Country
Data profiles:
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| 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 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| 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 2022) |
| 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) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 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) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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) |
Profile View
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Attainment by gender
The share of 25-34 year-old women who attained upper secondary or post-secondary non-tertiary education in Norway is one of the lowest among OECD and partner countries with available data. (20.5 %, rank 41/42 , 2021) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of arts is one of the lowest among OECD countries and partner economies with available data. (2 %, rank 16/18 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of business and administration is one of the lowest among OECD countries and partner economies with available data. (12.6 %, rank 13/17 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of law is one of the lowest among OECD countries and partner economies with available data. (2.7 %, rank 14/15 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of business, administration and law is one of the lowest among OECD countries and partner economies with available data. (15.3 %, rank 29/31 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is one of the highest among OECD countries and partner economies with available data. (6.6 %, rank 3/31 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of information and communication technologies is one of the lowest among OECD countries and partner economies with available data. (3 %, rank 27/31 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health (medical and dental) is one of the lowest among OECD countries and partner economies with available data. (3.3 %, rank 10/14 , 2021) Download Indicator
Participation in education
In Norway, the share of part-time students in bachelor's programmes is relatively large. (36.3 %, rank 3/34 , 2018) Download Indicator
The share of part-time students in doctoral programmes in Norway is relatively large. (99.8 %, rank 2/32 , 2018) Download Indicator
In Norway, the enrolment rate of children under 3 is one of the highest among OECD and partner countries with available data. (58.3 %, rank 2/37 , 2020) Download Indicator
The enrolment rate of students aged 18 in general upper secondary programmes in Norway is one of the highest among OECD and partner countries with available data. (62.5 %, rank 5/42 , 2020) Download Indicator
The enrolment rate of students aged 20 in vocational upper secondary programmes in Norway is one of the highest among OECD and partner countries with available data. (15.8 %, rank 5/37 , 2020) Download Indicator
Graduation by gender
In Norway, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively low. (36.5 %, rank 39/42 , 2020) Download Indicator
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Norway is relatively high. (72 %, rank 3/25 , 2020) Download Indicator
The share of male tertiary graduates in the field of education is relatively high in Norway. (10.5 %, rank 3/41 , 2020) 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. (41 %, rank 21/25 , 2020) Download Indicator
In Norway, the proportion of female graduates from upper secondary vocational programmes in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries. (7.8 %, rank 33/36 , 2020) Download Indicator
In Norway, the proportion of female graduates from upper secondary vocational programmes in the field of services is one of the smallest among OECD and partner countries. (38 %, rank 35/35 , 2020) 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. (15.5 %, rank 38/40 , 2020) 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. (16.6 %, rank 38/40 , 2020) Download Indicator
The share of doctoral graduates in the field of health and welfare in Norway is relatively large. (33.2 %, rank 4/42 , 2020) 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. (7.2 %, rank 31/33 , 2020) 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. (26.8 %, rank 3/33 , 2020) Download Indicator
In Norway, the percentage of post-secondary non-tertiary vocational graduates in the field of engineering, manufacturing and construction is relatively low. (4.8 %, rank 19/22 , 2020) 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. (17.1 %, rank 32/36 , 2020) Download Indicator
The share of female who enter tertiary education in the field of social sciences, journalism and information is one of the smallest among OECD and partner countries with available data. (61.9 %, rank 33/36 , 2020) 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. (0.4 %, rank 28/31 , 2020) Download Indicator
In Norway, the share of new entrants in short-cycle tertiary programmes in field of health and welfare is relatively small. (0.2 %, rank 30/31 , 2020) 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 34/36 , 2020) Download Indicator
The share of female students entering short cycle tertiary programmes in engineering, manufacturing and construction in Norway is one of the smallest compared to other OECD countries and partner economies. (6.6 %, rank 28/30 , 2020) Download Indicator
The share of female students entering short cycle tertiaryprogrammes in natural sciences, mathematics and statistics in Norway is one of the smallest compared to other OECD countries and partner economies. (20.4 %, rank 20/22 , 2020) Download Indicator
The share of female students entering short cycle tertiary programmes in Science, technology, engineering and mathematics (STEM) in Norway is one of the smallest compared to other OECD countries and partner economies. (9.9 %, rank 29/30 , 2020) Download Indicator
In Norway, the percentage of new entrants to doctoral programmes in the field of business, administration and law is relatively low, compared to other countries with available data. (4.4 %, rank 30/34 , 2020) Download Indicator
