Intermediaries like Apprenticeship Training Agencies (ATAs) are uniquely positioned to bridge the gap between employers, business associations, and the workforce, playing a crucial role in promoting lifelong learning and training opportunities. By facilitating partnerships and dialogue among these stakeholders, ATAs can advocate for and implement strategies that ensure young employees have access to continuous professional development. This includes identifying skills gaps in the labour market and developing targeted training programmes that align with current and future industry needs. ATAs can leverage their sector-specific knowledge and networks to encourage companies to invest in their employees’ growth, highlighting the mutual benefits of a skilled and adaptable workforce. Through such efforts, ATAs not only support individual career advancement but also contribute to the overall competitiveness and innovation within industries.
Apprenticeship Training Agencies – Norway
Abstract
Apprenticeship Training Agencies (opplæringskontor) are a co‑operation agency for approved training enterprises in Norway. They co‑ordinate, support, and assist training enterprises in the provision of an apprenticeship, as such supporting county authorities and enterprises – who share the main responsibilities for apprenticeship in Norway. County authorities have the overall responsibility of recruiting training enterprises, approving them and matching applicants with apprenticeship placements, while also having a key role when it comes to the regional strategies for competence development and lifelong learning. The training enterprises have the overall responsibility for the apprenticeship period.
ATAs are a key player to the vocational education system, serving as a nexus between students, companies, and educational institutions to facilitate practical training alongside theoretical education. These agencies, organised by industry sectors like construction, healthcare, or IT (and in some cases by geographical area), ensure that vocational training, such as apprenticeships, adheres to national standards through quality assurance, support, and guidance. They handle administrative tasks, including managing apprenticeship contracts and applications for governmental subsidies, thereby streamlining the process from application to certification and reducing the administrative burden for employers. Throughout the apprenticeship, ATAs monitor progress of students’ learning plans and co‑ordinate with schools to ensure a comprehensive educational experience. Funded through government grants, company contributions, and service fees, ATAs play an important role in ensuring the vocational training system remains has solid employer engagement.
The impact of ATAs in Norway has been the subject of various studies, reflecting on their role in enhancing vocational education and training, as well as their broader implications for the labour market and social welfare systems. ATAs have played a key role in the governance of apprentice training, facilitating the successful integration of all relevant stakeholders into the national VET system. Additionally, ATAs have been instrumental in designing training that focuses on knowledge of protocols, process compliance, and safety, which are crucial for creating robust occupational safety and health management systems in firms across multiple sectors. This approach not only enhances the employability of apprentices by equipping them with industry-relevant skills but also contributes to the overall quality of the workforce. Furthermore, by fostering a collaborative environment among educational institutions, businesses, and government entities, ATAs help ensure that vocational training remains a dynamic component of VET system.
Further reading
[1] Dahl, Ø., T. Rundmo and E. Olsen (2022), “The Impact of Business Leaders’ Formal Health and Safety Training on the Establishment of Robust Occupational Safety and Health Management Systems: Three Studies Based on Data from Labour Inspections”, International Journal of Environmental Research and Public Health, Vol. 19/3, p. 1269, https://doi.org/10.3390/ijerph19031269.
[2] Malmberg-Heimonen, I. et al. (2015), “The Effects of Skill Training on Social Workers’ Professional Competences in Norway: Results of a Cluster-Randomised Study”, British Journal of Social Work, Vol. 46/5, pp. 1354-1371, https://doi.org/10.1093/bjsw/bcv073.
[3] Michelsen, S. et al. (2021), “Training agencies as intermediary organisations in apprentice training in Norway and Switzerland: general purpose or niche production tools?”, Journal of Vocational Education & Training, Vol. 75/3, pp. 522-542, https://doi.org/10.1080/13636820.2021.1904437.
This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.
© OECD 2024
Attribution 4.0 International (CC BY 4.0)
This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be bound by the terms of this licence (https://creativecommons.org/licenses/by/4.0/).
Attribution – you must cite the work.
Translations – you must cite the original work, identify changes to the original and add the following text: In the event of any discrepancy between the original work and the translation, only the text of original work should be considered valid.
Adaptations – you must cite the original work and add the following text: This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed in this adaptation should not be reported as representing the official views of the OECD or of its Member countries.
Third-party material – the licence does not apply to third-party material in the work. If using such material, you are responsible for obtaining permission from the third party and for any claims of infringement.
You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of the work.
Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration (PCA) Arbitration Rules 2012. The seat of arbitration shall be Paris (France). The number of arbitrators shall be one.