Contents

This publication is also available online in a web-accessible version at https://pub.norden.org/temanord2023-516.

Executive summary 

The focus for the ad hoc working group has been to map how the Nordic offices deal with recognition of qualifications on EQF (European Qualification Framework) level 3–5.

The organization of vocational education and training (VET) varies in the Nordic countries. The mandates for the different recognition schemes are not identical, and variation exists in the involvement of stakeholders.

The ad hoc working group’s soft recommendation to the Nordic Council of Ministers is therefore to strengthen the cooperation between Nordic ENIC-NARIC offices regarding recognition of qualifications on EQF levels 3–5, and to explore the possibility of creating a NORRIC information platform for these qualification levels.

The ad hoc working group recommends that automatic recognition of the educational level of Nordic VET is explored further, and that this should be investigated with the relevant stakeholders.

Introduction

In November 2021, the Nordic Council of Ministers set up an ad hoc group on recognition of vocational education and training qualifications. The mandate described the background and goals of the group as follows in this chapter.

Mandate

The mandate of the ad hoc group on recognition of vocational education and training is described below.

Recognition of educational and vocational qualifications is a focus area for the Nordic Council of Ministers, the Freedom of Movement Council as well as the Nordic Council because the ability to study or work in another Nordic country without any obstacles is considered to be an important part of the Nordic vision to become the most sustainable and integrated region in the world. Consequently, it is stated in the Nordic Council of Minister’s action plan 2021–2024 (objective 7) that

“a specific example of a focus area in the coming years is efforts to, as far as possible, ensure the immediate recognition of Nordic vocational and educational qualifications in the other Nordic countries.”

In 2018, the Committee of Senior Officials for Education and Research (ÄK-U) decided to not only focus on recognition of qualifications of higher education in the future, but also on educational qualifications at other levels such as VET qualifications. Hence, at ÄK-U 01/21 it was decided to set up an ad hoc group on VET qualifications in order to map possibilities for closer cooperation between the Nordic countries in the field of recognition of VET qualifications and thus ultimately provide better services to citizens in the Nordic countries.

The Nordic countries have collaborated closely for many years on recognition of qualifications of higher education via the NORRIC network. Recently, it has been concluded that most qualifications of higher education are mutually, if not automatically recognized within the region. Such close cooperation does not yet exist when it comes to recognition of VET qualifications. And both the structure of the Nordic VET systems as well as the way the Nordic countries deal with recognition of these types of qualifications seem more diverse. However, all Nordic countries now have one single office closely linked to the national NORRIC offices responsible for recognition issues regarding VET qualifications.

To examine the potential for closer Nordic collaboration on recognition of VET qualifications and ensure fair and smooth recognition of these qualifications, the Nordic Council of Ministers invites the ad hoc group to:

• map how each of the five Nordic countries/offices deal with recognition of VET qualifications including a description of the national mandates of each office.
• describe the outcome of an assessment (advice, statement, assessment, etc.) and what it can be used for (employment, further studies, etc.)
• establish a Nordic network on recognition of VET qualifications with participation of the relevant recognition offices/authorities
• point out possibilities for further collaboration including co-operation with other relevant networks and stakeholders
• list the most typical VET qualifications – or sources for information – from other Nordic countries including the Faroe Islands, Greenland and the Åland Islands and start considering how they are assessed in general.
• explore possible solutions for mutual recognition within the region.

The ad hoc group is to report the outcome of the findings to the ÄK-U at the end of the mandate period.

It is emphasized that the focus of the work is VET qualifications at EQF levels 3, 4 and 5 but not professional qualifications covered by Directive 2005/36/EC. The ad hoc group should further be aware of and take into account the differences between the Nordic countries in how vocational education and training is organized as well as the division of responsibilities between the formal education system and the employers in granting comparable qualifications.

Organization  

Members of the ad hoc working group

Denmark:

• Credential evaluator, Cecilia Løfgren, Danish Agency for Higher Education and Science
• Credential evaluator, Maria Graversgaard Jørgensen, Danish Agency for Higher Education and Science

• Senior Adviser, Education Johanna Niemi, Finnish National Agency for Education
• Specialist Salla Lauerma, Finnish National Agency for Education

• Department Manager Gisli Fannberg, ENIC/NARIC Iceland

• Credential evaluator, Julieta Vergara, Department for Qualifications Recognition, The Swedish Council for Higher Education
• Credential evaluator, Per-Anders Stensson, Department for Qualifications Recognition, The Swedish Council for Higher Education

• Head of Section, Silje Molander, Norwegian Agency for Quality Assurance in Education (NOKUT), Norwegian ENIC-NARIC
• Senior Adviser, Johanne Dubois Fossan, Norwegian Agency for Quality Assurance in Education (NOKUT), Norwegian ENIC-NARIC

Limitations by the ad hoc working group

The mandate given by the Nordic Council of Ministers gave the ad- hoc working group some limitations concerning EQF level 3–5 qualifications and to exclude the regulated professions in accordance with the directive. In addition, the working group has set limitations to the examination and involvement of relevant stakeholders. This is because the various Nordic ENIC-NARIC offices have different mandates and operationalization of their recognition schemes. The ad hoc working group has chosen to explain relevant stakeholders and their involvement in light of the ENIC-NARIC offices’ mandates. Stakeholders in the vocational education system are not considered by the working group. When it comes to describing the mandate, it is limited to the mandate regarding the recognition schemes for foreign qualifications on EQF levels 3–5. 

European Qualification Framework – EQF

• EQF is a translation tool for all types of qualifications between different national qualifications frameworks. This framework contributes to transparency, comparability and portability of people’s qualifications. In the Nordic context these tools are used, for example, by credential evaluators, educational institutions and other relevant stakeholders.

Vocational education and training in the Nordic countries

Vocational education and training

It is important to have sufficient knowledge of the different national educational systems, for better understanding of the context. The working group has described the national educational systems in the Nordic countries with emphasis on EQF level 3–5. 

Each country is described briefly below, and a complete description of the countries is found in the appendix.

The autonomous regions of Åland, Greenland and the Faroe Islands are presented in the appendix.

Iceland

Vocational model EQF level 3 and 4 (Upper secondary) 
EQF level 3 and 4 education (either general or vocational) is governed by the state. 23 of the 38 upper secondary schools offer VET programs. Study programs vary in length from one school year to four years of combined school and workplace training. All upper secondary (EQF level 3 and 4) schools have “school curricula” where education aims, intended learning outcomes, assessment, content and the connections between these elements are listed.

Almost all initial VET in Iceland is in regulated professions and built on an apprenticeship system, where most of the education takes place in school that is supplemented by workplace training. The duration of the time spent in school and the time spent at the workplace varies between programs and branches. 

In addition, there are a small number of VET programs where all the education and training take place in school and are not certified trades, such as in computer technology and various arts.^{[1]Spotlight on VET – Iceland: https://www.cedefop.europa.eu/files/8060_en.pdf} 

Vocational model EQF 5
EQF level 5 (post-secondary, non-tertiary) education is governed by the state. Study programs may vary in length. All secondary schools have “school curricula” where education aims, intended learning outcomes, assessment, content and the connections between these elements are listed. All EQF level 5 as well as EQF level 3 and 4 programs have to be certified by the Directorate of Education.

Denmark

Vocational model EQF level 3–5
The upper-secondary vocational education and training system in Denmark is roughly divided into short and regular vocational qualifications. The duration varies from 2 to 5½ years, but most programs have a duration between 3 to 4 years. The qualifications are primarily placed at levels 3 and 4, but a few are also found at level 5 in the NQF/EQF. 

One of the cornerstones of Danish vocational education is the principle of alternating between school and practical training as part of an apprenticeship throughout the entire VET program. Normally, 1/3 of the time is spent at a vocational school and 2/3 of the time is spent on practical training in an approved company or organization. The structure of the VET programs is divided into a basic program consisting of two basic courses (grundforløb, GF1+GF2) and a dual main program (hovedforløb). As a general rule of thumb, the length of the two basic courses are 20 weeks each. The main program is typically organized as 4 or 5 periods alternating between school-based education and training at the workplace. The main program requires an apprenticeship contract with either a company or a vocational school that is recognized by the social partners as a training company or institution. The final exam, which is usually a combination of theoretical and practical exams (svendeprøve), leads to a training certificate (skolebevis) as well as a journeyman’s certificate (svendebrev) upon completion. VET programs are most often offered by vocational technical colleges, business colleges and social- and healthcare colleges.^{[1]Spotlight on VET – Denmark: https://www.cedefop.europa.eu/files/8101_en.pdf}

The Danish VET system also offers VET program combining a general upper secondary education and VET (eux) which qualifies students for a job and gives general access to higher education. Thus, the program is completed with both a journeyman’s certificate as well as a general upper secondary certificate.^{[2]Uddannelses- og Forskningsministeriet. (2022). The Danish Education System. Retrieved 19 January 2022, from https://ufm.dk/publikationer/2022/the-danish-education-system}

Finland

Vocational model EQF level 3–5
The qualifications structure in vocational education and training comprises three types of qualifications: vocational upper secondary qualification (ammatillinen perustutkinto / yrkesinriktad grundexamen), further vocational qualification (ammattitutkinto / yrkesexamen) and specialist vocational qualification (erikoisammattitutkinto /specialyrkesexamen). Vocational upper secondary qualifications and further vocational qualifications are on EQF level 4, and the specialist vocational qualifications are on EQF level 5. 

All of the VET qualifications mentioned here are composed of units of learning outcomes. Vocational qualifications consist of vocational units and common units. Further and specialist qualifications comprise only vocational units and the necessity for common units is assessed when preparing the personal competence development plan.

Vocational units are either compulsory or optional. Students can complete entire qualifications, parts of them or smaller units, or combine parts of different qualifications based on their needs. Competence requirements are the same in all learning environments, also in workplaces. Qualifications are the same for young people and adults.

