NOKUT – role, modality and policies;
the Norwegian approach
Rolf Lofstad
Deputy Director of Foreign Education
Norwegian Agency for Quality Assurance in Education (NOKUT)
Norwegian ENIC-NARIC
Presentation overview
• Norwegian HE and NOKUT
o NOKUTs role in Norwegian education
• The FCE system in Norway
o Features and legal framework (act and LRC)
o ENIC-NARIC Network
• Refugees, displaced persons and persons in a refugee-like situation
o The «new» refugee-situation in Europe
o The Norwegian response – «UVD»
o EQPR, a UK-NARIC and NOKUT initiative
• Trends and tools in recognition in Europe
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126702133
5265158
Population
Japan Norway
364485
304282
Area in km2
Japan Norway
Source: https://www.cia.gov/library/publications/the-world-factbook/geos/no.html
Developments in Norwegian HE - 1
• Pre 1960’ies: A large number of vocationally
oriented schools
• 1960’ies: 15 rural colleges established
o In addition to the 5 universities and a large system of
regional colleges
o One law for each institution
• 1994: rural colleges and regional colleges merged
to 26 University Colleges
• 1995: One law for all public HEIs
• 2003: One law for all public HEIs and NOKUT
• 2005: One law for all public and private HEIs
o NB: Private institutions: Only not for profit allowed
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Norwegian HE - 2017
• Institutional accreditation:
• 8 universities
o right to establish programs at all levels
• 8 specialized university colleges
• 22 university colleges
o right to establish study programs at all levels within their
majors (areas where they are offering Ph.D.)
• Program accreditation:
• 17 university colleges with accredited study
programs
o must apply to NOKUT for accreditation of study programs
at all levels
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The Norwegian Education system
| 7
Master
Bachelor
Ph.D.
Tertiary
Vocational
Education
Tertiary
Upper
Secondary
Primary
and lower
Secondary
Lower Secondary
Primary
Academic Vocational
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Basic characteristics
• The public nature of Norwegian higher education
The largest part of the student population attending public
institutions without tuition fees and
Higher education institutions enjoying a high share of
public funding
• Common law and funding system for all HEIs
• Higher education accessible to all income-groups
• Loan and grant from State Loan Fund
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Governance
• Public Higher Education in Norway
– State responsibility and state owned
– HE institutions are supposed to cooperate with
regional working and business life
1. By law (Act relating to universities and university
colleges )
2. Trough the State budget and the budget
allocation letter
3. Governance meeting and dialogue
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NOKUT in brief
• NOKUT was established by the Ministry of Education
through the Universities and Colleges Act on January 1st
2003
• Organisation:
NOKUT (the Norwegian Agency for Quality Assurance in
Education) is an independent expert body under the Ministry
of Education and Research. The board of NOKUT is the
agency's supreme governing body.
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Independent
agency, established
by the Ministry of
Education through
the Universities and
Colleges Act in
2003
NOKUT: two broad areas of responsibility
1. To ensure, develop and inform on the quality
of norwegian higher education and tertiary
vocational schools
2. Recognise and inform on foreign education
and competencies 1. Higher education
2. Tertiary vocational education
3. Vocational education and training (secondary level)
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Quality Assurance
• Controlling authority for
educational activity at all
Norwegian HEIs and VETs
Over 4000 educational
programs at 190
institutions
Foreign education
Over 8000 applications for
general recognition/year from
all continents
Qualifications Framework
• NOKUT is the National Contact
Point
Norwegian ENIC-NARIC
NOKUT – Norwegian Agency for Quality
Assurance in Education
• 120 employees + 300 independent experts
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Academic Recognition: NOKUT and HEIs
NOKUT grants general
recognition
Purpose: help the applicants
on the labour-market
NOKUT has the authority to
recognise the level, number of
credits and general degree
Formal, legally binding decision
Higher education
institutions give subject
specific recognition
Purpose: further study /
transfer credits
Authority to make decisions
regarding recognition as
equivalent to their own degrees
and programmes
Seminar, Toyo University, Tokyo
FCE in Norway – legal frameworks
• National (“hard law”)
o Act relating to Universities and University Colleges of
1 April 2005. (LOV-2005-04-01-15)
o Regulation regarding Quality Assurance and Quality
Development in higher education and VE (FOR-2010-
02-01-96)
• International (“soft law”)
o The Lisbon Recognition Convention
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The Lisbon Recognition Convention
• The Convention on the Recognition of
Qualifications concerning Higher Education in
the European Region (LRC)
• Signed in 1997
• Entered into force in 1999
• A living convention
o subsidiary texts developed and updated o Full list: http://www.enic-naric.net/the-lisbon-recognition-convention-97.aspx
• “Tao of Recognition” in Europe
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The LRC – some main features
• Each party shall provide clear information on its
education system
• Information on the assessment of HEI’s and programs
o (National level – QA)
• Description on qualifications awarded
o (National level)
• Institutions shall provide relevant information on its
qualifications
o (Institutional level)
• Facilitate recognition for Refugees
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The LRC – some basic principles
• Easy access to assessment of qualifications
• Assessment without any form of discrimination
• Procedures and criteria shall be transparent,
coherent and reliable
• Decisions shall be made within a reasonable time
• Reasons for refusal shall be stated
• Mechanisms for appeal shall be in place
• Recognition shall be granted unless substantial
differences can be demonstrated
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General recognition from NOKUT
• NOKUT’s general recognition is meant for the Norwegian labor market for non-regulated professions.
