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In 2019, the Norwegian Agency for the first time, we also inspected the our work has been acknowledge in this Quality Assurance in Education quality assurance work at some tertiary way. In recent years, NOKUT has been (NOKUT) adopted a new strategy vocational colleges. an international leader in assessing for the next five years. In the process the qualifications of refugees. At the of developing our new strategy, we What should be considered quality UNESCO General Conference in Paris, involved educational institutions, education and how to measure it is, the first eleven globally recognised students, businesses and NGOs, as well not surprisingly, a hot topic for us at qualifications passports were issued. as sister agencies such as the Norwegian NOKUT. At the end of last year, we The method was developed by NOKUT Agency for International Cooperation commissioned Kantar, a market and is also used for the European and Quality Enhancement in Higher research company, to conduct a Qualifications Passport under the Education (Diku) and the Norwegian representative survey of the auspices of the Council of Europe. Directorate for ICT and Joint Services population. The results show that over in Higher Education & Research (Unit). 80 per cent of the general public have On the following pages, you can read We believe that our work has resulted a positive impression of the quality more about our work in 2019 and what in a clear development strategy for of Norwegian higher education. An we do to secure society’s confidence NOKUT’s work towards 2025. almost equal proportion believe that in the quality of Norwegian education Norwegian universities and university and recognised foreign qualifications. Our new strategy builds on develop- colleges offer education that is Please also follow the links for more ments from the previous strategy relevant to working life. We think it information on our website. period. In addition to our accreditation is very positive that the Norwegian and supervisory activities, NOKUT population has such strong confidence Enjoy the magazine! will continue to be an ambassador in the quality of education provided by for educational quality, while also Norwegian institutions. providing society with information about the quality of education. In The demand for NOKUT’s services 2019, we hosted a series of events related to foreign education and Terje Mørland where quality challenges and good qualifications has increased Chief Executive supervised professional training were significantly. We now have a wide on the agenda. And the NOKUT range of periodic supervision schemes podcast has become established as – from professional and vocational an important channel for ideas and qualifications at the secondary school inspiration for good teaching methods. level to education at tertiary vocational colleges, all the way up to PhD In 2019, we continued to step up our programmes at university colleges and efforts related to experience-sharing universities. In recent years, we have and guidance as tools for quality had a strong focus on digitalising and development. We see these as effective streamlining our application and case ways to contribute to better and more management processes. This has resul- effective quality assurance work at all ted in reducing case processing time educational institutions. During the and simpler accreditation processes. year, some universities and university We are now in a position that allows us colleges also went through the periodic to automate some of our processes. supervision of their quality assurance work. A number of them passed with For the second time, we have received flying colours, while others had to put an international award for our work on in a little additional work to have their assessing and recognising the qualifi- quality assurance work approved. For cations of refugees. We are proud that Contents

THE YEAR AT A GLANCE 4 NOKUT 7 New strategy for 2020–2025 8 A prominent education ambassador 9 Increased digitalisation yields results 10

NORWEGIAN EDUCATION 11 Successful pilot of a new accreditation model 15 Gathering knowledge about quality in tertiary vocational education 16 Vocational students study hard and rarely complain 17 More tertiary vocational colleges receive accreditation of subject areas 18 Strengthened experience-sharing and guidance 20 Our important administrative tasks 22 Myth-busting academic ­environment report 24 NOKUT podcast spreads ideas and inspiration 26 NOKUT raises the level of knowledge about supervised professional training in higher education 28

FOREIGN EDUCATION 29 Many roads lead to recognition 33 “Working to reduce case processing time” 35 New recognition scheme for foreign qualifications at the tertiary vocational college level 36 Global qualifications passport for refugees under establishment 38 Award for NOKUT’s work on the qualifications recognition scheme for refugees 40 Bachelor’s and doctoral degrees from Poland and Lithuania now automatically recognised 41 This is NOKUT 43 THE YEAR At a glance

February

January

• Results from the sixth national student survey were presented at a NOKUT breakfast meeting. • We started a webinar series on the Refugees and Recognition project, abbreviated as the REACT • Berit Kjeldstad received NOKUT’s Honorary Award at project. NOKUT is coordinating the project. Utdanningsfesten (Celebration of Education) for her continued efforts to ensure and develop the quality of education over the past 15 years. • We launched a new recognition scheme for foreign qualifications at the tertiary vocational level. • Anthology on excellence in higher education April published by the Norwegian Centres for Excellence in Education (SFU).

March

• The vocational school student survey (Studiebaro­ meteret) was sent to over 15,000 students, distributed among 74 tertiary vocational colleges. This was the second survey for vocational college students.

• We organized a seminar on the South Korean education system and higher education qualifications. South Korean experts were invited.

4 | NOKUT | THE YEAR 2019 May June

• NOKUT and the international expert group for primary • The proposal for a new Tertiary Vocational College and lower secondary teacher education held a Supervision Regulations has been sent for consultation. National Conference on Primary and Lower Secondary Teacher Education and Practice Schools. • A draft of NOKUT’s new strategy was posted to our website so that the strategy was open for input con- • NOKUT established two new departments: The cerning the strategic development through the next Department for Quality Assurance and Legal Affairs five years. and the Department for Evaluation and Analysis. • University colleges and universities that educate nurses were invited to a seminar on the results of the national student survey. • The academic environment report was presented at a NOKUT breakfast meeting. July

August

• The NOKUT project Toolkit for Recognition of Refugees’ Qualifications received the international Sepmeyer Award for Excellence in Credential Evaluation Research.

September • NOKUT conducted a pilot for external quality assurance of the systematic quality assurance work at five tertiary vocational colleges. • The national examination in annual financial state- ments was phased out. • We asked for input on the types of education and quality challenges that NOKUT should prioritise.

• The project on supervised professional training presented a summary report at a NOKUT breakfast meeting. • Results from the second vocational school student survey were presented at a NOKUT breakfast meeting. • NOKUT presented the qualifications passport at the UN General Assembly.

NOKUT | THE YEAR 2019 | 5 THE YEAR At a glance

October

November

• At the breakfast meeting at the Western Norway Uni- versity of Applied Sciences, we asked: “What characterises good supervised professional training and how do we achieve it?” • The first global qualifications passports were issued • NOKUT, students and staff at tertiary vocational by UNESCO. The method behind the qualifications colleges shared experiences on systematic quality passports was developed by NOKUT. assurance work at seminars in Bergen and Oslo. • NOKUT’s system for automatic recognition of degrees • We completed our first project with external quality was extended to include bachelor’s and doctoral assurance of universities’ and colleges’ systematic programmes from Poland and Lithuania. quality assurance work using our new method. • NOKUT’s new strategy for the period 2020–2025 was adopted by NOKUT’s Board. December

• A survey of programmes for secondary education teachers with a master’s degree was presented at NOKUT breakfast.

6 | NOKUT | THE YEAR 2019 NOKUT

NOKUT shall be a competent and efficient government agency that ensures collaboration and a good division of labour with other government agencies. New strategy for 2020–2025

Following a broad engage- In recent years, NOKUT has been given “Over all the feedback was that they very many new tasks by the Ministry of Education much appreciated having this dialogue ment process, NOKUT has and Research. Within foreign qualifications, with us about how NOKUT should adopted a new development we have expanded our offering with develop. The input and dialogue meetings strategy towards 2025. We several new recognition and information were very helpful to our strategic work,” are continuing to focus on services. At the same time, we are doing he says. more to help secure and develop the ambitions we set in our Norwegian education. We have done this In 2018, agencies and directorates under previous strategy plan. At by further developing our regulatory role, the ministry were reorganised. NOKUT’s the same time, we highlight strengthening our work on evaluation and mandate and professional independence, analysis, and using our knowledge more as described in the Universities and new and important priorities actively to be an ambassador for quality University Colleges Act, was continued. for the years to come. in skills and education. This work will In addition, arrangements were made continue. to allow NOKUT to have ordinary administrative tasks. We also acquired “We will use the results of our work two new sister organisations following the to further enhance our role as an establishment of the Norwegian Agency ambassador for, and driving force behind, for International Cooperation and Quality quality in education, contributing to Enhancement in Higher Education (Diku) increased awareness of the current and the Norwegian Directorate for ICT quality in the education sectors and what and Joint Services in Higher Education & it takes to create good quality education,” Research (Unit). For us all to succeed, this says Chief Executive Terje Mørland. requires good cooperation.

To get input from key stakeholders to help “Therefore, in our new strategy, we have us set the direction of our future work, emphasised clarifying NOKUT’s three was an important part of this process. . roles: a regulatory role, a knowledge- In June, we published our strategy on our sharing role and a motivator role. In addition, website and encouraged everyone to pro- we have set out development goals as vide us with comments and suggestions. a guideline for how we will develop our Throughout the autumn, we invited key work in the future. Our strategy will help stakeholders to dialogue meetings. us prioritise between our various tasks and help achieve the goals set for the knowledge sector,” concludes Mørland.