Vocational qualifications are independent of the way the vocational skills have been acquired. They can be completed in school-based VET or as competence-based qualifications. VET is organized mainly in institutions (on-the-job learning included) or as apprenticeship training.^{[1]Vocational education and training in Finland. The Ministry of Education and Culture: https://okm.fi/en/vocational-education-and-training}

Sweden

Vocational model EQF 3 and 4
Upper secondary vocational programs last three years and are offered in the form of school-based VET (skolförlagd utbildning) and apprenticeships (lärlingsutbildning). Upon successful completion of the vocational course, graduates are awarded an upper secondary vocational diploma (Yrkesexamen). The main difference between these two programs is the proportion of work-based learning (WBL). Whereas apprentices need a minimum of 5 0% of WBL, school-based learners have a minimum of 15 weeks (approximately 15%) of WBL. Diploma goals, subject syllabuses, and orientations as well as the admission and diploma requirements are the same in both paths.^{[1]Spotlight on VET – Sweden: https://www.cedefop.europa.eu/files/8095_en.pdf}

Vocational model EQF 5
Higher vocational education is a type of Government regulated formal VET at EQF level 5 (and 6) which is provided by Yrkeshögskolan in Sweden. Higher Vocational Education is a post-secondary form of education that combines theoretical and practical studies in close cooperation with employers and industry. Programs at these levels have a strong emphasis on workplace training (Lärande i arbetslivet – LIA). After graduating students are qualified to go straight into employment.

Norway

Vocational model EQF 3
Students who do not complete their vocational qualification after upper secondary education, will receive a certificate of competence that shows the acquired competencies and subjects. With the certificate of competence, it is still possible to later reach full professional competence.

Vocational model EQF 4
Vocational training is part of the structure for upper secondary education in Norway. Traditionally, vocational training in Norway is based on learning in working life and transfer of knowledge from a master to an apprentice. In Norway, the industry takes a large part of the responsibility for the training and in the vast majority of trades, the vocational training is organized through apprenticeships. 

Today there are 10 vocational programs. The standard training path is a 2+2 model consisting of a combination of school and company training, where the apprenticeship contract must be agreed with an approved company. The final exam, which is usually a combination of theoretical and practical exercises, leads to a diploma of completion and a trade – or journeyman certificate.^{[1]https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/norway-2019}

For subjects where one achieves vocational competence, not a trade or journeyman's certificate, the training is 3-years long and takes place only in a school enlisted as a pupil.^{[2]https://utdanning.no/sok/#query_value=praksisbrev}

Vocational model EQF 5
Programs are short programs of vocational study, offered at both private and public schools. The programs vary in length within a scope of 6 months to two years. This type of education builds on upper secondary education or equivalent prior learning and work experience, but the entry requirements do not entail a higher education entrance qualification.^{[3]https://utdanning.no/tema/nyttig_informasjon/fakta_om_fagskole} 

Comparison of the Nordic systems

Although the Nordic countries are similar in many areas, there are still significant differences between the countries when it comes to the organization of vocational and vocational training.   

There is a difference as to whether qualifications in the same trades are regulated by the Professional Qualifications Directive (2005/36/EEC) or not in the different countries. The same qualifications do not exist in all the Nordic countries, and similar educational qualifications are not always placed at levels that corresponds to the same EQF-levels in the various Nordic countries' education systems. An example of this is in Norway, where no formal vocational qualification exists below EQF level 4. EQF level 3 is basic competence at upper secondary school in an occupational field. Iceland and Denmark, on the other hand, offers full-fledged vocational qualifications at EQF-level 3. In all countries, individuals can obtain vocational qualifications at EQF level 4, which at the same time also corresponds to finishing upper secondary level in each country. There are moreover similarities, both in terms of governance and the extent to which the industries are involved in the design of curricula and study programs.

At EQF level 5, vocational qualifications can be found in all countries. Finland, Norway and Sweden have very clearly established higher vocational education placed at EQF 5. In Denmark, the VET qualifications vary from EQF 3–5 in upper secondary school, where most qualifications are placed at EQF 4 and only very few VET programs are placed at EQF level 5. There is no post-secondary, non-tertiary level in the Danish educational system and most of the qualifications placed at EQF level 5 are Academy Profession Degree programs which are a part of the higher educational system at short cycle level. In Iceland the only vocational qualification placed at EQF level 5 is the Master Craftman Certificate.

Most popular qualifications 2021

In attempting to determine the most popular qualifications, the various offices have not been able to extract data based on the same criterion. This is because the same type of data is not available in the different countries. At EQF level 4, the Norwegian, Danish and Finnish office provide data on the number of graduates, while the Swedish and Icelandic offices have collected data on the number of students currently active.

At EQF level 5 data has been extracted based on somewhat different criteria, where data from the Finnish, Icelandic and Danish office are based on the number of graduates from specific field and the Swedish and Norwegian offices have extracted figures on graduates sorted by fields of study.

Since the education system is different in the Nordic countries, the tables are presented with both EQF level and which position in the school system the EQF level can be achieved.
 

Top 10 qualifications at EQF level 3 and 4 – Upper secondary school

EQF level 3 is an integrated part of the Danish and Icelandic upper secondary school system, where it is possible to achieve fully fledged qualifications. This is not the case in Finland and Sweden. In Norway it is only possible to achieve basic competence at this level. There is a common table for EQF level 3 and 4, where Iceland and Denmark are presented with qualifications at both levels.

Reflections
The qualifications Carpenter and Car Mechanic (or similar) appear in all the Nordic countries. Despite many other qualifications appearing amongst the most popular in several countries (3 or more), these professions are regulated by law only in some of the countries. In the top three of popular qualifications in Norway, for example, there are two professions regulated by Directive 2005/36/EC (Health care worker and Electrician), whereas Health care worker is not regulated in Sweden (although it will be soon).

Top 10 qualifications at EQF level 5 – Upper secondary and post-secondary 

Reflections
The qualifications from Iceland and Denmark are derived from a low or relatively low number of graduates, e.g., the qualifications listed from Iceland represents the programs with 10 graduates or more. The Danish qualification as a Tool Technician had 11 graduates in 2021 and the top-rated qualification had 228 graduates.

Study programs with a varied combination of these designations business/economics/leadership/ administration appear in several of the countries (3 or more). 

Beyond this, the tendencies may appear more different than they are. The fact that the Swedish and Norwegian studies are not subject-specific means that, in addition to the above mentioned it is difficult to draw similarities across all countries. If one instead draws parallels across countries with similar sets of criteria, however, several common denominators become apparent. For example, that both educational – health – and social studies subjects appear in both Norway and Sweden and film studies in both Denmark and Iceland.

The Nordic ENIC-NARIC recognition schemes 

The following section will present the various offices’ mandate in the recognition schemes on EQF level 3–5, vocational education. The Nordic ENIC-NARIC offices will present relevant stakeholders, if any, when it comes to the recognition schemes.

There will also be thorough descriptions of the structure of the different recognition schemes’ structure and how the recognition offices use them. The chapter also includes an example of how a certain qualification is assessed by the different offices.  More information regarding the recognition schemes is available in the appendix.
 

Iceland

EQF level 3–5

Mandate
In accordance with an agreement between the University and the Ministry of Education, Science and Culture, the Icelandic ENIC-NARIC office is located in the Academic Affairs Division at the University of Iceland. According to this agreement, on behalf of the Ministry, the university shall discharge the functions of an information center (ENIC/NARIC office) under Article IX.2 of the Lisbon Convention on the Recognition of Qualifications concerning Higher education in the European Region.

The remit is limited to academic recognition for institutions, universities, ministries, individuals, companies and other stakeholders and the recognition decision is not a binding assessment; it merely provides guidance or counselling regarding recognition. 

Application statistics may be found in the appendix.

Denmark

EQF 3–5 (Upper secondary VET)

Mandate
The Danish Agency of Higher Education and Science has since 2000 functioned as the Danish ENIC-NARIC and is the central office where citizens, companies, institutions and authorities can apply for assessments of foreign educational qualifications and obtain advice on recognition of foreign qualifications and competencies. The Agency is both an assessment authority and an information and knowledge center for assessment and recognition on the basis of the Assessment of Foreign Qualifications Act (Consolidation Act no. 579 of 1 June 2014) and the Lisbon Recognition Convention. The agency assesses foreign qualifications at all levels from all countries in the world. This means that all assessments of foreign qualifications follow the same assessment criteria whether it is higher educational, general upper secondary, basic education or VET-qualifications. The main principle is that a foreign qualification should be recognized unless substantial differences can be demonstrated. The assessment letter issued to the individual applicant is legally binding.

The Danish Agency offers various types of assessments aimed for different stakeholders. For more information, cf. appendix.

Application statistics may be found in the appendix.

Finland

EQF 4–5 (Upper secondary VET)

Mandate
The Finnish National Agency for Education (FNAE) decides on the eligibility that foreign qualifications give for civil service posts or a regulated profession, e.g., in the field of early childhood education and care and teaching. The FNAE also issues recognition statements on upper- and post-secondary vocational qualifications completed abroad and on Finnish qualifications for international use. The FNAE functions as the National assistance center for the Professional Qualifications Directive, ENIC-NARIC / NORRIC center of Finland and National Co‐ordination Point for the European Qualifications Framework.

The recognition statements on foreign vocational qualifications are issued as an expert service and might be helpful especially when applying for a job on the non-regulated labor market. The FNAE also provides advice and guidance as well as general information on foreign education systems directly to the employers, higher education institutions and guidance professionals on its website and through webinars and other events.

Application statistics may be found in the appendix.

Sweden

EQF 3–5 (Upper secondary VET)

Mandate
The Department of Qualifications Recognition at The Swedish Council for Higher Education (Universitets- och högskolerådet) is the ENIC-NARIC office in Sweden and as such provides individual assessment to people holding foreign vocational qualifications. The recognition procedure and the assessment criteria for vocational qualifications are not regulated by national legislation. The procedure and the assessment criteria are developed in line with the principles of the Lisbon Recognition Convention and other international recommendations and best practices.

Neither tripartite cooperation nor social partners are directly involved in the assessment of foreign vocational qualifications in Sweden.

The tasks of the ENIC-NARIC office are interpreted from the ENIC-NARIC Charter. The specific task to handle assessments of foreign qualifications is regulated in the Swedish Council for Higher education’s statutes “Instruktion och förordning för Universitets- och högskolerådet SFS 2012:811 § 4”.

Application statistics may be found in the appendix.

