The Norwegian education system is structured into four main levels: kindergarten, primary and lower secondary education, upper secondary education and training, and higher education. Education is highly valued in Norway and aims to provide equal opportunities regardless of background. The primary level from ages 6-16 is mandatory and free. Kindergarten is voluntary but widely available. Reforms over the decades have increased access and supported those with special needs. Equality of education is embedded in Norwegian values and culture.

1. The Norwegian Education System
The education by itself: and theeducation levels(extensive
version)1
In general, all the educational levels in Norway are managed by the Ministry of Education
and Research, from kindergarten to higher education, with some differences in operational
responsibility depending on level.
The primary level is compulsory and free for all people between 6-16 years, and all younger
people from 16-19 have a statutory right to three years of secondary education after they have
completed the primary school. These sums up the 13 years of basic education in Norway,
which people need to go further on for higher education.
The education system itself is structured in four main levels (the three first of these is parts of
the school system)2:
1) Kindergarten
2) Primary and lower secondary education,
3) Upper secondary education and training
4) Higher education (universities and colleges)
Norway does also have:
5) Education and training for adults
6) Tertiary vocational education
1
Askheim, S. & Reisegg, Ø. (2012). «Skole og utdanning i Norge» [On-line].
http://snl.no/Skole_og_utdanning_i_Norge (27.11.2013).
2
Norwegian Ministry of Education and Research (2007). “Education in Norway: from Kindergarten to Adult
Education” *On-line].
http://www.regjeringen.no/upload/KD/Vedlegg/Veiledninger%20og%20brosjyrer/Education_in_Norway_f4133e.pdf (27.11.2013).

2. For the 1) kindergartens, the operational responsibility lies on the municipalities. This
applies to private kindergartens as well as the public. Private kindergartens can get guidance
from the local government authority on how they should function.
Kindergartens are subsidised by the state for up until 40% of the cost, while the
municipality and parents pay the rest (parental fees). The kindergartens are not compulsory
but voluntary (but they are recommended as an important part for children’s socialisation)
before they go on to primary education level. Anyone who wants it has the opportunity to
attend a kindergarten. Studies actually show that almost as much as 90% of all Norwegian
children in the age of 1-5 years had a spot in a kindergarten last year (2012)3.
Mandatory years in school
When the children comes to 6 years of age, they all start in the ten-year primary school,
which is now mandatory for everyone between 6-16 years. The primary is though the only
education level that is mandatory for everyone, as upper secondary and higher/tertiary
education is not.
Schools in the 2) primary level is like the kindergartens, under municipal control. The
primary education level is divided into two sub levels: primary education (1-7th grade) and
lower secondary (8th-10th grade). The students only get marks in the lower secondary school.
Common Curricula for basic education
The primary education are based one unitary principle (equal and adapted for everybody in a
co-ordinated school system), and here follows:
“All children and young people should take part in a common knowledge, culture and
values” (Askheim&Reisegg; SNL, 2012)4.
The 13 years of “basic” school have since the school year of 2006-07 had common curricula
based on values of equality in the education, like those that the one presented here. This
“basic school” includes the three years of secondary education at the end of the basic
education, which all people between 16-19 years have a statutory right to attend.
3
Askheim, S. & Reisegg, Ø. (2012). «Skole og utdanning i Norge: Barnehager» [On-line].
(27.11.2013).http://snl.no/Skole_og_utdanning_i_Norge#menuitem1
4
Askheim, S. & Reisegg, Ø. (2012). «Skole og utdanning i Norge: Grunnskolen» [On-line].
(27.11.2013).http://snl.no/Skole_og_utdanning_i_Norge#menuitem2