8 | NOKUT | THE YEAR 2019 NOKUT´s roles

Given our mission and responsibilities, NOKUT has three main roles. We have had these roles for a long time, but through this strategy process, we have now clearly defined them.

Regulatory role – NOKUT exercises role in the area of recognising foreign that the results and knowledge we authority and administers regulations. education and qualifications. produce are put to use. As an extension This is our core role and provides the of our regulatory and knowledge role foundation for all the other roles Ambassador role – NOKUT is an we stimulate quality enhancement by NOKUT performs. ambassador for, and driving force putting important issues on the agenda behind, quality in education. We also and creating forums where challenges Knowledge role – NOKUT collects, strive to ensure that an efficient system regarding quality and good practices can analyses and disseminates knowledge is in place that enables foreign education be discussed. We also provide knowled- about the standard of quality in Norwegian and qualifications to be recognised and ge-based advice on developing regulati- education. We perform a corresponding used in Norway. NOKUT wants to ensure ons and other policy instruments.

Development goals

The development goals set out in our strategy serve as a guide for how we should develop our work over the next few years.

Norwegian education: Foreign education: NOKUT as an organisation: • simpler and more consistent regulations • faster and more efficient processes • clearer priorities based on for the sector for recognising foreign education and assessments of benefit, quality • better and more effective quality work qualifications and efficiency at all universities, university colleges • information about the equivalence of • better and more efficient services and tertiary vocational schools foreign education in Norway and work processes through • more systematic and readily accessible • improve knowledge about the results digitalisation information about the standard of and impact of the recognition • more systematic competence quality at subject area and study schemes for foreign education development, knowledge sharing and programme levels continuous improvement of methods and processes

A prominent education ambassador

For several years, we have worked a poor impression of us. For a go- summary of all sides of NOKUT’s work. strategically to be a clearer and more vernment agency like NOKUT, I think In addition, we have an animation prominent ambassador for educational that’s very good. Visibility and media video about the national student sur- quality. In 2019, through our work on outreach are not an end in themsel- vey and one about the qualifications social media, the NOKUT podcast, the ves, but important tools for NOKUT to passport for refugees. You can watch NOKUT blog and NOKUT breakfast achieve our goals and to help ensure the films here. meetings, we further enhanced our that society has confidence in NOK- visibility, disseminated knowledge and UT and all the important work being Among our social media innovations generated debate about our work. done at tertiary vocational colleges, is the video series “NOKUT report in university colleges and universities,” 45 seconds”, where we present key “In a representative survey conducted says Director of Communications Gard findings from reports in a simple way. by Kantar, a market research compa- Sandaker-Nielsen. ny, in November 2019, 25 per cent of In 2019, we held eight well-attended respondents stated that they knew In the autumn of 2019, we produced a breakfast meetings, several topical se- about NOKUT and almost no one had new profile film, which provides a clear minars and the NOKUT conference on

NOKUT | THE YEAR 2019 | 9 QUALITY IN NORWEGIAN EDUCATION

higher education, as well as an Utdannings- “We find that the topics and knowledge festen (Celebration of Education). we have put on the agenda generate At Utdanningsfesten, we awarded debate, and that other authorities,

NOKUT’s honorary award to Berit Kjeldstad institutions, businesses and organisations Director of Communications Gard for her persistent efforts to ensure and are using this knowledge in their own Sandaker-Nielsen and Director of develop the quality of education over work,” concludes Sandaker-Nielsen. Administration Kathrine Dahlslett Graff. the past 15 years.

Increased digitalisation yields results

NOKUT is constantly working to measures to make the accreditation In addition, the transfer of new improve the services we offer. In 2019, process for Norwegian education administrative tasks from the Norwegian we had a strong focus on digitalising more efficient and to reduce the Ministry of Education and Research and streamlining our application and case processing time. and the responsibility for regulatory case processing processes. administration triggered a reorganisation “With the same resource use, we can of the part of NOKUT that cooperates “In recent years, we have invested now process more applications than with Norwegian educational institutions. heavily in digitalisation as a means before. At the same time, the case of streamlining work processes and processing time has been reduced. “Overall, the changes have led to a improving communication with users. This means that we can use our staff’s better distribution of tasks, with all Among other things, we have facilitated competence and capacity for tasks activities related to regulations and the automation of parts of our case other than application processing, in supervision in one department and processing work and ­data-sharing line with the priorities outlined in our evaluations, surveys and analyses in with other organisations,” says new strategy plan,” she explains. another. The transfer of the new tasks Kathrine Dahlslett Graff, Director of has helped to strengthen NOKUT’s ­Administration. Dahlslett Graff is aware of the importance expertise in regulatory management. of having a good and stimulating working We will use this expertise in our work Digitalisation and other measures have environment and an organisational to facilitate simpler and more consistent already yielded results. Since 2018, culture that is based on NOKUT’s regulations for the sector,” concludes the processing time from when the values in a sensible, accommodating Dahlslett Graff. applications for recognition of foreign and innovative way. In 2019, we higher education are complete until strengthened our work on corporate decisions are made has been halved governance, including through more from 22 to 11 days. NOKUT has also taken professional project management.

10 | NOKUT | THE YEAR 2019 NORWEGIAN EDUCATION

NOKUT shall contribute to: • ensuring that all education programmes at Norwegian universities, university colleges and tertiary vocational schools satisfy national quality criteria and that as many as possible maintain a high international standard

• ensuring that all universities, university colleges and tertiary vocational schools understand and comply with the regulations

• ensuring the sector and society are well-informed about quality at universities, university colleges and tertiary vocational schools QUALITY IN NORWEGIAN EDUCATION

NUMBER OF ACCREDITATION APPLICATIONS

80 8

70 7

60 6

50 5

40 4

30 3

20 2

10 1

2017 2018 2019 2017 2018 2019

• Educational programmes at tertiary vocational colleges • Subject areas at tertiary vocational colleges • BA and MA • PhDs • Accreditation of universities

Norwegian universities and ACCREDITATION university colleges have NOKUT accepts applications for the Academic accreditation broad authorisations. accreditation of study programmes authority from university colleges and tertiary They have gained society’s vocational colleges that do not have University: All universities have this confidence by having a their own academic authorisations to authorisation at all levels. statutory responsibility accredit such programmes. Tertiary vocational colleges can also apply for University college: Accredited university colleges are authorised for their own educational subject area accreditation. Through to start educational programmes at quality. To guarantee that institutional accreditation, university the undergraduate level, in addition society has good reason for colleges can apply to be an accredited to the master’s level in subject this confidence, NOKUT has university college, specialised uni- areas where they already offer versity institution or university. Once accredited doctoral programmes. a clear mandate to exercise they have received accreditation from The remaining university colleges must have accreditation from various forms of supervision NOKUT, the institution can apply for NOKUT before starting new of the quality of educational a change to its institutional category. programmes. This change will be decided by the quality. Through guidance, King in Council. Tertiary vocational college: Most accreditation, external quality tertiary vocational colleges must apply to NOKUT for accreditation We are responsible for: assurance and sharing of new educational programmes. experience, we shall • accreditation of study programmes Once a tertiary vocational college • accreditation of subject areas has a subject area accreditation, contribute to high aware- • institutional accreditations it can create its own study pro- ness of the regulatory grammes within the subject area without applying to NOKUT first. requirements and good and effective quality assurance work at the institutions.

12 | NOKUT | THE YEAR 2019 NUMBER OF INSPECTIONS OF QUALITY ASSURANCE WORK FINANCIAL INSPECTIONS IN 2019 10 Institution Board resolution

8 Asker Kunstfagskole Not satisfactory / some shortcomings Designinstituttet Not satisfactory / some shortcomings 6 Frelsesarmeens offiserskole Not satisfactory / some shortcomings Hald internasjonale senter Not satisfactory / some shortcomings 4 Ålesund kunstfagskole Not satisfactory / some shortcomings

2 In addition to the five inspections at private tertiary vocational colleges receiving public funding, in 2019 NOKUT conducted financial inspections of 17 private university colleges, 48 private 2017 2018 2019 tertiary vocational colleges and 14 student welfare associations. Tertiary vocational colleges We carry out these supervisory inspections in order to have a good Universities and university colleges overview of financial reports, the financial situation and develop- ments, as well as various risks.

