Student dropout in upper secondary education in Norway: A challenge to the principles of the welfare state?

Kristoffer Halvorsrud

doi:10.18546/lre.15.2.12

Abstract

This article presents a review of extant research on student dropout in Norway, originally undertaken as part of a systematic review. The article contextualizes the foundational principle of equality as championed by the welfare state and identifies the significance of dropout in upper secondary education in Norway. The article then assesses whether dropout has been sufficiently addressed, by exploring dropout measures that have been implemented and evaluated. It is argued that although equality of access to upper secondary education has been improved, the enduring significance of student dropout reveals concealed educational inequalities of outcomes in a social democratic 'welfare state'.

Highlights

Paralleling the situation in other Organisation for Economic Co-operation and Development (OECD) countries, student dropout from upper secondary education and training in Norway constitutes a significant policy challenge (OECD, 2016)
This article and review of the extant research on dropout and measures implemented in Norway has introduced a systematic review elsewhere (Lillejord et al, 2015: chap. 1) on student dropout in upper secondary education
The present article has focused on the extent to which dropout in upper secondary education constitutes a challenge to the principles of the Norwegian welfare state

Summary

Introduction

Paralleling the situation in other Organisation for Economic Co-operation and Development (OECD) countries, student dropout from upper secondary education and training in Norway constitutes a significant policy challenge (OECD, 2016). The systematic review was introduced with a chapter on the extant research on dropout in upper secondary education in the Norwegian context

Results

Conclusion