Upper secondary education

Updated: 13 February 2023

Next update: 14 February 2024

Pupils, apprentices and trainees in upper secondary education
Pupils, apprentices and trainees in upper secondary education
2022
251 477
Upper secondary education
Upper secondary education
2022Change in per cent
2021 - 20222018 - 2022
Pupils198 98400
Apprentices and trainees1 52 493314
Pupils and apprentices and trainees251 47712
Which
Immigrants38 394-113
Norwegian-born15 418625
1Pupils in vocational training in schools are included
Explanation of symbols

Selected tables and charts from this statistics

  • Pupils in basic courses in upper secondary education per 1. october, by education programme and wishes for education programme
    Pupils in basic courses in upper secondary education per 1. october, by education programme and wishes for education programme
    2022
    Pupils
    Primary wishLower wishUnknown wish
    All education programmes63 8349 8554 069
    General areas of study32 5014 218483
    Sports and physical education3 94140010
    Music, dance and drama1 92820311
    Specialization in general studies23 9943 134434
    Art, design and architecture (Knowledge Promotion Reform from 2016/2017)1 2829115
    Media and communication (Programme for general studies, Knowledge Promotion Reform from 2016/2017)1 35639013
    Vocational studies31 3335 6373 586
    Building and construction3 9211 056249
    Electrical engineering and computer technology4 257455202
    Healthcare, childhood and youth development8 4229982 338
    Agriculture, fishing and forestry2 26225226
    Restaurant and food processing1 518454262
    Technological and industrial production5 9371 006225
    Crafts, design and product development (from 2020/2021)3157225
    Hairdressing, floral, interior and retail design (from 2020/2021)97228738
    Information technology and media production (from 2020/2021)1 45922043
    Sales, service and tourism (from 2020/2021)2 270837178
    Explanation of symbols
  • 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.
    2022
    All ages0-15 years16-18 years19-24 years25-29 years30-34 years35 years or older
    Total265 565201182 49552 9709 8887 09212 919
    Upper secondary education198 984199168 93315 8284 0253 5986 401
    Apprenticeship training, apprentices1 50 600012 35528 0414 6492 4543 101
    Apprenticeship training, trainees1 89304071 2341235970
    Other upper secondary education programmes2 1 291119269712679196
    Folk high schools6 99405806 2641101525
    Employment training5 142014437578423 099
    Preparatory course for engineering education661127463984527
    Men139 2968093 22332 6965 4143 1194 764
    Upper secondary education95 6267983 4597 6081 5271 1081 845
    Apprenticeship training, apprentices1 36 14609 08420 6733 2111 5621 616
    Apprenticeship training, trainees1 3450309864923743
    Other upper secondary education programmes454063257592451
    Folk high schools3 01202822 6487435
    Employment training2 160012633683451 183
    Preparatory course for engineering education553125383834021
    Women126 26912189 27220 2744 4743 9738 155
    Upper secondary education103 35812085 4748 2202 4982 4904 556
    Apprenticeship training, apprentices1 14 45403 2717 3681 4388921 485
    Apprenticeship training, trainees548098370312227
    Other upper secondary education programmes83711294406755145
    Folk high schools3 98202983 616361220
    Employment training2 982001803894971 916
    Preparatory course for engineering education10802801556
    1Pupils in vocational training in schools are included
    2Because of reorganization of the officer school education in The Norwegian Armed Forces ongoing pupils were not reported for the statistical year 2018.
    Explanation of symbols
  • 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
    2022
    TotalProgrammes for general studiesVocational education programmesTotalTotal
    PupilsPupilsPupilsApprenticesTrainees
    Total198 984121 75677 22850 6001 893
    Upper secondary level 177 75837 20240 55600
    Upper secondary level 266 27533 78832 48720529
    Upper secondary level 354 95150 7664 18550 3951 864
    County of residence
    Viken48 92532 09616 8299 977532
    Oslo21 62117 0904 5312 73548
    Innlandet13 4447 3016 1433 39199
    Vestfold og Telemark15 7869 4256 3614 274185
    Agder11 8876 6915 1963 737151
    Rogaland19 58610 8668 7205 759184
    Vestland23 54813 7759 7737 049232
    Møre og Romsdal9 8375 5124 3252 67289
    Trøndelag - Trööndelage17 2679 5897 6785 399207
    Nordland - Nordlánnda8 1134 2963 8172 75778
    Troms og Finnmark - Romsa ja Finnmárku8 2934 6223 6712 75185
    County not stated677493184993
    Explanation of symbols
  • 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
    2022
    PupilsAprentices/tranees
    TotalPer cent womenTotalPer cent women
    Total198 9845252 49329
    General studies121 756570.
    Specialization in general studies95 086570.
    Sports and physical education12 570430.
    Music, dance and drama5 928680.
    Art, design and architecture (Knowledge Promotion Reform from 2016/2017)3 380830.
    Media and communication (Programme for general studies, Knowledge Promotion Reform from 2016/2017)4 792540.
    Vocational education77 2284452 49329