REGULATIONS AND SUPERVISION PhD audit Nord University NOKUT supervises the quality assurance practices at universities, In 2019, NOKUT audited the PhD specialised university institutions, accreditation for studies involving university colleges and tertiary supervised professional training at Nord University. This audit placed vocational colleges, and should particular emphasis on the Govern- stimulate quality development. ment’s stricter requirements from 2016 for accreditation of doctoral We are responsible for: studies. The expert committee has • external quality assurance of the submitted a report that concludes institutions’ systematic quality that the PhD programme does not meet the accreditation require- assurance work ments. The matter was considered • supervison of the accreditation of by NOKUT’s Board in February study programmes, subject areas 2020. NOKUT’s made a decision in and institutions line with the recommendations of • supervison, analysis and control of the committee. Nord University has been given two years to document financial and administrative matters that the study programme meets all requirements. In addition, we manage regulations for the Norwegian Ministry of Education and Research, provide guidance for institutions, and contribute to the sharing of experience among the institutions.

NOKUT | THE YEAR 2019 | 13 QUALITY IN NORWEGIAN EDUCATION

AUDITED STUDY PROGRAMMES IN 2019

Institution Subject area Board resolution Vocational education programmes: civil Telemark Tertiary Some shortcomings and deadline for engineering, online and mechanical engineering, Vocational College rectification 2020 location-based PhD in studies of supervised professional Some shortcomings and deadline for Nord University training rectification 2022

EVALUATION AND ANALYSIS INCREASED PLATFORM NOKUT conducts various types of Thematic projects OF KNOWLEDGE AND evaluations, assessments and analyses. We do this in order to contribute to In 2019, NOKUT worked on the INFORMATION increased knowledge about various following thematic projects: NOKUT aims to contribute to the aspects of higher education and tertiary education sector and to society being • Primary and lower secondary vocational college education that teacher education well informed about the quality of are important for the quality of the educational courses. We do this by • Programmes for secondary studies. disseminating the knowledge we have, education teachers with a master’s degree putting important issues on the agenda, NOKUT is responsible for: and giving academic policy advice. We • Partnerships between the • evaluations business sector and tertiary want to be a prominent ambassador • national surveys such as the student vocational colleges for quality and create arenas for debate survey, Studiebarometeret, and the and dialogue on quality challenges. • Educational design and teacher survey management at tertiary In addition, we showcase academic • national module examinations vocational colleges environments that do well – to inspire • summaries and analyses of the others. • Supervised professional training quality assurance at the subject area and work relevance in higher and study programme levels education We do this through: • projects • analyses and reports • International student mobility • the NOKUT portal in higher education • NOKUT podcast • international Advisory Panel for • NOKUT breakfast meetings • The transition from upper Teacher Education • seminars and conferences secondary education to higher • evaluating educational quality education • Feedback to and mentoring of students in higher education • Time pressures in teaching and mentoring of students in higher education • Student-driven learning and diversity • Quality in academic environ- ments and education

14 | NOKUT | THE YEAR 2019 Successful pilot of a new accreditation model In the autumn of 2019, NOKUT piloted a simplified accreditation process for tertiary vocational education programmes. During October, eight accreditation applications from five different tertiary vocational colleges were assessed according to the newly developed process.

The applications were submitted to more of the work before the cases are appointed to chair the panel, which NOKUT on 15 September and were sent on to the experts. Hasselberg believes was beneficial to processed by 31 October. The processing the process. time was reduced to only seven weeks. “NOKUT’s administrative officers will, to a greater extent, provide advance “We wanted to test how it worked to NOKUT has a strategic ambition to assessments to the panel, based on place a greater responsibility for the reallocate resources from accreditation information about study programmes experts’ work on a student, and with to supervision and guidance of tertiary that are already accredited,” says Clara Gaasdalen’s solid experience from vocational colleges. In addition, the Hasselberg, Head of Section for Qua- previous work as an expert for NOKUT, case processing time will be reduced lity Assurance of Study Programmes in the process worked as we envisaged,” further. Institutions in Department for Quality says Hasselberg, who adds that the Assurance and Legal Affairs. other participants on the expert To achieve this, we have developed committee also responded positively a new case processing model where The pilot used a panel consisting of four to the experiment. fewer requirements are checked and people, three of whom were experts expert panels are used to take on with technical expertise and the fourth NOKUT is piloting a second round of the many cases at once instead of having was a student representative. To give stu- process in spring 2020, and we aim to one committee per case. NOKUT’s dents more responsibility, the ­student implement the new simplified accredita- ­administrative officers also complete representative Torstein Gaasdalen was tion process from autumn 2020.

NOKUT | THE YEAR 2019 | 15 QUALITY IN NORWEGIAN EDUCATION

Gathering knowledge about quality in tertiary vocational education In connection with the launch of this year’s national vocational school student survey, new thematic pages on quality in tertiary vocational education were also launched. This will make it easier to find collective knowledge about the Norwegian tertiary vocational college sector.

Every year, NOKUT produces a lot of easily accessible way,” says Director information and knowledge about of Evaluation and Analysis Ole-Jacob the tertiary vocational college field, Skodvin. through oversight inspections, the na- tional vocational school student survey The idea is to move away from long and other sources. Until this autumn, reports and focus on shorter texts, this knowledge had not been seen in a articles and interactive graphics. thematic context, so NOKUT decided to do something about it. “In addition, we have created an interactive map that provides a simple “The new thematic pages gather overview of all the campuses in the knowledge about quality in one place, country, both private and public,” in what we hope is a user-friendly and says Skodvin. Ole-Jacob Skodvin Director of Evaluation and Analysis MAP OF QUALITY IN TERTIARY VOCATIONAL EDUCATION IN NORWAY

THREE THEMES HAVE BEEN PUBLISHED • Link to working life in creative subjects

• Collaboration on quality in educa- tion between vocational technical colleges, industrial activities and universities and university colleges

• Organisation of technical tertiary vocational education

As planned, these themes will be ­gradually developed and expanded. Read more about quality in tertiary vocational education at nokut.no (in Norwegian)

16 | NOKUT | THE YEAR 2019 Vocational students study hard and rarely complain The results of the second vocational school student survey were presented in September, confirming the findings from the first survey in 2018: The students are satisfied with their programmes, but they feel the contact with working life could be improved.

Among the most popular types of edu- opportunities for establishing business often in conjunction with a part-time cation, students pursuing Health and contacts are limited. job, we can assume that the stu- Social Care are the most satisfied, with dents are motivated and serious. At almost nine out of ten saying they are “The students say they learn what ­NOKUT, we think that is a good thing,” satisfied with their studies. they need to be relevant to the ­concludes Skodvin. business community, but have limi- “It is very gratifying to see that the vast ted contact with companies during majority of students are satisfied with their studies. The tertiary vocational their programmes,” says Skodvin. colleges and the business community should collaborate more to facilitate At the same time, he warns against increased contact,” says the ­Director believing that the vocational college of Evaluation and Analysis, who sector is all a bed of roses. emphasises that these numbers vary some­what from study to study. “Based on what the students say, we see that there are certain tertiary vocational colleges and educational FULL WORK WEEK programmes that are facing challenges. The national student survey ­indicates Getting negative feedback one year that a full-time vocational college may be a random occurrence, but if it student spends more time a week on happens two years in a row, it should schoolwork than a person with a nor- ring a bell,” warns Skodvin. He en- mal full-time job, averaging 38.7 hours courages all tertiary vocational colleges a week. That’s an increase of 0.4 hours to examine the results and use them from last year and just over an hour actively in their efforts to raise the qua- more than a normal working week. But lity of education. when you add on the fact that full-time students have on average five hours of paid work a week in addition to their WANT CLOSER COOPERATION studies, the total workload ends up at One of the core tasks of tertiary voca- an overwhelming 43.8 hours. tional colleges is to be closely linked to the business community and to For part-time students, the total provide relevant education. Although workload is even greater, with a total the students generally agree that their of 46.8 hours a week of work and programmes are relevant to working education. life, they feel the extent to which the business community contributes “When we see how much time directly to their education and the ­students spend on their studies,

NOKUT | THE YEAR 2019 | 17 QUALITY IN NORWEGIAN EDUCATION

More tertiary vocational colleges receive accreditation of subject areas

With increasingly larger and more robust institutions, the tertiary vocational college sector is regarded as a mature part of the education sector in 2019. An increasing number of tertiary vocational colleges are also receiving accreditation of subject areas.