3. The education which every person are entitled, by the means of the Education Act of 19985
must be completed within five years before the end of the years that a student turns 24 years.
The 3) Secondary level is though not mandatory, but required for going on to higher
education.
MRK: Studies shows that in the fall term of 2012, 92% of all citizens between 16-18 years
old were registered as a student or apprentice in secondary education… (Askheim&Reisegg;
SNL, 2012)
The secondary schools are under the control of the counties. They are unified and have a
coordinated general education that prepares students for going to higher education.
Most of the schools also offers vocational training. This training prepares students for going
more directly in to work or going into working life through an apprenticeship at a workplace
(the apprenticeship scheme). Two years in school and two or more years in specialisation is
the most usual. After apprenticeship, the student would receive a certificate, which shows
their vocational skills/qualifications.
The Higher education level (4) in Norway contains mainly of the eight universities, but also
all the professional colleges, art colleges, state colleges and private colleges. Among these
eight university colleges as well and 19 governmental colleges. The private colleges are
mainly in the business and administration sector, or in health sciences, media and art, etc.
Norway also have four military colleges controlled by the army, where military training and
preparing for work in the force is the focus. Common for all these institutions is that you need
a certificate diploma from secondary level for admission, and for going to the military people
must have completed their 1 year service in military.
Political changes and acts for higher education
In 2003 there was introduced a quality reform6 that gave the higher education institutions a
greater responsibility and a greater freedom to choose which areas they wanted to teach in,
5
Nilsen, F.H. (2011). «Norge – videregående opplæring» [On-line] http://snl.no/Norge__videreg%C3%A5ende_oppl%C3%A6ring(27.11.2013).
6
MRK:
Footnote: 15

4. and it also introduced the new degree structure with the integration of the international degree
system with the Bachelor’s, Master’s and doctoral degrees (PhD’s) according to the Bologna
Process7
With this, the scope of the studies has changed; the assessment system has changed, and the
credits embedded in the different degrees is the same for the most universities. In Europe
there a system called ECTS (European Credit Transfer and Accumulation System)8 which
indicates equality of credits that students get through studies in the different countries. This
reform has also made the higher education more mobile and there are now good possibilities
for Norwegian students to do a whole or a part of a degree abroad (on exchange from a
Norwegian university). The ERASMUS programme/system9 is an example -of an exchange
program which makes the mobility easier.
The structure of the different educational systems through the years
About Norwegian Education history
The Norwegian education system has changed a lot over the years. Seen in a historically
perspective, the most common known changes started in 1736 when training in reading was
made compulsory for all children, and in 1739 when universal schooling (schooling for
everybody), were introduced10.
According to the overlying, it is important to note that equality is an important value in the
Norwegian culture and society; coming strongly out through quote like this one saying that:
“…everyone should have the same opportunities, no matter their socioeconomically
state”.
…or another one saying:
7
The Bologna Declaration on European space for higher education: an explanation. (06.12.2013). [On-line].
http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf
8
European Commission – Education & Training. (2013) European Credit Transfer and Accumulation System
(ECTS). (07.12.2013). [On-line].http://ec.europa.eu/education/lifelong-learning-policy/ects_en.htm
9
European Commission – Education & Training. (2013) The ERASMUS Programme: studying in Europe and
more. (07.12.2013). [On-line]. http://ec.europa.eu/education/lifelong-learning-programme/erasmus_en.htm
10
Norwegian Ministry of Education and Research. (2009) Primary and lower secondary schooling. [On-line].
http://web.archive.org/web/20090504234339/http://www.norway.org.uk/education/education/primary/prim
ary.htm

