Programme description for Postgraduate Certificate in Education for Vocational Teachers (2025–2026)

Knowledge

Upon course completion, students should be able to:

• demonstrate knowledge of applicable legislation and governing documents relevant to the practice of their profession
• demonstrate broad knowledge of vocational subjects, pedagogy and vocational didactics, tools and learning processes relevant to the practice of their profession, and to evaluate the need for HSE measures
• demonstrate broad knowledge of youth cultures and youth development and learning in various social and multicultural contexts
• demonstrate knowledge of children living in difficult circumstances, including knowledge of violence and sexual abuse against children and young people, of children and young people's rights in a national and international perspective and on how to take action under current legislation
• see the vocational training and the practice of their profession in a historical and cultural perspective
• demonstrate knowledge of the school's mandate, the core values of the training and the full course of training from lower secondary level to completed vocational education and training (grades 8 - 13)
• show familiarity with national and international research and development efforts relevant to the teacher profession within the vocational area and within the area of vocational pedagogy, and to update their knowledge within their field

Skills

Upon course completion, students should be able to:

• apply and refer to relevant research results in order to make justified choices and carry out systematic vocational and pedagogical development work
• apply their vocational, pedagogical, didactic and technological skills
• plan, justify, carry out, lead, assess and document relevant vocational education and training adapted to the needs of pupils/apprentices
• identify and work systematically on basic skills, including vocational didactic use of digital tools
• assess and document pupils' learning and development, provide learning-focused feedback and enable pupils/apprentices to reflect on their own learning
• demonstrate a command of relevant work processes, tools, techniques and forms of expression, and to reflect on the practice of their profession and adjust it with guidance
• show familiarity with specialist literature and keep a critical perspective on sources of information and existing theories related to the lower secondary level as well as vocational education and training (grades 8 - 13)
• identify special needs in children and young people, including signs of violence and sexual abuse, and can use professional judgement to establish co-operation with relevant specialist agencies
• utilize their own learning preferences and self-regulation in learning processes, and apply this knowledge when working with pupils

General competence

Upon course completion, students should be able to:

• promote professional pride, professional identity and professional ethics
• act as a role model, in accordance with the values and norms embodied in legislation and other governing documents
• demonstrate an insight into relevant academic problems and and convey key subject material in Norwegian - orally, in writing and through other forms of documentation
• through academic insight, involvement and communication skills, motivate the pupils'/apprentices' learning
• analyse their own needs for skills enhancement, and have adaptive and developmental competence to meet future needs in school, work and social life
• facilitate entrepreneurship, new thinking and innovation and facilitate the involvement of local business, communities and culture in the training
• build good relationships with pupils/apprentices and create constructive and inclusive learning environments

build good relationships and cooperate with parents/guardians and other relevant partners

The post-graduate certificate in education for vocational teachers builds on one of the following types of educational backgrounds:

• Completed three-year relevant vocational bachelor's degree and a minimum of two years of professional practice
• Trade/journeyman's certificate or other completed three-year vocational education at upper secondary level, general university and college admissions certification, two years of relevant vocational education after upper secondary level and a minimum of four years of professional practice

Admission may also be considered based on real competence.

For admission to the post-graduate certificate in education for vocational teachers national admission requirements adopted in the regulation on the framework plan for practical-pedagogical education for vocational subjects for grades 8-13 (Forskrift om rammeplan for praktisk-pedagogisk utdanning for yrkesfag for trinn 8-13) apply. In addition, the provisions in UiA's local admission regulations apply.

The curriculum is based on the regulations and national guidelines for vocational practical-pedagogical education for grades 8-13.

The program is research-based and aims to develop strong knowledge and skills related to the teaching profession.

The practical vocational background of the student, combined with pedagogy, vocational didactics, and practical experience, will provide a broad, coherent, vocationally oriented teacher education.