    Building and construction9 7261112 2638
    Design, arts and crafts0.1 04278
    Electrical engineering and computer technology10 09379 5857
    Healthcare, childhood and youth development23 882859 12578
    Media and communication (Vocational programme, before 2016)0.1100
    Agriculture, fishing and forestry5 586531 79934
    Restaurant and food processing3 529512 28250
    Service and transport0.3 64731
    Technological and industrial production13 0121510 23713
    Crafts, design and product development (from 2020/2021)670739357
    Hairdressing, floral, interior and retail design (from 2020/2021)2 3809241589
    Information technology and media production (from 2020/2021)2 9501672910
    Sales, service and tourism (from 2020/2021)5 400451 27551
    Explanation of symbols
  • 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
    2022
    Pupils, apprentices and trainees
    Total populationImmigrants and Norwegian-born to immigrant parentsImmigrantsNorwegian-born to immigrant parents
    Both sexes93.187.683.294.0
    Males92.886.882.193.4
    Females93.488.584.394.5
    1Pupils in education leading to basic competence, and pupils in vocational training in schools are included
    Explanation of symbols
  • 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
    2021-2022
    TotalCompletedNot Completed
    TotalMalesFemalesTotalMalesFemales
    Total6 7006 3632 8183 545337164173
    Less than 19 years552502259243502822
    19 years4 1474 0161 5812 4351315576
    20 years or older2 0011 8459788671568175
    Explanation of symbols
  • Vocational examination candidates, by category and results
    Vocational examination candidates, by category and results
    Vocational examinationsPer cent passed
    TotalApprenticesPractice candidatesPupils1 TotalApprenticesPractice candidatesPupils1
    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
    2016-201727 05815 83910 0601 15993939584
    2017-201827 92816 61210 1151 20193939482
    2018-201929 33717 77110 5431 02394949481
    2019-202028 21918 5568 6111 05292929480
    2020-202131 46819 37710 7911 30093929482
    2021-202230 32718 61510 3901 32294949482
    1Pupils who have completed vocational examination after training in school.
    Explanation of symbols
  • Completed educational programmes in upper secondary education, by gender and results
    Completed educational programmes in upper secondary education, by gender and results1
    2021-2022
    TotalCompleted2 Percentage completedTotal menPercentage completed, menTotal womenPercentage completed, women
    Total3 103 06194 2799151 0629151 99992
    Upper secondary education85 16976 8379042 5099042 66090
    [Upper secondary education, advanced course II/certificate54 84248 4348823 0438731 79989
    General studies51 91745 8718822 4388729 47990
    Specialisation in general studies (The Knowledge Promotion Reform)42 85637 4468718 2948624 56289
    Sports and physical studies (The Knowledge Promotion Reform)4 2494 062962 350941 89998
    Music, dance and drama (The Knowledge Promotion Reform)1 9751 85394611921 36494
    Art, design and architecture (Knowledge Promotion Reform from 2016/2017)973869892158775890
    Media and communication (Programme for general studies, Knowledge Promotion Reform from 2016/2017)1 8641 641889688689690
    Vocational education2 9202 55888601832 31989
    Design, arts and crafts (The Knowledge Promotion Reform)22019086257619588
    Electrical engineering and computer technology (The Knowledge Promotion Reform)18179418940.
    Healthcare, childhood and youth development (The Knowledge Promotion Reform)1 5261 3468879731 44789
    Media and communication (The Knowledge Promotion Reform)63631003110032100
    Agriculture, fishing and forestry (The Knowledge Promotion Reform)1 093942864488364588
    Not an education programme in the Knowledge Promotion Reform5510041001100
    Completed apprenticeship examinations30 32728 4039419 4669410 86193
    Vocational education30 32728 4039419 4669410 86193
    Building and construction (The Knowledge Promotion Reform)6 5106 092945 5119499993
    Design, arts and crafts (The Knowledge Promotion Reform)748663891459060388
    Electrical engineering and computer technology (The Knowledge Promotion Reform)3 5203 300943 3659415596
    Healthcare, childhood and youth development (The Knowledge Promotion Reform)7 9767 405931 713926 26393
    Media and communication (The Knowledge Promotion Reform)441000.4100
    Agriculture, fishing and forestry (The Knowledge Promotion Reform)830779946259420595
    Restaurant and food (The Knowledge Promotion Reform)1 1661 046905678959991
    Service and transport (The Knowledge Promotion Reform)4 6874 429943 152941 53596
    Technological and industrial production (The Knowledge Promotion Reform)4 8864 685964 3889649899
    Not an education programme in the Knowledge Promotion Reform00.0.0.
    Folk high schools6 7006 363952 982953 71895
    Employment training9 6109 6101004 7281004 882100
    Other upper secondary educational programmes1 5821 469938439673989
    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
    3Because of reorganization of the officer school education in The Norwegian Armed Forces about half of the data were reporten in the school year 2017/2018.
    Explanation of symbols

