The overall objectives of Norwegian educational policy can be summed up by these strategic goals for the education sector:

• Knowledge provides the foundation for democracy, welfare, transition and sustainability
• Society and working life has access to relevant competence

• The education sector evens out social and geographical differences. 

   

These three goals describe the social mission of the Ministry of Education and Research and are further elaborated on through under measures within the Ministry’s policy areas: 

• More visible and excellent research environments, 
• More people contribute to international learning and research environments, 
• The education sector has provision of higher quality 
• Competence enhancement and lifelong learning is better available throughout the country
• Stronger common education and training environments that enhance inclusion, motivation and mastering
• Those that work in the education sector should have relevant competence
• Education and training provide relevant qualifications 
• More coherent intervention and earlier intervention for all children and young people. 

The Kindergarten Act

The kindergarten shall, in cooperation and understanding with the home, ensure the children's need for care and play, and promote learning and formation as a basis for versatile development.

Kindergartens are regulated by the Kindergarten Act and the framework plan that sets out supplementary provisions on the content and tasks of kindergartens.

The purpose of the framework plan is to ensure that all kindergarten children receive a good offer, regardless of which kindergarten they attend. The kindergartens shall use the framework plan as a starting point for their work.

The Education Act

The Education Act applies to primary, lower secondary and upper secondary education and training. All children in Norway have both the right and obligation to attend ten years of primary and lower secondary education, starting from the year they turn six years old. After completion of compulsory education, or the equivalent, pupils have a right to upper secondary education and training until achieving general entrance qualifications for university studies or a vocational qualification, but not longer than the end of the school year that starts the year they turn 24 years of age. Those pupils that do not successfully achieve general entrance qualifications for university studies or a vocational qualification, have the right to upper secondary education for adults. 

The National Curriculum

The objectives and quality framework for primary and secondary education and training are laid down in The National Curriculum (Kunnskapsløftet)  which applies to all levels of primary and secondary education and training. The curriculum consists of the Core Curriculum, the distribution of subjects and hours, and curricula in subjects. These are regulations to the Education Act and govern the content of the education and training.

The Core Curriculum  elaborates on the values and overall principles for primary and secondary education and training. It provides a basis for cooperation between home and school. The core curriculum also describes the approach that should direct the pedagogical practice in all primary and secondary education  The Core Curriculum clarifies the responsibility of the schools and the training establishments when it comes to education and all-round development (bildung) and the development of the competence of all participants in primary and secondary education. Everyone working in primary and secondary education must allow this fundamental approach  to influence the planning, implementation, and development of teaching and training.

New subject curricula for primary, lower secondary and upper secondary education, including vocational education, have been gradually introduced since 2020 and were fully implemented at all levels from the school year 2022–2023. These include both the Norwegian curricula (LK 2020) and the parallel Sami curricula (LKS 2020).

The Vocational Education Act

The Act relating to Tertiary Vocational Education regulates public and private tertiary vocational colleges at level 5 in the European Qualifications Framework (EQF).

Tertiary vocational education is an alternative to higher education and is based on upper secondary education and training, or equivalent informal and nonformal competence. Higher Education Entrance Qualification is not required.

Providers design their own courses and curricula, with learning outcomes as an integral part of all program designs. Programs must be approved by the Norwegian Agency for Quality Assurance in Education (NOKUT), the agency responsible for accreditation and quality control.

The University and University Colleges Act

The Act applies to universities, specialized university institutions, and university colleges that provide higher education approved by NOKUT.

The purpose of this Act is to make provisions for universities and university colleges to

• provide higher education at a high international level
• conduct research and academic and artistic development work at a high international level
• disseminate knowledge of the institution's activities and promote an understanding of the principle of academic freedom and application of scientific and artistic methods and results in the teaching of students, in the institution's own general activity as well as in public administration, in cultural life and in business and industry.

Norwegian Agency for Quality Assurance in Education (NOKUT)

NOKUT is an independent agency with the task of carrying out external quality assurance of higher education and tertiary vocational education in Norway. NOKUT assists the educational institutions in their development work and stimulates quality development that ensures a high international level of educational programs.