EDUCATION AND TRAINING

National Reference Metadata in ESS Standard for Quality Reports Structure (ESQRS)

Compiling agency: Statistics Norway

Time Dimension: 2019-A0

Data Provider: NO1

Data Flow: EDUCAT_ESQRS_A


Eurostat metadata
Reference metadata
1. Contact
2. Statistical presentation
3. Statistical processing
4. Quality management
5. Relevance
6. Accuracy and reliability
7. Timeliness and punctuality
8. Coherence and comparability
9. Accessibility and clarity
10. Cost and Burden
11. Confidentiality
12. Comment
Related Metadata
Annexes (including footnotes)
 



For any question on data and metadata, please contact: EUROPEAN STATISTICAL DATA SUPPORT

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1. Contact Top
1.1. Contact organisation

Statistics Norway

1.2. Contact organisation unit

Division for Education Statistics

1.5. Contact mail address

Statistics Norway
Att.: Anne Marie Holsetter 

Oterveien 23
NO-2225 Kongsvinger
NORWAY


2. Statistical presentation Top
2.1. Data description

A general description of the statistical process and its outputs, and their evolution over time.

 

NATIONAL EDUCATION SYSTEM
The following documents provide general information on the educational system; please add the relevant links for your country.

General link to Eurydice:
https://eacea.ec.europa.eu/national-policies/eurydice/content/norway_en
National system broad overview:
http://www.ssb.no/en/utdanning/artikler-og-publikasjoner/facts-about-education-in-norway-2014
National Education System Description:
http://www.ssb.no/en/utdanning/artikler-og-publikasjoner/facts-about-education-in-norway-2014
National Education System - Provisions regarding language learning:
 Annex II
Structure of Education and Training Systems:
 

 

Please, use the box below if you wish to complement or amend the information provided by Eurydice:
 

 

Link to the ISCMAP programme and qualification:
Annex I
National link to programmes and qualifications:
 

 

Further information on data flagged ‘d’ in the database is available to download from the Annex of the Metadata page for Education administrative data from 2013 onwards (ISCED 2011):
https://ec.europa.eu/eurostat/cache/metadata/en/educ_uoe_enr_esms.htm
2.2. Classification system

Not available.

2.3. Coverage - sector

Formal education from ISCED 0 to ISCED 8

2.4. Statistical concepts and definitions

Not available.

2.5. Statistical unit

Not available.

2.6. Statistical population

Not available.

2.7. Reference area

Not available.

2.8. Coverage - Time

School year with reference time 1st October yearly

2.9. Base period

Not available.


3. Statistical processing Top
3.1. Source data

For each UOE table, please list the source(s) used to compile information: UOE table, name, type, date of availability and responsibility.

 

Sources used for data on enrolments
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0 Data compiled electronically through BASIL by the forms "Annual reports for kindergartens as of 15 December". Aggregated register. All approved kindergartens under the Day Care institutions' act and regulations that receive subsidies are in the sample.  Norwegian Directorate for Education and Training
ISCED 1 and 2 The annual collection of data takes place at Grunnskolens informasjonssystem, GSI. Snapshot data as of 1 October.  Aggregated register Norwegian Directorate for Education and Training
ISCED 3 and 4 The counties own administrative data system, VIGO, is the main source as well as special registration systems for adults in the counties. For folk high schools, data on applicants and pupils is sent electronically to Statistics Norway. The various institutions are the source of data of the other areas within upper secondary education. As of 1 October.  Register The counties own administrative data system, VIGO
ISCED 5 and 6 Statistics Norway collects student data from the administrative systems of the various tertiary institutions. The most common administrative systems are M-STAS (used primarily by university colleges) and FS (used primarily by universities). As of 1 October. Register DBH - Database of higher education/UOE data provider

 

Sources used for data on entrants
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 3 and 4 The counties own administrative data system, VIGO, is the main source as well as special registration systems for adults in the counties. For folk high schools, data on applicants and pupils is sent electronically to Statistics Norway. The various institutions are the source of data of the other areas within upper secondary education.  Register The counties own administrative data system, VIGO
ISCED 5 and 6 Statistics Norway collects student data from the administrative systems of the various tertiary institutions. The most common administrative systems are M-STAS (used primarily by university colleges) and FS (used primarily by universities). To provide entrants data the dataset on enrolled students in 2015/2016 is merged with previous enrolment datasets to define new entrants, re-entrants and continuing students. Register DBH - Database of higher education/UOE data provider

