2026

New framework for content and structure in upper secondary education

A new framework for content and structure in upper secondary education is under development, as a follow-up of the Completion Reform, which inter alia is to contribute to achieving the government’s goal that both young people and adults complete upper secondary education and become qualified for work, apprenticeship and further education (see also 13.3). 

Key challenges at the upper secondary school are identified in several policy documents, such as The Completion Reform (‘Fullføringsreformen – med åpne dører til verden og fremtiden’) and Outlook on the skills needs in Norway (‘Utsyn over kompetansebehovet i Norge’) and the Recommendation to the Storting On a More Motivating Upper Secondary School (‘Innstilling fra utdannings- og forskningskomiteen om representantforslag om en mer motiverende videregående skole’). These documents reflect growing concern about whether the current general studies programme adequately prepares students for higher education, and highlight the need to make upper secondary education more relevant, flexible and future‑oriented.

The new framework thus is to prepare a diverse group of students for further studies, society and working life. The goal is among others to create better opportunities for in-depth study, so that students are better prepared for higher education. The current distribution of teaching hours per subject in general upper secondary education will be revised as part of the new framework. 

The work on the new framework for content and structure will be carried out over several years and is currently in the development of knowledge base and consultation phase (the latter starts in Spring 2026). The Ministry of Education and Research has the overall political responsibility of the strategy while the professional and operational responsibility lies with the Norwegian Directorate for Education and Training.

The work on the new framework for content and structure will be carried out over several years and is currently in the development of knowledge base and consultation phase (the latter starts in Spring 2026). 

New coherent system for competence and career development 

The new coherent system includes all employees in kindergartens, primary and lower secondary school and after school care (SFO), upper secondary education, including apprenticeship training and primary, lower secondary and upper secondary education for adults and is fully implemented from 2026. Thus, the new scheme includes all employees in the school system. School staff may participate in collective professional development initiatives in partnership with universities or university colleges, or in continuing education to strengthen their individual competencies. Universities and university colleges are offered funding to develop and provide continuing education programmes. In primary, lower and secondary education, municipalities and county municipalities and private schools receive funds to support them as school owners for substitutes, leave of absence when employees participate in studies, and support for travel and accommodation. In upper secondary education, the county municipalities and private schools receive grants for continuous education. The county municipalities also receive funds for collective competence development. School employees who do not have teacher education or an equivalent qualification may participate in vocational college programmes offered through the scheme. For text on kindergartens, see also 13.1, and for vocational education and training and adults, see 13.3.

Absence regulation – changes proposed

New regulations for absence from education came into force August 1, 2025, see the Regulation to the Education Act, section 9-8 and 9-53. The Standing Committee on Education and Research of the Norwegian Parliament has submitted a committee recommendation regarding changes in the regulations regarding absence because of some unintended consequences of the regulatory framework. This involves allowing upper secondary school students to visit the school health services during school hours without this counting as invalid absence, see Innst. 103 S (2025-2026) - stortinget.no.

New national registers

There is currently an insufficient national overview of individual-level data for children in kindergartens and primary and lower secondary schools. Therefore, new regulations for national registers containing personal data about primary and lower secondary education pupils in school came into force August 1, 2025. See also 13.1, as it applies to kindergartens as well. Lack of individual-level data has made it difficult to gain insight into how provision in schools functions and whether policy measures have had the desired effect. Better data would provide more precise and relevant knowledge about the development of children and youth, and about the significance of kindergarten and school services.

Exemption in application deadlines to upper secondary schools

Regulations to the Education Act section 4-9, sixth paragraph, enter into force on 1 August 2026 and introduce an exemption from the admission rules for upper secondary education for applicants who apply after the regular deadlines. This exemption applies to pupils receiving assistance from the Child Welfare Service and to those returning to Norway after an involuntary stay abroad, who will therefore be exempt from the admission deadlines to upper secondary school. 

