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Diagram of the education system



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Key

- Diagram of education system in country language

- Old diagram using ISCED 1997 classification

- General methodological notes for ISCED diagrams

Education system in Norway

Norway
Overview of the education system (EAG 2017)
  • Unlike most OECD countries, health and welfare is the most popular field of study among tertiary graduates in Norway. Education, and business, administration and law are tied in second place.
  • A relatively large share of Norwegian students fail to complete upper secondary without excessive delays. This transition is crucial in Norway since labour market outcomes greatly improve for those with upper secondary qualifications. The poor completion rate of the vocational track seems to be driving this phenomenon.
  • Socio-economic background, such as parents’ educational attainment and immigrant status, plays a large part in whether students complete their upper secondary education. However, upper mobility at the tertiary level is among the highest of all OECD countries.
  • Norway spends much more per student in early childhood, primary and secondary education than the OECD average.
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Educational outcomes

    The level of tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (43 %, rank 10/46 ) Download Indicator

    The level of tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (33 %, rank 10/46 ) Download Indicator

    Excluding mobile students, Norway has one of the highest percentages of young people expected to complete a doctorate or an equivalent education during their lifetime. (1.5 %, rank 8/27 ) Download Indicator

    Excluding mobile students, Norway has one of the highest percentages of young people expected to graduate from tertiary education during their lifetimes. (45.9 %, rank 10/24 ) Download Indicator

    Participation in education

    Excluding mobile students, Norway has one of the highest percentages of young people expected to graduate from tertiary education before the age of 30. (38 %, rank 5/20 ) Download Indicator

    The enrolment rate among 20-29 year-olds in Norway is one of the highest among OECD and partner countries with available data. (30.8 %, rank 10/39 ) Download Indicator

    The percentage of three-year-olds in early childhood education in Norway is one of the highest among OECD and partner countries with available data. (95.5 %, rank 6/36 ) Download Indicator

    The percentage of four-year-olds in early childhood and primary education in Norway is one of the highest among OECD and partner countries with available data. (97 %, rank 8/42 ) Download Indicator

    Fields of education

    The proportion of female tertiary graduates in sciences is one of the lowest among OECD and partner countries. (33.1 %, rank 35/42 ) Download Indicator

    Classroom environment

    In Norway, the total intended instruction time for primary students (in hours per year) is one of the longest among OECD and partner countries with available data. (5272 Hours, rank 10/27 ) Download Indicator

    In Norway, total intended instruction time for lower secondary students is among the shortest among OECD and partner countries with available data. (2622 Hours, rank 19/27 ) Download Indicator

    The number of students per teacher in tertiary institutions is one of the smallest among OECD and partner countries with available data. (10.47 Ratio, rank 30/32 ) Download Indicator

    The number of pupils per teacher in pre-primary schools is one of the largest among OECD and partner countries with available data. (16.04 Ratio, rank 10/33 ) Download Indicator

    The number of students per teacher in primary schools is one of the smallest among OECD countries and partner countries with available data. (10.28 Ratio, rank 41/42 ) Download Indicator

    The ratio of students to teaching staff at the lower secondary level is especially low. (9.55 Ratio, rank 30/37 ) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially low. (10.28 Ratio, rank 29/35 ) Download Indicator

    The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (9.95 Ratio, rank 32/37 ) Download Indicator

    In Norway, the ratio of students to teaching staff in bachelor's and tertiary advanced research programmes is one of the lowest compared to other OECD and partner countries with available data. (10.4 Ratio, rank 26/27 ) Download Indicator

    Resources for education

    Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (15510 USD Equivalent, rank 4/40 ) Download Indicator

    Annual expenditure per pupil at the pre-primary level is one of the highest among OECD and partner countries with available data. (13650 USD Equivalent, rank 2/31 ) Download Indicator

    Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (13104 USD Equivalent, rank 3/39 ) Download Indicator

    Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (15149 USD Equivalent, rank 2/40 ) Download Indicator

    The share of private expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (0 %, rank 37/38 ) Download Indicator

    The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (3.7 %, rank 37/38 ) Download Indicator

    Teachers

    The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively small in Norway. (523 Hours, rank 29/35 ) Download Indicator

    The number of days of instruction in a school year in pre-primary school is especially large. (225 Days, rank 1/30 ) Download Indicator

    The number of days of instruction in a school year in primary school is especially large. (190 Days, rank 10/36 ) Download Indicator

