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(Y/N)"Series of exams during prog. (Y/N) Estimate of % of course examinedSpecific requirement.Specified no. of course hours, AND exam. (Y/N) Course hours under what conditions?WCan it be obtained without enrolment in and successful completion of a programme? (Y/N)Number of graduatesName in English ISCED levelTheoretical starting age+Specified number of course hours only (Y/N)Programmes numbersGraduates reported in UOEGraduates not reported in UOE School year::Programme number (prog..)Completion requirementQualification without enrolmentCPosition in the tertiary education structure (Bachelor-Master-PhD) 1Qualification number (qual.) National name!Programmes designed to lead to it#Year when the programme was createdProgramme orientation (G/P/V)Programme destination (A/B/C)4Does the programme have a work based element? (Y/N) ."1Programme specifically designed for adults (Y/N),"?Programme specifically designed for part-time attendance (Y/N):""Code of credential in ISCMAP-QUAL+Reported in the UOE FINANCE tables (Y/N/P)$",Reported in the UOE data collection (Y/N/P)%"&Year when qualification was introduced ISCMAP- QUAL prog.00.01- Barnehage Pre-schoolNY prog.01.01G BarneskolePrimary6Start of compulsory education at age 6. Grades 1 to 7. prog.02.01 UngdomsskoleLower secondaryGrunnskolens avgangsvitneml1Part two of compulsory education. Grades 8 to 10. prog.02.021/2Grunnskoleopplring for voksneCompulsory education for adults1-2SNot reported in UOE due to lack of information on gender, age, level and intensity. prog.02.031Norsk med samfunnskunnskap for voksne innvandrere2Language- and science courses for adult immigrants0,5-2Not reported in UOE due to educational content and lack of credentials. Also lack of information on gender, age, level and intensity. prog.03.01A"Videregende opplring, allmennfagUpper secondary, generalVitnemls3-year upper secondary, general programmes. Successful graduation of the programme entitles to enter ISCED 5-level. prog.03.02Arbeidsmarkedsopplring (AMO)Labour market courses2-3sThe programme comprises a whole range of different courses offered to the unemployed, both short and long, general. prog.03.03CV Videregende opplring, yrkesfagUpper secondary, vocationalVitneml, fagbrev3-413-14w3- or 4-year vocational programmes with mainly occupational basic education. Apprenticeships (approx. 29000) included. prog.03.04*Videregende utdanning ved folkehgskoler Folk high school0,5-1Folk high schools do not grant degrees or conduct exams, but does provide credentials for further study. The schools offer a variety of non-traditional and non-academic programmes, as well as some academic programmes. prog.03.052-4xr:14vThe programme comprises a whole range of different courses offered to the unemployed, both short and long, vocational. prog.04.01 ForkursPreparatory courses3/4CProgrammes at the upper secondary level enabling students with insufficient background to qualify for admission to study programmes at the tertiary level with special entrance requirements. prog.04.02FagskoleutdanningTechnical vocational education3A or 3C depending on courseVitneml, sertifikat19-2015-16N**2-year programmes requiring completion of upper secondary school, or relevant vocational practice, or similar based on formal, non-formal and informal