. of the contact point is primarily to advise the recognition schemes. A joint application
9 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
RECORD NUMBER OF APPLICATIONS
FIELDS WITH MOST APPLICATIONS FIELDS WITH MOST APPLICATIONS FOR FOR THE UVD SCHEME TURBO EVALUATION FOR EMPLOYERS
ENGINEERING ENGINEERING 25 applications 31 applications
ECONOMICS ECONOMICS 24 applications 29 applications
AGRICULTURE AGRICULTURE 20 applications 28 applications
SCIENCE AND MATHEMATICS SCIENCE AND MATHEMATICS 20 applications 27 applications
TEACHER EDUCATION TEACHER EDUCATION 17 applications 22 applications
10 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
FIELDS WITH MOST APPLICATIONS FOR GENERAL RECOGNITION
ECONOMICS 1639 applications
ENGINEERING 1607 applications
HEALTHCARE 796 applications
TEACHER EDUCATION 719 applications
SCIENCE AND MATHEMATICS 506 applications
TECHNICAL/VOCATIONAL SUBJECTS 500 applications
SOCIAL SCIENCES 430 applications
HISTORICAL-PHILOSOPHICAL SUBJECTS 362 applications
LANGUAGES 336 applications
SCIENCE OF EDUCATION 291 applications
11 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015 CHANGING FOREIGN EDUCATION FIELD – NEW TASKS IN 2015
COURSE ON NORWEGIAN TURBO SCHEMES – NOKUT’S RECOGNITION SCHEMES ADVISORY SERVICES
One important information measure in FOR EMPLOYERS 2015 has been to provide training to the programme advisors in the introduction Two years ago, NOKUT launched a service to programme for newly arrived immigrants. help employers in recruitment processes to Together with the Norwegian Directorate assess education taken abroad. In 2015, 104 of Integration and Diversity (IMDi) and the such assessments were made. Employers Norwegian Directorate for Education and sought most advice about education from Training, two-day courses have been held the UK, the Netherlands, the US and Italy. in Oslo, Trondheim, Kristiansand, Bergen, Tromsø and Gjøvik. FOR EDUCATIONAL INSTITUTIONS ADMITTING PHD CANDIDATES NOKUT’s Director of Foreign Education, Sig Arne Skjerven, is very happy with how Early in 2015, NOKUT established a turbo the programme has been received. evaluation scheme especially for univer- sities and university colleges that admit – The course evaluation shows that the PhD candidates. NOKUT received 67 such programme advisors have found it useful. applications in 2015. Most of the appli- They are an important element in the cants came from the UK, Italy, the US, work on integrating refugees. The advisors Iran and China. are tasked with giving the refugees the best possible advice so that their educa- tion can be recognised and they can take up employment. In order for them to be able to do this, it is important that they are familiar with the existing recognition schemes and how they can be used.
Would you like to test your knowledge of the Norwegian recognition schemes? Try the e-learning programme here
12 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
NEW RECOGNITION SCHEMES
RECOGNITION SCHEME FOR FOREIGN CRAFT AND JOURNEYMAN’S CERTIFICATES
In 2015, NOKUT was assigned the responsi- bility for establishing a recognition scheme for foreign craft and journeyman’s certi- NOKUT’S SERVICES RELATING TO ficates. There has long been a demand FOREIGN EDUCATION AND for such a recognition scheme, which will QUALIFICATIONS enable more people with craft and jour- neyman’s certificates taken abroad to use The development plan for NOKUT’s NEW SERVICES AND TASKS it in Norwegian workplaces. This recog- services relating to foreign education nition scheme will start in 2016. and qualifications shows how NOKUT • Develop new ways of assessing refugees’ wishes to develop its own services, and qualifications Several thousand applicants are expe- how we, as a national resource centre, cted each year. More information about can contribute to the development of • Recognition scheme for foreign vocational this scheme will be available in the first the large field of recognition of foreign education (NQF level 4) half of 2016. education and qualifications. The plan applies to the period 2016–2017. • Recognition scheme for foreign tertiary RECOGNITION SCHEME FOR FOREIGN vocational education (NQF level 5) TERTIARY VOCATIONAL EDUCATION PRIORITY DEVELOPMENT MEASURES: • Tasks in connection with the modernisa- A proposal has been made to establish a • Implement a new application and case tion of the Professional Qualification Dir- recognition scheme for foreign tertiary processing system ective vocational education. The scheme will be assigned to NOKUT, and be established •• Modernise the regulatory framework for INPUT FROM NOKUT with effect from 1 January 2017 at the recognition in line with European practice latest. • Joint application portal •• Upgrade online information tools • Joint services for other recognition •• Help ensure active use of the qualifi- offices cation framework • Statistics on recognition and qualifications •• Strengthen analysis and advisory work held before arrival in Norway and create good arena • Read the development plan for 2016–2017: NOKUTs tjenester om utenlandsk utdanning og kompetanse
13 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015 BREAKFAST WITH NOKUT Gard Sandaker-Nielsen Director of Communications
Several times a year, NOKUT arranges NOKUT’s Director of Communications, CHANGING TERTIARY breakfast meetings to inform participants Gard Sandaker-Nielsen, appreciates the VOCATIONAL EDUCA- about and discuss new and important fact that the NOKUT breakfasts are well findings or trends. Participants include attended. TION politicians, employer and employee orga- nisations and executives etc., lecturers – We have turned the spotlight on issues This year’s vocational education confe- and students at universities, university and problems at these meetings that we rence on the topic ’Changing tertiary voca- colleges and colleges of tertiary vocati- believe the public should discuss and know tional education’ gathered 220 people onal education. more about. All of our meetings had full over two days to discuss robustness and attendance in 2015. This indicates that innovation in a changing vocational educa- The educational sector has plenty to we choose the right topics. tion landscape. We asked how can we discuss given the mergers and structural achieve robust, labour market relevant changes that are regularly mentioned in It is possible to follow all of the NOKUT and innovative tertiary vocational educa- the media. NOKUT breakfasts have become breakfasts online. tion? Employees, owners, students and an important arena for everyone inte- board members of private and state voca- rested in quality of education. Politicians This year’s topics were: tional education institutions, business and and employer and employee organisa- ••Launch of the national student survey industry organisations, NOKUT and other tions meet to debate topics with students, Studiebarometeret authorities met to discuss the tertiary executives and lecturers. And they are ••Cooperation between the labour market vocational education of the future. This highly appreciated. People turn up to listen and academia is the most important conference of the to the discussions over a cup of coffee ••Effects of the SFU arrangement year for the tertiary vocational educa- and a sandwich. ••Taking part of a study programme abroad tion sector. The conference was held in cooperation with the National Council for Tertiary Vocational Education in Drammen QUALIFICATIONS in November. WITHOUT BORDERS HIGHER EDUCATION The main topic of the NOKUT conference on qualifications without borders was today’s large-scale migration and the need The NOKUT conference on higher educa- for recognition of education from more tion gathered 530 people with an inte- and new countries. A total of 326 persons rest in Norwegian higher education at a from Norwegian educational institutions, two-day meeting in Bergen in May. The recognition offices or who work on advi- conference was held in cooperation with sing people with foreign qualifications the University of Bergen. At the confe- attended the conference on foreign educa- rence, we asked the questions: tion, which was held at Gardermoen. Day two was set aside for various workshops •• How can structural changes raise the on Norwegian recognition schemes, basic quality of education? case processing and how to work on chal- •• How can we facilitate good learning? lenging educational documents.
