Explore the OECD's reports or draw from a wide variety of education indicators and data to construct your own, customised country reports, highlighting the facts, developments and outcomes of your choice.

Country

Data profiles:



Norway
Student performance (PISA 2022)
  • In mathematics, the main topic of PISA 2022, 15-year-olds in score 468 points compared to an average of 472 points in OECD countries.
  • On average, 15-year-olds score 477 points in reading compared to an average of 476 points in OECD countries.
  • In Norway, the average performance in science of 15-year-olds is 478 points, compared to an average of 485 points in OECD countries.
  • Average 2022 results were down compared to 2018 in mathematics, reading and science.
  • Average performance was lower in 2022 than in any previous assessment in mathematics, and close only to the performance observed in 2006 in reading and science.
  • In Norway, 69% of students attained at least Level 2 proficiency in mathematics (OECD average: 69%). At a minimum, these students can interpret and recognize, without direct instructions, how a simple situation can be represented mathematically
  • Some 7% of students in Norway were top performers in mathematics, meaning that they attained Level 5 or 6 in the PISA mathematics test (OECD average: 9%). At these levels, students can model complex situations mathematically, and can select, compare and evaluate appropriate problem-solving strategies for dealing with them.
  • In Norway, 59% of students (the largest share) were in the top international quintile of the socio-economic scale, meaning that they were among the most advantaged students who took the PISA test in 2022. Their average score in mathematics was 492 score points.
  • In Norway socio-economically advantaged students (the top 25% in terms of socio-economic status) outperformed disadvantaged students (the bottom 25%) by 81 score points in mathematics. This is smaller than the average difference between the two groups (93 score points) across OECD countries.
  • Some 13% of disadvantaged students in Norway were able to score in the top quarter of mathematics performance (OECD average: 10%). These students can be considered academically resilient.
  • Boys and girls performed at similar levels on average in mathematics but girls outperformed boys in reading by 42 score points in Norway. Globally, in mathematics, boys outperformed girls in 40 countries and economies, girls outperformed boys in another 17 countries or economies. In reading, girls, on average, scored above boys in all but two countries and economies that participated in PISA 2022 (79 out of 81).
  • The share of immigrant students has increased in Norway to 16% in 2022 (10% in 2012). In 2022, 7% of 15-year-old students were first-generation immigrants, meaning that they were born in another country/economy, and their families moved to Norway only in recent years.
  • Immigrant students in Norway tend to have a more disadvantaged socio-economic profile than non-immigrant students; while 25% of all students are considered socio-economically disadvantaged, the corresponding share among students with an immigrant background is 54%.
  • In mathematics, the average difference in performance between immigrant and non-immigrant students was 36 score points in favour of non-immigrant students, a significant difference. After accounting for students' socio-economic profile, a significant difference of 9 score points in favour of non-immigrant students was observed.
  • In Norway, 96% reported that they had attended pre-primary education for one year or more (OECD average: 94%).
  • Profile View

    Select first some countries to compare, choose the charts you wish to display and customise them.

    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.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    Student performance in mathematics

    The change in maths performance between 2015 and 2018 shows one of the strongest decreases among PISA-participating countries and economies. (-33 PISA Score, rank 45/48 , 2022) Download Indicator

    Student performance in reading

    The difference between girls and boys in reading performance is one of the smallest among PISA-participating countries and economies in favour of girls. (-42 PISA Score, rank 73/78 , 2022) Download Indicator

    The score difference in reading between the 10% of students with the highest scores and the 10% of students with the lowest scores is one of the largest among PISA-participating countries and economies. (295 PISA Score, rank 4/80 , 2022) Download Indicator

    Student performance in science

    The score difference in science between the 10% of students with the highest scores and the 10% of students with the lowest scores is one of the largest among PISA-participating countries and economies. (276 PISA Score, rank 10/80 , 2022) Download Indicator

    Participation in education

    The percentage of students who have repeated a grade during primary, lower secondary or upper secondary school is one of the lowest among PISA-participating countries and economies. (0 %, rank 78/79 , 2022) Download Indicator

    School climate

    Students in Norway reported feeling relatively safer than students in other OECD and partner countries/economies. (0.3 PISA Index, rank 4/74 , 2022) Download Indicator

    Compared to other OECD and partner countries/economies, Norway seems t have a lower level of school safety risks. (-0.43 PISA Index, rank 69/69 , 2022) Download Indicator

    Students' engagement, drive and self-beliefs

    Norway has one of the smallest differences in mathematics performance associated with a one-hour increase in the time spent doing homework in mathematics, after accounting for students' and schools' socio-economic profile. (-13 PISA Score points, rank 51/59 , 2022) Download Indicator