About the statistics

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

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.

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.

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.

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 education, music, dance and drama, art, design and architecture and media and communication.

In autumn 2016 media and communication went from being a vocational education programme to a programme for general studies. Pupils who began in autumn 2015 or earlier continue this education.

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 agriculture, fishing and forestry, building and construction, design, arts and crafts, electricity and electronics, healthcare, childhood and youth development, restaurant and food processing, service and transport, technical and industrial production, crafts, design and product development, harirdressing, floral, interior and retail design, information technology and media production and sales, service and tourism.

From the autumn of 2020, a new structure of courses and apprenticeships in vocational education programs was implemented. Design, arts and crafts and service and transport was split up, and replaced by four new education programes (crafts, design and product development, harirdressing, floral, interior and retail design, information technology and media production and sales, service and tourism). Those who startet autumn 2019 or earlier, complete their education according to the old structure. From the autumn of 2020 electricity and electronics was renamed to electrical engineering and computer technology, and technical and industrial production was renamed to technological and industrial production.

Trade and journeyman’s examination: Final examination taken on completion of an apprenticeship at a workplace or upper secondary school. Successful candidates are awarded a trade or journeyman’s certificate entitling them to practice the trade concerned.

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. Former a separate education programme. From fall 2010 pupils in alternative education is primarily reported under the ordinary education programmes where they are connected.

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.

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

Social background: Mother or father’s education background. The highest education level of one of the parents defines the pupils social background.

Basic requirements for higher education: Pupils who have completed and passed upper secondary education programme for general studies meet the basic requirements for higher education. Basic requirement can also be gained in vocational education programmes. 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.

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

School residence: Is based on the address of the school or apprenticeship workplace as of 1 October the current year.

Age: Per 31 December the current year.

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: Persons who are born in Norway of two parents born abroad.

Other upper secondary education: Includes pupils in approved private schools. Also, pupils in a few other schools that has approval for economic support to upper secondary education by Lånekassen, and where the schools are not approved by the directorate for education and training.

Labour marked courses: Courses for adults arranged at upper secondary schools on behalf of NAV.

Foundation Course for Engineering Studies: A one-year course that provides the qualifications necessary for admission to and Engineering Bachelor programme in Norway.

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.

Wishes for education programme - Primary wish: Primary wish for education programme fulfilled. Based on the wish-number on the applicants file. Lower wish: Primary wish for education programme not fulfilled, but a lower wish for education programme. Unknown wish: A small percent of the pupils did not apply for upper secondary education through VIGO. This is mainly pupils in adult education and pupils in private schools.

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
Topic: Education

14 February 2024

Division for Education and Culture Statistics

The statistics provide figures for the county and national level.

Annual.

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 in the Statistics Release Calendar. This is one of Statistics Norway’s key principles for ensuring that all users are treated equally.

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.

Data is delivered in accordance with EU legislation 1925/99 3711/91

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 (as of 2015, vocational schools are not included), 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 report their data to the administration system NAVI. Statistics Norway gather necessary statistics from this server. 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.

Not relevant

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.

Not relevant

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