14 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
CLEAR ROLE IN SOCIETY
NOKUT SHALL CREATE ARENAS FOR NOKUT’s goal is to be an ambassador for quality in education and to play a clear EXCHANGING OPINIONS AND PUTTING role in society. The events we held in 2015 have contributed to this goal. We have IMPORTANT TOPICS ON THE AGENDA held successful conferences for higher education, tertiary vocational education and foreign education in addition to seminars and breakfast meetings. We have placed emphasis on achieving increased visibility and sway in the media, particularly in connection with the breakfast meetings and new decisions. In line with the growing number of refugees who have come to Watch the animation film Betre Norway, we have seen a corresponding saman (Better together), made increase in public interest in NOKUT, our exclusively for NOKUT’s confe- work and the new ideas and proposals rence on higher education we have presented. We experienced particular interest from the media and the public in our work on developing a fast-track scheme for mapping asylum seekers’ qualifications. The NOKUT blog and NOKUT’s Twitter account have been active throughout the year. 15 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
HOW DOES NOKUT HELP TO ENSURE AND PROMOTE QUALITY IN EDUCATION?
Over the years, many instruments have Supervision of study programmes and Centres for Excellence in Higher Education been put at NOKUT’s disposal in its educational activities – In order to ensure (SFU) – SFU status is awarded to academic work to assure, develop and provide that students get a good education, NOKUT communities that have already demon- information about the quality of higher carries out different types of supervisory strated excellent quality and innovative education and tertiary vocational edu- activities: thematic, indication-based practices in education, and that have cation in Norway. In addition to accre- and incident-based. In thematic super- plans in place for further development ditation and supervisory activities, its visory activity, we examine several study and innovation. One of the important work on quality also involves various programmes in the same field of study requirements the centres have to meet types of evaluations, incentive pro- and assess the quality of the whole field. is that they disseminate their results and grammes such as the Centres of Excel- We can also initiate supervisory activi- knowledge. lence in Higher Education (SFU) arran- ties if we receive information that indi- gement, the national student survey cates that the quality of an educational Utdanningskvalitetsprisen – NOKUT awards Studiebarometeret, and other data gat- institution or field is not good enough. an annual prize to an academic environ- hering processes regarding knowledge We call this indication-based supervision. ment at a university or university college about quality in education. Supervisory processes that we initiate that has shown excellence in its work on because we receive information that quality. – NOKUT is working on renewing the students’ education at a specific educa- portfolio of instruments we use to pro- tional institution or study programme is Studiebarometeret – The annual results mote high quality in education. The not of sufficient quality are called inci- of this national student survey give us composition of knowledge about the dent-based supervision. insight into how students perceive the quality status and different instruments, quality of education at their own educa- which are dedicated to stimulating qu- Periodic supervision of the educational tional institutions. ality in education, e.g. the SFU arrange- institutions’ systematic quality work – ment, make up an increasing part of our NOKUT assesses how educational insti- Dissemination of results and insight – work portfolio,’ explains Director Gene- tutions manage and develop their own NOKUT holds breakfast meetings and ral of NOKUT Terje Mørland. systematic quality work. We can group seminars for interested parties, where educational institutions together in politicians, educational institutions, and THE MOST IMPORTANT INSTRUMENTS some of the evaluations so that those other authorities and interest groups meet with common features can be assessed to discuss different aspects of quality in Knowledge about quality in education – together. This gives us a better overview education and how it can be promoted. FOne of the important preconditions for of quality throughout a given field. Active distribution of analysis and evalua- assessing quality of education at Norwegian tion results, such as newsletters, blogs and educational institutions is that we have a Evaluations – NOKUT carries out evaluat- articles in the media, and expert advice good knowledge base for our work. Good ions in order to assess the quality of higher to the Ministry of Education and Research coordination of databases and better regis- education. This provides NOKUT with a are other ways in which we exercise our tration in existing databases are impor- good basis for following up quality develop- CSR. tant in this context. Based on this, we ment at the educational institutions. A prepare analyses, studies and statistics number of such evaluations have been that provide insight into the quality status initiated. Some of them are being carried of different types of programmes. out together with other parties.
16 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
NOKUT’S EVALUATION PROJECTS IN 2015
TOPIC SPECIFIC NATIONAL ASSESS- in the humanities in spring 2016. ANALYSES AND STUDIES MENT EXAMINATIONS EUROMASTER In NOKUT we work continuously to NOKUT organized three successful nati- strengthen our efforts in studying and onal assessment exams on specific topics NOKUT will develop and test an arran- analyzing educational quality and quality in 2015. In May, more than 500 bachel- gement for comparing Norwegian study work in higher education, thus helping to or’s degree students from 13 different programmes with corresponding study stimulate quality development. NOKUT’s university colleges and universities took programmes abroad. We will use inter- analyses and studies, articles in journals the national assessment exam in accoun- national peer reviewers in connection and summaries of research are important ting and financial reporting. The examina- with the testing. NOKUT has established contributions that support and inform tion results showed that there was signi- cooperation with quality assurance bodies about quality work and the quality of gicant variation between the different in Sweden (UKÄ) and the Netherlands education at educational institutions in participating institutions. (NVAO). Together, we have developed a Norway. comparison method. The project compares On 1 December, NOKUT organized a nati- master’s degree programmes in the fields The most important publications in 2015 onal assessment exam in mathematic of molecular biology and economics from didactics for teacher education student each country. •• Research as foundation for education: at 15 educational institutions. And right Centres of Excellence and good practices. before Christmas, it was nursing students’ LEARNING OUTCOME DESCRIPTIONS turn. They sat for exams in physiology, •• Utdanningskvalitetsprisen 2004–2014: anatomy and biochemistry. Unfortunately, NOKUT has mapped whether learning En vareopptelling med vurdering. the nursing students performed poorly. outcome descriptions at Norwegian univer- The teacher education students, on the sities and university colleges are in agre- •• Arbeidslivsrelevans i høyere utdan- other hand, performed surprisingly well. ement with the Norwegian Qualifications ning. Undersøkelse om universiteters Framework for Lifelong Learning (NQF). og høyskolers arbeidslivskontakt og INTERGRATED ACADEMIC EVALUATIONS Experts found that many of the learning studienes relevans for arbeidslivet. outcome descriptions were not in agree- NOKUT and the Research Council of Norway ment with the framework. The report reve- •• From counting credits to learning out are cooperating on the development of a aled a need for clearer guidance in rela- comes? Report from the working group model for intergrated academic evalua- tion to the qualifications framework and on recognition of foreign doctoral tion that covers both education and rese- that NOKUT’s expertise must be further degrees arch. The project has particularly focused developed so that we can provide better on developing a new model for evaluating assistance to the educational institutions •• Bidrar delstudier i utlandet til å heve study programmes as a precondition for in this work. kvaliteten i høyere utdanning? combined evaluations in future. A model for evaluating the interaction between •• Norske arbeidsgiveres syn på høyere research and education is being tested utdanning fra utlandet.