Norway

EQF 4 (Upper secondary VET)

Mandate
The legal basis is found under the provisions of Act of 17 July 1998 no. 61 relating to Primary and Secondary Education and Training (the Education Act) § 3–4 a:

“The Ministry [of Education and Research] decides on the basis of individual applications, if foreign vocational education and training shall be recognized as comparable to a Norwegian craft or journeyman’s certificate or diploma. Vocational education and training are considered comparable if and when, it has the same level and scope as the Norwegian vocational education and training and comprises many of the essential elements of the given profession.” (Official translation)

EQF 5 (Post-secondary VET)

Mandate 
Recognition of foreign tertiary vocational education includes an assessment of the education in comparison to the Norwegian education system, in accordance with Act relating to Tertiary Vocational Education (fagskoleloven) section 7 (in Norwegian).  The assessment provides information on the level and scope of the education, and what rights or positions this can qualify for in the country of origin. This recognition scheme does not assess the vocational content of the education.

NOKUT’s assessment, issued on both EQF level 4 and 5, are both legally binding decisions in accordance with the Public Administration Act section 2 b.

Application statistics may be found in the appendix.

Stakeholder involvement in the Nordic ENIC-NARIC offices’ recognition schemes

The level of involvement of stakeholders in the recognition schemes varies between the Nordic offices. Below is a brief overview of the level of participation in the different countries.

Iceland

The stakeholders in Iceland would be the schools, public institutions, Iðan, Rafmennt, Menntamálastofun, Embætti landlæknis and the occupational councils. 
The stakeholders may ask the ENIC-NARIC office for information on or evaluation of the qualifications that they are evaluating, but they do not set any limits or directions on how the ENIC-NARIC office does its work of recognition.  

Denmark

The Danish ENIC-NARIC office supports stakeholders such as employers, educational institutions, guidance professionals and integration officers concerning various needs of recognition of foreign qualifications. The stakeholders are not formally involved in the recognition processes. The Danish employers generally decide themselves whether a future employee with foreign qualifications fulfill the specific requirements for the job and can ask for an assessment as part of their recruitment process. The Danish ENIC-NARIC also supports the Danish educational institutions in their admission of students with foreign access qualifications. 

Finland

The Finnish National Agency for Education has contacts with stakeholders, such as employers, higher education institutions, other educational institutions and guidance professionals, within its variety of tasks related to recognition of qualifications. In Finland, the employers generally assess the competence conferred by a foreign qualification themselves when deciding on employee recruitment for non-regulated professions. Higher education institutions and other educational institutions decide on the eligibility that foreign qualifications give for further studies and on recognition of prior learning. The National Agency for Education supports the stakeholders on questions concerning academic and professional recognition of foreign qualifications in Finland. According to the information the agency has, recognition of qualifications from the other Nordic countries is functioning well. 

Sweden

The Swedish ENIC-NARIC office has limited contact with stakeholders and social partners since they are not involved in the Swedish ENIC-NARICs recognition process. In addition, the recognition statement is not mandatory to access the non-regulated labor market, although it is used as a guidance in the employment process. Nevertheless, The Swedish Council for Higher Education, in its role as ENIC-NARIC office, assists and provides information to stakeholders (employers, educational institutions, student counselors, other Swedish authorities etc.) on questions concerning recognition of foreign vocational qualifications in Sweden. 

There is no formalized cooperation between the Swedish ENIC-NARIC office and joint training boards and trade associations. 

Norway

Norway has two different recognition schemes for level 4 and level 5 VET qualifications. As explained further down in the report, the level 4 recognition scheme involves expert assessment by stakeholders, whereas the level 5 recognition scheme is a general assessment that does not involve stakeholders in a case-by-case assessment. The difference between the two recognition schemes and their involvement of stakeholders can be understood by the establishment and development of the schemes: 

Level 4
The establishment of the recognition scheme was founded on both sides of the labor market (both trade- and worker unions). In the preparatory work for the Education Act § 3–4 a, Prop. 72 L (2015–2016)3, the Ministry of Education and Research requests that the competent authority use professional experts with cutting-edge expertise in the respective qualifications to assess the professional content of foreign qualifications. These experts must be proposed by the professional councils and thus secures connection to working life in the respective trades or professions. The recognition scheme is organized in a two-step assessment where a more general assessment is first conducted by a credential evaluator at the Norwegian office before an expert in the relevant occupational field of Norwegian vocational education and training undertakes an assessment of the qualification’s vocational content. They compare foreign curricula towards Norwegian curricula.

Norway differs from the other Nordic countries as the recognition scheme has been developed with social partners and experts on Norwegian vocational education and training being involved in the recognition scheme. In the other Nordic countries, no social partners are directly involved in the recognition scheme.

Level 5
In the establishment of the recognition scheme there was a close dialog with the National Vocational School Council (EQF level 5) However they are not involved in the daily work. 

Collected information from relevant stakeholders

The mandates of the ENIC-NARIC offices in the Nordic region are different in organization and the distribution of roles. 

Since the recognition schemes in Norway are developed in close cooperation with the stakeholders, Norway has been able to turn to the Vocational Councils (EQF level 4) and the National Vocational School Council (EQF 5) who is central to the design of vocational education and training in Norway. They are the relevant stakeholders within the different industries. They have given valuable input on the importance, possible obstacles and also the need for mutual agreement between the Nordic countries, both on EQF level 4 and 5. The feedback from the Norwegian stakeholders is that they think the Nordic countries can agree on a systemic assessment of professional and apprenticeship certificates, from one Nordic country to another. They emphasize that it is important to have trust in each other's educational systems. Furthermore, they call for a mutual alignment or harmonization of the Nordic qualifications. They claim that this will secure that skilled workers in the Nordic countries will achieve the same salary conditions as those with a Norwegian trade – or journeyman certificate. The same applies when it comes to meeting industry-specific requirements for skilled workers in tenders and assignments.^{[1]https://www-regjeringen-no.translate.goog/no/aktuelt/ny-norges-modell-for-et-seriost-arbeidsliv/id2895366/?_x_tr_sl=no&_x_tr_tl=en&_x_tr_hl=en&_x_tr_pto=sc} The Norwegian stakeholders stress that this should not cover the requirement for training apprentices, cf. appendix.

The Icelandic ENIC-NARIC office contacted Iðan to get information on any obstacles in recognition of VET qualifications for registered professions from the other Nordic countries, and they reported they did not have any problems with recognition of qualifications within the area. 

Descriptions and comparison of the Nordic ENIC-NARIC office’s recognition schemes

EQF 3 and 4

Recognition and recognition statements 
In the Norwegian statement the content of a foreign qualification is compared to a Norwegian craft or journeyman’s certificate. The Norwegian statement is a recognition decision considered as a tool to help the holder of the foreign qualification to become established in the non-regulated Norwegian labor market and it is up to each employer to decide whether they require NOKUT’s recognition or not. The statement is legally binding.

In Finland, the Finnish National Agency for Education issues recognition statements on foreign vocational qualifications as an expert service. The statement consists of a description of the qualification based on the documents submitted by the applicant. It does not include comparisons with a Finnish qualification. The statement might be helpful especially when applying for a job on the non-regulated labor market. The employers assess independently whether the job seeker with a foreign qualification is qualified for the job. Higher education institutions and other educational institutions decide on student admission and recognition of previous studies. The Finnish National Agency for Education also provides advice and guidance as well as general information on foreign education systems directly to the employers, higher education institutions and guidance professionals on its website and through webinars and other events. 

In Iceland, the office does not offer binding assessment as it only provides guidance or counselling regarding recognition. The Icelandic statement is considered as a recognition statement, and it includes a comparison to an Icelandic educational level. It is not mandatory to have an assessment when seeking employment or further studies, and as in Finland, it is up to the employer or school to decide if- the person has the required competence for the job or school program. 

In Sweden, the office issues a recognition statement which in brief describes the foreign qualification and the closest comparable qualification or education level in the Swedish education system. In the case of vocational qualifications which grant access to higher education, the statement also indicates whether the foreign qualification meets the general entry requirements to Swedish higher education at the undergraduate program-level. The statement is not a requirement to apply to university or to access the non-regulated Swedish labor market. The Swedish statement is, as in previously mentioned countries, meant to facilitate access to the Swedish labor market. 

In Denmark, the assessment is legally binding.  This means that, if the Danish ENIC-NARIC has issued an assessment for an individuals’ qualification, a Danish publicly recognized educational institution, a public employer or unemployment fund is required to consider that recognition decision when admitting or employing the person. This implies that an educational institution, unemployment fund or public employer cannot deny admission or a specific wage level, by arguing that the foreign education does not meet the general requirement or level, if the Danish ENIC-NARIC recognizes the foreign qualification as comparable in level to a Danish qualification giving access to the said study program or comparable as a given qualification level. 

The assessment letter includes a comparison of the foreign qualification to the closest qualification or alternatively a broader field of area or qualification level in Denmark. As in the case of Finland, Iceland, and Sweden it is up to the individual employer to decide whether the holder of the vocational qualifications has the right competences for the job. 

The recognition statement from the Danish ENIC-NARIC is not a requirement in the labor-market or admission processes, but it is used as a supportive document related to employment processes, integration matters and admission to further studies in Denmark.

EQF 5

Recognitions and recognition statements
The recognition schemes for level 5 qualifications are quite similar but they separate to some extent when it comes to the content of the recognition statements. While the Icelandic office makes a comparison of the foreign qualification to the closest one in their system, the Norwegian and the Swedish offices make a general assessment of level and scope against the national higher vocational education system. The Finnish office, in virtue of their national mandate, issues a comprehensive description of the foreign qualification but does not compare the qualification to Finnish qualifications. Likewise, the Danish office, because of the low number of programs at level 5 in Denmark, issues a recognition statement with a descriptive character of the foreign qualification. As for level 4 qualifications, the recognition statements for level 5 qualifications are meant to facilitate access into the non-regulated labor market. 

Elements that are common to EQF level 3–5

Right to appeal
The appeals procedure is usually given by the national legislation in the Nordic countries. The Swedish, Danish and Norwegian assessments can be appealed by the applicant. The recognition statements issued by the Finnish National Agency for Education, are an expert service that is not regulated by law and therefore cannot be appealed. In Finland, they provide a description of the qualification but neither compare foreign qualifications with Finnish qualifications nor provide eligibility for a profession or duty that is regulated in Finland. The same goes for Iceland, its statements are not regulated by law and cannot be appealed.

