Country
Data profiles:
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
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Profile View
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Attainment by gender
Norway has one of the smallest share of women among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (32.7 %, rank 33/34 , 2020) Download Indicator
Participation in education
In Norway, the enrolment rate of children under 3 is one of the highest among OECD and partner countries with available data. (58 %, rank 2/39 , 2019) Download Indicator
Graduation
In Norway, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively important . (100 %, rank 1/24 , 2019) Download Indicator
Graduation by gender
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Norway is relatively high. (70.7 %, rank 3/25 , 2019) Download Indicator
The share of male tertiary graduates in the field of education is relatively high in Norway. (11.6 %, rank 5/43 , 2019) Download Indicator
In Norway, the share of male tertiary graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (17.4 %, rank 40/43 , 2019) Download Indicator
In Norway, the share of female post-secondary non-tertiary graduates in the field of services is one of the smallest among OECD and partner countries with available data. (38.6 %, rank 23/25 , 2019) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in social sciences, business and law is one of the lowest among OECD and partner countries. (15.3 %, rank 42/43 , 2019) Download Indicator
The percentage of tertiary graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (16.2 %, rank 42/44 , 2019) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Norway is relatively small. (3.1 %, rank 41/44 , 2019) Download Indicator
The share of doctoral graduates in the field of information and communication technologies in Norway is relatively small. (0.8 %, rank 39/43 , 2019) Download Indicator
In Norway, the proportion of upper secondary vocational graduates in the field of business, aministration and law is one of the lowest among OECD and partner countries with available data. (6.9 %, rank 32/34 , 2019) Download Indicator
In Norway, the proportion of upper secondary vocational graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (27.3 %, rank 2/34 , 2019) Download Indicator
In Norway, the percentage of post-secondary non-tertiary vocational graduates in the field of engineering, manufacturing and construction is relatively low. (4.3 %, rank 21/24 , 2019) Download Indicator
In Norway, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0.8 %, rank 40/44 , 2019) Download Indicator
Fields of education
In Norway, the percentage of new entrants to tertiary education in the field of business, administration and law is relatively low. (16.6 %, rank 33/37 , 2019) Download Indicator
The share of female who enter tertiary education in the field of education is one of the smallest among OECD and partner countries with available data. (71.2 %, rank 33/36 , 2019) Download Indicator
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all national tertiary students in Norway is relatively low. (10 %, rank 30/34 , 2019) Download Indicator
In Norway,the share of male among new entrants in doctoral programmes enrolled in the field of education is relatively small. (23.4 %, rank 30/33 , 2019) Download Indicator
In Norway, the share of new entrants in short-cycle tertiary programmes in the field of business, administration and law is relatively small. (0.6 %, rank 29/33 , 2019) Download Indicator
In Norway, the share of new entrants in short-cycle tertiary programmes in field of health and welfare is relatively small. (0.3 %, rank 29/33 , 2019) Download Indicator
The proportion of new entrants to tertiary education in the field of agriculture, forestry, fisheries and veterinary is one of the smallest among OECD and partner countries with available data. (0.8 %, rank 35/37 , 2019) Download Indicator
Student mobility
Norway has a small share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (2.3 %, rank 26/28 , 2019) Download Indicator
The percentage of international students entering tertiary education in Norway is relatively low. (2 %, rank 28/31 , 2019) Download Indicator
In Norway, the proportion of new international entrants in master's long first degree (LFD) programmes is relatively low. (1.5 %, rank 19/22 , 2019) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of arts and humanities among all international or foreign tertiary students in Norway is relatively high. (19.4 %, rank 5/33 , 2019) Download Indicator
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all international or foreign tertiary students in Norway is relatively high. (15.4 %, rank 3/33 , 2019) Download Indicator
In Norway, the percentage of international doctoral graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (4.5 %, rank 33/34 , 2019) Download Indicator
Adult learning
In Norway, the number of annual hours of participation of adults in formal and/or non-formal education and training is comparatively low (82 %, rank 23/26 , 2016) Download Indicator
In Norway, the number of annual hours of participation of adults in formal education and training is comparatively low (224 %, rank 25/26 , 2016) Download Indicator