qualifications.'Annen pbygging, ikke fagskoleutdanningNOther post-secondar non-tertiary prgrammes, not technical vocational education13,5-160,5-2-year programmes requiring completion of upper secondary school, or relevant vocational practice, or similar based on formal, non-formal and informal qualifications. prog.05.01Bshortfirst&Hyere utdanning, hgskolekandidatgrad3A, 3C, see note 1Hgskolekandidat2-2,515* N, see note 2 N, see note 3 N, see note 44Classification of 5B-programmes are based solely on duration, as these programmes are taught by the same staff and at the same institutions as 5A programmes. The 'hgskolekandidatgrad'-programmes are aimed directly to the labour market, but may also be an integrated part of a longer tertiary programme (5A). prog.05.02 2003-2004mediumBachelor&Hyere utdanning, bachelorgrad, 3-rig%Tertiary education, bachelor, 3 years16*Bachelor-programmes are aimed directly at the labour market. They also satisfy the entrance requirement to the Master's level. prog.05.03&Hyere utdanning, bachelorgrad, 4-rig%Tertiary education, bachelor, 4 years17*xr:21 prog.05.04Bachelor + 1 yearUHyere utdanning, allmennlrerutdanning og faglrerutdanning i praktisk-estetiske fagTertiary education, two 4-year programmes in teacher education and spescial subject teacher education in practical-aesthetic subjects OBachelor plus diploma from general teacher training or subject teacher traininglStudents may obtain the Bachelor's degree after successful completion of the third year of study. The programmes are aimed directly at the labour market - teachers for grades 1-10 (ISCED 1&2) for general teachers, and for grades 1-13 (ISCED 1,2 &3) for special subject teachers. However, the programmes may also be included as part of a longer tertiary programme. prog.05.05longsecondVidereutdanningSpecialisation courses5A, see note 5 1, 1,5, 217-18This category includes a variety of vocationally-oriented specialisations, particularly for paramedical professions and for teachers, the longest being in midwifery (2 years after qualification as nurse) prog.05.06Master+Hyere utdanning, mastergrad, 1 - 1,5-rig )Tertiary education, Master, 1 - 1 1/2 yrs1 - 1,5 17 - 17,5*These short Master's degree programmes are exceptional, and for such programmes individual approval is required by the Ministry of Education and Research. prog.05.07%Hyere utdanning, mastergrad, 2-rig #Tertiary education, Master, 2 years18*xr:24;This is the predominant type of Master's degree programmes. prog.05.08$Hyere utdanning, mastergrad, 5-rig#Tertiary education, Master, 5 yearsIntegrated programmes of 5 years' duration, generally oriented towards a profession (E.g. pharmacy, odontology, law, architecture and industrial design). See note 6! prog.05.09,Hyere utdanning, erfaringsbasert mastergrad7Tertiary education, experience-based Master's programme?5A, see note 5, plus minimum 2 yrs. of relevant work experience1,5 - 2 17,5 - 18UThe experince-based Master's degree programmes are vocational or profession-oriented. prog.05.10 very long,Hyere utdanning, lengre profesjonsutdanning4Tertiary education, very long professional programme4cand.theol., cand.psychol., cand.med., cand.med.vet.19*These are four 6-year professional programmes to which the Bachelor-Master structure does not apply - in Theology, Psychology, Medicine and Veterinary