Moving to Norway is an exciting prospect for many families. The country offers a high quality of life, stunning natural landscapes, and a robust social welfare system.

One of the critical components of Norway’s social infrastructure is its education system. In particular, the early childhood education and care system, known as the “barnehage” system.

Leaving your kids for the first time can be a challenging experience for parent and child alike. Understanding how a barnehage works might not take away the stress entirely, but it will help all involved be prepared.

This guide provides an overview of the barnehage system, essential for parents planning to move to Norway and seeking the best care and education for their young children.

Introducing the Norwegian Barnehage

The term “barnehage” (plural: “barnehager”) in Norwegian translates to “kindergarten” or “daycare” in English, and it refers to institutions that provide early childhood education and care for children typically between the ages of 1 and 6.

The barnehage system is designed to support the developmental needs of young children, promote social equality, and enable parents to balance work and family life effectively.

A barnehage is usually open Mondays to Fridays, from as early as 7am to as late as 5pm, although precise hours vary. Parents can have full-time or part-time care for the child, with fees varying accordingly.

How meals work differs between kindergartens. Some barnehager provide all meals, including breakfast, a warm lunch, and fruit/afternoon snack. Others provide just snacks, with parents expected to send packed lunches.

Types of Barnehager

Norway's barnehage system includes various types of facilities, each catering to different needs and preferences of families.

Public barnehager are run by municipalities and funded by taxes. They are the most common and are known for being affordable and accessible to all families.

Private barnehager are operated by private organisations or individuals. While they receive some public funding, they have the flexibility to charge higher fees and may offer specialised programs.

Family barnehager are smaller, home-based daycares run by qualified caregivers. They provide a more intimate setting, often preferred by parents of very young children.

Outdoor barnehager, or friluftsbarnehager/naturbarnehager, focus on outdoor education and activities, emphasising the importance of nature in children's development.

Enrollment and Accessibility

Norway's goal is to ensure that every child has access to a barnehage place. As such, all children over the age of one have a legal right to a place in a barnehage.

Parents typically apply for barnehage spots through their local municipality, and in larger cities, there is often a centralised application system to streamline the process.

Applications usually need to be submitted several months in advance of the desired start date.

Despite the goal of universal access, some areas, particularly urban centres, may face shortages of barnehage spots, leading to waiting lists. It is advisable for parents to apply early and consider multiple options.

Barnehage Costs and Financial Support

Parents should not pay more than the set maximum price for a barnehage place, which is determined by parliament. This maximum price applies to all barnehager, both public and private.

As of 1 January, 2023, this maximum price is NOK 3,000 per month. This reduces to NOK 2,000 kroner per month from 1 August, 2024.

In the most rural municipalities, this maximum price will be further reduced to NOK 1,500 per month. In municipalities within Finnmark and Nord-Troms, barnehage is free.

Municipalities can offer lower prices if they choose. Barnehager can also charge additional fees for meals, which can vary from NOK 250 to NOK 1,000, depending on the number of meals.

Discounts

There are several discounts available for barnehage fees to support families with multiple children and those with low incomes.

For families with more than one child in a barnehage within the same municipality, sibling discounts are available. This discount applies regardless of whether the children attend different barnehager or if the barnehager have different owners.

The reduction for the second child is at least 30%, and for the third child and any additional children, barnehage is free.

Families or households with low income can benefit from two main schemes. The first scheme is ensures that no family pays more than 6% of their income per child on barnehager. This scheme applies to both municipal and private barnehager, with the municipality responsible for its implementation.

In addition, the Free Core Time scheme grants all 2-, 3-, 4-, and 5-year-olds, and children with deferred school start from low-income households, 20 hours of free barnehage per week.

Starting at Barnehage

Beginning to attend barnehage can be a stressful experience for both child and parent. To make this transition smoother, here are some key tips:

You'll receive a welcome letter or information pack. Read it throughly and share its content with your child. Familiarising your child with the grounds before the first day can help ease any anxiety.

Plan for an orientation period of at least three days where you gradually increase the time your child spends at preschool alone. Ensure your child has appropriate clothing for the season, and label all items to prevent them from getting lost.

Be prepared for your child to fall ill more frequently at first due to increased exposure to germs.

Maintain open communication with the staff, offering constructive feedback and compliments. Participate in parent-teacher meetings, parent associations, and volunteer activities (dugnad) when possible.

Do you have children at a barnehage in Norway? Let us know your experiences and please share any tips you have for new parents down in the comments.

The post Barnehage: How the Norwegian Kindergarten System Works appeared first on 51�Թ���.

On a recent walk, I caught up with several of my favourite podcasts. Each one had an American guest, and each one of those talked proudly of how they homeschool their kids.

This got me curious. A quick search online and I discovered a staggering 3.7 million American children are homeschooled. I knew it happened in the US, but I had no idea it was quite so popular.

Even though I'm sure it happens, I never knew anyone homeschooled back in Britain. So once again, I became curious. Does it happen in Norway's education system? The answer is yes, but it's rare.

Introducing home education in Norway

Norway upholds an obligation to education rather than a requirement to attend school, placing the responsibility on parents to ensure that their children receive the fundamental education they are entitled to.

Although in practice the vast majority of parents choose to send their children to school, home education is permitted. In Norwegian, this is known as privat hjemmeundervisning.

In the case of homeschooling, parents are in charge of their children's practical education. Education must align with national standards. As such, this is subject to oversight and inspection by the local municipality.

But why do some parents choose this option? Norsk hjemmeundervisningsforbund or the Norwegian Home School Association () give some of the main reasons.

These include dissatisfaction with the school environment, bullying, a lack of individualised instruction, illness or congenital conditions, long or dangerous school routes, different pedagogical directions, extended stays abroad, local school closures, religious beliefs, or participation in musical or sports activities that require significant absence from school.

Home education in Norway: facts and figures

According to official data from Grunnskolens Informasjonssystem (GSI), only 247 children were in home education during the school year 2022/23. That's down from 261 children the previous school year.

However, these figures may not be entirely accurate due to differences in how municipalities report homeschooling data and variations in homeschooling arrangements.

For instance, some children are de-registered from schools while others retain their school places, and some use a mixture of school and homeschooling or homeschool part of the year.

NHUF maintains a record of its member families and their children, but not all homeschooled children are represented in this association, and not all NHUF family members homeschool. So, the exact number of homeschooled children in Norway remains uncertain.

Requirements for homeschooling in Norway

The structure of homeschooling is flexible, and parents enjoy a considerable degree of freedom in how they choose to educate their children. Regardless, the education must align with national curriculum standards and competence goals.

This is subject to oversight or inspection by the municipality, although there are no specific requirements for the structure of home education or the number of teaching hours per week.

In Norway, homeschooling does not require formal teacher qualifications. It does, however, demand a range of skills, good general knowledge, and a willingness to learn and explore.

Lastly, it's important to note that there is no financial support or compensation for homeschooling in Norway. Some municipalities, however, may allow homeschooling families to borrow school books or access online learning resources.

How the ‘oversight' process works

To ensure children are receiving an adequate level of education, the local municipality will conduct a process of oversight (tilsyn) for all homeschooled children in Norway.