In Norway, the number of annual hours of participation of adults with upper secondary or post-secondary education in formal and/or non-formal education and training is comparatively low (65 %, rank 22/26 , 2016) Download Indicator
In Norway, the number of annual hours of participation of adults with upper secondary or post-secondary education in formal education and training is comparatively low (241 %, rank 23/24 , 2016) Download Indicator
In Norway, the number of annual hours of participation of adults with tertiary education in formal and/or non-formal education and training is comparatively low (88 %, rank 23/26 , 2016) Download Indicator
In Norway, the number of annual hours of participation of adults with tertiary education in formal education and training is comparatively low (208 %, rank 25/26 , 2016) Download Indicator
In enterprises of 10-49 employed persons, the annual training costs as a share of total labour costs is relatively high. (1.9 %, rank 3/25 , 2015) Download Indicator
Adult participation in non-formal education
In Norway, the proportion of adults employed in enterprises of 1-9 persons and participating in non-formal education and training is high compared to other OECD and partner countries. (54.1 %, rank 5/36 , 2016) Download Indicator
The percentage of employed adults participating in job-related non-formal education and training sponsored by the employer is relatively high. (57.6 %, rank 4/36 , 2016) Download Indicator
In Norway, the proportion of adults employed in enterprises of 1-9 persons and participating in job-related non-formal education and training sponsored by the employer is high compared to other OECD and partner countries. (44 %, rank 4/36 , 2016) Download Indicator
In Norway, the proportion of adults employed in the public sector and participating in job-related non-formal education and training not sponsored by the employer is low compared to other OECD and partner countries. (3.6 %, rank 34/36 , 2016) Download Indicator
Norway had one of the smallest share of adults employed in the public sector and participating in non-job-related non-formal education and training not sponsored by the employer. (4.1 %, rank 31/35 , 2016) Download Indicator
In Norway, the number of annual hours of participation of adults in non-formal education and training is comparatively low (50 %, rank 32/36 , 2016) Download Indicator
In Norway, the number of annual hours of participation of adults with tertiary education in non-formal education and training is comparatively low (52 %, rank 32/36 , 2016) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (25428 USD Equivalent, rank 5/37 , 2018) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (17949 USD Equivalent, rank 3/37 , 2018) Download Indicator
Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (15410 USD Equivalent, rank 3/37 , 2018) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (16441 USD Equivalent, rank 3/37 , 2018) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (16050 USD Equivalent, rank 4/34 , 2018) Download Indicator
Expenditure per student for ancillary services on tertiary education in Norway is comparatively low. (82 USD Equivalent, rank 21/25 , 2018) Download Indicator
In Norway, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary education, is relatively high. (15972 USD Equivalent, rank 2/37 , 2018) Download Indicator
At primary, secondary and post-secondary non-tertiary level, the public expenditure on public educational institutions per full-time equivalent student is comparatively high in Norway. (15532 USD Equivalent, rank 3/38 , 2018) Download Indicator
In Norway, the total expenditure per full-time equivalent student on primary, secondary and post-secondary non-tertiary education is one of the highest among OECD and partner countries with available data. (14458 USD Equivalent 2015, rank 2/37 , 2018) Download Indicator
The public expenditure per full-time equivalent student from primary to tertiary education is relatively high in Norway. (17651 USD Equivalent, rank 3/37 , 2018) Download Indicator
In Norway, the total expenditure per full-time equivalent student on primary to tertiary education is one of the highest among OECD and partner countries with available data. (16248 USD Equivalent 2015, rank 3/37 , 2018) Download Indicator
The public expenditure on public educational institutions per full-time equivalent student at tertiary level is comparatively high in Norway. (26685 USD Equivalent, rank 3/36 , 2018) Download Indicator
In Norway, the total expenditure per full-time equivalent student on tertiary education is one of the largest among OECD and partner countries with available data. (23018 USD Equivalent 2015, rank 5/37 , 2018) Download Indicator
Expenditure in education and national wealth
In Norway, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (6.6 %, rank 1/37 , 2018) Download Indicator
In Norway, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (2 %, rank 4/37 , 2018) Download Indicator
In Norway, public and private expenditure on primary, secondary and post-secondary non-tertiary educational institutions as a percentage of GDP is comparatively high. (4.7 %, rank 2/37 , 2018) Download Indicator
