The Vox Mirror Key figures on adult participation in education and training in Norway

Transcription

1 The Vox Mirror 2009 Key figures on adult participation in education and training in Norway

2 The Vox Mirror 2009 Key figures on adult participation in education and training in Norway Lene Guthu and Karl Bekkevold The Norwegian Education System Ph.D. (3 years) Doctor Philosophiae variable duration Age Grade TERTIARY EDUCATION cand.theol. cand. psychol. cand.med. cand.med.vet. Universities/ University colleges Master in Master in Master in Bachelor in Bachelor in Universities/ University colleges Universities/ University colleges Universities/ University colleges Universities/ University colleges Master in min. two years work experience Bachelor in Universities/ University colleges Adult Education Tertiay Vocational Education Apprenticeship Training Apprenticeship Training Advanced Course III Advanced Course II Advanced Course I 13 8 UPPER SECONDARY EDUCATION PRIMARY AND LOWER SECONDARY EDUCATION Lower Secondary Education Primary Education Advanced Course III General Subjects Supplement Follow-up Service COMPULSORU EDUCATION Right Adult Education Adult Education Folk High Schools 6 1 Kindergarten Right ISBN Vox, 2010 Design: Itera Gazette Print: Wisa grafisk

3 preface 1 Preface Vox hereby publishes the second issue of The Vox Mirror, which presents selected figures on adult participation in education and training in Norway. Key figures have been taken from our annual publication Vox-speilet, a statistical report on adult learning which again draws on public and approved registries. This report presents statistics on both formal and nonformal education and training that is wholly or partially funded by public budgets. The purpose of the report is to contribute to the body of statistical evidence on adult learning. The present report mainly focuses on adult participation in learning activities, and analyses in some depth the effects of validation of non-formal and informal learning outcomes with a view to qualification for upper secondary education and training. It is our hope that this publication in English will serve the double purpose of providing information on adult learning in Norway and of stimulating reflection on indicators of adult learning. The project has been directed by Lene Guthu at Vox, who has undertaken the analyses and written the report in collaboration with Karl Bekkevold. Oslo, May 4 th, 2010 Jan Ellertsen Director

4 2 Contents Contents Preface Introduction Content Expenditure on adult education in municipalities and counties Adults in primary/lower secondary education Norwegian language and social studies for adult immigrants Participants in Norwegian language training and social studies Participation by track Participants with entitlement and obligation to receive training Results of final Norwegian language tests Adults in upper secondary education and training Participants in upper secondary education and training in The most popular study programmes Recruitment of new participants Validation of non-formal and informal learning of adults applying for upper secondary education and training Effect of validation of non-formal and informal learning Adults in higher education Adult students in higher education VPL students (validation of prior learning students) in Participants in further education Continuing education provided by universities, university colleges and vocational technical colleges Adult education associations and distance learning Participation and proportion of women, by field of study The Programme for Basic Competence in Working Life Applications and allocation of support for training Participants References... 28

5 1 1 Introduction During the last decade increasing emphasis has been placed on lifelong learning and efforts have been made to enhance the skills of the adult population, nationally as well as internationally. Changing labour markets and societies entail changes to the skill requirements in the population. Efforts to develop the skills and competences of the population are therefore essential to ensure economic growth. Even more important are the perspectives for redistribution policies, including efforts to prevent people from becoming excluded from the labour market or from participation in social life in other ways. Surveys conducted by Eurostat show that more than half of the adult Norwegian population between the ages of 25 and 64 participates in non-formal training in the course of a year (51 per cent), while 10 per cent participates in formal learning programmes (Adult Education Survey, Steffensen 2009). This means that somewhat more than Norwegians participate in some form of organized training every year. Accompanied by the other Nordic countries, Norway is in the top league in Europe with regard to participation in formal as well as non-formal training. Surveys also show that adults with little formal education, and also adults who are outside the labour market, constitute groups who to the least extent participate in skill-enhancing activities (Vox 2007; Dæhlen & Nyen 2009). These groups also make up the part of the population which is overrepresented in the group of adults who have weak basic skills (ALL 2005). In Report No. 44 to the Storting ( ), Education policy, the Government refers to the fact that clear lines of social division separate adults who possess good basic skills and a completed education from those who do not. The report therefore emphasizes that it is important to faciliate the acquisition of basic skills by adults, as is the emphasis on providing opportunities for adults to participate in further and continuing education. The Competence Reform, enacted in 1999, gave all adults an entitlement to primary and lower secondary education, and those who previously have not completed upper secondary education and training received such entitlement to such education. One key element in this context is the entitlement to assessment of prior learning and work experience, meaning that the skills and competences that adults have acquired through previous education, paid or unpaid work, experience from voluntary organizations and leisure activities can receive accreditation and serve as a basis for a shortened course of study. Knowledge on adults participation in upper secondary training is a key element

6 chap 1 4 Introduction of the further design of educational policies. The Vox Mirror therefore presents expanded statistics and analyses of data on the participation of adults and the use of assessment and validation of prior learning and work experience. A prominent initiative for reaching out to parts of the population that have little education and weak basic skills is represented by the Programme for Basic Competence in Working Life (the BKA programme). The programme was launched in 2006, and its objective is to encourage businesses to implement training for employees by way of partial funding of training courses in reading, writing, numeracy and digital skills. The purpose of the programme is to help adults acquire the basic skills that are required to face the requirements and changes that characterize the labour sphere. Another prominent arena for learning and skills enhancement is found in the voluntary sector. In this context the adult education associations assume a key role. The nature of the participants, the forms of training undertaken and the learning that takes place all constitute essential knowledge that can be brought to bear on the design of policies for competence enhancement. 1.1 Content The purpose of this report is to contribute to the body of statistical evidence on adult learning. All statistics are collected from public and approved registries. To the extent that Vox has been given access to primary data, these have been processed to allow for analyses that supplement the official, public statistics. The report will mainly concentrate on clarifying the basis for the data, and describe the statistical findings. The report describes the following areas: Formal learning: Adults in primary/lower secondary education Norwegian language and social studies for adult immigrants Adults in upper secondary education and training and the use of validation of non-formal and informal learning outcomes Adults in higher education Non-formal learning: Courses provided by adult education associations and distance learning organizations Participation in the programme Basic Competence in Working Life Before we turn to adult participation in learning we will discuss the proportion of the municipalities and counties education budgets which is devoted to the education and training of adults in primary, lower secondary and upper secondary schools. 1.2 Expenditure on adult education in municipalities and counties We have undertaken calculations that elucidate the costs incurred for primary/lower secondary education and training for adults by municipalities, and the costs for adult education at the upper secondary level as incurred by the counties. The calculations are based on figures from the central public sector accounting and reporting system (KOSTRA). To compare the costs of adult education at the primary/lower secondary and upper secondary levels with the costs for regular education (for children and young people) at these levels we also present figures on expenditures for the regular primary/lower secondary and upper secondary schools. The figures on expenditures are based on adjusted gross operational expenditure. This cost item shows the expenditure for statutory activities associated with the primary/ lower secondary education in municipalities and upper secondary education and training in counties. The following functions are included in the figures on expenditure: According to the central public-sector reporting system, figures for municipal adult education comprise municipal expenditures on primary/lower secondary education of adults (including special education) and training for immigrants, including Norwegian language training for participants in the introduction programme and primary/lower secondary education for adults aged Municipal expenditures on regular first-time education at the primary/lower secondary levels comprise all teaching (including teaching of mother tongue, educational and psychological counselling services, educational and teaching materials and advisory services) and administration of each school. To the expenditures associated with these functions, costs for school transport and premises are added. No specific figures are available for the costs of premises used for municipal adult education programmes, and we therefore exclude these costs. Expenditures for adults in upper secondary training comprise the counties costs for upper secondary level education and training of adults with or without an entitlement, including assessment of prior learning and work experience and administration of this. Expenditures on regular first-time education and training at the upper secondary level comprise all costs associated with education and training in upper secondary schools (salaries, education and training material, equipment etc.) In 2008, the total municipal spending on primary/lower secondary education for adults constitutes NOK 1.9 billion. This corresponds to five per cent of the total municipal spending on primary/lower secondary schooling for children and adults (NOK 40.5 billion). Adults accounted for