The municipality is obligated to supervise homeschooling, with the formal responsibility lying with the municipality and the operational responsibility with the appointed supervisor.

Legislation emphasises that supervision should be carried out in collaboration with parents, respecting their right to educate their children according to their religious and philosophical beliefs. Just as the municipality has a duty to collaborate with the home, the home has an obligation to facilitate the supervision.

The appointed supervisor contacts the family to arrange meetings on how the supervision will be carried out, meeting the family one to two times per year. Meetings typically occur at school or another public place rather than at home.

During the supervision meeting, the family usually presents some of the work they have done since the last meeting. Some parents keep a diary documenting the child's activities. Based on conversations with the family and familiarity with the child over time, the supervisor should be able to assess whether the education is satisfactory.

After each meeting, the supervisor prepares a report concluding whether the education is sufficient or not. This is sent to the municipality, with a copy to the home.

If there's uncertainty about the adequacy of the homeschooling, the municipality can call for “special tests”. These tests can only be conducted after a prior supervision meeting and only if there's doubt about the sufficiency of the homeschooling. If further supervision shows that the child is not receiving the required education, the municipality can demand that the child attend school.

Would you ever homeschool your children? Let us know your thoughts in the comments below.

The post How Homeschooling Works in Norway appeared first on 51�Թ���.

‘Mamma, today was a challenging day at school!’ my 15-year-old daughter says, sighing.

She moved ‘home’ to Norway almost three years ago after having spent her life moving around the world for dad's job.

An English medium IB school was traded for our local Norwegian school in the middle of grade 7 and she has worked hard on mastering school in Norwegian ever since.

‘I spent a whole hour trying to understand what the KRLE (religion, morals and ethics) teacher was talking about,’ she continues. ‘He kept referring to ‘helgen’ and I know that means the weekend, but it just didn’t make any sense. Why was he talking about the weekend?? And what does this guy Olav have to do with the weekend?’

‘‘En helgen’ means a saint,’ I mutter, trying hard not to smile. This is serious stuff to her. ‘Did your teacher refer to Sankt Olav, perhaps? Or Olav den hellige?’  ‘You know this, you just didn’t have the Norwegian word for it and misunderstood.’

Her head is in her hands, but I can see that she is smiling. Puh. Crisis averted. Again. Juggling languages is no joke!

Private or public school?

Moving to a new country with children means choosing a school is likely one of the most important decisions you make.

‘School is the number one domino piece,’ a former client told me, discussing her family’s upcoming move to Norway. ‘Once we have landed on a school, everything else can line up around it.’

Parents in Norway can choose between the public school system and private school. Private schools are usually only available in larger cities, and they tend to fall in one of the two following categories: alternative educational platform (for example IB or Waldorf Steiner), or religious platform. English medium international schools fall in the first category.

While many migrant families, perhaps especially families who do not expect to stay in Norway beyond a short-term work contract, opt to send their children to international schools, many also choose the Norwegian public school system.

Information is key to making a choice that is right for you and your family.

Norwegian public schools

‘All children in Norway must attend school for ten years,' informs , a gem of a website containing information from public agencies in Norway:

‘The first ten years of the Norwegian school system is called ‘grunnskole’, which comprises primary and lower secondary education. The first seven years (first to seventh grade) are called primary school and the next three years are called lower secondary school (eight to tenth grade).

‘Children start school in August of the year in which they turn six. All children staying in Norway for more than three months are entitled and obliged to attend school.

‘If the child has not been in Norway for three months, but is likely to stay in the country for more than three months, the child is entitled to go to school. All public primary/lower secondary education is free.'

Norwegian public school, often called fellesskolen (common school or unity school), is built on the underlying principle that a good quality, free of charge education should be offered to all children, regardless of social status, place of residence or academic ability.

The ‘free of charge’ is important; there are no tuition fees, but also very few hidden costs in the form of for example mandatory building fees, transportation costs or cost of books or materials.

A catchment area policy means your residential address dictates which school you belong to and your child will likely attend school with children living in the same area

Some municipalities have a so-called ‘elective school’ system, which means parents are free to choose a different public school, though a place will only be granted at the discretion of the individual school. 

Teaching languages in Norwegian schools

The instructional, that is teaching, language in Norwegian schools is Norwegian, with English taught as a mandatory foreign language from grade 1.

All lower secondary schools offer at least one of the languages Spanish, German, Russian or French as an elective foreign language from grade 8 in addition to English.

Students whose first language is not Norwegian or Sami have a right to special language tuition in Norwegian.

Before I proceed, a brief note on concepts is needed.

I use first language (��ø�����ٱ�����å��) about a language a child learns in her first years of life. This can be one language, two languages, three languages…. But for simplicity’s sake, I will continue with two languages.

Let’s say a child grows up in a home where the parents speak French; to the child, to each other, to family and friends in France and elsewhere perhaps using Zoom, but the dominant community language is not French. French is the child’s first language.

Assuming she lives in Norway, she might start Norwegian kindergarden at some point, where she may learn Norwegian as an additional language.

I use additional language (���Ի��������å��) about languages you learn after a first language(s) has been established, in an environment where that language is used as the community language.

A foreign language (�ڰ��𳾳��������å��), on the other hand, is learned after the first language(s) has been established, but through formal learning, like a classroom setting. A foreign language is not the community language.

Our fictive little girl could go on to learn German as a foreign language in Norwegian school.

It is important to say that being bilingual or multilingual is the norm worldwide, and it should, in my opinion, be seen as a gift and a resource. It does, however, not mean that you are Google Translate.

For many, it means you use different languages in different settings or with different people. It can also mean different languages are dominant in different contexts and at different times in a lifespan.

For our fictive girl, it could mean she speaks French at home and Norwegian most other places. It could mean French used to be her dominant language, but as a teen, Norwegian now dominates. It could mean she speaks and writes in Norwegian but only speaks in French….and so on. A bilingual is not necessarily someone who holds identical skills in two languages.

Learning and maintaining language skills requires effort, planning, input and motivation – which is why it is important for those of us who raise children with more than one language to offer support alongside and in cooperation with school.

Your rights as a non-Norwegian speaking pupil

The student body in Norwegian classrooms is not necessarily mono-lingually Norwegian.

Pupils whose first language is not Norwegian or Sami, or whose command of Norwegian is not strong enough to follow mainstream instruction, have a right to special language instruction until their Norwegian is deemed strong enough to follow mainstream instruction.

It is up to the individual school to evaluate each individual child’s language and instructional needs and offer appropriate special language instruction.

Here is what you can expect if you enrol your non-Norwegian speaking child in a public school:

A , other language skills and educational background. The initial conversation should be in a language the pupil knows well, and you can expect a bilingual teacher or interpreter to be present if required.

Reading and writing skills may be mapped, as well as subject matter knowledge. It is important for the receiving school to establish the pupil’s subject matter knowledge and previous schooling, since this can greatly affect not only the language support offered, but also the pupil’s ability to make use of it.

