On 20 July 2026, Statistics Norway (SSB) revised the completion figures published on 29 June 2026 for the cohort that started in 2019, as well as the figures for 2018 referred to in the article published on 29 June. This is because some completed examinations were not correctly included in the statistical data basis.
To ensure comparability of results over time, SSB has also published new time series of completion tables for the cohorts from 2014 through 2019. This means that the same improved production methodology has been applied to all cohorts, making use of the richer set of variables and data now available in the National Education Database (NUDB), on which these statistics are based. Read more in the article "Utvikling i gjennomføring i videregående opplæring" (only in Norwegian.)
Statistikk innhold
Statistics on
Completion rates of pupils in upper secondary education
This statistical product covers pupils who started upper secondary education for the first time in a given autumn and their completion status a certain time after starting school. For the main pupil population (excluding adults and apprentices), two final time horizons are used. Pupils who started in one of the general studies programmes are followed for five years. Pupils who started in one of the vocational education programmes are followed for six years after first starting upper secondary education.
Selected figures from these statistics
- Pupils who started a basic course for the first time in the relevant autumn, and the proportion who have completed with a university and college admissions certificate or vocational qualifications within five/six yearsDownload table as ...Pupils who started a basic course for the first time in the relevant autumn, and the proportion who have completed with a university and college admissions certificate or vocational qualifications within five/six years1
2019-2025 2018-2024 - 2019-2025 Total Share of pupils who have completed upper secondary education within five/six years Change in percentage points All education programmes 65 293 81.8 -0.2 Males 33 682 78.3 0.0 Females 31 611 85.6 -0.6 Programmes for general studies 35 625 90.8 -0.4 Males 15 910 88.9 0.5 Females 19 715 92.3 -1.1 Vocational education programmes 29 668 71.1 0.0 Males 17 772 68.8 -0.3 Females 11 896 74.5 0.3 1Five years after entering one of the education programmes in general studies and six years after entering one of the programmes in vacational studies. Table 1 was corrected on 20 July 2026. Explanation of symbolsDownload table as ... - Figure 1 was corrected on 20 July 2026.
- Pupils who started an upper secondary level 1 for the first time in the relevant autumn, by completed upper secondary education within five/six years, education programme and gender. Per centDownload table as ...Pupils who started an upper secondary level 1 for the first time in the relevant autumn, by completed upper secondary education within five/six years, education programme and gender. Per cent1
2019-2025 Total Completed according to nominal length of study Did not complete general or vocational education Completed with general or vocational qualification according to normative length of study Completed with general or vocational qualification beyond normative length of study Completed planned basic competence within five/six years Still inn upper secondary education after five/six years, without completion Completed final year but failed examination Dropped out before or within final year Total 65 293 72.0 9.8 2.6 3.0 3.0 9.6 Programmes for general studies2 35 625 85.6 5.2 1.0 1.4 3.2 3.6 Males 15 910 83.8 5.1 1.3 1.8 4.2 3.7 Females 19 715 87.0 5.3 0.6 1.2 2.4 3.5 Specialization in general studies 26 093 86.4 5.1 0.9 1.3 3.1 3.2 Sports and physical education 4 259 88.3 5.1 0.4 1.3 2.6 2.3 Media and communication (Programme for general studies, Knowledge Promotion Reform from 2016/2017) 2 061 76.7 6.6 1.2 2.6 5.7 7.2 Music, dance and drama 2 144 82.8 4.3 2.1 2.1 3.2 5.5 Art, design and architecture (Knowledge Promotion Reform from 2016/2017) 1 040 78.9 6.5 0.3 2.6 3.8 7.9 Vocational education programmes 29 668 55.8 15.3 4.6 4.9 2.7 16.7 Males 17 772 53.0 15.8 5.0 5.1 2.7 18.4 Females 11 896 60.0 14.5 4.0 4.5 2.8 14.3 Building and construction 3 923 48.4 17.3 4.3 5.7 3.1 21.2 Design, arts and crafts 1 496 40.1 16.0 8.0 6.4 3.5 26.1 Electrical engineering and computer technology 4 267 68.7 13.3 0.6 5.2 2.2 10.0 Healthcare, childhood and youth development 8 923 63.1 13.0 2.5 4.1 3.3 14.1 Agriculture, fishing and forestry 1 784 60.2 14.5 8.9 3.5 1.8 11.0 Restaurant and food processing 1 446 36.9 15.4 16.3 4.8 2.3 24.3 Service and transport 2 612 43.9 15.7 8.2 5.7 3.5 23.0 Technological and industrial production 5 217 52.4 19.2 4.1 5.1 1.7 17.5 1Five years after entering one of the education programmes in general studies and six years after entering one of the programmes in vacational studies. 