Bachelorstudium i vernepleie Programplan

The Bachelor's Programme in Social Education is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the Bachelor’s in Social Education, which forms the basis of applying for authorisation as a social educator in accordance with the Act relating to Health Personnel. The programme description has been drawn up in accordance with the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations on National Guidelines for Social Education Programmes adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

According to the Regulations on National Guidelines for Social Education Programmes, the purpose of the education is to be an evidence-based and practice-oriented programme of professional study in the field of health and social care that qualifies graduates to practice health, care and welfare services in a lifespan perspective. The programme is also to ensure competence and attitudes that form a basis for equal provision of services for all groups in society, including the status of the Sami as an indigenous people and their rights to linguistically and culturally adapted services. The candidate is expected to have knowledge of impairments and societal conditions that create disability, and particular expertise in habilitation and rehabilitation, health promotion and health care. The candidate is also expected to have knowledge of complex needs and intellectual disabilities.

The programme qualifies students to cooperate with service users, next of kin, other service providers and parties to promote self-determination, participation, mastery of functional skills, health and quality of life. The education is intended to provide society with candidates that have the professional expertise necessary to ensure that disabled people have the same opportunities for personal development and self-realisation as others. After completing the programme, the candidates are expected to have a high level of ethical awareness, good communication and cooperation skills, and be capable of working in a goal oriented and systematic manner to provide services characterised by critical and innovative thinking.

This is a multidisciplinary programme that combines knowledge from the health sciences, psychology, educational pedagogy, and social sciences including law. The programme provides a systematic introduction to ethics, health promotion and health care, habilitation and rehabilitation, and inclusion and rights. Critical thinking, evidence-based practice and facilitating change and development are vital elements in the programme. Safeguarding participation and the rights of disabled people, particularly persons with intellectual disabilities, are recurring themes in the programme. The programme facilitates the development of multicultural competence, respect and tolerance.

The programme's academic profile is based on evidence-based and interdisciplinary change work with an emphasis on applied behaviour analysis. 

Relevance to working lifeA bachelor's degree in social education qualifies students for work in public and private health and care services, as well as in educational institutions such as kindergartens and schools. Social educators can also work in more specialised services such as substance abuse services, mental health, habilitation and rehabilitation, child and adolescent psychiatry, the educational and psychological counselling service, etc.

Relevance to further educationThe Bachelor's Programme in Social Education qualifies students for admission to several master's degree programmes. Master's degree programmes in health and social care are particularly relevant. Some master's degree programmes in pedagogy may also be relevant.

The programme's target group is people who want to contribute to changes that promote coping and improve living conditions and quality of life for disabled people and people with different needs for assistance in cooperation with recipients of services and other service providers in different arenas.

Acts, regulations and guidelines in different parts of the health, care and education sectors use different terms to refer to disabled persons, children and pupils to whom services are provided. In this programme description, we use the term ‘service recipient’.

The admission requirements are, in accordance with the Regulations for Admission to Higher Education, the Higher Education Entrance Qualification or an assessment of prior learning and work experience. Students must submit a transcript of police records at the start of the programme.

The use of clothing that covers the face is incompatible with attending the programme. During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical placement.

After completing the Bachelor's Programme in Social Education, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate 

• has broad knowledge of the development of the service provision for persons with intellectual disabilities and is familiar with the development and traditions of the social educator profession
• has broad knowledge of communication, interaction and cooperation  
• has broad knowledge of habilitation and rehabilitation 
• has broad knowledge of the relationship between health, disability, and illness in an individual, social and lifespan perspective 
• has broad knowledge of symptoms and treatment of the most common somatic illnesses and mental disorders  
• has broad knowledge of participation, inclusion, equality, non-discrimination and human rights, including the UN Convention on the Rights of Persons with Disabilities
• has knowledge of research methodology, measurement, principles and concepts relevant for assessing scientific quality 
• has knowledge of welfare technology and of how such technology can be used in services to support the resources of each individual and their opportunities for coping and independence
• has knowledge of social conditions and cultural diversity with a bearing on professional practice at the national and international level

Skills 

The candidate 

• can cooperate with service recipients in applying relevant methods in assessment and testing to identify goals, interests and needs to form a basis for measures and facilitating change
• can practice applied behaviour analysis in change, education and/or health and care work
• can contribute to good public health through empowerment, participation, health promotion and prevention of illness in a lifespan perspective 
• can identify symptoms of illness and take necessary action, including obtaining assistance from other health professionals to ensure that health care is provided in a professional sound manner
• can carry out medication handling in a professional sound manner
• can apply up-to-date knowledge of the health and welfare system, applicable legislation, regulations and guidelines in their practice to ensure that service recipients receive equal and professionally sound services  
• can apply academic knowledge, scientific methods and relevant research and development results as a basis for understanding practical and theoretical issues and make well-founded choices in his/her professional practice 
• can plan, carry out and evaluate counselling/supervision of individuals and groups undergoing learning, coping or change processes