5. “Children and young people must have an equal right to education, regardless of where they
live, gender, social and cultural background or any special needs”(Norwegian Ministry of
Education and Research, 2007)11
Values like that those quotes above is presenting, are strongly embedded in the educational
system, as it is a principle with long traditions in the society. It has proven more and more
over the years, as which socioeconomically state people have has become less important, and
so on. Moreover, the terminology of equality itself has become even stronger over the years,
and today it is a basic precept of the education policies in Norway12.
Seen more back in time, by historically means, over centuries, different acts and laws have
been introduced by the different governments in charge. The changes has not been major
each single time, by this means - the changes has come gradually over the years in the same
speed as the development of rest the society (including the political changes) as a whole.
There are many examples of changes over the years, like these:
In 1889, the mandatory primary school (or people’s school) lasted for seven years, while it in
1969 was increased to nine years, and as late as in 1997 with further 1 year added to ten years
of mandatory school (for all children born in 1991 or later)13.
Through the 1990’s until today (the last 20-25 years) there have been many reforms
throughout the whole education system, making changes in the educational systems with the
main purpose of renewal and restructuring, and a hope to find an optimal organisation of the
educative process to bring the education up to date14.
11
Norwegian Ministry of Education and Research. (2007) Education – from Kindergarten to Adult Education.
Oslo: Norway. (29.12.2013) [Available on-line].
http://www.regjeringen.no/upload/KD/Vedlegg/Veiledninger%20og%20brosjyrer/Education_in_Norway_f4133e.pdf
12
Rapport. (2001) National Report from Norway – The development of education from 1991-2000. Oslo:
Norway. The Norwegian Ministry of Education and Research. [On-line].
http://www.regjeringen.no/nb/dep/kd/dok/rapporter_planer/rapporter/2001/the-development-ofeducation-1991-to-200/1.html?id=277458
13
Opplæringsloven. (2011). In: Store Norske Leksikon (05.12.2012). [On-line]
http://snl.no/oppl%C3%A6ringsloven
14
Guidlines and brochures.(2007) The challenge posed by a quality reform in primary and secondary education.
Oslo: Norway. The Norwegian Ministry of Education and Research. [Online].http://www.regjeringen.no/en/dep/kd/documents/brochures-and-handbooks/2003/The-Committee-forQuality-in-Primary-and.html?id=87998

6. The education has become a priority area for the politicians of Norway more than ever, and
have been seen as a key, especially to economic, social and cultural development of Norway
as a state, but also as development for better understanding and interaction with the world
around. The governments over the years, especially the last 30-20 years, have had a vision of
Norway as an advances society of knowledge, which is ranked among the best in the world,
and also as a society that is able to make this knowledge and competence available to all
citizens, as well as to utilise the resources of all citizens… (The Norwegian Ministry of
Education and Research, 2001).
As a part of all this, the political system in 2003 introduced the Quality Reform (as mentioned
above was introduced as a part of the Bologna Process as a part of the international degree
system and development of knowledge)15.
Another example is “Kunnskapsløftet” (the Knowledge Promotion) which is the latest reform
introduced in primary level and secondary upper education, with effect from fall term 20061617
. The changes in the Knowledge Promotion had from the first year effect only for pupils in
the grades of 1-9 in primary school but also for students in their first year of upper secondary
education. This reform has introduced some major changes in the substance, structure and
organisation from 1st grade to 10th grade in primary school and to 3rd grade in upper
secondary (these also known as the 13 years of basic education).
How to access university (higher education)
In Norwaystudents only need their general admission from secondary education and a
certificate diploma from the general studies programme to apply for higher education18.
Depending on the type of schemes the student has studied in. For example this could be one
15
The Norwegian Government. (2007) Kvalitetsreformen i lys av Bologna-prosessen. The Norwegian Ministry of
Education and Research. [On-line] http://www.regjeringen.no/en/dep/kd/Selected-topics/highereducation/bolognaprosessen/kvalitetsreformen-i-lys-av-bologna-prose.html?id=439552
16
The Norwegian Government. (2013) Knowledge Promotion. Oslo: Norway. The Norwegian Ministry of
Education and Research. [On-line]. http://www.regjeringen.no/en/dep/kd/Selected-topics/compulsoryeducation/Knowledge-Promotion.html?id=1411
17
Kunnskapsløftet. (2011). Store norske leksikon. (07.12.2013). [On-line]
http://snl.no/Kunnskapsl%C3%B8ftethttp://snl.no/Kunnskapsl%C3%B8ftet
18
The Norwegian Government. (2010) Regulations concerning admission to higher education. Oslo: Norway.
The Norwegian Ministry of Education and Research. [On-line].
http://www.regjeringen.no/upload/KD/Vedlegg/UH/forskrifter/Regulations_Admission_HigherEducation.pdf

