„OECD-weit belaufen sich die für 3- bis 5-Jährige in FBE (Anm.: FBE = frühkindliche Bildung und Erziehung) und im Primarbereich aufgewandten staatlichen Mittel auf 0,6 % des BIP. Diese Bandbreite reicht von 0,3 % des BIP in Griechenland, Irland, Rumänien und der Türkei bis mindestens 1 % des BIP in Ländern wie Island und Norwegen.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 193f.
In Österreich sind es 0,55 % des BIP. (Quelle: ibidem, Tab. B2.3; Stand 2020)

„Am höchsten ist der durchschnittliche sozioökonomische Status der Schüler*innen unter den teilnehmenden Ländern und Volkswirtschaften in Norwegen, Dänemark, Kanada, Australien und Island (in absteigender Reihenfolge ihres Mittelwerts auf dem ESCS-Index).“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 121.
In Österreich liegt der durchschnittliche sozioökonomische Status der Schüler*innen nur knapp über dem OECD-Durchschnitt. (Quelle: OECD, PISA-2022-Datenbank, Table I.B1.4.2.)

„In OECD countries, most national students entering tertiary education enrol in a programme at Bachelor’s or equivalent level. At this level, public institutions do not charge tuition fees to national students in Denmark, Estonia (only for programmes taught in Estonian), Finland, Norway, Sweden and Türkiye. In a similar number of countries, tuition fees are low or moderate, with an average cost to students of under USD 3,000. In the rest of the OECD, tuition fees are high or very high, ranging from around USD 4,000 to over USD 8,000 per year. These costs are highest in England (United Kingdom), where they exceed USD 12,000, which is considered even more expensive than in the US.“
Univ.-Prof. Dr. Hatidža Jahić u. a., Alternative financing models and student loans in higher education (2023), S. 8.

„In several OECD countries with available data (Denmark, Finland, France, Norway, Sweden and the United States) non-immigrant students achieved higher upper secondary completion rates compared to students with an immigrant background. However, there were differences within immigrant cohorts. First-generation immigrants had generally lower completion rates compared to second-generation immigrants.“
Samo Varsik u. a., Intersectionality in education: Rationale and practices to address the needs of students’ intersecting identities (2023), S. 32f.

„Placing the responsibility for ECEC (Anm.: ECEC = Early Childhood Education and Care), pre-primary and primary education under one ministry (or agency) is increasingly common among OECD countries, including Denmark, Iceland, Italy and Norway.“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 6.

„Children in the United Kingdom undergo a routine language assessment at age two to three. A follow-up assessment is performed at the end of the 'Early Years Foundation Stage', which is usually the academic year in which children turn five. The objective is to support a smooth transition into 'Key Stage 1', which covers first and second primary school years when children are 5 to 7 years of age, and to help teachers plan an effective, responsive and appropriate curriculum meeting the needs of all children. Luxembourg assesses children’s’ language development at 30 months of age. If a screening reveals language difficulties, the country provides regular follow-ups and individual support until school age. In Norway, health clinics perform routine assessments of children’s language abilities at age two and four, covering both children’s first language and Norwegian. Clinics refer children with deficits to a follow-up assessment involving more extensive tests, diagnoses, and recommendations for tailored language support.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 17.

„In Austria, Germany, Iceland, Norway, Sweden and Switzerland, the unemployment rate of young adults aged 25–34 years with a vocational secondary or post-secondary non-tertiary qualification is less than half that of people with a corresponding general qualification.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 182.

„Denmark, Estonia, Finland, Germany, Latvia, Norway and Slovenia guarantee places in ECCE in their regulatory frameworks for all children after the end of parental leave. […] In Slovenia, preschool is free of charge for all children aged 3 to 6.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 243.

„In vielen OECD-Ländern ist inzwischen die Teilnahme an FBBE-Angeboten (Anm.: FBBE = frühkindliche Bildung, Betreuung und Erziehung) ab 2 Jahren die Regel. 2018 nahmen im Durchschnitt der OECD-Länder 46 % der 2-Jährigen an FBBE-Angeboten teil. In Belgien, Dänemark, Island, der Republik Korea, Norwegen und Schweden sind es mindestens 80 %.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 206.

