Tertiary education

The purpose of this report has been to map educational immigrants from third countries who studied in Norway before the introduction of the tuition fee scheme in 2023.

The purpose of this report has been to survey the personal characteristics of students who receive many years with grants and loans from the Norwegian State Educational Loan Fund (Lånekassen), as well as characteristics of their educational courses. This report includes students who were new to higher education in the academic year of 2011/2012 and follows them to the academic year of 2022/2023.

The purpose of this project has been to map welfare candidates place of study and settlement two years after graduation, in relation to the place of upbringing.

The purpose of this report is to examine the socio-economic profile of students who choose to study all (degree students abroad) or part (exchange students) of their bachelor education abroad.

After the admission to university and colleges through Samordna opptak (The Norwegian Universities and Colleges Admission Service), there is a group of qualified applicants who do not receive an offer of admission each year.

This documentation report provides information on how the Eurostudent 8 Survey 2022 was conducted in Norway by Statistics Norway.

The purpose of this report is to provide an updated overview of students' living conditions as of 2021. The student body is constantly changing, and there is a need for updated knowledge about the living conditions of all types of students.

Fewer students experience study-related difficulties in their study programs in Norway – compared with students in many other European countries. Norway is among the countries with the highest proportion of students with children, and job income accounts for a higher share of students' income compared to other countries in Europe.

The main aim of this project has been to map the welfare graduates' place of study and settlement after graduation in relation to the place of upbringing.

This report examines different forms of student departure from higher education based on Norwegian administrative data.

Several recent studies find that interventions in schools can have important lasting consequences for students, and that schools differ in their contribution to students' learning.