Learning a new term for an already established concept (for example, remembering that helgen is the Norwegian term for saint, a concept one is already familiar with) is significantly less challenging than learning helgen not just as a term but as a new cognitive concept in an unfamiliar language environment.

An individual decision on whether the pupil is entitled to language support. The decision (enkeltvedtak) should contain the pupil’s name, details of support offered – what, how and why – as well as estimated length of special language instruction.

There is no maximum length of support, but the perceived need will likely be reevaluated with regular intervals.

The decision will be made available to the parents, who have a right to appeal. Appeal details should be made available in the decision (enkeltvedtak).

If the pupil’s language skills indicate that he or she has a right to Norwegian special language instruction, this right remains until Norwegian skills are deemed strong enough for the student to follow mainstream education.

Public school additional language instruction comes in :

Special language instruction (���ԲԴ�ø�����Բ����پ������ܻ�), focusing on learning Norwegian as an additional language. This can be offered in a separate additional language class or -school, or integrated in the mainstream class, depending on the municipality’s resources and circumstances.

Stavanger is a good example of a city offering special language instruction as a separate program, with supporting non-Norwegian speaking students of all ages.

Bilingual subject instruction, where a bilingual teacher will support the student who is following Norwegian medium subject instruction, for example in mathematics, science, or social studies. This is aimed at supporting subject matter instruction as well as Norwegian as an additional language learning.

Mother language instruction offers instruction in the mother language, primarily aimed at students who need to learn reading and writing but who doesn’t speak/understand Norwegian.

It is important to remember that although special language instruction may come in various forms, they all have the same overriding goal: enabling students to follow mainstream education in Norwegian.

This can be called a transitional model for bilingual education, supporting the student’s first/mother language(s) towards building additional Norwegian language competence.

In education and research, according to , associate professor with the University in Oslo, multilingualism is increasingly seen as a resource to be reckoned with, in all subjects, for all students. Perhaps multilingual classrooms are the future?

As parents, we need to be informed and consider the language needs our children, and our families, have.

Contrary to what some people say, who soak up language skills seemingly effortlessly so long as we just throw them into the right bathtub.

They need our informed support and motivation alongside the school's effort to succeed, with both school and home languages.

The post The Language of Teaching in Norwegian Schools appeared first on 51�Թ���.

The remote Arctic archipelago offers rugged landscapes, unique wildlife, and extreme conditions to all who visit. Its isolated beauty and pristine environment provide an unparalleled setting for Arctic study.

Moving to Svalbard is something that many people consider, but very few people actually do. That's because to live on the remote Arctic islands, you need a job and accommodation before you arrive.

That's what makes studying on Svalbard such an attractive option for many people. There's opportunities to study Arctic-specific topics in biology, geology, geophysics and technology.

Living on Svalbard presents challenges like extreme weather and polar nights, but for those with a spirit of adventure, studying here is an opportunity to gain unmatched insights into the Arctic environment.

Research Areas in the Arctic

The Arctic offers a unique, dynamic research environment with exceptional fieldwork opportunities across diverse disciplines.

Svalbard, in particular, serves as a prime location for studying Arctic-related biology, geology, geophysics, and technology, providing scientists and students with unparalleled insights into the Arctic’s rapidly changing ecosystem and physical landscape.

Arctic Biology

The effects of climate change are starkly evident in the Arctic, with reduced sea ice and changing snow melt patterns profoundly impacting the structure and function of its ecosystems.

Research in this area is critical, addressing how seasonal variations and species dynamics are influenced by these environmental shifts.

Studies cover everything from the timing of Arctic flora and fauna cycles to the spatial distribution and adaptation of species across this fragile ecosystem.

Arctic Geology

Svalbard's unique geological landscape, characterized by glacially-eroded fjords, valleys, and exposed strata, is an invaluable resource for studying geological evolution.

From tectonic shifts to the formation of hydrocarbons, researchers can investigate processes spanning millions of years.

Svalbard’s extensive glaciers and continuous permafrost create a natural laboratory for understanding glacial processes and the impact of permafrost changes, essential for predicting geological responses to climate change.

Arctic Geophysics

Geophysical research in Svalbard focuses on understanding phenomena that affect global ocean currents, atmospheric radiation, and polar magnetism.

By examining processes such as the interaction of polar and atmospheric currents and ice-ocean exchanges, scientists can gain insights into how changes in the Arctic influence climate patterns worldwide, further linking Svalbard's environment to global systems.

Arctic Technology

Research in Arctic technology covers engineering, environmental technology, and chemistry, addressing the challenges of working and living in extreme environments.

This includes innovations in sustainable infrastructure, energy solutions adapted to polar conditions, and the management of increased human activity as Arctic regions, including Svalbard, experience heightened interest.

Technological advancements developed here are critical not only for Arctic sustainability but also for future exploration and habitation in other extreme environments.

Introducing UNIS: University Centre in Svalbard

University Centre in Svalbard () is the world’s northernmost higher education institution.

Located in Longyearbyen, UNIS offers undergraduate, graduate and postgraduate level courses in the areas outlined above: Arctic Biology, Arctic Geology, Arctic Geophysics and Arctic Technology.

However, it doesn't offer full degree programs. Courses range from just two weeks up to a semester. Bachelor studies typically encompass two courses lasting for one full semester.

That means to apply to UNIS courses, you must already be enrolled at Bachelor, Master or PhD level at a Norwegian institution of higher education or an accredited international institution of higher education.

Various UNIS departments also supervise bachelor, master and PhD theses that use Svalbard as a field laboratory. This is done in collaboration with all Norwegian universities, but also many universities around the world.

Courses at UNIS have no tuition fees aside from a semester fee of NOK 590. Students on overnight fieldwork must pay a fee of NOK 200 per day to cover food and lodging.

UNIS states students should budget approximately NOK 10,000 per month for necessary food and accommodation, plus travel expenses to/from Longyearbyen.

Applying to Study in Svalbard

UNIS manages all applications to study in Svalbard via an .

The application deadline is 15 February for summer courses, 15 April for autumn courses, and 15 October for spring courses. Applications open 4-8 weeks prior to the deadline.

Student Accommodation in Svalbard

Housing is one of the biggest challenges in Svalbard. Most of the accommodation is owned by companies and there is very little in the way of a private rental market. However, there is a solution for students.

The Arctic Student Welfare Organisation () owns and manages the student accommodation in Longyearbyen. New accommodation was recently opened to replace former buildings that were at avalanche risk.

The student housing at Elveseltta is just a 5-minute walk from the UNIS campus. Accommodation is offered on a first-come first-served basis to anyone with an admission letter to UNIS or with a signed ‘guest student' contract.

Invoices for rent are sent twice per month. Basic kitchen equipment is included in the rent. Pillow and duvet are also included, but you need to bring your own linens.

Student Life in Svalbard

Life in Svalbard is not for everyone. Living in the extreme north requires safety preparation and an adventurous spirit. The climate can be a challenge and there are natural dangers including polar bears and avalanches.

There are two main settlements. Longyearbyen is Norwegian and has approximately 2,100 inhabitants while the Russian settlement Barentsburg is home to around 300 people. Other much smaller settlements include ����-Å������ܲԻ�, Svea and Hornsund.

