289729
/en/utdanning/statistikker/vgu/aar
289729
90 per cent male pupils on some programmes
statistikk
2017-03-14T08:00:00.000Z
Education;Immigration and immigrants;Public sector
en
vgu, Upper secondary education, upper secondary education, folk high schools, tertiary vocational education, pupils, apprentices, tainees, education programmes, fields of study, vocational examinations, apprentice examination, course level, completed education, interrupted education, immigrants, Norwegian-born with immigrant parentsKOSTRA , Upper secondary schools, Education, Immigration and immigrants, Public sector, Education
true
The statistics show the number of students, apprentices, trainees, students and participants in upper secondary education by different characteristics, plus completed education.

Upper secondary education

Updated

Next update

Not yet determined

Key figures

42 683

apprentices or trainees in upper secondary education in 2016

Upper secondary education
20162015 - 20162012 - 2016
Change in per cent
Pupils200 73100
Apprentices and trainees42 683210
Pupils and apprentices and trainees243 41412
Which
Immigrants27 242435
Norwegian-born10 847923

See more tables on this subject

Table 1 
Pupils , apprentices and trainees in upper secondary education in per cent of registered cohorts 16 -18 years, immigrants and norwegian-born to immigrant parents, by gender. 1 October

Pupils , apprentices and trainees in upper secondary education in per cent of registered cohorts 16 -18 years, immigrants and norwegian-born to immigrant parents, by gender. 1 October1
2016
Pupils, apprentices and trainees
Total populationImmigrants and Norwegian-born to immigrant parentsImmigrantsNorwegian-born to immigrant parents
1Pupils in education leading to basic competence, and pupils in vocational training in schools are included
Both sexes92.477.969.793.0
Males91.874.765.892.4
Females93.181.674.693.7

Table 2 
Pupils , apprentices and trainees in upper secondary education, immigrants and norwegian-born to immigrants, by gender. 1 October

Pupils , apprentices and trainees in upper secondary education, immigrants and norwegian-born to immigrants, by gender. 1 October
2016
TotalPupils1Apprentices/Trainees2
Pupils, apprentices and trainees in upper secondarImmigrants and norwegian-born to immigrant parentsImmigrantsNorwegian-born to immigrant parentsImmigrantsNorwegian-born to immigrant parents
1Pupils in education leading to basic competence are included
2Pupils in vocational training in schools are included
Total243 41438 08923 16910 0764 073771
Men129 43319 52811 4725 1012 405550
Women113 98118 56111 6974 9751 668221

Table 3 
Pupils, apprentices and trainees in upper secondary education, by education programs , grade and county of residence

Pupils, apprentices and trainees in upper secondary education, by education programs , grade and county of residence
2016
TotalGeneral areas of study/Programmes for general studiesVocational education programmes
PupilsApprenticesTraineesPupils1Pupils1Apprentices2
1Pupils in education leading to basic competence are included
2Pupils in vocational training in schools are included
Total200 73140 6991 984124 06576 66640 699
Upper secondary level 176 5540040 31836 2360
Upper secondary level 267 3300033 43533 8950
Upper secondary level 356 84740 6991 98450 3126 53540 699
 
County of residence
Østfold11 2071 9583016 7544 4531 958
Akershus24 3133 23013017 0437 2703 230
Oslo19 4272 2904014 9574 4702 290
Hedmark7 5271 459464 2863 2411 459
Oppland7 5331 576703 9793 5541 576
Buskerud10 0552 0361596 2893 7662 036
Vestfold9 4961 8791566 0173 4791 879
Telemark6 8941 509854 0862 8081 509
Aust-Agder4 8441 125562 8511 9931 125
Vest-Agder7 4931 747634 6152 8781 747
Rogaland18 8584 5317511 0947 7644 531
Hordaland20 6694 55914712 3658 3044 559
Sogn og Fjordane4 4221 236912 4951 9271 236
Møre og Romsdal10 6652 213876 0544 6112 213
Sør-Trøndelag11 6302 7141697 1194 5112 714
Nord-Trøndelag5 5961 6451092 9822 6141 645
Nordland10 0242 645965 3204 7042 645
Troms - Romsa6 2341 445673 6802 5541 445
Finnmark - Finnmárku3 111836341 6011 510836
County not stated73366347825566

