379173
/en/utdanning/statistikker/vgogjen/aar
379173
statistikk
2019-06-13T08:00:00.000Z
Education;Immigration and immigrants
en
vgogjen, Completion rates of pupils in upper secondary education, university and college admission certificate attained, vocational qualification attained, degree of completion, pupils, parent's level of education, general studies, vocational studies, immigrants, norwegian-born with immigrant parents, school credits, standard time, upper secondary education completedEducation, Upper secondary schools, Immigration and immigrants, Education
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Completion rates of pupils in upper secondary education

Updated

Next update

Not yet determined

Key figures

75.3

share of pupils/apprentices who have completed upper secondary education within five years

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 years
2013-2018Change in percentage points
TotalShare of pupils who have completed upper secondary education within five years2012-2017 - 2013-20181994-1999 - 2013-2018
Total65 433750.36.9
Males33 75170-0.29.6
Females31 682810.74.1
General studies34 643880.05.4
Males15 53684-0.14.9
Females19 107900.15.6
Vocational studies30 790620.010.7
Males18 21559-0.517.1
Females12 575650.72.5

See selected tables from this statistics

Table 1 
Pupils who started an upper secondary esucation level 1 for the first time in the relevant autumn, by completed upper secondary education within five years, gender and parents' level of education. Per cent

Pupils who started an upper secondary esucation level 1 for the first time in the relevant autumn, by completed upper secondary education within five years, gender and parents' level of education. Per cent1
2013-2018
TotalCompleted according to nominal length of study2Did not complete general or vocational education
Completed according to normativ length of studyCompleted beyond normativ length of studyStill inn upper secondary education after five yearsEnrolled in final year but failed examinationsDropped out before or within final year
1Pupils in alternative education program are included.
2Completed education means that the pupil/apprentice has passed all examinations and eligible for high school diploma or vocational certificate
Total65 43361.813.55.65.713.4
Long tertiary education8 70079.710.22.03.74.3
Short tertiary education22 73370.312.64.04.88.2
Upper secondary education26 00656.114.97.16.115.9
UpperPrimary and lower secondary education5 74939.114.98.98.928.2
Unknown2 24530.516.49.98.235.0
 
Men33 75154.016.56.96.516.2
Long tertiary education4 52775.012.22.44.85.6
Short tertiary education11 64563.016.05.25.99.9
Upper secondary education13 34847.018.68.86.619.1
UpperPrimary and lower secondary education2 95831.215.810.69.632.8
Unknown1 27324.016.39.78.641.5
 
Women31 68270.210.44.24.810.5
Long tertiary education4 17384.98.11.52.52.9
Short tertiary education11 08878.09.12.83.76.4
Upper secondary education12 65865.810.95.35.612.4
UpperPrimary and lower secondary education2 79147.513.97.08.323.3
Unknown97239.016.710.27.626.5

Table 2 
Pupils and who started an upper secondary level 1 for the first time in the relevant autumn, by completed upper secondary education within five years, gender and county of residence at 16 years of age. Per cent

Pupils and who started an upper secondary level 1 for the first time in the relevant autumn, by completed upper secondary education within five years, gender and county of residence at 16 years of age. Per cent1
2013-2018
TotalCompleted according to nominal length of study2Did not complete general or vocational education
Completed according to nominal length of studyCompleted beyond nominal length of studyStill in upper secondary educationEnrolled in final year but failed examinationsDropped out before or within final year
1Pupils in alternative education program are included.
2Completed education means that the pupil/apprentice has passed all examinations and eligible for high school diploma or vocational certificate.
Total65 43362146613
Østfold3 72160146614
Akershus7 62570113610
Oslo5 3956993910
Hedmark2 43162146513
Oppland2 34059155416
Buskerud3 44064134613
Vestfold3 23263135614
Telemark2 16361166512
Aust-Agder1 55862137514
Vest-Agder2 44564135513
Rogaland6 08564146411
Hordaland6 32261146613
Sogn og Fjordane1 49366146310
Møre og Romsdal3 46261167413
Sør-Trøndelag (-2017)3 71260166513
Nord-Trøndelag (-2017)1 86364136512
Nordland3 28954168517
Troms Romsa2 02456167615
Finnmark - Finnmárku997461810621
Abroad1 524301710737
County not stated312351211736
 
Males32 77551167818
Østfold1 792471571021
Akershus3 81160145714
Oslo2 707581241214
Hedmark1 18152127722
Oppland1 22350178718
Buskerud1 68251165918
Vestfold1 55353146720
Telemark1 17448197718
Aust-Agder73250178717
Vest-Agder1 22352186617
Rogaland3 06752186619
Hordaland3 29750187717
Sogn og Fjordane81150218516
Møre og Romsdal1 73854187516
Sør-Trøndelag (-2017)1 90549198817
Nord-Trøndelag (-2017)96652169816
Nordland1 664421910622
Troms - Romsa1 166431691022
Finnmark - Finnmárku507311514733
Abroad424301341042
County not stated15231123549
 
Females31 06267114612
Østfold1 6496494913
Akershus3 618749358
Oslo2 476758278
Hedmark1 1526995612
Oppland1 12666115513
Buskerud1 64967103614
Vestfold1 52869103611
Telemark1 08263155413
Aust-Agder72366104614
Vest-Agder1 20567123612
Rogaland2 90069104413
Hordaland3 12067124611
Sogn og Fjordane7847483311
Møre og Romsdal1 61967134512
Sør-Trøndelag (-2017)1 85966124513
Nord-Trøndelag (-2017)92769114411
Nordland1 60957147616
Troms - Romsa1 00362145712
Finnmark - Finnmárku48852129819
Abroad42134188733
County not stated124281221047

About the statistics

Statistics follow an intake of pupils through a five-year period in upper secondary education. 