    The number of days of instruction in a school year in lower secondary school is especially large. (190 Days, rank 10/34 ) Download Indicator

    The number of days of instruction in a school year in upper secondary school is especially large. (190 Days, rank 8/34 ) Download Indicator

    The percentage of upper secondary teachers younger than 40 is especially low. (26.7 %, rank 26/34 ) Download Indicator

    The percentage of secondary teachers older than 50 is especially high. (15.4 %, rank 4/36 ) Download Indicator

    Among 25-64 year-old teachers (teaching both pre-primary and primary school, primary and secondary levels), Norway has one of the highest percentages of those with good ICT (information and communication technologies) and problem-solving skills. (50.4 %, rank 7/15 ) Download Indicator

    The percentage of 25-64 year-old teachers (teaching both pre-primary and primary school, primary and secondary levels) who report that moderate or complex ICT(information and communication technologies) skills are required at work is relatively high. (83 %, rank 5/15 ) Download Indicator

    The percentage of 25-64 year-old teachers (teaching both pre-primary and primary school, primary and secondary levels) who report having the computer skills needed to do their job is quite low. (71.6 %, rank 14/15 ) Download Indicator

    Who the teachers are

    The share of women among teaching staff in pre-primary education is one of the smallest among OECD and partner countries with available data. (93 %, rank 34/38 ) Download Indicator

    The share of women among teaching staff in primary education is one of the smallest among OECD and partner countries with available data. (75 %, rank 34/42 ) Download Indicator

    The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the largest among OECD and partner countries with available data. (45.3 %, rank 10/31 ) Download Indicator

    Teachers' salaries

    After 15 years of experience, a pre-primary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (41664 USD Equivalent, rank 9/27 ) Download Indicator

    The ratio of pre-primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.66 Ratio, rank 16/22 ) Download Indicator

    The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.75 Ratio, rank 18/26 ) Download Indicator

    The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.75 Ratio, rank 20/26 ) Download Indicator

    The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.82 Ratio, rank 20/26 ) Download Indicator

    The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the least rewarding among OECD and partner countries with available data. (1.17 Ratio, rank 32/33 ) Download Indicator

    The change between 2005 and 2013 in statutory salaries for primary teachers with 15 years of experience and minimum training is comparatively large in Norway. (116 Index, rank 6/25 ) Download Indicator

    The change between 2005 and 2013 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively large in Norway. (116 Index, rank 5/25 ) Download Indicator

    The change between 2003 and 2013 in statutory salaries for upper secondary teachers with 15 years of experience and minimum training is comparatively large in Norway. (119 Index, rank 4/24 ) Download Indicator

    Starting salaries for teachers with minimum training in primary education are especially high. (36718 USD Equivalent, rank 9/37 ) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially high. (36718 USD Equivalent, rank 10/37 ) Download Indicator

    Starting salaries for upper secondary teachers with minimum training are especially high. (40800 USD Equivalent, rank 8/37 ) Download Indicator

    Starting salaries for pre-primary teachers with minimum training are especially high. (36202 USD Equivalent, rank 8/30 ) Download Indicator

    Salaries of pre-primary teachers with minimum training after 10 years of experience are especially high. (41664 USD Equivalent, rank 8/28 ) Download Indicator

    After 15 years of experience, an upper secondary teacher can expect to have one of the highest salaries per hour of net teaching time among OECD and partner countries with available data. (100 USD Equivalent, rank 5/32 ) Download Indicator

    The ratio of pre-primary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1.15 Ratio, rank 23/27 ) Download Indicator

    The ratio of primary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1.17 Ratio, rank 31/33 ) Download Indicator

    The ratio of upper secondary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1.22 Ratio, rank 32/33 ) Download Indicator

    It takes lower secondary teachers less time to progress through the salary scale in Norway compared to other OECD and partner countries. (16 Years, rank 23/30 ) Download Indicator

    After 15 years of experience, a primary teacher can expect to have one of the highest salaries per hour of net teaching time among OECD and partner countries with available data. (62 USD Equivalent, rank 10/32 ) Download Indicator

    The average actual pre-primary teacher's salary is one of the highest per hour of net teaching time among OECD and partner countries with available data. (44574 USD Equivalent, rank 7/23 ) Download Indicator

    The average actual primary teacher's salary is one of the highest per hour of net teaching time among OECD and partner countries with available data. (50243 USD Equivalent, rank 9/27 ) Download Indicator

