apprentices or trainees in upper secondary education in 2016
See more tables on this subject
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|
|Total population||Immigrants and Norwegian-born to immigrant parents||Immigrants||Norwegian-born to immigrant parents|
|1Pupils in education leading to basic competence, and pupils in vocational training in schools are included|
Pupils , apprentices and trainees in upper secondary education, immigrants and norwegian-born to immigrants, by gender. 1 October
|Pupils, apprentices and trainees in upper secondar||Immigrants and norwegian-born to immigrant parents||Immigrants||Norwegian-born to immigrant parents||Immigrants||Norwegian-born to immigrant parents|
|1Pupils in education leading to basic competence are included|
|2Pupils in vocational training in schools are included|
|Total||243 414||38 089||23 169||10 076||4 073||771|
|Men||129 433||19 528||11 472||5 101||2 405||550|
|Women||113 981||18 561||11 697||4 975||1 668||221|
Pupils, apprentices and trainees in upper secondary education, by education programs , grade and county of residence
|Total||General areas of study/Programmes for general studies||Vocational education programmes|
|1Pupils in education leading to basic competence are included|
|2Pupils in vocational training in schools are included|
|Total||200 731||40 699||1 984||124 065||76 666||40 699|
|Upper secondary level 1||76 554||0||0||40 318||36 236||0|
|Upper secondary level 2||67 330||0||0||33 435||33 895||0|
|Upper secondary level 3||56 847||40 699||1 984||50 312||6 535||40 699|
|County of residence|
|Østfold||11 207||1 958||301||6 754||4 453||1 958|
|Akershus||24 313||3 230||130||17 043||7 270||3 230|
|Oslo||19 427||2 290||40||14 957||4 470||2 290|
|Hedmark||7 527||1 459||46||4 286||3 241||1 459|
|Oppland||7 533||1 576||70||3 979||3 554||1 576|
|Buskerud||10 055||2 036||159||6 289||3 766||2 036|
|Vestfold||9 496||1 879||156||6 017||3 479||1 879|
|Telemark||6 894||1 509||85||4 086||2 808||1 509|
|Aust-Agder||4 844||1 125||56||2 851||1 993||1 125|
|Vest-Agder||7 493||1 747||63||4 615||2 878||1 747|
|Rogaland||18 858||4 531||75||11 094||7 764||4 531|
|Hordaland||20 669||4 559||147||12 365||8 304||4 559|
|Sogn og Fjordane||4 422||1 236||91||2 495||1 927||1 236|
|Møre og Romsdal||10 665||2 213||87||6 054||4 611||2 213|
|Sør-Trøndelag||11 630||2 714||169||7 119||4 511||2 714|
|Nord-Trøndelag||5 596||1 645||109||2 982||2 614||1 645|
|Nordland||10 024||2 645||96||5 320||4 704||2 645|
|Troms - Romsa||6 234||1 445||67||3 680||2 554||1 445|
|Finnmark - Finnmárku||3 111||836||34||1 601||1 510||836|
|County not stated||733||66||3||478||255||66|
|Vocational examinations||Per cent passed|
|Total||Apprentices||Practice candidates||Pupils1||Total||Apprentices||Practice candidates||Pupils1|
|1Pupils who have completed vocational examination after training in school.|
|2003-2004||18 310||11 487||6 207||616||92||92||94||77|
|2004-2005||18 694||11 945||5 967||782||92||93||95||71|
|2005-2006||18 566||12 078||5 751||737||93||94||95||74|
|2006-2007||19 280||12 868||5 903||509||93||93||95||74|
|2007-2008||21 288||14 519||6 300||469||93||93||94||79|
|2008-2009||22 542||15 377||6 857||308||93||92||94||76|
|2009-2010||22 849||15 308||7 131||410||92||92||94||70|
|2010-2011||22 618||14 947||7 035||636||92||92||94||72|
|2011-2012||23 279||14 543||8 052||684||91||90||94||76|
|2012-2013||23 503||15 367||7 396||740||91||90||94||72|
|2013-2014||25 065||15 587||8 801||677||93||93||95||75|
|2014-2015||25 669||15 623||9 206||840||92||92||94||74|
|2015-2016||26 652||15 655||9 908||1 089||93||92||94||81|
|Total||Completed2||Percentage completed||Total men||Percentage completed, men||Total women||Percentage 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|
|Total3||109 384||90 826||83||54 223||82||55 161||84|
|Upper secondary education||84 534||70 878||84||41 924||83||42 610||85|