Cost
It is free of charge to apply for an assessment in Norway, Denmark, Sweden and Iceland. The Finnish office charges a fee for issuing a recognition statement. 

Issuing languages
The statements are issued in the national languages in Sweden, Norway, and Finland (Finnish and Swedish). Iceland and Denmark also offer statements in English.

Assessment criteria for the recognition of VET-qualifications (EQF level 3–5) 

This working group's main task has been to identify differences and disparities when it comes to the recognition schemes.  

In Denmark, the legislation is developed in line with the recommendations of the Lisbon Recognition Convention and the assessment criteria for the recognition of VET qualifications are regulated by law in Denmark. In Norway, work has been initiated to develop regulations for the recognition scheme at EQF level 4. For the time being the assessment criteria is decided by the Board of NOKUT. In Sweden, Iceland, and Finland there is no national legislation setting standards for the assessment criteria of vocational qualifications, but the assessment criteria are developed in accordance with international recommendations and best practices. 

Limitations (Countries and occupations fields)
The Norwegian scheme for EQF level 4 qualifications is limited to applicants with vocational education and training from certain countries,^{[1]Estonia, Germany, Latvia, Lithuania, and Poland.} and with certain qualifications^{[2]Bricklayer, Butcher, Cabinet maker, Carpenter, Cook, institutional cook, Cosmetologist, Glazier, Hairdresser, Industrial concrete worker, Industrial machinery mechanic, Meat cutter, Motor vehicle mechanic, light and/or heavy vehicles, Retail butcher, Plumber, Roofer, Sausage maker, Tinsmith, Upholsterer, Waiter, and Wood products carpenter.}  for the time being. The Norwegian office plans to extend the scheme to cover countries from the rest of the European area. For the time being, applicants from the other Nordic countries do not have the same possibility to have their qualifications assessed by the Norwegian office. However, on EQF level 5 there are no such limitations to countries. 

Status of the qualification and the issuing institution
The foreign qualification must be completed and recognized in the country of origin in all of the Nordic ENIC-NARIC offices, except Iceland. In Iceland applicants can receive evaluation of incomplete studies. The recognition statement would then state how many credits the student has completed and at what level, and to how many credits, and at what level, it would correspond in the Icelandic educational system.

The status of the issuing institution is a decisive criterion in all the countries and no assessment is issued without considering this parameter.

In Sweden, Denmark and in Norway it is, on some levels, possible to have qualifications that lack national recognition status recognized, based on their status within the international community. This applies to qualifications under the auspices of the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA). Iceland on the other side may evaluate non-formal education as comparable to continuing education in Iceland. 

Level of the qualification 
The Swedish office assesses foreign vocational qualifications that are part of the formal education system at EQF level 3, 4 and 5. At level 5, the Sweden offers also recognition to vocational qualifications which are part of the non-formal education system in the country of origin. The level of the foreign qualification is determined by its position within the foreign national education system, and/or qualifications framework and sometimes by using ISCED- parameters. The Norwegian office assesses the level of the vocational qualification based on where it is placed in the educational system in the country of origin. 

The Icelandic and Danish offices assess all levels of vocational qualifications. The level of the qualification in the country of origin is taken into consideration in the evaluation. The Finnish office issues recognition statements on vocational qualifications of all levels. The statement includes a description of the level of the qualification in the country of origin.

Length/Workload
Of the Nordic countries, only the Norwegian recognition scheme on EQF level 4 has criteria for scope when assessing a foreign qualification. The scheme requires a total scope of at least three years where one of those years must be practical training. 

The nominal duration of a previous level of education is decisive when assessing upper-secondary vocational qualification at EQF level 3 and 4 in Sweden. The foreign qualification must be at least one year and comprise at least eleven or twelve years of study. Regarding vocational qualifications comparable with Swedish higher vocational diploma at EQF level 5, the foreign qualification must have a duration of at least one year of full-time studies. Alternative recognition is also offered to non-formal qualifications with a minimum length of 6 months full-time studies.

There are no limits regarding length or workload in connection with recognition of vocational studies at the Icelandic office, it evaluates the qualifications or study periods that the individual has completed in the home country, regardless of its length or workload. The same applies to the recognition statements issued by the Finnish office as well as for the recognition statements by the Danish office. The Danish office also make partial recognitions based on the criteria in the Lisbon Recognition Convention, however, the Danish and the Finnish offices do not assess incomplete study periods or short courses.

Content/Profile
The Norwegian office assess foreign EQF level 4 qualifications against a specific Norwegian craft and journeyman certificate. Occupational experts determine whether the vocational content of a foreign qualification can be recognized as equivalent. The foreign qualification must comprise many of the essential elements of the given Norwegian qualification to be considered comparable. The Danish office also makes a comparison of the foreign qualification to the closest Danish qualification or alternatively a broader field of area or qualification level in Denmark if there are no similar Danish qualification. Where the other Nordic countries either provide a recognition statement or a general assessment of level and scope, the professional similarity plays a decisive role in the Norwegian recognition process on EQF level 4 in Norway.

Refugees and displaced persons without documentary evidence 
Sweden has procedures for the recognition of EQF level 5 VET qualifications for refugees and displaced persons without traditional (i.e., copies of transcripts or diplomas) documentary evidence of their qualifications. Sweden issues a “background paper” describing the content and function of the qualification, and it is modeled on the diploma supplement format. 

Likewise, Denmark and Iceland offer background reports on all educational levels and qualifications to refugees who are unable to provide sufficient documentation for an assessment.

The Norwegian office’s recognitions schemes for vocational qualifications does not offer this service 

The Finnish office has not established a separate procedure, but supports the employers, educational institutions and guidance professionals with information and advice

Translation of documents 
Documentation issued in one of the Nordic languages is accepted in all the Nordic offices. No translations are required when assessing Nordic qualifications.

Challenges in recognition of VET and TVET qualifications

As stated above the recognition scheme on EQF level 4 in Norway differs from the other Nordic countries when it comes to the involvement with the social partners, both in the establishment and operation. Because experts on Norwegian vocational education and training are involved in the process, they have some ownership to the recognition scheme. Even though this operationalization ensures trust from the social partners, it has its limitations. The foreign qualification must be considered equal to a Norwegian qualification. Because the recognition scheme is expanding gradually, none of the Nordic countries are included in the recognition scheme.   

In the case where the recognition statement comprises a comparison to a qualification in the home education system, the following challenges can be pointed out:  

The Swedish Higher Vocational Education Diploma (Kvalificerad Yrkeshögskoleexamen) which is placed on EQF level 6 in Sweden is compared with a EQF level 5 qualification by the Icelandic office, i.e., one level lower than they are at in Sweden. Since this qualification is placed at vocational post-secondary level in Sweden, the Norwegian office would recognize this qualification as comparable with a Norwegian post-secondary education at EQF level 5.

In the Danish educational system, there is no post-secondary non-tertiary area. VET-programs can give access to relevant academy profession programs which are placed at NQF/EQF level 5 and professional bachelor’s degree programs which are placed at NQF/EQF level 6. Consequently, the Danish ENIC-NARIC are issuing recognition statements with a descriptive character for the Norwegian and Swedish qualifications at level 5, i.e., Diploma for Tertiary Vocational Education (Vitnemål fra fagskoleutdanning) from Norway and Advanced/Higher Vocational Education Diplomas (Yrkeshögskoleexamen/Kvalificerad Yrkeshögskoleexamen) from Sweden. The recognition statement describes that the qualification is placed between upper secondary education and higher education.

Norwegian 6-months education leading to Diploma for Tertiary Vocational Education (Vitnemål fra fagskoleutdanning) at NKR/EQF level 5 is compared with an education level and not a Swedish Higher Vocational Education Diploma (SeQF 5/EQF 5) since the Swedish program must comprise at least one year of full-time studies. One year or longer Norwegian tertiary vocational education is compared to a Swedish Higher Vocational Education Diploma. 

Nordic trade qualifications like Fagbrev and Svennebrev from Norway; Sveinsbréf from Iceland and Svendeprøve from Denmark are compared by the Swedish office with a Swedish formal school-based qualification (Vocational Upper Secondary School Qualification) or a Swedish educational level (Swedish vocational education at upper secondary level) and not a Swedish trade certificate since those are issued by actors (Professional organisations) placed outside the Swedish formal education system.

Number of applicants from the Nordic region to the ENIC-NARIC offices
There is a limited number of applicants to all the mentioned Nordic schemes, cf. appendix page 58, from the other Nordic countries. For the time being Nordic qualifications on EQF level 4 does not have an opportunity to be assessed in Norway. The feedback from the Nordic offices is that the recognition assessment of Nordic qualifications does not take up a considerable amount of resources, on either EQF level 3, 4 or 5. 

Exemplified outcomes of assessments

The following tables show how qualifications from each Nordic country would be assessed, through the different Nordic ENIC-NARIC offices’ recognition schemes. At EQF level 4 the working group have chosen what appears to be one of the more common qualifications across the Nordic countries, which at the same time is not a regulated profession in the majority of the countries. At EQF level 3 and 5, it is the most common, not field-specified, degree/certificate from each country, with the exception of Iceland’s qualification at EQF level 3, to give a broader view on the outcomes at this level.

EQF Level 3 qualification

Overview
Neither in Sweden nor in Finland do vocational qualifications appear at EQF level 3. In Iceland and Denmark, there exists full-fledged vocational qualifications at this level, while in Norway it is considered basic competence, but no qualification. Since Norway only uses the EQF as a guideline in the recognition process, it is still possible for Norway, under given criteria, to assess foreign qualifications that are placed at EQF 3 in their country of origin. Finland and Sweden, which do not have their own qualifications at this level, will still be able to issue a recognition statement to all the other Nordic qualifications at this level, as can Denmark and Iceland.

