– I have not regretted one second, says Marius Berg Eikanger. Two years ago, the carpenter swapped a construction site for a classroom to become a vocational teacher in construction and construction engineering at Laksevåg and Bergen maritime vgs. The Askøy man enjoyed the carpentry profession, but the profession is hard, and he wanted more legs to stand on. – It is very rewarding to bring young people along and see the progress they are making, says the 28-year-old. The need is increasing But too few others do what the teacher does. Continuing schools all over Norway lack vocational teachers. But there is no telling how many. – But we know that many counties and schools are struggling to find qualified teachers, perhaps especially in building and construction engineering, electrical engineering and engineering and industrial production. That’s according to Ida Large, department director, department for further education and teacher training in the Norwegian Directorate of Education. The need for more teachers will probably increase when the new Education Act is introduced. This increases the right to training, Large points out. Working life also has a great need for more people with a vocational background. At the same time, the number of students applying for vocational courses is also increasing. Lures with extra pay in Agder Thom Jambak, central board member of the Education Association, believes it is therefore extra important to bring in more vocational teachers. Jambak believes that wages must go up, and that the county councils that are responsible for the secondary schools must be willing to pay more. – They have not been good enough to use wages as a tool, he says. Record at Karmsund upper secondary school in Haugesund acknowledges that he cannot match the salaries the business world often offers. In the neighboring county of Agder, IT teachers are lured with a salary supplement. Photo: Karmsund VGS In Agder, they lure IT teachers to secondary schools with 100,000 more in salary. But this move makes many skeptical. Jambak points out that the pay gap between the public and private sectors is large. Today, 20 percent of vocational teachers do not have approved education, and this may continue to increase if salaries do not rise, Jambak believes. At Karmsund secondary school in Rogaland, they also lack vocational teachers. Principal Kjell Inge Bråtveit sees that they cannot compete on salary. This particularly applies to electrical engineering and technology and industrial subjects. – Employees go from salaries in the millions to a salary of NOK 500,000-600,000 in the schools. The business world is going crazy, and everyone is desperate for people, says Bråtveit. Lights up several times Sunnfjord in Vestland will soon see the brand new Førde vgs. clear. But recruiting vocational teachers to the school, which will be among the largest in vocational subjects in Vestland, has been demanding. Principal Mats Bryne says so. This applies in particular to electrical, construction and technology and industrial subjects. Nye Førde vgs. will be the second largest in Vestland with over 1,000 pupils, but obtaining vocational teachers has been challenging. Photo: Vidar Gudvangen / news The school in Førde has searched for teachers on several occasions, and according to Bryne, they will probably be successful this time. – But we spend a lot of time and effort on this, says the headmaster, who believes that something needs to be done to bring in more subject teachers. In the neighboring town of Florø, the secondary school has largely succeeded in filling the positions within vocational subjects. – The challenge has been within electrical engineering, where we had to advertise a position twice last year, says headmaster Knut Christian Clausen at Flora vgs. Vibeke Johnsen works to recruit vocational teachers for the secondary schools in Vestland. – It can sometimes be demanding to get enough professionals. But we are not the only ones to know this, she says. How to become a vocational teacher There are several ways to become a vocational teacher. You can either have a vocational certificate and practice from a profession, as well as practical – pedagogical education (PPU-Y), to be qualified. You must have one of the following backgrounds to be eligible to take PPU-Y: Completed 3-year relevant professional bachelor’s degree and a minimum of two years’ professional experience. Or professional/apprentice certificate or other completed three-year vocational education at secondary level, general study skills, 2 years of relevant vocational theoretical education beyond secondary education level and four years of professional practice. Another way to become a vocational teacher is to take the three-year vocational teacher education (YFL). This education can be found in several places, including at Oslo Met. The following is required to apply for a bachelor’s degree here: General study skills or you must fulfill the requirement for practical skills. Vocational/apprentice certificate or other passed 3-year vocational education in school from further education Authorization if there is a requirement to practice the profession At least two years of relevant professional practice after further education Source: Oslo Met and Utdanningsforbundet. If they do not get applicants who are qualified, they can hire people in intermediate positions, or on the condition that they take practical pedagogical education (PPU) to become qualified as a teacher. Flora vgs. had to search for an electrical teacher twice last year, but got there in the end. Photo: Artur do Carmo / news Problem in Viken – going well in Troms Also in Norway’s largest county, Viken, they feel the pressure. – Some of the schools notice challenges in getting hold of subject teachers, for example in IT and media production, as well as electrical subjects, says Acting County Director for Education and Skills Jan Helge Atterås. But at the secondary schools in Troms and Finnmark, they have largely filled all the positions in vocational subjects. – We are not suffering from a teacher shortage to any great extent, says divisional director in Troms, Børre Krudtå. Salary went up after he changed jobs For 28-year-old Marius Berg Eikanger, he entered the classroom via a bachelor’s degree in vocational education at Oslo Met. . Now he studies at the same time as if he had a full-time job. Marius Berg Eikanger went from working as a carpenter to teaching in his profession. Here with students from building and construction engineering at Laksevåg and Bergen maritime schools. Photo: PRIVATE He believes that many people would like to do the same as him, but that they do not know the possibilities for it. When it comes to the salary, things have gone the right way, says the 28-year-old. – I actually got a raise after I changed jobs. His annual salary is close to NOK 590,000. He also has the opportunity to earn even more if he takes further education. – I am satisfied with both the salary and the job, says Berg Eikanger.
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Great shortage of teachers for vocational subjects in secondary schools – news Vestland
