Realkompetansevurdering i norske kommuner
Journal article, Peer reviewed
MetadataShow full item record
Original versionDøving, E: & Tobiassen, A.E. (2020)Realkompetansevurdering i norske kommuner. Nordic Journal of Vocational Education and Training, 10(3),1-16. doi:10.3384/njvet.2242-458X.201031 https://doi.org/10.3384/njvet.2242-458X.201031
I denne artikkelen beskriver vi ordningen med realkompetansevurdering i Norge. Realkompetanse omfatter formell kompetanse opparbeidet i utdan-ningssystemet og uformell kompetanse utviklet gjennom erfaring. Realkompe-tansevurdering kan brukes både for å gjøre veien til kvalifikasjoner på videre-gående skoles nivå (ikke minst fagbrev) kortere og som grunnlag for opptak til høyere utdanning. Vi fokuserer på realkompetansevurdering med sikte på fag-brev innenfor pleie og omsorg i kommunal sektor.Workers in Norway can get skills acquired through informal and incidental learning validated in a formal process. The educational authorities issue a certificate stating that the worker’s skill level is equivalent to a certain level of vocational education. This way, the worker can more easily obtain a vocational degree. We describe and discuss how Norwegian employers facilitate validation for unskilled employees within munic-ipal nursing and care, and we discuss how municipal employees can get their skills formally recognised. Results are based on qualitative interviews and written surveys in seven municipalities. Validation is useful for workers mostly as a stepping-stone to complete a vocational education, while from the municipal employers’ perspective validation as such is of limited use. Only every fourth worker knows about the national system for validation of skills, and workers that can benefit most know the least about the system. The results presented here show that the employer and co-workers are the most important source of information, while trade unions are less active in providing such information. Our results further imply that information and initiatives should be targeted at immigrants in particular. In addition, counties responsible for vocational education vary in how they implement the validation system.