EQF Level 4 – Vocational qualification as a Cook

Overview
The Norwegian recognition scheme differs from the other schemes, as a cook from all of the Nordic countries will be rejected when applying for recognition at this level, as explained previously in the report. All the other Nordic schemes would accept an application for recognition from a EQF level 4 (from all the Nordic countries) and either issue an advisory statement or a binding recognition statement.

EQF Level 5 – Vocational Qualification

Overview
All the Nordic offices will be able to assess qualifications from Nordic countries at this level. When it comes to recognition, EQF is one of many important recognition tools and the educational level is of great importance for both the Icelandic, Danish and Norwegian recognition scheme. The Norwegian office only uses the EQF as a guideline and would have to make sure that this is a qualification placed at a post - secondary level in e.g., the Danish educational system, in order to recognize it. That is also why the Norwegian recognition scheme could make a general assessment of the Icelandic Master Craftsman Certificate, even if the Norwegian Master Craftman’s qualification is not part of the Norwegian EQF – system. As in Norway, the Swedish office uses the EQF to determinate the level of the qualification. 

For the Swedish office, the position of the foreign qualification in its own education system is crucial. As in Norway, the Swedish office uses the EQF to determinate the level of the qualification. l. Foreign vocational qualifications which are not part of formal education system in the country of original are not compared to a Swedish degree (i.e., Higher Vocational Education Diploma). Non-formal vocational qualifications at level 5 are compared to a “generic” Swedish vocational education at post- secondary level or just to a level in the Swedish National Qualifications Framework (SeQF).

Impact of the recognition schemes

The Nordic offices have different insights and information about if and how their recognition schemes (EQF level 3–5) have benefits for the applicants and or the labor market.

Since the recognition scheme in Norway is relatively new and requires involvement of the social partners it was important to gain information regarding the impact of the recognition scheme, and the possibility to make adjustments. 

The evaluation states that the proportion of recognition statements is limited when seen in relation to the volume of the total labor immigration. They found that it would be difficult for the scheme to contribute significantly to the efforts to combat social dumping, labor market crime, unregistered work and other challenges that it was intended to help rectify. At the same time the study found it highly likely that the individuals with approval were to be more attractive in the Norwegian labor market.^{[1]https://www.fafo.no/zoo-publikasjoner/summaries/the-approval-scheme-for-foreign-craft-and-journeyman-s-certificates} 

The Norwegian office's findings from dialogue with stakeholders at both level 4 and 5 further indicate that there is a need and desire in the industries to have mutual trust in each other's education. That in several industries there is a great need for qualified personnel, both to get public tenders, but just as much to get assignments carried out and not least for the survival of small and protected professions. A common denominator is the need for sufficient information and knowledge about education and the education systems to gain better knowledge and trust. This seems to correspond both with the feedback from the Norwegian stakeholders and the cooperation that already exists to a large extent, especially with in the construction industry.^{[2]https://www.fafo.no/zoo-publikasjoner/summaries/the-approval-scheme-for-foreign-craft-and-journeyman-s-certificates}

The Swedish ENIC-NARIC is currently developing a survey to gather information about the impact of the recognition assessment for holders with vocational qualifications at level 3, 4 and 5. 

Nordic agreements that ensure mutual recognition

• Agreement on Nordic educational community at upper secondary level (general upper secondary and vocational schools)
• Agreement concluded by Denmark, Finland, Iceland, Norway and Sweden on Admission to Higher Education^{[1]https://www.norden.org/en/declaration/agreement-concluded-denmark-finland-iceland-norway-and-sweden-admission-higher} 
• Nordic Declaration on the Recognition of Qualifications Concerning Higher Education, The Reykjavik Declaration (Revised 2022)

Mobility within the Nordic countries – Status quo

With the focus of the green and digital shift all over Europe and the expected need for skilled workers in all sectors in all the Nordic countries,^{[1]https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf} the working group finds it of great importance to shed light on the mobility that exists between the countries as of today.

By examining this, the working group found that the number of applications across national borders is relatively low on all levels (TVET and VET). The reason for this might vary.  Ref. Appendix, page 31.

The Icelandic office’s experience is that the applications for recognition are mainly from the public sector, where the salary level is largely determined by the level of education. One plausible explanation why formal recognition is not sought in the private job market may be the fact that companies hire people who will receive equal wages if they turn out to be skilled workers.  

There are examples of both informal and formal agreements in the working life, ref. the agreement between the social partners in Norway and Sweden within construction – and civil engineering.^{[2]https://www.byggbranschensyrkesnamnd.se/wp-content/uploads/2020/06/SV_Avtalet-omsesidigt-erkannande-2008.pdf} This is an agreement, renegotiated every second year, built on many years of experience and mutual trust. This ensures equal opportunities across these two countries. The feedback from Norwegian social partners is that this is a well-functioning agreement.

A number of trade unions in Norway have established better salary conditions for those who have been given approval by the Norwegian ENIC--NARIC office or who are given equal status in the Norwegian-Swedish agreement in addition to Nordic building and construction workers who are employed by Statsbygg.^{[3]https://dok.statsbygg.no/wp-content/uploads/2020/06/reviderteSeriositetsbestemmelser2019.pdf} Some study programs at EQF level 5 are subject to international regulation and certification. An applicant with maritime education from one Nordic country will be endorsed by The Norwegian Maritime Authority.^{[4]https://www.sdir.no/veiledninger/godkjenning-av-utenlandske-sertifikater-for-maritimt-personell-pa-norske-skip} 

These are just a few examples on how mobility between the Nordic countries is facilitated. There might be several other both formal and informal channels and tools that help ensure smooth mobility and access to the labour market between the Nordic countries, but it is outside the remit of this working group to examine this further. However, previous studies on border barriers show that industry regulations contribute to a stronger border barrier than government regulations.^{[5] https://norden.diva-portal.org/smash/get/diva2:1209995/FULLTEXT01.pdf} Furthermore, in the feedback from the Norwegian vocational councils, lack of knowledge about the VET and TVET education system in the other Nordic countries was reported as a major obstacle for mobility. With these factors in mind, it might be fair to assume that access to the labour market may differ across the Nordic region. 

Explore the findings

Nordic network on recognition on VET/TVET – EQF level 3, 4 and 5

The mandate and the organisation of the recognition schemes are different in the Nordic countries. It is difficult to point out external members outside the NORRIC offices that could be part of a Nordic network, at least at this point. However, the working group suggest to re-establish a permanent group in the Nordic ENIC-NARIC network focused on recognition of VET qualifications. The group would consist of representatives from each of the Nordic offices working with VET/ TVET qualifications. The heads at the Nordic offices will be responsible for the continuation of the network. The group would meet regularly, for example twice a year, to exchange information and share best practices in recognition of VET qualifications. Similar groups already exist within the Nordic network with different topics e.g., the Nordic group on recognition of teacher qualification and the Nordic information group. These could be used as an example when establishing the group.

The Nordic ENIC-NARIC offices cooperate actively in order to improve quality and efficiency in recognition work. Through such cooperation, each national office benefits from information available in other countries and gains inspiration from how other offices work. Nordic offices cooperate and share best practices, for example concerning specific countries and regions.

The role as information providers

Strengthening the cooperation and information exchange between the offices would also enhance their role as information providers. Information is given both to individuals and stakeholders, such as employers, higher education institutions and other educational institutions. The aim is to support mutual recognition of the level of the qualifications. According to the feedback the offices have received, their role is highly valued.

The working group considers that provision of information could be further developed, to strengthen the mutual trust and recognition of vocational qualifications completed in the Nordic countries. This can be done at both national and Nordic level, taking the national recognition systems and the needs of the relevant stakeholders into consideration. 

Possibilities for further collaboration

The working group will also explore the possibility to follow the work being done in connection with ReferNet. ReferNet is a network of institutions that provide information regarding national vocational education and training (VET) systems and policies in the EU and EEA countries. The national partners offer first-hand information on VET’s role, purpose, governance and structure, insights into developments and trends in VET policies, and in-depth analysis of how each country is progressing in its implementation of common European policy objectives. The network produces a large amount of information which is frequently updated. Products include a database with an overview of national VET systems and the most common VET qualifications.

As a reliable information provider, it can be useful for the Nordic ENIC-NARIC offices to be informed on development in this area. The working group also suggests that the Nordic group on VET/TVET establish a cooperation with Gränshinderrådet, a Nordic cooperation promoting a more open Nordic Region, where it is possible to study and run a business across national borders, which is established by the Nordic Council of Ministers. This is because Gränshinderrådet is focusing on recognizing vocational qualifications within the region. It might be useful to cooperate more closely regarding this topic.

Findings and recommendations

The organization of vocational education and training (VET) varies in the Nordic countries. The mandates for the different recognition schemes are not identical, and variation exists in the involvement of stakeholders.  

The working group has understood the mandate from the Nordic Council of Ministers as a desire to explore the possibilities for mutual recognition of VET – qualifications at EQF – level 3–5.^{[1]https://www.norden.org/en/declaration/agreement-concluded-denmark-finland-iceland-norway-and-sweden-admission-higher} This could give a Nordic skilled worker (EQF level 3–5) equal access to further education in another Nordic country, on the same terms as the given Nordic country's own citizens. Mutual recognition of the level of a VET-qualification could strengthen the opportunities to access further vocational or higher education studies, within the Nordic region and potentially also contribute to meeting the need for trust in Nordic qualifications in the Nordic labor market, without affecting employers' professional autonomy.

The working group considers it to be important that the principles of the Nordic agreement on access to higher education is expanded to cover vocational qualifications as well. However, because the examination has uncovered such a large difference in how the various countries involve the social partners and stakeholders in the recognition scheme that this might be premature. Furthermore, the mandate for recognition of qualifications on EQF level 3–5 is distributed between different authorities in the different countries, so that any further work along this line would have to be carried out with a much broader composed working group. It is up to the Nordic Council of Ministers to decide if further work along these lines should be initiated. 

The working group`s soft recommendation is that the Nordic ENIC-NARIC offices emphasize the focus on Nordic network and strengthen the role as information providers. With this, build on the cooperation between Nordic ENIC - NARIC offices regarding recognition of qualifications on EQF levels 3–5, and explore the possibility of creating a NORRIC information platform for these qualification levels. A common NORRIC information platform may to some extent reduce the impact of the different schemes

The working group further recommends that automatic recognition of the educational level of Nordic VET is explored further, but that this should have to be investigated with the relevant stakeholders respecting the national contexts.