2Pupils in alternative education program are included. Table 2 was corrected on 20 July 2026. Explanation of symbolsDownload table as ... - Pupils who started an upper secondary level 1 for the first time in the relevant autumn, by completed upper secondary education within five/six years, school residence. Per centDownload table as ...Pupils who started an upper secondary level 1 for the first time in the relevant autumn, by completed upper secondary education within five/six years, school residence. Per cent1
2019-2025 Total Completed according to nominal length of study Did not complete general or vocational education Completed according to nominal length of study Completed beyond nominal length of study Completed planned basic competence within five/six years Still inn upper secondary education after five/six years, without completion Completed final year but failed examination Dropped out before or within final year Total 65 293 72.0 9.8 2.6 3.0 3.0 9.6 Østfold 3 615 71.3 9.4 4.4 2.6 3.3 9.1 Akershus 8 022 76.4 7.9 2.3 2.1 2.9 8.5 Oslo 7 000 78.5 6.8 1.9 1.8 3.8 7.3 Hedmark 2 324 72.6 8.9 2.8 3.6 2.7 9.3 Oppland 2 337 70.1 10.7 2.4 2.7 2.4 11.6 Buskerud 3 384 69.6 10.1 3.8 2.4 3.9 10.2 Vestfold 3 096 69.9 10.0 2.8 3.1 2.9 11.2 Telemark 2 263 67.4 12.4 3.4 4.2 4.2 8.4 Aust-Agder 1 556 69.0 10.5 3.3 3.7 2.3 11.2 Vest-Agder 2 561 72.9 9.7 2.7 2.8 2.7 9.3 Rogaland 6 302 73.6 9.9 3.0 3.7 2.5 7.3 Hordaland 6 332 70.9 10.2 2.7 3.5 2.9 9.9 Sogn og Fjordane 1 572 73.1 11.1 1.7 3.8 1.9 8.4 Møre og Romsdal 3 444 73.0 10.3 1.8 2.9 2.2 9.9 Trøndelag - Trööndelage 5 632 69.1 12.0 2.3 3.4 3.2 10.1 Nordland 2 967 65.2 12.0 2.0 4.1 2.8 13.8 Troms 1 958 69.7 9.9 1.5 2.8 3.2 13.0 Finnmark 898 60.1 12.4 1.3 5.3 2.7 18.2 Svalbard . . . . . . . Abroad 30 80.0 10.0 0.0 0.0 0.0 10.0 1Five years after entering one of the education programmes in general studies and six years after entering one of the programmes in vacational studies. Table 3 was corrected on 20 July 2026. Explanation of symbolsDownload table as ...
About the statistics
The information under «About the statistics» was last updated 26 June 2026.
The Knowledge Promotion Reform: Introduced from the 2006 school year. The reform involved a statutory right to upper secondary education for all and introduced new terminology following the new school structure. Among other things, "area of study" was renamed "education programme". These major changes are the reason why most long time series in this statistical product start from 2006. From 2016, a new programme structure was introduced, meaning that some education programmes and programme areas were discontinued and new ones were established.
Enrolled pupils: Pupils registered at an educational institution at the 1st October a given year.
Education programme:
A common description of related subjects in upper secondary education. Upper secondary education consists of three levels: Vg1, Vg2 and Vg3 (first, second and third year for general programme fields).
General fields of study:
Courses are divided into general study programmes and vocational study programmes. General fields of study include courses such as "Specialization in general studies", "Music, dance and drama" and "Sports and physical education". From 2016, "Media and communication" and "Arts, design and crafts" were included.
Pupils at vocational fields of study can also obtain a university and college admissions certificate (like they would from general study programmes) by completing a vg3 additional courses to obtain such a certificate.
Vocational fields of study: Vocational fields of study include the following education programmes: Building and construction, Design, arts and crafts, Electricity and electronics, Healthcare, childhood and youth development, Media and communication, Agriculture, fishing and forestry, Restaurant and food processing, Service and transport, Technical and industrial production, Craft, design and product development, Hairdressing, floral, interior and retail design, Information technology and media production, and Sales, service and tourism.