17 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015 NOKUT’S SUPERVISORY ACTIVITIES IN 2015
NOKUT is responsible for supervising AUDITS – NOKUT’S university college programmes failed to more than 4,000 study programmes at STRONGEST INSTRUMENT meet the requirements. The educational around 160 higher education institutions institutions have been given a deadline in and colleges of tertiary vocational educa- In 2015, NOKUT audited 12 study 2016 to document that the programmes tion in Norway. programmes. Only one of the programmes meet the requirements of the applicable was approved. Audits are NOKUT’s stron- laws and regulations. NOKUT regularly reviews many study gest instrument. Before initiating an audit, programmes to assess whether there is NOKUT is in dialogue with the educati- When NOKUT withdraws an accreditation reason to initiate supervisory activities. onal institution about the findings from or approval, it is the educational insti- Most of the programmes are in order, but the first phase of the supervisory activity. tution’s responsibility to find a solution every year we identify programmes that that allows the students to complete have so many shortcomings they have to In 2015, the audits led NOKUT to withdraw the programme they have started. The be discontinued. In addition to checking its approval of four tertiary vocational educational institution’s solution must that the quality of education meets the education programmes and one university be approved by NOKUT. In many cases, applicable requirements, we also want programme. A further three tertiary voca- NOKUT assists the educational institution supervision to stimulate further develop- tional education programmes and there with this work. ment at the educational institutions.
Approved Given a deadline to remedy the situation – final decision autumn 2016 Approval withdrawn
AUDITS OF Fagskolen i Sogn og fjordane, Førde Engineering and electrics ACCREDITATIONS Fagskolen i Vestfold Deck officer and engineer officer Buskerud and Vestfold University College Marine technology operations Buskerud and Vestfold University College Navigation Aviation School of Norway Commercial pilot, plane Aviation School of Norway Commercial pilot, helicopter Rudolf Steiner University College Visual art Studieforbundet Folkeuniversitetet, Mesterfagskolen Master carpenter Moteskolen AS Fashion development management Moteskolen AS Fashion design and modelling JCK AS, FACE Stockholm Make up School Makeup artist The University of Bergen Master of Gender and Development
18 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
THE DIFFICULT COOPERATION AGREE- ASSESSMENT OF QUALITY ASSURANCE NOKUT shall contribute to all study MENTS SYSTEMS programmes at Norwegian universities, university colleges and institutions In spring 2015, NOKUT initiated supervi- All educational institutions offering higher at tertiary vocational level being of sion of universities and university colleges education are required to have an approved satisfactory quality, that as many of that cooperated with external parties on quality assurance system in place to ensure them as possible are outstanding, and the provision of higher education. The that the the education they offer is if a that society is well informed about the supervisory activities covered 22 study high quality. In 2015, NOKUT evaluated status in the sector. programmes and more than 6,300 students. 12 quality assurance systems at univer- NOKUT found that several of institutions sities and university colleges. were offering higher education in coopera- tion with parties that were not authorised NOKUT approved 11 of these systems. to provide such education. The frameworks Two of the approvals were given following for cooperation between and the respon- an expert re-evaluation of the systems, sibilities of the parties varied in the agree- which were not deemed satisfactory after ments. In some cases, the external parties the first evaluation. Approved appeared to have assumed full responsi- Not approved bility for the programme provided. Approved following re-evaluation At three of the educational institutions, Ansgar University College and Theolo- NOKUT decided that all of the programmes gical Seminary under supervision were to be audited, Barratt Due Institute of Music and we initiated an audit of individual ASSESSMENT OF THE Kristiania University College programmes at one educational institution. QUALITY ASSURANCE Norwegian School of Leadership and Six university colleges and one university SYSTEMS Theology were also required to meet with NOKUT. Oslo and Akershus University College Many of the educational institutions subse- of Applied Sciences quently chose to terminate agreements Sogn og Fjordane University College with external parties. Stord/Haugesund University College Oslo National Academy of the Arts Bergen Academy of Art and Design Norwegian Institute for Children’s Books Sámi University of Applied Sciences Norwegian University College of Dance
19 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
NEW STUDY PROGRAMMES
35 new study programmes were launched of applications for new tertiary vocational following NOKUT’s consideration of the education programmes is falling, while applications received in autumn 2014 the number of applications suitable for and spring 2015. This is an increase of consideration, i.e. that are subjected to six compared with the previous period. expert evaluation, remains stable. From the 2011/2012 application round and up Not all educational institutions are autho- until 2014/2015, more than 50 applica- rised to accredit new study programmes. tions from each round have been consi- All universities are authorised to do so, but dered by experts. most colleges of tertiary vocational educa- tion must apply to NOKUT for approval of Of the 24 applications for bachelor’s new study programmes. Accredited univer- degree programmes NOKUT received in sity colleges are authorised to establish the 2014/2015 application round, we accre- study programmes at bachelor’s degree dited four. We also accredited ten of a level, and at master’s degree level in fields total of 22 applications at master’s degree in which they already have programmes level. This is a normal level. The bachelor’s at doctoral degree level. Other univer- degree level applications come from small, sity colleges need accreditation from non-accredited university colleges with NOKUT before they can start new study small academic communities, while the programmes. master’s degree level applications come from accredited university colleges that In the 2014/2015 application round, NOKUT often have well-established academic received 46 applications for new higher communities. education study programmes. Twenty- four of them were at bachelor’s degree Over the last four years, the number of level and 22 at master’s degree level. The doctoral degree applications has varied number of applications has been fairly from zero some years to seven other years. stable for some time. In the 2013/2014 We received a total of 17 applications for application round, we only received eight PhD accreditation during this four-year applications for accreditation of bachel- period, thirteen of which were accredited. or’s degrees, however. This was more an NOKUT approved 100 tertiary vocational exception than a rule. education programmes and accredited 15 bachelor’s degree programmes and NOKUT received 70 applications for new 46 master’s degree programmes during vocational education programmes in the the same period. application period 2014/2015. The number
20 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
NEW STUDY PROGRAMMES AT COLLEGES OF TER- An accredited institution can establish TIARY VOCATIONAL EDUCATION AND UNIVERSITY study programmes that are within the scope COLLEGES IN THE 2014/2015 PERIOD of its authorisation without having to apply to NOKUT for accreditation. Universities, specialised university institutions and the accredited university colleges belong in this category.
Non-accredited university collegesmust UNIVERSITY apply to NOKUT to establish new study COLLEGES programmes.
Non-accredi- Authorised University ted Univer- to University Colleges sity Colleges
Bachelor Master PhD
Study programmes the institution can establish. Study programmes the institution must apply to NOKUT for accreditation of. Colleges of tertiary vocational education with subject area approval (provider) are authorised to establish study programmes within a limited subject area. In order to be granted such authorisation, the subject area must be accredited, and the provider must meet a number of conditions.
Colleges of tertiary vocational education without subject area approval (provider) must apply to NOKUT for accreditation of all new programmes. Only programmes that are approved by NOKUT can be called tertiary vocational education programmes. COLLEGES Schools that have approved tertiary voca- OF TERTIARY tional education programmes can call VOCATIONAL themselves colleges of tertiary vocati- EDUCATION onal education. 21 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
NEW STUDY PROGRAMMES
Applications New educational programmes Autumn 2014/spring 2015 Autumn 2014/spring 2015
Tertiary vocational education programmes 70 Tertiary vocational education programmes 21 Bachelor’s degree programmes 24 Bachelor’s degree programmes 4 Master’s degree programmes 22 Master’s degree programmes 10 PhD programmes 0 PhD programmes 0 183 150 111 116
2011/2012 2012/2013 2013/2014 2014/2015
DECISIONS REGARDING STUDY PROGRAMMES 55 55 29 35 2011/12 TO 2014/15
2011/2012 2012/2013 2013/2014 2014/2015
APPLICATIONS FOR STUDY PROGRAMMES 2011/12 TO 2014/15
22 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
NEW STUDY PROGRAMMES
STUDENT-RUN LIVE STUDIO AT NTNU RECEIVES UTDANNINGSKVALITETSPRISEN 2015
The NTNU Live Studio enables students to simulate the entire process of an archite- cture project, from the early sketches to the completed building. This concept saw them beat more than 15 other conten- ders in the competition to receive the award of NOK 1 million. Utdanningskvalitetsprisen aims at NTNU Live Studio enables students of motivating and inspiring universities and architecture to explore the field of archi- university colleges – and their discipline tecture up close in different and unique communities – to work systematically contexts in Norway and abroad. The project in order to enhance the quality of their is an excellent example of active process programmes. cooperation between lecturers, students and other relevant parties. The awarding committee praised NTNU Live Studio for giving the students a sense of ownership, independence, authority and insight into their professional development and their own learning. The committee believes that this strengthens the quality of lear- ning and promotes the development of the learning environment for students, the faculty’s teaching staff and external partners.
