Bachelor Programme in Early Childhood Education and Care Programme description

Practical training is the parts of the programme that take place in real-life working situations. The practical training is compulsory, and must have a scope of at least 30 weeks (45 credits). The practical training is organised in such a way that the students will encounter users from all age groups and have the opportunity to take part in interprofessional cooperation. Through the practical training, students are assigned tasks that provide the opportunity to discover and explore physiotherapy issues, and which require them to work in an evidence-based and patient/person-centred manner. The practical training is an important arena for developing new knowledge, skills and competence.

Practical training will be organised in an interprofessional context within primary – and specialist health services, and other arenas where physiotherapists work. For some of the practical training periods the students are expected to find suitable placements themselves, according to specified guidelines. This will make it possible to fulfil a placement period near the student's hometown

In the third year of study the student will complete one long period of practical training in the primary health service and one in the specialist health service. Since the university has agreements with several institutions in the health and care sector, the organisation of the students’ practical training will vary. Most of the institutions that make up the practical training arenas for this programme are located in Oslo and Eastern Norway. The student must expect to commute to and from the practical training establishment or to move to the practical training establishment for a period of time.

A 90 % attendance requirement applies to the practical training. Students who exceed the maximum permitted absence will fail the practical training period and are deemed to have used one of their attempts. For more information about practical training, see the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Students must comply with the clothing regulations in force at the practical training establishment. Special requirements for tests or vaccination may apply at individual practical training establishments.

A distinction is made between three types of practical training: experience-based practical training, supervised practical training and and project based practical training:

Experience-based practical training

Experienced-based practical training normally takes place over a short period of time. . The purpose of experience-based practical training is to give the students insight into physiotherapy practice and experience of specific physiotherapy tasks. Clinical testing and group instruction in exercises for patients may also be included. In experienced-based practical training, the student’s performance is not subject to professional assessment, but the student can be supervised.

Supervised practical training

In supervised practical training, the student’s performance is subject to professional assessment, and the student is entitled to supervision and feedback. The assessment is based on the student’s achievement of the learning outcomes for the practical training period and suitability assessments on a continuous basis in line with the university’s assessment system. This means that a supervisor from the field of practice, referred to as a practical training supervisor, will follow up the student in cooperation with a contact lecturer from the university. The midway and final assessments are made by the practical training supervisor in cooperation with the contact lecturer.

The practical training supervisor will supervise the student during the supervised practical training at the university’s outpatient clinic in the second year of the programme. If the student is at risk of not passing the practical training, the midway and final assessments will take place in consultation with another university staff member.

Project based practical training

In the project based practical training the student will, based on experiences from a physiotherapy relevant context, explore a professional issue, in relation to literature. The practice will be linked to an arena where a physiotherapist will be able to contribute with important input and expertise.

The practical training periods will become longer as the programme progresses and are organised with a view to ensuring progress in relation to the learning outcomes and gradually increasing independence.

Internationalisation improves the quality of education and strengthens the academic community on the programme, at the same time as it prepares the students to become global citizens. The increasing globalisation of the labour market also makes international professional experience, language skills and cultural knowledge more and more important.

The use of international course literature and a focus on multicultural and global issues in the programme contribute to knowledge about and understanding of the opportunities and challenges inherent in diverse societies, both nationally and internationally. Syllabus written in the English language provides students with experience of reading academic literature and international research. An understanding of English academic literature is important to be able to actively participate in the international physiotherapy community.

The programme staff cooperates on research and education with a number of institutions in other countries. Students are given the possibility of gaining international experience and achieving related learning outcomes through learning activities at the university, locally in Oslo, through meetings with physiotherapy students on exchanges in Norway, and through the use of English as the language of instruction in selected courses. Students can choose to write their bachelor’s thesis in English, Norwegian or another of the Scandinavian languages. Students who go on exchanges must write their thesis in English if the exchange stay is in a country outside Scandinavia.