General competence 

The candidate 

• has insight into relevant academic and ethical issues related to social education practice and can identify, reflect on and deal with them with professional discretion in his/her practice
• has insight into new theories, processes and methods required to carry out coordinated, systematic and evidence-based milieu therapy, habilitation and rehabilitation for disabled people in general and intellectual disabilities in particular  
• can, in cooperation with service recipients and other professions, plan, carry out, document and evaluate safe health care and habilitation/rehabilitation with an emphasis on applied behaviour analysis, including projects that take place over time 
• can use relevant forms of expression to communicate academic opinions and evidence-based practice in order to contribute to self-determination and equal participation in society for disabled people  
• can be inventive and plan and carry out service innovation to contribute to systematic quality-enhancing work in cooperation with service recipients, next of kin, and other service providers and parties 
• can reflect on his/her own academic practice and adjust it on the basis of feedback and supervision
• is familiar with global challenges facing disabled people and professional practice in an international perspective

Utdanningen er helhetlig ved at faglig innhold, pedagogiske virkemidler og praksisstudier kobles sammen. Det skal være sammenheng mellom læringsutbyttebeskrivelser, læringsaktiviteter og vurderingsformer. Arbeids- og undervisningsformene og fagområdene som dekkes gjennom utdanningsløpet organiseres på en måte som fremmer både teoretisk forståelse og praktisk handlingskompetanse.

Studiet består av 15 obligatoriske emner. Emnene omfatter både ferdighetstrening og teoretisk undervisning ved universitetet og praksisstudier utenfor campus.

Hvert studieår utgjør 60 studiepoeng over 40 uker. Studiet går på heltid over tre år. Det forventes en arbeidsinnsats på normalt 40 timer pr. uke, også i praksisstudiene. Dette inkluderer både organiserte læringsaktiviteter, studentenes selvstendige studieaktivitet, arbeidskrav og eksamen.

Hvert emne har et omfang på 5, 10, 15 eller 20 studiepoeng. Emnene i studiet bygger i noen grad på hverandre med gradvis progresjon både teoretisk og praktisk. Alle emner har en avsluttende vurdering. Emneplanene gir en nærmere beskrivelse av læringsutbytter, arbeidsformer, arbeidskrav og eksamen.

1. studieår

Første semester gir en introduksjon til vernepleierens yrkesrolle og -felt, velferdsstaten og sentrale rammer for yrkesutøvelsen. Deretter belyses tjenestemottakeres situasjon og faktorer som påvirker deres utvikling og livskvalitet. I andre semester er det fokus på helsefremming, omsorg og helsehjelp.

2. studieår

Emnene i andre studieår bygger direkte på emnene i første studieår. Studieåret starter med praksisstudier innen helsefremming, omsorg og helsehjelp. Deretter utdypes tjenestemottakeres utfordringer og samfunnsmekanismer som påvirker synet på funksjonshemmede. Den gjensidige påvirkningen mellom individ og samfunn vil stå sentralt, samt betydningen dette har for yrkesrollen. Fjerde semester har fokus på læring og miljøterapeutisk arbeid med vekt på anvendt atferdsanalyse. Studieåret gir en grundig innføring i hvordan en kan analysere atferd og tilrettelegge omgivelsene for at personer med funksjonsnedsettelser kan ha best mulige liv. Kunnskap fra ulike kunnskapsområder syntetiseres.

3. studieår

I det siste studieåret ligger hovedvekten på yrkesutøvelse gjennom to praksisperioder. Miljøterapeutisk arbeid med vekt på anvendt atferdsanalyse videreføres. I faglig fordypning velger studenten et område å fordype seg i. Fordypningen inkluderer bacheloroppgaven. Ledelse og å gi veiledning er viktige elementer i dette studieåret.  

Emner og undervisningsopplegg som er felles med andre utdanninger ved OsloMet

Bachelorutdanningen i vernepleie har følgende fellesemner og undervisningsopplegg som er felles med andre utdanninger ved universitetet:

• VERB1060 Evidence-Based Practice (EBP) in Health Care, 5 studiepoeng.
• VERB1050 Folkehelse og helseforvaltning, 5 studiepoeng.
• VERB1070 Technology and Society, 5 studiepoeng.
• INTERACT (Interprofessional Interaction with Children and Youth), arbeidskrav integrert i øvrige emner i programplanen.

