This group forms an important part of the team around the pupil, and as emphasized in the white paper Meld. St. 6 (2019–2020), it is also important to strengthen knowledge about other professions and competence groups in the school than the teachers.

Of the 116 790 employees in primary and lower secondary school in the 4th quarter of 2022 who are included in the initial overviews in the report, the further mapping concentrates on the occupational groups other staff in work aimed at the children (26 914 employees) and managers (6 177 employees). Tables and figures about teachers (78 466 employees) have been added to Appendix B, while the 5 233 other employees are not discussed further. In addition to occupation, we divide staff into different competence groups based on completed formal education. We look at teacher education, education in pedagogy outside of teacher education and other education that is relevant to work aimed at children. For managers, education in economic and administrative subjects is also mentioned.

Both teachers and managers in primary schools have largely completed teacher education or other pedagogical education. There are many managers who have obtained study credits in individual subjects in the field of business and administration, without necessarily having completed a degree. 63 percent of the managers have obtained study credits.

Other staff in work aimed at children have, to a lesser extent, completed teacher education or other pedagogical education, but in this occupational group other education that is relevant to work aimed at children is more common than among teachers, managers and other employees. 1 out of 3 staff members working with children have a trade certificate in Child Care and Youth Work. This amounts to 8 567 employees. For competence groups that are less widespread, school size has a lot to say about whether a given school has staff with this competence.

More than half of other staff in work aimed at children lack a completed education relevant to this work. Employees aged 60 or over are over-represented among those who do not have relevant education. Employees with special pedagogy, other pedagogical education, child welfare education and social worker education have a younger age profile than other competence groups. The use of employees without relevant education is not primarily a feature of schools of a certain size, but among such employees, there is a somewhat larger proportion who work at small schools than we find for the other competence groups.

In addition to formal education, the report looks at work experience. Amongst other staff in work aimed at children who have not completed relevant education, more than 4 out of 10 have been employees in primary or secondary school in all of the years 2018-2021.

Only 14 percent of other staff in work aimed at children have a full-time position in their largest employment in school, and there are few employees who have several employments within the primary and secondary school sector. In contrast, 46 percent are also employed in the School Free Time Scheme (SFO). If we sum up across all positions a person has working in primary and secondary school and SFO, we find that 1 in 3 has a total job percentage of 100 percent or more. Nearly 1 out of 4 staff members in work aimed at children also have an employment relationship outside these sectors, and this is most common for those with other pedagogical education or those who do not have relevant education for work aimed at children. Such positions in other industries often account for low job percentages.