International semester (incoming exchanges)

In the spring semester, the programme can receive students who have been admitted to programmes at foreign institutions of higher education. Students who are admitted can take courses taught in English in all of the spring semesters (second, fourth and sixth semester).

Courses that can be taught in English or in Norwegian will only be taught in English if international students have been accepted as incoming exchange students.

• FYB1050 Public Health and Health Management (5 credits)
• FYB1060 Evidence-Based Practice (EBP) in Health Care (5 credits)
• FYB2210 Physiotherapy for Health Conditions INT (15 credits)

Exchanges

Students are encouraged to take part of their education at an institution abroad. The programme has many partners abroad that might be relevant for students wanting to go on an exchange. Students in the physiotherapy programme can take three to six months of the programme abroad, primarily in the fourth semester. Students can only go on an exchange if the partner institution offers courses in subject areas corresponding to those covered by the programme in the semester in which the student wants to go on an exchange.

Required coursework is all forms of work, tests and compulsory attendance that are requirements for a student to be assessed/permitted to take the exam or pass practical training. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description.

The purpose of the coursework requirements is to:

• promote progress and academic development
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on physiotherapy issues

The programme has coursework requirements in the form of compulsory attendance, oral presentations, written assignments and tests. The coursework requirements are set to help students to develop their competence in accordance with one or more of the expected learning outcomes of the course. Required coursework is carried out individually or in groups.

Compulsory attendance

The programme emphasises a social learning environment. Attendance is compulsory for all parts of the programme in which the students cannot achieve the learning outcomes on their own, or for parts of the programme where cooperation with fellow students is a precondition for completing the learning activities. A minimum of 80 % attendance in teaching specified as “compulsory attendance” in the lecture schedule programme is required. A minimum of 90 % attendance is required for practical training, both in experience-based practical training, supervised practical training and project based practical training.

If a student exceeds the maximum limit for absence, the lecturer will consider whether it is possible to compensate for the absence by meeting alternative requirements, for example individual oral or written assignments. Whether or not it is possible to compensate for absence depends on the extent of the student’s absence and which activities they have missed. Absence from compulsory teaching activities that cannot be compensated for may lead to delayed progress in the programme.

Written and practical assignments

Several courses have written assignments, practical exercises and tests as coursework requirements. Written and practical work that is not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam/assessment.

Students are entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme. More detailed requirements for written and practical work, deadlines etc. are set out in the teaching plan for the course in question.

Different forms of assessment are used in the programme that are adapted to the learning outcomes of the different courses. The forms of assessment used are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. The students will receive advice and supervision and have their performance assessed during the programme. It is important and necessary to assess students’ knowledge and skills often, so that the students receive feedback on whether their performance is in line with the programme’s requirements and whether they have achieved the learning outcomes.

Exams and practical training are assessed in accordance with the applicable rules set out in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet and the Guidelines for Appointment and Use of Examiners at OsloMet. The forms of assessment and criteria are described in the individual course descriptions. All exams taken will be stated on the diploma, along with the title of the student’s bachelor’s thesis.

Assessment/exam

All courses conclude with a final assessment and/or an exam. The student’s performance is assessed on the basis of the learning outcomes defined for the course. The grades used are pass/fail or letter grades from A to F, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the exam.

In some courses, the exam consists of more than one part. The student’s performance in each part of the exam is assessed by a separate grade, before a final overall grade is awarded. For courses that use exams consisting of more than one part, the course description will state how the final grade for the course is arrived at on the basis of the separate grades awarded for the different parts of the exam.

Most courses have required coursework that must be approved before the student can take the exam. See the course descriptions for more details.

Resits/rescheduled exams

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In special cases, resit and rescheduled exams in courses with group exams may be held as individual exams.

For exams where a percentage of the exam papers are selected for assessment by an external examiner, the external examiner’s assessment should benefit all the students. In such cases, one external and one internal examiner will first grade the selected papers. The internal examiner then continues grading the remaining papers together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the assessments carried out by the two internal examiners.