7. of the three programmes in the general studiesprogramme; (based on science and
mathematics or on language, economy and social sciences), and as well as the level of the
marks which the student have achieved in their respective modules. These will then, or at
some point,decide for the student, which studies he, or she are able to get into.
If a student for example want to go to study in a good technical university, like the
Norwegian University of Science and Technology (NTNU), or generally studies like medicine
or psychology, s/he will need good marks from secondary school. Some of the governmental
education institutions or private institutions may though have different tests as forms part of a
matriculation process that appliers are requisite to pass to get admission.
System for students with special needs: How they get supported
“All students with a mother tongue that is different from Norwegian or Sami are
entitled to special tuition until they can follow normal teaching in schools”. (SNL,
2012).
“Students who receive special education in elementary school are entitled to an IEP
(Individual Education Plan).” (SNL, 2012).
These are important quotes related to values of equality in education. Equality also means
that those with certain special needs, either it is because of language differences or other
reasons for needing extra support, students should get instruction and training adapted to their
abilities, as the following says:
“The right to adapted education and training applies to both those who need extra
support in order to achieve a satisfactory outcome from regular education and
training and those pupils who need extra challenges.” (Norwegian Directorate for
Education and Training, 2012, p.7)19
In Norway there is a very good system for supporting those with extra needs, at least for
supporting those that have problems with following regular school in a normal tempo – and
that need help with the challenges there already is. The IEP system is more developed for
people at this stage, rather than for those who is in need for extra challenges. To follow the
19
The Norwegian Government. (2012) The Education Mirror 2012: Analysis of primary and secondary education
and training in Norway (2012 edition). Oslo: Norway. The Norwegian Ministry of Education and Research (The
Norwegian Directorate for Education and Training) [On-line].
http://www.udir.no/Upload/Rapporter/2012/US2012_ENG_nettversjon.pdf?epslanguage=no

8. IEP system up and help the schools, the municipalities has an organ called the PPT (PPS),
which is a legal advisory and expert body working on principals from the Educational Act in
relation to persons or groups with special needs. The body also helps in assessing the need for
SNE for the student considered with professional expert advises, and help to form their IEP.
For people from 1-4th grade (1-7th grade for people with “extraordinary” needs assigned to
SNE and having an IEP20), there are an “after school service” (SFO)– which is an extracurricular activities programme that students go to after their classes are done for the day and
normally until their parents are done with their own workday. These centres are often close to
or in the same buildings as the school classes. The people who work there in most cases have
an approved pre-school teacher education or some certificate in childcare and youth work,
and are there to take care of and help young students that need it.
On the secondary upper level there is a statutory imposing that schools need to have a social
pedagogic service and a career counselling service working together with the PPT-service21.
These organs also co-operates with a body called the Monitory Service (SNL, 200922). This
service body under the control of the county councils have a statutory duty to follow up
young people between 16-19 years whom are either in school or at work.
Grades retention: repeating grades
Norway do not allow grade retention - but in some of the universities and colleges, there are
though, possibilities for re-sitting exams (that is not passed the first time) in many of the
modules.
20
The Norwegian Government. (2013) Primary and lower level education: Skolefritidsordningen (SFO). Oslo:
Norway. The Norwegian Ministry of Education and Research. [Online].http://www.regjeringen.no/en/dep/kd/Selected-topics/compulsory-education/skolefritidsordningensfo.html?id=434946
21
Municipality of Frogn. (2009) Pedagogisk-psykologisktjeneste (PPT) (2nd Edition 2013). Drøbak: Norway.
[Available on-line].https://www.frogn.kommune.no/tjenester/alle/Pedagogiskpsykologisk-tjeneste/
22
Oppfølgingstjenesten. (2009, 14. february). In«Store norske leksikon». (09.12.2013) [Online].http://snl.no/oppf%C3%B8lgingstjenesten