In the autumn of 2016, "Media and communication" became a general field of study. Pupils starting Media and communication in the autumn of 2015 or earlier, follow the old programme (as a vocational field of study).
Alternative education program: Pupils in alternative curriculum. Alternative education programmes cannot be specified prior to 2006.
Final competences: Final competence is ranked by type of competence, with trade certificates prioritised first, followed by vocational qualifications awarded through a school-based certificate, and then university and college admission certification. Double competence (university and college admission certification in addition to completed vocational education) is represented in four separate tables from publication year 2026.
Basic competence is competence on a lower level than a full vocational qualification or university and college admissions certification. Basic competence is documented in the form of a training certificate and may be planned or unplanned. The pupil or training candidate receives training that is based around those subjects, or parts of subjects, that she or he is able to master.
Pupils heading for such planned basic competence, that will be regarded as having completed their upper secondary education, have to:
- Attend upper secondary education at least 3 years during the five year period
- Successfully complete the individual training programme
Pupils heading for planned basic competence, who have a decision (resolution) of special education in all subjects, do not need to show progression. On the other hand, pupils heading for planned basic competence and who have a decision on special education just in a few subjects, have to show progression to level 3.
Lower secondary school points: Lower secondary school points sum up the pupils’ results in different subjects and form the basis of entrance/intake in upper secondary education. Including school year 2005/2006, the lower secondary school points were calculated by adding up the numerical value of eleven grades of subjects. From 2007 lower secondary school points are calculated by adding up the numerical value of the grades, dividing on the number of grades and multiplying by 10. The exception is when the participant has less than eight grades. In such cases, lower secondary school points are not calculated and are classified as missing.
Completed education: A person is regarded as having completed and passed upper secondary education with university and college admission certification or vocational competence when the pupil or apprentice is registered with a passed Vg3, vocational examination and/or a certificate in the NVB. Persons enrolled in courses at a university or university college are treated in the statistics as having completed and passed upper secondary education with university and college admission certification in the spring before they started higher education.
Normative length of study: Normative length of study refers to the time an upper secondary programme area is expected to take according to the curriculum for a full-time pupil. Normative length normally corresponds to three years of education for pupils (including vocational qualifications awarded through a school-based certificate) and four years for apprentices (two years in school and two years of apprenticeship). However, some programmes have two and a half or three years of apprenticeship combined with two years in school. Moreover, some programmes have three years in school and two years of apprenticeship (especially within Electricity and electronics, but also Building and construction). To take into account variations in the normative length, we use normative length as specified in the VIGO code database.
Beyond normative length of study: Completion beyond normative length of study means that the pupil/apprentice uses more time than the normative length for the programme area (see above), but still completes within the time horizon shown in the published completion tables. The time horizon is five years for pupils who started in a general studies programme with a normative length of three years, and six years for pupils who started in a vocational education programme.
Drop-out: Pupils who leave during the school year or after the end of the school year. The category also includes persons for whom the data do not indicate completion or allow placement in any of the other completion categories available in a given table. The "dropped out" category is therefore also a residual category for persons who do not fit into the other completion or progression categories.
School county: The county to which the school belongs. This is determined by the municipality address of the school's organisation number. The county is derived from municipalities, which are standardised to a given year. If the reported municipality does not correspond to the standardisation year, it is "moved" using change correspondences in KLASS. For municipality codes outside the standardisation year, and in cases of municipality mergers or splits, this may involve some simplification, since no more granular geographical information than municipality is available.
Social background: Is based on parent's educational level. The parent with the highest educational level defines the social background of the pupil.
Household income (split in quintiles): The needs of a household grow with each additional member but not in a proportional way. Needs for housing space, electricity, etc. will not be three times as high for a household with three members than for a single person, due to economy of scale. With the help of equivalence scales each household type in the population is assigned a value in proportion to its needs. The factors commonly considered to assign these values are the number of persons in the household and whether they are adults or children. Several equivalents-scales exist which are used for different purposes. In the Income and wealth statistics for households, the EU scale is applied.
The groups represented are generated by splitting the data into five equal parts, quintiles. The first quintile is equivalent to the fifth of households with the lowest incomes, containing pupils who started upper secondary education a certain year. While the fifth quintile contains the pupils, belonging to the housholds with the highest incomes.
From the cohort that started upper secondary education for the first time in 2018, household income is measured as a three-year average (2018–2020 for the first applicable cohort).