Table 4 
Vocational examination candidates, by category and results

Vocational examination candidates, by category and results
Vocational examinationsPer cent passed
TotalApprenticesPractice candidatesPupils1TotalApprenticesPractice candidatesPupils1
1Pupils who have completed vocational examination after training in school.
2003-200418 31011 4876 20761692929477
2004-200518 69411 9455 96778292939571
2005-200618 56612 0785 75173793949574
2006-200719 28012 8685 90350993939574
2007-200821 28814 5196 30046993939479
2008-200922 54215 3776 85730893929476
2009-201022 84915 3087 13141092929470
2010-201122 61814 9477 03563692929472
2011-201223 27914 5438 05268491909476
2012-201323 50315 3677 39674091909472
2013-201425 06515 5878 80167793939575
2014-201525 66915 6239 20684092929474
2015-201626 65215 6559 9081 08993929481

Table 5 
Completed educational programmes in upper secondary education, by gender and results

Completed educational programmes in upper secondary education, by gender and results1
2015-2016
TotalCompleted2Percentage completedTotal menPercentage completed, menTotal womenPercentage completed, women
1All pupils registered at Upper Secondary Advanced course within the period 1.10.-30.09., all apprentices and practice candidates who sat for examinations within the period 1.10.-30.09. and private candidates who passed.
2Completed education means achieved general, vocational certificate or requirements for admission to tertiary education
3For tertiary vocational education in 2012/2013 only the number of completed courses is reported from the schools
Total3109 38490 8268354 2238255 16184
 
Upper secondary education84 53470 8788441 9248342 61085
 
[Upper secondary education, advanced course II/certificate57 88246 2028025 0587732 82482
General studies53 18842 3828023 5807729 60882
Specialisation in general studies (The Knowledge Promotion Reform)47 04937 1067920 4357626 61481
Sports and physical studies (The Knowledge Promotion Reform)4 0813 519862 462831 61991
Music, dance and drama (The Knowledge Promotion Reform)2 0581 75785683811 37587
Vocational education4 5673 693811 417753 15084
Design, arts and crafts (The Knowledge Promotion Reform)23821088289321088
Electricity and electronics (The Knowledge Promotion Reform)38287437731100
Healthcare, childhood and youth development (The Knowledge Promotion Reform)1 3541 1318459581 29585
Media and communication (The Knowledge Promotion Reform)2 0881 66280961741 12784
Agriculture, fishing and forestry (The Knowledge Promotion Reform)849662783327851778
Not an education programme in the Knowledge Promotion Reform1271271006110066100
 
Completed apprenticeship examinations26 65224 6769316 866939 78692
Vocational education26 65224 6769316 866939 78692
Building and construction (The Knowledge Promotion Reform)5 3544 878914 6379171789
Design, arts and crafts (The Knowledge Promotion Reform)87974985908878985
Electricity and electronics (The Knowledge Promotion Reform)2 8282 593922 7169211294
Healthcare, childhood and youth development (The Knowledge Promotion Reform)6 7946 286931 063925 73193
Media and communication (The Knowledge Promotion Reform)96939738975897
Agriculture, fishing and forestry (The Knowledge Promotion Reform)525488934119411488
Restaurant and food (The Knowledge Promotion Reform)1 1631 047906308953392
Service and transport (The Knowledge Promotion Reform)3 7143 518952 425941 28996
Technical and industrial production (The Knowledge Promotion Reform)5 2995 024954 8569444398
Not an education programme in the Knowledge Promotion Reform00.0.0.
 