23 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015 STUDENTS’ LEARNING TRAJECTORIES Øystein Lund Director of Quality Assurance
NOKUT is shifting the focus of its quality – We will continue to accredit new study work. The students’ learning trajectories programmes, carry out supervision of exis- – the path they take from admission to ting programmes and regular evaluation graduation – will form the core of NOKUT’s of the educational institutions’ quality future work with colleges of tertiary voca- work. What’s new is that we will now focus tional education, university colleges and more on the quality work that is done universities. to improve the study programmes. The focus will be on what and how students A good study programme is composed and learn. We will look at how the educati- WHAT INFLUENCES THE LEARNING implemented in such a way that students onal institutions facilitate good learning TRAJECTORY? have good opportunities to achieve high and find out how external factors influ- learning outcomes, and such that the ence students’ learning trajectories. By focusing on the student, NOKUT gains education corresponds to society’s compe- We will keep an eye on all educational a broad understanding of the process from tence needs. The study programmes should institutions, including those entitled to admission to achieved learning outcomes. In encourage students to take an active role establish their own programmes. order to understand what makes this path in the learning process, which is to be meaningful and stimulating for students, reflected in the assessment of students. The programmes shall also contribute to we look at several influence factors: They the general education of students. Good can be classified into four groups: The focus on students’ learning trajectories study programmes introduce students to will not be at the expense of the super- a large academic and social fellowship. •• The areas that are the precondition for visory activities currently carried out by They shall also highlight how their abili- education taking place at all, namely NOKUT, Director of Quality Assurance at ties and qualifications can be applied in the existence of an academic environ NOKUT, Øystein Lund assures us: the best interests of society. ment in which students have the oppor tunity to acquire high-quality knowledge.
•• The processes the student undergoes from the start of the study programme, through the learning trajectory where knowledge is created and acquired, up until the learning outcome has been achieved.
•• Factors that are crucial to the success of the student’s learning.
•• The work on programme design which is intended to unite all these aspects.
24 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015 STUDENTS’ LEARNING TRAJECTORIES
MORE INFO ABOUT THE ELEMENTS IN updated through contact with internati- they affect student welfare and how they THE FIGURE onal academic and expert environments. facilitate good learning.
Learning trajectory – a student’s life at Educational competence – everything Programme design – good study an educational institution, from admis- that facilitates students’ learning, such programmes are organised to ensure that sion until receiving the diploma. as the organisation of teaching and lear- factors that contribute to good learning ning activities, academic supervisors’ and and students achieving a good learning Entrance competence – The prerequisite lecturers’ academic and didactic compe- outcome are present. A good programme knowledge and other qualities (such as tence in addition to the programme mana- design is characterised by, among other motivation and abilities) that the student gement at the educational institution. things, good and relevant learning outcome brings to the programme. descriptions at the correct level that are Interaction with society – relevant adapted to the unique nature of the subject. Learning outcomes – the competence programmes that there is a demand for the student is expected to have achieved in society and that are developed in coope- after completing the programme. ration with society and the labour market.
Knowledge base – knowledge foundation, Learning environment – physical, orga- a living and developing foundation. It is nisational and psychosocial factors, how
25 NOKUT Nasjonalt organ for kvalitet i utdanningen | Året 2015
T H E N E W EDUCATIONAL LANDSCAPE Terje Mørland Director General
Structure, mergers and quality. These three words reflect the development in higher –It is thus necessary to change the struc- education in Norway over the last year. ture of the university and university college How can we structure the educational sector, and concentrate resources at fewer, landscape so that students acquire the but stronger institutions. knowledge they need to be able to find work in the Norwegian labour market? Director General Terje Mørland has pointed And what about the tertiary vocational out on a number of occasions that the education sector? students may suffer as a result of such processes. The job of merging different In March 2015, the government presented academic communities and cultures, crea- its white paper Konsentrasjon for kvalitet – ting enthusiasm for the mergers and esta- strukturreform i universitets- og høyskole- blishing support for the decisions is diffi- sektoren. It is important that Norway read- cult and demands a lot of resources. justs to meet the changes in society and secure jobs and welfare in the future. At –Today’s students are entitled to good a press conference in connection with the follow-up and high-quality education white paper on structural reform, during the merger process. The educati- Minister of Education and Research onal institutions must have a clear stra- Torbjørn Røe Isaksen said: tegy for ensuring the quality of educa- tion before, during and after mergers. – Norway must create new jobs, support Conscious priorities have to be made to innovation and solve the major challenges in prevent these processes from affecting the health, education and welfare sectors. today’s students. The new structure will provide a basis for improving the quality of higher education A number of universities and university and research. This is crucial if Norway is colleges discussed possible mergers during to achieve the restructuring that is requ- 2015. Some of them managed to reach ired over the coming years. agreements, while others are still negoti- ating. Many merged universities became An important key to this is improving the a reality on 1 January 2016. quality of higher education and research. The Minister of Education and Research believes that there are too many small and fragmented academic environments at too many educational institutions in Norway.