science. prog.06.01PhDPhilosophiae Doctor (Ph.D)?5A - 2 or 5-year Master's degree or long professional programme24-2521*N, see note in col. 24Advanced research degree, 3 years. Candidates for the doctoral degree are formally not students, but employed a< s research fellows. The contract period is normally 4 years, to allow for teaching activities in addition to the 3 years of research. prog.06.02/Stipendprogram for kunstnerisk utviklingsarbeid&Artistic Research Fellowship ProgrammeB5A - 2 or 5-year Master's degree or similar artistic qualificationDiplomaxr:32Advanced programme in artistic development work, 3 years, at similar level as the ph.d. Candidates are admitted to the National Norwegian Artistic Research Fellowship Programme and are formally not students, but employed as research fellows. Candidates undergo a structured programme and have to produce an independent artistic project of high international standard with documentation. prog.06.03 traditional Doktorgrad Doctorate5A Dr.philos. GAlternative research degree to ph.d., but not a structured programme. * The cumulative numbers indicated are those valid for the cohorts born in 1991 and after, i.e. those leaving upper secondary school in spring 2008. For earlier cohorts, 1 year shorter should be accounted. e** Not a general requirement, but many programmes are specifically designed for part-time attendance.*** Since the academic year 2003/2004, the 'hgskolekandidat' degree is of 2 years' duration. In the previous degree system, the 'hgskolekandidat' degree was of 2, 2 1/2, 3 or 4 years' duration. _Note 2: Although it does not apply generally, some programmes have a slight work-based element.ZNote 3: All tertiary institutions have some programmes specifically designed for adults. gNote 4: All tertiary institutions have some programmes specifically designed for part-time attendance. Note 5: The admission requirement is a Bachelor's degree, a cand.mag. degree, or a similar tertiary programme of minimum 3 years' duration. Note 6: The exception is the programme in Architecture at the School of Architecture and Design, which is 5 1/2 years' duration.qual.01Fullfrt grunnskoleCompulsory education diplomaISCED 1 & 2 programmes prog.02.01 m,Only enrolment data on prog.02.02 available.qual.02A/CKompetanse p lavere nivLower competence levelISCED 2 programmesprog.03.01 and prog.03.03 xr:8http://www.vilbli.no/4daction/WA_Artikkel/?ASP=29403229&Ran=44696&Niva=V&Return=WA_Artikkel&Artikkel=007507&TP=06-10-08&Bok=006657&Sprakvalg=True&Lan=3qual.03Generell studiekompetanseGeneral programmesISCED 3A programmesprog.03.01 and prog.03.02 qual.04YrkeskompetanseVocational qualificationsISCED 3C programmes%prog.03.03, prog.03.04 and prog.03.05qual.055Preparatory courses for studies in tertiary educationISCED 4A programmes prog.04.01qual.06Vocational educationISCED 4C programmes see note 9QInstitutions with programmes accredited according to law on vocational education. prog.04.02 qual.07HgskolekandidatgradUniversity college degreeISCED 5B programmes (2 years) see note 8 N, see note 7yAccredited university colleges, the university of Stavanger and private HE-institutions with recognised study programmes.qual.08 2003/2004 BachelorgradBachelor's degree"ISCED 5A programmes, 3 and 4 yearsmAll accredited tertiary education institutions and private HE institutions with recognised study programmes. prog.05.02 and prog.05.03qual.10CAllmennlrerutdanning og faglrerutdanning i praktisk-estetiske fag_General teacher education and special subject teacher education in practical-aesthetic subjectsISCED 5A programmes, 4 yearsqual. 