Grades awarded for written exams can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges. It is not possible to appeal the grades awarded for oral and practical exams. In a group exam, the result of an appeal will only have consequences for the candidates who have submitted the appeal.

Assessment of practical training

Practical training is assessed as pass or fail. The assessment is based on the learning outcomes for the course and the continuous suitability assessment that students are subject to throughout the practical training period. To pass the practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90 % applies to practical training courses. If the maximum limit for absence is exceeded, the student can make up for the practical training/teaching activities missed if practically possible. This must be clarified with the person responsible for the course (first year of programme) and with the practical training supervisor and contact lecturer for the second and third years of the programme. If it is not possible to compensate for the absence, the whole period must be retaken. This will result in delayed progress in the programme.

External programme supervisor

The study programme has an external programme supervisor in accordance with the Guidelines for Appointment and Use of Examiners at OsloMet. The external programme supervisor is charged with evaluating the programme’s structure and coherence, including the relationship between the learning outcomes as described in the programme description, the work and teaching methods and assessment arrangements. The external programme supervisor should normally supervise all the courses in the programme over the course of a three-year period and provide feedback and advice that the academic environment can use in its further work on the quality of education.

Suitability assessment

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of their patients and colleagues is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme, and will be included in the overall assessment of the students’ professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the physiotherapist profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve, or be advised to leave the programme.

Special suitability assessments are used in special cases, cf. the Regulations concerning Suitability Assessment in Higher Education. For more information about suitability assessment, see https://student.oslomet.no/skikkethetsvurdering

The programme consists of the following knowledge areas and courses – in total 180 credits:

Areas of knowledge

Children`s development, play and learning (BULL) 20 credits

Nature, health and movement (NHB) 20 credits

Art, culture and creativity (KKK) 20 credits

Society, religion, life philosophies and ethics (SRLE) 20 credits

Language, text and mathematics (STM) 20 credits

Leadership, cooperation and development work (LSU) 15 credits

Other courses

Supplementary subject (20 credits)

Specialisation subject (30 credits)

Bachelor`s thesis (15 credits)

The programme is structured as follows:

First year:

Children`s development, play and learning (BULL) (20 credits)

Nature, health and movement (NHB) (20 credits)

Art, culture and creativity (KKK) (20 credits)

Practical training 40 days, 20 days in the autumn semester and 20 days in the spring semester

Second year:

Society, religion, life philosophies and ethics (SRLE) (20 credits)

Language, text and mathematics (STM) (20 credits)

Supplement to KKK, NHB og STM (20 credits)

Practical training 35 days, 20 days in the autumn semester and 15 days in the spring semester

Third year:

Specialisation (30 credits)

Leadership, cooperation and development work (15 credits)

Bachelor`s thesis (15 credits)

Practical training 25 days in the spring semester

The knowledge areas are research-based and profession-oriented, and they integrate educational and didactic knowledge that is adapted to the ECEC centre’s subject areas. The organisation and contents of the individual knowledge areas are outlined in the course descriptions.

The first five knowledge areas in the study programme, and Leadership, cooperation and development work in the last semester, are compulsory and identical for all students taking the full-time programme. Supplementary and specialisation subjects based on the knowledge areas are offered in the fourth and fifth semesters. The bachelor’s thesis shall be profession-oriented and thematically based on the knowledge areas, the supplementary subject or the specialisation subject.

Educational theory is incorporated into each knowledge area and is particularly important in relation to ensuring progress and making the study programme profession-oriented. Educational theory shall contribute to the students’ formative education and development of leadership skills, and to the integration of theory and practice.

The practical training shall be supervised, varied and subject to assessment, and it shall be an integral part of all the knowledge areas and the specialisation subject. There must be progress in the students’ teaching practice.

The training is particularly intended to strengthen the students’ competence in educational supervision and will gradually help the students to be perceived as professional practitioners by children, parents, colleagues and other partners.