7 Introduction 5 chap 1 five per cent of all participants in primary/lower secondary education. Expenditures per participant in the municipal education programmes for adults amounted to NOK Expenditures per adult participant in primary/lower secondary education was therefore nine per cent lower than the expenditure per pupil in the regular primary/lower secondary schools (NOK ). In 2008, the county administrations total spending on upper secondary education and training for adults amounted to NOK million. This corresponded to two per cent of the total operational cost of upper secondary education and training (NOK 10.9 billion). Adults accounted for approximately 20 per cent of all students in upper secondary schools. The costs per adult (NOK 6529) thereby constituted one tenth of the cost of a student undergoing regular upper secondary education and training (NOK ). 1 The total spending by municipalities and county administrations on primary/lower secondary and upper secondary education amounted to NOK 51.4 billion in The total spending by municipalities and country administrations on primary/lower secondary and upper secondary education and training for adults constituted NOK 2.2 billion. This amounts to four per cent of the total expenditure on adult education and regular first-time education and training at the primary/lower secondary and upper secondary levels. 1 Reporting with regard to adults tends to be more unreliable. This also applies to the county administrations handling of adjusted gross operational costs, including the subdivision of cost elements. Table 1.2a: Municipal expenditure on primary/lower secondary education in total and per pupil/participant in 2008 Adjusted gross operational expenditure (NOK 1 000s)* Adjusted gross operational expenditure, percentages Number of students/ participants Students/participants, percentages Adjusted gross operational expenditure per student/participant (NOK) Regular primary/lower secondary Adult education Total * 100 NOK = 12,76 EUR/1 NOK = 0,169 USD ( ) Source: Statistics Norway, KOSTRA Table 1.2b: The counties expenditure on upper secondary education and training. Total and per pupil/participant, 2008 Adjusted gross operational expenditures (NOK 1 000s) Adjusted gross operational expenditures, percentages Number of students/ participants Students/ participants, percentages Adjusted gross operational expenditures per student/ participant (NOK) Regular upper secondary education and training (all lines of study) approx Upper secondary education and training for adults approx Total Source: Statistics Norway, KOSTRA

8 22 Adults in primary/ lower secondary education In 2002, the entitlement to education at the primary/lower secondary level was granted to all adults who had this need, irrespective of any prior education at this level. The entitlement to education comprises all subjects that the candidate needs to receive a certificate of completion of primary/lower secondary education for adults (cf. Education Act, Section 4a-1). Instruction is offered in Norwegian language, mathematics, English language, social studies and natural sciences. The municipalities are responsible for this education, and the courses should be adapted to the needs and situation of the individual adult concerned. A constant decrease in the number of participants has been observed over the last four years. During the academic year , a total of 3879 adults participated in regular primary/lower secondary education. This implies a reduction of 13 per cent since the peak year in The largest proportion of the participants is women, and a full 73 per cent of them come from a minority-language background. The reduction in the number of participants mainly occurred among persons with no minority-language background. In the same year, a total of 32 per cent of the minoritylanguage participants in primary/lower secondary education also took part in Norwegian language training and social studies for immigrants (905 participants). Training was undertaken in a total of 341 groups, i.e. with an average of 11.3 participants per group. The Education Act defines no requirements for formal pedagogical education for personnel who provide education for adults according to Section 4A. Man-years associated with regular primary/lower secondary training, including special education are distributed as shown in Table 2.0b. Nearly all of the teachers who provide instruction in this field have completed an approved teacher training certification. No figures are available with regard to the extent to which this training comprises elements of training methods for adults. More women than men act as teachers for adults; seven of ten teachers are women. On the other hand, the proportion of women is lower among the principals and leaders of the educational institutions.

9 Adults in primary/lower secondary education 7 chap 2 Table 2.0a: Participants in regular primary/lower secondary education with percentage of women and percentage of persons from minority-language backgrounds from to Year Participants Women, percentage Minority-language, percentage Source: GSI Table 2.0b: Man-years in primary/lower secondary education and special education for adults, Man-years Men Women Total Positions, percentages Proportion of women Principal/leader Deputy Head Teacher/Head of Department etc Counsellor/Social Welfare Teacher Educational personnel with approved education Educational personnel without approved education Total man-years Source: GSI

10 KaPItteltittel 3 3 Norwegian language and social studies for adult immigrants Appropriate Norwegian language skills are essential to be able to participate actively in the labour market and in society as a whole. At the end of 2008, a total of immigrants older than 16 years were resident in Norway. This is equal to eight per cent of the adult Norwegian population. In addition, a total of labour migrants were resident in Norway at the same time. The largest groups of immigrants as of 1 January 2009 came from Poland, Pakistan, Sweden, Iraq, Somalia, Germany and Vietnam. 2 The entitlement and obligation of immigrants to receive instruction in Norwegian language and social studies were made statutory on 1 September 2005 (cf. the Introduction Act). The entitlement and/or obligation to participate in training is dependent on the legal conditions of residence for the individual immigrant. As a rule, immigrants who are granted temporary residency with an opportunity to receive a permanent settlement permit have both an entitlement and an obligation to attend 300 hours of instruction, of which 250 hours should be Norwegian language training and 50 hours should be social studies. The 50 hours of 2 training in social studies should be provided in a language which is well understood by the participant. Immigrants aged have an entitlement, but no obligation to participate in this training. As a group, labour immigrants and their families have no entitlement or obligation with regard to this training. Training is offered free of charge to participants who have such entitlement. The municipalities are obligated to provide an opportunity for training no more than three months after an application has been submitted or an entitlement to training has been declared, and the 300 hours must be completed within a period of three years. In addition, the municipalities are obligated to provide up to 2,700 hours of further instruction where needed, and these must be completed within five years. Chapter 3.1 describes findings for all participants in Norwegian language and social studies, irrespective of whether the participants have an entitlement and/or an obligation with regard to this training and of how this instruction has been financed. Chapter 3.2 describes participants who receive training in accordance with the provisions of the Introduction Act that stipulate the entitlement and obliga-