11!ISCED 5 A programmes, 1 - 2 yearsThese are specialisations of 1, 1,5 or 2 years' duration building on a bachelor's degree but not leading to a master's degree. Most are vocationally oriented, eg. a number of specialisations for nurses.qual.12 MastergradMaster's degree"ISCED 5A programmes, 1 - 1,5 yearsY, see note 10Accredited universities and specialised university institutions plus accredited university colleges with PhD programmes in the field concerned and/or special recognition for the programme(s) concerned, as well as private HE institutions with recognised study programmes.qual.13ISCED 5A programmes, 2 yearseIncludes compulsory independent work (thesis) of minimum 30 and maximum 60 credits, i.e 0,5 - 1 year Accredited universities and specialised university institutions, plus accredited university colleges with PhD programmes in the field concerned and/or special recognition for the programme(s) concerned, as well as private HE institutions with recognised study programmes.xr:22)The most common master's degree programmequal.15'ISCED 5A programmes, 5 years integrated]Includes compulsory independent work (thesis) of minimum 20 and maximum 60 credits, i.e 0,33 xAccredited universities, Oslo School of Architecture, Agder University College, Bergen School of Architecture (private) qual.16Erfaringsbasert mastergrad Experience-based Master's degree"ISCED 5A programmes, 1,5 - 2 yearsAccredited universities and specialised university institutions, Finnamrk University College and Norwegian School of Management and Business Administartion (BI, private)qual.17Lengre profesjonsutdanningerLong professional programmesISCED 5A programmes, 6 yearsUniversity of Oslo, University of Bergen, University of Troms, Norwegian University of Science and Technology, Norwegian School of Theology (MF) and School of Mission and Theology (MHS)qual.18philosophiae doctor (ph.d)ISCED 6 programmes, 3 yearsCompulsory thesisAccredited universities and specialised university institutions, Bod University College, Gjvik University College, Molde University College, Oslo University College, Telemark University College/stipendprogram for kunstnerisk utviklingsarbeidISCED 6 programme, 3 years:Compulsory independent artistic project with documentationBergen and Oslo National Academies of the Arts, Norwegian National Academy of Music, Universities of Bergen, Agder and Stavanger, NTNU, University Colleges of Lillehammer, Troms and stfoldqual.20 doctor philosophiae (dr. philos)Doctorate (dr.philos.)ISCED 6 programmesqUniversity of Oslo, University of Bergen, University of Troms and Norwegian University of Science and TechnologyNote 7: In certain cases, it is possible to obtain a degree without enrolment in and successful completion of the course. There are two ways in which this can be done:1. A qualification from abroad can be recognised as satisfying the criteria for a Norwegian degree, meaning that the person in question is entitled to use the Norwegian degree as well as the one from abroad. 