General topics and academic profile

Cities, diversity and inclusion

OsloMet shall reflect urban environments and their diversity. Children, parents and staff bring different experience and different abilities and backgrounds to ECEC centres. Values such as democracy and equality shall characterise the study programme. Diversity shall be highlighted and valued. The programme shall enable the students to safeguard children’s rights, recognise different cultural expressions and make use of the many opportunities the city offers. The education shall promote students’ understanding of Sami culture and emphasise the status and rights of indigenous peoples.

Leadership and cooperation

ECEC teachers have a broad leadership responsibility. Educational supervision in an ECEC centre entails managing both groups of children and staff, and includes planning, organisation, implementation, documentation and evaluation. The programme shall teach the students about and give them experience of different forms of leadership in different types of ECEC centres. Throughout the programme, the students will gradually develop assurance, self-confidence and a reflective attitude to their future role as leaders. ECEC teachers supervise children’s learning and formative processes, manage personnel, participate in the management and development of the organisation and cooperate with parents and external parties.

Cooperation between the home and the ECEC centre is decisive for the children’s well-being, learning and formative development, and important in relation to the centre’s activities. Throughout the programme, the students will develop skills in communicating and cooperating with different people and families.

The students will learn about cooperation with other professions and institutions, for example primary schools, child welfare services, health services, cultural institutions and businesses.

The youngest children (0–3 years)

The youngest children now make up a large proportion of children in early education and care, and the programme is intended to give students special expertise in educational work with this age group. The expertise shall be based on research-based knowledge about and experience of the youngest children’s needs, care for the youngest children and children’s play, exploration, creativity, learning and formative development.

Innovation

The students will learn about and gain experience of creative processes and innovation that is relevant to their future professional practice. Through student-active learning methods, such as group work, practical activity in workshops, seminars and practice in the professional field, the students will gain insight into and experience of how creativity, fresh thinking and innovation can contribute to competence-raising in ECEC centres. The programme aims to promote students’ understanding of ECEC centres as learning organisations and important institutions in society.

Sustainable development

Sustainable development is about environmental protection and about solidarity with and equality between all people. People are part of nature, and we need nature to carry on our social and cultural traditions and practices. ECEC centres are intended to promote children’s ethical reflection and commitment to sustainability, and thereby contribute to sustainable development for future generations.

The different learning arenas used in the study programme will vary throughout the programme, depending on what knowledge and skills the students are to acquire. The teaching shall be organised in a way that ensures that it is perceived as coherent by the students. The work and teaching methods shall be inclusive, student-active and relevant to activities in the ECEC centre.

In order to ensure a democratic learning environment, students shall be guaranteed dialogue and participation in the teaching, and shall take part in the planning, practical execution and evaluation of the education. The work methods shall help the students to develop the ability to actively seek knowledge and investigate different sources critically. Binding cooperation between the students’ ECEC centre, the centres in which they undergo training and OsloMet is necessary to ensure overall professional competence. The study programme is responsible for making appropriate arrangements for students from different backgrounds and for endeavouring to ensure that the students’ cultural and experience background is a resource for the learning environment.

The programme will build on research-based knowledge and establish arenas for binding cooperation between the educational institution and the professional field. The work and teaching methods used shall help the students to acquire professional knowledge, skills and attitudes. This will form the basis for the students’ action competence and ability to critically reflect on their own and the ECEC centre’s educational practice.

In the course of their studies, the students shall develop self-confidence and independence in their oral and written presentation skills, creative skills and cooperation skills. The students shall acquire written, oral, practical, aesthetic and digital skills that are relevant in a professional context.

Digital competence

The students shall acquire digital competence through creative, inventive and reflective use of digital tools and media during their studies.

The digital skills ECEC teachers need include the use of digital tools in documentation work in ECEC centres, in communication with parents and society, and as an educational tool.

