Occupational identity and competences of health care workers, electricians and industrial mechanics in Norway develops in different framework conditions for vocational training - and thus poses different conditions for an implementation of large-scale testing of vocational competences in Norway. Moreover, the very understanding of what is skilled work in a given occupation differs from middle European understandings. a) It is a wide variation in the understanding of what is a trade, a subject and a vocation in vocational education and training. This applies both across trades/vocations and across schools b) The educational structure is different in the educational programs - what are the consequences for the development of vocational identity and occupational competence? c) Students have unequal access to practical and complex task d) The organization of PTF has impact both on the development of vocational identity and on students' preconditions for solving holistic, complex tasks like the KOMET and MECVET test-tasks.