In Norway, the percentage of new entrants to doctoral programmes in the field of engineering, manufacturing and construction is relatively low, compared to other countries with available data. (11.8 %, rank 32/34 , 2020) Download Indicator
Student mobility
The percentage of international students entering tertiary education in Norway is relatively low. (1.9 %, rank 29/32 , 2020) Download Indicator
In Norway, the proportion of new international entrants in master's long first degree (LFD) programmes is relatively low. (1.4 %, rank 18/21 , 2020) 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. (20.4 %, rank 4/33 , 2020) 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. (14.8 %, rank 3/33 , 2020) Download Indicator
In Norway, the percentage of international doctoral graduates in the field of education is one of the lowest among OECD and partner countries with available data. (0.2 %, rank 31/35 , 2020) 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. (5.4 %, rank 32/35 , 2020) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (25019 USD Equivalent, rank 5/37 , 2019) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (17757 USD Equivalent, rank 3/36 , 2019) Download Indicator
Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (15334 USD Equivalent, rank 2/36 , 2019) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (16192 USD Equivalent, rank 4/36 , 2019) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (15558 USD Equivalent, rank 5/33 , 2019) Download Indicator
Annual expenditure per student on research and development in tertiary education is one of the highest among OECD and partner countries with available data. (9462 USD Equivalent, rank 5/33 , 2019) Download Indicator
Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in Norway is comparatively high. (15297 USD Equivalent, rank 2/28 , 2019) Download Indicator
Expenditure per student for core educational services on tertiary education in Norway is comparatively high. (15239 USD Equivalent, rank 4/27 , 2019) Download Indicator
The public expenditure per full-time equivalent student from primary to tertiary education is relatively high in Norway. (17386 USD Equivalent, rank 3/36 , 2019) 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. (16331 USD Equivalent 2015, rank 3/36 , 2019) Download Indicator
The public expenditure on public educational institutions per full-time equivalent student at tertiary level is comparatively high in Norway. (26023 USD Equivalent, rank 3/35 , 2019) 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. (23010 USD Equivalent 2015, rank 5/37 , 2019) 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 1/36 , 2019) Download Indicator
In Norway, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (1.9 %, rank 5/36 , 2019) 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. (4.6 %, rank 2/36 , 2019) 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 34/36 , 2019) 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 , 2019) 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 34/36 , 2019) 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 28/28 , 2019) 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 1/27 , 2019) 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 26/27 , 2019) Download Indicator
At tertiary level, the public expenditure as a percentage of GDP from initial source of funds is comparatively high in Norway. (1.8 %, rank 1/29 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on tertiary education in Norway is one of the highest among OECD and partner countries with available data. (5 %, rank 1/32 , 2019) 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. (0.6 %, rank 35/36 , 2019) 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 , 2019) 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 35/36 , 2019) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively large. (92.2 %, rank 1/37 , 2019) Download Indicator
In Norway, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large. (97.3 %, rank 1/36 , 2019) 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. (0 %, rank 28/28 , 2019) 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 1/26 , 2019) Download Indicator
In Norway, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively small. (-0.4 %, rank 26/26 , 2019) 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. (94.7 %, rank 1/27 , 2019) Download Indicator
In Norway, the relative share of private expenditure from initial source of funds on tertiary education is comparatively small. (3.7 %, rank 27/27 , 2019) Download Indicator
Nature of expenditure
In Norway, the share of current expenditure on primary education is one of the smallest among OECD and partner countries with available data. (85.4 %, rank 29/33 , 2019) 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. (86.7 %, rank 31/33 , 2019) 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. (12.8 %, rank 5/31 , 2019) 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. (87.2 %, rank 27/31 , 2019) Download Indicator
The percentage of capital expenditure on secondary education is relatively in Norway. (12 %, rank 4/33 , 2019) Download Indicator
The percentage of current expenditure on secondary education is relatively in Norway. (88 %, rank 30/33 , 2019) Download Indicator
In Norway, the share of current expenditure on post-secondary non-tertiary education is comparatively low. (90.1 %, rank 15/17 , 2019) Download Indicator
Teachers
The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively low in Norway. (523 Hours, rank 29/32 , 2021) 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 36/38 , 2020) 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. (40.6 %, rank 18/20 , 2020) 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. (40.6 %, rank 22/25 , 2020) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially high. (16.8 %, rank 4/37 , 2019) Download Indicator
The percentage of female teachers younger than 30 in primary education is especially low in Norway. (69.2 %, rank 35/38 , 2019) Download Indicator