 

Sources used for data on personnel
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 1-4 Register-based employment statistics, Statistics Norway. Information related to employees and agreed working hours per week is mainly collected from the Nav State Register of Employers and Employees, the End of the Year Certificate Register, the Tax Register (the Directorate of Taxes), and payroll registers. As of November. Register-based employment statistics UOE data provider
ISCED 5 and 6 Register-based employment statistics, Statistics Norway. Information related to employees and agreed working hours per week is mainly collected from the Nav State Register of Employers and Employees, the End of the Year Certificate Register, the Tax Register (the Directorate of Taxes), and payroll registers. As of November. Register-based employment statistics UOE data provider

 

Sources used for data on enrolments at regional level
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0 Data compiled electronically through BASIL by the forms "Annual reports for kindergartens as of 15 December". Aggregated register. All approved kindergartens under the Day Care institutions' act and regulations that receive subsidies are in the sample.  Norwegian Directorate for Education and Training
ISCED 1 and 2 The annual collection of data takes place at Grunnskolens informasjonssystem, GSI. Snapshot data as of 1 October.  Aggregated register Norwegian Directorate for Education and Training
ISCED 3 and 4 The counties own administrative data system, VIGO, is the main source as well as special registration systems for adults in the counties. For folk high schools, data on applicants and pupils is sent electronically to Statistics Norway. The various institutions are the source of data of the other areas within upper secondary education. As of 1 October.  Register The counties own administrative data system, VIGO
ISCED 5 and 6 Statistics Norway collects student data from the administrative systems of the various tertiary institutions. The most common administrative systems are M-STAS (used primarily by university colleges) and FS (used primarily by universities). As of 1 October. Register DBH - Database of higher education/UOE data provider

 

 

Sources used for data on foreign languages learning
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 1 and 2 The annual collection of data takes place at Grunnskolens informasjonssystem, GSI. Snapshot data as of 1 October.  Aggregated register The Norwegian Directorate for Education and Training 
ISCED 3   Register The Norwegian Directorate for Education and Training

 

 

Sources used for data on graduates
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 3 and 4 The counties own administrative data system, VIGO, is the main source as well as special registration systems for adults in the counties. For folk high schools, data on applicants and pupils is sent electronically to Statistics Norway. The various institutions are the source of data of the other areas within upper secondary education. Reference period October 20XX-September 20XX+1. Register The counties own administrative data system, VIGO
ISCED 5 and 6 Statistics Norway collects student data from the administrative systems of the various tertiary institutions. The most common administrative systems are M-STAS (used primarily by university colleges) and FS (used primarily by universities). Reference period October 20XX-September 20XX+1. Register DBH - Database of higher education/UOE data provider

 

Sources used for data on education expenditure
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0-3 KOSTRA Financial reports from the local government sector UOE Data provider
ISCED 4-6 Extra budgetary central government Financial reports from the EB central government sector UOE Data provider
ISCED 5-6 Private colleges Financial reports from private colleges DBH - Database of higher education
ISCED 5-6 R&D expenditure Survey (conducted every other year) NIFU - The Nordic Institute for Studies in Innovation, Research and Education
3.2. Frequency of data collection

Yearly and student numbers are per 1st October

3.3. Data collection

Electronic data collection from registers in schools and colleges

3.4. Data validation

Editing includes both control and revision, and is performed on all data received from educational institutions. It encompasses deletion of duplicate records, a control for correct and valid values for each variable, comparisons with last years data and checks for missing information. Several variables are re-coded to comply with control programs run by Statistics Norway and Personal ID-numbers are referenced against Statistics Norway's population database to check for errors. At last duplicate students are deleted, which means that a student can only be counted once even though the student is registered at duplicated educational activities or educational institutions.

3.5. Data compilation

Operations performed on data to derive new information according to a given set of rules.