26 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
Terje Mørland Director General
WHAT ABOUT THE COLLEGES OF TERTIARY STRUCTURAL REFORM VOCATIONAL EDUCATION? IN HIGHER EDUCATION
In 2016, the Ministry of Education and The Structural reform is intended to Research will complete a white paper strengthen the quality of education and on tertiary vocational education, while research in Norway. Access to higher the white paper on quality in higher education shall be good across Norway, education will be ready in 2017. Mørland MERGERS and the regional role of institutions must be emphasises that the Ministry of Education further developed. Academic communities and Research must see the two white Four of the mergers discussed in the white shall also be established that are robust papers in conjunction with each other. paper on structural reform were anno- and world-leading. The reform shall unced in 2015. Three expanded universi- also contribute to a more efficient use – In the middle of all this talk of mergers, ties and one new university college came of resources. it’s important to ensure that the diver- into existence in January 2016: sity of the educational system is main- tained. There must be a difference between 1. University College of Southeast Norway: upper secondary vocational education Buskerud and Vestfold University programmes, tertiary vocational education College and Telemark University College programmes and bachelor’s and master’s 2. The new NTNU: The Norwegian Uni- degree programme. There must be room versity of Science and Technology for both large and small programmes, The (NTNU), Sør-Trøndelag University time is now ripe to discuss the place of College, Aalesund University College colleges of tertiary vocational education and Gjøvik University College in the tertiary education system, Mørland 3. Nord University: The University of Nord- said at NOKUT’s tertiary vocational educa- land, Nesna University College and tion conference. Nord-Trøndelag University College 4. UiT the Arctic University of Norway: UiT the Arctic University of Norway, Narvik University College and Harstad University College
In addition, four private university colleges also merged: 5. VID Specialised University: The School of Mission and Theology, Diakonhjemmet University College, Haraldsplass Deaconess University College and Betanien University College 27 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015 2015 – THE YEAR OF TERTIARY VOCATIONAL EDUCATION
2016 – ALSO THE YEAR OF TERTIARY VOCATIONAL EDUCATION
Minister of Education and Research ment of the tertiary vocational education The Ministry of Education and Research Torbjørn Røe Isaksen launched 2015 as sector, including an inexpedient has worked on a white paper on tertiary the year of tertiary vocational education structure vocational education in 2015, but it will at NOKUT’s tertiary vocational education not be finished until 2016. At NOKUT’s conference in 2014. So what happened •• Inadequate funding through an un- tertiary vocational education conference, in 2015? satisfactory financing system State Secretary Bjørn Haugstad there- fore extended the year of tertiary vocati- The reason 2015 was named the year of The two sectors must be seen in con- onal education to include 2016. The input tertiary vocational education was that the junction received by the Ministry on funding, stru- Grund Committee submitted the official cture, organisation, ownership, the role of Norwegian report NOU 2014:14 Fagskolen The official Norwegian report was an impor- the tertiary vocational education sector in – et attraktivt utdanningsvalg to the tant topic at NOKUT’s tertiary vocational the educational system and improvement Minister in November. The follow-up to education conference. of the quality of tertiary vocational educa- the report would thus take place in 2015 tion will be included in this work. – which was therefore named the year of – The measures proposed in the report tertiary vocational education. The place of to strengthen discipline communities and ACT AND REGULATIONS DISTRIBUTED colleges of tertiary vocational education introduce more professional management FOR CONSULTATION in the present educational system was and leadership in the sector as a whole discussed throughout 2015. Many asked will contribute in particular to improving The Government worked on amendments how more people can be encouraged to the quality of tertiary vocational educa- to the Tertiary Vocational Education Act take tertiary vocational education and tion. This is a necessary and challenging and the Regulations concerning Quality how such education can be made more boost for colleges of tertiary vocational Assurance and Quality Development in prestigious. education,’ said Director General of NOKUT Higher Education and Tertiary Vocational Terje Mørland about the report and the Education in spring 2015. The proposed The report pointed out several issues that discussions it has given rise to. amendments were distributed for consul- must be dealt with: tation in August. In them, the Government – We now have a golden opportunity announced a status boost for tertiary voca- •• Tertiary vocational education’s unclear to decide what we want the colleges of tional education in the form of stronger place and low status in the Norwegian tertiary vocational education to be and rights and better arrangements for educational system contribute to Norwegian society. To take students in tertiary vocational educa- advantage of this opportunity, we have tion. The Government proposed to give •• Business and industry’s lacking sense to dare to discuss the organisation of our these students the same rights as students of ownership in relation to colleges of upper secondary, tertiary vocational and at universities and university colleges. It tertiary vocational education higher education seen in conjunction with also wants to establish a national appeals each other. This is something we have so board for students in tertiary vocational •• The need to improve the quality of far not been good at in Norway. education. This would give the students tertiary vocational education the opportunity to appeal certain decisions to a national appeals board like univer- • Inexpedient and ineffective manage- sity and university college students can
28 do today. NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
Torbjørn Røe Isaksen, «A NEW TERTIARY VOCATIONAL EDUCATION POLICY THAT LIFTS THIS PART Minister of Education and Research OF THE EDUCATION SECTOR TO BECOME A REAL AND HIGHLY REGARDED
ALTERNATIVE TO HIGHER EDUCATION WILL CONTRIBUTE TO MORE AND
BETTER DIVISION OF TASKS BETWEEN THE COLLEGES OF TERTIARY
VOCATIONAL EDUCATION AND UNIVERSITIES AND UNIVERSITY COLLEGES.
THIS CAN IN TURN FREE UP RESOURCES AND IMPROVE QUALITY IN THE
TERTIARY VOCATIONAL EDUCATION SECTOR AND IN THE UNIVERSITY AND
UNIVERSITY COLLEGE SECTOR ALIKE.»
NOKUT’S COMMENTS ON THE REPORT
NOKUT agrees with much of the Grund The need for a body controlled by the Committee’s description of the situation in colleges of tertiary vocational education the tertiary vocational education sector, – NOKUT is of the opinion that there is a but has comments on the following aspects: need for an overarching body for – and from among – the parties that run these Automatic recognition – Relevant voca- colleges to provide them with an arena tional qualifications achieved in one where they can discuss organisational, part of the educational system must be legal, structural and strategic issues. recognised by other parts of the system. NOKUT’S USER PANEL FOR TERTIARY Recognition must be granted on the basis VOCATIONAL EDUCATION of expert assessment. Automatic transfer schemes or rights to admission following In 2014, NOKUT established a user panel completed tertiary vocational education for tertiary vocational education on a trial programmes is not the way to achieve basis. In this panel, colleges of tertiary this. Such an approach could undermine vocational education and institutions academic quality. that wanted to achieve this status could communicate their views and questions Quality improvement is needed throug- about application processes and NOKUT’s hout the tertiary vocational education supervision. The user panel comprised sector – Many of the smallest colleges of Tertiary vocational education programmes experienced experts, providers and tertiary vocational education are facing are short courses of vocational study representatives of the organisations in considerable challenges relating to quality. adapted to the Norwegian labour market. the tertiary vocational education sector. That is why quality improvement must not The duration of the programmes vary The panel was intended as part of NOKUT’s focus on just part of the tertiary vocati- between six months and two years. At quality assurance of work with colleges of onal education sector and leave the rest present, there are about 100 colleges of tertiary vocational education. The panel was of the sector behind. In addition, signi- tertiary vocational education in Norway little used, and was discontinued following ficantly stricter requirements must be with a total of about 16,000 students. Of an evaluation in December 2015. NOKUT introduced for small colleges of tertiary these colleges, 60% are private institutions. will now find other, more specific ways of vocational education that do not want The remaining 40 % are public. About receiving feedback from the institutions. to work towards a merger and instituti- one third of the students attend colleges onal accreditation. located in Oslo and Akershus counties.
29 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
THE STUDENTS’ VOICE
Ole-Jacob Skodvin Director of Analysis and Development
It is important that the students’ own dissatisfied with parts of their programme THE MOST IMPORTANT ANALYSIS REPORTS appreciation of their education is commu- of study. IN 2015 nicated. NOKUT’s national student survey Studiebarometeret 2.0 gives them the – The students’ response in Studiebaro- •• What explains students’ overall satis opportunity to influence the quality of meteret 2.0 varies greatly between indivi- faction? A review of the main findings their education. dual study programmes and between the of the 2014 Norwegian national student different quality aspects that we asked survey The survey was run for the first time in questions about. In particular, many are 2013–14 and followed up with a second very dissatisfied with individual feedback •• Personal feedback and advising in round in 2014–15. NOKUT presented the and academic follow-up. At the other end of Norwegian higher education: Explaining results from the second round 1 February the scale we find working life relevance and student dissatisfaction 2015. This time, nearly 25,000 students learning outcomes, which receive consis- from about 60 universities and university tently positive feedback. The universities •• Studiebarometeret 2014 – tiltak for colleges had the opportunity to provide and university colleges now have a job to høy svarprosent feedback on their study programmes. do to find out why students are so dissa- tisfied with the feedback they receive •• Studiebarometeret 2014 – gjennomfø- The final response rate for the survey was and put the necessary measures in place. ring og svarinngang then 42 %. This represents an increase of 10 % compared with the year before. The NOKUT conducted a study of feedback to •• Studiebarometeret 2014 – analyse av high number of respondents makes the and follow-up of students in 2015. You can validitet og reliabilitet feedback more representative and lends read this study here: Personal feedback more weight to the students’ voice. For and advising in Norwegian higher educa- •• Studiebarometeret 2014 – Gjennomføring the educational institutions, this means tion: Explaining student dissatisfaction og hovedtendenser that they get an even better tool in their quality work.
