EPN-V2

YFRM3900 Bachelor’s assignment - Comprehensive vocational teacher competence Course description

Course name in Norwegian
Helhetlig yrkesfaglærerkompetanse – bacheloroppgave
Study programme
Bachelor’s Programme in Vocational Teacher Education
Weight
30.0 ECTS
Year of study
2025/2026
Curriculum
SPRING 2026
Schedule
Course history

Introduction

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student:

  • has a thorough overview of theories and approaches to power and inequality.
  • has thorough knowledge of the key debates, and tensions, at work in struggles for social change to resist or overcome structural inequalities and injustices.
  • has thorough knowledge of the nature and dimensions of these struggles within a Global South - North dynamic.
  • has thorough knowledge of and insight into the role of education (in both the Global South and the Global North) in the maintenance of mainstream perspectives about global challenges such as sustainable development, climate change, and poverty.
  • has thorough knowledge of and insight into the role of education (in both the Global South and the Global North) in projects to advance transformative visions of sustainable development and social transformation / social change, including system change.

Skills

The student:

  • is capable of explaining the dominant and historical roles of education in societies in relation to the reproduction, reform, transformation of inequalities and injustices.
  • is capable of analysing mainstream and alternative struggles in the Global South and North about global environmental and climate issues, development and inequity, and sustainable development.
  • is capable of analysing current cases-studies, identifying potential causes for inequality and injustice and strategies for their transformation.

General competence

The student:

  • has knowledge of how to assess current struggles for more democratic and equal social change, in terms of key social science concepts and processes.
  • is capable of explaining and problematising relevant theory in the research field.
  • is capable of using and disseminating new knowledge and academic issues relating to education and sustainable development in the Global South and North.

Required preliminary courses

The work and teaching methods used in the course are characterised by lectures and workshop / seminar style dialogue and discussions, to which the students bring their own particular interests and experiences, and diverse academic backgrounds. See the general programme description for further details.

Learning outcomes

The following required coursework must be approved before the student can take the exam:

  • Students must give a presentation lasting 15-30 minutes (individually or as part of a group) of an article, chapter in a book etc. at a plenary session during the course.
  • Students must individually submit a 1-page / approx. 450-word preliminary description of their master’s thesis research topic.
  • 80 % attendance requirement (see the programme description for more information).

The purpose of the coursework requirement is to ensure all students begin the work of articulating their master’s research topic, to receive feedback about it, and to support the future preparation of full research project descriptions.

The purpose of the oral presentation is to encourage students to engage in more oral activity and improve their oral presentation skills, and to present the academic content to fellow students and the lecturer(s) in an organised and effective manner. The oral presentation is intended to help the students to acquire the skills specified in the learning outcomes for the course.

Content

I arbeidet med emnet skal studentene benytte sine yrkesfaglige, pedagogiske og yrkesdidaktiske kompetanse til å gjennomføre pedagogisk praksis og bacheloroppgave knyttet til yrkesopplæring og/eller arbeidsliv innenfor restaurant- og matfagene. Sentrale emner er:

  • Forskningsprosess knyttet til utvikling av datainnsamlingsverktøy, datainnsamling, dataanalyse, presentasjon av resultater og diskusjon i en bacheloroppgave.
  • Selvvalgt litteraturstudier knyttet til faginnholdet i bacheloroppgaven
  • Lovverk og styringsdokumenter knyttet til vurdering
  • Planlegging og gjennomføring av vurdering for- og av læring
  • Profesjonsetikk og håndtering av etiske dilemmaer
  • Samarbeidsrelasjoner innenfor skole og arbeidsliv

Praksis

Yrkespraksis. Studentene gjennomfører 10 dagers yrkespraksis knyttet til gjennomføring av bacheloroppgaven.

Pedagogisk praksis. Studentene gjennomfører 15 dagers pedagogisk praksisopplæring i relevante fag i grunnskolen, videregående skole eller ved andre relevante opplæringsarenaer som for eksempel opplæringskontor eller bedrift.

Teaching and learning methods

Arbeids- og undervisningsformene som benyttes er varierte og består av veiledning, undervisningsøvelser, individuelle litteraturstudier, forelesning, gruppearbeid og caseoppgaver.

I siste semester skal studentene skrive en bacheloroppgave. Dette innebærer å planlegge, gjennomføre og dokumentere en FoU-prosess knyttet til yrkesopplæring (med fleksibel vekt på utviklingsarbeid eller forskning) i skole og/eller arbeidsliv.

Course requirements

The course is assessed on the basis of an individual written home exam over five days, with a scope of 3,500 words +/- 10%.

Resit/rescheduled exam:

Resit/rescheduled exam is organised in the same way as the ordinary exam

Assessment

Examination support material is permitted.

Permitted exam materials and equipment

Letter grades ranging from A to F are used, with A being the highest grade and E the poorest pass grade, and F being a fail grade.

Grading scale

The exam will be assessed by one internal and one external examiner.

Examiners

Det benyttes intern og ekstern sensor.