In September, Østfold Tertiary “This means that a tertiary vocational Vocational College became the first college can more quickly adjust its one in Norway with two accredited study programmes according to the subject areas. In December, Kristiania needs of the business community,” Tertiary Vocational College followed Lund explains. up with two accredited subject areas. At the beginning of 2020, Kristiania Although several subject areas have Tertiary Vocational College received been accredited, many tertiary accreditation of its third subject area vocational colleges have yet to apply – as the first in Norway. to NOKUT for accreditation. For those colleges, it is important that NOKUT’s “It is a positive development that the case processing time not be too long. tertiary vocational colleges are working strategically and from a long-term “In 2019, we tested a new model for perspective, with the goal of securing accreditation of tertiary vocational Øystein Lund subject area accreditations. These education programmes. The results Director of Quality Assurance subject area accreditations provide are promising. We managed to and Legal Affairs exciting opportunities for interdiscipli- dramatically reduce the processing nary, work-relevant studies across time,” says Lund. established disciplines and professions,” says Director of Quality Assurance and NOKUT has in 2019 piloted a method Legal Affairs Øystein Lund. for external quality assurance of the quality assurance work at tertiary Tertiary vocational education should vocational colleges. provide skills and expertise that can be used directly in a constantly changing “Five tertiary vocational colleges were world of work. With a subject area selected to participate in the pilot. accreditation, the tertiary vocational We will continue this work in 2020,” colleges themselves are authorised concludes Lund. to create new and make changes to existing programmes.

18 | NOKUT | THE YEAR 2019 OVERVIEW OF ALL SUBJECT AREA ACCREDITATIONS 2012 TO 2019

Tertiary vocational college Subject area Board resolution Norges grønne fagskole – Vea Green design and environmental studies Accredited in 2012 AOF Haugaland Health and social care Accredited in 2016 Fagskolen Kristiania Design, communication and technology Accredited in 2017 Fagskolen Innlandet Civil engineering Accredited in 2018 Fagskolen Østfold Health Accredited in 2018 Bårdar Akademiet Commercial performing arts, interpretation Accredited in 2018 and presentation Studieforbundet AOF Norge Health and social care Accredited in 2019 Fagskolen Østfold Technical Accredited in 2019 Fagskolen Tinius Olsen Technical Accredited in 2019 Fagskolen Kristiania Health and social care Accredited in 2019 Fagskolen Kristiania Economics and administration Accredited in 2020 Fagskolen i Hordaland Electrical engineering Processing in 2020 Fagskolen i Hordaland Civil engineering Processing in 2020 Norges grønne fagskole VEA Changes to existing subject area Processing in 2020 Fagskolen i Innlandet Technology Processing in 2020 Medlearn Health and social care Processing in 2020 Norsk fagskole for lokmotivførere Train performance and train preparation Processing in 2020 NOROFF Technology and digital media Processing in 2020

NOKUT | THE YEAR 2019 | 19 QUALITY IN NORWEGIAN EDUCATION

Strengthened experience-sharing and guidance

Through dissemination of knowledge, experience-sharing and guidance, NOKUT aims to contribute to better and more effective quality assurance work at all universities, university colleges and tertiary vocational colleges.

In recent years, NOKUT has been Hege Brodahl, Head of Quality ­institutions and between NOKUT and focusing on further developing our Assurance of Institutions in Depart- the institutions.”­ work with experience-sharing and ment for Quality Assurance and Legal guidance, among other things by Affairs, says the seminars have great Brodahl says that the seminars are arranging meeting places for the value in a number of respects. also useful for NOKUT as they provide educational institutions and NOKUT. better insight into any uncertainties With several fully booked seminars, “We often plan our topics according regarding regulations and better sector this work has shown that both the to needs reported by the sector. knowledge, while also enabling NOKUT sector and NOKUT need this type of The seminars also contribute to the to dispel some of the myths related to meeting place. sharing of experience between the the regulations.

“It’s positive both for the institutions and for NOKUT,” says Brodahl.

FULL-SCALE AUDITS In our external quality assurance of the systematic quality assurance work of universities and university colleges, NOKUT checks whether the institutions’ work meets the requirements set out in applicable regulations. In addition, our audits should stimulate the institutions to pursue further development.

This was the first year for full-scale implementation of our new periodic audits of the quality assurance work conducted at universities and university colleges.

Brodahl explains that these audits will The debate was lively when NOKUT organised a seminar for the tertiary vocational college take place every six to eight years, in Hordaland in September. The seminar was held in Bergen. and that all university colleges and

20 | NOKUT | THE YEAR 2019 as we have been working with higher have some deficiencies in their quality education since 2003,” says Brodahl. assurance work that will need to be rectified by autumn 2020. Five tertiary vocational colleges participated in a pilot project. Fredrik- “This has proven to be an effective way stad FagAkademi AS and AOF Østfold for NOKUT to have systematic contact have both had their syste­matic quality with all tertiary vocational colleges assurance work approved, while Norsk over time, just as we do with universiti- Hestesenter (The Norwegian Equestri- es and university colleges. At the same an Centre), Treider Fagskoler AS and time, we gain a broader platform of Fagskolen Aldring og helse ­(Tertiary Vo- knowledge­ on the quality of education cational College for Aging and ­Health) in the sector,” Brodahl concludes.

Hege Brodahl Head of Quality Assurance of AUDITS OF SYSTEMATIC QUALITY ASSURANCE WORK Institutions in Department for Quality Assurance and Legal Affairs UNIVERSITIES AND UNIVERSITY COLLEGES ­universities will be audited by 2024. MF Norwegian School of Theology, Religion and Society The goal is an audit based on trust and Norwegian Academy of Music respect for the institutions’ autonomy, The Oslo School of Architecture and Design while at the same time being robust Nord University and clear enough to ensure that they University of South-Eastern Norway Inland Norway University of Applied Sciences are conducting satisfactory quality assurance work that promotes impro- College of Green Development (previously the College of Agriculture vement and development. and Rural Development) Western Norway University of Applied Sciences “Some institutions have been given notice that they must improve their OsloMet – Oslo Metropolitan University NMBU – Norwegian University of Life Sciences quality assurance work, but in general, University of Agder our first audits indicate that the uni- University of Stavanger versity colleges and universities are in control of the quality of the education TERTIARY VOCATIONAL COLLEGES they provide,” she says. AOF Østfold Fredrikstad FagAkademi AS

PILOT AT TERTIARY VOCATIONAL Fagskolen Aldring og helse (Tertiary Vocational College for Aging and Health) COLLEGES Norsk Hestesenter (The Norwegian Equestrian Centre) Just as with higher education, NOKUT Treider Fagskoler AS also oversees tertiary vocational colleges. COLOUR CODING

Approved “In 2019, we prioritised piloting a more Some shortcomings, deadline for rectification in 2020 systematic follow-up to the quality Processing in 2020 assurance work conducted by tertiary vocational colleges, in the same way

NOKUT | THE YEAR 2019 | 21 QUALITY IN NORWEGIAN EDUCATION

Our important administrative tasks

From only having the responsibility for our own two supervision regulations, NOKUT is now responsible for 12 regulations that govern the work at universities, university colleges and tertiary vocational colleges.

When the Norwegian Ministry of “In order to achieve this goal, we will Education and Research transferred work to strengthen our own expertise these regulatory tasks, the Ministry and further develop a knowledge- wrote that NOKUT shall work with based methodology. We will also work Håvard Tvinnereim implementing regulations, providing to communicate the regulations so Head of Section for Legal Affairs in the Department for Quality Assurance and guidance and information, and that they are understood by those who Legal Affairs following up on compliance with need to use them. This is a priority area the provisions of the regulations. In for 2020,” he says. addition, we will answer questions about how to understand the relevant Tvinnereim explains that one of the first programme for all the regulations for regulations, and we will be responsible measures they initiated was to map the which we are responsible. At the same for assessing whether the regulations regulations in order to understand their time, we conducted several surveys need to be adjusted. nature and overall scope. to ensure that our development work is based on solid and evidence-based “There is an expectation from the “We wanted to establish a systematic data,” he explains. Norwegian Ministry of Education and development and maintenance Research that our regulatory work will be knowledge-based to a much greater extent than it was before. NOKUT’s DEVELOPMENT GOALS: role as a regulatory administrator is to act more systematically, with more of a Simpler and more consistent regulations for long-term perspective and user- the sector centric approach than the Ministry has taken,” says Håvard Tvinnereim. He is To achieve this goal, we will: Supervision Regulations and NOKUT’s • continue to develop expertise and the Head of Section for Legal Affairs in Tertiary Vocational College Super- establish an appropriate organisation vision Regulations with a particular the Department for Quality Assurance of work on regulatory management focus on the fact that the institut- and Legal Affairs, and is responsible for • communicate the regulations so that ions are primarily responsible for monitoring the tasks transferred from they are understood and followed following them up the Norwegian Ministry of Education • review all other regulations for and Research. • further develop a methodology that ensures regulatory development is which NOKUT is responsible with

evidence-based, and seek to avoid the aim of simplifying their SIMPLE REGULATIONS regulation where it is not necessary ­structure, content and scope In our strategy for the next few years, or where the objective can be • stimulate institutions to simplify NOKUT has set a development goal of achieved by other means local regulations and procedures making regulations simpler and more • highlight the process of further where appropriate consistent. developing NOKUT’s Academic