UNIS students will be based in Longyearbyen. Despite its small size, there is a surprising amount to do. From a swimming hall and cultural centre to a handful of restaurants and bars, Longyearbyen is a fully-functioning small town.

It's also an incredibly international and diverse community. People from all over the world live in Longyearbyen. While Norwegian is the official language of the town, English is widely used and you'll hear languages from many other countries.

For recreation, students can enjoy outdoor activities that make the most of Svalbard’s wild landscape, including hiking, skiing, dog sledding, and snowmobiling.

UNIS organises regular trips, giving students direct access to the Arctic environment that complements their studies and fuels a unique lifestyle defined by exploration and discovery.

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Spend enough time in Norway and you’ll hear someone mention �ڴDZ�����ø������DZ���.

It might be described as a “gap year with structure.” Or jokingly as “kindergarten for adults.” Neither explanation is entirely accurate, yet both contain a grain of truth.

In 2026, Norway’s �ڴDZ�����ø������DZ���r remain one of the most distinctive features of Norway's education landscape.

Around 80 schools across the country welcome roughly 9,000 students each year for a one-year residential programme focused not on grades or exams, but on personal development, community, and immersion in a chosen interest.

For many Norwegians, it’s a rite of passage. For international students, it can be a life-changing introduction to Norway itself.

What Is a Folkehøgskole?

A �ڴDZ�����ø������DZ��� is a one-year residential school for adults, usually aged 18 to 25, although there is no strict upper age limit.

There are:

• No exams
• No grades
• No formal academic pressure

Instead, the focus is on learning for its own sake.

Students choose a linje (main subject line), which might be anything from Arctic outdoor life to film production, esports, music, photography, sustainable living, global development, or creative writing. Alongside the main subject, students participate in electives, shared activities, travel, and community life.

The schools are largely publicly funded by the Norwegian government, which keeps tuition lower than it otherwise would be. Students pay for room, board, activities and trips, but the academic instruction itself is state supported.

In 2026, the model remains remarkably consistent with its original ideals: education for life, not for exams.

A Tradition Rooted in Nordic Ideals

The �ڴDZ�����ø������DZ��� movement has its roots in 19th-century Nordic educational philosophy, inspired by Danish thinker N.F.S. Grundtvig. The idea was radical at the time: education should strengthen democracy, citizenship, and personal growth, not just vocational skill.

Norway’s first �ڴDZ�����ø������DZ��� opened in the 1860s. Early schools often focused on rural education and farming, helping young adults manage land and community life. Over time, the curriculum evolved dramatically.

Today’s schools offer everything from:

• Backcountry skiing and avalanche training
• Documentary filmmaking
• Musical theatre
• Game design
• Environmental activism
• Expedition travel
• Fashion and design

Some schools retain a Christian foundation, though most operate with broad inclusivity and varying degrees of religious engagement. In practice, students typically choose how involved they wish to be.

What has remained constant is the residential model. You live where you study. Meals are shared. Activities extend into evenings and weekends. The experience is immersive.

Hundreds of Study Options in 2026

Across Norway’s approximately 80 schools, there are now hundreds of specialised linjer. Outdoor life remains one of the most popular categories, reflecting Norway’s deep connection to nature.

But the 2026 landscape also reflects modern interests. Media production, digital storytelling, podcasting, esports, sustainability, and global solidarity programmes are now well established. Many schools include international travel components, often tied directly to the chosen subject.

Some programmes resemble technical training. Others are deeply experiential. All share one defining trait: they prioritise engagement over assessment.

To fully catalogue the range would take a book. It’s enough to say there is likely a programme aligned with almost any passion.

A Year That Can Change Direction

For many Norwegians, �ڴDZ�����ø������DZ��� sits between upper secondary school and university. It offers breathing space before committing to higher education.

Research and student surveys in recent years consistently show high satisfaction rates. Students report increased confidence, independence, social skills, and clarity about future study choices. For some, it confirms their direction. For others, it helps them change course before investing years in the wrong degree.

In an education system otherwise known for structure and planning, �ڴDZ�����ø������DZ��� represents a deliberate pause.

One Student’s Experience

In 2011, 51�Թ��� contributor Bradley Kurtz enrolled at , just outside Trondheim.

Coming from Colorado with a passion for skiing, they chose a skiing linje. The year included trips across Norway, Sweden and even Switzerland. But the experience extended far beyond snow.

“While I did just spend a year skiing – taking trips to other areas in Norway, Sweden, and even Switzerland to do so – there was a lot more to my year than that.”

“There are organized courses that you choose from; my memory is a bit hazy now, but I do remember a baking course, a skateboarding course, surfing, avalanche safety course, and numerous trips around the region to do different activities like water skiing, gymnastics halls, etc… I’m pretty sure they even made me read a book or two!”

“We also spent the year fundraising for a chosen charity by putting on plays, carnivals, and other activities for local kids and adults. I acted in a play and conquered my fear of dancing in front of other people.”

“They capped it all off with the entire school taking a trip to Egypt to soak in some sun and take Facebook photos of us kissing the Sphinx.”

Learning Norwegian Through Living It

One of the most powerful aspects of �ڴDZ�����ø������DZ��� for international students is language immersion.

Formal Norwegian classes are often available. But the real learning happens at the dinner table, in shared kitchens, on ski slopes, during evening conversations.

Arriving with only basic Norwegian is not unusual. Leaving able to hold confident conversations is common.

Unlike university programmes that may operate partly in English, �ڴDZ�����ø������DZ��� life is overwhelmingly Norwegian. That makes it both challenging and transformative.

What Does It Cost in 2026?

A full year typically costs between NOK 120,000 and NOK 160,000, depending on the school and the travel component of the chosen linje.

This generally includes:

• Accommodation
• Meals
• Teaching
• Shared activities
• Many trips related to the main subject

Some specialised travel programmes cost more. Outdoor equipment or international trips may involve additional fees.

For Norwegian students, state loans and grants through Lånekassen can cover much of the cost. International students must self-fund.

Admission and Application

Applying to a �ڴDZ�����ø������DZ��� is straightforward, but there are a few important steps — especially if you’re coming from outside Europe.

At most schools, you apply directly through the school’s own website by filling in an online form and sending basic personal details, information about your interests, and sometimes a short statement about why you want to attend.

After submitting, schools typically respond within a few weeks to confirm whether you’ve been offered a place. Once accepted, you’ll normally have a few weeks to decide and pay a registration fee (often around NOK 2,500).

Schools usually begin admissions in mid-November for the following academic year, and many continue accepting students on a rolling basis until programmes are full or the year begins. Popular courses — like Norwegian language classes or international linjer — can fill early, so it’s wise to apply sooner rather than later.

For EU / EEA / Swiss Citizens

If you’re from an EU/EEA country (including Switzerland), you do not need a study visa or residence permit before you arrive.

That said, you do need to register your residence with the Norwegian authorities if you plan to stay in Norway for more than three months. This generally involves notifying the local police or immigration office after arrival, and most schools help international students through this process.