11 NorweGIan language and social studies for adult immigrants 9 chap 3 tion to undergo instruction in Norwegian language. The publication also includes statistics for candidates who sit for final examinations in Norwegian language. 3.1 Participants in Norwegian language training and social studies In a total of immigrants participated in Norwegian language training and social studies. More women than men have taken part in this training. The proportion of women amounted to 61 per cent in Most of those who provide instruction in Norwegian language and social studies have completed an approved teacher training programme. Women predominate among the educational personnel. On the other hand, the proportion of women is lower among the principals and leaders of the educational institutions (52 per cent) Participation by track Participants are offered training in one of three tracks. The tracks differ with regard to the progression in the training provided, and the placement in a particular track is decided on the basis of the participant s level of pre-existing skills. Figure 3.1a: Participants in Norwegian language training and social studies from to by gender Men Women % 41% 39% 38% 36% 38% 39% % 59% 61% 62% 64% 62% 61% Source: GSI Table 3.1b: Man-years, Norwegian language training and social studies Man-years Positions, Women, Men Women Total percentages percentage Principal /leader Deputy Head Teacher/Head of Department etc Counsellor/Social Welfare Teacher Educational personnel with approved education Educational personnel without approved education Total man-years Source: GSI Table 3.1.1: Participants in Norwegian language training and social studies from to , by track Year Participants Track 1 Track 2 Track 3 Total Women, percentage Participants Women, percentage Participants Women, percentage Participants Women, percentage Source: GSI

12 chap 3 10 NorweGIan language and social studies for adult immigrants Placement is determined on the basis of the following criteria: Track 1: Immigrants with very little or no previous education Track 2: Immigrants with only some education and/or a mother tongue very dissimilar to Norwegian Track 3: Immigrants with a good level of education Prior to 2005, instruction was divided into two courses, course A and course B. Until , participants have therefore only been registered in tracks 1 and 2, and there were 0 participants in track 3 until In , a total of 59 per cent of the participants received training in track 2, whereas 21 per cent were in track 1 and 20 per cent received training in track 3. In recent years there has been a minor decrease in the number of participants in track 1. The participants were divided into a total of 2330 groups, with an average of 11 participants per group. The smallest class groups were observed in track 1 (eight participants on average), while class groups were larger in track 2 (13 participants) and track 3 (11 participants). 3 This implies that according to the data recorded, the instruction provided does not necessarily correspond to tracks 1 and 2. Some of the candidates registered in track 2 (course B) were provided with instruction that corresponds to a programme currently defined as track Participants with entitlement and obligation to receive training Since the Introduction Act came into force in 2005 the number of immigrants who arrive in Norway, and for whom the act applies, has increased steadily. In total, immigrants have become subject to the provisions of the Introduction Act, with an entitlement and/or an obligation to undergo Norwegian language training. Included in the definition of participant in Norwegian language instruction in 2007 are immigrants with an entitlement and/or an obligation to receive Norwegian language instruction for whom the municipality has made the decision to provide such instruction before the end of the 2007 calendar year. These figures are irrespective of the time when instruction commenced, i.e. this Figuree may include persons who have been receiving instruction since The number of participants in Norwegian language instruction has increased strongly since the Introduction Act came into force. In 2008 a total of immigrants participated in Norwegian language instruction. Half of these had started their training in the same year. Most of the participants have an entitlement as well as an obligation to undergo such instruction (91 per cent). Even though labour migrants who have an obligation to undergo Norwegian language instruction account for 28 per cent of the immigrants arriving in Norway, they represented a mere Table 3.2a: Participants in Norwegian language instruction, by entitlement group and year Number Percentage Number Percentage Number Percentage Obligation Entitlement Entitlement and obligation Total Source: NIR Table 3.2b: Participants in Norwegian language instruction in 2008, by entitlement group, gender and age Gender Obligation (N = 1405) Entitlement (N = 293) Entitlement and obligation (N = ) Total (N = ) Men Women Total Age Under 30 years years and over Total Source: NIR

13 NorweGIan language and social studies for adult immigrants 11 chap 3 seven per cent of the immigrants who started their training in All the same, this group of entitlement holders has seen the largest percentage growth, with a near-doubling of participant numbers since The largest proportion of the participants in Norwegian language training in 2008 was women (61 per cent). Among participants who only have an obligation to receive such instruction, however, men were in the majority. The majority of the participants were younger than 40 years (83 per cent). 3.3 Results of final Norwegian language tests Norwegian Tests 2 and 3 are final examinations offered to immigrants who have completed Norwegian language instruction. 4 Norwegian Test 3 requires a higher level of proficiency than Norwegian Test 2. To date, the examinations have not been made mandatory, but most participants still decide to sit one or both tests. 5 It is advantageous for the municipalities that the participants pass the examination, because they are paid a results-based subsidy for every test passed. Not only immigrants with the right and/or obligation to 4 Norwegian Test 1 is an internal test which serves a mainly diagnostic purpose, and is not a final examination. 5 The Norwegian government finances one free test per candidate. Figure 3.3a : Candidates who have sat Norwegian Tests 2 and 3, by test component and year Norwegian Test 2 Written Norwegian Test 3 Written Norwegian Test 2 Oral Norwegian Test 3 Oral receive instruction sit these tests. Private candidates and participants who receive instruction according to transitional arrangements can also sit them. Vox has overall responsibility for the tests, and has charged Folkeuniversitet Adult Education Association Norsk Språktest with the responsibility for development, quality assurance and administration of the testing procedure. Norwegian Tests 2 and 3 comprise both an oral and a written component. According to the Teaching Plan for Norwegian Language and Social Studies (2005), the goal for participants who receive instruction in Tracks 2 and 3 is to pass the written and oral components of Norwegian Test 3. For participants in Track 1, who also receive basic instruction in reading and writing, the goal is to pass the written part of Norwegian Test 2 and the oral part of Norwegian Test 3. The tests are held three times per year. The statistics also include participants who may have failed one or more times, as well as candidates who have sat both tests. Compared to 2006, more than twice as many candidates took the written Norwegian Test 2 in It is reasonable to assume that this is an effect of the far higher number of participants in The same observation applies to the oral Norwegian Test 2. With regard to Norwegian Test 3, more candidates took the written and oral tests in 2008 when compared to 2007, but they were nevertheless fewer than in In 2008 a total of 55 per cent of the candidates passed the written Norwegian Test 2, while 93 per cent passed the oral test. A total of 47 per cent of the candidates passed the written Norwegian Test 3, while 82 per cent passed the oral test. Thereby, 2008 does not stand out when compared to previous years, although the impression is confirmed that most candidates tend to pass the oral test, while only around half the candidates pass the written tests Source: Norsk språktest Table 3.3b: Candidates who passed Norwegian Tests 2 and 3 in 2008 Total number of candidates Candidates who passed Candidates who passed, percentage Written test Norwegian Test Norwegian Test Oral test Norwegian Test Norwegian Test Source: Norsk språktest

