Education and research
Education
Statistical background
The first publication containing statistics on education was issued by the Ministry of Church and Education at the end of 1837. It comprised statistical tables relating to the state of education in Norway. During the 19th century the statistical base was constantly extended. 1861 marked the first publication of Official Statistics of Norway (NOS). Sometime during the 1950s the task of compiling statistics on education was transferred from the Ministry to Statistics Norway.
Beginning in 1962 statistics refer to the situation as of 1 October, whereas previous calculations were based on the total number of pupils in attendance throughout the school year. In the early 1970s a complete reorganisation was carried out, making individual data the basis for the statistics. This paved the way for a more flexible system, providing more detailed information on the education system. It also made it possible to trace the progress of any particular peer group through the various stages of the education system.
Data on pupils, schools and classes in primary and lower secondary schools were previously collected via the school boards. In 1992 Statistics Norway started using as its source of data the Primary and Lower Secondary School Information System at the Ministry of Church, Education and Research. Information on pupils completing their lower secondary schooling comes from county admission offices.
The majority of the statistics concerning pupils in the upper secondary schools also come from county admission offices. Moreover Statistics Norway acquires information from other administrative bodies, such as the Directorate of Labour. Information is also obtained direct from the individual school by means of special report forms, copies of the lists of school classes or diskettes. Pupils attending apprentice schools have not been registered since 1989, but statistics were extended to include data on apprentices as from that year.
Statistics on students at universities and colleges are compiled mainly on the basis of information from the individual institutions. As far as most universities are concerned, the basis for much of the statistics consists of the information supplied by the students themselves when paying their term fees.
Statistics on the level of education of the population were previously compiled in connection with population censuses or special surveys. Since 1985 the data has been updated every year. Newer material is based on information collected for the population censuses of 1970 and 1980, together with annual reports supplying details of education completed in Norway. Data on education completed abroad before 1991 by persons born abroad was obtained by means of a special survey. Education completed abroad by persons born in Norway has not been registered since 1980.
Statistics on teachers are collected mainly from the Central Register of Government Employees in the School System and from the State Central Register of
Government Employees, supplemented by information obtained from various schools.
Comparability. The education system is constantly changing and there have been considerable reforms since World War II. In certain areas it is therefore difficult to compile statistical series over long periods.
In 1959 the Storting passed a new law governing primary schools. The division between urban and rural primary schools was abolished and municipalities were required to extend a compulsory school attendance to 9-years by a certain deadline. The last municipalities to introduce 9 years compulsory education did so in 1974-75.
The Upper Secondary Education Act was passed in 1974. Its aim was to integrate general secondary schools, commercial schools and vocational schools into a more uniform type of upper secondary school.
A third, important school reform was the decentralization and development of the university and college sector. The development of regional colleges started in 1969 and in 1971 the University of Tromsø was founded. The purpose of this reform was to increase recruitment to higher education and at the same time to reduce pressure on the universities.
During the last 20 years many upper secondary schools have been upgraded to college level. The training of engineers as well as of teachers was given college status in 1971 and several training courses in the health and social sector, such as the training of nurses, were upgraded 10 years later. In 1982 the maritime vocational schools were also granted college status. Higher education in Norway now consists of a university sector and a college sector (c.p. the tables 5.15 and 5.16).
Development features
The number of pupils at the primary and lower secondary school level has generally reflected the changes in compulsory education requirements and the variations in the birth rate. The gradual lengthening of compulsory education led to a reduction in the number of pupils in upper secondary schools towards the end of the 1960s, when the 8th and 9th grades became compulsory for everybody.
On the whole boys and girls choose different subjects. In the upper secondary schools girls dominate in subjects such as health and education, while boys are in the majority in crafts and engineering.
The number of students at the universities and colleges has increased dramatically during recent decades. This is due to many factors, including a demand for workers with higher education, increased capacity in the university and college sectors, the expansion of financial assistance schemes for students and the increased unemployment of recent years. Women are now in the majority at universities as well as at colleges.
An ever increasing percentage of young people are in the educational system. In the mid-1960s, only 10 per cent of 24 year-olds were studying. In 1992 the comparable figure was 25 per cent. At the start of the present decade every second 19-year-old was at school.
One consequence of the fact that more and more people choose a longer education is that the level of education of the population is increasing. The increasing number of women in both upper secondary schools and higher education has lessened the gender gap in the level of education, particularly among the younger generation.
Research and development
Data concerning the resources devoted to Norwegian research and experimental development (R&D) are collected every other year. The statistics are based on guidelines drawn up by the OECD and have been compiled by the research councils since 1963.
Research and experimental development comprise creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications. These activities comprise:
Basic research. Experimental or theoretical work undertaken primarily to acquire new knowledge of the underlying foundation of phenomena and observable facts, without any particular application or use in view.
Applied research. Original investigation undertaken in order to acquire new knowledge. It is, however, directed primarily towards a specific practical aim or objective.
Experimental development. Systematic work drawing on existing knowledge gained from research and/or practical experience, that is directed to producing new materials, products or devices, to installing new processes, systems and services, or to improving substantially those already produced or installed.
These statistics distinguish between R&D in business and industry, in higher education and in the institutional sector.
R&D expenditure
Since 1963 expenditure on R&D in Norway has increased five-fold on a fixed-price basis. There was a steady increase until 1989, but growth has levelled out since 1987.
R&D's share of gross domestic product (GDP) has increased from 0.8 per cent in 1963 to 1.9 per cent in 1991.
Financing
The share of financial support given by industry to research and development increased from 32 per cent in 1963 to 50 per cent in 1985. This was mainly due to contributions from the oil companies. The support has been somewhat reduced in recent years. Industry's share of financing was 42 per cent in 1991.
The publicly-financed share of R&D expenditure declined in the period up to 1985 but increased towards the end of the decade. However, this trend has been less pronounced the last two years. In 1991 public financing accounted for 50 per cent of R&D expenditure.
Personnel
In 1991 almost 31 500 persons participated in R&D activities in Norway. A total of 20 500 man-years of labour was recorded, with business and industry accounting for 6 750, institutions for 7 800 and the higher education sector for a little under 6 000. All sectors have shown an increase in the number of R&D personnel with university and college education.