I de to emnene VERB1050 Folkehelse og helseforvaltning , 5 stp. og VERB1060 Evidence-Based Practice (EBP) in Health, 5 stp.går ulike fagmiljøer ved Fakultet for helsevitenskap sammen for å gi studentene en felles kompetanse i tråd med nasjonale føringer. I VERB1050 fokuseres det blant annet på helsevesenets organisering, helselovgivning- og forvaltning samt forebyggende og helsefremmende arbeid. I VERB1060 lærer studentene om rasjonale for kunnskapsbasert praksis, blant annet med fokus på kritisk tenkning og samvalg («shared decision-making»). For nærmere beskrivelse, se de enkelte emneplanene. 

Emnet VERB1070 Technology and Society inngår i de fleste gradsstudiene ved OsloMet. Emnet gir en grunnleggende forståelse av den digitale verden og hvordan teknologi påvirker menneskers liv og måten man arbeider på, og vil bidra til at studentene går inn i arbeidslivet med en grunnleggende forståelse for teknologi. Institutt for informasjonsteknologi ved OsloMet har ansvaret for den praktiske gjennomføringen av emnet. For nærmere beskrivelse, se emneplanen.

INTERACT (Interprofessional Interaction with Children and Youth) er et tverrprofesjonelt undervisningsopplegg ved OsloMet, der studenter fra både helse- og sosialfagene og lærer/barnehagelærerutdanningene møtes i tverrprofesjonelle grupper.  Hensikten er å sikre at studentene får kompetanse til å møte samfunnets krav til bedre samordning av tjenester som berører barn og unge. Undervisningsopplegget bygger på pedagogiske prinsipper om interaktivitet og spirallæring, med utstrakt bruk av digitale lærings- og vurderingsverktøy for å understøtte læringen. 

Undervisningen (INTER1100, INTER1200 og INTER1300) gjennomføres første undervisningsuke hvert vårsemester for studenter i henholdsvis 1., 2. og 3. studieår, med økende kompleksitet, og er integrert som obligatoriske arbeidskrav i allerede eksisterende emner i programplanen.

I bachelorutdanningen i vernepleie inngår INTERACT i emnene VERB1300, VERB2200 og VERPRA30. For nærmere beskrivelse av INTERACT, se https://www.oslomet.no/forskning/forskningsprosjekter/interact

Progresjon i studiet

Følgende progresjonskrav gjelder i studiet:

• For andreårsemnet VERPRA10 så må arbeidskravene i VERB1500 være godkjent, og alle øvrige emner fra første studieår må være bestått
• For alle andreårsemner med unntak av VERBPRA10, så må første studieår være bestått
• For tredjeårsemnet VERPRA20 så må arbeidskravene i VERB2300 være godkjent, og alle øvrige emner fra andre studieår må være bestått
• Innenfor tredje studieår må VERPRA20 være bestått for å kunne påbegynne VERPRA30.
• VERPRA30 og VERB1070 må være bestått for å levere bacheloroppgaven VERB3900 til sensur.

Different learning activities are used to promote attainment of learning outcomes. This requires considerable effort on the part of the students. This means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. The university keeps the number of hours allocated for organised teaching relatively low to allow students reasonable time for self-study and study groups organised by the students themselves. The university recommends that the students form study groups to support each other's learning.

The programme will be taught in Norwegian and English. The courses VERB1070 Technology and Society and VERB1060 Evidence-Based Practice (EBP) in Health Care are taught in English. VERB1050 Public Health and Health Management will be taught in English if international exchange students take the course.

Several forms of digital learning resources are used in the programme, such as digital platforms, digital lectures, video clips, podcasts, tests and assignments. These resources are used in preparation for teaching activities or courses, or during seminars using the flipped classroom method. This form of teaching requires students to come prepared to teaching sessions. The most important work and teaching forms used in each course in the programme are described in the course descriptions.

Self-study and student cooperation The attainment of the learning outcomes requires a high degree of self-study. Self-study entails both individual work and cooperation with fellow students. It is recommended that students take the initiative to form study groups.

LecturesLectures are mainly used to introduce new subject matter and provide an overview of the main elements, concepts, principles and problems of the relevant topics. Particularly demanding topics from the curriculum are also dealt with. The lectures are largely dialogue-based, and many lecturers include short group work sessions in their lectures.