The education aims to ensure that candidates can further develop the school as an institution for learning and formation in a democratic society. The education will incorporate perspectives on equality and a multicultural society, creating an understanding of a school that is for everyone, regardless of the pupil's qualifications and social, cultural and language background. The education will also qualify candidates to provide education about Sami issues, including knowledge of the international status of indigenous people and Sami children and youths' right to education in accordance with the Education Act and applicable curricula.

Through the program, students will develop competence in applying research-based knowledge to their own professional development, so that they develop a critical and reflective attitude towards their own practice and the education system as a whole. Furthermore, students will develop competence in carrying out change and development work in their own organization.

The academic content of the education is organised into two courses:

• PED327 - The Pupil, the Teacher and the School
• PED328 - The School, the Training Establishment and the Society

Within each course, vocational didactics, pedagogy and practical training are linked, both in terms of content and organisation.

The teaching is exemplary in that students encounter a broad range of relevant working methods for their future profession. The students will have an active role in their own learning process. The teaching is provided through lectures, seminars, and group and individual assignments. The use of digital learning tools is also part of the education. The program is based on research and development-based knowledge and aims to promote a research-based approach to professional practice.

Central to the education is that students practice professional practice and have the ability to reflect on and further develop knowledge and skills individually as well as collectively. This requires the students' actual participation in the teaching. Therefore, there will be mandatory class attendance.

The students will conduct an interdisciplinary research and development project during the course of their studies. This project will combine pedagogy, vocational didactics, and practice. The research and development work is scheduled for the fourth semester and has a scope equivalent to 10 ECTS points.

Throughout the program, mandatory, guided, varied, and assessed practical training is included, tailored to each student's vocational background. The extent of the practical training is 60 days, distributed into 10 days in lower secondary school and 50 days in upper secondary school.

The program includes oral, written, and practical forms of assessment. The courses have both formative and summative assessments. Further information is provided in the course descriptions.

Formative assessment during the program

The purpose of the formative assessment is to provide students with feedback on their development in relation to the learning outcomes of the program and to give them experience in assessment work in relation to their future role as teachers. The assessment is given both orally and in writing in connection with the students' work on mandatory assignments.

Final assessment

There is a final exam in each course. In order to qualify for the exam, the student must have completed and passed all mandatory assignments as specified in each course. Practical training must be passed to be eligible for the exam.

Language of examination

Students can use Norwegian, Danish or Swedish.

The Post-Graduate Certificate in Education for Vocational Teachers combined with a university or college education of at least 180 credits qualifies for teaching in upper secondary school and in primary school from level 5 and up.

The Post-Graduate Certificate in Education for Vocational Teachers combined with a vocational certificate or other vocational education qualifies for teaching in vocational subjects in upper secondary school.

In addition to work in the school system, the education is relevant for other types of educational settings, such as vocational schools and other forms of adult education. It may also be relevant for work related to various councils and committees within vocational education. Additionally, teachers have a type of competence that can be applicable to positions in the private sector and in the public sector.

There is a wide range of further and continuing education courses available in subjects, schools, and education. In addition, the Post-Graduate Certificate in Education for Vocational Teachers can, under certain conditions, serve as a basis for admission to various master's programs in vocational pedagogy, subject didactics, pedagogy, and special education. Please refer to the admission regulations for the specific program.

Requirements for participation in teaching practice:

A declaration of non-disclosure of confidential information must be signed electronically in connection with semester registration in StudWeb.

A police certificate of conduct, not older than 3 months, must be submitted in connection with admissions for persons who will be taking care of or have responsibilities associated with children (child care certificate, cf. section 39 of the Act relating to police records (Politiregisterloven).

Students who come from or have spent more than 3 months in countries outside of Western Europe, the USA, Canada, Australia, New Zealand and Japan are obligated to undergo a tuberculosis examination.

Aptitude assessment

The university is responsible for assessing the students' aptitude for the teaching profession. This assessment takes place throughout the programme, based on criteria and procedures determined by the Ministry, cf. the regulations relating to aptitude assessment in higher education, adopted by the Ministry of Education and Research on 30 June 2006.