22 | NOKUT | THE YEAR 2019 TWOFOLD APPROACH knowledge of the institutions and In a recently started project, NOKUT Regulatory administration is a new, key our analysis and supervisory work. is looking at risk-based policy instru- role for NOKUT. Our role is to interpret In our change work, we do not just ments. Staff working with regulatory and implement systematic maintenance look at the regulations, but we take administration and regulatory tasks and development of the regulations. into account the full breadth of policy on a daily basis work together with instruments and measures that can be those responsible for evaluation and This work is twofold: one aspect implemented,” he says. analysis. comprises study and development, while the other part of our work covers “The main point is that you have to Together, they will establish a systematic information and guidance. With regard take an interdisciplinary approach and approach in this area and achieve to the further development of regu- remember that the law is not just for good regulatory management. lations, we will take a user-oriented, lawyers.” fact-based approach and identify the actual challenges facing the sector. In addition to this, there is our responsi- bility to provide guidance. Regulations administered by NOKUT

“Questions are flowing in, which is • Regulations concerning supervision posts of post-doctoral research providing us with a wealth of infor- of the quality of tertiary vocational fellow, research fellow, research mation about how users understand education (Tertiary Vocational assistant and resident the regulations and what kind of help College Supervision Regulations) • Regulations concerning appoint- they need. We will bring this insight • Regulations concerning supervision ment and promotion to teaching into our broader regulatory work,” of the educational quality in higher and research posts (Personnel he says. education (Academic Supervision Regulations) Regulations) • Regulations concerning tenure INTERDISCIPLINARY COOPERATION • Regulations concerning tertiary track appointments Tvinnereim believes that NOKUT is very vocational education (Tertiary well placed to be a good regulatory Vocational School Regulations) • Regulations concerning infraction fines under the University and administrator. • Regulations concerning crediting University Colleges Act and the higher education Tertiary Vocational Act “To be a good regulatory administrator, • Regulations concerning suitability • Regulations concerning private you have to take an interdisciplinary assessment in higher education universities, university colleges approach, something we try to do in and tertiary vocational colleges all our tasks. It is important to not only • Regulations concerning fees at – requirements for accounting, etc. have lawyers working on the regula- universities and colleges • Regulations concerning student tions, but also to involve employees • Regulations concerning terms and welfare associations with different fields of expertise and conditions of employment for the

NOKUT | THE YEAR 2019 | 23 KVALITET I NORSK UTDANNING

Assistant Director of the Department for Evaluation and Analysis, Stephan Hamberg, presented the report ­“Academic environment and educational quality” at a breakfast meeting in Oslo on 9 May.

Myth-busting academic ­environment report

With the report “Academic environment and educational quality”, NOKUT aims to facilitate increased knowledge about and attention on what “a good academic environment” looks like and how this can best be regulated.

At the same time, we are helping to uncover misconceptions about NOKUT’s requirements for the academic environment.

In the report (In Norwegian), we have “We have found a number of common Furthermore, the report looks at the examined what characterises a good characteristics for what creates a good current regulation of the academic academic environment. One key fin- academic environment. These traits environment through NOKUT’s super­ ding is that it is not possible to provide are related to the competence profiles vision regulations, and whether this a definitive answer to what a good aca- that contribute to academic develop- is broad enough to accommodate the demic environment is or how it should ment and learning outcomes, positive large variety of subject areas and types be composed. Different subject areas collaboration among staff, a though- of education. In addition, the report and types of education have different tful use of external teachers, focus examines whether the regulations are needs, and the mix of expertise and on joint development of programme adapted to the structural landscape size of the academic environment must offerings and inclusion of students where study programmes are often necessarily vary. in ­academic communities,” explains offered in parallel at several campuses. Stephan Hamberg. He is the co-author Therefore, the common features of “a of the report and the Assistant Director “Our findings indicate that require- good academic environment” that we of the ­Department for Evaluation and ments for academic environments have identified are at an overall level Analysis. are flexible, but that there is a need and not at a detailed level. for dialogue with the sector regarding

24 | NOKUT | THE YEAR 2019 GOOD ACADEMIC ENVIRONMENT

Competence pro- file that provides for academic development and learning Knowledge plat- forms for educa- Available and tion in accordance inclusive for with the nature of students the subject

Good Academic Environment Core of staff in full-time Collaboration ­positions on teaching

Reasonable Sufficient class use of external size and time teachers for teaching

What is an academic environment?

NOKUT states that the academic environment associated with pro- gramme offerings includes people the challenges related to detailed a somewhat narrow understanding of who directly and regularly contribute requirements for associate professor the term “research-based education”. to the development, organisation competence. Furthermore, there may and implementation of the study programmes. This definition is meant be a need to put the students more “It is a challenge that the academic to include people who make various clearly at the centre of the regulations community does not seem to be aware contributions to study programmes in order to clarify who a good acade- of their own latitude in terms of apply- beyond teaching, mentoring or other mic environment should benefit,” says ing these requirements. Here, there is facilitation of learning. Hamberg. a need for information and awareness about the terms we use,” concludes This may be, for example, laboratory Through interviews with people in aca- Hamberg. work, research, development work, transfer of experience from supervised demic environments, it has emerged professional training, practical teaching, that there are some misconceptions educational and professional use of about NOKUT’s requirements. This digital technology, innovation and colla- ­particularly applies to an excessive boration with business and industry. ­focus on the minimum requirements for associate professor competence and

NOKUT | THE YEAR 2019 | 25 KVALITET I NORSK UTDANNING

NOKUT podcast spreads ideas and inspiration Since the beginning of 2017, the NOKUT podcast has established itself as one of NOKUT’s foremost communication tools. But can you catch the reference in the episode titles (The one...)? We’ll reveal the answer at the end of the article.

“In the NOKUT podcast, we talk to the The NOKUT podcast by more than twice as many streams as people who are most closely involved the year before, and the growth has with teaching on a daily basis. The goal the numbers remained stable throughout the year. is to spread good ideas and provide inspiration to other teachers around NUMBER OF EPISODES: 10 The NOKUT podcast has also been the country,” says Senior Adviser NUMBER OF GUESTS: 20 made available on major platforms Inger-Lise Kalviknes Bore. The NOKUT NUMBER OF STREAMS: 7 215 such as Spotify and Apple Podcast, podcast’s editorial staff are: Senior NUMBER OF CUPS OF COFFEE: Countless making it even easier for listeners to Adviser Aslaug Louise Slette, Adviser find it. Throughout the year, the pod- Eirin Kristiansen and Communications educational quality to share our experience. cast has covered a wide range of topics Adviser Kristian Bergh. Guests from all over the country have – from cooperation on supervised contributed their knowledge to the professional training and a live broad- Through ten episodes in 2019, the pod- benefit of others. Over the course of cast of the NOKUT Conference, to the cast has provided a platform for those the year, the NOKUT podcast has been issue of assessments. of us who are passionate about streamed over 7,000 times. That’s

26 | NOKUT | THE YEAR 2019 “It is very inspiring that our podcast has been so well received, both in terms of listener numbers and positive feedback. And it has certainly also been fun to have the opportunity to provide examples of all the good work being done in higher education,” says Bergh.

“A GREAT MEDIUM” In “The one about feedback and peer mentoring”, Elin Kubberød and Inna Marie Dahlen from the Norwegian University of Life Sciences visited the studio. Kubberød is an associate professor and Dahlen is a student, and together, they provided tips and tricks Adviser Eirin Kristiansen and Communications Adviser Kristian Bergh from the NOKUT podcast on how to succeed with peer mentor- editorial staff with Associate Professor Elin Kubberød and student Inna Marie Dahlen, both from the Norwegian University of Life Sciences. ing and feedback to students. institutions and completely different and ‘The one about students as peer “We thought it was great fun to be programmes that are interested in how mentors’ are very interesting podcasts involved and think it is a great medium they can implement peer mentoring. with good perspectives that we need in for discussing important issues related It is important for us to spread our higher education,” concludes Kubberød. to higher education. I was also flatte- message about the impact of this tool red to be invited, as it acknowledges and for others to start using it,” says the quality of our study programme,” Kubberød. Episodes from 2019 says Dahlen. pervision She goes on to say that there have Did you benefit from participating in been several other interesting episodes • The one about assessments the podcast? of the NOKUT podcast, which they • The one from the NOKUT “Yes, it gave us a channel to spread promoted through their social media Conference our philosophy on education and, not channels. • The one about students as peer least, the chance to promote our study mentors • The one about co-research as a in a good way. We have also received “Especially ‘The one about cooperation form of assessment enquiries from other educational on supervised professional training’ • The one about student projects with external clients • The one about teaching across campuses • The one about cooperation on supervised professional training • The one about feedback and peer mentoring • The one about academic community for staff and students • The one about meriting teachers Listen to all the episodes (in Norwegian)

Fun fact: “The one...” is a ­reference to the TV series Friends, where all the episodes were called “The One…”.