• General recognition is not a subject-specific recognition.
• System-based evaluation of higher education credentials:
Level
Scope
Degree
• Example: «The degree is recognized as 3 years of higher education / 180 (Norwegian) credits,
and equivalent to an accredited Norwegian Bachelor’s degree»
«The degree is recognized as 1 year of higher education / 60 (Norwegian) credits on Master level»
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•There are approximately 170 professions in Norway that are regulated by law.
Medical doctor, dentist, pharmacist, legal adviser, nurse, physiotherapist, school teacher, chartered accountant, registered bookkeeper, real estate agent…
The list of all regulated professions can be found at NOKUT’s website:
http://www.nokut.no/en/Foreign-education/Other-recognition-systems/Authorisation/List-of-regulated-professions/
• Application are to be sent to the competent body in question.
• Applications from EU citizens will be processed in accordance
with EU directives.
• Applications from other countries will be assessed more
thoroughly.
Recognition of higher education – regulated professions Professional recognition (authorisation) of regulated professions is compulsory.
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ENIC NARIC
25.01.2017
ENIC-NARIC network
Two networks for the same
objective – fair recognition
Slide 24
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ENIC-NARIC Network
Two networks for the same objective fair recognition!
NARIC network
o 1984 : National Academic Recognition Information Centres in the
European Union created by the European Commission
ENIC network
o 1997 : European Network of National Information Centres on
academic recognition and mobility created by the Council of
Europe and UNESCO to implement the Lisbon Recognition
Convention and to develop policy and practice for the recognition
of qualifications
• Networks supported by
Three Secretariats: European Commission, Council of Europe and UNESCO
ENIC Bureau and NARIC Advisory Board: to reinforce the role of the Networks
ENIC-NARIC centers
• 55 countries
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ENIC-NARIC centers: different modalities
• 55 countries 55 legislations
• 55 legislations 55 ways of doing things
• Common denominator: LRC + ENIC-NARIC network
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Inform Advise Recognize
ENIC-NARIC centers: different modalities
• Status
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Separate entity
National Agency
Ministry of HE
Why ENIC-NARIC Network is a successful experience
Based on Lisbon Recognition Convention (1997)
Is it a question of mutual TRUST?
Not only, or not necessarily as the first element.
It is a question of mutual INTEREST!
ENIC-NARIC centers NEED information on different HE systems worldwide, on the status of HE institutions, on different elements of qualifications…
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Article VII – Lisbon Recognition
Convention Each Party shall take all feasible and reasonable steps within the
framework of its education system and in conformity with its
constitutional, legal, and regulatory provisions to develop
procedures designed to assess fairly and expeditiously whether
refugees, displaced persons and persons in a
refugee-like situation
fulfill the relevant requirements for access to higher education, to
further higher education programmes or to employment activities,
even in cases in which the qualifications obtained in
one of the Parties cannot be proven through
documentary evidence.