The courses in digital tools are compulsory throughout the study programme.

The university and the ECEC centres in which the students undergo training are equally important and integrated learning arenas, and the students’ learning during training periods is as important as their learning at the university.

During training periods, the students will acquire experience-based knowledge, which is developed through social processes. The theoretical and practical knowledge students acquire at the university is intended to shed light on different ways of acting in ECEC centres and give meaning and context to the theory.

The training periods include exploration and observation, planning, implementation, assessment and documentation of educational work with children. During the training, the students will, among other things, practise interaction with children, lead learning processes with children and carry out change and development work together with the ECEC centre staff.

The training is intended to give the students opportunities to practise their oral and written skills and to discuss different issues together with parents and ECEC centre staff. During the training, the students are required to use work methods that support the learning outcome descriptions in and across knowledge areas.

The training will help to make the students independent, give them self-confidence and the ability to take responsibility in educational and professional work in the ECEC centre, with particular emphasis on ethical issues relating to the profession.

The training is linked to the content of the knowledge areas and it is related to the students’ experience, background and competence. The training shall take place in close and binding cooperation between the ECEC centres where the training takes place, the practical training supervisors in the centres, students and lecturers at the university. Binding arenas will be established between the different parties for the purpose of planning and sharing experience.

The scheduling of training periods throughout the study programme is intended to ensure progress and continuity. The placement, organisation and duration of the training periods will be based on the learning outcome descriptions for the different knowledge areas.

Assessment

The supervisors from the teacher training institutions, the practical training supervisor and the manager have joint responsibility for assessing students in practical training. The practical training supervisor sets the grade pass/fail in cooperation with OsloMet.

For more information about practical training, see ‘Guidelines for practical training’ and the booklet ‘Information about the practical training assignment’, which will be published on OsloMet’s digital learning platform before the period of practical training begins.

Attendance and absence from supervised training periods

Practical training is a compulsory part of the programme, and 100% attendance is required. The number of training days is set out in the National Curriculum Regulations for Kindergarten Teacher Education and specified in the programme description. The attendance requirement cannot be deviated from due to illness or for other reasons, nor can exceptions be made from this requirement. Only absence for valid reasons, meaning the student’s own or their child’s illness or approved leaves of absence, entitles students to an extension of the training period. The student must make up for their absence as soon as possible after the ordinary period of training, and by the end of the semester at the latest. Absence in excess of 30% means that the whole practical training period must be retaken, regardless of the reason for the absence. In such cases, the student will be delayed by one year. (Guidelines for practical training in the Early Childhood Education and Care programme)

Attendance is compulsory at activities in preparation for and follow-up of training periods. In the event of absence, students will be required to submit a compensatory assignment.

New period of practical training

Students who fail a supervised training period may complete the academic year they have started, but must then take a year out from their studies before they can continue the programme. The new period of practical training must be taken the next time an ordinary training period is held, normally the next academic year. If the student passes the training period at the second attempt, they may resume their studies. Students who fail the same training period twice will have to leave the programme.

Postponed training period

In the event of childbirth, military service or long-term illness, the student’s studies will be delayed by one year. The student may complete the year, but cannot proceed with the programme before they have taken and passed the training period. The student must take the postponed training period when it is organised for the next year-group.

Progress requirements

Students must complete their first-year training period before they can take the second year of the programme. Corresponding requirements apply to all years of the programme.

Students who fail the same training period twice will normally have to leave the programme. (Regulations relating to Studies and Examinations at OsloMet)

Guidelines for practical training

Guidelines for Practical Training is a document that contains information about:

• the submission of transcripts of police records and documentation relating to MRSA/TUB
• travel grants for training periods
• attendance at the practical training institution
• detailed information about absence during training periods
• detailed information about new and postponed training periods

For more information about the guidelines, see www.oslomet.no

In the final year of the programme, the students are given an opportunity to take part in an international exchange and take a practical training period abroad. The exchange period can be for one or two semesters. The exchange period replaces the specialisation subject and/or the final semester of the programme. Practical training in another country can replace ordinary training in the fourth, fifth and sixth semester.

