(0.8 %, rank 38/43 , 2018) Download Indicator, In Norway, the proportion of international graduates among bachelor's first-time graduates is relatively low. Together, the first two stages (Grades 1 to 10) constitute compulsory education, referred to as basic school. (1.02 Ratio, rank 18/21 , 2019) 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. On average across OECD countries, Based on current patterns, it is estimated that. (82 %, rank 21/29 , 2018) Download Indicator, In Norway, the percentage of first-time doctorate graduates younger than 35 is relatively low. National Education Systems. (2.7 %, rank 25/32 , 2019) Download Indicator, The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in Norway relatively compared to OECD and partner countries with available data. (0 USD Equivalent, rank 7/8 , 2018) Download Indicator, The estimated average annual tuition fees charged for national students enrolled in short-cycle programmes in government dependent private institutions are high compared to other OECD and partner countries. (44 %, rank 4/36 , 2016) Download Indicator, In Norway, the proportion of adults employed in the public sector and participating in job-related non-formal education and training not sponsored by the employer is low compared to other OECD and partner countries. (6.6 %, rank 3/32 , 2018) 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. (5.4 %, rank 21/25 , 2018) Download Indicator, In Norway, the proportion of new international entrants in master's long first degreee (LFD) programmes is relatively low. (87.1 %, rank 1/28 , 2018) Download Indicator, In Norway, the proportion of adults without an upper secondary education who reported being interested in politics is high compared to other OECD and partner countries. (4.6 %, rank 25/27 , 2017) Download Indicator, The average annual growth rate of total expenditure on tertiary educational institutions between 2012 and 2017 is one of the highest among OECD and partner countries with available data. are some integrated five to five and half year master degrees and some professional study programmes that last 6 years. (3.6 %, rank 34/36 , 2016) Download Indicator, Norway had one of the smallest share of adults employed in the public sector and participating in non-job-related non-formal education and training not sponsored by the employer. (121 Index, rank 37/37 , 2017) Download Indicator, 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. Categories of higher education institutions in Norway: ● Universities (so far public institutions only)● Specialised university institutions (both public and private)● University colleges (both public and private) including two public University colleges of arts ● Other Combined school and work-based learning can help students transition smootly into the labor market. (5.3 %, rank 27/36 , 2019) Download Indicator, In Norway, the inactivity rate of 25-34 year-olds with vocational upper secondary or post-secondary non-tertiary education is relatively Norway. (15735 USD Equivalent, rank 3/37 , 2017) Download Indicator, Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (69.7 %, rank 27/32 , 2018) Download Indicator, In Norway, the share of international and foreign students among all students in the field of education is one of the smallest among OECD and partner countries with avaialble data. (16.6 %, rank 32/36 , 2018) Download Indicator, In Norway, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (2622 Hours, rank 24/29 , 2019) Download Indicator, The number of students per teacher in tertiary institutions is one of the lowest among OECD and partner countries with available data. Mathematics is a prominent subject in the Norwegian school curriculum, together with Norwegian and English; it is one of the core subjects covered on national examinations in the 10th grade. The following list displays indicators for which your selected country shows the highest and lowest values among countries. (61.4 %, rank 6/36 , 2016) Download Indicator, The percentage of employed adults participating in job-related non-formal education and training sponsored by the employer is relatively high. (126 Index, rank 37/37 , 2017) Download Indicator, The difference in earnings between 25-64 year-old women with tertiary education and those with upper secondary education is quite low. (62 %, rank 31/35 , 2018) Download Indicator, The percentage of students enrolled in the field of arts and humanities among all international or foreign tertiary students in Norway is relatively high. (13381 USD Equivalent, rank 2/35 , 2017) Download Indicator, In Norway, the share of private expenditure on all levels below tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (82.6 %, rank 1/25 , 2018) Download Indicator, In Norway, the proportion of adults with an upper secondary or post-secondary non-tertiary education who reported being interested in politics is high compared to other OECD and partner countries. (3.2 %, rank 5/31 , 2017) Download Indicator, In Norway, between 2012 and 2017, the average annual expenditure per full-time equivalent student from primary to tertiary education is one the highest among OECD and partner countries with available data. (9.6 Ratio, rank 34/41 , 2018) Download Indicator, The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the least rewarding among OECD and partner countries with available data. At upper secondary level, there is strong supply and student uptake of vocational education and training, but completion rates in general or vocational programmes are low compared to the OECD average.

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