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«Higher education shall be equally
accessible to all on the basis of merit» UN Declaration of Human Rights, 1948:art.26
• 32% of youth in the university age enrolled in
higher education globally
• >1% of refugee population in the univeristy age
enrolled in higher education
UNHCR, 2016
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Left out: the common barriers
• Funding
• Language proficiency
• Lack of necessary documentation /
possibility to evaluate educational
background
• Lack of information or ineadequate,
inaccesible and inaccurate advice
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Norwegian experience
Seminar, Toyo University, Tokyo
2005
2011-2012
2013
2014
2015
2016
Special recognition
procedure for refugees -
responsibility of Norwegian
higher education institutions
– Background paper
Pilot project on the
recognition of foreign higher
education qualifications for
persons with incomplete
documentation,
commissioned by the
Norwegian Ministry of
Education
Recognition procedure
for persons without
verifiable documentation
UVD-procedure
UVD-methodology as
a crucial element in
Norway’s Students
at Risk scheme
NOKUT / UK NARIC working
towards an international
coordinated action on recognition
of refugees’ qualifications
European Qualifications
Passport for Refugees
NOKUT’s
Qualifications Passport
for Refugees – Pilot
project
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Recognition model
Stage 1
• Application for general recognition and referral to recognition procedure for persons without verifiable documentation
Stage 2 • Mapping of applicant’s background and assessment of result
Stage 3
• NOKUT’s assessment/level placement of qualifications and setting up of a committee of experts
Stage 4 • Assessment by expert committee appointed by NOKUT
Stage 5
• Final assessment / NOKUT’s decision on general recognition and filing in archives
- Assessment of documentation
- Verification, if necessary
Recognition procedures for persons without
verifiable documentation – alternative way to
recognition of qualification
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Mapping of applicant’s background
NOKUT’s assessment/level
placement of qualifications
Assessment by expert committee
appointed by NOKUT
NOKUT’s Qualifications Passport for Refugees
Recognititon procedure for persons without verifiable
documentation (UVD-procedure) Application for general recognition
Legally binding
decision on recognition as on par
with Norwegian
higher education
Ordinary / paper based process for NOKUT's general
recognition
Mapping of applicant’s background
NOKUT’s assessment/level
placement of qualifications
Structured interview with
NOKUT’s case officers
NOKUT’s Qualifications Passport for
Refugees
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Recognition procedure for persons without
verifiable documentation (UVD-procedure)
Benefits:
• Standardized procedures equal treatment of candidates;
• Accessibility – applicants have just one liason body to deal
with;
• Final decision/document is established in the society and
contains relevant information, necessary for those applying for
jobs and further studies;
• NOKUT with its central role builds up expertise Less time-
consuming and more efficient recognition processes
Society can more rapidly benefit from applicants’ qualifications,
work skills and expertise
Current challenges
Current refugee crisis concerns all European states,
and:
• Different legislations
• Different assessment practices
• Different financial capacity situation
• Different number of refugees
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European Qualifications Passport for
Refugees
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European Qualifications Passport for
Refugees
Who is it for?
European Qualifications Passport for Refugees
is issued to refugees who claim to have
completed or partially completed studies at the
level of upper secondary school and above,
including if they have insufficient or missing
documentation.
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European Qualifications Passport for
Refugees
What is it?
• A document containing advisory statement concerning
refugee’s qualification(s).
• A document which summarizes and presents available
information on the applicant’s educational level, work
experience and language proficiency.
• A document which provides credible information that can be
relevant in connection with applications for employment,
internships, qualification courses and admission to studies.
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European Qualifications Passport for
Refugees
What it is not?
The European Recognition Passport for
Refugees is not:
• a substitute for identification or educational
documentation;
• a substitute for regular recognition
statements/authorization issued by the national
recognition authorities;
• an automatic system that guarantees
admission to studies or employment
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NOKUT’s Qualifications Passport for
Refugees: benefits • Real option for qualified assessment of qualifications
• Advice about the road ahead – positive for further
integration
• Centralized scheme is an advantage
• Standardized document - standardized and quality
assured assistance for the integration sector,
employers and higher education institutions
• The scheme can be implemented relatively quickly
• The scheme is efficient
• The scheme can be adapted to other relevant
processes and for admission purposes
Let us stop for a minute … what are we
actually talking about?