14 KaPItteltittel 4 4 Adults in upper secondary education and training The individual entitlement for all adults to receive upper secondary education and training free of charge was introduced on 1 August From 1 August 2008 this entitlement applies to all persons aged 25 or above who have not completed the upper secondary level previously. A key component of this entitlement is the provision that this education and training should be adapted to the needs and circumstances of the individual adult concerned. Furthermore, the education and training should be individually adapted to each adult on the basis of validation and accreditation of prior learning (cf. Chapter 5.1). There are variations between the county councils in the adaptation and practical implementation of the education and training. Adults may participate in regular classes at an upper secondary school, in separate classes for adults, or they may follow a more individually adapted course of study. Most often, instruction is provided in the form of compressed or reduced education and training schedules, and may be supplied by other providers than the county authority which is responsible for ensuring the entitlement to education and training. In addition to the statutory individual entitlement, the county authorities also have an obligation to provide education and training to adults without any entitlement. Today, education and training is increasingly web-based, which means that education and training can also be provided to adults without any entitlement in a costeffective manner. Our analyses of adult participation in upper secondary education and training do no distinguish between participants with and without an entitlement. 4.1 Participants in upper secondary education and training in 2008 The number of adults who are enrolled in upper secondary education and training has increased at an even pace since the entitlement for adults was introduced, and currently more than adults participate in upper secondary education and training. While a total of adults participated in 2006, their number grew to adults in In 2008 a total of adults were registered as students in upper secondary education. Each year appro-

15 Adults in upper secondary education and training 13 chap 4 ximately new adults embark on upper secondary education and training (cf. Chapter 4.2). A total of 69 per cent of the participants in 2008 were women, 31 per cent were men. The proportions of men and women who participate in upper secondary education as adults have remained unchanged from 2006 to The majority of the participants were under 40 years of age (58 per cent), and most of these were in the age group years. Among the participants who were younger than 30 years, one-third was younger than 25 years and thereby had no entitlement as an adult. We can also observe that some of the younger adults tend to prefer a more adapted course of study, and that some county administrations also provide an offer of such education and training to applicants who are not eligible as adults if there are places of study available. Twenty per cent of the participants come from a minoritylanguage background. This constitutes an increase of two percentage points since The increase has been especially pronounced among non Western immigrants, from Table 4.1a: Participants in 2008, by age Gender Table 4.1b: Participants in 2008, by ethnicity/country of origin Participants, totals Participants, percentage Non-western immigrant Non-western, Norwegian-born with immigrant parents Western immigrant 3 Western, Norwegian-born with immigrant parents 46 0 Remaining population Not specified 46 0 Total Source: Statistics Norway / VIGO Participants, totals Participants, percentage Men Women Total Age Under 30 years years years years and over Total Source: Statistics Norway / VIGO 6286 persons in 2007 to 7178 persons in Very few were Norwegian-born with immigrant parents, and most persons in this group were also too young to be eligible for these courses The most popular study programmes The majority of adults in upper secondary education and training in 2008 followed two education programmes, health and social studies or education programmes leading to a general college and university admissions certification. Health and social studies and studies that provide entrance qualifications for higher education are the most popular courses of study for adults in upper secondary education and training. A total of 71 per cent of all adults are enrolled in these courses of study. In 2008 as in previous years, construction engineering remained the most popular vocational course of study, with the exception of health and social studies. In our further description, the study programmes are divided into three types. Education programmes leading to a general college and university admissions certification constitute one category, as do health and social studies. The remaining education programmes leading to a vocational certificate have been combined into the category other vocational qualification. The number of adults who receive education and training in health and social studies has increased by a total of approximately 800 participants each year from 2006 to The increase has been most pronounced among adults who enrol in other vocational education and training. From 2006 to 2008, the number of these course participants increased by more than 6000 persons. On the other hand, there has been a slight decrease in the number of participants in education programmes leading to a general college and university admissions certification. Table 4.1.2a: Participants in 2008, by study programme* Participants Participants, percentage Health and social studies General university and college admissions certification Construction engineering Mechanics Electronics Arts Hotels and food processing trades Agriculture and forestry Other Total * 100 Source: Statistics Norway / VIGO * a participant may be enrolled for one or several courses. Where the different courses fall within the same education programme, participants are only counted once. For example, someone registered as a participant taking health and social studies and general studies, both with the same start date, will be counted within both education programmes.

16 chap 4 14 Adults in upper secondary education and training Figure 4.1.2b: Participants in upper secondary education and training by course of study, Source: Statistics Norway / VIGO Among adults who completed their health and social studies in 2008 more than half were aged 40 or older, and only 13 per cent were younger than 30 years. On the other hand, participants younger than 30 years accounted for the largest proportion of students who completed the entrance requirements for higher education (38 per cent). Of these, a full 73 per cent of the course participants were younger than 40 years. Adults aged 40 years or older participated to the greatest extent in education and training in health and social studies and other vocational studies. 4.2 Recruitment of new participants Health and social studies General university and college admissions certification Other vocational qualification As described above, the county authorities registered a total of adult learners in 2008, although some of these may have attended courses since A new participant is defined as a person registered by the county authority for the first time as a participant in upper secondary education and training in the current reporting year. During the last three years approximately new adult participants have been added each year. In 2006 a total of adults enrolled in upper secondary education and training. This number went down in 2007 (8860 participants), but in 2008 a total of 9439 adults entered upper secondary education and training. Among the participants who entered education and training in 2008, a total of 67 per cent were women. Compared to 2007 the number of women increased, while the opposite tendency could be observed for men. The participants come from increasingly younger age groups. Among the participants who entered education and training in 2008, one third was younger than 30 years. Compared to 2007 this group of participants in upper secondary education and training increased by 22 per cent. The proportion of immigrants increased from 18 per cent of the new participants in 2007 to 24 per cent in This increase could be observed in all courses of study. Among the students who started education with a view to obtain Table 4.2a: New participants in 2008, by gender, age and ethnicity/country of origin Gender New participants in 2008 New participants in 2008, percentage Women Men Total Age Under 30 years years years and over Total Ethnicity/country of origin Non-western immigrant Non-western, Norwegian-born with immigrant parents 60 1 Western immigrant Western, Norwegian-born with immigrant parents 9 0 Remaining population Not specified 26 0 Total Source: Statistics Norway / VIGO Figure 4.2b: New participants , by type of education programme Source: SSB/VIGO Health and social studies General university and college admissions certification Other vocational qualification entrance qualifications for higher education more than 30 per cent come from an immigrant background, whereas in vocational studies they account for approximately 23 per cent of the participants. The increase was most pronounced among participants with a non western background. In 2008 most adults entered education and training in the course of study referred to as Other vocational skills. In total, this applied to 38 per cent of the participants who entered their education and training in that year, which is 2739