Definitions

Definitions of the main concepts and variables

Enrolled pupils: Pupils registered at an educational institution.

Reform 94:
A reform from 1994, giving youth from the age 16 to 19 years old the legalized right to upper secondary education. From 2002, this right was extended to include everyone.

The Knowledge Promotion Reform:
Introduced in 2006, this reform continued the legalized right from Reform 94. It also introduced a new school structure, followed by new terminology. Area of study was now called education programme as an example.

Education programme:
A common description of related subjects in upper secondary education. Upper secondary education exists of three courses: vg1, vg2 and vg3.

General fields of study:
Courses are divided into general study programmes and vocational study programmes. General fields of study include courses in Specialization in general studies, Music, dance and drama and Sports and physical education.

Vocational fields of study:
Courses are divided into general study programmes and vocational study programmes. Vocational fields of study includes courses in 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, Service and transport and Technical and industrial production.

Alternative education program: Pupils in alternative curriculum, but cannot be specified prior to 2006.

Completed education: A pupil is considered to have completed their education if he/she has passed all the subjects within all the course levels and eligible for a high school diploma or a vocational certificate.

Drop-out: refers to a pupil who drop out before or within final year.

Passed: means that the pupil has completed all subjects.

 

Normative length of study: Normative length of study is the period to complete upper secondary education within the course requirements for full-time pupils. Normally, this is three years for general programmes and four years for vocational programmes (two years in school and two years of apprenticeship). However, some programmes have two and a half and three years of apprenticeship.

Beyond normative length of study: Completion beyond normative length of study is when a pupil/apprentice uses more time than what is normative (see above), but within five years which is the time horizon for the tables published here.

Municipality of residence: Is based on the registered address as of 1st October the current year. Age: is calculated by 31 December each year.

Social background: Is based on parent's educational level. The parent with the highest educational level defines the social background of the pupil.

Country of birth, citizenship and country of origin: These variables are classified according to Statistics Norway's' country codes.

Immigrant category includes persons who have two foreign-born parents, or more precisely: Persons who neither have parents nor grandparents born in Norway. The immigrant population thus covers first-generation immigrants and persons born in Norway of two foreign-born parents.

Lower secondary school points: Lover secondary school points sums 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 have less than eight grades, they will get zero points. 

Planned basic competence

Basic competence is competence on a lower level than a full vocational qualification or university and college admissions certification. Basic competence are 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 have to:

  1. Attend upper secondary education at least 3 years during the five year period
  2. Successfully complete the individual training programme

Pupils heading for planned basic competence and have decision on special education in all subjects, do not need progression. On the other hand, pupils heading for planned basic competence

and have decision on special education just in a few subjects, have to show progression to level 3.

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: Completion rates of pupils in upper secondary education
Topic: Education

Responsible division

Division for Education and Culture Statistics

Regional level

The statistics provide figures for the municipal, county and national level.

Frequency and timeliness

Annual.

International reporting

Data is not delivered to international organisations.

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 education in Norway, from completion of lower secondary education to all higher education. 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 and student. The part of adult education which is individually based is also included, as well as pupils at folk high schools. Every part of the 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 statistics is to develop simple analysis of the throughput of pupils through upper secondary education. This is the second year Statistics Norway is publishing analysis of throughput of pupils in upper secondary education.

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 Government, 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

The statistics is reported to the OECD in accordance with the International Standard Classification of Education (ISCED97). Norway is obliged to make use of ISCDE97 in all international reporting to UNESCO, OECD and Eurostat.

Legal authority

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

EEA reference

Data are delivered pursuant to EU Community 1925/99 3711/91

Production

Population

The statistics include all pupils registered at upper secondary education under the education act. Register of populations highest attained education comprises all persons 16 years and above living in Norway as at 1 October. From 2006 participants that follow reform-94 are not included.

Analysis of the throughput of pupils are based on pupils enrolled in the basic course for the first time and description of their educational status after five years.

Data sources and sampling

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).

Collection of data, editing and estimations

Data is collected from administrative registers from the counties main enrollment 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.

Information on completed education which forms the basis for the production of throughput statistics has VIGO as the source of data. The VIGO data is however 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 is based on enumeration of the number completed education and registered pupils and apprentices.

Seasonal adjustment

Not relevant

Confidentiality

The general rule is not to publish data if less than 3 pupils are found within a cell/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.

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 is not comprehensive enough.

Data from the National Results Database (NVB) and data from completed vocational examinations have relatively good quality.

Revision

Not relevant

Contact