    Norway has one of the smallest differences in mathematics performance associated with a one-hour increase in the time spent doing homework in all subjects, before accounting for students' and schools' socio-economic profile. (-3 PISA Score points, rank 67/68 , 2022) Download Indicator

    Sense of belonging at school

    In 2015, the index of sense of belonging was one of the highest among PISA-participating countries and economies. (0.23 PISA Index, rank 8/78 , 2022) Download Indicator

    The difference in the index of sense of belonging between students in the top quarter of PISA economic, social and cultural status (ESCS) index and those in the bottom quarter of ESCS is one of the largest among PISA-participating countries and economies. (0.32 PISA Index, rank 4/73 , 2022) Download Indicator

    Performance and socio-economic status

    In Norway, the variation between schools of the mathematics performance is among the smallest, when compared to average total variation across OECD countries. (10.5 %, rank 72/80 , 2022) Download Indicator

    In Norway, the variation within schools of the mathematics performance is among the largest, when compared to average total variation across OECD countries. (97.1 %, rank 3/80 , 2022) Download Indicator

    The mean PISA index of economic, social and cultural status (ESCS) in Norway is one of the higest among countries and economies participating in PISA. (0.52 PISA Index, rank 1/79 , 2022) Download Indicator

    Resources for education

    Norway ranked among the countries with the largest difference in mathematics performance associated with principals reporting that the school's capacity to provide instruction is hindered to some extent or a lot by a lack of educational material, after accounting for students' and schools' socio-economic profile. (-10 PISA Score points, rank 7/9 , 2022) Download Indicator

    Norway has one of the largest differences in mathematics performance associated with a one-hour increase in the time spent per day on digital devices for learning at school, after accounting for students' and schools' socio-economic profile. (10 PISA Score points, rank 1/60 , 2022) Download Indicator

    Teachers

    The ratio of students to teaching staff in schools attended by 15-year-olds is comparatively low in Norway. (9.94 Ratio, rank 73/80 , 2022) Download Indicator

    Before accounting for students' and schools' socio-economic profile, Norway has one of the smallest differences in mathematics performance per 10 percentage-points increase in the share of teachers fully certified by the appropriate authority. (-3 PISA Score points, rank 23/28 , 2022) Download Indicator

    Between 2018 and 2022, Norway recorded a particularly significant change in the percentage of teachers working full time in schools attended by 15-years-olds, compared to the other OECD and partner countries/economies. (1.8 %, rank 9/27 , 2022) Download Indicator

    Between 2018 and 2022, Norway recorded a particularly small change in the percentage of teachers working part time in schools attended by 15-years-olds, compared to the other OECD and partner countries/economies. (-1.8 %, rank 19/27 , 2022) Download Indicator

    Governance

    The percentage of students attending government-independent private schools is one of the lowest among PISA-participating countries and economies. (0 %, rank 75/78 , 2022) Download Indicator

    Norway has a school system where school selectivity is less intense than in the other OECD and partner countries/economies. (1.24 PISA Index, rank 76/80 , 2022) Download Indicator

    The difference in mathematics performance associated with a one-unit increase in the index of school selectivity is relatively small in Norway, after accounting for students' and schools' socio-economic profile. (-8 PISA Score points, rank 49/49 , 2022) Download Indicator

    Norway has a relatively low percentage of students in schools whose principal reported that there are two or more other schools in this area that compete for these students. (28.2 %, rank 79/80 , 2022) Download Indicator

    COVID-19 effects on education

    Compared to other OECD and partner countries/economies, students in Norway have a relatively weak perseverance. (-0.16 PISA Index, rank 41/50 , 2022) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
    
    • Singapore scored significantly higher than all other countries/economies in mathematics (575 points) and, along with Hong Kong (China), Japan, Korea, Macao (China), and Chinese Taipei, outperformed all other countries and economies in mathematics. Another 17 countries also performed above the OECD average (472 points), ranging from Estonia (510 points) to New Zealand (479 points).
    • Boys outperformed girls in mathematics by nine score points and girls outperformed boys in reading by 24 score points on average across OECD countries. In science, the performance difference between boys and girls is not significant.
    • An average of 69% of students are at least basically proficient in mathematics in OECD countries. This means they are beginning to demonstrate the ability and initiative to use mathematics in simple real-life situations.
    • In 16 out of 81 countries/economies participating in PISA 2022, more than 10% of students attained Level 5 or 6 proficiency, meaning they are high-performing: they understand that a problem is quantitative in nature and can formulate complex mathematical models to solve it. By contrast, less than 5% of students are high-performing in 42 countries/economies.
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    
    