 

Weighting methods
Weighted figures for differing reference periods Weighted figures for differing theoretical ages Conversion factors from part-time to full-time equivalent (FTE) data
    Enrolment (ENRL) - two part-time are considered as one full-time (conversion factor 0,5) for all enrolments across all ISCED-levels.
    Personnel (PERS) - exact information on agreed working hours is available in the register-based employment statistics. Adding the individual working hours provides information about FTE. E.g.: 70% and 60% will refer to a 1,3 FTE.

 

 

Estimations methods used in the UOE questionnaires
Type of data Detailed variables concerned ISCED level Reference year(s) Data source (internal to UOE or not) Data type (sample-based or not) Data source name in English Reason Description of the estimation method
Enrolment Number of students by gender ISCED 0   Internal to UOE Population-based Population register To provide gender breakdown in ISCED 0  As a large percentage of each cohort 3-to-5-year-olds are enrolled in ISCED 0, the gender breakdown (in percentages) for these age cohorts in the population register is based as an estimate for gender breakdown in ISCED 0.
Enrolment Number of students / mobile students and foreign students by field of education ISCED 5 and 6 2011 Internal to UOE Population-based Student register To avoid distributing enrolments by unknown narrow field of education  Prorating fields. A number of enrolments cannot be distributed by narrow field of education and as there is no room for reporting 'number of enrolments by unspecified field of education' in GRAD 5, a method of prorating between fields is established (in UOE 2012 data collection).  
Finance Education expenditure ISCED 0   External to UOE Population-based Official unit cost adjustment To provide expenditure for 3-5-year-olds and the education component (vs. childcare)  Estimated exp. within the age scope of pre-primary education based on official unit cost adjustment. 50,5% is regarded as 3-5 (6) year-old expenditure (in 2010). Also, to split between ISCED 010 and ISCED 020 is done with a ratio of about 1.8 
Finance Education expenditure ISCED 1 and 2   External to UOE Population-based Teaching hours per year To provide information about expenditure for both ISCED 1 and ISCED 2 Expenditure for ISCED 1 and ISCED 2 separately is not directly available (only 1 and 2 as a total) and teaching hours per year in ISCED 1 and ISCED 2 respectively is used as an estimation method to split expenditure between ISCED 1 and 2.
Personnel Classroom teachers, school level management personnel and teacher aides ISCED 1 and 2   External to UOE Population-based Teaching hours per year To provide information about personnel for both ISCED 1 and ISCED 2 Personnel in ISCED 1 and ISCED 2 separately is not directly available (only 1 and 2 as a total) and teaching hours per year in ISCED 1 and ISCED 2 respectively is used as an estimation method to split personnel between ISCED 1 and 2.
Graduates Graduations by field of education ISCED 5 and 6 2011 Internal to UOE Population-based Student register To avoid distributing graduates by unknown narrow field of education  Prorating fields. A number of graduates cannot be distributed by narrow field of education and as there is no room for reporting 'number of graduates by unspecified field of education' in GRAD 5, a method of prorating between fields is established (in UOE 2012 data collection).  
3.6. Adjustment

Mostly no estimation is performed. A few estimations are conducted to get more detailed ISCED levels of student/pupil numbers but total remain the same


4. Quality management Top
4.1. Quality assurance

Not available.

4.2. Quality management - assessment

Information (content) will be available for the next collection.


5. Relevance Top
5.1. Relevance - User Needs

Data is used mainly general public as part of the obligations in the statistical law, the media, policy makers, students and researchers

5.2. Relevance - User Satisfaction

User satisfaction surveys are not conducted but regular meetings with our major stakeholders are held several times a year and uses of statisfaction on the data are discussed. So far the feedbacks are positive

5.3. Completeness

The extent to which all statistics that are needed are available.

 