For Students From Outside the EU/EEA

If you are from outside the EU/EEA (for example the US, Canada, Australia, Japan, etc.), attending a �ڴDZ�����ø������DZ��� still qualifies you for a study permit (student residence permit) under Norwegian immigration rules. You must apply for this before you travel to Norway via the Norwegian Directorate of Immigration (UDI).

Most schools will require international students to demonstrate that they have sufficient financial means to support themselves throughout the year.

In practice this usually means showing a guarantee amount in a Norwegian bank account (often equivalent to around NOK 130,000 or more) before you can apply for the permit. You may also need valid health and travel insurance for the duration of your stay.

Timing and Tips

Start early. Since study permits can take months to process, many schools recommend applying for admission and the permit as early as October for next autumn’s intake.

Ask for help. Folkehøgskoler are accustomed to international applicants and most will help you with paperwork, timelines, and questions about .

Plan around police registration. After arrival, even for EU/EEA students, you’ll usually need to register your residence with the local police if your stay exceeds three months.

Why Folkehøgskole Still Matters in 2026

In a world increasingly focused on efficiency and measurable outcomes, �ڴDZ�����ø������DZ��� stands out. It is deliberately unhurried. Deliberately non-competitive. Deliberately communal.

It may look like “just” a gap year. But for thousands each year, it becomes a turning point.

For some, it confirms academic ambitions. For others, it sparks entirely new paths. And for a few, it leads to a new country, a new language, and a new life.

Even in 2026, �ڴDZ�����ø������DZ��� remains something of an enigma. Difficult to compare. Hard to categorise. Yet unmistakably Norwegian. And for those who choose it, often unforgettable.

Have you attended a Norwegian �ڴDZ�����ø������DZ���? How was the experience for you? If you enjoyed reading this post, why not share it on Pinterest?

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Norway’s education system is designed to be accessible, inclusive, and affordable, offering opportunities from the very earliest years of life all the way through to university and beyond.

The Norwegian model is distinctive in several ways. Pre-school attendance is almost universal, children start compulsory education later than in many other countries, and higher education is free for most students.

Equality is a guiding principle, with a strong emphasis on ensuring that all children have access to the same opportunities regardless of background.

This guide takes you through the Norwegian education system step by step, from barnehage to university. Unless otherwise stated, data comes from and OECD reports.

Pre-School and Daycare (Barnehage)

A barnehage is a pre-school institution for children under the age of six. The word is sometimes translated as nursery or kindergarten, but the system is much broader than in many countries.

Children are entitled to a place from the August of the year they turn one, and most Norwegian families take advantage of this.

Barnehage has two central goals: to provide safe, stimulating care for children while parents work, and to give children a strong start in life through social development, play, and outdoor learning.

The philosophy is less about formal education and more about encouraging independence and cooperation. Outdoor play is a priority, with many barnehager following the principles of friluftsliv, Norway’s cultural tradition of spending time in nature.

Attendance is near universal. In 2021, 93.8% of children aged 1–5 attended a barnehage, with attendance rising to 97.2% among children aged 3–5. This is one of the highest participation rates in Europe.

Costs are subsidised by the state, and parental fees are capped through the so-called . As of 2024, the maximum monthly fee is NOK 3,000 per child, with discounts for siblings and free core hours for low-income families.

Primary and Lower Secondary School

Compulsory education begins at the age of six and continues until age 16, covering ten years of schooling. The first seven years are spent in barneskole (primary school), followed by three years in ungdomsskole (lower secondary school).

The curriculum is broad and designed to provide a solid foundation in key subjects including Norwegian, mathematics, science, English, social studies, arts, and physical education.

Digital skills are also emphasised, and many schools provide tablets or laptops for pupils.

In 2021, there were 439,644 pupils in primary schools and 195,030 in lower secondary schools, giving a total of more than 630,000 children.

For children in grades 1–4, municipalities are required to offer after-school programmes known as SFO (skolefritidsordning) or AKS in Oslo. These provide care and structured activities before and after lessons, helping working parents manage their day.

For non-Norwegian speaking pupils, schools must provide additional support to help them reach an adequate level of Norwegian. Inclusion is a core value, and children with special educational needs are integrated into mainstream classrooms wherever possible.

International Schools in Norway

While most foreign families choose to send their children into the regular Norwegian school system, there are also several international schools across the country.

These schools typically follow international curricula such as the or British and American systems, and they teach primarily in English.

International schools are most common in Oslo, Stavanger, and Bergen, but there are also options in Trondheim and other cities with international communities.

They can be a good choice for families on shorter postings to Norway, or for children who will continue their studies abroad and need to stay within a familiar educational framework.

Unlike public education in Norway, international schools usually charge tuition fees, although some employers may cover the costs as part of an expat package.

Class sizes are often smaller than in Norwegian public schools, and the schools tend to place a strong emphasis on international diversity and cultural understanding.

Upper Secondary School (Videregående)

After compulsory schooling, teenagers progress to videregående skole, which covers three years of general studies or four years of vocational training. Education at this level is free and almost universal, though it is not strictly compulsory.

Students must apply for a place, and while there is an element of choice, priority is given based on grades. Two main paths are available:

• General studies (studieforberedende): A three-year programme that qualifies students for university or college.
• Vocational studies (yrkesfag): Usually a 2+2 model: two years in school followed by two years of apprenticeship training in the workplace.

In 2021, there were 198,898 pupils in upper secondary schools, along with 49,143 apprentices and 1,838 trainees.

Completion rates are strong by international standards. According to Statistics Norway, 82% of pupils complete upper secondary education within five to six years.

However, there are differences: 86% of girls complete their programme compared with 78% of boys. There are also disparities linked to immigrant background, with completion rates around 67% among immigrants, compared to 85% among the rest of the population.

Post-Secondary Vocational Education (Fagskole)

For those who do not pursue a university degree, fagskole () provides further opportunities. These programmes last from six months to two years and are designed to give students practical, career-oriented skills.

Fields such as health, technical subjects, welfare, and business are particularly popular. In 2021, 25,919 students were enrolled in such programmes.

These institutions bridge the gap between vocational upper secondary education and the labour market, and graduates are often highly employable.

Higher Education in Norway

Norway follows the Bologna model used across Europe, with a structure of three years for a bachelor’s degree, two years for a master’s, and three years for a PhD.

There are both universities and university colleges. Universities focus on research and offer a full range of programmes, while colleges tend to specialise in professional training such as teaching, nursing, or engineering.

Tuition at public institutions has traditionally been free for all, including international students.

However, a major change came in 2023: students from outside the EU/EEA and Switzerland are now at public universities. For Norwegians, EU/EEA students, and exchange students, tuition remains free.

In 2021, there were 318,105 students in higher education in Norway. Popular subjects include natural sciences, engineering, and health-related fields. Women are particularly well represented: more than 60% of higher education students are female.

Studying abroad remains attractive to some Norwegians. Traditional destinations include Denmark, the UK, the United States, and Poland.

If you’re wondering what a Norwegian university is like, check out our guide to NTNU in Trondheim.