17 Adults in upper secondary education and training 15 chap 4 a marked increase from previous years. Fewer participants enrolled in education and training in health and social studies in 2008 compared to 2007, but this decrease was less marked than what was observed from 2006 to In 2008, one quarter of the participants entered education programmes leading to entrance qualifications for higher education. 4.3 Validation of non-formal and informal learning of adults applying for upper secondary education and training When the entitlement to upper secondary education (including vocational education and training) was introduced in the Education Act 2000, a right to obtain validation of nonformal and informal learning with regard to the requirements defined by the national curriculum was included. This chapter will describe in more detail the use of validation of non-formal and informal learning with regard to enrolment in upper secondary education and training. The statistics comprise applicants and participants who have undergone this validation, as well as the scope of the exemptions granted. As a result, we can form an impression of the effect that this validation procedure has on the training situation of the adult learners. The purpose of validating the non-formal and informal learning outcomes of adults who apply for enrolment in upper secondary education and training is to allow the participants to document their existing skills and to be granted an exemption from parts of the education and training schedule. The adult concerned can thereby receive the education and training that he/she requires, and be freed from education and training in skills already possessed. Before we analyse the use of validation of non-formal and informal learning outcomes with regard to the various courses of study and the scope of the exemptions granted, we will present some key figures on the use of such validation on the basis of figures from all 19 counties. A total of 41 per cent of the participants in upper secondary education and training in 2008 had undergone validation of non-formal and informal learning. This proportion has remained unchanged from While only one quarter of the participants who aborted their education and training had undergone such validation, this applied to nearly 60 Table 4.3a: Participants in upper secondary education and training by participant status and the proportion who have undergone validation of non-formal and informal learning Number of participants Number of participants who have undergone validation of nonformal and informal learning Participants who have undergone validation of non-formal and informal learning, percentages Participants, total Curtailed studies in Passed final exam in New in New in New in Source: Statistics Norway / VIGO Figure 4.3b: The use of validation of non-formal and informal learning for participants as a whole and for participants who passed the examinations in 2008, by course of study. Percentages Health and social studies General university and college admissions certification Other vocational qualification Participants 2008 Passed 2008 Total Source: Statistics Norway / VIGO

18 chap 4 16 Adults in upper secondary education and training per cent of the participants who passed their final qualification in The extent to which adults undergo validation of nonformal and informal learning varies with the different courses of study involved. Figure 4.3b illustrates the differences in the use of validation of non-formal and informal learning for participants in the various courses of study, and to what extent such validation appears to have an impact on the completion rate of the education and training. Most of the adults who have undergone validation of nonformal and informal learning are found in health and social studies (57 per cent). Validation appears to have a positive effect on the completion rate and the acquisition of a final qualification in these subject areas. Among those who obtained a final qualification in health and social studies a full 70 per cent had undergone validation of their nonformal and informal learning. Validation is applied to a lesser extent to adults who are enrolled in studies leading to entrance qualifications for higher education (22 per cent). Here, there were also smaller differences in the proportions of participants who had undergone validation when comparing the adults who passed the examination and obtained qualifications for higher education in 2008 with the total mass of participants. Most of those who enrol to obtain entrance qualifications for higher education wish to continue their studies in a university or university college. One challenge for these applicants consists of the different practices with regard to how subjects that have been approved by way of validation are counted in the calculation of credits for admission. This has implied that adults who have undergone validation tend to be pushed backwards in the queue of applicants. Therefore, several county administrations do not recommend validation of non-formal and informal learning for adults who wish to obtain entrance qualifications for higher education Effect of validation of non-formal and informal learning To investigate the potential for reductions in the time of study for which validation of non-formal and informal learning can provide a basis, we have analysed data from the counties registration system, VigoVoksen. The adults are assessed on the basis of modules/competence goals in the curriculum, and the results of these assessments are registered in VigoVoksen. 6 At the end of the 2008 reporting year, a total of 15 county administrations made use of this registration system, and were thereby included in the data base. The extent to which the education and training in fact is adapted to the results of the assessment may vary. The opportunities for a flexible organization and individual adaptation of the education and training could constitute a challenge. To review the scope of the education and training and the outcomes of the validations we use data on all those participants who completed their education and training 7 in the period from 1 October 2007 to 30 September 2009 (two annual cohorts). This provides a comprehensive statistical base on which we can draw conclusions on the benefits of validation of non-formal and informal learning with regard to the scope of the exemptions from education and training programmes that were granted. Table 4.3.1a shows the total number of participants for each area of study, the number of participants who had undergone validation of non-formal and informal learning, and the proportion of validated candidates who have had parts of their learning approved. In the table these are referred to as candidates with exemptions. This means that the candidate has undergone validation of non-formal and informal learning and has been granted exemption from at least one module or one competence goal. A total of 8832 participants completed their education and training during the stated period. Among the participants, 6 Previously RealDOK. 7 Participants who have completed the training have achieved their desired final competence (vocational certificate or entrance qualifications for higher education), passed individual subjects or combinations of subjects that do not represent a final competence, or they have aborted their courses of study. Table 4.3.1a: Use of validation of non-formal and informal learning and exemptions from studies by area of study. 15 counties. Number of participants Number of validated participants Validated participants, percentage Number of validated participants with exemptions Validated participants with exemptions, percentage Health and social studies Other vocational qualification General university and college admissions certification General vocational / Various. supplements Total (individuals) Source: VigoVoksen