ISCED levels not covered
  Enrolments Entrants Personnel Foreign languages learning Regional enrolments Graduates Education expenditure
Data not covered Students in adult programmes, repeaters (ISC 3), usual residence/prior education (ISC 3-6), foreign students (ISC 0) Re-entrants and continuing students (ISCED 3-4), new entrants (ISC 4) Classroom teachers and academic personnel in some  private indepedent institutions below ISCED-6. Classroom teachers in public ISCED 0 institutions. All teachers and academic personnel by programme orientation (estimated) Number of students in ISCED 3 by specfic number of foreign languages at a specific age.   Graduates from independent private institutions (ISCED 3 and 4) Expenditure in independent private institutions for all ISCED-levels but ISCED 5/6. Expenditure for debt services
Reasons for unavailable data and, planned actions to improve coverage This information is not directly available in the register. Foreign students in ISCED 0 may be estimated based on population cohorts, but no planned actions exist.  This information is not directly available in the register. No planned actions exist.   Quality and coverage issues in private institutions. Methodology issues in ISCED 0 as personnel is not easily split between 0-2 year-olds (outside ISCED 0 scope) and 3-5 year-olds. Actions to solve personnel in private institutions have been initiated.  Lack of coverage to meet detailed levels by age. No planned actions to improve coverage   No methodology is established to distinguish between goverment dependent private and independent private. Actions could be taken to investigate further, but not yet started. Datasources used do not provide suifficient level of detail
5.3.1. Data completeness - rate

Information (content) will be available for the next collection.


6. Accuracy and reliability Top
6.1. Accuracy - overall

Not applicable.

6.2. Sampling error

Not applicable.

6.2.1. Sampling error - indicators

Not applicable.

6.3. Non-sampling error

See below.

6.3.1. Coverage error

Divergence between the frame population and the target population.

 

Vocational training Programmes shorter than one semester
(or Implementation of the semester rule)
Are vocational and technical training programmes in enterprises included in the UOE data collection (YES/NO)? If Yes, how is the 10% school based component over the whole length of the programme assessed? Do (formal) programmes of shorter duration than one semester, full time equivalent duration as defined nationally, exist (YES/NO)? If Yes, how their duration (shorter than one semester) is assessed? Are all programmes of shorter duration than one semester, full time equivalent duration as defined nationally excluded from the UOE data collection (YES/NO)? If NO, how does the coverage deviate from the UOE Manual recommendation?
           

 

Early childhood education programmes
ISCED 01 programmes Reporting of Age in ISCED 0 Personnel in ISCED 0 What is the starting age of compulsory Primary education (ISCED 1)? This is needed for the calculation of ECE indicators such as 'Pupils aged between 4 years old and the starting age of compulsory education, by sex - as % of the population of the corresponding age group'
Do Early Childhood Educational Development programmes (ISCED 01) exist in the country
(YES/NO)?
If Yes, are these programmes included in the UOE data collection
(YES/NO)?
Are children under the age of 3 reported as participating in ISCED 02 Pre-primary education programmes? (YES/NO) If YES, please explain why. Are Classroom Teachers and Teacher Aides reported separately in the UOE data collection? (YES/NO) If NO, why? How are they reported? What is the minimum level of qualification required to become a Classroom Teacher at ISCED 01 and 02? Please give ISCED level. What is the minimum level of qualification required to become a Teachers’ Aide at ISCED 01 and 02? Please give ISCED level.
 YES  YES  NO    YES    ISCED 6  ISCED 3  6

 

Special education needs (SNE) programmes

Are students in special education included in the data provided on enrolments, entrants, graduates and regional data
(YES/NO)?
If NO, could you please specify for which questionnaires and explain why?
 YES  

 

Adult education programmes and "continuing education"

Are adult education programmes included in the data? (YES/NO)  If NO, why?  If YES, does the national definition of “adult” or “continuing” education fully comply with the category as defined by the UOE manual? If the national definition of “adult” or “continuing” education programmes does not fully comply with the category as defined by the UOE manual, how it is assessed that the national “adult” or “continuing” programmes are similar or equivalent to corresponding initial education? 
 YES    yes, but data is available only for compulsory education (ISCED2).  

 

Students enrolled in educational institutions organised by ministries other than ministry of education

Do educational programmes organised by Ministries other than Ministry of education exist in the country (YES/NO)?  If Yes, what is the coverage of these programmes in the UOE data collection?  If Yes, and if relevant,which of those programmes are excluded from the UOE data collection?
 YES  100%  

 

Domestic educational activities Distance learning / e-learning programmes
Are all country’s domestic educational activities reported in the UOE data collection (YES/NO)? If NO, which domestic educational activity (e.g. for example Distance learning/e-learning involving two countries, commuting students, foreign campus, European administration schools, etc.) are not reported and why? Are distance learning programmes data reported in the UOE questionnaires? (YES / NO / Partially / Not relevant) If NO, please explain why. If Partially, which ones are excluded and for what reasons? If distance students are included in the data, are national distance learners in programmes organised by institutions outside your country excluded?
 NO  Distance learning and short courses  NO  Most distance learning programmes are shorter than minimum required for UOE reporting    

