@article{oai:nagoya.repo.nii.ac.jp:02001115,
 author = {Aakre, Bjørn Magne},
 journal = {技術教育学の探求, Bulletin of Institute of Technology and Vocational Education},
 month = {Apr},
 note = {The purpose of this article is to explore vocational education in Norway and its relation to the evolution of crafts and industry. The approach is inspired by Grounded Theory (GT) which is a systematic but flexible research method. By describing and analyzing phenomena, one develops possible theories and explanations through coding, constant comparison and densification of categories. As sources, a combination of qualitative and quantitative data from public documents and statistics, curricula and reports from an appropriate selection of schools were used, most of them from Kongsberg. The data were coded, analyzed and structured into three school categories, four time periods and finally five categories on content and learning methods. The categorization is arranged and adapted to the levels in the European Qualification Framework (EQF). The study concludes that vocational education has changed over time and has been influenced by social conditions, ideology, business and industrial development. Today, vocational education is integrated into the national education system and is given high priority in vocational renewal 2020. The same applies to the vocational schools' role in future vocational education. Today, most vocational education is organized as a "2 + 2 model" with 2 years of theoretical and practical education in schools followed by 2 years of apprenticeship in a private company or public institution. But a separate category of vocational education "type 2" still consists of, among other things, design, arts and crafts and which is not based on the apprenticeship scheme. The latest government report on future vocational education proposes that the right to free education should also apply to everyone over 25 years of age. This contributes to a relatively high drop-out rate in the Norwegian vocational education. In a few years, the oil economy in Norway will end and many new "green" jobs must be created. Against this background, it is a paradox that this challenge is not addressed in the latest report on future upper secondary and vocational education in Norway. However, sustainable development is emphasized in all subjects of the new curriculum LK20.},
 pages = {26--81},
 title = {Vocational Education for Crafts and Industry in Norway},
 volume = {22},
 year = {2021}
}