Tove Mogstad Aspøy

• Aspøy, Tove Mogstad (2020). Job quality through upskilling? The case of the cleaning industry in the collective system of Norway. Journal of Education and Work. ISSN 1363-9080. 33(3), s. 229–241. doi: 10.1080/13639080.2020.1754363.
• Aspøy, Tove Mogstad (2019). Low education, high job quality? Job autonomy and learning among workers without higher education in Scandinavia, the United Kingdom and Ireland. European Societies. ISSN 1461-6696. s. 1–24. doi: 10.1080/14616696.2019.1660392.
• Aspøy, Tove Mogstad & Nyen, Torgeir (2017). Short-Term Benefits, Long-Term Harm? Alternative Training to Apprenticeships in Norway. International Journal for Research in Vocational Education and Training. ISSN 2197-8646. 4(4), s. 306–324. doi: 10.13152/IJRVET.4.4.1. Vis sammendrag

  Many countries with apprenticeship-based systems of VET face a shortage of apprenticeships. Some countries, including Denmark and Norway, address this supply-demand mismatch by offering alternative school-based routes to vocational qualifications for students not able to secure an apprenticeship. Other countries offer no alternative routes, but focus instead on pre-vocational education and training to prepare students for apprenticeships. This paper discusses the effects on the VET system of a recent Norwegian attempt to organise alternative training primarily as workplace training. Unlike the more established Danish system of alternative training, which relies primarily on school-based training in learning centres, Norway has attempted to make alternative training as similar to apprenticeship-based learning as possible. Most training in the pilot projects takes place in the work environment of a company, rather than in vocational schools. Our paper shows that the students in the pilot projects experience many of the learning and motivational benefits offered by workplace learning in general, and apprenticeships in particular. In certain circumstances, such schemes can improve the chances of completing VET despite for young people without an apprenticeship. However, such training schemes also generate important dilemmas. In particular, there is a risk that full-scale implementation of a system of alternative workplace-based training could reduce the number of new apprenticeships, potentially undermining the apprenticeship model on which Norwegian VET is based.

• Tønder, Anna Hagen & Aspøy, Tove Mogstad (2017). When Work Comes First: Young Adults in Vocational Education and Training in Norway. International Journal for Research in Vocational Education and Training. ISSN 2197-8646. 4(3), s. 270–288. doi: 10.13152/IJRVET.4.3.5.. Vis sammendrag

  Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational programmes is 2 years of school-based education, followed by 2 years of apprenticeship training. However, in practice, only a minority follow the standard route and acquire a trade certificate within 4 years. The average age upon completion of a vocational programme in Norway is 28 years, which is among the highest in the OECD. The purpose of this study was to explore personal trajectories within the Norwegian context to gain a better understanding of why people choose to obtain a trade certificate as young adults, instead of following the standardized route, drawn up by policy makers. Qualitative interviews were conducted with 34 people who obtained a trade certificate when they were aged between 25 and 35 years. The study showed that the opportunity to acquire formal VET qualifications through workplace learning provides an important second chance for many young adults in Norway. Based on the findings, we argue that policy makers need to see educational achievement in a long-term perspective and to design institutional structures that support learning opportunities at work, as well as in formal educational settings.

• Birkelund, Gunn Elisabeth; Rogstad, Jon; Heggebø, Kristian; Aspøy, Tove Mogstad & Bjelland, Heidi Fischer (2014). Diskriminering i arbeidslivet : resultater fra randomiserte felteksperiment i Oslo, Stavanger, Bergen og Trondheim. Sosiologisk Tidsskrift. ISSN 0804-0486. 22(4), s. 352–382.

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• Bråten, Beret & Aspøy, Tove Mogstad (2014). «Språklige rollemodeller. Hvordan barnehageansattes kompetanse om språk kan styrkes».
• Aspøy, Tove Mogstad; Skinnarland, Sol & Tønder, Anna Hagen (2017). Yrkesfaglærernes kompetanse. Forskningsstiftelsen Fafo.
• Aspøy, Tove Mogstad & Nyen, Torgeir (2016). Bedre gjennomføring i videregående opplæring. Evaluering av kvalifiseringsmodeller i og etter Vg2 yrkesfag og i Vg3 påbygg. Fafo. ISSN 978-82-324-0330-1.
• Grødem, Anne Skevik & Aspøy, Tove Mogstad (2013). Konkurranseutsatt kompetanse. Om NAVs arbeid med AMO-kurs for minoritetsspråklige. Fafo. ISSN 978-82-324-0017-1. 2013(26).
• Nyen, Torgeir; Nicolaisen, Heidi & Aspøy, Tove Mogstad (2013). Vilkår for læring i kommunene - en kartlegging av fire arbeidsfelt. Fafo. ISSN 978-82-324-0034-8.
• Aspøy, Tove Mogstad & Tønder, Anna Hagen (2012). Utredning om forskning på voksnes læring. En litteraturgjennomgang. Norges forskningsråd. ISSN 978-82-12-03161-6.

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