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Reports


  • 3-December-2020

    English, PDF, 369kb

    Revenue Statistics: Key findings for Norway

    The OECD’s annual Revenue Statistics report found that the tax-to-GDP ratio in Norway increased by 0.4 percentage points from 39.6% in 2018 to 39.9% in 2019. Between 2018 and 2019 the OECD average decreased from 33.9% to 33.8%.

  • 30-November-2020

    English

    Building a High-Quality Early Childhood Education and Care Workforce - Further Results from the Starting Strong Survey 2018

    The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
  • 16-November-2020

    English

    A territorial approach to the Sustainable Development Goals in Viken, Norway

    Viken, Norway, was officially formed as a new county on 1 January 2020, merging the previous counties of Akershus, Buskerud and Østfold. The newly elected county government has endorsed the Sustainable Development Goals (SDGs) as a holistic framework for implementing the Regional Planning Strategy for a Sustainable Viken 2020‑2024, within a complex governance landscape and the concept of planetary boundaries. Viken’s sustainable development challenges and opportunities vary across its 51 municipalities, and between highly urbanised and largely rural areas. A Territorial Approach to the SDGs will help maximise the assets and strengths of all territories of the county and promote better access to economic development opportunities, labour market, skills and education across the county where disparities are witnessed between rural areas and urban centres.
  • 4-November-2020

    English

    Norway - OECD Anti-Bribery Convention

    This page contains all information relating to implementation of the OECD Anti-Bribery Convention in Norway.

    Related Documents
  • 27-October-2020

    English

    Improving school quality in Norway 2020 - Progress with the Competence Development Model

    In 2017, the Government of Norway introduced a new competence development model for schools, to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement. This model has the potential to promote collective teacher professionalism, but requires a carefully thought out implementation strategy to yield positive results. From 2018, the OECD partnered with Norway to support this implementation process, and undertook an initial assessment of the implementation strategy of the model (Improving School Quality in Norway: The New Competence Development Model, 2019). In the meantime, the Norwegian Directorate for Education and Training has kept on co-shaping the model with universities and education stakeholders at the regional and local level. This new report assesses progress made, and makes further recommendations to move forward with the model development. The report will be valuable not only for Norway, but also to the many countries that are looking to promote school-based professional development and bridge the gap between policy design and effective implementation.
  • 22-October-2020

    English

    Making Dispute Resolution More Effective - MAP Peer Review Report, Norway (Stage 2) - Inclusive Framework on BEPS: Action 14

    Under Action 14, countries have committed to implement a minimum standard to strengthen the effectiveness and efficiency of the mutual agreement procedure (MAP). The MAP is included in Article 25 of the OECD Model Tax Convention and commits countries to endeavour to resolve disputes related to the interpretation and application of tax treaties. The Action 14 Minimum Standard has been translated into specific terms of reference and a methodology for the peer review and monitoring process. The peer review process is conducted in two stages. Stage 1 assesses countries against the terms of reference of the minimum standard according to an agreed schedule of review. Stage 2 focuses on monitoring the follow-up of any recommendations resulting from jurisdictions' Stage 1 peer review report. This report reflects the outcome of the Stage 2 peer monitoring of the implementation of the Action 14 Minimum Standard by Norway.
  • 2-October-2020

    English

    International Compendium of Entrepreneurship Policies

    It is increasingly understood that entrepreneurship plays a critical role in economic growth and well-being. But which policies can governments develop to release its benefits? This publication offers guidance and inspiration. It identifies the range of entrepreneurship policies being pursued internationally, the problems the policies seek to solve and how they are designed and implemented. The focus is on how to create a broad base of start-ups with the potential for sustainability and growth by building a pipeline of new entrepreneurs, supporting start-ups to overcome barriers in areas such as skills, finance and innovation and stimulating vibrant entrepreneurial ecosystems. The publication examines the rationale for entrepreneurship policy, presents a typology of policy approaches and highlights principles for policy success. The points are illustrated by 16 case studies of inspiring practice policies from 12 OECD countries. These cases span policies for regulations and taxation, entrepreneurship education and training, advice and coaching, access to finance, internationalisation, innovation, and holistic packages for ecosystem building. Helpful summary tables guide readers to the information that will respond to their questions. The publication will give readers an overview of key entrepreneurship policy interventions and tips on entrepreneurship policy success.
  • 11-August-2020

    English

    Identifying and addressing employment barriers in Belgium, Korea and Norway - Implementing the OECD Jobs Strategy

    This paper documents joblessness in OECD countries, provides a detailed diagnosis of structural employment barriers in Belgium, Korea and Norway by applying the OECD Faces of Joblessness methodology to the situation just before the COVID-19 crisis and discusses the policy implications. It shows that individuals experiencing major employment difficulties often face a combination of barriers related to work availability, readiness and incentives. It suggests a number of avenues for enhancing the effectiveness of public support: i) make greater use of statistical profiling tools to adapt programmes to the needs of the jobless and target resources to those at the highest risk of long-term joblessness; ii) better coordinate support provided by employment, health and education services; iii) place a greater emphasis on preventive policies (equal opportunities, life-long learning).
  • 8-July-2020

    English

    OECD case study of Norway’s digital science and innovation policy and governance landscape

    This report describes Norway’s landscape for Digital Science and Innovation Policy (DSIP) - the overarching framework through which governments make intensive use of digital technologies and data resources to support the formulation, delivery and administration of STI policy. The report describes how Norway’s DSIP landscape is shaped by its broader digital government framework and agenda, introduces the main actors in the DSIP system and discusses their main features in relation to their key objectives and the generic purposes of DSIP approaches. Special attention is paid to the role of STI statistics. It concludes by drawing out key findings and potential implications to help the Norwegian government identify opportunities that promote the system’s further development in line with its strategic objectives. This study also provides an indication of the potential opportunities and challenges that other countries might face when developing, implementing and maintaining digital systems for STI policy and administration.
  • 2-July-2020

    English

    Quality Early Childhood Education and Care for Children Under Age 3 - Results from the Starting Strong Survey 2018

    The experience of children under age 3 with early childhood education and care (ECEC) is crucial for their learning, development and well-being and for parents’ return to work. Despite increasing recognition of the importance of ECEC for the youngest children, little is known about this sector. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It asks staff and leaders about themselves and their settings, including the practices they use with children and their views on the sector. This thematic report focusses on ECEC for children under age 3, an option of the Survey in which four countries (Denmark, Germany, Israel and Norway) participated. The report answers many questions that are important for parents, actors in the field, and policy makers.
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