This report draws upon valuable insights provided by both governmental and non-governmental actors in Norway’s skills system to identify five key actions to maximise the skills of Norway's citizens.
This diagnostic report identifies 12 skills challenges for Norway which were distilled from a series of interactive diagnostic workshops held with a range of stakeholders. It marshals a wide array of relevant OECD evidence to shed further light on these challenges. It also offers some concrete examples of how other countries are tackling similar skills challenges.
English, PDF, 532kb
Note summarising the performance of Norway in the PISA 2012 assessment of mathematics, reading and science.
Two rounds of the Survey of Adult Skills are under way: Round 1 (2008-13) with 24 participating countries, whose results were released in October 2013, and Round 2 (2012-16) with 9 participating countries, whose results will be released in 2016. A third round is scheduled to begin in May 2014.
Education at a Glance 2013 - Country notes and key fact tables
Country Notes from OECD Economic Policy Reforms: Going for growth 2011 presenting OECD recommendations for structural reform priorities for individual countries.
This meeting will focus attention on the importance of high-quality early childhood education and care, highlight policies and practices that can enhance investment in it, and share perspectives and foster dialogue to promote understanding of the challenges.
This book provides, for Norway, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives and possible future approaches.
English, , 2,812kb
Norway has a well-established tradition of decentralisation and school autonomy. In this decentralised context, evaluation and assessment are essential to monitor the quality of education nationally and provide feedback for improvement to school owners and schools.
This report aims to help education authorities in Norway and other OECD countries to understand the importance of lower secondary education and to find approaches to strengthen this key education level.