19 Adults in upper secondary education and training 17 chap 4 55 per cent had undergone validation of non-formal and informal learning, and a full 86 per cent of these were granted exemption from at least one module. Validation of non-formal and informal learning is mainly applied with regard to vocational studies. Most assessments were undertaken with a view to health and social studies (2964), and background data show that most of these were assessed at the Advanced course I and II. In total, 63 per cent of the participants in this area of study had their non-formal and informal learning validated, and of these, a full 92 per cent were granted approval of parts of their learning. In the other vocational education and training courses a total of 62 per cent of the participants had their non-formal and informal learning validated. were approved. Of all adults who underwent validation of non-formal and informal learning, and who had parts of their learning approved by the validation, more than half of the participants were found in education and training courses for health and social studies (2723). On average, these participants were assessed against 65 per cent of the curriculum, and the assessment and validation granted exemptions from 72 per cent of the modules/competence goals. In comparison, this applied to 61 per cent of the curriculum for participants who took courses to obtain entrance qualifications for higher education. However, this is a significantly smaller group. Fewer adults were assessed with regard to entrance qualifications for higher education. In total, 2528 participants completed their education for entrance qualifications for higher education during the stated period of time. Of these, 34 per cent had undergone validation of non-formal and informal learning, and among the candidates that were assessed, 52 per cent were granted exemption from at least one module. This is a considerably lower percentage than among the candidates who were assessed with regard to vocational studies. The proportion of the curriculum against which the participants have been assessed, and the proportion which is approved, varies according to the areas of study. Table 4.3.1b shows the scope of the exemptions that were granted by the assessment and validation, and the proportion of the curriculum against which the candidates were assessed. On average, each participant was assessed against two thirds of the curriculum and was granted approval of 75 per cent of the modules/competence goals against which they were assessed. The participants were assessed against the largest proportion of the curriculum (74 per cent) with regard to other vocational studies, and a full 79 per cent Table 4.3.1b: Participants with exemptions. What proportion of the curriculum has been assessed, and how much has been approved? By area of study. 15 counties. Number of validated participants with exemptions Proportion of the curriculum against which the candidates have been assessed Scope of exemptions from the curriculum against which the candidates have been assessed, percentage Health and social studies Other vocational qualification General university and college admissions certification General vocational / Various. supplements Total (individuals) Source: VigoVoksen

20 5 5 Adults in higher education A growing number of Norwegians enrol in higher education. In 2008, a total of 32 per cent of the adult population aged had education at university and university college level. 8 This growth is driven by increasing demands for skilled labour in a growing number of industries. Another factor is the increased availability of upper secondary as well as higher education that occurred during the 1990s. As a result, the supply of skilled labour has increased faster in Norway than in most other European countries (Bjørnstad et al. 2008). Technological change in labour markets also gives rise to a demand for new types of skills among employees. The opp- ortunity to upgrade skills by way of further and continuing education (FCE) thereby constitutes an important supplement to ordinary full-time studies. FCE is provided by technical colleges, universities and university colleges within a wide range of subject areas, and could also target enterprises. The Vox Mirror focuses on how adults participate in higher education. This includes all students older than 30 years who participate in studies at Norwegian universities and university colleges. We will also review adults who apply for entry to higher education on the basis of validated prior learning and work experience. These will be referred to as VPL students (validation of prior learning students). We will especially focus on participation in studies that are defined 8 FACTS The age criterion in this field has been set at 31 years, because we wish to focus to the greatest possible extent on the participation of adults, rather than on that of regular students. Information on the age of students is reported by Norwegian higher education institutions in intervals. If we would have included adults under 30 years in the analysis, we would have been forced to include all adults aged 25 years and above. Thereby, we would have included a number of regular students who were in the final stage of their studies.

21 Adults in HIGHer education 19 chap 5 as further education. These comprise education opportunities that result in formal competence in the form of credits, and which often are adapted to adults who have been in the labour market for a certain period of time (Brandt 2009). The individual educational institution is free to define which of their courses represent further education. Practices in this field have been, and remain, diverse. In other words, the number of students reported as participants in further education represents an approximate estimate. In addition to the formal studies, many adults participate in continuing education provided by university colleges, universities and vocational technical colleges. Continuing education comprises shorter courses aiming to update and supplement a basic education, without resulting in a formal competence or other benefits in the form of credits. Courses or seminars over a set number of hours are examples of such education. With regard to continuing education as well, practices vary depending on the types of courses Figure 5.0: Adult participants in education provided by Norwegian university colleges, universities and vocational technical colleges. Total number of students (N = ) which are reported. While some institutions report absolutely all their education activities, others report only the provision of courses that are specifically developed for purposes of continuing education (Brandt 2009). Because continuing education is a supplement to formal studies at Norwegian university colleges and universities, we will discuss participation in continuing education separately. Figure 5.0 shows the areas that will be discussed in some detail. In the analyses of adults participation in higher education we use figures from the Data Base for Statistics on Higher Education (DBH). These statistics are sometimes somewhat inadequate, because not all private institutions report statistics on the age of the participants. 9 This applies to, for example, the Norwegian School of Management BI. 10 This institution is therefore not included in the statistical base on adults in higher education. In order to gain an impression of the participation in courses provided by BI, we have used figures for BI has reported participant numbers on continuing education courses for To be able to draw conclusions pertaining to students who apply for admission on the basis of prior learning and work experience, we have supplemented our data with information from the Universities and Colleges Admission Service (SO). VPL students (N = 1206) Formal competence Adult participants in higher education (N = *) Participants in studies defined as further education (N = ) Non-formal competence Participants in courses defined as continuing education (N = ) 5.1 Adult students in higher education Following a strong increase from 2000 to 2001 in the number of adults over 30 years of age who enrol in higher education, the number has remained relatively stable. From 2002 between and adults have participated in education at this level each year. Source: DBH * Norwegian School of Management BI is not included in this figure. 9 Prior to 2009, student numbers were reported at an aggregate level from the educational institutions to the Database for Statistics on Higher Education. From 2009, all institutions should report individual data, including national identity numbers, for all their students. This will provide a better statistical basis Figure 5.1a: Number of adults in higher education and further education students, Adults in higher education Students on courses defined as further education Source: DBH

22 chap 5 20 Adults in HIGHer education In 2008 at total of adults studied at Norwegian universities and university colleges. The proportion of adult students has remained stable at 29 per cent of the total student mass. This figure includes adults who participate in further education (see Chapter 5.1.2). Every year approximately persons participate in further education. In other words, one in three adults in higher education participates in activities defined as further education. More women than men enrol in higher education as adults. In 2008, a total of of the adult students were women, corresponding to a proportion of 68 per cent. In the student mass as a whole, the proportion of women was lower (62 per cent). The majority of adults who were enrolled in higher education in 2008 were engaged in studies at state-owned university colleges (61 per cent). Most of these were found in Oslo University College (3330 students). Among adults who were enrolled in universities (17 602), most were studying at the University of Oslo (37 per cent). In 2008, approximately 3000 adults were reported as studying at privately owned university colleges. This figure does not include students at the Norwegian School of Management - BI. However, BI has registered information on the age of the students in A total of 2625 students aged 31 years or older were reported. We may therefore assume that approximately 5500 adults are engaged in studies at privately owned university colleges each year. The largest proportion of the adult students was in the age group years (44 per cent). One quarter was older than 45 years. In 2008 adults older than 30 years accounted for a significantly larger proportion of the students at the state-owned university colleges (38 per cent) than at the universities (20 per cent). Table 5.1b: Adult students by age and type of institution Age group Adult students, total years years 46 years + Number Percentage Adults as a proportion of the student mass State-owned university colleges Universities Privately owned university colleges State-owned university colleges of science Privately owned university colleges of science* Art colleges Total Source: DBH *There are no statistics for the number of students at the Norwegian School of Management BI who were distributed by age for Therefore the table does not include this institution. Table 5.1c: Adult students in 2008, by subject area Adult students (31 years and older) Adults, percentages Students, totals Adults as a percentage of all students Health, social services and sports studies Teacher training and educational studies Social science and legal studies Humanities and arts Natural sciences, technology and vocational studies Other/not specified Finance and administration studies 2 017* Agriculture, forestry and fishery Communications and security studies and other service studies Totals Source: DBH * Adults students at the Norwegian School of Management BI are not included in these figures.