„In Norway […] education policy planning over the last decade has shifted from an understanding of 'equity through equality', and thus standardisation and uniformity, to a new policy of 'equity through diversity' with less dependency on central authorities.“
Univ.-Prof. Dr. Nils Buchholtz u. a., Equity, Equality and Diversity – Putting Educational Justice in the Nordic Model to a Test. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 14.

„The proportion of low achievers in reading literacy is lowest in Ireland, Latvia, Finland and Norway, at around 10 %. Finland is the only education system where the proportion of low achievers is below 10 % in the PIRLS survey.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 35.

„There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES.“
Dr. Tove Stjern Frønes u. a., Equity and Diversity in Reading Comprehension – A Case Study of PISA 2000–2018. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 305.

Norwegen: „Students who show signs of reading or numeracy difficulties receive help at an early stage, and starting in 2018, a responsibility to provide intensive instruction for students in danger of being left behind in the 1st to 4th grades was established by law.“
Dr. Tove Stjern Frønes u. a., Equity and Diversity in Reading Comprehension – A Case Study of PISA 2000–2018. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 310.

Norwegen: „From 2007 onwards, all students at the beginning of the 5th and 8th grades take national tests in reading, numeracy and English.“
Dr. Tove Stjern Frønes u. a., Equity and Diversity in Reading Comprehension – A Case Study of PISA 2000–2018. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 311.

„In all three countries, newly arrived students are typically enrolled in school introduction programmes, most commonly after some time and after obtaining a residence permit. Most of these student programmes last for up to 2 years and have intensive language training.“
Dr. Tove Stjern Frønes u. a., Equity and Diversity in Reading Comprehension – A Case Study of PISA 2000–2018. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 325.

„Several PISA cycles have found that girls outperform boys on reading tests and that the gender difference is especially large in Norway and Finland.“
Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Countries—Final Thoughts and Looking Ahead. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 401.

„In Norway, a study revealed a lack of certified teachers in schools with high proportions of minority students and students with special needs. Researchers identified a similar pattern in Sweden.“
Univ.-Prof. Dr. Trude Nilsen u. a., Teachers’ Role in Enhancing Equity – A Multilevel Structural Equation Modelling with Mediated Moderation. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 177.

„In Norway […] national mapping tests in numeracy are available at the primary school level as part of the Norwegian quality assessment system (NQAS). […] The three mapping tests, one for each of the grade levels 1–3, are designed to identify students at risk of lagging behind who would benefit from more targeted teaching. […] The test data are owned by the local school and not reported in national league tables, and test results should be used formatively.“
Univ.-Prof. Dr. G. A. Nortvedt u. a., Improving Equity Through National-Level Assessment Initiatives. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 226.

„In 2017, the enrolment rate for children age 2 in ECEC registered services was 60 % across OECD countries, markedly below 87 %, the corresponding rate for children ages 3-5. Importantly, the younger the child, the less likely s/he is to be enrolled in an ECEC service with, across OECD countries, enrolment rates of 40 % for children age 1 and 10 % for children under age 1. […] In Korea and in several Nordic countries, including Denmark and Norway, enrolment rates for children age 2 are around 90 % and close to those observed for older children.“
OECD (Hrsg.), Quality Early Childhood Education and Care for Children Under Age 3 (2020), S. 36f.
In Österreich erhalten 0,6 % der Unter-1-Jährigen, 14 % der 1-Jährigen, 40 % der 2-Jährigen und 89 % der 3- bis 5-Jährigen institutionelle Frühförderung. (Quelle: OECD (Hrsg.), Quality Early Childhood Education and Care for Children Under Age 3 (2020), S. 37.)

„VET has an important role in Norway compared to general and academic education, and is in general of high quality and social status.“
OECD (Hrsg.), Strengthening the Governance of Skills Systems (2020), S. 104.

„Parents’ reading enjoyment contributes significantly to children’s reading achievement as measured in all four PIRLS cycles in all Nordic countries.“
Univ.-Prof. Dr. Hildegunn Støle u. a., The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic Countries. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 377.