NOKUT | ÅRET 2019 | 27 QUALITY IN NORWEGIAN EDUCATION

NOKUT raises the level of knowledge about supervised professional training in higher education Higher education and project manager for NOKUT’s project on ­relevance to working life is ­supervised professional training. a hot topic, and supervised The example highlighted in the report is professional training has linked to four different study program- been highlighted as a tool mes: Nursing at the University of Agder, Child Welfare Officer at the University for increasing the relevance of South-Eastern Norway, Primary and of education. ­Lower Secondary Teacher Education at the University of South-Eastern Norway, The Norwegian Ministry of Education and and Entrepreneurship and Innovation Research is working on a report on work at the Norwegian University of Life relevance, in which supervised professi- Sciences. Although the subject areas vary onal training will form a key part. At the widely, the report identifies quite a few same time, we know that there are some commonalities. Senior Adviser in Department for Evaluation and Analysis, Ingvild Andersen Helseth presents challenges when it comes to supervised the results from the project on supervised professional training and that the quality “We have seen that good communi- ­professional training. can vary. NOKUT’s project on supervised cation is crucial for students’ learning professional training provides awareness outcomes and their experience of of relevant challenges, gathers knowled- supervised professional training. One NOKUT’s ­project ge of factors that are important for common theme running through the on supervised succeeding with supervised professional academic environments we talked to is training, and creates arenas where key that they emphasise good dialogue with ­professional training players can share their knowledge and those providing supervised professional The evaluation of relevance to experiences. training as a key reason for their success. working life is part of NOKUT’s the- It is also important that communication matic focus on quality in supervised Good examples and collaboration work well internally in professional training in higher edu- In the work on improving the platform of the academic community,” says Helseth. cation. The project started in 2018. knowledge, it is useful to look at some of those who succeed with their supervised • The first phase involved a broad professional training schemes. This was “THE GOAL IS TO INSPIRE OTHERS” mapping of different aspects of highlighted in the report “Supervised Although the report identifies some quality in supervised professio- professional training in higher education commonalities, what works in one place nal training. This was completed in 2019 and has resulted in 13 – good examples”, which NOKUT presen- cannot necessarily automatically be interim reports and one collecti- ted at a breakfast meeting at the Univer- transferred to other places. ve report. Read the reports sity of Agder on Wednesday 5 June. (in Norwegian) “Something that works well in one • The second phase includes an “In the report, we present several exam- context may not work equally well in evaluation of the work relevance ples of organising and implementing another. The goal is therefore to inspire in various disciplines and an exa- supervised professional training that we others to reflect on what they can learn mination of the regulations that hope can inspire others,” explains Ingvild from the way these four environments regulate supervised professional Andersen Helseth, Senior Adviser in the organise, implement and further ­develop training in higher education. Department for Evaluation and Analy- supervised professional training,” conclu- This work will be completed in 2020. sis. She is ­co-author of the report and des Helseth.

28 | NOKUT | THE YEAR 2019 FOREIGN EDUCATION NOKUT shall contribute to: ensuring that an efficient system that enables foreign education­ and qualifications to be ­recognised and used in Norway is in place

NOKUT | ÅRET 2019 | 29 QUALITY IN FOREIGN EDUCATION

TOP TEN APPLICANT COUNTRIES More than 60 per cent of those applying IN 2019 – HIGHER EDUCATION for recognition of university and university college education come from European countries, with applicants from Eastern Poland 813 European countries in the clear majority. United Kingdom 665 A total of 6,596 people applied for recognition of their qualifications in 2019. India 558 This is a decrease of six per cent from 2018. Lithuania 482 Significant changes from 2018: Syria USA 380 dropped from the top of the list to seventh place, while India went from seventh place Philippines 363 in 2018 to being the third largest appli- Serbia 320 cant country in 2019. New countries on the list are the United States, Ukraine and Syria 320 ­Pakistan, while Iraq, Turkey and Russia Ukraine 294 have fallen out of the top ten. Pakistan 288

NOKUT has an important RECOGNITION SCHEMES role as recognition authority NOKUT has three schemes for the education provides qualifications for foreign qualifications. recognition of foreign education or in the country where it has been Recognition is important training. completed. • Vocational education and training: for individuals with foreign In this recognition scheme NOKUT • Education from universities or qualifications who wish to assesses the level, scope and the vo- university colleges: We compare enter the Norwegian labour cational content of the ­qualification. the foreign education against the market. It is also important The qualification is compared to a Norwegian educational system. The qualification provided at Norwegi- decision describes the duration of for employers and edu- an upper secondary schools in the the education programme, the cational institutions, who same subject. A total of 19 qualifica- number of credits it is worth and must have confidence in tions from Lithuania, Latvia, Estonia, if it is equivalent to a Norwegian Poland and Germany can be asses- bachelor’s degree, master’s degree recognised foreign quali- sed at the moment. In 2021, we or PhD. In addition, NOKUT has fications. In this work, will expand the list to cover more developed three specialized sche- NOKUT needs to have countries and/or qualifications. mes for specific applicant groups. sufficient knowledge of • Education at the tertiary vocational These are as follows: both the Norwegian and educational institutions from • Automatic recognition of bachelor’s foreign education systems. foreign educational institutions: degrees and PhDs from the Nordic We also use this knowledge We compare the foreign education countries, Lithuania and Poland: against the Norwegian system. This is a standardised statement to provide information We assess the education to see if it which specifies how these degrees about our work. is comparable in level with the are recognised in Norway. The Norwegian tertiary vocational statement can be downloaded and education. Our decision will used immediately without having to briefly describe the subject area, submit an application for recognition. including by specifying the professi- on, industry or sector for which the

30 | NOKUT | THE YEAR 2019 RECOGNITION OF FOREIGN QUALIFICATIONS – DEVELOPMENT FROM 2016 TO 2019

15000

12227 12000

9000

6596 6000 742 800 614 600 • Inquiries about foreign qualifications • Applications for recognition of higher education 400 • Applications for recognition of vocational training • UVD recognition 200 Qualifications assessments 82 • 36 0 • Applications for recognition of tertiary vocational education 2016 2017 2018 2019

INFORMATION AND NETWORKING

• Recognition procedure for persons NOKUT works actively to provide In addition, NOKUT is: without verifiable documentation the best possible information to our • the Norwegian assistance centre for (UVD procedure): This is an applicants and to guide and train other the EU Professional Qualifications interview-based scheme for people stakeholders who work with recognition Directive: This includes providing without verifiable documentation of qualifications. information about recognition and who have good language skills in authorisation of regulated profes- Norwegian or English and a perma- We do this by: sions, having the responsibility for nent residence permit in Norway. • developing e-learning programmes obtaining statistics for 166 regulated for advisors in higher education or professions from 16 recognition • NOKUT’s qualifications assessment: the public sector offices, as well as updating and This option is for applicants who • maintaining NOKUT’s country data- quality assuring information on the cannot be included in NOKUT’s base Altinn internet portal regarding recognition of foreign higher edu- • maintaining the GSU list (general regulated professions. In addition, cation and who do not fall under university and college admissions we issue confirmations for Norwegian NOKUT’s recognition procedure for certification for foreign applicants) architects who want to work abroad. persons without verifiable docu- • organising seminars and mentation (UVD procedure). conferences • the Norwegian ENIC-NARIC centre: This includes national responsibility for providing information on foreign qualifications and educational Turbo evaluation for employers and institutions systems in addition to the Norwegian educational system. Our information • Turbo evaluation for employers: • Turbo evaluation for admission to a tasks include providing guidance NOKUT offers a fast track that can PhD programme: NOKUT offers an and information for NOKUT’s user help to understand the documents. evaluation of the scope and level of groups in the field of foreign The evaluation is carried out within foreign higher education to educa- education. five working days. tional institutions that have chosen relevant applicants for further assessment for admission.