Folk high schools6 7856 410943 024943 76195
Employment training15 41011 122728 002707 40874
Other upper secondary educational programmes2 6552 416911 273941 38288

Table 6 
Pupils, apprentices and trainees in upper secondary education, by education programmes /field of study. Percentage of women

Pupils, apprentices and trainees in upper secondary education, by education programmes /field of study. Percentage of women
2016
PupilsApprentices/Trainees
TotalPer cent womenTotalPer cent women
Total200 7315042 68330
General studies119 96155--
Specialisation in general studies (The Knowledge Promotion Reform)101 57256--
Sports and physical studies (The Knowledge Promotion Reform)12 17642--
Music, dance and drama (The Knowledge Promotion Reform)6 21368--
Vocational education#176 6664240 69930
Building and construction (The Knowledge Promotion Reform)8 20058 2284
Design, arts and crafts (The Knowledge Promotion Reform)3 925831 99991
Electricity and electronics (The Knowledge Promotion Reform)10 65357 9316
Healthcare, childhood and youth development21 266836 86183
Media and communication (The Knowledge Promotion Reform)4 6464917657
Agriculture, fishing and forestry (The Knowledge Promotion Reform)4 495531 02131
Restaurant and food (The Knowledge Promotion Reform)3 813491 98548
Service and transport (The Knowledge Promotion Reform)8 025334 68835
Technical and industrial production (The Knowledge Promotion Reform)11 643107 81011
Trainees..1 98431
Reform 94--0.

Table 7 
Pupils, apprentices, trainees in upper secondary education, students and participants in upper secondary education, by age, type of school/institution and gender.

Pupils, apprentices, trainees in upper secondary education, students and participants in upper secondary education, by age, type of school/institution and gender.
2016
All ages0-15 years16-18 years19-24 years25-29 years30-34 years35 years or older
Total261 606246181 59657 6328 3215 0068 805
Upper secondary education200 731198170 27020 2513 8412 5393 632
Apprenticeship training, apprentices40 699110 03525 8952 7241 0171 027
Apprenticeship training, trainees1 98404141 395953545
Other upper secondary education programmes2 677472041 706340160220
Folk high schools7 54006526 722811867
Employment training6 951059021 0881 1783 778
Preparatory course for engineering education1 0240167611525936
 
Men138 46210993 12335 3154 1312 2223 562
Upper secondary education99 4518485 16410 4661 5491 0261 162
Apprenticeship training, apprentices28 60707 17818 6531 669568539
Apprenticeship training, trainees1 3750298978631917
Other upper secondary education programmes1 286251099021254976
Folk high schools3 58603573 12055945
Employment training3 277025525344971 692
Preparatory course for engineering education8800156441365431
 
Women123 14413788 47322 3174 1902 7845 243
Upper secondary education101 28011485 1069 7852 2921 5132 470
Apprenticeship training, apprentices12 09212 8577 2421 055449488
Apprenticeship training, trainees6090116417321628
Other upper secondary education programmes1 3912295804215111144
Folk high schools3 95402953 60226922
Employment training3 674033505546812 086
Preparatory course for engineering education144011171655

Table 8 
Pupils in folk high schools, long courses, by gender, age and completed/not completed education

Pupils in folk high schools, long courses, by gender, age and completed/not completed education
2015-2016
TotalCompletedNot Completed
TotalMalesFemalesTotalMalesFemales
Total6 7856 4102 8463 564375178197
 
Less than 19 years768684352332843153
19 years4 1734 0391 5192 5201346371
20 years or older1 8441 6879757121578473

Table 9 
Pupils in folk high schools, long courses, by age and county of residence . 1 October

Pupils in folk high schools, long courses, by age and county of residence . 1 October
2016
TotalUnder 19 years19 yearsOver 19 years
Total7 5406524 3242 564
 
Østfold31537162116
Akershus83751519267
Oslo53430317187
Hedmark34630210106
Oppland29121166104
Buskerud39947222130
Vestfold38129215137
Telemark2442213587
Aust-Agder1741210953
Vest-Agder3139195109
Rogaland68847424217
Hordaland73350457226
Sogn og Fjordane188812258
Møre og Romsdal46042264154
Sør-Trøndelag50655278173
Nord-Trøndelag2261412191
Nordland36645206115
Troms - Romsa180219366
Finnmark - Finnmárku106244933
County not stated2535860135

About the statistics

The statistics gives number of pupils, apprentices, students and participants in upper secondary education.