 

Students participating in exchange programmes (credit mobile students) Foreign languages learning
Are students in short term postings (i.e. exchange programmes (credit mobility)) excluded from the population of students in the data collection (YES/NO)? If Yes, how the length of their stay abroad is assessed? If NO, why they are not excluded? Are students with SNE (Special Needs Education) enrolled in special schools excluded from the data on foreign languages? (YES/NO) Apart from SNE pupils, is the scope of the population the same as the total of students enrolled? (YES/NO) If NO, which pupils are not included?
 NO   They are included in the number of domestic students as the credits are part of a norwegian degree  YES  YES  

 

National programmes not covered by the UOE data collection, by ISCED level - Reasons why they are not covered
Programmes not covered at ISCED 0-Early childhood education Programmes not covered at ISCED 1-primary level of education Programmes not covered at ISCED 2-lower secondary level of education Programmes not covered at ISCED 3-upper secondary level of education Programmes not covered at ISCED 4-post-secondary non-tertiary education Programmes not covered at ISCED 5-short-cycle tertiary education Programmes not covered at ISCED 6– Bachelor's or equivalent level Programmes not covered at at ISCED 7 – Master's or equivalent level Programmes not covered at ISCED 8 – Doctoral or equivalent level  
         Programmes with duration below 6 months    Short courses mainly specialised work related courses  Short courses mainly specialised work related courses    

 

Graduates: unduplicated count
Is the method of unduplicated count used for calculation of Graduates in the UOE data collection
(YES/NO)?
If YES, please explain the method.
 YES  Manly using single counts from the National Education Database both for level of education and for individual ISCED levels with the help of a unique identifiable number

 

Tertiary education programmes (ISCED Levels (5-8)
Orientation of programme in tertiary education Personnel in tertiary education, Academic staff
Does the orientation (general/academic, vocational/professional) in tertiary education (ISCED levels 5 to 7) exist in the country
(YES/NO)?
If YES, what is the national definition of the programme orientation? Are PhD candidates who are employed and hold titles such as teaching assistant, teaching associate, teaching fellow, research assistant reported as academic staff in the UOE data collection (YES/NO)?
 YES  Only for ISCED 5 that is coded as vocational, ISCED 6-8 are all considered academic and coded as such  NO
6.3.1.1. Over-coverage - rate

Not applicable.

6.3.1.2. Common units - proportion

Not applicable.

6.3.2. Measurement error

Not applicable.

6.3.3. Non response error

Not applicable.

6.3.3.1. Unit non-response - rate

Not applicable.

6.3.3.2. Item non-response - rate

Not applicable.

6.3.4. Processing error

Not applicable.

6.3.4.1. Imputation - rate

Not applicable.

6.3.5. Model assumption error

Not applicable.

6.4. Seasonal adjustment

Not applicable.

6.5. Data revision - policy

Not applicable.

6.6. Data revision - practice

Any change in a value of a statistic released to the public.

 

Type of data reviewed Detailed variables concerned Reference time period Year when the revision was made Reason having led to the revision Consequences on accuracy
           
6.6.1. Data revision - average size

Not available.


7. Timeliness and punctuality Top
7.1. Timeliness

Length of time between data availability and the event or phenomenon they describe. Typically includes:

 

Information related to the latest reference year (academic year t-t+1, or financial year t)
Data collection Post-collection phase Dissemination/publication in your country Additional comments on deadlines and timeliness
Type of data Start date End date Start date End date Start date End date
  September year t December year t January year t+1 May year t+1 March year t+1 June year t+1  
7.1.1. Time lag - first result

Not available.

7.1.2. Time lag - final result

Not available.

7.2. Punctuality

See below.

7.2.1. Punctuality - delivery and publication

The number of days between the delivery/release date of data and the target date on which they were scheduled for delivery/ release.