NOKUT | THE YEAR 2019 | 31 QUALITY IN FOREIGN EDUCATION

TOP TEN VOCATIONAL QUALIFICATIONS IN 2019

MOTOR VEHICLE WOOD PRODUCTS MECHANIC CARPENTER LIGHT VEHICLES PLUMBER 85 62 36

HAIRDRESSER COOK CARPENTER 15 13 13

CONCRETE WORKER BUTCHER 11 11

IMPROVED KNOWLEDGE BASE

NOKUT contributes to the improvement In 2019, we completed four reports, • Report from the EU project ORION, of the knowledge base on the recog- and we will compile more reports in which is the basis for NOKUT’s nition of foreign qualifications, and 2020. proposal for adjusted criteria for provides policy advice to the Norwegian general recognition of foreign higher Ministry of Education and Research. • Experience report: Recognition education Our reports also help to improve our scheme for foreign vocational own recognition and assessment training • Report to the Nordic Council of procedures. In 2019, they have served Ministers on digitalisation and as an important starting point for the • Report to the Norwegian Ministry recognition, where NOKUT chaired further development of our services. of Education and Research on the the Nordic working group and Improving the knowledge base on the mapping of recognition schemes for where a report will be submitted recognition of foreign qualifications is regulated professions in January 2020 an important priority for NOKUT.

32 | NOKUT | THE YEAR 2019 Many roads lead to recognition

NOKUT recognises foreign qualifications from vocational training at upper secondary schools and qualifications corresponding to the tertiary vocational college level, to university colleges and universities – all the way up to the PhD level.

“Through our work, we make it easier NOKUT uses several methods to should have a real opportunity to have for people with foreign qualificati- provide holders of foreign qualifi- their qualifications assessed, regardless ons to gain access to the Norwegian cations with documentation of their of the status of their documentation. labour market and education sector. competence. NOKUT’s recognition At the same time, we help employ- scheme for foreign higher education “This is why we have developed a ers and educational institutions to has been around as long as NOKUT has recognition scheme for people without trust that a person has the necessary existed, and is the largest in terms of verifiable documentation, called the qualifications to be hired or admitted number of applications. In 2019, there UVD procedure, where we use experts to a study programme,” says Acting were 6,596 applications. During the to interview applicants. In 2019, 110 Director of Foreign Education Helén year, we recognised a total of 7,302 cases were referred to UVD, and Sophie Haugen. applications. It is important that we made 82 recognition decisions,” everyone who applies to NOKUT explains Haugen.

NOKUT | THE YEAR 2019 | 33 QUALITY IN FOREIGN EDUCATION

For those applicants who are not eligible In 2019, we approved 306 applications. for the UVD procedure, we perform a qualifications assessment in which “The largest group who received the applicant receives a document recognition of their qualifications in containing information on the highest 2019 were wood products carpenters, achieved qualification, work experience followed by motor vehicle mechanics. and language skills. In addition, we It shows that our latest expansion was provide guidance on the way forward. perfectly in line with the needs of the In 2019, 50 cases were referred to this labour market,” says Haugen. assessment scheme, and we issued 36 qualifications assessments. NOKUT is also responsible for the new recognition scheme for foreign quali- Helén Sophie Haugen “We have gained solid experience and fications corresponding to the tertiary Acting Director of Foreign Education strong expertise, and we have received vocational college level. Read more on acknowledgement internationally for page 36. establishing alternative recognition schemes for applicants with insuffi- “The fact that we have such a wide range ciently documented education,” says of methods in use makes us well-equipped Haugen. to expand our portfolio. From 1 January 2020, we have also been given the For vocational training, we work responsibility for the recognition of closely with stakeholders in the world schoolteachers, heads of kindergartens of work. An expert committee has and educational supervisors in kinder- been appointed for each type of quali- gartens,” concludes Haugen. fication, which then advises NOKUT.

“The scheme was established on the APPROVED APPLICATIONS CORRESPONDING TO NORWEGIAN initiative of the social partners, and DEGREES IN 2019 qualifications that are in high demand in the labour market are given priority. University college graduate There are about 100 experts assigned 398 by NOKUT to perform these assess- ments,” she explains. Bachelor’s degree 3855

We received 614 applications for Master´s degree recognition of vocational training in 1066 2019. We processed 806 cases, which is just over 100 more than the year PhD before. The share of recognitions 69 granted also increases every year.

34 | NOKUT | THE YEAR 2019 “Working to reduce case processing time”

The processing time for applications of recognition of foreign qualifications varies, depending on the country of origin, the qualification itself and the different recogni- tion schemes. Some applications only take a few hours to process, while others take many months.

“We are constantly working to reduce of new criteria for the recognition of quicker than we do today,” the processing time so that applicants foreign higher education. This initiative says Haugen. do not have to wait so long for an is ready to launch in spring 2020. We answer,” says Acting Director of Foreign have halved the processing time for Use of precedent Education Helén Sophie Haugen. complete applications for recognition of foreign education compared with When it comes to the recognition Automatic recognition of bachelor’s 2018. The processing time has dropped scheme for vocational education and degrees from the Nordic countries, to an average of eleven days. training, there are major differences Poland and Lithuania led to fewer in the case processing time between cases where countries and qualifi- applications from these countries. “We still have work to do both in terms cations have not been previously NOKUT is currently working on a digital of reducing the time lost before the assessed by NOKUT and cases where solution where applicants can be application process starts internally there is a precedent. For applicati- offered automatic recognition through at NOKUT and in terms of ensuring ons without a precedent, the case our application portal. NOKUT is also that applications are complete in the processing time in 2019 was 342 working to improve and streamline first place. We need to help applicants days, while for applications with a precedent it was 44 days. the recognition process in ways other submit all the documentation NOKUT than through digitalisation. Our largest needs to make a decision. Our goal is A precedent can be set in two ways: single initiative is the introduction to process applications significantly When experts assess a qualification from a given period as equivalent or when the application for recognition CASE PROCESSING TIME IN 2019 – DAYS is rejected because it does not meet the criteria.

HIGHER EDUCATION NOKUT can then use the precedent Total case processing time cases as a basis for assessing similar qualifications. For example: If an Complete applications expert committee has assessed the qualifications for a certain carpenter VOCATIONAL training programme in Lithuania to QUALIFICATIONS be equivalent to the Norwegian quali- fication, we do not need to reassess Without precedent this for every new application. Thus, With precedent precedent allows us to ensure the equal treatment of applications with the same foreign qualification from a 50 150 250 350 specific period.

NOKUT | THE YEAR 2019 | 35 QUALITY IN FOREIGN EDUCATION

New recognition scheme for foreign qualifications at the tertiary vocational college level

On 1 January, a new recognition scheme was launched for foreign tertiary vocational education or qualifications comparable to tertiary vocational education.

“The recognition scheme was introdu- APPLICATIONS FROM AROUND ced because of the lack of a system for THE WORLD assessing education corresponding to In total, NOKUT received 742 the tertiary vocational college level. It applications for recognition of quali- should make it easier for people with fications from 85 countries. The five such education to integrate into the countries with the most applications Norwegian society,” says Silje Molan- were Poland, Syria, Lithuania, the UK der. She is Head of Section for Recog- and Sweden. We approved 124 nition of VET and TVET in the Departe- applications, whereas 399 were ment for Foreign Education. rejected. The main reasons for rejections were an inadequate scope or level of education for qualifications. Silje Molander Requirements NOKUT assesses whether the foreign Head of Section for Recognition of for recognition qualification can be recognised as VET and TVET in the Departement Norwegian tertiary vocational education. for Foreign Education The requirements for recognition We also create a tertiary vocational of a qualification as equivalent to education profile to determine what a Norwegian tertiary vocational the qualifications are used for in the college are that the education must country of origin. be completed and passed, it must be The countries with the highest number possible to perform an authenticity assessment including verification if “The new scheme allows people with of recognised qualifications at the end necessary, and the education must foreign education to use their education of 2019 were Lithuania, Poland, Syria, be quality assured through to work in Norway. Recognised qualifi- Sweden and Russia. accreditation or the like. cations can also qualify for admission to a Norwegian university college or “In the case of many countries, it is The education must be above the university,” she continues. challenging to distinguish between upper secondary level, be vocational, and the scope must correspond to education corresponding to tertiary Norwegian vocational college educa- vocational education, higher education tion, i.e. six months to three years.

36 | NOKUT | THE YEAR 2019 and vocational training, largely because According to Molander, another education is organised differently in challenge is that NOKUT’s decision TOP TEN APPLICANT various countries. Thus, many foreign must state which profession and which COUNTRIES IN 2019 applicants don’t know what a Norwegian industry or sector the foreign tertiary education at a tertiary vocational level vocational education qualifies for Poland 158 entails,” explains Molander. in the country of origin. The labour Syria 78 market in other countries, not least Lithuania 67 CHALLENGING outside Europe, is often very different Many of the applications are difficult to from what we have here in Norway, Lativa 21 verify, and it takes time to evaluate the and it is difficult to obtain this kind of Sweden 17 qualifications. information. United Kingdom 17 “Particularly challenging are qualifi- “We continuously work to establish Russia 15 cations from countries that have good networks that can help us with Serbia 15 undergone reforms and regime changes the information we need to make in recent times. Another challenge are decisions. This can take time, so before Turkey 14 qualifications obtained in countries these networks are in place, we have Germany 10 that are currently affected by conflict,” to focus on solving one challenge at a says Molander. time,” concludes Molander.