Status of Low-income group: Pupils are placed in this group if they belong to a household with annual equivalent income below the low-income threshold. The threshold is earnings below 60 percent of median income after tax, per consumption unit, in Norway the last 3 years.
Number of economically active persons in the household: Number of people in the household the pupil belongs to, that has income from employment or self-employment that is greater than twice the Basic Amount of the National Insurance Scheme (so-called "G", or "grunnbeløpet"). This concept differs from the definition “Employed persons” used in other statistics, which defines whether a person is in employment at a certain time.
Country of birth, citizenship and country of origin: These variables are classified according to Statistics Norway's' country codes.
Immigrants are persons born abroad of two foreign-born parents and four foreign-born grandparents.
Norwegian-born to immigrant parents are born in Norway of two parents born abroad and in addition have four grandparents born abroad.
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 large revision of the standard was done in 2000.
Name: Completion rates of pupils in upper secondary education
Topic: Education
360 Division for Education and Culture Statistics
This statistical product shows numbers for school counties and at the national level. Statistics at a lower geographical level than county can be ordered by contacting Statistics Norway.
Annual.
Reporting to OECD and Eurostat and UNESCO.
All education statistics at Statistics Norway is stored in a proper, standardized manner in consultation with the Data Inspectorate.
There is a need for comprehensive official education statistics and the aim of these statistical products is to document education at upper secondary school level. The statistics is individually based and are built upon data on educational activity for each pupil from completed lower secondary to completed upper secondary education. The part of adult education which is individually based is also included.
Norwegian education statistics went through a structural readjustment in the beginning of the 1970. All education statistics on higher education were then collected individually based, and all educational activities were attached to each person's Personal ID-number.
The availability of individually based data has formed the basis of the National Education Database (NUDB). This database enables the production of different kinds of individualised statistics on education. It is important for the production of statistics on the flow of pupils through the educational system.
The purpose of this statistical product is to produce simple analyses of completion in upper secondary education based on data made available in NUDB, enriched with linked information on individuals from other sources.
Important users of the education statistics are public administration, special interest organizations, the media, researchers, business and industry. Key users among the ministries are, in particular, the Ministry of Education and Research, the Ministry of Local Government and Regional Government and the Ministry of Finance. The statistics are also used by international organizations such as the EU, the OECD and UNESCO. Analyses of completed upper secondary education are especially relevant for planning and research.
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 in the Statistics Release Calendar. This is one of the most important principles for equal treatment of users that Statistics Norway has.
The research institution NIFU STEP published completion analyses, with data from Statistics Norway, among others.
Norwegian Directorate for Education and Training (Udir) publishes annual completion statistics for upper secondary education, which is delivered by Statistics Norway.
The difference between Statistics Norway's statistical product is that pupils registered with a municipality outside Norway are excluded from Udir's version. Pupils in "alternative education programs" is included in Udirs main numbers. Statistics Norway seperate these out to their own categories, or places them in general studies. Udir combines Svalbard into one of the Northern Municipalities.
The statistical product is developed, produced and communicated by authority of Act on Official Statistics and Statistics Norway, The Statistics Act of 21st June 2019 nr. 32 (Act on Offical Statistics, lovdata.no)
Data is delivered according to the EU delegated act 1925/99 3711/91.
The statistical product includes all pupils registered in upper secondary education under the education act. The register of populations highest attained education comprises all persons 16 years and above living in Norway as at 1 October. Participants that follow reform-94 are not included.
Statistics on the completion of upper secondary education of pupils are based on pupils enrolled in the basic course (Vg1) for the first time and description of their educational status after five/six years. Pupils in alternative education programmes are included .Some tables have separate populations that differ from the main population, including the adult table, the apprentice table and the ten-year table.
Within upper secondary education, the counties own administrative data system VIGO is the main source. Data is also obtained from the National Results Database for upper secondary examinations (NVB) administered by the Admissions Board at the University of Oslo. Other source of data is the Health Personnel Register (HPR).
For representing tables on houshold income, low income threshold and number of economically active people in households, data is collected from the statistical product Income and wealth statistics for households.
Information on completed education which forms the basis for the production of completion statistics has the administrative system of the counties for upper secondary VIGO as the source of data. The main purpose of VIGO is the management of the enrolment of pupils in upper secondary education in the different countries. The database also contains data on all pupils registered in county upper secondary schools. Data from private upper secondary schools are also reported through VIGO.
To make completion statistics, it is essential to have information about results from upper secondary education. VIGO data is supplemented by data from the National Results Database (NVB) and the Health Personnel Register (HPR).