 

Submission dates for the latest reference year (academic year t-t+1, or financial year t)
Deadline for transmission of data: 30 September t+2 Deadline for transmission of data: 30 November of t+2
Enrolments Entrants Personnel Foreign languages learning Regional data Graduates Education expenditure
1 October t +2 10 October t+2 25 October t+2 4 October t+2 2 October t+2 16 November t+2 28 December t+2

 

If relevant,reasons for late delivery and action taken or planned for improving punctuality
Enrolments Entrants Personnel Foreign languages learning Regional data Graduates Education expenditure
            A number of sources are used. Estimations must be calculated and inserted. Coherence with prior data collections and between questionnaires must be established. 


8. Coherence and comparability Top
8.1. Comparability - geographical

The extent to which statistics are comparable between countries.

A. Deviations between the national methodology and the UOE Manual: non financial data

Reference period Data collection period Reference date for student and personnel ages
     

 

Enrolment: data collection period Enrolment in multiple fields of education Count of students: if relevant, detailed list of variables for which double counting are significant and why. Regional enrolment Foreign languages learning
         

 

Entrants New entrants by field of education Graduates from specific programmes Graduates by field of education
       

 

Educational personnel in work- and school-based combined programmes Educational personnel taxonomy: classroom teachers (ISCED 0-4) and academic staff (ISCED 5-8) Educational staff at ISCED level 0 Educational personnel at ISCED levels 5-8 Educational personnel and temporary replacements
         

 

B. Deviations between the national methodology and the UOE Manual: financial data

Expenditure at the pre-primary level - the childcare component
Reference period Expenditure at the pre-primary level: is the childcare component excluded (yes/no/partially)? If yes, which is exactly the share of "day care component" to be excluded from the data on the pre-primary level? If no, which estimation method is used to determine the share? Expenditure for teaching/academic hospitals Ancillary services expenditure Evening child care
           

 

Cost of a dual-system programme to the employer. Adjustment of enrolments in case there is no data on expenditure at the workplace Expenditure for contributions on pension schemes Households' payments for private tutering Student living costs Ancillary services coverage
       Under-reporting of household expenditure outside educational institutions    
8.1.1. Asymmetry for mirror flow statistics - coefficient

Not applicable.

8.2. Comparability - over time

The extent to which statistics are comparable or reconcilable over time.

 



Main changes compared to data transmitted for the previous reference period
Enrolments Entrants Personnel Foreign languages learning Regional data Graduates Education expenditure
Changes in the educational system              
Changes in the coverage  School and workbased students at ISCED 3 has been recalcuted and new values reported            
Changes in the methodology   School and workbased students at ISCED 3 has been recalcuted and new values reported  New entrants to tertiary education now includes ISCED 5          
Other changes (Mobile students)  

Due to a change in the operationalization of defining mobile students, we have a significant increase in the number of mobile students in ENRL in 2019. While the change is also done in GRAD, the increase due to the new criterion is not very large for GRAD. The new criterion considers individuals without a valid ID-number, as we believe these individuals are likely to be foreign. Since they are not, at the time of the data collection, reported with a valid ID, we cannot find when they arrived in Norway or their country background, as our other mobile student criteria depend on. We have thus added a criterion in which individuals without a valid ID, who has a value other than unknown (and Norway) for reported citizenship, are included as mobile students. Their country of origin is mostly estimated to be the country of citizenship, although country of prior education is preferred, if available.

Thus mobile students are defined in this way:

  • They must all attend school at isced-level 5 or higher in Norway and they have completed an upper secondary education abroad or have an unknown value for this.

In addition, they must meet ONE of the following three conditions, where #3 is new this year:

1)      Country background other than Norway or unknown AND arrived in Norway within the last 5 years.

2)      Country background is Norway, AND we have a record of them completing upper secondary abroad.

3)      Unknown country background, unknown year of arrival, non-valid ID and known value, other than Norway, for reported citizenship.

 

Of the 12 294 mobile students reported this year, just below 3 730 are mobile due to conditon #3.

Due to the nature of ENTR, only individuals with a valid ID are included in the ENTR questionnaire. Thus the adjusted definition does not affect the ENTR-questionnaire.

           
  Starting the academic year 2017/2018 the elementary-school teacher programmes were converted into 5-year masters degree programmes (and hence placed on ISCED 7). They had previously been a 4-year programme at ISCED 6.            