NOKUT | THE YEAR 2019 | 37 Global qualifications passport for refugees under establishment In the autumn of 2019, UNESCO successfully tested its first qualifications passport project in Zambia. Now they plan to extend the scheme.

At the UNESCO General Conference to facilitate applicants’ opportunity ­passports based on NOKUT’s method. in Paris in November, the first eleven to work or continue their studies, globally recognised qualifications pass- improve their language skills, or apply Marina Malgina, Head of Section for ports were issued. This is the result for formal recognition or authorisation Interview-based Procedures in the of an ongoing pilot project in Zambia. if they still need it. Department for Foreign Education, At the same time, it was decided has been central to the work on the that UNESCO’s pilot project would be METHOD DEVELOPED BY NOKUT qualification passports, from when the extended to Iraq and Colombia. The The method behind the qualifications idea was first launched to the current qualifications passport for refugees is passports was developed by NOKUT pilot project in Zambia. a standardised statement that contains in the wake of the 2015 refugee crisis, information about the applicant’s when there was a great need to map “As soon as the idea of qualifications highest qualifications, work experience the skills of newly arrived refugees. passports was launched, we realised and language skills, as well as advice The Council of Europe quickly took an that it could be an intergovernmental and guidance on how they should interest in the project and has solution to an intergovernmental proceed moving forward. The goal is developed its own qualifications challenge. It is amazing that UNESCO

38 | NOKUT | THE YEAR 2019 Autumn 2019 in Zambia: A refugee from DR Congo is interviewed by Senior Adviser Marius Jensen from NOKUT and two colleagues from our sister office ZAQA in Zambia.

Anwar Horani

Anwar Horani was born and raised in course at OsloMet in 2018. While she Syria and graduated from Al-Baath was taking the course, she received an University in Syria as a physiotherapist internship as a physiotherapist at the in 2010. Horani and her husband were university clinic. Horani has worked in forced to flee their homeland as a the Health Forum for Women in the result of the civil war and ended up in Sagene district of Oslo since March a refugee camp in Greece, where she 2018. She is also a counsellor in the came into contact with EQPR (European Norwegian Diabetes Association. Qualifications Passport for Refugees), which is a project led by the Council of Here, you can watch an interview with Europe. The EQPR is based on a Horani which was shown at the UN Ge- method developed by NOKUT. neral Assembly, where NOKUT presen- ted the qualifications passport: https:// In March 2017, Horani became one of www.youtube.com/watch?v=u-BB9le- the first to receive an EQPR, and thanks ahFU to this she got the opportunity to participate in the International Health

of refugees have access to higher FUNDING FROM NORWAY

Stefania Giannini, UNESCO education. It is a difficult situation for The Norwegian Ministry of Education those concerned, but losing out on and Research has provided financial competent and skilled people is also a support to UNESCO for the implemen- challenge for society at large. tation of the pilot project and has now confirmed that they will continue to has started work on qualifications “The Qualifications passport for provide funding for the project in the passports based on our method and refugees is a vital tool to make sure future. NOKUT will also continue to be experiences,” says Malgina. we don’t miss out on more talent and involved in the UNESCO project, and to safeguard education as a human we are looking forward to contributing FEW REFUGEES HAVE ACCESS TO right,” explained Stefania Giannini, further with our experience and EDUCATION Assistant Director-General for Educa- knowledge. Today, only three per cent of eligible tion in UNESCO, when the project was refugees among the world’s millions presented at the General Conference.

NOKUT | THE YEAR 2019 | 39 NOKUT has the honour of being the first ever winner of the Sepmeyer Award for Excellence in Credential Evaluation Research. Adviser Erlend Bern Aaser and Head of Section Marina Malgina, Section for Inteview-based Procedures.

Award for NOKUT’s work on the qualifications recognition scheme for refugees

NOKUT’s work on the recognition of the Lisbon Recognition Convention,” The Sepmeyer Award for Excellence refugees’ qualifications is being noticed explains Marina Malgina, Project in Credential Evaluation Research is a and appreciated by the international Manager for the toolkit project and newly created award, and NOKUT had community. In July, the project Toolkit Head of Inteview-based Procedures in the honour of being the first winner. for Recognition of Refugees’ Qualifi- the Department for Foreign Education. The award was presented by the cations received the Sepmeyer Award American credentials evaluation for Excellence in Credential Evaluation The methods were developed as part service International Education Research. of an Erasmus+ project (2016–2018) Research Foundation (IERF). The led by NOKUT. With many years of award was created in connection “It’s a toolkit that simplifies the recog- experience in the field, NOKUT has with IERF’s 50th anniversary and is nition of refugees’ qualifications, both helped to develop a common European named after Inez Sepmeyer, one of for applicants and for those performing practice for recognition. This was done IERF’s two founders. the assessment. We have received in collaboration with the ENIC-NARIC good feedback on use of the toolkit. offices ArmENIC (Armenia), CIEP (France), Among other things, the project has CIMEA (Italy), NUFFIC (the Nether- been referred to as a best practice for lands), UK NARIC (United Kingdom), the recognition of refugees’ qualifi- UHR (Sweden) and KMK (Germany). cations in the supplementary text of

40 | NOKUT | THE YEAR 2019 Bachelor’s and doctoral degrees from Poland and Lithuania now automatically recognised

NOKUT’s scheme for automatic recognition of bachelor’s and doctoral degrees was expanded in November 2019 to include education programmes from Poland and Lithuania.

NOKUT has been testing a optional these could be included in the auto- scheme for automatic recognition of matic recognition scheme, and there degrees from the Nordic countries since has already been a decline in the the summer of 2018. In November, the number of applicants from Poland. scheme was extended to apply to candidates from Poland and Lithuania “Since the first weeks of automatic who have degrees corresponding to recognition for Polish and Lithuanian Norwegian bachelor’s and doctoral qualifications, we are seeing the same degrees. Master’s degrees are not trend as we saw with Nordic qualifi- included in this round as the two cations. These experiences are important countries have several types of master’s in order to extend the scheme further. degrees that are difficult to compare This will allow us to offer this service with Norwegian degrees. to even more people who have come to Norway to work or continue their Automatic recognition means that the studies,” concludes Gümüs Kallevig. Joachim Gümüs Kallevig candidates can download a document Head of Section for Recognition of from NOKUT’s website that shows that Higher Education in the Department for IN LINE WITH EUROPEAN GOALS their degree is automatically recognised Foreign Education UThe ministries of education from the in Norway. 48 countries participating in the Bologna been positive. We now have fewer Process have adopted a common goal The document confirms that the applicants from these countries, and of automatic recognition of comparable degree is equivalent to a Norwegian many confirmation documents were degrees within the European Higher degree in level and scope, and that it downloaded during the first year of Education Area. In the EU, work is is not necessary to apply to NOKUT for the scheme. also underway to have degrees auto- recognition. matically recognised between member “We saw an effect almost immediately countries. NOKUT’s work in this area “It immediately provides clarification after the scheme was launched. As this puts Norway in a good position to as to what the foreign education is ground-breaking work both in Norway achieve this goal. It is also part of corresponds to in Norway. This can and in Europe, we were unsure of how ­NOKUT’s strategy to keep expanding be useful when applying for a job this offer would be received, but the the scheme and to take more of a or further education,” says Joachim experience has been entirely positive!” leadership role with regard to Gümüs Kallevig, Head of Section for automatic recognition of education. Recognition of Higher Education in the Poland and Lithuania are among the Department for Foreign Education. countries from which NOKUT receives the most applications for recognition POSITIVE EXPERIENCE of education. In total, these countries Our experience with automatic recog- account for 15 per cent of all applications nition for the Nordic countries has received by NOKUT. About half of

NOKUT | THE YEAR 2019 | 41

This is NOKUT 101 46 WOMEN MEN NOKUT is an independent administrative expert body that reports to the Norwegian Ministry of Education and Research. 147 EMPLOYEES NOKUT’s overall mandate, authority and pro- fessional autonomy are specified in the University and University Colleges Act. In addition to the 25 1 professionally independent tasks set out in WITH IMMIGRANT APPRENTICE laws and regulations, NOKUT has been dele- BACKGROUND IN ICT gated ordinary administrative duties by the Ministry.

Each year, NOKUT uses 900 external experts for our accreditation and quality assurance Educational levels of our staff work, evaluations, recognition of foreign education and projects. • Certificate of NOKUT was allocated NOK 187,224 million in apprenticeship • PhD 2019 in the Norwegian Ministry of Education • Other tertiary and Research’s budget. education 2–4 years • Master’s degree or equivalent

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