Traditionally, the Norwegian compulsory education system has focused strongly on the linked goals
of equal opportunities to learn, comprehensive and inclusive education. While some of these
objectives have been met successfully, a number of educational outcomes, notably measures of pupil
performance at the end of compulsory schooling, are unsatisfactory. Given the significant resources
devoted to education, Norway’s modest performance on certain measures suggests that resources are
used inefficiently. There are many possible routes to improve efficiency. This paper focuses on
teaching quality, school autonomy, accountability and the level and composition of spending. Consistent policy actions should be taken in these areas, taking into account the multi–level structure of governance of the Norwegian education system.