Adult and Lifelong Learning

Norway places great emphasis on lifelong learning. Adults who did not complete their education earlier in life are entitled to primary, lower secondary, or upper secondary education free of charge. Adults over the age of 25 who have not completed videregående may apply for the right to do so.

Study associations and distance learning providers offer courses ranging from basic literacy to university-level studies. Many employers also support continuing education and training for staff.

Another distinctive part of Norway’s educational landscape is the folk high school (�ڴDZ�����ø������DZ���) system.

These one-year experiences, popular with young adults, do not have exams or formal curricula. Instead, they focus on personal development, social skills, and topics such as music, outdoor life, or travel.

Homeschooling in Norway

Homeschooling is permitted in Norway but remains very uncommon. In the 2022/23 school yer, only 247 children were in home-based education.

Parents who wish to homeschool must apply to their local municipality for an exemption from compulsory schooling, providing a written plan that shows how their child’s education will align with the national curriculum.

Municipalities are responsible for oversight and usually carry out evaluations once or twice a year. During these meetings, parents present samples of the child’s work to demonstrate that progress is comparable to that in public schools.

No formal teaching qualifications are required, but the responsibility is significant, and there is no financial support available. Some municipalities may, however, provide access to textbooks or online resources.

In recent years, concerns have been raised about inconsistent oversight across municipalities. The government has signalled its intention to strengthen regulations in a new Education Act, expected to come into force in the near future.

Key Takeaways for Foreign Families

Norway’s education system is built on the principle of equality and accessibility. From affordable barnehager to free higher education for most, the system removes many of the financial barriers found elsewhere.

For foreign parents, the main challenges are usually linguistic and cultural rather than financial. Children adapt quickly, and schools provide language support, but families should expect integration into the Norwegian-language system rather than long-term parallel tracks.

For older students, Norway offers both academic and vocational routes, ensuring flexibility and strong connections to the labour market. The tradition of free higher education remains a huge advantage, though students from outside Europe should be aware of the new tuition fee requirements.

Overall, education in Norway reflects the country’s wider values: equality, inclusion, and a deep respect for learning as a lifelong process.

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Making a decision between local Norwegian schools and international schools is often very difficult. Many competing interests must be taken into account, such as your anticipated length of stay, the type of curriculum your child is used to, their ability to learn Norwegian, and many more.

To get you started on your journey to a decision, here is a list of international schools in Norway. Please note inclusion on this list is merely for information purposes and no recommendations should be implied.

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Arendal

Arendal International School
Julius Smiths vei 40, 4817 His

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Asker

Asker International School
Johan Drengsruds Vei 60, 
1383 Asker

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Bergen

International School of Bergen
Sandslihaugen 36, 5254 Sandsli

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Fredrikstad

CIS Fredrikstad
Torsnesveien 5-7, 1630 Gamle Fredrikstad

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Studieveien 17, 2815 ����ø������

Kristiansand

Kristiansand International School
Kongsgård Allé 20, 4631 Kristiansand

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Kongsberg

Kongsberg International School
Dyrmyr Gata 41, 3611 Kongsberg

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Moss

CIS Moss
Moss Verk 1, 1534 Moss

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Oslo

French School in Oslo
Skovveien 9, 0257 Oslo

German School of Oslo
Sporveisgata 20, 0354 Oslo

Northern Lights International School
Skådalsveien 33, 0781 Oslo

Oslo International School
Gamle Ringeriksvei 53, 1357 Bekkestua

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Porsgrunn

International School Telemark
Hovet Ring 7, Porsgrunn

Sandefjord

Skagerak International School
Framnesveien 7, 3222 Sandefjord

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Stavanger

British International School of Stavanger
Gauselbakken 107, 4032 Stavanger

International School of Stavanger
Treskeveien 3, 4043 Hafrsfjord

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Fagerhaug International School
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�հ��dz���ø International School
Breiviklia 1, 9019 �հ��dz���ø

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Trondheim

Birralee International School
Bispegate 9c, 7030 Trondheim

Trondheim International School
Festningsgata 2, 7014 Trondheim

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Å������ܲԻ� International School
Borgundvegen 418, 6015 Å������ܲԻ�

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This article was originally published on , which publishes up-to-date research news from the Norwegian University of Science and Technology, Norway’s main science and engineering university, and SINTEF, Scandinavia’s largest independent research group.

For a good part of his professional career, Hiroshi Matsumoto has worked with plasma physics and its practical application in developing nuclear reactors that use fusion.

Plasma is the fourth state of matter, the ionized gas that makes up the Sun and that allows it to produce the tremendous amounts of energy that we perceive as the Sun’s light.

Starting April 1, Matsumoto will take up a new job that he also hopes will release a tremendous amount of energy, when he begins working with NTNU and the University of Bergen to build research partnerships between Norway and Japan.

“I am really motivated to take up this position,” Matsumoto said in mid-March, when he was in France visiting one of his former employers, ITER, the international project whose goal is to create energy from nuclear fusion. “There is huge potential here. I am ready to work to build good research collaborations between Norway and Japan.”

NTNU Rector Gunnar Bovim says that NTNU and Norway will benefit greatly from building partnerships with Japan, in part because the island nation is also extremely interested in marine resources and renewable energy, two areas that are also quite important to Norway.

“I believe Mr. Matsumoto’s qualifications and enthusiasm for the job will help researchers from our two countries build strong and productive academic and industrial partnerships that will create knowledge the world needs now,” Bovim said. “Both Japanese universities and industries are of a very high quality, and there are a lot of disciplines where we see we can work together.”

An international career

Matsumoto, 63, has a PhD in engineering from the University of Tokyo, but took his master’s degree from the University of Wisconsin in the United States in engineering and physics.

His lengthy career, which began in 1979 at the Japan Atomic Energy Research Institute, led him to positions in the US and France in addition to Japan. While much of his work has been specifically focused on plasma physics and nuclear fusion, his experience also includes engineering integration and project management, working with international research projects.

Most recently, he has served as the Horizon 2020 National Contact Point Coordinator in Japan. Svein Grandum, Counsellor, science, technology and higher education for Innovation Norway’s Japan office, says Matsumoto has a deep cross-cultural understanding of the workings of both the Japanese and the European systems.

“He has worked in Europe for many years and he knows the system,” Grandum said.

Matsumoto will actually be employed by the Trade and Technology Office of Innovation Norway in Tokyo, which is part of the Norwegian Embassy, but will work on behalf of both NTNU and the University of Bergen.

Renewable energy important

Nuclear power has long been important to Japan, which has generated as much as 30 per cent of its electricity from nuclear reactors. But the Fukushima Daiichi nuclear accident in March, 2011, has changed all that.

Now, renewable energy has a much stronger appeal in Japan, Matsumoto said, which is one reason he is enthusiastic about working with NTNU to build research partnerships.

“I am really convinced that offshore wind is the way for the Japanese people this century,” he said, adding that offshore wind is one area where both NTNU and Norway have a great deal of expertise.

One important difference between Japanese and Norwegian universities is that “Japan has many good researchers doing basic research, but not that many researchers have been motivated to connect their research to the needs of society,” Matsumoto said.

