National Quality Framework for Career Guidance

Introduction to BRAVO

The findings of the project 

Recognition of VET qualifications in Lithuania

Recognition of VET in Germany and Survey for German employers

Discussions 

Closing remarks 

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Digital chat room: how do you apply for recognition of foreign education?

Що таке визнання іноземної освіти та як подати заявку?

Masz świadectwo ze szkoły zawodowej, technikum lub świadectwo czeladnicze i chcesz wykorzystać je do pracy w Norwegii?

Do you hold a foreign journeyman's certificate and want to work in Norway?

Ar turite Lietuvoje įgytą profesinį mokymą ir norite gauti jo pripažinimą Norvegijoje?

Do you want to work in Norway with your teacher or kindergarten teachers education?

Do you have foreign education and want to study in Norway?

Insights from PISA

This paper explores the state of teenage career development in Norway. It sets out findings from the OECD Programme for International Student Assessment (PISA), a comparative international survey of young people in secondary education. PISA 2022 notably provides considerable data on young people’s engagement in, and perceptions of, career development, including information on occupational and educational intentions and participation in career development activities. 

This paper compares student responses in Norway to averages across the OECD, disaggregated by student characteristics, including gender, socio-economic background, academic proficiency, migrant status and geographic location. Levels of career uncertainty in Norway, as across the OECD, are now very high. Students in Norway who express an occupational expectation are very strongly focused on a small number of occupations, but these are spread more widely across the labour force than is found in most OECD countries. Interest in the skilled trades is notably strong. 

While the occupational expectations of students in Norway are less constrained by gender than is typical, job and educational aspirations are strongly shaped by the social background. 

By international comparison, students in Norway consistently engage more frequently in guidance interventions, notably with regard to speaking with a career advisor, but in some important fields of exploration which bring students into contact with workplaces, most still do not engage by the age of 15.

Teenage career development in Norway

This memo documents a mapping of researcher development policies in the EU and some selected countries. We present the scope of researcher development policies and possible national policy instruments.

The results of the mapping indicate that the UK is a leader in this field, particularly in the development of standards. We have found few examples of relevant national policies in other countries, but the EU have taken several initiatives. Also, Euraxcess, a network of universities in the EEA have developed standards for researcher development in universities and many universities have voluntarily committed themselves to upholding these standards.

Policies for researcher development – an international mapping

An international review

This report explores practice in school-based career education and guidance in five comparator countries. It examines the following questions.

What kinds of training and qualifications are required to lead career guidance in a school?

What skills does it require to undertake these roles effectively? How are these skills usually developed?

Does the existing National Quality Framework for Career Guidance provide a sufficient framework for the development of professionalism in Norwegian schools or is there a need to supplement it with additional guidance and specification (Norwegian Directorate for Higher Education and Skills. (2021). National Quality Framework for Career Guidance)).

These questions are explored through five international case studies of career guidance systems.

It is common for governments to place a legal expectation on schools to deliver career guidance. This frequently includes detail about how career guidance should be delivered and requirements for the training and qualification of careers professionals.

Qualifications for career guidance professionals working in schools are typically at either the Bachelors degree level or at the Masters level. In some countries the requirement for professional practice is built on through a formal certification or registration process.

There are a relatively common set of skills and competences which are identified by the case study countries. These broadly align with the Norwegian National Quality Framework for Career Guidance framework.

Most countries have developed forms of quality assurance for career guidance in schools. Quality is assured across a range of domains including policy, organisation, process and people.

Based on these findings the following recommendations are made.

Ensure that schools have a strong and unambiguous requirement to deliver career guidance to pupils.

Include requirements for appropriately trained careers professionals to appointed as part of the regulations that are given to schools.

Produce a school specific articulation of National Quality Framework for Career Guidance framework.

Clarify whether career guidance is a separate profession in schools or a function performed by school counsellors.

Develop and articulate the mechanisms that can be used for quality assurance of career guidance in Norwegian schools.

Strengthen the professional association(s).

Develop a strategy for continuing professional development (CPD).

Exploring the roles, qualifications and skills of career guidance professionals in schools

Presentation of the areas of Competence standards, Career competence and Ethics

In 2018, a proposed solution for each of these three areas was developed in collaboration with three broadly composed groups, involving representatives from a range of sectors, roles and administrative levels involved in career guidance services. The groups were headed by the specialists Torild Schulstok, Assistant professor (Inland Norway University of Applied Sciences – INN), Rie Thomsen, Professor in career guidance (Aarhus University), Anne Holm-Nordhagen, Assistant professor (USN) and discipline coordinator Erik Hagaseth Haug, Associate professor (INN), assisted by Tonje F. Gravås, Line W. Engh and Gry E. Bakke from Skills Norway. The proposed solutions were circulated for comment in the spring of 2019. This report presents the three areas after the comments were incorporated. 

Skills Norway would like to thank the participants from the three groups for their extensive and highquality contributions towards the development of the proposed solutions. We would also like to thank the four specialists for their efforts, both in the implementation of the project and for their invaluable expert contributions.

In July 2021 Skills Norway became part of the Directorate for Higher Education and Skills.

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Career guidance

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