Historical dataset showing Norway literacy rate by year from N/A to N/A.

Norway: Male literacy rate, ages 15-24: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for Norway from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

Norway: Youth literacy rate, ages 15-24: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for Norway from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

Norway: Literacy rate: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for Norway from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

From 2011 to 2023, the share of people between 15 and 64 years of age with a tertiary education in Norway increased. Whereas ** percent had a tertiary education in 2011, the share had increased to ** in 2023. Meanwhile, the share of the working-age population with am upper secondary education decreased from ** percent in 2011 to ** in 2023. In 2023, roughly ** percent of the Norwegians between 15 and 64 years of age had only completed a primary or lower secondary education.

After a dip in 2021, the share of Norwegian population reading books daily returned to previous levels and stood at ** percent in 2023. Interestingly, during the pandemic years, book reading seems to have dropped in popularity in Norway.

If there were a real question regarding the need for progress in Quantitative Literacy (QL), the 2003 International Adult Literacy Skills Survey's results on numeracy are illustrative of the answer. Of the seven participating countries, only Norway and Switzerland have a majority of their total populations able to function at a minimum level for success in everyday numeric situations. A problem in developing a QL program at the tertiary level is that it lacks a disciplinary home. While there is general agreement within the academy that it is an essential element of an overall education, no department appears willing to make QL a part of its curriculum. In contrast, standards in Information Literacy have been long-established and have gained wide acceptance. This paper will examine the processes by which these programs have become mainstream, and recommend approaches to develop a QL framework based on best practices.

The share of the Norwegian population who read newspapers on an average day was increasing with the level of education in 2019. 42 percent of people having reached the first and second stage of tertiary education read newspapers daily.

This data set contains the replication data and supplements for the article "Is information literacy ability, and metacognition of that ability, related to interest, gender or education level? A cross-sectional study of higher education students". The data was collected as part of the contact author's PhD research on information literacy (IL). The following files are included in this data set: 1. A 21-item information literacy test for assessing students' knowledge of three aspects of IL: evaluating sources, using sources, and seeking information. The test is multiple choice, with four alternative answers for each item, and the correct answer is indicated. The English and Norwegian versions of the test are included in this file. 2. A data file with survey results from 760 Norwegian and international students at three levels of higher education: bachelor, master's and PhD. The data was collected in Qualtrics from fall 2019 to fall 2020. 3. A README file which explains the data file. 4. Supplement 1 contains supplementary descriptive statistics and analyses regarding students' estimated test scores. 5. Supplement 2 contains supplementary descriptive statistics for survey questions regarding students' interest in being/becoming information literate, their need for more skills in IL, and the effort they are willing to put into developing stronger IL skills. 6. Survey questions related to interest - specifically students' interest in being or becoming information literate - in 3 parts (all in English and Norwegian): a) information and questions about the 4 phases of interest; b) interest questionnaire with 26 items in 7 subscales (TRIQ); c) Survey questions about IL and interest, need, and intent. 7. The project's data management plan, sent to Norwegian Centre for Research Data (in Norwegian). 8. Norwegian Centre for Research Data's approval of the Data Management Plan (in Norwegian). 9. Consent form for participants in Norway (in Norwegian).

This data set contains the replication data and supplements for the article "Knowing, Doing, and Feeling: A three-year, mixed-methods study of undergraduates’ information literacy development." The survey data is from two samples: - cross-sectional sample (different students at the same point in time) - longitudinal sample (the same students and different points in time)Surveys were distributed via Qualtrics during the students' first and sixth semesters. Quantitative and qualitative data were collected and used to describe students' IL development over 3 years. Statistics from the quantitative data were analyzed in SPSS. The qualitative data was coded and analyzed thematically in NVivo. The qualitative, textual data is from semi-structured interviews with sixth-semester students in psychology at UiT, both focus groups and individual interviews. All data were collected as part of the contact author's PhD research on information literacy (IL) at UiT. The following files are included in this data set: 1. A README file which explains the quantitative data files. (2 file formats: .txt, .pdf)2. The consent form for participants (in Norwegian). (2 file formats: .txt, .pdf)3. Six data files with survey results from UiT psychology undergraduate students for the cross-sectional (n=209) and longitudinal (n=56) samples, in 3 formats (.dat, .csv, .sav). The data was collected in Qualtrics from fall 2019 to fall 2022. 4. Interview guide for 3 focus group interviews. File format: .txt5. Interview guides for 7 individual interviews - first round (n=4) and second round (n=3). File format: .txt 6. The 21-item IL test (Tromsø Information Literacy Test = TILT), in English and Norwegian. TILT is used for assessing students' knowledge of three aspects of IL: evaluating sources, using sources, and seeking information. The test is multiple choice, with four alternative answers for each item. This test is a "KNOW-measure," intended to measure what students know about information literacy. (2 file formats: .txt, .pdf)7. Survey questions related to interest - specifically students' interest in being or becoming information literate - in 3 parts (all in English and Norwegian): a) information and questions about the 4 phases of interest; b) interest questionnaire with 26 items in 7 subscales (Tromsø Interest Questionnaire - TRIQ); c) Survey questions about IL and interest, need, and intent. (2 file formats: .txt, .pdf)8. Information about the assignment-based measures used to measure what students do in practice when evaluating and using sources. Students were evaluated with these measures in their first and sixth semesters. (2 file formats: .txt, .pdf)9. The Norwegain Centre for Research Data's (NSD) 2019 assessment of the notification form for personal data for the PhD research project. In Norwegian. (Format: .pdf)

Norvège: Youth literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Norvège de à . La valeur moyenne pour Norvège pendant cette période était de pour cent avec un minimum de pour cent en et un maximum de pour cent en .