9. Higher education and population: Percentage of the people going to
higher education
Figure 1: The illustration shows the amount of students in tertiary education in Norway and Norwegian
students abroad, by gender and age per October 2012 (in absolute figures and per cent). Source: SSB |
23
Statistics Norway
Political and economic matters
Private and state schools24
-
In the Norwegian education, there are both private schools (where the students have to
pay tuition fees) and public schools (that is free).
-
There are though very few private schools compared to the amount of public schools.
-
The few private schools there are, is on all the education levels. Most of them are
under regulations of the Independent Schools Act, and they get public support, if the
Educational Directorate approves them.
-
The Private schools must according to the regulations given, follow a common
curriculum for all schools on primary and secondary level, as the public schools- the
23
Statistics Norway (29.05.2013) Students at universities and colleges, 1 October 2012. (06.12.2013). [Online].http://www.ssb.no/en/utdanning/statistikker/utuvh/aar/2013-05-29#content
24
Askheim, S. &Reisegg, Ø. (2012). «Skole og utdanning i Norge: Private skoler» [On-line]. (27.11.2013).
http://snl.no/Skole_og_utdanning_i_Norge#menuitem6

10. main difference is though that the private schools also have some alternative
educational program
-
Studies show that there were 159 private schools on the primary level in the school
year of 2010/2011, and that around 2,6 per cent of all the students in Norway on this
level, goes to a private school, and of the students in upper secondary level there were
7 per cent in private schools by 2011.
-
There are none private universities, but there are some private colleges, which are
mainly self-financial’ iced.
Who does establish the educational system? The education ministry or
the regional authorities?
Management of education in Norway25 and Political influence
-
It is the Norwegian Ministry of Education and Research that has the overall
responsibility for all education, including the kindergartens
-
The ministry work as the educational department’s executive body – with main
responsibility on the quality, which again includes new curriculum, etc.
-
The Ministry sets the regulations for curricula according to educational laws and acts
set by the respective government – where the leader of the Ministry (the Minister) has
a seat
-
The eight universities and most of the colleges are operated by the ministry itself
Regional authorities:
o The primary schools are operated by the municipalities, and the secondary
schools by the counties
-
Each county has a governor who perform state functions at regional level – and
controlling that the laws and regulations of the ministry are followed
-
On municipal level, they have councils that can decide by themselves if they want to
create a committee body under their regulation that has the responsibility of managing
the schools. Many of the municipality councils choses instead to let the schools
themselves have delegated functions, like an own operation board
25
Some municipalities has a development sector, where the schools are included
Askheim, S. &Reisegg, Ø. (2012). «Skole og utdanning i Norge: Forvaltning av utdanning i Norge» [On-line].
(27.11.2013). http://snl.no/Skole_og_utdanning_i_Norge#menuitem7

11. How much money do the government invest in the country? (Percentage
of GDP)
o Back in 2003, Norway invested 1.7% of GDP in research and development,
while the OECD average was 2.2%.
o The expenditure on education in Norway represents 7.6% of the GDP. The
average in the OECD countries are 6.3 %. (2010)... (Askheim&Reisegg; SNL,
2012).
Religion: and education
Faith Schools:
- Most of the private schools in Norway are faith schools, where beliefs are central to how the
schools operates (besides the fact that they like all other private schools must follow the
national curriculum).
- Examples are Christian or humanistic schools
Is Religion influencing on the educational system?
Christian tradition
- Historically: the first schools in Norway was cathedral schools
-
Although these kind of schools are more or less gone, the Christian values and
traditions are a part of most Norwegians live (e.g. according to traditions like
confirmations, holidays like Christmas, etc.) * Holidays is also to determine how the
school year is planned, and influence the educational system itself in that way
o Norway is today a modern secular and multicultural country where religion is
not statutory, but, as it is a main part of the country’s history and culture, it is
essential for this and the coming generations to learn about, e.g. why we
celebrate Christmas and other days
o Many laws are founded on Christian values, and the education system are
regulated by laws

12. Bibliography (so far) ** own Document **