OsloMet has a strategic focus on urban environments, diversity and internationalisation. Multicultural and international perspectives run through the whole study programme.

The students use literature and teaching materials in Scandinavian languages and English and relate to cultural expressions from all over the world. They also meet guest lecturers from partner institutions in a number of countries. Several of the specialisation subjects are taught in English and accept students from partner institutions in many different countries.

Required coursework and participation in certain teaching activities must be approved before the student can take the exam. The purpose of coursework requirements and academic activities with compulsory participation described in the individual course descriptions is to provide a sufficient basis to ensure that students receive academic follow-up relating to the contents of the course, and to assess the degree to which learning outcomes have been achieved.

Coursework requirements

The students must complete the required coursework specified in the individual course descriptions. This is intended to ensure active student participation and clear requirements as regards study effort and the achievement of learning outcomes.

Required coursework must be submitted/completed and approved within the deadlines set in the teaching plan. If not, the student will not be permitted to take the exam.

Absence for valid reasons documented by, e.g., a medical certificate does not exempt students from meeting the coursework requirements. Students who fail to submit/meet the coursework requirements by the deadline because of illness or for other documented, valid reasons can be given an extended deadline. A new deadline for meeting the coursework requirements must be agreed with the lecturer in each individual case. Students who, due to valid absence, are unable to submit and have the coursework approved by the stipulated second deadline will not be permitted to take the exam and must register for the next ordinary exam.

The required coursework is assessed as approved/not approved. Students who submit/complete the required coursework by the deadline, but whose work is assessed as not approved, will be given one opportunity to resubmit/redo the work. The students themselves must agree on the resubmission of the coursework in question with the lecturer. Students who do not submit/complete the coursework requirements by the deadline without a documented, valid reason will not be allowed to take the exam in the course.

More information about coursework requirements is available in the individual programme/course descriptions.

Teaching activities with compulsory participation

Through their studies, the students shall develop cooperation competence and skills that are important to the knowledge areas. Experience sharing and the development of practical skills, communication and relational competence are important parts of the learning. Such skills and competence cannot be acquired through self-study, but must be learned through interaction, practice and dialogue with, among others, fellow students and teachers, and through participation in teaching.

Which activities are subject to a participation requirement is clear from the course descriptions and specified in the teaching plan. In the event of absence, students must either attend the teaching session at another time or take part in an alternative academic arrangement.

An 80% attendance requirement applies to the teaching

The attendance requirement for all teaching activities is 80%. Students who do not meet the requirements to take an examination due to absence or not completing/passing the compensatory assignment, must retake the course the next time the course is offered. This normally leads to the student’s progress being delayed, as it is not possible to meet the 80 per cent attendance requirements for courses offered simultaneously in different years of the study programme.

Assessment is an important element in qualifying students for the profession. It is based on coursework requirements, exams and practical training. It shall be possible to test the students in relation to the expected learning outcomes.

The students will be subject to different forms of assessment during the course of their studies. They will be tested by written, oral and practical forms of assessment. The different forms of assessment are intended to contribute to the students progressing in their education and to take account of the fact that students have different backgrounds, abilities and needs. Detailed descriptions of assessment forms are provided in the individual course descriptions.

Continuous assessment is based on the expectations and goals defined for the course/knowledge area as part of the learning process. Such assessments can be oral or written, formal or informal. The final assessment measures and approves the achieved learning outcome, and is related to exams and practical training.

The students are responsible for familiarising themselves with the different exam dates and any changes relating to exams. The students are responsible for ensuring that they have registered for the exam.

Examiners

To provide an external perspective on all assessments, an external examiner or a programme supervisor will take part in the different assessments in the programme. A programme supervisor is an external examiner appointed to evaluate the assessment arrangement for a course or the study programme as a whole. The evaluation is documented in a report in which any proposals for changes to the assessment form or process are outlined.

