External link
External resources
Utdanning.no – Electrician
Occupational description from utdanning.no. Provides occupational context for teaching.
Reading
Utdanning.noNO
Open resourceElectrician
Electricians work with electrical installations, servicing and maintenance within the applicable requirements for competence, responsibility and safety.
Electrical installation and servicesDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking
The occupation and work tasks
The work requires understanding technical documentation, drawings, work descriptions, measurement values and digital information. Electricians must also communicate clearly with customers, colleagues and other trades and document relevant information. Digital documentation, electronic work orders and intelligent building systems have made digital skills important in many parts of the industry. The profile supports basic skills learning only and gives no instructions for electrical work.
Typical work tasks
- Read work orders, drawings and descriptions.
- Find and understand relevant safety information.
- Use numbers and measurements in work-related information.
- Record relevant work information.
- Communicate with customers and colleagues.
- Use digital documentation tools.
- Check that information and document versions are correct.
Developments affecting the occupation
- Digital drawings and documentation
- Smart buildings and digital system information
- AI-supported information search
Basic skills in the workplace
Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.
Understand technical texts, symbols, drawings and work instructions.
About the skillDaily tasks
- Read work orders and task lists.
- Understand written messages and technical labelling.
- Find information in digital documents.
Regular tasks
- Read technical drawings and descriptions.
- Find relevant information in approved instructions.
- Check document versions.
Occasional tasks
- Read information about new products and systems.
- Get to know updated guides.
- Find relevant information in regulations and standards.
AI and new technology
The portal provides no installation tutorials, wiring instructions, fault-repair procedures or instructions for working on electrical systems. Supplementary topic linked to digital skills and critical thinking – not an official basic skill.
Digital work tools, smart buildings and automated systems are relevant areas of development in the electrical industry. AI may be used for information processing, documentation and some forms of decision support. At the same time, employees must understand that AI-generated information does not replace approved professional documentation.
Understanding the systems
Digital tools provide information that must be read and understood correctly.
Checking the information
Automated and AI-generated information can contain errors and must be checked.
Asking when in doubt
Unclear or missing information is clarified with the person responsible.
1. Digital drawings and documentation
Find the correct document version in a fictional folder structure.
2. Smart buildings and digital system information
Read and explain a fictional status message from a building system.
3. AI-supported information search
What questions should you ask about an AI answer?
4. Critical checking of AI-generated technical information
Compare an AI answer with approved documentation.
Suggested learning outcomes
- Find relevant information in digital documents.
- Check sources and document versions.
- Identify uncertain information.
- Understand that AI does not replace authorised professional judgement or safety requirements.
Teaching cases
Practical teaching resources for this profile will be added later.
Related resources
External link
External resources
DSB – Electrical qualifications and requirements
Information from DSB on who may carry out electrical work. Provides context on responsibility and safety – not a work guide.
ReadingCritical thinking
www.dsb.noNO
Open resourceExternal link
External resources
Occupational basic skills profiles
Explore how basic skills are used in different occupations.
HK-dirNO
Open resourceExercise
Teaching activities
Check the source before sharing
Source criticism online: check sender, date and purpose before using or sharing information.
Digital skillsCritical thinkingReading
#Source criticism and information evaluation#Media literacy
Teaching example from PriosNO / EN
Open resourceExercise
Digital learning resources
Check the AI answer
Evaluate whether AI-generated information is correct and relevant before using it at work.
Critical thinkingDigital skillsReading
#Digital judgement#Source criticism and information evaluation
Teaching example from PriosNO / EN
Open resourceHow to use this profile when planning teaching
The occupational profile supports the planning of basic skills training. It is not a vocational training course.
- 1
Identify relevant workplace tasks
Choose tasks from the profile that participants recognise from their own working day.
- 2
Discuss participants' previous experience
What do participants already know and do? Many are experienced in their occupation.
- 3
Identify basic skill needs
Clarify where participants find reading, writing, numeracy, oral, digital or critical thinking challenging.
- 4
Select relevant learning objectives
Describe what the participant should be able to do better – in basic skills, not in the occupation itself.
- 5
Choose practical teaching cases and resources
Use the cases and resources in the profile as a starting point for practical exercises.
- 6
Adapt activities to participants' levels
Make tasks simpler or more demanding depending on participants’ skills.
- 7
Reflect on learning outcomes
Talk with participants about what they now handle better at work.
Questions for planning
- Which tasks in the profile do participants recognise?
- Which skill would be most useful in their working day?
- How can the cases be adapted to participants’ levels?