2. In programmes in which assessment is or can be done solely on the basis of examinations, external candidates can be allowed to sit for regular or especially designed examinations and thus obtain the qualification in question.If examinations have to be made especially, the higher education institution can request a fee to cover costs. This possibility is not open to programmes with compulsory work or work practice or the like.Note 8: Decisions relating to content, compulsory courses, work practice and other requirements, as well as to the assessment of students, are all delegated to the higher education institutions.However, the Ministry has laid down frameworks for certain vocationally oriented programmes of 3 to 4 years' duration, eg in nursing, teacher education, engineering, and the like.The Ministry has also made a national regulation on certain requirements for the Master's degree: Regulation (forskrift) no. 1574 of 16 December 2005.The tertiary education institutions are under legal obligation to have the independent work for the higher (master's) degree assessed by minimum two examiners, of whom at least one must be external.In addition, it should be noted that at the tertiary level, work load for students is generally described in terms of credits - 60 per year, as in the ECTS system.Note 9: Programmes at ISCED level 4 ("fagskoleutdanning") are accredited individually by NOKUT, the Norwegian Agency for Quality Assurance in Education. As courses are very <"varied, the organisation of examinations and course hours, etc vary from one course to another, and so do particular specific requirements.Note 10: In a number of programmes, the independent work (i.e. thesis, artistic development work, or the like) comes at the very end.NORWAYCentre-based institutions for children aged 3 to less than 6 (a few 6-year-olds are included). As a rule, the staff have special educational qualifications, which are officially recignised. Not compulsory - 90 % of all 3-5 year-olds attend parttime or fulltime9Tertiary education, university college degree, 2 years***qual.19 2007/2008*For technical reasons, the ISCED mappings for UNESCO-OECD-Eurostat (UOE) countries are published in the format used in the UOE data collection.****For technical reasons, the ISCED mappings for UNESCO-OECD-Eurostat (UOE) countries are published in the format used in the UOE data collection.7MAPPING OF NATIONAL EDUCATIONAL QUALIFICATIONS*: NORWAY6MAPPING OF NATIONAL EDUCATIONAL PROGRAMMES****: NORWAYNote 1: The general admission requirements to tertiary education include completed general upper secondary education (3A) or training (3C) including, or with the addition of, six subjects: Norwegian, Mathematics, English, Natural science, History and Social sciences.bt2 4<a56"S787,::.%;*< f= >[ ;? @|BC>DE CGRH#KsL ML9OkPQS8UYZ?[c\ ,] ^y ^l ` bZdefedhj1oit(wcc>.}<} ##0.00_-ef?_-;_-@_}<} ##0.00_-ef?_-;_-@_}<} ##0.00_-ef?_-;_-@_}<} ##0.00_-ef?_-;_-@_}<} ##0.00_-ef?_-;_-@_}<} ##0.00_-ef ?_-;_-@_}<} ##0.00_-L?_-;_-@_}<} ##0.00_-L?_-;_-@_}<} ##0.00_-L?_-;_-@_}<} ##0.00_-L?_-;_-@_}<} ##0.00_-L?_-;_-@_}<} ##0.00_-L ?_-;_-@_}<} ##0.00_-23?_-;_-@_}<} ##0.00_-23?_-;_-@_}<} ##0.00_-23?_-;_-@_}<} ##0.00_-23?_-;_-@_}<}  ##0.00_-23?_-;_-@_}<}! ##0.00_-23 ?_-;_-@_}<}" ##0.00_-?_-;_-@_}<}# ##0.00_-?_-;_-@_}<}$ ##0.00_-?_-;_-@_}<}% ##0.00_-?_-;_-@_}<}& ##0.00_-?_-;_-@_}<}' ##0.00_- ?_-;_-@_}<}( ##0.00_-?