English, , 1,680kb
This Country Background Report for the OECD review of the Norwegian tertiary education system has been written by NIFU STEP, an independent research foundation, on behalf of the Ministry of Education and Research.
View reports relating to a review of higher education institution support of regional development. These reports focus on Trøndelag, Mid-Norwegian region.
This major project was carried out to assist governments with designing and implementing teacher policies to improve teaching and learning in schools. View a report on Norway, one of 25 countries that took part.
Norway is a test-bed for the implementation of a bold vision of lifelong learning. There is broad and strong political support within Norway for lifelong learning as a next logical step for a highly developed country with a highly educated popula...
English, , 130kb
The OECD endorsed a review of policies for career information, guidance and counselling services in autumn 2000, for career information systems are a key to making lifelong learning a reality.
English, , 452kb
The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries.
Results from Norway schools that took part in this study, which was carried out to understand how ICT relates to educational innovation.
English, , 284kb
This country report was prepared for the project "Alternative approaches to financing lifelong learning". It analyses and presents the development of lifelong learning in Norway, and proposes ways to assist in improving it.
English, , 738kb
The OECD Thematic Review of the Transition from Initial Education to Working Life describes how young people's transition to work changed during the 1990s. This is a country report about Norway.
English, , 284kb
The goal of achieving lifelong learning is ambitious in its aims to engage all citizens in the process of learning. It is complex because it breaks with past education reforms by defining in new ways the content, place, timing and duration of lea...