Ole-Jacob Skodvin, NOKUT’s Director of Analysis and Development, is very pleased with the high response rate. However, he is concerned that so many students are
30 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
THE STUDENTS’ ASSESSMENT OF THEIR OWN STUDY PROGRAMMES SCALE 1-5 3,9 3,2 3,6 3,7 3,8 4,1 4,3
PARTICIPATIONTEACHINGLEARNING AND ACADEMICTHE OUTCOMES STUDY STIMULATIONCOUNSELLING ENVIRONMENTWORKING ANDASSESSMENT LIFEENGAGEMENT RELEVANCE
2,1% 4,9% 16,1% 36,3% 40,6% NOT SATISFIED NOT VERY SATISFIED NEUTRAL SATISFIED VERY SATISFIED
Read more about the Studiebarometeret is a national student results and analyses of survey that goes out to all students in the the results at second year of bachelor’s and master’s Studiebarometeret.no. degree programmes as well as fifth- year students in integrated master’s degree programmes. The results from the survey are published on the web portal Studiebarometeret.no, where applicants, students, institutions and others can find information about and compare students’ perceptions of the quality of individual study programmes throughout Norway. Most educational institutions now use the results from Studiebarometeret in their development work. Some have replaced their internal student surveys with Studiebarometeret.
31 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
THE STUDENTS’ VOICE
Therese Eia Lerøen Head of NSO
STUDENT INVOLVEMENT – COMMITMENT How does your organisation work on education and research for a day? TO BETTER QUALITY OF EDUCATION quality of education? • In direct contact with rectors and other Director general of NOKUT: In Norway, two student organisations sector players through the bodies of • Incorporate requirements concerning work to safeguard and promote the the Norwegian Association of Higher university and university college teaching interests of students. One is an orga- Education Institutions (UHR); the Board, qualifications in the Regulations concer- nisation for tertiary vocational educa- the Education Committee, the Research ning supervision of the educational tion students (Organisasjon for norske Committee etc. quality in higher education. fagskolestudenter, abbreviated ONF); the • Assisting our member organisations • p Speed u case processing for refugees other is the National Union of Students (student democracy organisations at who come to Norway. in Norway (Norsk studentorganisasjon, universities and university colleges) in • Improve quality assurance of practical abbreviated NSO), which represents 33 their efforts to promote quality of training placements. different student unions at Norwegian education at the individual institutions. • Increase focus on quality of teaching. universities and university colleges. • Meetings with the political leaders • Introduce a mentor scheme for all (minister and state secretary) and bure students in consultation with the aucrats in the Ministry of Education Ministry of Education and Research. and Research. • Focus on improving the quality of • Member of the European Students’ the teaching activities that actually Union (ESU), influencing policy in the takes place. field of education at the European level. Minister of Education and Research: What should NOKUT do for students? • Realise #studentkravet (the demand to • Ensure good and sufficient quality in all increase financial support for students study programmes. and link it to 1.5 times the National Insurance basic amount (G) and build What can the students do to improve the at least 3,000 student accommoda- quality of education? tion units per year). • Respond to evaluations and surveys. • p Draw u a strategy for access to and • Participate actively in teaching activ- diversity in higher education. ties. Contribute to establishing dialogue. • Give all students access to a student • Provide concrete feedback, also outside ombudsman. of evaluations. • Make university and university college • Get involved in student democracy and teaching qualifications a regulatory different boards, committees and coun- requirement. cils at their institution. • Forskriftsfestet krav til universitets- og høyskolepedagogikk. What would you do if you were dire- • Allocate funds to new buildings with ctor general of NOKUT and minister of innovative teaching rooms. 32 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
Silje Kjørholt Head of ONF
How does your organisation work on They can also get involved in committees quality of education? that work on quality in relation to their ONF works on quality of education by specific disciplines and be a driving force building student democracy and political for measures to strengthen relevance for influence in matters we believe will be work through contact with employers. important to quality in tertiary vocational education in the long term. This includes What would you do if you were director membership of student unions, equal rights general of NOKUT and minister of educa- and obligations for students in tertiary tion and research for a day? vocational education as for other students, I would increase funding for colleges of increased funding and state ownership tertiary vocational education and the of public colleges of tertiary vocational number of places, particularly in the education. programmes most in demand with business and industry. I would recognise tertiary What should NOKUT do for students? vocational education as higher vocational NOKUT should include students in tertiary education with credits and student union vocational education in the national student membership. In addition, I would hold the survey and prepare separate statistics for colleges of tertiary vocational education tertiary vocational education. We need accountable for their own quality of educa- to know how students in tertiary voca- tion. I would also introduce institutional tional education feel about their studies accreditation and ensure a relevant compo- and establish a basis for developing the sition of members on the boards of the quality of tertiary vocational education. colleges of tertiary vocational education.
What can the students do to improve the quality of education? Students can get involved in student demo- cracy at their college and in ONF and be a clear mouthpiece for the students’ voice.
33 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
CENTRES FOR EXCELLENCE IN HIGHER EDUCATION WORK
Centres for In the autumn 2015 it became clear that the SFUs MAKE A DIFFERENCE Excellence in Centres for Excellence in Higher Education Education (SFU) arrangement will be continued. The Nordic Institute for Studies in Innova- NOKUT will announce a new call for appli- tion, Research and Education (NIFU) has cations for a further three to six Centres analysed the dissemination effects of the for Excellence in Higher Education. SFU Initiative. The analysis shows that educational institutions show a raised In previous calls for applications, NOKUT awareness in their work on educational announced a specified number of centres quality. The possibility of being awarded with a fixed amount of NOK 3 million. This Centre for Excellence status is now included practice has now been changed. Educational in the strategic processes and priorities on communities may now apply for between a par with the arrangements for Centres of NOK 4 and 8 million in funding for a centre. Excellence in Research (SFF) and Centres for This change means that we could get a Research-based Innovation (SFI). Resources maximum of six new centres, but there are allocated, a commitment to quality in could also be fewer. education arises, and a wish to link educa- tion and research more closely together is created. Read the report: Sentre for fremragende utdanning (SFU): I samvirke med institusjoner og fag.
THE SFU MAGAZINE
In cooperation with the SFUs, NOKUT publishes a magazine containing news from Norway’s foremost educational commu- nities. In the magazine, the centres share information on development, research and best practice in higher education with other educational institutions.
Want to find out what the SFUs are up to? Read the SFU Magazine here.
34 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
From the report on “SFU WAS NOT A FLASH IN THE PAN FOR US, the effects of the SFU Initiative BUT A STEP IN THE PROCESS OF DEVELOPING
QUALITY OF EDUCATION.”