In Norway, the share of short-cycle tertiary teachers aged between 30 and 49 is relatively low, compared to other countries with data available. (43.6 %, rank 20/23 , 2019) Download Indicator
In Norway, the share of bachelor's, master's and doctoral level teachers aged between 30 and 49 is relatively low, compared to other countries with data available. (45.1 %, rank 27/29 , 2019) Download Indicator
In Norway, the share of tertiary teachers aged between 30 and 49 is relatively low, compared to other countries with data available. (45.1 %, rank 29/32 , 2019) Download Indicator
In Norway, the share of short-cycle tertiary teachers younger than 30 is relatively high, compared to other countries with data available. (9 %, rank 5/23 , 2019) Download Indicator
In Norway, the share of bachelor's, master's and doctoral level teachers younger than 30 is relatively high, compared to other countries with data available. (21.5 %, rank 3/29 , 2019) Download Indicator
In Norway, the share of tertiary teachers younger than 30 is relatively high, compared to other countries with data available. (21.3 %, rank 3/32 , 2019) Download Indicator
In Norway, the share of short-cycle tertiary female teachers younger than 30 is relatively low, compared to other countries with data available. (33 %, rank 20/22 , 2019) Download Indicator
In Norway, the share of tertiary female teachers younger than 30 is relatively low, compared to other countries with data available. (34.1 %, rank 19/23 , 2019) Download Indicator
Teachers' salaries
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 19/23 , 2021) 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 small in Norway. (98 Index, rank 25/29 , 2021) Download Indicator
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. (0.86 Ratio, rank 17/19 , 2021) 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. (0.66 Ratio, rank 15/19 , 2021) 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. (0.69 Ratio, rank 16/19 , 2021) 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. (0.66 Ratio, rank 17/19 , 2021) 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 30/33 , 2021) 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 30/33 , 2021) 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 31/33 , 2021) Download Indicator
Principals' salaries
Primary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Norway. (1.01 Ratio, rank 16/20 , 2021) 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. (1.01 Ratio, rank 19/20 , 2021) 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. (9.2 Ratio, rank 32/33 , 2020) 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. (10.1 Ratio, rank 40/43 , 2020) Download Indicator
The ratio of students to teaching staff at the lower secondary level is especially low. (8.7 Ratio, rank 36/40 , 2020) 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 26/27 , 2020) Download Indicator
In Norway, the number of students per teacher in public institutions tertiary education is one of the lowest among countries with available data. (8.4 Ratio, rank 34/35 , 2020) Download Indicator
In Norway, the number of students per teacher in indeoendent private institutions tertiary education is one of the highest among countries with available data. (24.8 Ratio, rank 4/21 , 2019) Download Indicator
In Norway, the number of students per teacher in public bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (8.3 Ratio, rank 26/27 , 2020) Download Indicator
In Norway, the number of students per teacher in government-dependent private bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (14.2 Ratio, rank 7/9 , 2019) Download Indicator
In Norway, the number of students per teacher in independent private bachelor's, master's, doctoral or equivalent programmes is one of the highest among countries with available data. (24.8 Ratio, rank 5/17 , 2019) Download Indicator
Employment and educational attainment
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. (90.4 %, rank 1/43 , 2021) 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. (92.8 %, rank 2/39 , 2021) Download Indicator
The employment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is compartively high in Norway. (84.2 %, rank 5/42 , 2021) Download Indicator
Compared to other countries with available data, the employment rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is relatively high in Norway. (91.1 %, rank 1/43 , 2021) Download Indicator
In Norway, the inactivity rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is one of the lowest among countries with available data. (6.7 %, rank 40/43 , 2021) Download Indicator
In Norway, the inactivity rate of 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the lowest among countries with available data. (8.2 %, rank 40/43 , 2021) Download Indicator
Compared to other countries with available data, the employment rate of 25-34 year-old with a master's or equivalent tertiary education degree is relatively high in Norway. (94.8 %, rank 1/38 , 2021) Download Indicator
In Norway, the inactivity rate of 25-34 year-olds with a master's or equivalent tertiary education degree is one of the lowest among countries with available data. (2.9 %, rank 38/38 , 2021) Download Indicator
In Norway, the inactivity rate of 25-64 year-olds with a master's or equivalent tertiary education degree is one of the lowest among countries with available data. (5.2 %, rank 35/39 , 2021) Download Indicator
Employment by field of education
The employment rate among 25-64 year-olds with tertiary education who studied in the field of arts is high compared to other OECD and partner countries. (87.5 %, rank 4/17 , 2021) Download Indicator
The employment rate among 25-64 year-olds with tertiary education who studied in the field of business, administration and law is high compared to other OECD and partner countries. (91.3 %, rank 4/31 , 2021) Download Indicator
The employment rate among 25-64 year-olds with tertiary education who studied in the field of health (medical and dental) is low compared to other OECD and partner countries. (89.3 %, rank 11/14 , 2021) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (3.5 %, rank 40/41 , 2021) Download Indicator