    The average actual lower secondary teacher's salary is one of the highest per hour of net teaching time among OECD and partner countries with available data. (50243 USD Equivalent, rank 9/27 ) Download Indicator

    The average actual upper secondary teacher's salary is one of the highest per hour of net teaching time among OECD and partner countries with available data. (55153 USD Equivalent, rank 9/27 ) Download Indicator

    Economic and social outcomes

    Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite low. (129 Index, rank 36/37 ) Download Indicator

    Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old women with tertiary education and those with upper secondary education is quite low. (121 Index, rank 37/37 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite low. (120 Index, rank 36/37 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is high. (122 Index, rank 9/25 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (107 Index, rank 30/30 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a master's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (137 Index, rank 29/30 ) Download Indicator

    The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively small in Norway. (10.9 %, rank 28/35 ) Download Indicator


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    General findings
    • In most OECD countries, the most popular tertiary degrees held by adults are in business, administration or law. However, interest in science, technology, engineering and mathematics (STEM) grows with higher levels of education, with almost double the share of students graduating from these fields at doctoral level than at bachelor’s level in 2015.
    • STEM-related fields tend to benefit from higher employment rates on average across OECD countries though inequities persist: natural sciences, mathematics and statistics graduates are more likely to have similar employment rates as arts and humanities graduates – both lower than the rates enjoyed by engineers or ICT specialists.
    • Gender parity is still a distant dream for some fields of study. At the tertiary level, women still represent approximately only one in four entrants to engineering, manufacturing and construction, but three out of four entrants in health and welfare on average across OECD countries.
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    • On average across OECD countries, expenditure has been increasing at a much higher rate than student enrolments at all levels, particularly tertiary. Total expenditure on tertiary educational institutions increased by more than twice the rate of students over the same period, reflecting the priority given by government and society to higher education.
    • While public expenditure on educational institutions has clearly been rising, it did not keep up with the increase in GDP between 2010 and 2014 on average across OECD countries. This has led to a decrease of 2% in public expenditure on educational institutions as a percentage of GDP over the same period.
    • The share of public funding is significantly higher at lower levels of education than for tertiary education on average across OECD countries. While the public sector still provides 91% of the funds at primary, secondary and post-secondary non-tertiary levels, it only provides for 70% of total expenditure at tertiary level.
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    • The teaching profession is getting older, particularly at higher levels of education. On average across OECD countries, 35% of primary to secondary teachers were at least 50 years old in 2015, up 3 percentage points from 2005.
    • The profession is still largely dominated by women, who make up seven out of ten teachers on average across OECD countries. However gender parity improves at higher levels of education – while 97% of teachers at the pre-primary level are women, they make up 43% at the tertiary level.
    • Primary and secondary teachers’ salaries are low compared to other similarly educated full-time workers. While salaries increase with the level of education taught, they still range between 78% and 94% of the salaries of full-time workers with tertiary education on average across OECD countries.
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    • In a majority of OECD countries, education now begins for most children well before they are five years old – 78% of three-year-olds are enrolled in early childhood education on average across OECD countries.
    • The proportion of children enrolled in private early childhood education programmes is considerably greater than the private enrolment shares at primary and secondary levels. On average, 55% of children in early childhood educational development programmes and 33% in pre-primary programmes attend private institutions.
    • Public expenditure accounts for 83% of all resources allocated for pre-primary education and 71% of funding for early childhood educational development.
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    • Based on current patterns, it is estimated that on average across OECD countries, 80% of today’s young people will graduate from upper secondary education before the age of 25.
    • General upper secondary education programmes are more popular than vocational programmes: 57% of 15-19 year-old students are enrolled in general programmes, compared to 43% in vocational programmes.
    • Adults with upper secondary as highest attainment level have lower employment advantages and are least likely to recover from economic downturns that those that have attained tertiary education.
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    • Based on current patterns of graduation, an average of 49% of today’s young people across OECD countries are expected to graduate from tertiary education at least once in their lifetime.
    • People’s relative earning advantage increases with their level of tertiary education. On average across OECD countries, those with a short-cycle tertiary degree earn only about 22% more than those with upper secondary education, while those with a master’s, doctoral or equivalent degree earn about twice as much.
    • Students become more mobile as they reach higher tertiary education levels. International students account for only 5.6% of total enrolment in tertiary programmes, but over a quarter of enrolments at doctoral level across OECD countries.
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    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2017 for more details about the data collections.

    For additional notes, please refer to annexes in the list of links below the introductory country profile text.