In contrast, Norwegian research tends to be more practical and applied, which will benefit Japanese researchers, he said.

“There is huge potential for the future,” he said.

Upstream, downstream, complementary expertise

Norway and Japan complement each other in many other ways, Grandum said. Japan, like Norway, is interested in addressing global challenges, such as climate change, and as an island nation, marine and maritime issues are of critical importance to the country, he said.

Norway’s approach to these different issues is part of the reason that research partnerships between the two countries have such enormous potential, Grandum said.

“The energy scheme is a good example of our complementarity,” he said. “We are more upstream, they are more downstream: We produce oil and gas, we have strong competence in hydropower and power systems, solar and wind, while in Japan they have a lot of expertise on the downstream, user end side, where their industry has strong involvement, and in how best to get the most out of energy for the end user.”

Working with cultural differences, internationalization

Grandum said that one surprise for Norwegians coming to Japan would be the difference in how research and business projects proceed. This is one area where Matsumoto’s help will be invaluable, he said.

“The Japanese plan and plan,” he said. “And then they execute things very quickly. That is one of the real challenges for Norwegians coming here. Norwegians just want to get started and adjust while they go.”

Grandum himself has some familiarity with this situation, since he has lived in Japan a total of 17 years and took his PhD in materials science from the University of Tsukuba.

Another goal is to increase the number of exchanges between the two countries, said Nina Sindre, NTNU’s coordinator of international affairs. “We see a great deal of potential when it comes to research, co-publication and researcher, PhD and postdoctoral mobility,” she said.

Building stronger contacts between NTNU and different Japanese universities could help increase that number by allowing NTNU researchers to learn more about relevant offerings in Japan, she said.

For his part, Matsumoto says that his own experience living in different cultures gives him strong motivation to promote internationalization for both Norway and Japan.

“I see many possibilities,” he said. “I look forward to finding the best combinations with (Norwegian) and Japanese research groups, and I am personally very motivated to do this.”

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As I entered a concrete four-story building, a bubbly Spanish veterinary student helped me with my bags.

Perhaps it was the six-hour overnight flight from New York to blame that caused me to be plagued with exhaustion, but I told her I could manage my bags until we arrived at the elevator. She quickly replied in laughter that there wasn't one.

There wasn't an elevator? All the dorms I had ever visited had an elevator. Where was I about to call home? I knew then, that I was in for the adventure of my life.

The last ten months of life in Norway have been a learning experience, to say the least. I’ve questioned my own identity, perspectives, and sense of belonging. I have never felt so calm. There are so many things I wish I knew before transitioning to life here.

Below are 11 things to keep in mind if you are an international student interested in studying in Norway. Although these tips and realizations are primarily from the American perspective, I do think they are helpful to any international student.

Independence

Unlike American universities and colleges, Norwegian universities (and almost all other universities in the world) give much more academic freedom to students. Each course usually requires a term paper and final exam or only a final exam.

Read more: How to Study in Norway as an International Student

This allows you plenty of time to study and not get caught up in busy work. It takes, however, a lot of discipline to stay on task throughout the semester.

At times I felt very disconnected from my professors, but then I discovered Twitter. I now follow and keep up to date with my professor’s research and thoughts on current topics via the social media platform. This “real time” connection has enabled me to be much more engaged in the subject matter.

Informality

There is only one professor at my university who insists on the title of “professor” before his name, everyone else prefers to be addressed by his or her first name. This really helps make the student-professor relationship much more equal. Professors might dress very informal, but you should remember that this is an academic setting when acting, speaking in class, and writing exams.

Less focus on grades, more on learning

Due to there being only one or two grades for a class, the focus is on the actual material you are learning and not just the grades. After all, isn’t everything a journey not a destination? I absolutely love this format having come from a competitive college prep school where grades appeared to make or break my peers lives. If you earn a grade that you do not like (if there is only a paper and exam) you have the option to retake the exam and class!

Studying

Norwegians are all about work/life balance, and university students are no different. I rarely saw other students before 8am or after 4pm in study halls (unless it was close to exam period). If you are most motivated to study when surrounded by others make sure you study during those 8 golden hours of the day, otherwise, you’ll be very lonely.

Internships

The culture of paid and unpaid internships for students at the bachelor and masters levels is just launching in Norway. There are a few programs that set up these types of experiential learning, but they are few and far between.

If you are interested in gaining experience in your future career reach out to people you admire and see what they have done. LinkedIn is a great place to start. This by far has been one of the most challenging aspects of living here, especially that the majority of internships require Norwegian fluency.

Making friends & getting involved

You will most likely be quickly welcomed into the international community on campus, however, do not let it discourage you from befriending Norwegian students. It takes much longer to break into the Norwegian crowd, but don’t give up—staying in an International/ English speaking bubble is dangerous in terms of integration.

If it is important to you to truly experience Norwegian university life, push yourself out of your comfort zone by attending events that are in Norwegian. Although most Norwegians are fluent in English, the best events are in their native tongue. Check out an event on Facebook and translate words on Google Translate or by a friend, if need be.

In February, I attended a 3-hour workshop on how to wax cross-country skis, spoken in Norwegian. Although I only understood half of what the instructor said, I felt part of a community and learned many new words. I then went on a weekend camping ski trip consisting of wearing a giant backpack while skiing on frozen lakes.

Bonding over Norwegian music is also a great way to make friends! I have found that going on club ski trips and outings to be a fun, easy, and quick way to bond with others. Potluck dinners are also very big here so be prepared to cook!

Most Thursday’s are reserved for “Quiz Nights” at pubs and bars. The pub on campus will most likely have a quiz night. Sometimes they are in English, so get a group of friends (or acquaintances) together and go. You won’t regret it.

Food in your dorm

Some prisons here will be nicer than your dorm, but that’s okay. It’s also okay if your roommates aren’t super friendly at first, it just takes time to get to know them. You’ll be cooking a lot of your food so be prepared to brush up on your cooking skills and creativity in the kitchen.

The grocery stores have a limited selection of food for the international palette, so visit Asian and Middle-Eastern shops in immigrant areas. If you want foods like “real” pita (the normal grocery stores have pita too, but it’s more like white doughy bread), lentils, and barley these shops are the place for you!

Most Norwegians (even adults) bring a packed lunch, so learn to eat cold lunches! There isn’t much of a variety of healthy snacks here, so use Pinterest or blogs to get fun ideas of quick protein rich study snacks! Late August is blueberry season and mid-September is apple picking season. Many of your friends will love these seasonal activities.

Drinking culture

My Norwegian classmates go out about two times a week, Wednesday and Friday. Binge drinking across all ages is pretty widespread here. When people drink they usually drink to get drunk.

If you are attending a concert with your friends make sure you bring your own alcohol for the “pre-party”. “Vinmonopol” is the state regulated wine and spirits shops throughout the country.

It closes very early throughout the week and Saturday, so make sure you plan ahead.

Money

If you are a degree-seeking student not from a EU country, Switzerland, or Nordic country you will be required to wire about NOK 105,000 to your university’s bank account, allowing you to apply for a student visa. Don’t be alarmed! You will get this money back.