Different methods are used to promote student activity in teaching sessions. They include supervised and unsupervised group work, flipped classroom, seminars and seminar groups, different forms of oral presentations, and interprofessional cooperative learning. Some courses consistently use inter-teaching, which entails guided instruction, interaction between students and feedback from the lecturer. Providing feedback to and receiving feedback from fellow students are examples of work methods that are frequently used in the programme. The different work methods mostly require the students to come prepared to teaching sessions. The student-active work methods help students to achieve learning outcomes through practising written and oral communication of subject matter and experience, as well as interaction and counselling/supervisions skills. These work methods give students more training in synthesising knowledge from different subject areas and allow them to develop analytical skills.

Skills training Skills are practical abilities that the individual student develops through personal experience. Skills training takes place in theoretical courses, in the university’s skills training facilities and in connection with practical training. Students develop skills within health care procedures, habilitation and rehabilitation, relational skills and counselling skills.

Multiple-choice testsMultiple-choice tests are used in several courses. They serve multiple purposes: in addition to giving the students themselves insight into their own level of knowledge, they are used for teaching and sometimes for assessment purposes. Multiple-choice tests provide quick feedback to students on factual knowledge that is considered basic in the social education programme. The multiple-choice tests are usually required coursework but are sometimes used for exams. In some multiple choice- tests, students are required to give between 80 and 100% correct answers. Other times, the learning aspect is emphasised. In these cases, students can take the multiple-choice test as many times as they want, and if they give an incorrect answer, the correct answer will be displayed with an explanation of why their answer was wrong.

Written assignmentsThrough different written assignments and the bachelor's thesis, students will work on research questions, either individually or in cooperation with other students. The students are to learn theory and develop skills in using and referencing sources, analysis, discussion and written communication. The primary purpose is to develop their ability to critically reflect, see elements of the discipline in context and develop a deeper understanding of a topic. Written assignments can be reflection notes, mini-projects, action plans, answers to concrete academic questions/cases etc. Some written assignments are completed individually, others as group assignments. Students receive supervision or feedback on some assignments, but not others. The students are expected to supplement subject matter from teaching activities and the syllabus with research and scholarly articles, reference works and online resources.

The programme comprises a total of 30 weeks supervised practical training divided between three practical training courses. All the practical training shall be supervised and user-oriented in authentic work situations. The practical training is compulsory. Compulsory attendance makes up an average of 30 hours a week. Students must expect to engage in independent activity in addition to the time they spend at the practice placement. The ordinary workload for practical training courses is about 40 hours per week. The student and the practical training supervisor must agree on the days and times when the student will take the practical training. This agreement helps to ensure that the student achieves the best possible learning outcome. The university facilitates practical training at different public and private enterprises at different levels of the public administration.

The supervised practical training is intended to help students to develop their assessment, action and decision-making competence by integrating theoretical and practical knowledge. Practical training will also provide experience in multidisciplinary and interprofessional cooperation. A practical training supervisor is appointed. The practical training supervisor helps to support the student's learning process so that he/she achieves the learning outcomes for the practical training courses.

Skills training in the programme will not be divided by gender. Nor can gender separation be expected during practical training.

Each practical training course has its own learning outcomes, described in the individual course descriptions. The supervised practical training gives students experience of:

• interprofessional and inter-agency cooperation,
• habilitation and rehabilitation,
• health promotion, care and health care,
• adaptation, inclusion and participation for persons with impaired cognitive functioning and complex assistance needs, and
• innovation, documentation and quality assurance.

The supervised practical training is assessed with the grade pass or fail by the practical training supervisor in cooperation with the university lecturer. The student and practical training supervisor hold midway and final assessments in the course. The lecturer participates in the assessment as needed.

In connection with the first two practical training courses, there is one week of preparations beforehand and one week of follow-up work after the practical training period has been completed. Attending these weeks is compulsory, and they are included in the number of credits each practical training course is worth.

Internationalisation can help students to see their own discipline in a bigger picture and in a different cultural context, thus contributing to the development of the discipline and global understanding. The students gain international professional experience and experience of communicating subject matter in a language other than their 1st language. Internationalisation can also help to enable students to deal with national and international diversity and work in a multicultural society.

Internationalisation takes place both through activities on campus and by taking part of the programme at educational institutions or practical training arenas abroad.

OsloMet has exchange agreements with educational institutions and practice placements in Europe and worldwide. The autumn semester is adapted for incoming exchange students. The semester can be adapted in different ways depending on which courses the student wants to take, see the list below (week numbers may vary from one year to the next).

