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.

Norvège: Literacy rate: 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 .

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).

After a dip in 2021, the share of Norwegian population reading books daily returned to previous levels and stood at 25 percent in 2023. Interestingly, during the pandemic years, book reading seems to have dropped in popularity in Norway.

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)

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.

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Norway J7 School District vs. Wisconsin

Norvège: Male 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 .

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 dataset tracks annual reading and language arts proficiency from 2016 to 2022 for Norway Elementary School vs. Iowa and Benton Community School District

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.

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Norway-Vulcan Area Schools vs. Michigan

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

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.

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