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 are based on an enumeration of the number completed educations and registered pupils and apprentices.
The data has been perturbed to protect confidentiality, meaning that statistical disclosure control methods have been applied. As a result, the figures contain a small degree of uncertainty. The uncertainty in the proportion estimates across the different completion categories increases as subgroup sizes decrease.
Individually based education statistics were collected for the first time in 1974. Most variables are comparable, but some have changed. The Norwegian Standard Classification of Education has been revised to secure comparability over time.
Statistics for completion of upper secondary education are based on a data extraction from the National database for education (NUDB). The statistics were presented for the first time in 2004. In 2007, the statistics were presented in a new way. 2007 and onwards, Statistics Norway has differentiated between pupils and appentices that had interrupted their education and those who were enrolled in the final year but failed the exams. These two groups had previously both been included in “drop-out from upper secondary education”. Moreover, the statistics show the share of pupils having obtained a university and college certification or a vocational qualification within 5 years.
In 2020, the statistics were again revised and new tables were published. We follow pupils starting in one of the vocational programmes on additional year, we included a precision of normative length for vocational programmes, completed planned basic competences was included in several of the tables and school country was introduced as a new regional entity. Read more about this under Accuracy and reliability – revision.
When data are extracted from administrative registers, measurement and processing errors, dropout errors and withdrawal errors do not occur in the same sense as when data are collected by questionnaires. Errors may occur during the collection of data if units being investigated are not identical to the mass of units we aim at describing.
For the central part of the data used in these statistics, there is reason to assume a relatively good agreement between the specifications for excerpts and the characteristics of data in the registers, and data in the registers about individuals, schools and courses are of good quality. However, there may be shortcomings in some areas in the registers, and in such cases, errors will be transmitted if the routines for checking and correction of such errors are not sufficiently precise. Such deficiencies are mainly related to insufficient registration and/or updating of the register, or to non-standard use of codes that are not corrected through Statistics Norway's audit routines.
Measurement of results is crucial for completion statistics. The National Results Database (NVB) and data form the administrative systems for admission to upper secondary education of the counties (VIGO) are of good quality. To the extent that VIGO is the basis for passed courses and interruptions, there are possibilities for measurement errors in the sense that registration and control of results from courses to some extent depend on manual controls. This is sought to be corrected through a strong focus on routines and controls of this information both systems delivering data and in Statistics Norway’s revision of the data.
For the publication of results in June 2020, a bigger revision of the statistics for completion in upper secondary education has been undertaken.
- As most vocational programmes have a normative length of four years (usually two years in school and two years apprenticeship), we follow pupils starting a vocational programme one additional year, i.e. six years after starting in upper secondary education. We follow those starting a general programme over a period of five years.
- Previously, three years was used as normative length for general studies and four years for vocational studies, with the exception of programmes having three years at school and to years in a company. There are also a few other vocational programmes where the apprenticeship lasts for more then two years. These programmes were previously treated as if they had a normative length of four years, but we have now taken into account the actual normative length with information from the VIGO code database.
- Pupils with special needs and who have individual curriculums leading to planned basic competences, are specified in several tables.
- In tables with a regional distribution, we use school county as a regional entity instead of country of residence at the age of 16 that was previously used.
For publication in 2023, one new subject has entered as an option in the first year of upper secondary education: "Art, design and architecture" (general field of study), in addition, "Media and Communication" was changed from being a vocational field programme to becoming a general field of study. This has consequences for how shares are distributed between these categories, and which programmes appear in tables ("Media and communication" is represented as two different programme areas, before, and from, the starting cohort 2016).
Before the 2026 publication, production was fully migrated to a new cloud-based system and rewritten from SAS to Python. The data are now based on extracts from the new cloud-based National Education Database (NUDB) using the Python package ssb-nudb-use. During this migration, several methodological improvements were introduced that may lead to differences and discontinuities in the time series. These include considering more than one completed-education record per person per year, linking programme area codes from VIGO to determine normative lengths above four years more accurately, representing the practice certificate scheme as a possible route to planned basic competence after two years, assigning both university and college admission certification and a trade or journeyman's certificate for YRK/TAF programmes, and representing double competence as a separate final competence category in four new tables. These changes come in addition to a number of smaller corrections made during the rewrite.
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Booklets / 7 January 2021Facts about education in Norway 2021The Facts about education publication includes most of the figures on education in Norway – from kindergarten to university.