Norway’s private primary schools now make up 11 percent of all institutions, a significant increase over the past decade. New figures from Statistics Norway show 279 private primary schools operated in 2025, up from just 8 percent of all schools ten years prior.
The number of private primary schools increased every year from 2015 to 2022 before the growth rate recently stabilized. This shift coincides with a decrease of 259 public primary schools across the same period, highlighting a fundamental change in the country's educational landscape. Primary school is the ten-year mandatory education for children aged six to 16.
A Decade of Steady Change
The data reveals a consistent trend. Each year for seven consecutive years, more parents chose to send their children to private, often publicly funded, independent schools. This period of growth has now reached a new plateau, with private institutions securing a firm foothold. The closure of hundreds of public schools, particularly in rural areas, has been a parallel and contentious development. These two trends are reshaping access to education in different communities.
| Year | Private Primary Schools | Approx. % of Total | Public School Change (vs. 2015) |
|---|---|---|---|
| 2015 | ~8% of total | 8% | Baseline |
| 2025 | 279 schools | 11% | -259 schools |
Understanding the Primary School Framework
Norway’s primary school system is designed to provide a unified, ten-year educational foundation for all children. It is fully funded by the state and municipalities, whether a child attends a public school or a approved private school that receives public funding. The rise in private alternatives, therefore, does not typically represent a move away from public funding but rather a diversification of educational providers within the state-funded model. These private schools must be approved by the county authority and follow the national curriculum.
Regional Impacts and Municipal Challenges
The national figures mask significant regional variations. In larger urban areas like Oslo, Bergen, and Stavanger, the concentration of private schools is historically higher and continues to grow. Here, parents often cite pedagogical diversity, such as Montessori or Steiner methods, or specific religious affiliations as key reasons for their choice. In more sparsely populated regions, the loss of a public school can be a death knell for community vitality, sometimes making a small, independent school the only remaining local option.
This creates a complex challenge for municipal planners. They must balance the legal right to establish approved private schools against the need to maintain a viable, coherent public school network for all students. The departure of students to a new private school can trigger a downward spiral for a nearby public school, leading to reduced resources and ultimately closure. This dynamic is at the heart of the political debate surrounding the statistics.
Political Reactions in the Storting
The steady growth of private schools is a recurring topic in the Storting. Politicians from the left, including the Socialist Left Party (SV) and the Labor Party (Ap), have frequently voiced concern. They argue that a strong, inclusive public school is the cornerstone of social cohesion and equality. Their focus often centers on regulating the establishment of new private schools, particularly in areas where the public school is under threat, and ensuring strict anti-segregation measures.
On the other side, parties like the Conservative Party (Høyre) and the Progress Party (FrP) generally champion school choice as a fundamental parental right and a driver of quality through healthy competition. They argue that independent schools can act as innovation hubs and provide necessary alternatives for children who do not thrive in a standard public school environment. This ideological divide ensures the issue remains high on the political agenda.
The Funding Formula Debate
Central to the discussion is the funding model. Approved private schools receive a per-student grant from the state that is equivalent to the operational cost of a place in a public school. Critics contend this drains vital resources from the municipal public school budget, especially when a student leaves. Proponents counter that the funding follows the child, ensuring equitable resources for their education regardless of setting. Some municipalities have called for greater flexibility to adjust this formula to account for fixed costs that remain even when students leave.