THE FOUR CENTRES FOR EXCELLENCE •• Centre for Research, Innovation and IN HIGHER EDUCATION Coordination of Mathematics Teaching (MatRIC) is located at the University •• Center of Excellence in Biology of Agder. MatRIC is a national centre Education (bioCEED) is a collabora for improved teaching and learning tion between the University of Bergen in mathematics, natural sciences, engi (UiB), the University Centre in Svalbard neering, economics and teacher educa (UNIS) and the Institute of Marine tion programmes. Research. The centre uses the partners’ Status as a Centre for Excellence in Higher different strengths in the fields of •• Centre for Professional Learning in Education is awarded to academic communi- education, research and working life Teacher Education (ProTed) is a ties that are able to demonstrate excellent relations to meet new requirements collaboration between the University quality and innovative practice in education. of the biology programmes. They are of Oslo (UiO) and the Arctic University One of the important requirements the developing new methods for enhancing of Tromsø (UiT). The centre’s objective centres have to meet is that they must and integrating the learning of biology, is to develop integrated teacher educa disseminate their results and knowledge. practical skills and tasks relevant tion programmes. This entails a compre The centres must have clear plans in place to society throughout their study hensive study programme design that for further development and innovation. programmes. unifies academic disciplines, profes The SFU Initiative is a parallel to Centres sion-oriented subjects, school subjects, of Excellence in Research (SFF) and other •• The Centre of Excellence in Music theory and practice. elite research centre schemes. Performance (CEMPE) is located at the Norwegian Academy of Music. ProTed is the oldest of the centres, and has CEMPE educates excellent musicians worked on excellence in teacher educa- who are qualified to work on a compe tion since 2011. An international expert titive international music scene. committee conducted a midway evalua- tion of ProTed in 2015. On the basis of this evaluation, NOKUT decided to award ProTed centre status for a further five years. 35 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
THE NEW NOKUT Kathrine Dalslett Graff Director of Administration
From its establishment in 2003 with 35 WHERE WILL NOKUT GO FROM HERE? employees, NOKUT had at the end of 2015 grown into an organisation with 103 In early 2016, the Gjerdrem Committee employees divided between five depart- presented its evaluation of the knowledge ments with a broad range of duties. The sector in the report Kunnskapssektoren year 2015 was characterised by adjust- sett utenfra (’An outside view of the ment to an increased number of appli- knowledge sector’ - in Norwegian only). cations, new tasks and preparation for In this report, the committee proposes the introduction of a new application to establish a new administrative agency and case processing system. under the Ministry of Education and Research. It was proposed to place NOKUT’s The NOKUT organisation has developed Department of Foreign Education here. rapidly in 2015, but Director of Admin- NOKUT is sceptical of this and does not istration Kathrine Dahlslett Graff beli- see how moving the department to a new eves that the new organisational stru- directorate focusing on internal service NOKUT GROWS WITH NEW TASKS cture provides a good basis for carrying and administration of higher education out the tasks assigned to NOKUT in a good programmes could make it better or more As a consequence of the increased number and efficient manner. efficient. Recognition of foreign educa- of applications for recognition of foreign tion is a service we primarily provide to education, new services in the area of – A well-functioning organisation is a job-seekers and employers, not to educa- foreign qualifications and the many new prerequisite for performing our tasks in an tional institutions. Therefore, it is prefe- tasks that the Ministry of Education and expedient manner. In 2015, a lot of time rable to see these services in conjunction Research has assigned to NOKUT, 2015 was spent recruiting new staff and adap- with other recognition and authorisation was a year marked by growth and adap- ting and developing the organisation and services based on qualifications acquired tation. In order to carry out its tasks effici- infrastructure, and on culture develop- abroad. NOKUT is anticipating a review ently, the Department of Foreign Education ment and competence-raising measures. of the whole recognition field. Any relo- was reorganised into four instead of two This work will continue in 2016, but other- cation of NOKUT’s foreign education area sections. In the Department of Quality wise we are focusing all our attention should be seen in light of such a review.. Assurance, work was concentrated in two on the implementation of our new colla- sections, while the Section of Operations boration solution. It integrates self-ser- was hived off from the Department of vice solutions for external users with case Administration as a separate section. processing support and archive functions. The general case processing and archive system is already in place, but the user portal for the foreign qualifications area will not be ready until autumn 2016.
36 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
BOARD
DIRECTOR GENERAL
DEPARTMENT OF DEPARTMENT OF ADMINISTRATION COMMUNICATION
SECTION OF OPERATIONS
DEPARTMENT OF DEPARTMENT OF ANALYSIS DEPARTMENT OF QUALITY ASSURANCE AND DEVELOPMENT FOREIGN EDUCATION
SECTION OF ACCREDITATION SECTION OF EVALUATION SECTION OF SECTION OF AND QUALITY ENHANCEMENT AND QUALITY ASSURANCE INFORMATION RECOGNITION
SECTION FOR RECOGNITION SECTION FOR RECOGNITION OF REFUGEES’ OF PROFESSIONAL QUALIFICATIONS QUALIFICATIONS
OVERALL RESPONSIBILITY AS A Borghild Barth-Heyerdahl Roald NATIONAL RESOURCE CENTRE FOR Chair of the board QUALITY ASSURANCE IN EDUCATION AND COMPETENCE-RAISING
NOKUT entered a new strategic plan period and supervision. At the same time, we in 2015. The new strategy is based on the have to reinforce other measures that assumption that NOKUT has the poten- could stimulate positive development tial to take more overall responsibility and utilisation of the competence that as a national competence centre in the exists in Norwegian society – regardless broad area covered by its remit. We are of whether it comes from Norwegian or well on our way to achieving this, with a foreign educational institutions. high level of activity and good goal achi- evement in all result areas. Chair of the In 2016, NOKUT will focus particularly on board of NOKUT Borghild Barth-Heyerdahl the work of ensuring that students receive Roald looks ahead: a relevant education of high quality.
– The Board’s overriding ambition for – We see a need to raise the quality, not the period up to 2020 is for NOKUT to just in higher education, but also in tertiary be a more visible ambassador for quality vocational education. We will also do more of education and competence-raising. to help people with foreign education to In order to succeed, we have to take a find relevant jobs in Norway, and to help broad approach and rationalise, renew employers to find good and relevant candi- and develop our core areas: recognition dates, says Roald. 37 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
HIGHLIGHTS OF 2015
DEPARTMENT OF FOREIGN EDUCATION
Joachim Gümüs Kallevig WE ASKED THE HEADS OF Section for Recognition of Hanne-Gerd Nielsen SECTION Professional Qualifications Section of Recognition (NQF level 4)
In 2015, the number of heads of section at From a NOKUT perspective, what was the What is the best thing about working NOKUT increased to seven, divided between most important individual event/innova- at NOKUT? the Department of Quality Assurance, the tion in 2015? The best thing is all the lovely, committed Department of Foreign Education and the Being assigned the task of establishing and highly capable colleagues. The fact Department of Administration. We asked a recognition scheme for foreign voca- that the services we provide are so impor- them about their highlights of 2015 and tional education – an innovative move tant, both to society and to individuals, about what they are looking forward to in a national and international context. also contributes to making NOKUT a place in 2016. You can read their answers here that you’re proud to work in. What is special/the best thing about The Department of Communication and the working at NOKUT? From a NOKUT perspective, what was the Department of Analysis and Development A dynamic environment with incredibly most important individual event/innova- do not have heads of section. capable staff. tion in 2015? In 2015, NOKUT updated the criteria for What are you looking forward to most assessment and recognition of foreign in 2016? doctoral degrees, and in autumn 2015, I am most looking forward to the intro- NOKUT’s Board adopted the new set of duction of the new recognition scheme criteria. While the previous criteria were for vocational and professional education. very formalistic and excluded many doctoral degrees from recognition, the present set is more modern, flexible and in acco- rdance with qualifications frameworks/ learning outcomes and the principles of automatic recognition.