„The prevalence of current cannabis use has been quite stable in more than two thirds of the countries from 1995 to 2019. Increasing rates with respect to the 2015 prevalence can be observed in Austria, Croatia, Finland, Latvia, Montenegro and Norway.“
The ESPAD Group (Hrsg.), ESPAD Report 2019 (2020), S. 96.

„Im internationalen Vergleich sind die Bildungsausgaben in den nordischen Ländern Dänemark, Finnland, Norwegen und Schweden mit jeweils mehr als 7 % des BIP deutlich höher als in Österreich.“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 27

„Im Zeitraum von 2000 bis 2014 wurde ihr Anteil von 5,7 % auf 7,2 % erhöht. Damit liegen die staatlichen Bildungsausgaben Finnlands auf einem ähnlichen Niveau wie bei den anderen nordischen Staaten Dänemark (7,6 %), Schweden (7,7 %) und Norwegen (7,7 %).“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 36
Österreichs Bildungswesen musste sich hingegen mit 5,4 % begnügen.

„Der mittlere sozioökonomische berufliche Status (HISEI) liegt in Deutschland mit 51.8 Punkten in der Nähe des OECD-Durchschnitts von 52.4 Punkten. […] Besonders hoch und signifikant über dem OECD-Mittelwert liegt der mittlere sozioökonomische berufliche Status in den skandinavischen Staaten (Norwegen, Island, Dänemark, Schweden und Finnland) sowie in Israel. Der mittlere HISEI Norwegens stellt mit 61.6 Punkten den höchsten der OECD-Staaten dar. Ebenfalls sehr hohe Mittelwerte finden sich im Vereinigten Königreich, in Kanada, Neuseeland und Australien. In 13 OECD-Staaten liegt der mittlere sozioökonomische berufliche Status signifikant unter dem OECD-Durchschnitt, beispielsweise in Tschechien, in der Slowakei, in Chile, Kolumbien und Mexiko.“
Univ.-Prof. Dr. Kristina Reiss u.a., PISA 2018. Grundbildung im internationalen Vergleich (2019), S. 136.
Österreich gehört mit nur 50,8 Punkten zu den 13 OECD-Staaten, die sich signifikant unter dem OECD-Durchschnitt befinden. (Quelle: ibidem, Abbildung 6.1.)

„In Europe, the duration of language preparatory classes for newly arrived students for primary and lower secondary education varies from one year or one school year in Belgium, France and Lithuania, to two years in Denmark and Norway, to three years in Latvia and four years in Greece.“
Dr. Lucie Cerna, „Refugee education: Integration models and practices in OECD countries“ (2019), S. 39

Norwegen: „In 2015, a regulation capping the maximum annual fee for ECEC participation at not more than 6 % of the family income was introduced. In addition, children aged 4 and 5 were given the right to 20 free hours of preschool per week, a measure extended to 3 year-old one year later. […] Preliminary findings on Norway indicate that the availability of 20 hours of free pre-schooling increased the participation of minority-language children by 15 %, leading to better results on mapping tests in the first and second grade compared to areas with no intervention (i.e. no free preschool hours allocation).“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 117.

„The share of private funds for tertiary education in Austria, Finland, Iceland, Luxembourg and Norway accounted for 8 % or less in 2016, while it was 64 % and over of the total expenditures in Chile, Japan, United Kingdom and United States.“
OECD (Hrsg.), Government at a Glance 2019 (2019), S. 180.
In Österreich betrug der private Anteil an den Kosten für das tertiäre Bildungswesen 6,4 %, im OECD-Mittel 31,2 %. (Quelle: ibidem, S. 181)

„Public expenditures on tertiary education are above 1.8 % of GDP in Austria, Finland, Norway and Sweden (in comparison to the OECD average of 1.2 %), which allows universities in these countries to charge low or no tuition fees.“
OECD (Hrsg.), Government at a Glance 2019 (2019), S. 180.

„For international university students, the top five countries are Switzerland, Norway, Germany, Finland and the United States.“
OECD (Hrsg.), „How do OECD countries compare in their attractiveness for talented migrants?“ (2019), S. 1
90, 75

„Language barriers play an important role in migrant integration. Many countries have taken measures to improve migrants’ language skills, including Germany, France, Belgium, Poland, Norway, Greece and Estonia.“
OECD (Hrsg.), International Migration Outlook 2019 (2019), S. 92.