The unemployment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (2.8 %, rank 40/42 , 2021) Download Indicator
The unemployment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.5 %, rank 40/41 , 2021) Download Indicator
Compared to other countries with available data, the unemployment rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is relatively low in Norway. (2.4 %, rank 37/41 , 2021) Download Indicator
Compared to other countries with available data, the unemployment rate of 25-34 year-old with a master's or equivalent tertiary education degree is relatively low in Norway. (2.4 %, rank 34/37 , 2021) 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. (119.4 %, rank 37/37 , 2020) Download Indicator
Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively low. (126.9 %, rank 36/37 , 2020) Download Indicator
Earnings of 25-64 year-old full- and part-time workers with a Bachelor's or equivalent education are comparatively low. (113.8 %, rank 29/31 , 2020) 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. (154 %, rank 27/31 , 2020) Download Indicator
In Norway, earnings of 25-64 year-old workers with a bachelor's or equivalent education degree compared to those of workers with upper secondary education are comparatively to other countries low. (107.2 %, rank 31/32 , 2020) Download Indicator
In Norway, earnings of 25-64 year-old workers with a master's or equivalent education degree are comparatively low. (134.9 %, rank 32/32 , 2020) Download Indicator
In Norway, the share of worker earning more than twice the median among those with a tertiary education degree is comparatively . (13.2 %, rank 34/38 , 2020) Download Indicator
Earnings by field of education
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Norway who studied in the field of arts and humanities, social sciences, journalism and information are low, when compared to earnings of adults with an upper secondary education. (70.3 %, rank 12/15 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Norway who studied in the field of arts and humanities, social sciences, journalism and information are low, when compared to earnings of adults with an upper secondary education. (81.4 %, rank 10/14 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Norway who studied in the field of business, administration and law, are high, when compared to earnings of adults with an upper secondary education. (116.3 %, rank 3/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Norway who studied in the field of business, administration and law, are high, when compared to earnings of adults with an upper secondary education. (109.9 %, rank 5/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Norway who studied in the field of engineering, manufacturing and construction, are high, when compared to earnings of adults with an upper secondary education. (124.2 %, rank 5/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Norway who studied in the field of engineering, manufacturing and construction, are high, when compared to earnings of adults with an upper secondary education. (118.1 %, rank 5/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Norway who studied in the field of natural sciences, mathematics and statistics, are high, when compared to earnings of adults with an upper secondary education. (110.3 %, rank 2/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Norway who studied in the field of natural sciences, mathematics and statistics, are high, when compared to earnings of adults with an upper secondary education. (110.6 %, rank 4/15 , 2020) Download Indicator
Neither in education nor employed
The share of inactive youth neither in formal education nor training among 18-24 year-olds in Norway is one of the lowest among countries with available data. (5.2 %, rank 33/37 , 2021) Download Indicator
The share of unemployed youth neither in formal education nor training among 18-24 year-olds in Norway is one of the lowest among countries with available data. (3 %, rank 35/37 , 2021) Download Indicator
The share of youth who have been unemployed for at least 3 months but less than a year and not in formal education or training among 18-24 year-olds in Norway is one of the lowest among countries with available data. (1 %, rank 23/26 , 2021) Download Indicator
The proportion of youth neither employed nor in education or training among 20-24 year-olds in Norway is relatively small. (9.3 %, rank 36/37 , 2021) 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. (11.3 %, rank 35/38 , 2021) 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. (8.4 %, rank 37/39 , 2021) Download Indicator
In Norway, the share of women neither employed nor in education among 15-29 year-olds is relatively low. (7.6 %, rank 39/39 , 2021) Download Indicator
Among 20-24 year-olds men in Norway, a small share of them are neither employed nor in education or training. (10.7 %, rank 33/37 , 2021) Download Indicator
In Norway, the percentage of women neither employed nor in education or training among 20-24 year-olds is relatively low. (7.9 %, rank 36/37 , 2021) Download Indicator
The share of young women neither employed nor in education or training (25-29 year-olds) in Norway is comparatively low . (11.3 %, rank 37/38 , 2021) Download Indicator
The proportion of 18-24 year-olds who are neither employed nor in education or training is comparatively small in Norway. (8.1 %, rank 36/37 , 2021) 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. (9.5 %, rank 34/37 , 2021) 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. (6.7 %, rank 36/37 , 2021) Download Indicator
Participation in education by gender
The share of female students entering short-cycle tertiary programmes in Norway is comparatively small. (20.2 %, rank 34/34 , 2020) Download Indicator
General findings
- Tertiary attainment has increased strongly in most OECD countries among 25-34 year olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021.
