1. STRUCTURE OF EDUCATION SYSTEM in Norway
MOSJØEN

2. The Norwegian Agency for Quality Assurance in Education
The Norwegian Agency for Quality Assurance in Education (NOKUT) was established on January
Its purpose is to make decisions on general recognition of foreign education, to oversee the quality of Norwegian higher education by means of evaluation, accreditation and approval of quality systems, institutions, and course programs.
These tasks should be carried out in such a way that the institutions can use the results to develop their own quality system.
NOKUT represents Norway in the ENIC-NARIC network and is the information agency described in the Lisbon Convention on Recognition.

3. Higher education
All higher education institutions are subject to the authority of the Ministry of Education and Research.
Higher education in Norway is mainly offered at state institutions, notably universities.
The degrees and titles that each institution can award and their professional and educational programs, as well as the duration and specific requirements concerning breadth and depth are all laid down in the Royal Decree of 11 October 2002 (last revision 21 December 2005).
In June 2001, the Norwegian Parliament passed an extensive reform of higher education, the so-called Quality Reform.

5. The main points include a new degree structure:
Bachelor, of 3 years’ duration
Master of 2 years’ duration, and PhD of 3 years’ duration
A credit system based on ECTS was introduced with 60 credits being equivalent to one year’s full-time study
The possibility for some types of colleges to become universities.
The redefinition of governing bodies and management of the institutions
An increase in student loans/grants

6. Priority is given to the improvement of teaching and assessment
And the introduction of mutual and formalized agreements between students and institutions
Priority is given to participation in international programs and exchange agreements
Higher education institutions strive to offer students a period of study abroad as a component of their

7. How to become a teacher in Norway:
There are several paths to becoming a teacher in Norway.
Placement period: weeks
Placement period: 12 weeks in a company and 12 weeks at school
Placement period:
14 weeks
A four-year general teacher education program at a University College
A three-year vocational teacher education program at a University college
A one-year postgraduate certificate in education at a University

8. Admission to Practical Pedagogic education
Teacher-training program based on one of the following types of educational background :
craft certificate or completed a three-year vocational upper secondary education,
general education, vocational theoretical education and a minimum of two years of professional experience
profession-oriented bachelor's degree and a minimum of two years of professional experience

9. The curriculum for teacher-training program 60 credits
The goals for students' learning is structured in three main areas.
Since the study work is centered on practical tasks and situations in the teacher work, it is natural to work against multiple targets simultaneously.

10. 3.1 A - The teacher and the student / apprentice
Target area includes training in classrooms, workshops and other learning venues.
The core tasks are the development and maintenance of a good learning environment and planning, organizing, implementing and evaluating their own teaching and pupils' learning.

11. 3.2 B - The teacher and the organization
Target area encompasses organizational, leadership and collaboration tasks that are outside of the daily training, but that adds important framework for this.
This requires an understanding of the school's / company's goals and distinctiveness as a learning place and workplace.
The program will also promote the ability and willingness to further develop organizational culture, organization and management methods.

12. 3.3 C - The teacher and community
Target area is about the interplay between social development, education of values, discipline / profession and educational practices.
The teacher must be able to justify and develop their academic and subjects-/ vocational didactic understanding and pedagogical practices from a social perspective.