 

Main changes over time
Type of data Detailed variables concerned Reference year(s) Changes in the educational system Changes in the coverage Changes in the methodology Other changes
Enrolment ISCED F03, Fields of education, Soial science, journalism and information 2016 onwards     In 2016, the dominating vocational programme in ISCED 3 fiels 03 Social sciences, journalism and information was changed to a general programme. Students who already started the programme before 2016 will still finish the programme as a vocational programme, and hence still be enrolled in a vocational programme, but any new students from m2016 will begin in a general programme  
Degree mobility (degree mobile enrolments) ISCED 5-8, degree mobile students 2017 onwards     Methodology changed   
 Enrolment  Scchool and workbased at ISCED 3  2013-2017    yes  yes  
8.2.1. Length of comparable time series

Not available.

8.3. Coherence - cross domain

The extent to which statistics are reconcilable with those obtained through other data sources or statistical domains.

 

Name of the national publication Coherence issues
Database for Statistics on Higher Education (DBH) holds data on a broad range of topics in the sector of higher education and research in Norway.  Minor issues. Some tertiary institutions are not included, but statistics are not directly transparent to the ISCED classification and ISCED definitions.  
Skoleporten - Skoleporten is the web service the Norwegian Directorate for Education and Training uses to provide schools and school owners with relevant and reliable data about primary and secondary education (https://skoleporten.udir.no/omskoleporten/english) Minor issues. Statistics are not directly transparent to the ISCED classification and ISCED definitions.  
8.4. Coherence - sub annual and annual statistics

Not applicable.

8.5. Coherence - National Accounts

The extent to which statistics are reconcilable with National Accounts.

 

Calculation method Scope of education
National accounts requires accural accounting. However, data from Norway is in some cases accural (ISCED 4 and 5) and in other cases primary and secondary level cash based. The cofog classification dictates that administrative bodies, such as the Ministry of Education is included in educational expenditure. Finance data from Norway is based on the cofog-classification.
8.6. Coherence - internal

Not applicable.


9. Accessibility and clarity Top
9.1. Dissemination format - News release

Mainly web-based articles and reports and statistics bank

9.2. Dissemination format - Publications

Articles, reports, education theme pages:

http://www.ssb.no/en/utdanning

 

http://www.ssb.no/en/utdanning?innholdstype=publikasjon-artikkel&se=Indicators+on+education+in+the+OECD

 

 

 

9.3. Dissemination format - online database

StatBank Norway: http://www.ssb.no/en/statbank/

 

9.3.1. Data tables - consultations

Information (content) will be available for the next collection.

9.4. Dissemination format - microdata access

Information (content) will be available for the next collection.

9.5. Dissemination format - other

Information (content) will be available for the next collection.

9.6. Documentation on methodology

http://www.ssb.no/en/utdanning?de=Methods+and+documentation&innholdstype=publikasjon-artikkel

 

9.7. Quality management - documentation

Information (content) will be available for the next collection.

9.7.1. Metadata completeness - rate

Information (content) will be available for the next collection.

9.7.2. Metadata - consultations

Information (content) will be available for the next collection.


10. Cost and Burden Top

Indication of the cost associated with the collection and production of a statistical product and burden on respondents.

 

Time spent (in working days) Comments
57 full-time working days Only time spent for filling in the UOE-questionnaires (compiling data = data processing, treatment of excel tables, updating estimation methods etc.) is included. Time spent after data submission is not included (checking of tables and charts, updated deliveries etc.). An estimate on time spent is based on registrered man-hours for compiling UOE data.


11. Confidentiality Top
11.1. Confidentiality - policy

Confidentiality clause from the statistical governs all data processing, storage and dissemination

11.2. Confidentiality - data treatment

Confidentiality clause from the statistical governs all data processing, storage and dissemination


12. Comment Top

Efforts have been made during this latest data collection to improve on the UOE finance data with respect to differentiating expenditure for ISCED 010 and ISCED 020 as well as ISCED 3 general and vocational and ISCED 4 and 5. This has been a long process in consulation with other stateholders at the national level, the educational authorities and the Division of National Accounts and Public Finance. Similar efforts are being made for the UOE PERS questionnaire.

 


Related metadata Top


Annexes Top
Annex II
Annex I ISCED mapping Norway