In order to apply for a student visa you must have this amount in your name in a Norwegian bank, unfortunately you must have a Norwegian ID number (social security number) before you can open a bank account, which of course you won’t get until a few months after you are granted a student visa.

Mindset

International students come to Norway for a myriad of reasons. “Why Norway?” is the question you will most likely be asked the most. Figure out why you are here. Have a short and long answer to this question. Understanding other international student’s motivation for studying in Norway enables you to figure out if they are worth your time.

Study Abroad semester students are usually all about traveling and partying (with other internationals) while degree-seeking students spend more time building a sense of community, studying, and learning Norwegian.

Less of a rite of passage

University is a time to study and develop yourself, but in a less structured way than that of American universities. The academic university is almost completely separate from the student life. All clubs are individual non-profits, which makes the uniformity of clubs and finding out about events a bit tricky. The best information about anything not related directly to your studies will be from your peers not the administration.

Overall, I have thoroughly enjoyed my university experience here in Norway. It has taken time to adjust to cultural norms and life here in general as it would anywhere else in the world. Although I did eventually find an elevator on campus (not my dorm building), I try to do what the Norwegians do and walk up the stairs, even if it is five flights!

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This summer, Dr. Len and Dr. Linda Duevel retire after a collective 82 years of service to the . The school describes itself as a “crossroads of diversity” with nearly 700 students representing some 50 nationalities.

Dr. Linda Duevel was named the International Superintendent of the Year by the Association for the Advancement of International Education (AAIE) and took time away from her busy schedule to speak to 51�Թ��� about the school and what has kept an American in Norway for so long.

Linda, tell us your story! How did you end up in education?

I grew up with one foot on either side of the Atlantic, half-American and half-Scouse! My mother was a wartime ambulance driver in Liverpool. After they married, they joined the relatively big group of English girls who went to the USA after the war. She moved to Kalamazoo, Michigan, where a lot of people complimented her on her English! My first friends were the children of other war brides, and the group really held on to their sense of Britishness.

I knew I wanted to do something that would make use of both sides of my persona. I was studying to be a teacher and my plan was to be a journalist, but for a woman in the late 1960s there were really only three options: secretary, nurse, or teacher. Teaching appealed, and luckily my University had a program where I could teach overseas. I was really fortunate to land in a situation where I was teaching high school English in London, and they hired me to do my first year of professional teaching. It was invigorating time for me as a young teacher, we got to take students all around the country.

What brought you to Norway?

For me it was an easy decision. I landed in Stavanger in August 1975 on a beautiful sunny day. After driving along the fjord for just ten minutes, I knew I wasn't going to go home! Having said that I didn't expect to be here this long either! My husband grew up in a dairy farm in Minnesota and did his student teaching in the Canary Islands, but Norway just suited us both. Between the two of us we’ve been here a good long time. We’ve had opportunities to go elsewhere, but Norway has always won out.

We are here not because we are stuck here but because we choose to be here. In fact wee feel very lucky to be here. After we “graduate” this summer, this is where we will stay.

Can you tell us a little about the history of ISS?

When the school was first founded in 1966, the thought was there would be a need for an English language school for around ten years due to the emerging oil industry.

There were mainly American families to begin with but now it's much more international. At the time, the Mayor of Stavanger ordered housing to be built in the middle of winter to accommodate the new arrivals. There was a real sense of making the most of the opportunity, and even though he's passed away there is still that spirit in the area. It's been a fascinating place to live and work.

This beautiful piece of land we are on was given to the school by Stavanger kommune. We finished the campus and moved here in 1982. The local authorities paid us one-third of the construction costs and it's been such a good investment for them, because so many more families are able live locally, rather than commute on a weekly basis. Together with the French and British schools in Stavanger, the international community here is great.

How does the education experience differ in an international school?

We have 50 different nationalities here and everyone wants to make sure their kids will do well here, but also reintegrate well back into their country's education system.

We spend less time thinking about that than about the three pillars education is based on – learning, wellbeing, and community – that permeate through every aspect of education in Norway. Every decision from the board of trustees here is taken with a child-first focus.

Although we welcome a diverse mix of nationalities, Norwegian children make up a big percentage of our student population. Many of them are part of mobile families and may have been studying in an international school before and may well again in the future. In these instances it may be better for them to stay in an international school system rather than reintegrate into the Norwegian system.

Our students don’t ask each other if they’re going to University, they ask on which continent! We offer the international baccalaureate and the iGCSE through the University of Cambridge. That combination is sort of seen as the gold standard for students in international education who are part of mobile families.

Do any of your students stay with you for their entire education?

Hardly any go all the way through. This year we have 2 students graduating who started their education here. One of the girls has been with us since barnehage (kindergarten). She's a Norwegian citizen of Pakistani origin, President of the Student Council and working on an art project connected with the World Wildlife Fund.

What should potential expat parents know about education in Norway?

Firstly, the community element I mentioned before is so important. We have five cardiac defibrillators at the school and train all of our staff and students – from middle school and above – in how to use them. In Norway this equipment is available in places like shopping centres and train stations, but it's only useful if someone is capable of using it in an emergency. Citizenship is a big part of education here.

Secondly, Norway is known for its gender equality and this starts in the schools. Typically we have just as many girls as boys in physics and upper level maths classes, that's very different from many other countries. Myself and other female heads of international schools are doing work to encourage more women to become senior teachers and headteachers.

Having been in Norway for so long, do you feel Norwegian?

What a great question! Many years ago I was in hospital and when I came of the anaesthetic my husband told me I was speaking Norwegian. I was so pleased to hear that! But no, I don't think I'll ever feel truly Norwegian, although I do feel like a very honoured guest.

No one will ever look at me and listen to me and think I'm Norwegian. I’ll always be identified as a foreigner but these aren't negative things. I’m fortunate to have had a job where I’ve worked with very interesting politicians of many different parties. Stavanger is an international city and politicians of all different persuasions treat us well.

I’ve been asked twice to run for City Council here, but in both cases I very tactfully and diplomatically thanked them for the great compliment. My job is with the school and although I like working with politicians, I don't want to be one.

My point is, this is an amazing country for me to have come to as a 25 year old and have a long and fascinating career. I've met all kinds of remarkable people of different nationalities including many Norwegians that have graciously allowed my husband and I to become good friends. It's an endlessly fascinating place to be.

But I also recognise that I will never wake up one morning and feel Norwegian. I don’t think that's possible.

What's next for you and yours?

We will probably stay very busy and look forward to doing a lot of volunteering. For example, I am chairing an international organisation for next two years, we teach graduate classes during the summer and I'll deliver some volunteer international school governance workshops.

I've been invited to Uzbekistan and will do board training there. My husband will come along and we will travel around the Silk Road. Then in September, we've been invited to go to a conference in Mumbai on international education followed by some volunteer teacher training work.

In November we go to Washington DC for the last piece of the Superintendent of the Year award process. That's three days of meetings culminating in a trip to the White House. So it's going to be a very busy year!

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All photos used with permission of the International School Stavanger.

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