Appendix

Definitions 

Mutual recognition

It is a goal for the Nordic countries to facilitate the immediate recognition of vocational qualifications and education, as far as possible, in the other Nordic countries. This is desirable as part of creating a common Nordic labor market and enable mobility of knowledge.^{[1]Norden som verdens mest bærekraftige og integrerte region – Handlingsplan 2021–2024 , page 16.}

Mutual recognition of vocational qualifications and education will enable a qualification obtained in one Nordic country, to be automatically recognized in another Nordic country, but without the formal process of applying for equality.

Upper secondary

UNESCO: Upper secondary education programs are typically designed to complete secondary education in preparation for tertiary education or provide skills relevant to employment, or both. Programs at this level offer students more varied, specialized and in-depth content than programs at lower secondary education level. They are more differentiated, with an increased range of options and streams available.

Post-secondary

UNESCOs definition of post-secondary, non-tertiary education as part of its ISCED classification is “Post-secondary non-tertiary education provides learning experiences building on secondary education, preparing for labor market entry as well as tertiary education. It aims at the individual acquisition of knowledge, skills and competencies lower than the level of complexity characteristic of tertiary education.” 

Regulated vs. nonregulated

The European Commission’s definition of a regulated profession is: “A professional activity or group of professional activities, access to which, the pursuit of which, or one of the modes of pursuit of which is subject, directly or indirectly, by virtue of legislative, regulatory or administrative provisions to the possession of specific professional qualifications.”

VET and TVET

From UNESCO: Vocational education and training (VET): Education and training which aim to equip people with knowledge, know-how, skills and/or competencies required in particular occupations or more broadly on the labor market.” Their definition of Vocational education is “Education program that are designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation, trade, or class of occupations or trades. Vocational education may have work-based components (e.g., apprenticeships, dual-system education programs). Successful completion of such programs leads to labor market-relevant vocational qualifications acknowledged as occupationally oriented by the relevant national authorities and/or the labor market.” Technical and vocational education and training (TVET): “A range of learning experiences that are relevant for employability, portability of competencies and qualifications and recognition of skills, decent work opportunities and lifelong learning in and related to the world of work. The concept embraces the importance of innovation, competitiveness, productivity and the growth of the economy, considering that innovation creates new employment opportunities and also requires new approaches to education and training to meet the demand for new skills. The learning experiences may occur in a variety of learning contexts, including private and public training institutions, workplaces and informal learning places.” Furthermore, UNESCO adds a definition to Technical and vocational education (TVE): “A comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. Technical and vocational education is further understood to be: (a) an integral part of general education; (b) a means of preparing for occupational fields and for effective participation in the world of work; (c) an aspect of lifelong learning and a preparation for responsible citizenship; (d) an instrument for promoting environmentally sound sustainable development; (e) a method of facilitating poverty alleviation.”^{[2]https://unesdoc.unesco.org/ark:/48223/pf0000223059
https://www.cedefop.europa.eu/en/projects/validation-non-formal-and-informal-learning/european-inventory/european-inventory-glossaryhttps://ec.europa.eu/immigration/glossary_en
https://web.archive.org20210401144041/
http://uis.unesco.org/en/glossary-term/isced-4-post-secondary-non-tertiary-education
https://ec.europa.eu/home-affairs/pages/glossary/regulated-profession_en}

Nordic VET/TVET systems

Iceland

The education system in Iceland entails pre-school (leikskóli), compulsory education (a single structure primary and lower secondary school structure, grunnskóli), secondary education including VET (framhaldsskóli: upper and post - secondary education institutions), and higher education (háskóli).

EQF level 3 and 4 (Upper secondary) VET
EQF level 3 and 4 education (either general or vocational) is steered by the state. 23 of the 38 upper/post - secondary schools offer VET programs. Study programs vary in length from one school year to four years of combined school and workplace training. All upper EQF level 3 and 4 schools have “school curricula” where education aims, intended learning outcomes, assessment, content and the connections between these elements are listed.

Governance 
The Ministry of Education and Children and the Directorate of Education is responsible for the EQF level 3 and 4 VET-system in Iceland. 

New VET study programs are proposed by the upper/post - secondary schools, in cooperation with the occupational councils in the case of regulated professions (the occupational councils are composed of representatives of the relevant social partners, i.e., trade unions and employers’ associations and professional associations). The initiative often comes from the occupational councils that also define the quality, competences, skills and knowledge requirements as well as work descriptions. The directorate of education liaises between the two and the education ministry, which approves new study programs.

The role of the Occupational Council is (among other duties) to advise the Minister of Education and Children, and to provide opinion on the categorisation and division of occupations between the twelve Occupational Councils. 

Stakeholders and social partners
The stakeholders in Iceland are the schools, public institutions, Iðan, Rafmennt, Menntamálastofun, Embætti landlæknis and the occupational councils.

Menntamálastofnun (Directorate of Education) is responsible for recognition of regulated VET qualifications for all VET professions apart from Health professions and Aviation and Sailing. Applicants apply to IÐAN Education Centre except for professional recognition in regulated professions, and in the case of Electrical professions, they apply to Rafmennt (Rafmennt Electrical VET Centre). IÐAN and Rafmennt process the applications and their experts evaluate the education.

The 12 occupational councils may be recognition to Iðan, Rafmennt and Menntamálastofun when it comes to professional recognition in their respective regulated professions.  

Embætti Landlæknis (Directorate of Health) is responsible for recognition of VET qualifications within the field of regulated health professions.

Main vocational models
Almost all initial VET in Iceland is in certified trades and built on an apprenticeship system, where most of the education takes place in school, but workplace training is also often part of the education. The duration of the time spent in school and the time spent at the workplace varies between programs and branches. In addition, there are a small number of VET programs where all the education and training take place in school and are not certified trades, such as in computer technology and various arts.
The most common duration of VET studies in certified trades is four years.  

EQF level 5 (Post-secondary VET)

Governance 
EQF level 5 (Post – secondary, non-tertiary) education is steered by the state. Study programs may vary in length. All secondary schools have “school curricula” where education aims, intended learning outcomes, assessment, content and the connections between these elements are listed. EQF level 5 as well as EQF level 3 and 4 programs are required to be certified by the
Directorate of Education.

Social partners and stakeholders 
EQF level 5 study programs, in all trades, are developed in cooperation with the social partners of each branch, e through twelve occupational councils and new programs are later proposed by the secondary schools.

Main vocational models 
VET at EQF level 5 is offered in a limited number of specialties (e.g. tour guides and masters of crafts) and is mostly composed of master of crafts’ programs where a journeyman’s certificate (in the relevant study program such as electrical, building or mechanical studies) is a prerequisite for enrolment. 

CVET in Iceland
Further education (CVET) is defined as any kind of study, resources and advice intended to meet the needs of individuals through short formal schooling, which is not organized on the basis of the law on secondary schools or universities.

Education providers or other professionals deemed suitable by the Ministry of Education and Culture can apply for certification of CVET curricula/course descriptions to the Directorate of Education.

Denmark

• Care, health and educational theory
• Administration, commerce and business service
• Technology, construction and transport
• Food, agriculture and leisure industry

Faroe Island

Short summary

Introduction
The educational system of the Faroe Islands has a close link to the Danish educational system. The primary and secondary school comprises 9–10 years of schooling which gives access to 3 years of upper secondary school and different VET-programs. The completed VET-programs can give access to Academy Programs and later Diploma Programs in the Faroe Islands.

• Construction
• Food
• Resources and Nature
• Technology and Manufacturing
• Office and Commerce
• Leisure Industry and Service

1. Tømrer (Carpenter)
2. Salg og handel (Sales and Commerce)
3. Maskinsmed (Machinist)
4. Elektriker (Electrician)
5. Kontor (Office)
6. Gastronom – kok (Cook)
7. Automekaniker (Car Mechanic)
8. Frisør (Hairdresser)
9. Rørsmed og blikkenslager (Metalworker specialising in Industrial and Plumbing Pipes)
10. Receptionist (Receptionist)

Greenland

• Nutrition and foodstuffs
• Fishing and maritime
• Crafts and mechanics
• Office and commercial
• Art and culture
• Pedagogy and health
• Transport and technology
• Tourism and agriculture

Finland

After attending a nine-year compulsory basic education, pupils can either obtain a vocational qualification or attend a three-year general upper-secondary education.  In Finland, around half of the students completing basic education continue to vocational education and training (VET). Both vocational education and training and general upper-secondary education give general eligibility for higher education studies, either at universities or universities of applied sciences. There are currently approximately 160 vocational qualifications.

Prospective students can apply to VET programmes whenever suitable and start their studies flexibly throughout the year. National joint application is organized each spring for those who have completed basic education and who do not have a secondary qualification. The aim is to ensure each young person a student place after basic education.

EQF 3–5 Vocational education and training
The qualifications structure in vocational education and training comprises three types of qualifications: vocational upper secondary qualification (ammatillinen perustutkinto / yrkesinriktad grundexamen), further vocational qualification (ammattitutkinto / yrkesexamen) and specialist vocational qualification (erikoisammattitutkinto /specialyrkesexamen). Vocational upper secondary qualifications and further vocational qualifications are on EQF level 4, and the specialist vocational qualifications are on EQF level 5. 

All of the VET qualifications mentioned here are composed of units of learning outcomes. Vocational qualifications consist of vocational units and common units. Further and specialist qualifications comprise only vocational units and the necessity for common units is assessed when preparing the personal competence development plan.

Vocational units are either compulsory or optional. Students can complete entire qualifications, parts of them or smaller units, or combine parts of different qualifications based on their needs. Competence requirements are the same in all learning environments, also in workplaces. Qualifications are the same for young people and adults.

Vocational qualifications are independent of the way the vocational skills have been acquired. They can be completed through school-based VET or as competence-based qualifications. VET is organized mainly in institutions (on-the-job learning included) or as apprenticeship training. As long as the individual learner’s competences meet the national qualification requirements, they can be acquired in different learning environments and ways, at different times. Students demonstrate their skills in competence demonstrations at practical work.