What are you looking forward to most in 2016? That would have to be the introduction of an electronic application and case proces- sing system. That will help to make our services better for the applicants.
38 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
Marina Malgina Tove Knudsen Section for Recognition of Section of Information Refugees’ Qualifications
What is the best thing about working From a NOKUT perspective, what was the What are you looking forward to most at NOKUT? most important individual event/innova- in 2016? The best thing about working at NOKUT is tion in 2015? I am particularly looking forward to the the colleagues – NOKUT’s staff comprises In autumn 2015, NOKUT and its sister orga- implementation of the pilot project to capable and committed people from many nisation UK NARIC presented the idea of test a new type of qualification assess- different countries with an incredible a European Qualifications Passport for ment for refugees (NOKUT’s qualifications range of educational backgrounds and refugees to the European Commission passport for refugees) and to continuing language skills. There are no ’grey bure- and the Council of Europe. Being issued a the work on the proposal for a European aucrats’ here! qualifications passport will give refugees Qualifications Passport for refugees and a document they can use across Europe. the implementation of the EU-funded From a NOKUT perspective, what was the project to develop the recognition tool most important individual event/innova- What is special/the best thing about and guidelines for assessing refugees’ tion in 2015? working at NOKUT? qualifications. In this project, NOKUT will JI would particularly like to draw attention NOKUT is a dynamic workplace with many be heading a consortium comprising five to the cooperation between NOKUT and the employees who are socially involved and leading European recognition bodies: UK Norwegian Directorate of Integration and dedicated to their field – a stimulating NARIC (UK), CIEP (France), NUFFIC (the Diversity (IMDi) on a course for programme professional environment where you never Netherlands), CIMEA (Italy) and ArmENIC advisors in the introduction programme stop developing. (Armenia). for newly arrived immigrants. The topic of the course was recognition schemes for foreign education. The course was offered in all six regions of Norway, and received very good feedback. E-learning modules were also developed on the topic for use by Job Opportunity counsellors, first-line NAV staff, career counsellors, adult educa- tion teachers and other players.
What are you looking forward to most in 2016? I look forward to the implementation of an electronic application solution for people applying for recognition of foreign educa- tion. That will make our services even better and more efficient.
39 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
HIGHLIGHTS OF 2015
DEPARTMENT OF QUALITY ASSURANCE
Hege Brodahl Bjør Ragnar Stensby Section of Evaluation and Section of Accreditation Quality Assurance and Quality Enhancement
From a NOKUT perspective, what was the What do you remember best from the most important individual event/innova- NOKUT year 2015? tion in 2015? The Department of Quality Assurance The most important event in 2015 for the was restructured. As a result, I gained Department of Quality Assurance was new colleagues and a new area of respon- probably the internal restructuring. sibility (accreditation of higher educa- tion). It was and still is exciting to work What do you remember best from the in a somewhat different way than you’re NOKUT year 2015? used to. The most special thing about 2015 for me personally was that I left my job at What is special/the best thing about the Norwegian Academy of Music to start working at NOKUT? working for NOKUT. The special thing is also the best thing; that NOKUT is an independent expert body What are you looking forward to most which is also subject to political mana- in 2016? gement. There is no ’superior’ body that IIn 2016, I look forward to concluding can review NOKUT’s decisions in supervi- some ongoing processes, such as putting sory matters. This carries with it a special new regulations in place, developing new responsibility, which also makes the job methods and establishing new procedures more exciting. for our work. What are you looking forward to most in 2016? What I am looking forward to most in 2016 is to put in place new Academic Supervision Regulations.
40 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
DEPARTMENT OF ADMINISTRATION
Karl Johan Berg Section of Operations
From a NOKUT perspective, what was the most important individual event/innova- tion in 2015? The completion of a new information security management system (SSIS) was a major advance in 2015. The management system is important in order to ensure that personal data processed by NOKUT is not disclosed and that we ensure that we maintain IT security in all our infor- mation systems.
What is special/the best thing about working at NOKUT? The best thing about working at NOKUT is the people. I have a good relationship with everyone at NOKUT, which makes my job easier. A good working environ- ment is important to me.
What are you looking forward to most in 2016? The archive and case processing system Public 360 was introduced at NOKUT on 1 January 2016, and was later transferred to the Section of Operations. I can already see that many NOKUT employees are satis- fied with the new system, and it will rati- onalise case processing, meeting activity and collaboration in NOKUT. I am looking forward to seeing Public 360 fully imple- mented, so that it will run more smoothly. The Section of Operations is a relatively new section. We have strengthened the IT operations resources in the past year. I also look forward to seeing the results of this in 2016.
41 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
THIS IS NOKUT
NOKUT is an independent NOKUT is short for expert body under the ’Nasjonalt organ for kvalitet Ministry of Education and i utdanningen’ (Norwegian Research with just over 100 Agency for Quality Assur- employees divided between ance in Education). five different departments.
NOKUT monitors quality, identifies deficiencies and provides information about NOKUT supervises and the state of education at contributes to developing colleges of tertiary voca- the quality of Norwegian tional education, universi- study programmes and ties and university colleges educational institutions. and recognised foreign education.
NOKUT is responsible for NOKUT has several recog- the national student survey nition schemes for foreign Studiebarometeret, the education, which are incentive arrangement intended to help to enable Centres of Excellence in people with such education Higher Education, and the to use their qualifications Utdanningskvalitetsprisen in Norway. award (prize for quality in higher education).
42 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
USE OF In 2015, NOKUT was allocated a total of ALLOCATED FUNDS NOK 131,591,000 over the Ministry of 33 70 IN 2015 Research and Education’s budget. Of this amount, 39 % was reserved eller designated MEN WOMEN to projects including the topic specific nati- onal assessment examinations, combined subject evaluations, benchmarking, the SFU arrangement, the national student survey Studiebarometeret and mapping of learning outcomes.
NOKUT spent NOK 123,624,000 in total. The main reason why we did not spend all the funds allocated to us in 2015 was that the payments made to the above-menti- oned projects were smaller than expected.
43 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
N O K U T THE YEAR 2015
EDITORIAL BOARD
Lene Beate Ruud
DESIGN
Erlend Storaker / Storaker Design
PHOTO
Side 11 - Janossy Gergely /Shutterstock.com
Side 32 - Skjalg Bøhmer Vold /NSO
Side 33 - Katarina Sand
44 NOKUT The Norwegian Agency for Quality Assurance in Education | The Year 2015
NOKUT’S WEBSITE
You can find more information about our services and tasks on our website at www. nokut.no.
FOLLOW US ON TWITTER
Here we post information about our own work and comment on and share good stories about quality of education at colleges of tertiary vocational educa- tion, universities and university colleges. @NOKUT_no
THE NOKUT BLOG
Director General Terje Mørland blogs about relevant topics from NOKUT’s broad area of responsibility. This blog is popular and gives NOKUT an opportunity to directly reach the sector and other parties inte- rested in our areas of responsibility.Read the blog here.
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