23 Adults in HIGHer education 21 chap 5 Most adults were found in the subject areas health, social services and sports studies (26 per cent), teacher training and educational studies (21 per cent) and social science and legal studies (20 per cent). The choice of studies among adults was identical to that of the other students. Close to 40 per cent of all students of educational studies or health and social services subjects were older than 30 years. While 21 per cent of all adults in higher education were engaged in studies in this field, this applied to 14 per cent of the students who were 30 years or younger. The same tendency could be discerned for health, social services and sports studies. Adult students were less likely to study natural sciences than younger students VPL students (validation of prior learning students) in 2008 Following an amendment to the Act relating to Universities and University Colleges in 2001, adults without a general college and university admissions certification can apply for enrolment in higher education on the basis of documented prior learning. This applies to all state-owned university colleges, the universities and some private colleges. The individual institution assesses the applications and decides to what extent the prior learning can be approved with regard to the course of study desired by the applicant. In order to apply on the basis of prior learning the applicant must be over 25 years of age. Such applicants who have applied directly to an educational institution are not included in the figures used for our estimations. Table shows the total number of applicants, the number of qualified applicants and the number of participants. The total number of applicants includes all those who apply for enrolment in higher education on the basis of prior learning and who fulfil the formal criteria for applying in this category (i.e. age and absence of a general college and Table 5.1.1a: VPL students: Number of applicants and participants, by year Qualified VPL applicants, Year VPL applicants Qualified VPL applicants percentage Participants Source: Universities and Colleges Admission Service (SO) Table 5.1.1b: Applicants and participants, by area of study in 2008 VPL applicants Qualified VPL applicants Participants Medicine, odontology, health and social studies Teacher training, education studies Finance and administration Social sciences, psychology Technology, engineering and architecture History, religion, philosophy Music, arts and vocational studies IT and computer science Languages, literature Educational studies Media, library and journalism studies Mathematics and natural sciences Hotels and tourism studies Sport, PE and outdoor life Law Fishery, animal husbandry, agriculture Source: Universities and Colleges Admission Service (SO)

24 chap 5 22 Adults in HIGHer education university admissions certification). 11 The term qualified applicants refers to applicants who have had their prior learning validated as relevant and thereby are considered as qualified for the course of study desired. A participant is thereby a person who has had his/her application approved and who shows up at the commencement of classes. The number of VPL students has declined slowly since During the period there was a general decline in the number of applicants for higher education (SO). In 2008, a total of 66 per cent of the applicants had their prior learning validated, and were assessed as qualified with regard to their desired course of study. A total of 71 per cent of these were offered a place of study and turned up at the commencement of courses. In 2008 a total of 72 per cent of the VPL applicants were women. Most of the applicants and participants were in the age group years (41 per cent), and only 32 per cent were over 40 years of age. Most of those who apply for admission to higher education on the basis of this scheme apply to the university colleges (80-90 per cent). Table 5.1.1b gives an overview of the number of applicants and participants in 2008, by area of study. In 2008 the areas of study within medicine, odontology and health/social studies had the highest proportion of VPL applicants (1876). Close to half (45 per cent) stated that studies in these areas were their primary preference. Most applied for studies to become nurses (48 per cent), social educators (21 per cent), social workers (14 per cent) or child welfare officers (11 per cent). Teacher training was also a popular course of study among the VPL applicants. In total, 913 of them applied for admission to these studies, and 632 applicants had such studies as their primary preference. Of these, 62 per cent applied for admission to training as pre-school teachers. A total of 89 per cent of the qualified applicants were offered a place of study. It appears, however, as though the VPL applicants face higher obstacles to admission to studies that have generally high admission requirements. This applied to, for example, legal studies Participants in further education In 2008, a total of persons participated in studies that the educational institutions defined as further education. Of these, 76 per cent took this education in the form of part-time studies. The education was often Internetbased. The number of participants has remained relatively stable since 2001 (cf. figure 5.1a). The largest proportion of all reported further education courses were provided by the state owned university colleges. A full 70 per cent of all students in further education were registered here. 11 Candidates who have applied on the basis of formal, informal and non-formal skills, but who have not fulfilled the requirements for admission, are not included in the calculations. In 2008, most applicants to further education were found in the areas of health, social studies and sports studies (38 per cent). The participants were found in particular in nursing (2632), psychiatric health care (1210) and habilitation and rehabilitation (812). Many also embarked on further education in teacher training and education studies (5198) and in finance and administration (3495). Among the teacher training students, the majority sought further education as general or pre-school teachers (1780) and in the field of special education (917). The Norwegian School of Management BI is the single largest provider of further education. In 2008, BI had a total of 1634 participants in further education, all of whom were in the field of finance and administration. Most participants were found in the Master of Management programme (1612). Figure 5.1.2a: Participants in further education by type of institution (N = ). Percentage. 14 Source: DBH State-owned university colleges Universities Privately owned university college State-owned colleges of science Table 5.1.2b: Participation in further education in 2008, by area of study. Students in further education Number Percentage Health, social studies and sports studies Teacher training and education studies Finance and administration Humanities, arts and crafts Natural sciences, technology and vocational studies Social sciences and law Agriculture, forestry and fishery Communication and security, other service studies 78 0 Not specified/other Total Source: DBH