Proposal regarding vocational studies in lower secondary schools

The Ministry of Education and Research has sent for public consultation a proposal to amend the Regulations to the Education Act. It is proposed that municipalities must offer vocational studies as an alternative to foreign languages for pupils in lower secondary school, while in-depth studies in English, Norwegian, Sámi, or mathematics become optional. It is assumed that vocational studies provide pupils with an opportunity to explore and deepen their practical knowledge and skills, as well as allowing them to take advantage of the opportunities offered by vocational subjects in upper secondary education. The aim is for more pupils in lower secondary school to have a real opportunity to choose a work-related subject that provides experience related to various vocational education pathways.

Reading Boost Initiative and National Reading Commission

The Norwegian government has introduced a national Reading Boost initiative with the following measures:

• Introduce a minimum of 15 minutes of daily reading in schools to foster consistent reading habits
• Increase the availability of physical books in schools and kindergartens
• Invest in school libraries and prioritise printed textbooks
• Provide intensive reading instruction at all grade levels
• Allocate funding to support work on reading difficulties

In the 2026 budget, NOK 1 billion is agreed over a 4-year period for the Reading Boost, and in 2026 the budget is NOK 206.3 million. Parts of the funding will be allocated to a national commission for reading.

The Reading Commission will provide evidence-based guidance on effective reading instruction and on strategic, systematic approaches to reading in early childhood education and schools. The recommendations will be directed at early childhood education and care centres and schools, as well as at local authorities and teacher education institutions.

The government will also continue the national initiative Time for Reading 2024–2030 (‘Tid for lesing’), spending NOK 18 million in 2026. 

The grant for school libraries is part of the Reading Boost initiative and has been increased from NOK 50 million in 2025 to NOK 103.15 million in 2026. Areas with disadvantaged living conditions are prioritised. The Reading Boost initiative is an expansion to Together for reading – the national Reading Enthusiasm Strategy 2024–2030.

National Programme for Practical Learning 

Norway has initiated a national programme to develop and coordinate work for more practical learning in schools. The National Programme for Practical Learning is to contribute to better learning, wellbeing, and motivation for pupils in year 5 to 10 and is a follow-up of the 2024 White Paper A More Practical School, which aims to enhance pupils’ motivation for learning. The programme will consist of financial resources, pedagogical resources, as well as resources for competence development and guidance. The resources are to be used both within and across subjects and are to support municipalities, schools and teachers in their work towards achieving more practical learning in subjects. 

2025

Physical intervention against students to prevent injuries or damage

In primary and secondary education, new rules entered into force on August 1, 2025 regarding staff’ ability to physically intervene with students (see the Education Act section 13-4). Staff at school, day-care facilities for school children and staff who help with homework may physically intervene with students to prevent harm to themselves, others or property, engaging in behaviour that is severely degrading to themselves or substantially disrupting the education of other students. Physical intervention can only be effectuated when other measures are not sufficient. 

New regulations for absence from education

In upper secondary education, new regulations for absence from education came into force August 1, 2025 (see Regulations to the Education Act section 9-8 and 9-53). Students may submit self-certification for health-related absences up to the absence limit of ten percent. Once students have reached the ten percent limit in a subject (including both health-related and undocumented absences combined), they must provide documentation from health personnel for any further health-related absences. Absence due to theoretical and practical driving tests may be exempted from the absence limit if the absence is documented. Exceeding the absence limit only affects the final grade and the mid-year assessment with a grade in continuous subjects at the end of the school year.

The absence rules were changed to ease pressure on doctors, make the rules fairer, help students stay in school, simplify the system and make the rules clearer.

2024 

The Government will make the public schools ready for the future

The Norwegian government has established a new committee to discuss and evaluate the future role and tasks of public schools in Norway. The goal is to ensure that schools can effectively prepare children for education, work, and societal participation in the future. The committee's mandate includes evaluating the school's role and societal mandate, analysing national and international trends, and proposing long-term solutions. Specific issues to be addressed include the role of schools in a 20-year perspective, societal challenges, equitable opportunities for all students, and the efficient use of resources.

From August 1, 2024, the new Education Act and the Regulation to the Education Act enters into force. Changes in the Independent Schools Act (as a consequence of changes in the provisions in the new Education Act) will also enter into force on August 1, 2024.