- Higher educational attainment leads to better labour-market outcomes including higher wages and higher employment rates.
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
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- Tertiary attainment has increased strongly in most OECD countries among 25-34 year-olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021. In this age group, the share of individuals with tertiary attainment is 7 percentage points higher than the share of individuals with upper secondary or post-secondary non-tertiary attainment on average across OECD countries. If current trends continue, a tertiary education will be the most common attainment among working-age adults on average across OECD countries within a few years.
- Higher educational attainment leads to better labour-market outcomes. In 2021, on average, employment rates for tertiary-educated young adults (25-34 year-olds) are 8 percentage points higher than those who have attained upper secondary or post-secondary non-tertiary education and 26 percentage points higher than those who have attained below upper secondary education across OECD countries.
- Greater educational attainment yields better earnings and this holds true for higher levels of tertiary attainment in most countries. On average across the OECD, full-time full-year workers who attained short-cycle tertiary education earned 20% more than those with upper secondary attainment in 2020. This earnings advantage increases to 44% among those who attained a bachelor's or equivalent qualification and to 88% among those with a master's or doctoral or equivalent degree.
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- On average, the vast majority (88%) of children between the age of 3 and 5 are enrolled in early childhood education (ECE) across the OECD. In a few countries, it is also common for younger children between the age of 0 and 2 to participate in ECE and over 50% of children in this age group are enrolled. However, only 27% of under-threes are enrolled in ECE on average across the OECD.
- In almost all countries with available data, the majority of upper secondary graduates from general programmes are women. Men dominate graduation from vocational programmes in almost three-quarters of the countries.
- While the average age of first-time graduates from general upper secondary education does not differ much across countries, the difference widens in vocational education, ranging from 16 to 34 years.
- Around one-fifth of tertiary students are enrolled on a part-time basis, but large differences exist across OECD countries. Studying part-time is especially common in many Nordic countries, Australia, New Zealand and the United States, where more than 30% of students study part-time. However, in some countries like the Czech Republic, and Greece, less than 5% of students study part-time.
- Students are more likely to cross borders to pursue their studies as they reach more advanced levels of education. Internationally mobile students account for only 7% of bachelor's students, but 17% of master's students and 26% of doctoral students on average in OECD countries.
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- Total public spending on education (from primary to tertiary level) averages 10.6% of total government expenditure across OECD countries, from around 7% to 17%. The largest share of government funding is devoted to primary and secondary levels, explained by near-universal enrolment rates at those levels of education and the greater contribution of private sources at tertiary level.
- On average across OECD countries, expenditure on primary education amounts to 30% of the funding for educational institutions, while secondary education accounts for 39%.
- In 2019, OECD countries spent an average of USD 17 559 per student per year at the tertiary level. However, this average is driven up by high values in a few countries, reaching over USD 25 000 in Luxembourg, Norway, Sweden, the United Kingdom and the United States.
- On average across OECD countries, 63% of total expenditure on tertiary educational institutions goes to core services (e.g. teachers' salaries, school buildings, teaching materials and administration), 33% on research and development activities, and 4% on ancillary services (e.g. meals and transport).
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
- On average across OECD countries, public funds account for 83% of total spending on educational institutions. Private sources are more important at the tertiary level, where they make up 31% of all expenditure compared to just 10% at the non-tertiary levels (primary, secondary and post-secondary non-tertiary).
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- Teachers' actual salaries at pre-primary, primary and general secondary level are 4-14% lower than the earnings of tertiary-educated workers on average across OECD countries and other participants. School heads' actual salaries are substantially higher than those of teachers across primary and secondary education.
- Teachers in public schools in OECD and partner countries are required to teach on average 987 hours per year at pre-primary level, 784 hours at primary level, 711 hours at lower secondary level (general programmes) and 684 hours at upper secondary level (general and vocational programmes).
- Typically, the duration of initial teacher education programmes varies from 3 years to 6.5 years, for prospective lower secondary teachers of general subjects. A tertiary qualification is awarded upon completion of the programme in most countries, regardless of the level of education at which the teacher will teach.
- Continuing professional development is compulsory to some extent for teachers of general subjects at least at one level of education in most countries with data, except Denmark, Italy, the Netherlands and New Zealand. It can be either generally compulsory for all teachers as a regular part of their work, or for some teachers for specific purposes such as promotion or salary increases, or in some cases, both.
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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.