„The average library size in Norway was 212 and in Sweden it was 210, in contrast to 192 in Denmark and 162 in Finland. Estonians grew up with 218 books on average and the Czechs with 204.“
Dr. Joanna Sikora u. a., „Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies“. In: „Social Science Research“ 77 (2019), S. 6
In Österreichs Haushalten gab es im Mittel nur 131 Bücher.

„The central market mechanism for schooling in urban Norway has been the public ranking lists, which have been perceived as accelerating school choice in some urban parts of Norway.“
Univ.-Prof. Dr. Marianne Dovemark u. a., Deregulation, privatisation and marketisation of Nordic comprehensive education. In: Education Inquiry 2018, Vol. 9, No. 1, S. 131.

Norwegen: „Norway has the highest total expenditure on primary, secondary and post-secondary non-tertiary educational institutions across OECD countries, 4.6% of GDP, compared to an OECD average of 3.5%.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Norway“ (2018), S. 3

In Österreich hingegen werden dem Schulwesen nur 3,1 % des BIP zur Verfügung gestellt, OECD-weit einer der kleinsten Anteile. (Quelle: OECD (Hrsg.), „Bildung auf einen Blick 2018. OECD-Indikatoren” (2018), Tabelle C2.1.)

„In Australia, Canada, England, the Netherlands and Norway, inequity increases significantly during early adulthood (as measured by the Survey of Adult Skills among 25-29 year-olds)“
OECD (Hrsg.), „Equity in Education“ (2018), S. 39

„In Norway, children born into low socio-economic backgrounds face a higher risk of becoming NEET in their youth. Young people whose mother did not have an uppersecondary education are more than twice as likely to be NEET as the children of tertiary educated mothers. This effect is strongest for 15-19 year-olds, indicating a particularly strong effect of parental education on upper-secondary school drop-out.“

OECD (Hrsg.), „Investing in Youth: Norway“ (2018), S. 44

Norwegen: „Having grown-up in a household with parents who were not gainfully employed puts young people at a disadvantage – those whose father was not working when they were 16 years old are twice as likely to be NEET as those whose father was working, a somewhat bigger cleavage than in Germany.“

OECD (Hrsg.), „Investing in Youth: Norway“ (2018), S. 44f

Norwegen: „The gap in unemployment between those who do and those who do not suffer from mental disorders is highest in Norway, and a high share of the jobless receive sickness or disability supports, indicating that those with mental health problems are largely excluded from a well-performing labour market.“

OECD (Hrsg.), „Investing in Youth: Norway“ (2018), S. 45

„NEETs in Norway report significantly lower life satisfaction than other young people, and are much more likely to suffer from poor mental health indicated by self-reported anxiety and depression. Four-out-of-ten NEETs reported low life satisfaction, a share that is four times higher than among young people who study or work – a much bigger gap than in the EU on average, where NEETs are only twice as likely to be unsatisfied with their lives as other young people.“

OECD (Hrsg.), „Investing in Youth: Norway“ (2018), S. 45

Norwegen: „Funding is generous: overall expenditure on education from primary through to tertiary education is among the highest in the OECD.“

OECD (Hrsg.), „Investing in Youth: Norway“ (2018), S. 89

Norwegen: „Pupils who do not, or cannot, benefit from mainstream education because of learning difficulties or other impairments have a right to special-needs education following a professional assessment. Special-needs education is provided in kindergartens and at all levels of schooling, including VET.“

OECD (Hrsg.), „Investing in Youth: Norway“ (2018), S. 92

„Young people whose parents do not have upper-secondary education are less likely to graduate themselves in all countries for which data are available. In Norway, however, only half of them achieve an upper-secondary degree within five years, compared to 56 % in Sweden and 57 % in Finland. The gap between the completion rates of the children of tertiary and lower-secondary educated parents is higher than in any other country for which data are available.“

OECD (Hrsg.), „Investing in Youth: Norway“ (2018), S. 94f

„Regions attracting the highest share of highly educated migrants are mostly located in Canada, Australia, Northern Europe and Switzerland. […] In the United Kingdom, Ireland, Norway and Sweden, most regions display larger shares of highly-educated among the foreign-born than among the nativeborn population. In all regions of Australia and most regions of Canada, the share of foreign-born with tertiary education is higher than that of natives by at least 10 percentage points.“

