Section 15. Learning environment

The board has the overall responsibility for the students' learning environment. The board must, in cooperation with the student bodies, facilitate a good and inclusive learning environment. The board must within its area of responsibility work to prevent and stop harassment and sexual harassment, cf. section 13 of the Equality and Anti-Discrimination Act.

If the tertiary vocational college is associated with a student welfare organisation, the board must cooperate with the student welfare organisation in facilitating a good and inclusive learning environment and work to improve student welfare at the college.

The board is responsible for ensuring that the learning environment and the physical and mental working environment is fully satisfactory with regard to the students' health, safety and welfare. In designing the physical working environment the board must, as far as possible and reasonable, ensure

a.
that the premises, access, staircases etc. are designed and equipped for the activities taking place
b.
that the premises have good lighting and sound conditions and a satisfactory indoor climate and air quality
c.
that the premises are well maintained and kept clean and tidy
d.
that the premises are equipped so as to avoid harmful physical strain for the students
e.
that the activities are planned so as to prevent injuries and accidents
f.
that technical devices and equipment are furnished with protective fittings and are maintained properly so that the students are protected from injuries and accidents
g.
that the premises, access, sanitary installations and technical fittings are designed for universal access
h.
that the learning environment is equipped for students of different sexes
i.
that the learning environment is planned according to the principle of universal design

The Ministry may issue regulations concerning requirements for the learning environment.

Students with a disability and students with special needs are entitled to suitable individual adaptation of the learning environment, teaching, teaching materials and examinations, in order to ensure equal training and education opportunities. This right concerns adaptations that do not place a disproportionate burden on the educational institution. When determining this, special attention must be paid to the effect of the adaptations in removing barriers for the students in question, the costs of the adaptations and the institution's resources. Institutions on Svalbard must, as far as is possible and reasonable, adapt study conditions to suit students with special needs. Such measures must not lead to a reduction in the academic requirements for each course of study.

The Norwegian Labour Inspection Authority conducts supervision to ensure that the requirements in the third subsection are met. Chapter 18 of the Working Environment Act applies as far as appropriate. The Ministry may issue regulations concerning supervision of the learning environment.