_-;_-@_}}+ }##0.00_-?_-;_-@_#,##"??\ _-@_ }}- ##0.00_-?_-;_-@_???#,##???"??\ ???_-@_ ???}(}: ##0.00_-}<}> a##0.00_-?_-;_-@_}<}C ##0.00_-?_-;_-@_}<}D ##0.00_-??_-;_-@_}<}E ##0.00_-23?_-;_-@_}(}F ##0.00_-}}H ??v##0.00_-̙?_-;_-@_#,##"??\ _-@_ }<}Q }##0.00_-?_-;_-@_}<}R e##0.00_-?_-;_-@_}x}U##0.00_-?_-;_-@_#,## "??\ _-@_}}V ???##0.00_-?_-;_-@_???#,##???"??\ ???_-@_ ???}-}` ##0.00_-}P}b ##0.00_-?_-;_-@_#,##}(}c ##0.00_-H 20% - Accent1 ef H" 20% - Accent2 ef H& 20% - Accent3 ef H* 20% - Accent4 ef H. 20% - Accent5 ef H2 20% - Accent6  ef H 40% - Accent1 L H# 40% - Accent2 L湸 H' 40% - Accent3 L H+ 40% - Accent4 L H/ 40% - Accent5 L H3 40% - Accent6  Lմ H 60% - Accent1 23 H$ 60% - Accent2 23ٗ H( 60% - Accent3 23֚ H, 60% - Accent4 23 H0 60% - Accent5 23 H4 60% - Accent6  23 <Accent1 O <!Accent2 PM <%Accent3 Y <)Accent4 d <-Accent5 K <1Accent6  F 4Bad  | Calculation  } z Check Cell  ????????? ??? 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Currency [0]B5Explanatory Text : Followed Hyperlink6Good  aB Heading 1 I}OB Heading 2 I}?B Heading 3 I}234 Heading 4 I}( HyperlinkpInput ̙ ??v F Linked Cell }<Neutral  e"Normalb Note  rOutput  ???????????? ???$Percent1Title I}%HTotal OO: Warning Text XTableStyleMedium9PivotStyleLight16B   $  dMbP?_*+%"&CUOE Data Collection: Table &A&L&F&R&A - &P/&N&?'?(?)?M\\UISSV6\edu03ddXXLetter.HP LaserJet 8150 PCL 62xeQNTA="Ɲ PCDDW3 1jf ܸ3_0v}'LLũ>*է0"Ϛ=-8u;OAbGqN36u/;rr:I鼋Wgα iP.0..;vkVi{KŃd)B_vU%/s K `A*O~^~B;'d'+7t3e4j HsyeEFvSW)/ 8:wtJ j1K|H&| #VS]O~\ɏ{cp~δygɅVUB8Mgf[7ra߰ v cg##t\\\V)sZ ll,"<dXX??U} } $} $} } $} } } } m} } } &@  @ E@         mm lV*mmmmmmmmmmmmm N2mmmmmmmmmmmmmmmmnm  R*mmmmmmmmmmmm6nmmmmmmmmmmmmmmmmm  s' z z) s( s s s# s  t  t  t  t  s- s { s * + , / . s | ~ ?u@ Du@ Du@ Du@ Lu@u@u @u"@  u$@  u&@  u(@  u*@  u,@u.@u0@u1@u2@u3@u4@5@6@u7@u8@T 2~  3 3 3 3 3 3  4  5  3  3  3@@ 3 6 6 6 7 7~ A O 8~ ? 3 9 3 3 3 3  :  ;  3  3 @@@ 6 6 6 7 7~ `NA < =~ @ 3 9 3 3 3 3  >  ?  3  @ *@@$@ 6 6 6 7 7~ A A B ~ @ 3 9 3 3 3 C D E 3 @ ~ 0@ F 3 6 7 7 6 7~ |@ G H ~ @ 3 9 3 3 3 C I J 3 3 ~ 0@ K 3 6 7 7 6 7~ p@ L M ~ @ N 9 3 3 3 3 O P~ @ Q  0@@*@ 6 6 6 7 7~ 1@ R S ~ @ N 9 3 3 3 3 T U~ @ 3 ~ 4@ V 3 6 7 7 7 7~ @ W X ~ @ Y Z 3 3 3 3 [ \~ @ ] ~ 0@ ^ _ 7 6 6 7 7~  @ ` a~ @ Y Z 3 3 3 3  b  c~  @  3 ~ 3@ d~ &@ 6 6 6 7 7~ p@ e f~ @ Y Z 3 3 3 3  T  U~  @  3 ~ 4@ g 3 7 7 7 7 7 h i j~ @ N 9 3 3 3 3  k  l  m  3 3@?.@ 6 6 6 7 7~ @ n o~ @ Y Z 3 3 3 3  p  q  r  s t~ @ u 7 6 v 7 7~ @ w o~ @ Y Z 3 3 3 3  x  y  r  s t K z 7 6 6 7 7~ p@ { |~ @ } 3 ~  3 3   P    ~ 3@      7 7~  @   ~ @ N 3    3      3@@     7 7~ @$A   ~ @ N 3    3      3@@     7 7    ~ @ N 3    3      3@@  6 6  7 7   ~ @ N   3     Q ~ 6@   7   7 7   ~ @ N 3    3      ~ 6@   6   7 7~ p@   ~ @ N 3    3      6@@     7 7    ~ @ N 3    3      3@@   6 6 7 7~ |@   ~ @ N 3    3      ~ 8@      7 7   ~ @ N 3   3 3      3@@  6 6 6 7 7~ r@   ~ @ 3 3 3 3  3      ~ @   6 6 7 7~ 0@   ~ @      @5@ 6 6 7 7    ~ @ 3 3 3 3 3 3       3 3 6 6 6 7 7~ 0@ D(ldN\:PF::HH:HHHH:HHHFFF<LFFLBL!J@"Y@#,@$,@%,@&J@'J@(,@);@*;@+;@,h@5@6@7@8@9@:@;@<@=@>@?@ !4! "4" #4# $T4$4% &W4& 'X2' (4( )4) *4* +4+ ,4,2FFFF8FDFFFFF@@A@B@C@D@E@F@G@H@I@J@K@L@M@N@O@P@Q@R@S@T@U@V@W@X@Y@Z@[@\@]@^@_@Dl`@a@b@c@d@e@f@g@h@i@j@k@l@m@n@o@p@q@r@s@t@u@v@w@x@y@z@{@|@}@~@@Dl@@@@@@@@@@@@@@@@@@@@@.  