Qualitative assessment criteria

The following general national assessment criteria form the basis for assessments:

A – Excellent: An excellent performance, clearly outstanding. The candidate demonstrates excellent judgement and a high degree of independent thinking.

B – Very good: A very good performance. The candidate demonstrates sound judgement and a very god degree of independent thinking.

C – Good: A good performance in most areas. The candidate demonstrates a reasonable degree of judgement and independent thinking in the most important areas.

D – Satisfactory: A satisfactory performance, but with significant shortcomings. The candidate demonstrates a limited degree of judgement and independent thinking.

E – Sufficient: A performance that meets the minimum criteria, but no more. The candidate demonstrates a very limited degree of judgement and independent thinking.

F – Fail: A performance that does not meet the minimum academic criteria. The candidate demonstrates an absence of both judgement and independent thinking.

Rights and obligations in connection with exams

The exam candidates’ rights and obligations are set out in the Regulations Relating to Studies and Examinations at OsloMet. The regulations describe, among other things, the conditions for resit/rescheduled exams, the right to appeal and what is considered cheating in an exam. The candidates are obliged to familiarise themselves with the provisions of these regulations. A description of each exam is found in the relevant course description.

Suitability assessment

Teacher education institutions are responsible for assessing whether students are suited to the teaching profession. Suitability assessments are carried out on a continuous basis throughout the study programme, and will be included in the overall assessment of the student’s professional and personal suitability for the teaching profession. A student who represents a potential threat to the life, physical or mental health, rights and security of children is not suited to the profession. Students who demonstrate little ability to master the profession of ECEC teacher must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice to enable them to meet the requirements for suitability for the teaching profession, or be advised to leave the programme. The suitability assessment takes place continuously throughout the programme.

For further information about suitability, see http://www.oslomet.no/Studier/Skikkethetsvurdering.

Study progress

Pursuant to Section 3 of the National Curriculum Regulations for Kindergarten Teacher Education (Ministry of Education and Research, 2012), educational theory shall be a central and connective subject that is incorporated into each area of knowledge, and is particularly important in relation to ensuring progress and making the programme profession-oriented. According to the comments on the regulations, this means that knowledge about educational theory shall ensure a common, integrated professional foundation for all the knowledge areas and the specialisation subject, and thereby serve as a shared professional and scholarly platform in a coherent and integrated study programme. Furthermore, it is underlined in the comments that educational theory shall, in particular, contribute to the students’ formative development, personal growth and development, analytical skills, integration of theory and practice, insight into scientific thinking, and ethical reflection.

The responsibility for progress and professional orientation will be attended to by ensuring that key aspects of everyday life in ECEC centres are linked to relevant topics in each of the six knowledge areas.

Organisationally, the same aspects will be discussed in light of new perspectives in the field. Seminars will be held that focus on everyday life in ECEC centres. The intention of holding such seminars is to help the students, by repeatedly discussing the same topics and concepts in light of new perspectives that constantly arise in the field, to develop a deeper understanding of and insight into professional issues that concern everyday life in an ECEC centre. For the students, this repetition and recognition will entail taking part in formative processes that can be developed further through specialisation and work on the bachelor’s thesis, where the knowledge is applied in a scholarly and profession-oriented context.

Progress requirements

Normal progress for a full-time student is 60 credits in the course of an academic year. The Early Childhood Education and Care programme at OsloMet is subject to special progress requirements. This means that the students must meet the following requirements in order to be allowed to start the final year of the programme:

• The student must have passed all knowledge areas from the first year in order to start the final year of the programme.
• The student must have earned at least 80 credits by the end of the second year of the programme in order to start the final year.
• The practical training period must be approved before the student can continue to the next year of the programme.

Students who do not meet the progress requirements must take a year out from their studies to resit exams / retake supervised practical training.