In Norway, private expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively low. (0 %, rank 35/36 , 2018) Download Indicator
In Norway, public expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (6.4 %, rank 1/40 , 2018) Download Indicator
In Norway, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively low. (0.1 %, rank 35/37 , 2018) Download Indicator
In Norway, the public expenditure as a percentage of GDP from initial source of funds on primary to post-secondary non-tertiary level is high. (4.8 %, rank 1/26 , 2018) Download Indicator
In Norway, the private expenditure as a percentage of GDP from initial source of funds on primary to post-secondary non-tertiary level is low. (-0.1 %, rank 25/25 , 2018) Download Indicator
In Norway, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0 USD Equivalent, rank 2/29 , 2018) Download Indicator
The public expenditure as a percentage of GDP from initial source of funds at primary to tertiary education is relatively high in Norway. (6.6 %, rank 1/25 , 2018) Download Indicator
The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively small in Norway. (0 %, rank 25/25 , 2018) Download Indicator
At tertiary level, the public expenditure as a percentage of GDP from initial source of funds is comparatively high in Norway. (1.9 %, rank 1/27 , 2018) Download Indicator
Public and private expenditure in education
The share of private expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (0.5 %, rank 36/37 , 2018) Download Indicator
The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (6.2 %, rank 35/37 , 2018) Download Indicator
Norway has one of the smallest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (2.2 %, rank 36/37 , 2018) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively large. (92.3 %, rank 1/37 , 2018) Download Indicator
In Norway, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large. (97.4 %, rank 1/37 , 2018) Download Indicator
In Norway, the relative share of public expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (102 %, rank 1/26 , 2018) Download Indicator
In Norway, the relative share of private expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (-2 %, rank 26/26 , 2018) Download Indicator
In Norway, the relative share of public expenditure from initial source of funds at primary to tertiary education is relatively high . (99.9 %, rank 1/25 , 2018) Download Indicator
In Norway, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively small. (-0.3 %, rank 25/25 , 2018) Download Indicator
In Norway, the relative share of public expenditure from initial source of funds on tertiary education is one of the largest among OECD and partner countries with available data. (94.8 %, rank 1/26 , 2018) Download Indicator
In Norway, the relative share of private expenditure from initial source of funds on tertiary education is comparatively small. (3.8 %, rank 25/26 , 2018) Download Indicator
Nature of expenditure
In Norway, the share of capital expenditure on primary education is one of the largest among OECD and partner countries with available data. (15.1 %, rank 3/33 , 2018) Download Indicator
In Norway, the share of current expenditure on primary education is one of the smallest among OECD and partner countries with available data. (84.9 %, rank 31/33 , 2018) Download Indicator
The percentage of capital expenditure on primary, secondary and post-secondary non-tertiary education is relatively in Norway. (14 %, rank 3/34 , 2018) Download Indicator
In Norway, the share of current expenditure on primary, secondary and post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (86 %, rank 32/34 , 2018) Download Indicator
The share of capital expenditure for primary to tertiary education in Norway is one of the highest among OECD and partner countries with available data. (13.1 %, rank 4/31 , 2018) Download Indicator
The share of current expenditure for primary to tertiary education in Norway is one of the lowest among OECD and partner countries with available data. (86.9 %, rank 27/31 , 2018) Download Indicator
The percentage of capital expenditure on secondary education is relatively in Norway. (12.9 %, rank 3/34 , 2018) Download Indicator
The percentage of current expenditure on secondary education is relatively in Norway. (87.1 %, rank 31/34 , 2018) Download Indicator
In Norway, the share of capital expenditure on post-secondary non-tertiary education is comparatively high . (11.3 %, rank 3/17 , 2018) Download Indicator
In Norway, the share of current expenditure on post-secondary non-tertiary education is comparatively low. (88.7 %, rank 15/17 , 2018) 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. (91.1 %, rank 36/39 , 2019) Download Indicator
The share of women among teaching staff in post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (36.4 %, rank 19/20 , 2019) Download Indicator
The share of women among teaching staff in short-cycle tertiary education is one of the smallest among OECD and partner countries with available data. (36.4 %, rank 23/25 , 2019) Download Indicator
The percentage of female teachers younger than 30 in primary education is especially low in Norway. (69 %, rank 35/38 , 2019) Download Indicator