Courses adapted for incoming exchange studentsThe following courses are made available to incoming exchange students in cooperation with the Bachelor’s Programme in Psychology with an Emphasis on Behaviour Analysis:

• VERPRA20 Practical Studies in Social Education, 20 credits
• PSYK2100 Research Methods 1 – Introduction to Quantitative and Qualitative Methodology, 10 credits
• PSYK3400 Developmental Psychology, 10 credits
• VERB1070 Technology and Society, 5 or 10 credits
• VERB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits
• VERB1050 Public Health and Health Management, 5 credits
• PSYK3500 Evolution and Behaviour, 10 credits
• PSYK1420 Behaviour Analysis 1 – General Principles of Behaviour Analysis, 10 credits

The courses VERB1070Technology and Society and VERB1060 Evidence-Based Practice (EBP) in Health Care will always be taught in English. The courses PSYK2100, PSYK2400, VERB1050, PSYK 3500 and PSYK1420 will be taught in English if international students attend. Otherwise, courses will generally be taught in Norwegian.

Courses adapted for outgoing exchange studentsThe fifth and sixth semesters are adapted for outgoing exchange students. This covers the courses VERPRA20, VERPRA30, VERB1070 Technology and Society and VERB3900 Bachelor's Thesis.

Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.

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. Required coursework is assessed as approved/not approved. The rules concerning cheating in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University and the Guidelines for Dealing with Cheating and Attempt at Cheating in Connection with an Examination at OsloMet also apply to required coursework.

The coursework requirements for each course are described in the relevant course description. The purpose of coursework requirements is to

• contribute to students achieving the learning outcomes in the courses
• promote progress and academic development in the programme
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on social education issues

It is the students’ responsibility to ensure that coursework requirements are met by the deadlines stipulated.

Most of the coursework requirements in the programme concern compulsory attendance, written assignments to be submitted individually or in groups, multiple-choice tests, group work that may be supervised, oral presentations and feedback to fellow students.

Attendance requirementsA compulsory attendance requirement applies in some courses to ensure that the students have the necessary basis for achieving the learning outcomes. Compulsory attendance requirements are stipulated for skills training, group work, oral presentations and academic supervision. The specific attendance requirements are described in the course description; 90% for practical training and 80 or 100% for parts of theoretical courses.

If a student exceeds the maximum limit for absence, the person responsible for the course will consider whether it is possible to compensate for absence by meeting alternative requirements, for example individual written assignments. Whether or not it is possible to compensate for absence depends on the extent of the student's absence and which activities he/she has missed. Absence that cannot be compensated for may lead to delayed progress in the programme.

Written assignments

Several courses have written assignments as required coursework. Written assignments that are 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.

The student is 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 work, deadlines etc. are set out in the teaching plan for the course in question.

Digital testsIn some courses, the students must take individual digital tests as required coursework. The tests are taken via the university's digital platform. Whether or not the test is approved depends on the percentage of correct answers. The requirement is usually 80–100%. Some of the tests can be taken several times until the minimum requirement is achieved. For other tests, there are deadlines for submission, and students are entitled to a third attempt before the resit/rescheduled exam.

A digital test must be approved within a set deadline in order for the student to be able to sit the ordinary exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

Different forms of assessment are used in the programme that are adapted to the learning outcomes of the different courses. Suitability assessments are carried out on a continuous basis. 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, and to be in accordance with the programme requirements. The students will receive advice and supervision and have their performance assessed during the programme.

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 are described in the individual course descriptions. All passed exams and practical training will be stated on the diploma, along with the title of the student's bachelor's thesis.

SuitabilitySuitability assessments of all students are carried out on a continuous basis throughout their studies, cf. the Regulations concerning Suitability Assessment in Higher Education. 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 his/her 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 social educator 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.

Exams and assessmentAll courses conclude with an exam. The assessment is based on the learning outcomes for the course and decides whether the student has achieved the specified learning outcomes. In theoretical courses, 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, meaning that the learning outcomes have not been achieved. The grades pass/fail are used for the assessment of practical training.

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

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description.

For exams where a percentage of the exam papers are selected for assessment by an external examiner, the external examiner's assessment shall 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. The course descriptions state which exams this arrangement applies to.

The grade awarded for a written exam can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet. 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. This means that all members of the group do not have to participate in the appeal.

Assessment of supervised practical trainingThe supervised practical training is assessed as passed or failed. Three elements must be passed in order for students to pass a period of practical training:

• Compulsory attendance
• Learning outcomes
• Suitability

To pass the supervised 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. If it is not possible to compensate for the absence, the whole period of supervised practical training 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.