1. Training of trainers in Norway Hæge Nore, Associate Professor, Akershus University College, Faculty of Technical and Vocational Teacher Training

2. Main themes The educational structure, the role and the responsibility of the trainers Different venues during the apprenticeship period (rotation) Who the trainers are Main responsibility for trainers Training of trainers Common challenges

3. Foto: Erling ”Plinga” Johansen

4. National guidelines for VET and for training of trainers Local customization Involvement Adapted training Reflective practice Basic skills Continuous assessment

5. The main Norwegian VET model Common core subject Common programme subject In-depth Study project In-depth Study project Two years of apprenticeship in a specific trade Work-based training Two years of school-based training Trade certificate or vocational training certificate Professional pride and identity

6. VET for healthcare workers Common core subject Common programme subject for 9 trades In-depth Study project In-depth Study project A specific programme area for healthcare workers Two years of apprenticeship Work-based training Two years of school-based training Trade certificate or vocational training certificate Professional pride and identity

7. In-depth Study Project - a new subject in Norwegian VET aims to Give students more possibilities to work with trade-specific content and methods from the very beginning of VET Develop tailor-made, individual curriculum plans - based on the curriculums for the apprenticeship period Secure vocational relevance and motivate students Prevent drop-outs A very important subject and crucial part of Norwegian VET – and it includes trainers as well as teachers and students (168 hours training out of 981 during year 1 and 253 hours out of 982 during year 2)

8. Training while rotating to different workplaces Home services and care Nursing homes Mentally retarded Hospital care Training office

9. The trainers for health care workers in Norway Teachers May be nurses, nursery school teachers, social workers, child welfare workers (with bachelor degrees, not trade certificates) Some are health care workers or nursing assistants with a bachelor in vocational teacher training Full time jobs in VET schools Using their own networks for students practice in In-depth study project Trainers May be people at training offices that coordinate and supervise training At the workplace there may be a superior responsible nurse or social worker (training manager) The real trainers are often assistants with vocational skills or trade certificates with full time work and duty schemes. No time allocated to training. Apprentices have more trainers (5-6 up to 10?)

11. The role and responsibility of the trainer This is barely regulated in laws and regulations, but according to experience and expectations of quality in VET, it may include: Study the curriculums and secure that the apprentice gets relevant tasks and feedback according to the curriculum Find everyday working tasks which includes learning possibilities for the student or apprentice Focus on HSE and professional ethics Discuss and agree on what is expected during assessment Dialogue during the work, put into words what is being done and explain choices and solutions Observe and evaluate the apprentice and give constructive feedback on work done Demonstrate and explain tasks, procedures, techniques and equipment Supervise apprentice to find his/her way to good professional practice Complete systematic assessment conversations every half year (according to law) and regulation) Have a dialogue on apprentices personal development and contribution to the working community

12. Internal training programme Everyday tasks at the workplace The apprentices’ learning conditions Internal training programme National curriculums

13. ”The good circle”

14. Dedicated material to VET trainers Being a training establishment Using curriculums Tailormade training The workplace as a learning arena Instruction and supervision Assessment and documentation Craft examinations and trade certificates How to use the material

15. Resources includes: For trainers: Theme pamphlets Remembering cards Films – For introduction and motivation – Subject related films – Trigger films Audio files For trainer of trainers: Guidelines for using the material Subject related trainer pamphlets Presentation material (ppt)

16. The intentions behind include the trainers in a way that inspires and affect build bridges between the different actors in VET increase awareness of the roles and responsibilities experience based with opportunity to reflect stimulate continuous improvement of workplace based VET _____________________________________________________________________________________________________________________

17. A complex group of actors Foto: Erling ”Plinga” Johansen

18. Common challenges - I Joint training for all actors in VET? – Teachers – Training offices – Training managers – Trainers Do we all have the same goal? – more skilled health care workers? – or more people with higher education like nursing? – Should all apprentices get training certificates? – What do we do with those who are not suited for the trade? Who’s responsible?

19. Common challenges - II How do we organize training of trainers in full time jobs? And with a really high turnover as trainers? Training of trainers across branches or branch- specific? How can we inspire and affect more than control or supervise the trainers? Awareness of the role and responsibility is not enough. What are the core competences for trainers in VET if teachers are not trainers and trainers are not teachers?

20. …building bridges _____________________________________________________________________________________________________________________