|[Upper secondary education, advanced course II/certificate||57 882||46 202||80||25 058||77||32 824||82|
|General studies||53 188||42 382||80||23 580||77||29 608||82|
|Specialisation in general studies (The Knowledge Promotion Reform)||47 049||37 106||79||20 435||76||26 614||81|
|Sports and physical studies (The Knowledge Promotion Reform)||4 081||3 519||86||2 462||83||1 619||91|
|Music, dance and drama (The Knowledge Promotion Reform)||2 058||1 757||85||683||81||1 375||87|
|Vocational education||4 567||3 693||81||1 417||75||3 150||84|
|Design, arts and crafts (The Knowledge Promotion Reform)||238||210||88||28||93||210||88|
|Electricity and electronics (The Knowledge Promotion Reform)||38||28||74||37||73||1||100|
|Healthcare, childhood and youth development (The Knowledge Promotion Reform)||1 354||1 131||84||59||58||1 295||85|
|Media and communication (The Knowledge Promotion Reform)||2 088||1 662||80||961||74||1 127||84|
|Agriculture, fishing and forestry (The Knowledge Promotion Reform)||849||662||78||332||78||517||78|
|Not an education programme in the Knowledge Promotion Reform||127||127||100||61||100||66||100|
|Completed apprenticeship examinations||26 652||24 676||93||16 866||93||9 786||92|
|Vocational education||26 652||24 676||93||16 866||93||9 786||92|
|Building and construction (The Knowledge Promotion Reform)||5 354||4 878||91||4 637||91||717||89|
|Design, arts and crafts (The Knowledge Promotion Reform)||879||749||85||90||88||789||85|
|Electricity and electronics (The Knowledge Promotion Reform)||2 828||2 593||92||2 716||92||112||94|
|Healthcare, childhood and youth development (The Knowledge Promotion Reform)||6 794||6 286||93||1 063||92||5 731||93|
|Media and communication (The Knowledge Promotion Reform)||96||93||97||38||97||58||97|
|Agriculture, fishing and forestry (The Knowledge Promotion Reform)||525||488||93||411||94||114||88|
|Restaurant and food (The Knowledge Promotion Reform)||1 163||1 047||90||630||89||533||92|
|Service and transport (The Knowledge Promotion Reform)||3 714||3 518||95||2 425||94||1 289||96|
|Technical and industrial production (The Knowledge Promotion Reform)||5 299||5 024||95||4 856||94||443||98|
|Not an education programme in the Knowledge Promotion Reform||0||0||.||0||.||0||.|
|Folk high schools||6 785||6 410||94||3 024||94||3 761||95|
|Employment training||15 410||11 122||72||8 002||70||7 408||74|
|Other upper secondary educational programmes||2 655||2 416||91||1 273||94||1 382||88|
Pupils, apprentices and trainees in upper secondary education, by education programmes /field of study. Percentage of women
|Total||Per cent women||Total||Per cent women|
|Total||200 731||50||42 683||30|
|General studies||119 961||55||-||-|
|Specialisation in general studies (The Knowledge Promotion Reform)||101 572||56||-||-|
|Sports and physical studies (The Knowledge Promotion Reform)||12 176||42||-||-|
|Music, dance and drama (The Knowledge Promotion Reform)||6 213||68||-||-|
|Vocational education#1||76 666||42||40 699||30|
|Building and construction (The Knowledge Promotion Reform)||8 200||5||8 228||4|
|Design, arts and crafts (The Knowledge Promotion Reform)||3 925||83||1 999||91|
|Electricity and electronics (The Knowledge Promotion Reform)||10 653||5||7 931||6|
|Healthcare, childhood and youth development||21 266||83||6 861||83|
|Media and communication (The Knowledge Promotion Reform)||4 646||49||176||57|
|Agriculture, fishing and forestry (The Knowledge Promotion Reform)||4 495||53||1 021||31|
|Restaurant and food (The Knowledge Promotion Reform)||3 813||49||1 985||48|
|Service and transport (The Knowledge Promotion Reform)||8 025||33||4 688||35|
|Technical and industrial production (The Knowledge Promotion Reform)||11 643||10||7 810||11|
Pupils, apprentices, trainees in upper secondary education, students and participants in upper secondary education, by age, type of school/institution and gender.