In Norway, the share of female teachers younger than 30 in tertiary education is relatively small . (44.2 %, rank 29/33 , 2019) Download Indicator
Teachers' salaries
The ratio of lower secondary female teachers' salaries to earnings of full-time, full-year women workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.88 Ratio, rank 18/21 , 2020) Download Indicator
The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.67 Ratio, rank 17/21 , 2020) Download Indicator
The salaries of 45-54 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Norway. (0.7 Ratio, rank 18/21 , 2020) Download Indicator
The salaries of 55-64 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Norway. (0.67 Ratio, rank 19/21 , 2020) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in Norway relatively compared to OECD and partner countries with available data. (50607 USD Equivalent, rank 5/23 , 2020) Download Indicator
Teachers' salaries progression
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. (1.18 Ratio, rank 32/34 , 2020) 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. (1.18 Ratio, rank 32/34 , 2020) 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 32/34 , 2020) Download Indicator
Principals' salaries
Pre-primary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Norway. (0.87 Ratio, rank 14/17 , 2020) Download Indicator
Primary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Norway. (1.02 Ratio, rank 20/22 , 2020) Download Indicator
Lower-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Norway. (1.02 Ratio, rank 21/22 , 2020) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in tertiary institutions is one of the lowest among OECD and partner countries with available data. (9.1 Ratio, rank 33/34 , 2019) Download Indicator
The number of students per teacher in primary schools is one of the lowest among OECD countries and partner countries with available data. (10.4 Ratio, rank 40/44 , 2019) Download Indicator
The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Norway. (8.3 Ratio, rank 18/21 , 2019) Download Indicator
The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Norway. (7.9 Ratio, rank 17/19 , 2019) 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. (9.1 Ratio, rank 27/28 , 2019) Download Indicator
The ratio of students to teaching staff at the lower secondary level in independent private institutions is especially low in Norway. (6.1 Ratio, rank 19/23 , 2019) Download Indicator
The ratio of students to teaching staff at the secondary level in independent private institutions is especially low in Norway. (6.1 Ratio, rank 22/24 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with tertiary education is comparatively high. (89.2 %, rank 5/45 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is high compared to other OECD and partner countries. (90.5 %, rank 1/45 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is high compared to other OECD and partner countries. (92 %, rank 5/41 , 2020) Download Indicator
The employment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (89.9 %, rank 2/34 , 2020) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old women with tertiary education is compartively high in Norway. (88.9 %, rank 4/44 , 2020) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is one of the lowest of all OECD countries and partner economies for which data are available. (3.5 %, rank 30/33 , 2020) Download Indicator
In Norway, the inactivity rate of 25-34 year-olds with vocational upper secondary or post-secondary non-tertiary education is relatively low. (6.9 %, rank 33/33 , 2020) Download Indicator
The employment rate among 25-34 year-old men with vocational upper secondary or a post-secondary non-tertiary education is comparatively low. (3.3 %, rank 29/33 , 2020) Download Indicator
The employment rate among 25-34 year-old women with vocational upper secondary or a post-secondary non-tertiary education is comparatively low. (3.8 %, rank 30/33 , 2020) Download Indicator
Earnings and educational attainment
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. (119 Index, rank 37/37 , 2019) 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 34/34 , 2019) Download Indicator
Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a master's, doctoral or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (134 Index, rank 33/33 , 2019) Download Indicator
The gap in average earnings between 25-64 year-old women with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (113 Index, rank 32/34 , 2019) Download Indicator
The gap in average earnings between 25-64 year-old women with a master's, doctoral or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (139 Index, rank 33/33 , 2019) Download Indicator
In Norway, the proportional difference in earnings between 25-64 year-old men with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (117 Index, rank 33/34 , 2019) Download Indicator
In Norway, the proportional difference in earnings between 25-64 year-old men with a master's, doctoral or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (141 Index, rank 31/33 , 2019) Download Indicator
Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively low. (126 Index, rank 35/37 , 2019) Download Indicator
