Norway

Three years of upper secondary education are offered to students. Classic academic and vocational training programs were combined into a single comprehensive school as a result of the 1974 Upper Secondary School Law. This law was intended to eliminate any status differences between practical and theoretical kinds of education. With both vocational and general studies offered in the same school, all students became free to choose between these kinds of programs. Students may also participate in apprenticeship programs where their training comes from a purely apprentice based experience, a combination of apprentice work and school based activities, or purely school based activities. A general studies education in upper secondary school is considered the best preparation for university attendance. The competition, however, is greatest for the vocational programs, and once students are admitted to the foundational course for a vocational program, they are not necessarily continued to the next levels of more specialized vocational training. Students must be high achievers to be selected for and to move on in their chosen practical programs. In addition, because these students learn job skills and are still eligible to go on to higher education, they are thought to have the best of both worlds. In contrast, admission standards for general studies are minimal, and fewer students seek those slots. Moreover, continuation is virtually assured. However, some of the brightest students choose this route because it leads most directly to higher education. The trend though is that many of the brightest students compete for spots in the top vocational courses, and the availability of general studies slots has lowered the status of this emphasis. A consequence of top students taking so many vocational slots that would have previously gone to students who have had difficulty in a traditional school format is that these students are forced to take a general studies program or drop out of school. A general studies program would allow them to compete more effectively for higher education admission, but few seek it and all are left with no vocational skills and three more years of the type of schooling in which they have not been successful in the past. Some have referred to students who are not motivated by traditional classroom learning techniques as "school tired youth." Of those 16- to 18-years-old, the usual age group for this level of schooling, about 57.5 percent participated in a general studies program in the 2000 to 2001 school year.

Eleven branches of study are available at the upper secondary level. These include general education, manual and industrial studies, arts and crafts, fishing and maritime studies, sports, clerical and commercial studies, domestic arts and sciences, social and health studies, media and communication, and retail and service trades. Each branch has the same structure in that students participate in one or two years of foundation courses, and then, depending on the branch and the length of the foundation courses, one or two years of concentrated training. Within each branch, more specialized courses of study are available. For example, within the Metals and Industrial Studies branch, subjects may include carpentry and metal work, plumbing, clock repair, flower decoration, and piano tuning and repair. The full range of possible vocational courses are not available at every school. In this circumstance, students and their parents may search for a school offering the specific desired courses. Grades are given at this level to reflect student's school work, and separate grades are given to reflect achievement on standardized examinations. The number and nature of examinations depend upon the area of study. Examinations may be written, oral, or some combination of the two. In general studies, students take several examinations, including one for Norwegian composition. In vocational studies, students may take an examination in each of the first two years and then two examinations in their final year. Both kinds of grades, teacher ratings and examination results, are listed on the certificate students receive upon leaving secondary school. Details about the individual student's academic record are also recorded on this certificate, including courses taken and school attendance record.

Although there are more girls, 54.4 percent, in the general areas of study than boys, girls are the vast majority of the health and social studies with 91.7 percent. Girls also account for 82.8 percent of those in arts, crafts and design and 73.2 percent of those in music, dance, and drama. These are considered "soft" areas of emphasis. In the 2000 to 2001 school year, two new areas of study, media and communication and retail and service trades, were added. These new areas have an equal distribution of male and female students. The curriculum for upper secondary schools is developed by the central government, but secondary schools are administered by each county. Although three years of upper secondary or post-basic education are typical for students, certificates are available after completing one and two year programs. Graduation from upper secondary school typically occurs at age 19. Approximately 164,000 students are registered in upper secondary education for the 2000 to 2001 school year. Vocational programs accounted for 42.5 percent of the total number of students. The number of students in secondary school age 20 and over dropped from 14.4 percent in the 1999 to 2000 academic year to 12.6 percent in the 2000 to 2001 school year.

Large differences in the social backgrounds of pupils in general studies and vocational programs in upper secondary school exist. About two percent of students in the vocational programs have parents with a post-graduate level education, while more than 65 percent have parents with an upper secondary level. Although few gender differences in the rate of attendance at upper secondary schools exist, course choices are quite gender specific. Girls choose health, social studies, and aesthetic programs more than boys do, and boys outnumber girls by far in engineering and mechanical trades. In the 2000 to 2001 school year, girls accounted for just 1.7 percent of building and construction trades, 3.8 percent of electrical trades, and 4.4 percent of engineering and mechanical trades. The gender distribution in upper secondary education and at folk high schools has changed slightly from autumn 1996 to autumn 1999. The female percentage in general studies programs has remained the same, but an increase of 3 percent in vocational programs has occurred over these three years. At folk high schools, the percentage of female students has risen by 5 percent from 1996 to 1999. In apprentice programs, 31 percent of students are female, an increase of five percent since 1996. In an effort to expand opportunities for all Norwegians, the Parliament gives priority to disabled students in admittance to upper secondary schools.

Student councils were mandated for secondary schools with the 1974 Secondary School Law. Students have worked to create more say in school affairs and have been successful in getting more power to determine what is relevant and appropriate for their education. Teachers at the upper secondary level tend to find their jobs to be difficult. They complain of conflicting objectives and too much being asked of them. They are required to teach basic subjects, along with cultural heritage, democratic values, and vocational training. Updating subjects and secondary training is done at the national level by the Upper Secondary School Council. This council also creates new initiatives and was responsible, for example, for a program that introduced computers into schools and established training in information technology for teachers in the 1980s. In 1998, there were 230,115 students in upper secondary schools in Norway. In 2000, among all Norwegians between the ages of 55- and 64-years-old, 65 percent have completed at least upper secondary education; but for Norwegians between the ages of 25- and 34-years-old, 93 percent have done so.