Report on Adults in Primary Education and Their Progression in Norway (2022/2023)

Introduction

This report is based on newly published statistics (March 2024) concerning adults enrolled in primary education in Norway during the 2022/2023 school year. The data, collected from all municipalities and education centres responsible for adult education, highlights key demographic characteristics, progression rates, and employment outcomes. The findings are analyzed with a focus on their relevance to the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth).

Demographic Profile of Participants

• Total enrollment: 8,150 adults in primary education (2022/2023).
• Gender and background:
  • 70% were women with an immigrant background.
  • The remaining participants were primarily men with an immigrant background.
• Age distribution:
  • 80% were aged between 20 and 49 years.
  • Female participants had a higher average age than male participants.
• Length of residence in Norway:
  • Most participants had lived in Norway for less than 10 years.
  • The most common length of residence was 3 years.
• Countries of origin:
  • 30% originated from Syria, with a balanced gender distribution.
  • Other common countries included the Democratic Republic of Congo, Eritrea, and Afghanistan.
  • Few participants were from Ukraine despite recent refugee arrivals.

Progression and Retention in Education

1. Retention:
   • Approximately 50% of participants remained enrolled in adult primary education in the following school year (2023/2024).
   • Participants from South Sudan had the highest retention rates.
   • Participants from Ukraine had the lowest retention rates.
2. Progression through modular education:
   • 70% of participants in modular education progressed from one year to the next.
   • Age was a significant factor influencing progression.
   • Participants also enrolled in the introduction programme showed higher progression rates.
3. Transition to upper secondary education:
   • About 50% of those completing module 4 enrolled in upper secondary education the following autumn.
   • 90% of participants aged 16-19 transitioned to upper secondary education after module 4 completion.
   • Less than 50% of participants aged 30 and over transitioned.
   • The Democratic Republic of Congo had the highest transition rate; Somalia had the lowest among the top five countries of origin.

Employment Outcomes and Inactivity

• One year after participation:
  • 2,599 participants were no longer enrolled in any form of education.
  • 70% of these were not employed.
  • 1,855 individuals (23% of all participants) were inactive in education or work.
  • Adults aged 50 and older were overrepresented among the inactive group.
  • Participants from Syria and Somalia were notably more likely to be inactive.
• Gender differences in employment:
  • A higher proportion of men than women were employed.
  • More men transitioned into employment after completing primary education.
• Regional variation:
  • In Finnmark, a larger share of participants outside education entered the workforce compared to other regions.

Implications for Sustainable Development Goals (SDGs)

• SDG 4 – Quality Education:
  • The data underscores the importance of accessible adult education for immigrants and refugees, contributing to inclusive and equitable quality education.
  • Progression and retention rates highlight the need for targeted support, especially for older adults and those from specific countries of origin.
• SDG 8 – Decent Work and Economic Growth:
  • The transition from education to employment remains a challenge, particularly for women and older adults.
  • Efforts to enhance employability through education can support sustained economic growth and reduce inactivity.
• SDG 10 – Reduced Inequalities:
  • Addressing disparities in education and employment outcomes among immigrant groups is critical to reducing inequalities.

Conclusion

The statistics on adults in primary education in Norway reveal significant demographic trends, progression patterns, and employment outcomes that are closely linked to the Sustainable Development Goals. Continued focus on inclusive education policies and employment support is essential to advance SDG 4 and SDG 8, ensuring that adult learners, particularly immigrants and refugees, can fully participate in society and the economy.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article focuses on adult primary education, enrollment, progression, and transition to upper secondary education, directly relating to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 8: Decent Work and Economic Growth – The discussion on employment status of participants after education and their transition into the workforce connects to promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.
3. SDG 10: Reduced Inequalities – The article highlights the participation of immigrants, refugees, and different age groups, addressing social inclusion and reducing inequalities within and among countries.

2. Specific Targets under the Identified SDGs

1. SDG 4 Targets:
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
   • Target 4.6: Ensure that all youth and a substantial proportion of adults achieve literacy and numeracy.
2. SDG 8 Targets:
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including young people and persons with disabilities, and equal pay for work of equal value.
   • Target 8.6: Reduce the proportion of youth not in employment, education, or training.
3. SDG 10 Targets:
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

3. Indicators Mentioned or Implied to Measure Progress

1. Enrollment Numbers: The total number of adults enrolled in primary education (8,150 participants in 2022/2023) is a key indicator of access to education.
2. Demographic Breakdown: Proportions of participants by gender, immigrant background, age groups, and country of origin help measure inclusivity and equity.
3. Progression Rates: The percentage of participants progressing from one module to the next (seven out of ten) indicates learning continuity and retention.
4. Transition Rates: Proportion of participants moving from module 4 to upper secondary education (about half overall, nine out of ten for ages 16-19) measures successful educational advancement.
5. Employment Status Post-Education: The share of participants employed or not employed one year after education (seven out of ten of those not enrolled were unemployed) reflects the impact of education on labor market integration.
6. Inactive Population: Percentage of participants neither in education nor employment one year after participation (23%) indicates challenges in social and economic inclusion.

4. Table: SDGs, Targets and Indicators

Source: ssb.no