OECD (Hrsg.), „Regions and Cities at a Glance 2018“ (2018), S. 84

„Der Unterschied bei den Erfolgsquoten zwischen Schülern ohne Migrationshintergrund und Schülern mit Migrationshintergrund der ersten Generation beträgt in Finnland, den Niederlanden, Norwegen und Schweden mehr als 10 Prozentpunkte – obwohl weniger als 5 Prozent der Anfängerkohorte in Finnland einen Migrationshintergrund der ersten Generation aufweisen.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 192

Oslo: „In Oslo, children aged seven and upwards are offered initial welcoming classes before entering mainstream education. Different welcoming classes are offered based on a child’s need for language training. Some children spend up to two years in the welcoming classes, while others might only spend several months.“

Eurocities (Hrsg.), „Cities’ actions for the education of asylum seekers and refugees“ (2017), S. 10

Oslo: „In Oslo, refugees aged over 16 have a legal right and an obligation to complete a minimum of 600 hours of language training. If needed, they can have up to 3,000 hours of training. Asylum seekers are eligible for up to 175 hours of language training.“

Eurocities (Hrsg.), „Cities’ actions for the education of asylum seekers and refugees“ (2017), S. 12

„Norway has generous funding at all levels of the education system. […] Expenditure on education institutions as a percentage of GDP (for all educational levels combined) is one of the highest among OECD countries.“

OECD (Hrsg.), „Education Policy Outlook 2015 – Making Reforms Happen“ (2015), S. 275

Norwegen: „Admission to Norwegian universities is a complicated process, partly dependent on grades. Students who follow a general training path at the upper secondary school will take exams that lead to general university admission certification, called generell studiekompetanse. This diploma is a requirement to be admitted to universities, but it does not guarantee placement.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 129

„In Österreich kommt auf 23 Lehrer eine administrative Arbeitskraft - in Norwegen ist das Verhältnis sieben zu eins. [...] Es gibt genug Aufgaben, für die man keine voll bezahlte Lehrkraft braucht, die viele Semester lang studiert hat.“

Univ.-Prof. Dr. Stefan Hopmann, Wiener Zeitung ONLINE am 25. Juni 2013

„In Norwegen sind ein Drittel aller in Schulen Beschäftigten keine Lehrer, das geht von Betreuern über Ergotherapeuten bis hin zu Psychologen.“

Univ.-Prof. Dr. Stefan Hopmann, Der Standard ONLINE am 12. Juni 2013

„In Norway, which has for many years promoted inclusive education, there is a trend towards the use of special placements for children who are judged to be particularly challenging.“

NESSE (Hrsg.), „Education and Disabilty/Special Needs“ (2012), S. 21

„The Norwegian labour market seems to place much emphasis on full mastery of the Norwegian language and indeed, Norway invests significant amounts in providing language training.“

OECD (Hrsg.), „Jobs for Immigrants“ (2012), S. 38

„In all of the Nordic countries, parents who make use of maternity, paternity or parental leave receive a relatively high compensation for loss of income during leave.“

Dr. Ann-Zofie Duvander u. a., „Parental leave“. In: Gíslason u. a., „Parental leave, childcare and gender equality in the Nordic countries“ (2011), S. 32

„Norway’s annual expense per student is about 45 % above the OECD average.“

OECD (Hrsg.), „Reviews of Evaluation and Assessment in Education – Norway“ (2011), S. 18

„Norway combines Norwegian language training for immigrant parents with open access to kindergartens.“

OECD (Hrsg.), „Starting Strong III“ (2011), S. 264

27, 54, 60

„The length of school-to-work transition in Iceland, Italy and Norway is over three years.“

Cedefop (Hrsg.), „Guiding at-risk youth through learning to work: Lessons from across Europe“ (2010), S. 30

„In Norway, children’s language development is assessed at age four both in their mother language and Norwegian at health clinics.“

OECD (Hrsg.), „Closing the Gap for Immigrant Students“ (2010), S. 52