Earnings of 25-64 year-old full- and part-time workers with a Bachelor's or equivalent education are comparatively low. (112 Index, rank 30/33 , 2019) Download Indicator
Earnings of 25-64 year-old full- and part-time workers with a Master's, doctoral or equivalent education degree are comparatively low. (152 Index, rank 28/32 , 2019) Download Indicator
Earnings, gender and educational attainment
The difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite low. (127 Index, rank 36/37 , 2019) Download Indicator
The difference in earnings between 25-64 year-old women with tertiary education and those with upper secondary education is quite low. (122 Index, rank 37/37 , 2019) Download Indicator
Neither in education nor employed
The proportion of youth neither employed nor in education or training among 20-24 year-olds in Norway is relatively small. (10 %, rank 35/39 , 2020) Download Indicator
The share of youth neither employed nor in education or training among 25-29 year-olds in Norway is one of the lowest among OECD and partner countries with available data. (10.2 %, rank 36/40 , 2020) Download Indicator
The proportion of youth neither employed nor in education or training among 15-29 year-olds in Norway is one of the smallest among OECD and partner countries with available data. (7.9 %, rank 36/40 , 2020) Download Indicator
In Norway, the share of women neither employed nor in education among 15-29 year-olds is relatively low. (7.7 %, rank 36/39 , 2020) Download Indicator
Among 15-29 year-olds, the share of youth without an upper secondary or post-secondary non tertiary degree who are neither employed nor in education or training in Norway is relatively low. (6.9 %, rank 38/39 , 2020) Download Indicator
In Norway, the proportion of youth with a tertiary degree who are neither employed nor in education or training among 15-29 year-olds is comparatively small. (3.9 %, rank 39/39 , 2020) Download Indicator
In Norway, the percentage of women neither employed nor in education or training among 15-19 year-olds is relatively low. (2.8 %, rank 33/37 , 2020) Download Indicator
In Norway, the percentage of women neither employed nor in education or training among 20-24 year-olds is relatively low. (8.7 %, rank 37/39 , 2020) Download Indicator
The share of young women neither employed nor in education or training (25-29 year-olds) in Norway is comparatively low . (11.2 %, rank 36/39 , 2020) Download Indicator
The proportion of 18-24 year-olds who are neither employed nor in education or training is comparatively small in Norway. (8.8 %, rank 36/39 , 2020) Download Indicator
The percentage of 18-24 year-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (9.8 %, rank 34/38 , 2020) Download Indicator
The percentage of 18-24 year-old women neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (7.7 %, rank 36/38 , 2020) Download Indicator
Social outcomes
In Norway, the proportion of adults who reported being interested in politics is high compared to other OECD and partner countries. (87.1 %, rank 1/28 , 2018) Download Indicator
In Norway, the proportion of adults without an upper secondary education who reported being interested in politics is high compared to other OECD and partner countries. (82.6 %, rank 1/25 , 2018) Download Indicator
In Norway, the proportion of adults with an upper secondary or post-secondary non-tertiary education who reported being interested in politics is high compared to other OECD and partner countries. (84.8 %, rank 1/28 , 2018) Download Indicator
Participation in education by gender
The share of female students entering short-cycle tertiary programmes in Norway is comparatively small. (20.3 %, rank 39/39 , 2019) Download Indicator
Entrance
Excluding international students, Norway has one of the highest percentages of young people expected to enter master's programmes before turning 30. (27.6 %, rank 1/33 , 2019) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
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- In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
- Women also earn on average about 76-78% of mens salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
- Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
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- On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
- The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
- In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
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- In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
- Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
- In most countries, teachers above 50 years of age make up more than a third of the teaching force.
- Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
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- On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
- There are 15 children for every teacher at pre-primary level on average across OECD countries.
- Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
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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 averages. 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 2021 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.