• Recognition is more than a technical exercise
• Recognition is more than a preparation for further
studies or employment
• Early recognition of refugees` qualifications is a key
to build inclusive societies
• Recognition of a qualification = recognition of the
human behind the qualification
• Inclusion – empowerment – participation
• Reduce the risk of (social, political, economical)
alienation
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The way ahead
• Coordinating an Erasmus+ project on development
of toolkit for recognition of refugees’ qualifications;
• Testing Qualifications Passport for Refugees in
Greece – pilot project initiated by Council of Europe
in cooperation with Greek Ministry of Education and
UNHCR;
• NOKUT’s Qualifications Assessment for Refugees
to be established on the permanent basis at
NOKUT from January 2017;
• Methodology can be applied to other similar
processes, e.g. identification of the potential
students, qualified personnel in a special field of
study etc.
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Trends and tools – Regional cooperation
• UNESCO Regional Conventions
o Lisbon Recognition Convention (UNESCO + CoE)
o MERRIC
o Revised convention on the Recognition of Studies,
Certificates, Diplomas, Degrees and Other Academic
Qualifications in Higher Education in African States
o Asia-Pacific Regional Convention on the Recognition of
Qualifications in Higher Education, Tokyo, 2011
o UNESCO Global Convention
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Trends and tools - Bologna process / EU
• EHEA-QF / EQF
o EHEA-QF: three levels/cycles
• Bachelors, masters and Doctoral degree
o EQF: Lifelong learning
• All qualifications but not exclusively academic ones
o Bologna: Harmonisation of education structures
o Automatic recognition
• “Automatic recognition of a degree leads to the
automatic right of an applicant holding a qualification
of a certain level to be considered for entry to a
programme of further study in the next level in any
other EHEA-country (access).”
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Trends and tools – Inter-regional cooperation
• The revised Reykjavik Declaration (2016) will
ensure:
o Mutual recognition
o Working towards adopting a system for automatic
recognition
o Cooperation and information Exchange
o Review implementation and involve relevant stakeholders
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Source: https://www.norden.org/en/nordic-council-of-ministers/council-of-ministers/nordic-council-of-ministers-for-education-and-
research-mr-u/declarations-and-explanations/nordic-declaration-on-the-recognition-of-qualifications-concerning-higher-education-the-
reykjavik-declaration-revised-2016
Trends and tools – Inter-regional cooperation
• The Nordic-Baltic admission manual
o A transparency and recognition tool for admissions
officers in the Nordic and Baltic countries
o A guidance on recognition of all higher education
qualifications
o Aim to provide a basis for more automatic and smooth
recognition of qualifications from the Nordic-Baltic region
o admissions officers will be able to find relevant information
as a basis for their decisions on admission to programs
within their own higher education institution.
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Source: http://norric.org/nordbalt/overview
Trends and tools – Inter-regional cooperation
Trends and tools – electronic provision of
student data
• Groningen Declaration • the purpose, feasibility and cost-efficiency of worldwide exchange of digital student data
• the ways to make our systems more compatible, inter alia by looking into semantic
interoperability
• the ways to make data more easily comparable
• sharing or forwarding of data through designated systems
• promoting acceptance, for purposes of recognition, of digital student data in lieu of paper
documents
• adherence to national or federal privacy rights, both at the sending and at the receiving ends,
when data are transferred
• phasing out of paper based documents and of paper based authentications (legalisations)
where practicable
• establishment of a Global Standing Secretariat on Digital Student Data Depositories
Worldwide, to develop a follow-up structure, consisting of a “consultative group” of
representatives of all signatories, plus a smaller “follow-up group”, in order to organize future
events.
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Source: http://www.groningendeclaration.org
Trends and tools – electronic provision of
student data
• EMREX
o Electronic transfer of student records
o The student initiates the transfer of records
o Reduce paperwork
o Prevent fraud
o funding from the ERASMUS+ program, Key Action 3:
European policy experimentation
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Trends and tools – CoE ETINED
• Ethics, transparency and integrity in education
o World wide concern over corruption in education
• Also document fraud and degree mills / accreditation mills
o Concern touches all member states
o All levels of education
• ETINED is a Pan-European Platform
o This challenge is addressed through dialogue
o And drawing upon materials and norms developed by the
Council of Europe
• One concrete action for national states:
o Protect the titles “University, University Colleges etc”
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Source: https://www.coe.int/en/web/ethics-transparency-integrity-in-education/home
Thank you for your attention!
Rolf Lofstad Deputy Director of Foreign Education
NOKUT (Norwegian Agency for Quality Assurance in
Education), Norwegian ENIC-NARIC
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