Definitions

Definitions of the main concepts and variables

Immigrants: These are persons born abroad of two foreign-born parents and four foreign-born grandparents. Immigrants emigrated to Norway at some point.

Norwegian-born to immigrant parents: are persons who are born in Norway of two parents born abroad, and in addition have four grandparents born abroad.

Enrolled pupils: Pupils, apprentices or trainees registered at an educational institution.

Reform 94: gives youth from 16 to 19 years old a legalised right to education at the upper secondary level. This right was extended to all from 2000. Upper secondary education exists of a one-year basic course, advance course I and advance course II.

The Knowledge Promotion: New reform in upper secondary education. This reform was introduced in autumn 2006 and replaces the Reform 94. The new reform involves a transformation of the contents and structure of upper secondary education.

General areas of study (Reform 94): Includes courses in general, economic and management studies, music dance and drama, sports and physical education.

Programmes for General Studies (The Knowledge Promotion): Includes courses in specialization in general studies, sports and physical studies and music, dance and drama.

Vocational areas of study (Reform 94): Includes courses in health and social studies, agriculture, fishing and forestry, arts, crafts and designs, hotel and food processing trades, building and construction trades, technical building, electrical trades, engineering and mechanical trades, chemical and processing trades, woodworking trades, media and communication, sales and service.

Vocational Education Programmes (The Knowledge Promotion): Includes courses in building and construction, design, arts and crafts, electricity and electronics, health and social care, media and communication, agriculture, fishing and forestry, restaurant and food, service and transport, technical and industrial production.

Trainee: a person who take a less comprehensive test than the vocational examination.

Skills test: A test at a lower level than the vocational examination, a test in terms of the goals that are established for the training.

Alternative education program: Pupils in alternative curriculum.

Course level : This is used to differentiate the three class levels in upper secondary education. The first year: Basic course or level 1, second year: advance course I/level 2 and third year: advance course II/level 3.

Ownership: Schools are classified into state, county, municipal and private schools.

Type of Education: Educational activity is classified by the Norwegian Standard.Classification of Education (NUS2000). It groups different types of educations by levels and fields of orientation.

Municipality of residence: Is based on the registered address as of 1 October the current year.

Basic requirements for higher education: Pupils who have completed and passed upper secondary education in general areas of studies meet the basic requirements for higher education. It is also possible to meet these requirements by an additional year of general studies supplement in certain vocational studies. Occupational skills are synonymous to vocational areas of study in upper secondary education after Reform 94.

Occupational skills can be attained normally after two years in school and two years of practical training in an organization (differs in some subject areas). Occupational skills can equally be attained after three years of vocational training, then attaining a certificate. A trainee take a less comprehensive test than the vocational examination, a skills test.

Adults in upper secondary education: This involves both adults in ordinary courses and others in specialised courses for adults.

Completed education: Educational activities completed at an educational institution within a specific period and apprentices and trainees who have taken a vocational examination.

Completed and passed: Among pupils, apprentices and trainees completed education also means that the individual has passed all courses that can lead to a certificate, vocational qualification or skills test. In folk high schools and other education programmes it means the pupil has completed the educational activity and may not have passed.

Folk high schools: These are independent schools with an integrated goal and usually without a curriculum and normally without examinations.

Long courses in folk high schools: These are courses with a duration between 16.5 and 33 weeks.

Standard classifications

The Norwegian Standard Classification of Education, which was created by Statistics Norway in 1970, groups the educational activity. The standard has been revised; the latest version is from 2000. The type of educational institution is classified by the International Standard Industrial Classification of all Economic Activities (NOS C 182).

Administrative information

Name and topic

Name: Upper secondary education
Topic: Education

Responsible division

Division for Education Statistics

Regional level

The statistics provide figures for the county and national level.

Frequency and timeliness

Annual.

International reporting

The statistics is reported to UNESCO, OECD and Eurostat.

Microdata

All education statistics at Statistics Norway is stored in a proper, standardized manner in consultation with the Data Inspectorate.