|All ages||0-15 years||16-18 years||19-24 years||25-29 years||30-34 years||35 years or older|
|Total||261 606||246||181 596||57 632||8 321||5 006||8 805|
|Upper secondary education||200 731||198||170 270||20 251||3 841||2 539||3 632|
|Apprenticeship training, apprentices||40 699||1||10 035||25 895||2 724||1 017||1 027|
|Apprenticeship training, trainees||1 984||0||414||1 395||95||35||45|
|Other upper secondary education programmes||2 677||47||204||1 706||340||160||220|
|Folk high schools||7 540||0||652||6 722||81||18||67|
|Employment training||6 951||0||5||902||1 088||1 178||3 778|
|Preparatory course for engineering education||1 024||0||16||761||152||59||36|
|Men||138 462||109||93 123||35 315||4 131||2 222||3 562|
|Upper secondary education||99 451||84||85 164||10 466||1 549||1 026||1 162|
|Apprenticeship training, apprentices||28 607||0||7 178||18 653||1 669||568||539|
|Apprenticeship training, trainees||1 375||0||298||978||63||19||17|
|Other upper secondary education programmes||1 286||25||109||902||125||49||76|
|Folk high schools||3 586||0||357||3 120||55||9||45|
|Employment training||3 277||0||2||552||534||497||1 692|
|Preparatory course for engineering education||880||0||15||644||136||54||31|
|Women||123 144||137||88 473||22 317||4 190||2 784||5 243|
|Upper secondary education||101 280||114||85 106||9 785||2 292||1 513||2 470|
|Apprenticeship training, apprentices||12 092||1||2 857||7 242||1 055||449||488|
|Apprenticeship training, trainees||609||0||116||417||32||16||28|
|Other upper secondary education programmes||1 391||22||95||804||215||111||144|
|Folk high schools||3 954||0||295||3 602||26||9||22|
|Employment training||3 674||0||3||350||554||681||2 086|
|Preparatory course for engineering education||144||0||1||117||16||5||5|
Pupils in folk high schools, long courses, by gender, age and completed/not completed education
|Total||6 785||6 410||2 846||3 564||375||178||197|
|Less than 19 years||768||684||352||332||84||31||53|
|19 years||4 173||4 039||1 519||2 520||134||63||71|
|20 years or older||1 844||1 687||975||712||157||84||73|
|Total||Under 19 years||19 years||Over 19 years|
|Total||7 540||652||4 324||2 564|
|Sogn og Fjordane||188||8||122||58|
|Møre og Romsdal||460||42||264||154|
|Troms - Romsa||180||21||93||66|
|Finnmark - Finnmárku||106||24||49||33|
|County not stated||253||58||60||135|
About the statistics
The statistics gives number of pupils, apprentices, students and participants in upper secondary education.
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.
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).
Name: Upper secondary education
Division for Education Statistics
The statistics provide figures for the county and national level.
The statistics is reported to UNESCO, OECD and Eurostat.
All education statistics at Statistics Norway is stored in a proper, standardized manner in consultation with the Data Inspectorate.
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.
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.
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.
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.
Sections 2-2 and 2-3 and the Ministry of Finance's delegation letter of February 13. February 1990.
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.
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.
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.
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.
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.
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.
Read more about these figures
90 per cent male pupils on some programmesPublished 14 March 2017
Men and women differ in their choice of upper secondary education. Women outnumber men in general study programmes, while men dominate in vocational programmes. Most pupils attend state schools, but the number of pupils in private schools has doubled since 2001.More