The system is based on a model which puts both the traditional academic education and the professional education in a single degree system. Both State and private higher education institutions in Norway carry out research and offer programmes leading to these degrees.
Owned by the State
The majority of Norwegian Higher Education institutions are owned by the State and more than ninety per cent of the student population in Norway attend State institutions. With a few exceptions the private sector comprises fairly small institutions.
Tuition costs
The public institutions are mainly funded by the State. Private institutions may receive State funding for recognized programmes of study, but they are not automatically entitled to such support. Tuition is free at public institutions; although fees may be imposed for further and special education programmes, studies at private institutions and some programmes for international students. A small fee must be paid to the student welfare organization every semester.
Acts and agreements
In April 2005 the Act Relating to Universities and University Colleges and the Private Higher Education Institutions Act were merged in a common Act, thus creating greater equality between the State-owned and private institutions. At present one of the important issues is the ongoing work towards a national qualification framework in accordance with the Bologna Process.
The Quality Reform
In 2003, the Quality Reform introduced budgetary incentives related to candidate production. One of the main elements to assure quality in higher education was the implementation of evaluation of Quality Assurance Systems and the accreditation of higher education. The reform has given all State and private institutions the same rights and possibilities to apply for either institutional or programme accreditation. The Quality Reform also introduced a new degree system with 3 + 2 + 3 year bachelor’s, master’s and PhD degree structure with a few exemptions.
Physical learning environment
The legislation guarantees the student’s physical learning environment. It ensures that the student receives adequate guidance, and provides the institution with an overview to ensure the proper use of resources, and individual education plans for each student with a signed mutual commitment between the student and the institution.
Internationalization
In order to ensure that there is a qualitatively competitive higher education sector, internationalization in terms of cross-border institutional cooperation, teacher and student mobility, has been one of the overall aims in Norwegian higher education. To help facilitate cross-border credit transfer between institutions, as well as facilitate labour mobility, the Diploma Supplement (a document attached to a higher education diploma developed on the basis of guidelines put forward by the European Commission, Council of Europe and UNESCO/CEPES) was implemented on a compulsory basis for all higher education institutions from 2002.
Admission requirements
The minimum requirement for admission to higher education is the successful completion of Norwegian upper secondary education with some specified courses. Admission may also be gained by means of other qualifications recognized as being on a par with the general matriculation standard such as work experience. Some fields of study have additional entrance requirements. The Certificate of Upper Secondary Education is based on 13 years of schooling.
International applicants
All international applicants must meet the same basic admission requirements as Norwegian students. These requirements vary depending on the country in which the applicant has completed his or her primary and secondary education. Applicants must normally have completed at least upper secondary education and fulfil some additional language requirements. Students who apply for graduate degree studies must satisfy requirements regarding previous study at university level.
Lifelong learning
Lifelong learning and educational opportunities for adults are important principles of Norwegian educational policy. The aim is to provide suitable conditions in order to strengthen the competencies of the adult population. Training takes place in the public educational system, adult education associations, folk high schools, distance education institutions and other private institutions and at the workplace.
Financial support for students
The State Educational Loan Fund (Statens lånekasse for utdanning) was established in 1947 to provide financial support for students in the form of loans and grants as part of the policy for equal opportunities to higher education, regardless of social, economic and geographical background. The objective of the policy was also to ensure that the work environment for students is satisfactory, so that they can study effectively. Support is also provided for study abroad.