Background

Background and purpose

The purpose of these statistics is to collect data on all upper secondary education in Norway, as regulated by the Education Act and also other upper secondary education programmes. It is in the public interest to create as accurate data as possible for research and planning. The statistics is individually based, and report each educational activity for each pupil, apprentice and trainee. All educational activities were attached to each person's Personal ID-number. Data on adult applicants and participants reported at individual levels with personal ID-numbers are included in the data. Individualized personal data on education has been collected since 1970.

Users and applications

Important users of the education statistics are public administration, special interest organizations, the media, researchers, business and industry. Key users are among the ministries are, in particular, the Ministry of Education and Research, the Ministry of Local Government and Regional Development, the Ministry of Finance and the Ministry of Children and Family Affairs. The statistics is also used by international organizations such as the EU, the OECD and UNESCO.

Equal treatment of users

No external users have access to the statistics and analyses before they are published and accessible simultaneously for all users on ssb.no at 8 am. Prior to this, a minimum of three months' advance notice is given inthe Statistics Release Calendar.

Coherence with other statistics

Data on upper secondary education is included in the Norwegian National Education Database (NUDB). NUDB collects all statistics on ongoing and completed education from 1974/75 and BHU since 1970 in a common database.

Legal authority

Sections 2-2 and 2-3 and the Ministry of Finance's delegation letter of February 13. February 1990.

EEA reference

Data leveres i henhold til EU rettsakt 1925/99 3711/91

Production

Population

The statistics include all pupils, apprentices and trainees registered at upper secondary education under the Education Act and completed education at upper secondary as well as folk high schools, vocational schools, employment training and other upper secondary education programmes. There is also an annual collection of data on adults in specialised courses for adults since 2004.

Data sources and sampling

Within upper secondary education, the counties own administrative data system, VIGO, is the main source as well as special registration systems for adults in the counties. For folk high schools, data on applicants and pupils is sent electronically to Statistics Norway. The various institutions are the source of data of the other areas within upper secondary education. Accredited web-based schools are included from 2012.

Collection of data, editing and estimations

Data is collected from administrative registers from the counties main enrolment system, VIGO. The main purpose of VIGO is the management of the enrolment of pupils in upper secondary. The database however contains data on all pupils registered in county upper secondary schools. Data from private upper secondary schools are also reported through VIGO. VIGO also includes vocational education, which are persons in apprenticeship training or trainees, and sit for qualifying examination. The folk high schools uses the NAVI administrative system developed by Waade Information System (WIS). Statistics Norway also receives data from the Labour Directorate and other upper secondary institutions.

All education data undergo various on-receipt controls. It encompasses deletion of duplicates (units with identical Personal ID-number), a control of correct and valid values for each variable. The data is also recoded so they are comparable. All Personal ID-numbers are checked for errors.

The statistics is based on enumeration of the number registered pupils, apprentices and trainees, completed education or vocational examination or skills test, and adults registered in an educational activity as at 30 September in the reporting year.

Seasonal adjustment

Not relevant

Confidentiality

The general rule is not to publish data if less than 3 pupils are found within a cell or unit in a table. This is to prevent identification of individuals within the statistics.

Comparability over time and space

Individually based education statistics was collected for the first time in 1974, and has been published annually since then. Most variables are comparable, but some have changed. The Norwegian Standard Classification of Education has been revised to secure comparability over time. Data on trainees was collected for the first time in 2006.

Accuracy and reliability

Sources of error and uncertainty

A statistical investigation may be encumbered with various sorts of error. Errors may occur during the collection of data if units being investigated are not identical to the mass of units we aim at describing. Other types of error may occur during the coding the data collected.

Errors in data collected from administrative registers can be caused by uncertainties in the definition of variables and values between those responsible for the registers and others responsible for data collection from the registers.

Other sources of error can be the quality of the personal and school data in the registers or the registration process of data input into the registers. Such errors can affect the quality of the data if the control and revision processes in Statistics Norway are not comprehensive enough.

Revision

Not relevant

Contact