Introduction

Quality assurance in the Norwegian education system is based on a combination of complementary approaches rather than a single unified system. National monitoring provides system‑level oversight through indicators and assessments, such as the National Quality Assessment System (‘NKVS’), national tests and student surveys. Legal quality assurance is ensured through inspections and compliance checks, for example through supervision by the County Governor to verify compliance with education legislation. Institution‑led internal quality systems play a central role, with municipalities, schools and higher education institutions responsible for systematic self‑evaluation, programme reviews and follow‑up measures. External quality assurance is carried out by independent bodies, most notably NOKUT, which accredits institutions and study programmes and conducts periodic evaluations in higher education. In recent years, there has also been an increased emphasis on formative, development-oriented approaches, such as quality dialogues between school owners and schools, professional learning communities and school‑based improvement work, which prioritise professional judgement, dialogue and continuous improvement over control and accountability. In 2022, the government appointed a committee to reform the quality assessment system, shifting the focus from reporting and micromanagement to academic and pedagogical quality development. Its recommendations were presented in two reports in 2023, the latter now subject to public consultation and guiding further government action.

The Framework Plan for Kindergartens ('Rammeplan for barnehagen'; a regulation under the Kindergarten Act) addresses planning, documentation, and assessment and describes the responsibility of the staff. 

The Framework plan for SFO ('Rammeplan for SFO')  applies to the work in out-of-school-hours care ('SFO'). SFO must facilitate play, cultural and leisure activities based on the age, functional level and interests of the children, and provide the children with care and supervision. This is pursuant to Section 4-5 of the Education Act.

The Education Act Section 17-12 addresses the school owner’s responsibility for the quality of the education.

The Independent Schools Act Section 5-2 ('privatskoleloven') stipulates that every school must have a system in place to ensure that national legislation is adhered to. The legislation contains a number of rules which, as a whole, shall ensure that every pupil receives a safe, qualitative and quantitative education.

The Act relating to municipalities and county municipalities, chapter 25 section 25-1 ('kommuneloven') states that municipalities and county authorities shall have internal control of the administration's activity to ensure that laws and regulations are complied with. The chief municipal executive of the municipality or the county authority is responsible for the internal control. The internal control shall be systematic and adjusted to the size, distinctive character, activities and risk factors of the activity.

The quality of higher vocational education and higher education is regulated by the Regulations concerning Higher Vocational Education (‘fagskoleforskriften’) and the Regulations to the Act relating to Universities and University Colleges (‘universitets- og høyskoleforskriften’).