According to a survey from 2022, 83 percent of Norwegian respondents stated to have read at least one book the previous year. Compared to the survey period in 2012, this was neither an increase nor a decrease of the share.

In 2023, Norwegians aged 67 to 79 years spent on average ** minutes per day reading books. By comparison, the average daily time spent among 9 to 15 year olds amounted to ** minutes. In total, the average daily reading time in Norway amounted to ** minutes that year.

BackgroundMost studies on immigrant health focus on immigrant groups coming from extra-European and/or low-income countries. Little attention is given to self-rated health (SRH) in the context EU/EEA migration. To know more about health among European immigrants can provide new insights related to social determinants of health in the migration context. Using the case of Italian immigrants in Norway, the aim of this study was to (i) examine the levels of SRH among Italian immigrants in Norway as compared with the Norwegian and the Italian population, (ii) examine the extent to which the Italian immigrant perceived that moving to Norway had a positive or negative impact on their SRH; and (iii) identify the most important factors predicting SRH among Italian immigrants in Norway.MethodsA cross-sectional survey was conducted among adult Italian immigrants in Norway (n = 321). To enhance the sample's representativeness, the original dataset was oversampled to match the proportion of key sociodemographic characteristics of the reference population using the ADASYN method (oversampled n = 531). A one-sample Chi-squared was performed to compare the Italian immigrants' SRH with figures on the Norwegian and Italian populations according to Eurostat statistics. A machine-learning approach was used to identify the most important predictors of SRH among Italian immigrants.ResultsMost of the respondents (69%) rated their SRH as “good” or “very good”. This figure was not significantly different with the Norwegian population, nor to the Italians living in Italy. A slight majority (55%) perceived that their health would have been the same if they continued living in Italy, while 23% perceived a negative impact. The machine-learning model selected 17 variables as relevant in predicting SRH. Among these, Age, Food habits, and Years of permanence in Norway were the variables with the highest level of importance, followed by Trust in people, Educational level, and Health literacy.ConclusionsItalian immigrants in Norway can be considered as part of a “new mobility” of high educated people. SHR is shaped by several interconnected factors. Although this study relates specifically to Italian immigrants, the findings may be extended to other immigrant populations in similar contexts.

This article contributes to the debate on institutions and economic development by examining the historical link between land access inequality and education. Using information from the 464 districts existent in mid-19th century Spain, this paper confirms that there is a negative relationship between the fraction of farm labourers and male literacy rates. This result does not disappear when a large set of potential confounding factors are included in the analysis. The use of the Reconquest as a quasi-natural experiment allows us to rule out further concerns about potential endogeneity. In addition, controlling for different sources of spatial dependence does not explain away this result either. By analysing the rural-urban divide and the gender-specific information on the number of schools and teachers, as well as schooling enrolment rates, this paper also explores the mechanisms behind the observed relationship. As well as supply factors, our results show that demand effects also played a significant role in explaining the negative impact of inequality on education.

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Muskego-Norway School District vs. Wisconsin

BackgroundIn Norway, the introduction of an interdisciplinary subject named Public Health and Life skills has brought about renewed attention to how health is conceptualized and taught within and across school subjects. Physical education (PE) is one subject that has traditionally been linked to health outcomes. However, a narrow focus on increased physical activity as the main outcome of PE could be counterproductive in the pursuit of health. Critical health literacy (CHL) is put forward as a resource for health that can be nurtured in the PE context; this study hypothesizes that academic achievement in PE is positively associated with some aspects of CHL.MethodsThis cross-sectional study included 521 pupils aged 13–15 years old from five lower secondary schools in Norway. Structural equation models were used as the primary statistical analysis to test the hypothesis. The study controlled for parents’ education, leisure physical activity, and participation in sports club activities.ResultsThe results confirm the hypothesis, showing a positive and significant association between PE and CHL. The association remains when controlling for parents’ education, leisure physical activity, and participation in sports club activities (β^PE→CHL−C1 = 0.264, p = 0.001; β^PE→CHL−C2 = 0.351, p 

In 2023, the share of the Norwegian population reading newspapers daily was 17 percent. This showed a slight drop from the 21 percent of Norwegians who said they were reading newspapers on a daily basis in the previous year.

In 2023, Norwegians spent ** minutes daily with literature. However, over previous two years, the average daily time spent reading books in Norway has slightly decreased. In 2021, Norwegians spent ** minutes per day reading books.

The share of the Norwegian population who read printed newspapers generally decreased significantly from 2009 to 2019. In 2009, ** percent of the Norwegians read *** newspapers, while only ***** percent read the same amount in 2019. Similarly, **** percent of the Norwegians read ***** or more newspapers in 2009, decreasing to *** percent of readers ten years later.