L 4(    B  XPP?9 1]4@ < MK@1  kp<lColumn 1: The programme number is the unique identifier of the programme which does not change over time. It is used to monitor the changes in the educational system as well as the key linking the programme to qualifications mapping. It includes 3 parts: the code name "prog" to i indicate it is used in the ISCMAP-PROG programme, the ISCED level reported in column 3 and an internal number in the ISCED level (i.e. "prog.03.04" is the programme number 4 under ISCED level 3). This solution has been chosen as there are much more frequent changes in some levels (e.g. ISCED level 3) than in other (e.g. ISCED level 1).<p7    jO E[?f 8ot FVWk  Bp XPP?9 ]4@p@= )b7gCZd7Q  <Column 2: The year when the programme was created can be used as meta-information for data on educational attainment collected through other surveys (e.g. EU Labour Force Survey). In the long run it will facilitate the management and understanding of the historical evolution of the system as for any new programme facilitating also the interpretation of breaks in time-series. For old programmes, the exact year of creation is not necessary, but an approximate year or decade.< 7      Bԁ XPP?9 V]4@ԁ= X )FM?UOvٳ  <Column 5: This column documents the programme orientation towards a General (G), pre-vocational (P) or Vocational (V) content in accordance with the ISCED-97 instructions< 4  ~  B8 XPP?9 ]4@8? 13@?C" 2<3Column 4: This column documents the destination of the programme towards labour market entry of further studies, in accordance with the ISCED-97 instructions. It includes destinations A, B, C. For ISCED level 5 the term destination is used to denote the type of the tertiary education programme (5A or 5B).<4 2  B XPP?9 `]4@? 8? ?Ics7  <Column 6: This column documents the programme theoretical cumulative duration at ISCED 5 level in accordance with the ISCED-97 instructions< .  %   B XPP?9 ]4@A heH:ss>j  <Column 7: This column documents the programme position in the national degree / qualification structure at ISCED 5 level in accordance with the ISCED-97 instructions.< 4  )al  Bd XPP?9 g]4@d0B LEB)0G%9T F0<GColumn 8: This column is specific for countries involved in the Bologna process (see link http://www.bologna-bergen2005.no/) and documents the current or potential programme position in Bologna process structure (BA=Bachelor, MA=Master, PHD=, n.a.=not applicable). It is particularly relevant for European Union Member States.<07    1hFm  Bȃ XPP?9~]4@ȃD !( Q F r<sColumn 14: Link to the codes of the qualification(s) listed in column 13 as they are reported in table ISCMAP-QUAL<8  rfpi   B, XPP?9p]4 @,xD DE PAc|Z J <KColumn 18: This column documents whether the programme under scrutiny has a work-based element (yes/no). Also programmes which are reconsidered as formal education and training in the country and have a work-based element which is higher than 90%, and therefore should not be reported in the UOE, should be included here. This information will be used when focusing on vocational training figures or when using the ISCMAP-PROG as a full national list of formal education and training programmes for other sources with different specifications for reporting (e.g. Labour Force Surveys). < 8   Jphe   B XPP?9e]4 @`F OE.O_G̈ P<Column 22: This column documents whether the enrolment in the programme is reported in the FIN_ENRL2 table, i.e. enrolment adjusted to education finance (Yes/No/Partially)<P:   $   B XPP?9W]4 @F 񔅖Oi( H<Column 21: This column documents whether the programme under scrutiny is reported in the UOE / WEI data collection (Yes/No/Partially).