    • Singapore scored significantly higher than all other countries/economies in reading (543 points) and science (561 points). Behind Singapore, Ireland performed as well as Estonia, Japan, Korea and Chinese Taipei while another 14 education systems performed above the OECD average in reading (476 points), ranging from Macao (China) (510 points) to Italy (482 points).
    • About three out of four students have achieved basic proficiency in reading in OECD countries.
    • In reading, an OECD average of 7% of students attained the highest proficiency levels of 5 or 6. In 13 countries/economies, more than 10% of students are top performers in reading.
    • No change in the OECD average over consecutive PISA assessments up to 2018 has ever exceeded five points in reading: in PISA 2022, however, the OECD average dropped by about 10 score points in reading compared to PISA 2018.. The unprecedented drops reading point to the shock effect of COVID-19 on most countries.
    • Only four countries and economies improved their performance between PISA 2018 and 2022 in all three subjects: Brunei Darussalam, Cambodia, the Dominican Republic and Chinese Taipei.
    • Trend analysis of PISA results reveals a decades-long decline that began well before the pandemic. In reading, performances peaked in 2012 and 2009, respectively, before dipping while performance began a downward descent in mathematics before 2018 in Australia, Belgium, Canada, the Czech Republic, Finland, Hungary, Iceland, Korea, the Netherlands, New Zealand, the Slovak Republic and Switzerland.
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    
    
    • Mean performance in science remained stable.
    • In science, the highest-performing education systems are Singapore, Japan, Macao (China), Chinese Taipei, Korea, Estonia, Hong Kong (China) and Canada. Finland performed as well as Canada in science. In addition to these nine countries and economies, another 15 education systems also performed above the OECD average in science (485 points), ranging from Australia (507 points) to Belgium (491 points).
    • About three out of four students have achieved basic proficiency science in OECD countries.
    • In science, an OECD average of 7% of students attained the highest proficiency levels of 5 or 6. In 14 countries/economies, more than 10% of students are top performers in science.
    • Only four countries and economies improved their performance between PISA 2018 and 2022 in all three subjects: Brunei Darussalam, Cambodia, the Dominican Republic and Chinese Taipei.
    • Trend analysis of PISA results reveals a decades-long decline that began well before the pandemic. In science, performances peaked in 2012 and 2009, respectively, before dipping. while performance began a downward descent in mathematics before 2018 in Australia, Belgium, Canada, the Czech Republic, Finland, Hungary, Iceland, Korea, the Netherlands, New Zealand, the Slovak Republic and Switzerland.
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    
    
    • Socio-economically advantaged students scored 93 points more in mathematics than disadvantaged students on average across OECD countries. The performance gap attributed to students' socio-economic status is greater than 93 score points in 22 countries or economies and 50 points or fewer in 13 countries or economies.
    • Boys outperformed girls in mathematics by nine score points and girls outperformed boys in reading by 24 score points on average across OECD countries. In science, the performance difference between boys and girls is not significant.
    • Non-immigrant students scored 29 points more than immigrant students in mathematics on average across OECD countries but non-immigrant students scored only five points more than immigrant students once socio-economic status and language spoken at home had been accounted for.
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    
    
    • Between 2018 and 2022 trends in students' sense of belonging at school were mixed, with equal proportions of countries/economies showing stable, improving or deteriorating trends. Of the 47 education systems with improving or stable trends, only 20 maintained or attained a level of students' sense of belonging at school that was at or above the OECD average. 
    • Around 10% of students reported feeling unsafe on their way to or from school, or in places outside of the classroom, on average across OECD countries. Some 20% of students reported that they are bullied at least a few times a month.
    • Overall, students felt more confident about using digital technology for learning remotely during future school closures than they felt about taking responsibility for their own learning. For instance, on average across OECD countries, about three out of four students reported that they feel confident or very confident about using a learning-management system, a school learning platform or a video communication program, as well as about finding learning resources online on their own.
    • Students' experience with learning at home was more positive in systems that were better prepared for remote learning. However, when learning remotely, 40% of all students reported feeling lonely and 50% of all students reported feeling anxious about schoolwork and that they fell behind in their studies; and three in ten students reported that teachers were not available when needed, on average across OECD countries. 
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Key
    Diagram of funding flows - Norway

    Click on the coverpage to see the full OECD iLibrary version
    Key
    Country Reviews for Norway

    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/

    Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.

    *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.