A personal competence development plan is drawn up for each student. The plan is drawn up by a teacher or a guidance counsellor together with the student and, when applicable, representative of working life.

The plan charts and recognises the skills previously acquired by the student and outlines what kind of competences the student needs and how they will be acquired in different learning environments. Students may have obtained relevant skills from working life, another school, international study, work placement periods, family and leisure activities or through the media. Previous learning is recognised and only the missing skills are acquired.

The plan also includes information on the necessary supportive measures. The support received by a student may involve special teaching and studying arrangements due to learning difficulties, injury or illness, or studies that support study abilities.

A holder of a vocational upper secondary qualification has broad-based basic vocational skills to work in different tasks in the field as well as more specialised competence and the vocational skills required in work life in at least one section of the field. A holder of a further vocational qualification has vocational skills that meet the needs of working life and that are more advanced or more specialised than those acquired in the vocational upper secondary qualification. A holder of a specialist vocational qualification has vocational skills that meet the needs of working life and that are highly advanced or multidisciplinary.

Governance
The Ministry of Education and Culture is responsible for the strategic and normative steering of VET as well as leading national development. The Government Program and other strategies provide the overall policy framework for this work. The national objectives of VET, the structure of the vocational qualifications and the core/common units included in them are determined by Parliament or the Government. The Parliament decides on the legislation and the annual budget allocations to VET. The Government also makes decisions on the structure of vocational qualifications.

The Ministry of Education and Culture prepares legislation related to VET and steers, regulates, finances and monitors the industry. The Ministry of Education and Culture also determines the vocational qualifications and their scope.

The Finnish National Agency for Education (EDUFI) prepares the national qualification requirements for vocational qualifications and preparatory education and training for VET. The national qualification requirements describe the vocational skills requirements of qualifications and units and the methods and criteria to assess learning outcomes.

Stakeholders and social partners 
Close cooperation with the working life at national, regional and education provider level is a significant part of the quality assurance of VET.  Working life representatives participate in the anticipation of learning and education needs and the development of vocational qualifications as well as the preparation of plans for the implementation of education providers’ competence assessments. They also take part in preparing students’ personal competence development plans, implementing education at workplace and assessing competence demonstrations.  Moreover, the feedback collected from working life is part of the VET funding system, providing information also for developing quality.

Working life committees play a key role in the quality assurance of VET. They participate in ensuring the quality of the implementation of competence demonstrations and competence assessment as well as developing the VET qualifications structure and qualification requirements. They also process rectification requests concerning the assessment of students’ competence.

The network of vocational education and training providers have an essential role in implementing VET and ensuring the quality of training and qualifications. The Ministry of Education and Culture grants licenses to provide vocational education and training. The license determines the educational task of the education provider and ensures that education providers meet the preconditions for providing high-quality qualifications and education. The license covers VET provided to both young people and adults. The license entitles the organization to provide education required for completing vocational qualifications, to organize competence demonstrations and to grant qualifications. 

Within the limits of their license, education providers decide independently on the allocation of the education they offer, and how and in which educational institutions and learning environments the education is organized. Education providers also decide how they are profiled based on different fields or customer groups and what kind of staff they have.

Åland 

• Childcare and early childhood education
• Comprehensive education
• Upper-secondary education: general upper-secondary education, or vocational upper-secondary education with comprehensive school as a basis, given within Ålands gymnasium (Åland upper-secondary school)
• Higher education (university of applied sciences education and courses) with upper secondary education as a basis, given at the Högskolan på Åland
• Adult education is offered at upper-secondary and higher education level.

Sweden

Government regulated formal VET is provided at EQF level 4, 5 and 6 in Sweden. After ten years of compulsory school, students have the right to proceed to one of the twelve vocational programs (yrkesprogram) or to one of the six HE preparatory programs (högskoleförberedande program) in the upper secondary school (gymnasieskola) placed at SeQF/EQF level 4. At post-secondary level, there are higher vocational programs (yrkeshögskoleutbildningar) leading to VET qualifications placed at SeQF/EQF levels 5 and 6. 

On completion of upper secondary VET some industries require a so called ‘completing-education period’ (färdigutbildning) before the person can take a journeyman examination (gesällprov) or a trade certificate (yrkesbevis). This period consists of a work placement or apprenticeship. Duration varies depending on the profession but can be up to five years. 

Many other actors provide both initial and continuing VET. This includes non-formal education arranged by private companies and labor market partners, supplementary education, and programs offered by folk high schools (Folkhögskolan).

EQF 3–4 (Upper Secondary Vocational Education)
Upper secondary vocational programs last three years and are offered in the form of school-based VET (skolförlagd utbildning) and apprenticeships (lärlingsutbildning). Upon successful completion of the vocational course graduates are awarded an upper secondary vocational diploma (Yrkesexamen). The main difference between these two programs is the proportion of work-based learning (WBL). Whereas apprentices need a minimum of 50% of WBL, school-based learners have a minimum of 15 weeks (approximately 15%) of WBL. Diploma goals, subject syllabuses, and orientations as well as the admission and diploma requirements are the same in both paths. 

Governance, stakeholders, and social partners in Upper secondary VET
The Ministry of Education and Research (Utbildningsdepartementet) is responsible for the Government’s education and research policies. The Swedish National Agency for Education (Skolverket) is responsible for upper secondary school (gymnasieskola) and the municipal adult education (kommunernas vuxenutbildning). The core content is nationally determined by the Government. However, there is scope for flexibility and local adaptation. 

For each secondary vocational program there is a national program council (Nationella programråd) with a broad cross-section of industry representatives and social partners in the vocational area for which the program provides education and training. One of the tasks of each program council is to advise and support the National Agency for Education in relation to the adaptation, development, and modernization of the supply of education and the content of upper secondary vocational education. The program councils fulfil a consultative function and can suggest revisions but are not decision-making bodies.

At local level, there must be one or several local program councils (Lokala programråd) for cooperation between school and working life; they cover all vocational programs in every upper secondary school. 

Regarding design and provision of apprenticeships, social partners are less involved than many countries offering apprenticeship and the role of the school is stronger. The school is responsible for matching the student to the employer and for ensuring that students receive relevant WBL experience. 

Most typical EQF level 4 qualifications (upper secondary VET-qualifications)
The most common VET qualifications at upper secondary level are the Upper Secondary Vocational Diploma (Yrkesexamen). Programs in building and construction; electricity and energy; and vehicle and transport enroll the largest share of VET students. The scope of the courses is defined by upper secondary credits (gymnasiepoäng). A student enrolled in an upper secondary program must accumulate 2 500 upper secondary credits. Passing grades in Swedish or Swedish as a second language, English, mathematics, and a diploma project are required. In the three-year lasting VET programs 1600 credits are allocated to courses in vocational subjects.  EQF 5 (Post – secondary VET)

Government regulated formal VET at EQF level 5 (and 6) is provided at Higher vocational education (Yrkeshögskolan) in Sweden. Higher Vocational Education is a post-secondary form of education that combines theoretical and practical studies in close cooperation with employers and industry. Programs at these levels have a strong emphasis on workplace training (Lärande i arbetslivet – LIA). After graduating students are qualified to go straight into employment. 

Governance, stakeholders, and social partners in Higher Vocational Education
The Swedish National Agency for Higher Vocational Education (Myndigheten för yrkeshögskolan) is the responsible authority for Higher Vocational Education (Yrkeshögskolan) in Sweden. 

Programs in higher vocational education must correspond to the needs of the labor market. For this reason, the Swedish National Agency for Higher Vocational Education analyses and collects information about the skills in short supply in different industries and regions. The information is then used, together with the VET provider’s application, as a basis for assessing the programs that are to be available in higher vocational education. External stakeholders such as employers and industry organizations, as well as central and regional authorities, also play an important contributory role in supplying information to the assessment and decision-making processes. 

The Labor Market Council (Arbetsmarknadsråd) is a special body linked to the Swedish National Agency for Higher Vocational Education. The task of the council is to support the agency with information about the labor market: the vocational areas under development, the new qualifications that may be required, and the qualifications that need to be phased out. 

Higher Vocational Education Diploma (Yrkeshögskoleexamen) 
Higher VET-graduates receive a Higher Vocational Education Diploma (Yrkeshögskoleexamen) if they have received at least the lowest passing grade in all courses of the program, knowledge, skills, and competences at EQF level 5 (SeQF Level 5) and has accumulated at least 200 higher vocational education credits (yrkeshögskolepoäng). The qualification requires at least 1 year of full-time study. 

Advanced Higher Vocational Education Diploma (Kvalificerad yrkeshögskoleexamen)
Graduates receive an Advanced Higher Vocational Education Diploma (Kvalificerad yrkeshögskoleexamen) if they have received at least the lowest passing grade in all courses included in the program, has attained knowledge, skills, and competences at a EQF level 6 (SeQF Level 6), have accumulated at least 400 higher vocational education credits and have completed a diploma project. A minimum of 25% workplace training must also have been included in the program. The qualification requires at least 2 years of full-time study.

Higher vocational education programs are available in 16 occupational fields, including construction, finance, administration, sales, ICT, tourism, healthcare, agriculture, media, design, engineering, and manufacturing. The programs that have the highest number of applicants per study place are train driver followed by dental nurse, healthcare administrator and accountant. Since higher vocational education is tailored to suit an evolving marketplace situation, programs and specializations change over time. New programs start and old programs cease as the labor market changes.

Norway

• The subject curriculum is replaced by the individual training plan
• The trade or journeyman’s examination is replaced by the skills test
• The apprenticeship contract is replaced by the training contract

• You have the opportunity to sit a training practice certificate test after two years’ education/training.
• After achieving a training practice certificate, you may either go out into working life, or enter into an ordinary apprenticeship with a view to achieving a trade certificate/journeymans’ certificate.