<H8 tuxy {|(eohirmorehirmorehirmorehirmorehirmorehirmorehirmore hirmore hirmore hirmore hirmore><dA Z **++,,##&&(())!!""7 Sheet2b(b( ggD&`jo   -   dMbP?_*+%"&CUOE Data Collection: Table &A&L&F&R&A - &P/&N&?'?(?)?M\\UISSV6\edu03ddXXLetter.HP LaserJet 8150 PCL 62xeQNTA="Ɲ PCDDW3 1jf ܸ3_0v}'LLũ>*է0"Ϛ=-8u;OAbGqN36u/;rr:I鼋Wgα iP.0..;vkVi{KŃd)B_vU%/s K `A*O~^~B;'d'+7t3e4j HsyeEFvSW)/ 8:wtJ j1K|H&| #VS]O~\ɏ{cp~δygɅVUB8Mgf[7ra߰ v cg##t\\\V)sZ ll,">dXX??U} } } $} }  } } } I} } I }  } }  } &-@  @     @ E@ @ ! @z @   @@l 1 m lU(mmmmmmmmmmmmmmmmml N.mmmmmmmmmmmmmmmmmmmmnmm  R&mmmmmmmmmmmmmmmm2mnmmmmmmmmmmmmmmmmmmmm $ 0   %  & ! "           v    w  }  ~ x y x y~ ?o@ Lo@o@o@o@p@q @ Do"@ D o$@ D o&@ D  o(@    L o*@   r,@ q.@ r0@ 1@ q2@ r3@ q4@ r5@ u6@h D ~ @ N    6 6  6  7~  9@ 6  ~ @ B   ~ @     6 6  6  6  6       ~ @ N    7 7 7~ 1@ 6 6  ~ @   ~ @ Y    7 7 7~ O@ 6 6  ~ p@   ~ @ N k   7 6 6 6 6  ~ @   ~ @ Y p   7       6   ~ 0@   ~ @ }    7 7          |~ @     ~ @ N    7 7            ~ C@    ~ @ N    7 7         6      ~ @ N    7         6   L@@ N     7         6  ~ ^@     ~ @ N   !  7          "   #  $  % &  ~ @ N   '  7          ( 6 ) ~ @  *  ~ @ N + , -  7          " 6 .    /~ @ N 0 1 2  7         6 3 ~ @  4  ~ @ 5  6  7 6 8 ~ @  Q  ~ @ 9  :  ; 6 < = ~ @ > ? @  7 7 A ~ @z@ * S(* B( C( D( E(Dl`JX6 ".:.::: !"#$%&'()*+,*  !F(! "G(" #H(# $I($ %J(%*& 'K(' (L((*) *M(**+(,.:::::.::.:.    x(    Bl  XPP? ]4@l   <Columns 15-16: These columns report whether this qualification can be obtained without participation in any programme, as well as the conditions for its award (e.g. written examination). < O 0   B XPP?]4@(t A WK ե <Columns 18-19: These columns report the number of graduates receiving this qualification as they reported in the GRAD files as well as well as the corresponding programme numbers from the ISCMAP-PROG table<$L    B XPP?@]4@t o&LK?  <Columns 18-19: These columns report the number of graduates receiving this qualification in case they are not reported in the GRAD files as well as the corresponding programme numbers from the ISCMAP-PROG table.< $L #      B( XPP?t]4 @(pv jHA4NG <Column 7: This column reports the programmes designed to lead to the qualification under scrutiny provided that the conditions listed indicated on successful completion are fulfilled.<4 8 @andrebi hirmorehirmorehirmorehirmorehirmore><dA %%''((**!!""##$$ 7 Sheet3b(b( ggD&zjo Oh+'0HPh spyridon pilosNhung TruongMicrosoft Excel@v#Ot@@ڒVt՜.+,D՜.+,t PXh px 3spyrlos'  ISCMAP-PROG ISCMAP-QUAL 'ISCMAP-PROG'!Print_Area'ISCMAP-QUAL '!Print_Area'ISCMAP-PROG'!Print_Titles'ISCMAP-QUAL '!Print_Titles  Worksheets Named Ranges  `8@HT   _AdHocReviewCycleID_NewReviewCycle_EmailSubject _AuthorEmail_AuthorEmailDisplayNameOrderCountry Questionnaire _ReviewingToolsShownOnce<UOE 2009 Data Collection - ENTR, PERS and ISCMAP, NorwayGeir.Nygard@ssb.noNygrd, Geir9200.00000000000266  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F}Workbook!SummaryInformation(DocumentSummaryInformation8MsoDataStore}}0MHA3EG4N==2}}Item Properties0QRZYDOD0YERC==2 }}Item  Properties This value indicates the number of saves or revisions. 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