25 Adults in HIGHer education 23 chap Continuing education provided by universities, university colleges and vocational technical colleges Close to participants in continuing education were reported in This education was provided by Norwegian universities, university colleges and vocational technical colleges. Continuing education does not lead to any formal competence in the form of credits. There has been a marked increase in the number of participants in continuing education, from participants in 2004 to in Most continuing education courses are of short duration. If the number of participants are recalculated into student man-years, these participants account for just over 1000 student man-years. 12 There has, however, been a decrease in the number of student man-years, meaning that the courses that currently are arranged have more participants but shorter duration than in previous years. A total of 62 per cent of the participants in continuing education studied in state-owned university colleges. The highest number of participants were found at Oslo University College (9694 participants) and Agder University College (7109 participants). In 2008, more than half of the participants in continuing education were provided with instruction outside the institution s premises (53 per cent). Most often education will take place in a public agency, at an enterprise, in a hotel or conference centre or in other centres of study. In addition to the number of students who participate, the educational institutions report whether the courses target employees in the public or the private sector, or possibly both. Most participants in continuing education courses in 2008 attended courses that exclusively targeted publicsector employees (62 per cent). Only six per cent of the participants attended courses that specifically targeted the private sector, while 32 per cent of the participants attended courses adapted to both the public and private sectors. Close to half of all participants in continuing education in 2008 were found in teacher training and education studies (48 per cent). This field accounted for a total of participants. These students mainly received education and training in three fields: educational methods (11 897), courses for general teachers (9608) and pre-school teachers (5360). One quarter of the participants received education in humanities, arts and crafts (8354), as well as health, social studies and sports studies (8309). The humanities included not only a large number of courses related to the subject of theology, but also courses addressing language education and philosophy in schools. With regard to health, most participants were found on courses defined as health studies (3602), sports education (1885) and nursing (1231). Figure 5.2b Participants in continuing education by type of institution (N = ). Percentage. 12 Student man-years have been calculated by multiplying the number of participants with the number of hours of instruction, and dividing the result by Table 5.2a: Number of participants and student man-years in continuing education from 2004 to Participants State-owned university colleges Universities Privately owned university colleges Privately owned university colleges of science State-owned university colleges of science Art colleges Student man-years Source: DBH Source: DBH Table 5.2c: Continuing education in 2008 by area of study Students in continuing education (N = ) Number Percentage Teacher training and education studies Humanities, arts and crafts Health, social studies and sports studies Natural sciences,technology and vocational studies Finance and administration Social science and law Agriculture, forestry and fishery Other* Source: DBH * the educational institutions sometimes find it difficult to allocate all their continuing-education courses within a single area of study. As many as 13 per cent of the continuing-education courses implemented in 2008 have therefore been placed under the category Other.

26 6 6 Adult education associations and distance learning Adult education associations are umbrella organizations for voluntary non-profit organizations which offer training in leisure-oriented topics or vocational skills mainly to adults, but without being restricted to a permanent syllabus or a final examination. Typical examples are courses in singing and musical skills or training for elected representatives of trade unions and other organizations. Adult education associations may also provide education and training leading to formal certifications that are supplementary or alternative to education provided by the public education system. In 2008 there were 21 approved adult education associations in Norway comprising a total of more than 400 member organizations, including all political parties, most trade unions and various interest groups and faithbased organizations. The adult education organizations finance their activities mainly through various public grants, membership fees from the participating organizations and revenues generated by the courses and other projects. Distance learning enterprises, like the adult education associations, are required to operate on a non-profit basis for the public good and to have nation-wide coverage. Distance learning institutions include organizations and foundations as well as industry sector colleges (e.g. the College of Industry). Some distance learning institutions, particularly the industry sector colleges, have gradually developed into regular educational institutions which provide specialized skills oriented towards the labour market. In 2008, 12 reports were submitted by 12 approved independent distance learning institutions in Norway. Most courses are conducted in parallel to the public school system and offer participants an opportunity to sit final examinations or to take a final internal test. Table 6: Development of the number of course participants in adult education associations and distance learning enterprises Adult education associations Distance learning Source: Statistics Norway.

27 Adult education associations and distance learning 25 chap 6 In the period , the number of participants in courses arranged by adult education associations and distance learning enterprises decreased by slightly 30 per cent. From 2007 to 2008, the number of participants for courses arranged by the adult education associations decreased by 1 per cent, while the distance learning enterprises could observe a corresponding decrease of 8 per cent in their participant numbers Participation and proportion of women, by field of study Among the courses arranged by the adult education associations in 2008, arts and crafts attracted most participants; more than 40 per cent of all participants took courses in this field of study during Among the courses arranged by the distance learning enterprises three main fields of study are prominent in terms of their number of participants in Throughout the period , the social sciences have attracted most participants. In 2008 finance/ict and transport and communication-related fields occupied the second and third place on the list. Combined, these three fields accounted for 59 per cent of all participants on courses arranged by the distance learning enterprises in More than half of all participants in these courses were women, in those arranged by the adult education associations as well as those of the distance learning enterprises. Among the courses arranged by the adult education associations the proportion of women was largest in courses related to service occupations, in which 69 per cent of the participants were women. Men were most strongly represented in courses related to natural sciences/technology (82 per cent). In courses arranged by the distance learning enterprises more than 90 per cent of the participants taking courses related to arts/crafts and health/social studies were women. On the other hand, distance learning courses in transport/communication, natural sciences and service provision had a clear preponderance of male participants. Table 6.1: Adult education associations and distance learning: number of participants and proportion of women, by main field of study in 2008 Adult education associations Number of participants Participants, percentage Distance learning enterprises Number of participants Participants, percentage Totalt Proportion of women, percentage Languages Proportion of women, percentage Arts and crafts Proportion of women, percentage The humanities, faith and philosophy Proportion of women, percentage Social science Proportion of women, percentage Organization and management Proportion of women, percentage Finance and ICT Proportion of women, percentage Health, social and sports studies Proportion of women, percentage Transport and communications Proportion of women, percentage 31 7 Science, industry and technology Proportion of women, percentage Natural resources, ecology, environmental conservation and outdoor life Proportion of women, percentage Service studies Proportion of women, percentage Source: Statistics Norway

28 KaPItteltittel 7 7 The Programme for Basic Competence in Working Life The Programme for Basic Competence in Working Life was established in Its goal is to stimulate enterprises to undertake training programmes for their employees by providing partial funding for training courses in reading, writing, numeracy and digital skills. The objective is to assist adults in obtaining basic skills required in order to cope with the demands of the labour market and processes of reorganization, and thereby prevent persons with weak basic skills from being excluded from the labour market. An application may comprise training of the enterprise s own employees or personnel from several enterprises. FACTS Vox manages the funding for BKA and has responsibility for the subject content of the programme. Vox also collects and manages the statistics pertaining to applications, grants and reporting of participation. Applicants may include course providers who apply on behalf of several enterprises, or a group of enterprises may have chosen to organize joint training programmes. Trade unions and employers organizations may also apply on behalf of enterprises, possibly in cooperation with a course provider. Vox manages the funding for BKA and is responsible for the subject content of the programme. Vox also collects and manages the statistics pertaining to applications, grants and reporting of participation. 7.1 Applications and allocation of support for training The number of applications for support has grown every year since the programme was launched in 2006, and a total of 333 applications were submitted for Only one regular announcement was made for this year. In addition, a further announcement was made, under which the adult education associations could apply for funding of courses