The Nordic recognition schemes 

Iceland

• Scope (Education and practical training)
  There is no limit to scope regarding length or workload of the education and the amount of practical training. 
• General assessment, recognition statement or assessment of vocational training
  First and foremost, Iceland gives a recognition statement which is a level assessment. The statement does not describe or evaluate the actual vocational content of the studies or compare it with content in the Icelandic qualifications. The statement can be in Icelandic or English, or both.
• EQF/ Other Level-criteria
  There are no limitations regarding EQF level.
• Official status/ recognition in home country
  The educational institution must be accredited by the educational authorities, if not the education may be compared to adult education.
  Compensatory measures 
  -

• their studies are at least one year shorter than required here 
• the contents of the studies are significantly different from what is required here 
• the profession is registered in Iceland but not in the country of the applicant 

Denmark

• Individual assessments: Individual assessment that applicants with foreign qualifications can use when applying for a job, for admission to further studies, for membership of an unemployment fund as well as for other clarification and guidance. 
• Background reports: An offer to refugees who are unable to provide sufficient documentation for an assessment.
• “Turbo- and Kvik-assessments”: Turbo-assessments are for companies in the progress of employing people with a foreign qualification. Kvik-assessments are for universities to use in their decisions on the admission of PhD students.
• “Pligtmæssig vurdering”: Mandatory assessments for licensing authorities. Competent authorities are obliged to consult the Danish Agency before making a decision on issuing an authorisation when applicants have foreign educational qualifications within a regulated profession.
• Hotline for educational institutions and local authorities on foreign qualifications in regard to further education or integration.

• Access requirements of the educational program: Do the access requirements of the program match the access requirements of a corresponding Danish program?
• Nominal length of the program: Is the length of the program comparable to that of a similar Danish program?
• Aims of the program.
• Subject combination and structure of the program: How does the subject combination compare to that of a similar Danish program?
• The ratio of theory and practice within the program.

Finland

In Finland, recognition decisions are made by competent authorities, educational establishments, higher education institutions and employers, depending on the purpose for recognition. In most cases, the employer, educational establishment or higher education institution assesses the competence and skills that a foreign qualification provides. Field-specific competent authorities decide on eligibility for the regulated professions.

The Finnish National Agency for Education (FNAE) decides on the eligibility that foreign qualifications give for civil service posts or a regulated profession, e.g., in the field of early childhood education and care and teaching as well as for positions for which a Master of Laws degree completed in Finland is required. The FNAE also issues recognition statements on upper- and post-secondary vocational qualifications completed abroad and on Finnish qualifications for international use. The FNAE functions as the National assistance centre for the Professional Qualifications Directive, ENIC-NARIC / NORRIC centre of Finland and National Co‐ordination Point for the European Qualifications Framework.

Sweden

1. Upper secondary education that gives access to higher education
   Sweden offers recognition to foreign vocational upper secondary education that prepares for the labor market but also gives access to higher education in the country of origin. In the European context these qualifications are usually placed at EQF level 4.
   The assessment includes both professional recognition for the non-regulated labor market and academic recognition for admission to further studies at undergraduate level at university. The statement does not imply a binding decision but a recommendation to HEIs.
   The recognition statement gives information about the qualifications’ grade point average, courses relevant to specific entry requirements when applying to higher education in Sweden as well as a comment on the vocational field of study. Practical training is not required to issue the statement.
   The foreign qualification is compared to a Swedish Upper Secondary Diploma (Svensk gymnasieexamen - SeQF 4) and, if possible, the most comparable vocational stream within the Swedish upper secondary education system will be mentioned in the evaluation. 
    
2. Vocational upper secondary education (no access qualification)
   Sweden offers recognition to foreign vocational education at the upper secondary level that prepares for the labor market but does not give access to higher education in the country of origin. In the European context these qualifications are usually placed at EQF level 3 or 4. 
   The assessment represents professional recognition for the non-regulated Swedish labor market, and it contains the same information as above. Practical training is not required to issue a statement.
   This type of foreign education has no direct comparison with Swedish diplomas and therefore is compared to Swedish vocational education at upper secondary level (Svensk yrkesutbildning på gymnasienivå). 

1. Post-secondary education that forms part of the formal education system.
   The Swedish office offers recognition to post-secondary vocational education that is part of the formal education system and leads to a nationally recognized diploma in the country of origin. The awarding institution must be nationally recognized/accredited in the country of origin and the nominal length of the foreign qualification should be of a minimum of one year (full-time studies). In the European context these qualifications are usually placed at EQF level 5 or 6. 
   The recognition statement contains information about the title of the foreign qualification, country of study, awarding institution, examination year, NQF/EQF level (if it applicable) and what qualification in Sweden the foreign qualification is comparable to. Moreover, it describes the foreign qualification’s main field of study and if a program includes practical training, it will be mentioned in the evaluation.
   The foreign qualification is compared to either a Swedish Higher Vocational Education Diploma (Yrkeshögskoleexamen) or an Advanced Higher Vocational Education Diploma (Kvalificerad yrkeshögskoleexamen) depending on the level, workload and learning outcomes of the foreign qualification.
    
2. Post-secondary, non-formal education (not referenced to the EQF).
   The office offers recognition of post-secondary vocational education that is not part of the formal education system in the country of origin and that is not referenced to the EQF. The official status of the qualification should be granted by national legislation and the nominal length of the foreign qualification should be of a minimum of 6 months (full-time studies). The awarding institution can be recognized in different ways and the responsibility for the recognition or quality assurance is not necessarily linked to the Ministry of Education or the Ministry of Higher Education. The recognition of the awarding institution may be assigned to other authorities or recognition bodies with the national responsibility. 
   Within this context, Sweden assesses non-formal post-secondary vocational qualifications which are recognized by international education organizations or the international community such the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), the international Montessori organization and the Red Cross.   
   The statement contains the same information as the above and since this type av education has no direct comparison with Swedish diplomas, the foreign qualification is compared to a Swedish post- secondary educational level (Svensk yrkesutbildning på eftergymnasial nivå). 
    
3. Non-formal qualifications at NQF/EQF level 5,6 and 7 (non-HE)
   Recognition is also offered to foreign vocational qualifications at NQF/EQF level 5, 6 and 7 which are not part of the formal education system nor higher education qualifications. The qualification may, or may not be, based on a post-secondary vocational education program and thus there is no specific requirement regarding the nominal length of the qualification. 
   The assessment is limited to nationally recognized foreign qualifications allocated in a national qualifications framework formally referenced to the EQF. The recognition statement contains the same information as the already mentioned statements. 
   The foreign qualification is compared to level 5, 6 or 7 in the Swedish National Qualifications Framework (SeQF).

Norway

1. The Qualification must be formal and issued by a responsible authority.
2. The Qualification must be completed, be of minimum three years’ duration, with at least one year of documented practical training.
3. The Qualification shall largely be based on knowledge, skills and competence equivalent to those described in the Norwegian Qualifications Framework level 4A, thus equivalent to Norwegian craft or journeyman’s certificate. The professional profile of the qualification will be the decisive element in the recognition of comparable vocational education and training.

• Scope (Education and practical training)
  6 months–3 years
  General assessment or assessment of vocational training
  General assessment
• EQF/ Other Level-criteria / Official status / recognition in home country
  The foreign qualification has to correspond with higher vocational education in the country of origin. It has to be placed above upper secondary education but not be part of the higher educational system, and the education must be accredited/ recognized by official authorities. EQF level is for guidance only.

Application statistics

Please note that the statistics presented are merely an overview of the quantity of recognition statements. The statistics cannot be used as a representative of the general mobility status within the Nordic region since it is not a requirement to have a recognition statement in order to apply for a job or access to studies in any of the Nordic countries. 

Iceland

Denmark
Assessments comparing qualifications with levels within vocational education and training, by level and year of assessment. 

Assessments comparing qualifications with levels within vocational education and training, by country of education and year of assessment.  

Finland
Below you can find statistics on the recognition statements on foreign vocational qualifications issued by the Finnish National Agency for Education by year. The numbers include all statements issued on qualifications from all over the world and are not broken-down country-by-country due to the small number of statements issued. 

Sweden
Below you can find statistics on recognition statements on foreign vocational qualifications from the Nordic Countries issued by the Swedish Council for Higher Education, presented by EQF-level and by year.

Norway
Applications for recognition of vocational education and training (VET) 

Applications for post vocational education and training (TVET)

Feedback from relevant stakeholders in Norway 

Questions addressed to the stakeholders:

National Council for Higher VET (Nasjonalt fagskoleråd)
In the maritime sector many of the education programs are based on international regulations and certificates.  An employee in a Nordic country, and some other countries can apply through the Norwegian Maritime Directorate to receive an endorsement to work in Norway. 

The benefit of having mutual recognition within the Nordic counties is mobility between the countries. It will reduce the bureaucracy both for regulated and non-regulated professions. There is a lack of skilled workers in Norway, and this is still an increasing problem therefore Norway is dependent on importing skilled workers.  It will also be easier to complete the education in another Nordic country. 

A downside to having mutual recognition is the regulated professions, and it is important to keep that separate.  The directorate does not have all the information regarding the quality of the education in the Nordic countries. Not all educational programs are the same in all countries.^{[1]https://www.norden.org/no/node/69412}

Vocational Councils
On a general basis, the conclusion is that everyone can agree on a systemic assessment of professional and apprentice certificates, from one Nordic country to another. It is emphasized that it is important to have trust in each other's systems. It is felt to be important that there is mutual alignment or harmonization of the Nordic qualifications. Nordic skilled workers may achieve the same salary conditions as those with a Norwegian trade- or journeyman certificate. The same applies when it comes to covering industry-specific requirements for skilled workers in tenders and assignments. But it is believed that it will not cover the requirement to be qualified for training apprentices.

For the small crafts and trades, the work for mutual recognition and increased mobility is important, For the small and protected crafts, it is important to market opportunities for training, exchange and work with recognition widely throughout the countries. They furthermore raise a question about the possibilities for increased cooperation in education at the Nordic level for these trades and crafts.

Different education models make cooperation more difficult, for example how apprenticeships and training in schools are organized, and how training is financed. It is the council's experience with education reforms that has made Nordic cooperation more difficult. 

About this publication

Recognition of vocational education and training in the Nordic countries

ISBN 978-92-893-7587-0 (PDF)
ISBN 978-92-893-7588-7 (ONLINE)
http://dx.doi.org/10.6027/temanord2023-516

TemaNord 2023:516 
ISSN 0908-6692

© Nordic Council of Ministers 2023

Cover photo: Sofia Sabel / Image Bank Sweden

Published: 22/5/2023

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