Norway's ten-year compulsory schooling faces a direct challenge from within the country's largest conservative party. A key youth wing leader is pushing the governing Høyre party to consider abolishing the mandatory 10th grade, a move that would fundamentally reshape the Nordic nation's education system and align it with several European neighbors. The proposal, set for debate at Høyre's national convention in February, cites troubling data showing a significant decline in student motivation.
Unge Høyre deputy leader Nicolai Østeby, who sits on the party's resolution committee, is spearheading the push. He argues the extended school model has failed to deliver benefits commensurate with its cost, both financially and in student engagement. "Student motivation at school has fallen dramatically in recent years," Østeby said in a statement. "At the same time, it is difficult to see what we have actually gained from school becoming more extensive with more years and more hours."
The Data Behind the Discontent
Østeby's argument leans heavily on the latest Pupil Survey from the Norwegian Directorate for Education. The figures reveal a stark and consistent drop in how 10th graders feel about school compared to their younger peers. Since 2018, 10th graders have reported lower enjoyment of learning, less enthusiasm for attending school, and less satisfaction with schoolwork than both 7th graders and first-year upper secondary students.
The erosion is clear in the numbers. In 2018, 68% of 10th graders said they liked learning in "many" or "all or most subjects." By 2025, that figure had fallen to 58%. Similarly, those who said they liked schoolwork "well" or "very well" dropped from 40% to 29% over the same period. The proportion who agreed they looked forward to going to school fell from 51% to 44%. While 2025 saw a slight uptick from 2024's lows, the overall seven-year trend points to a system failing to engage its oldest compulsory students.
| Student Sentiment Metric | 2018 (10th Graders) | 2025 (10th Graders) | Change |
|---|---|---|---|
| Enjoy learning in many/all subjects | 68% | 58% | -10 pts |
| Like schoolwork well/very well | 40% | 29% | -11 pts |
| Look forward to attending school | 51% | 44% | -7 pts |
| Source: Pupil Survey, Norwegian Directorate for Education |
"We should instead go in the opposite direction, by reducing the number of years in school," Østeby contends. "Then we can get people into working life faster and perhaps raise student motivation." His proposed amendment to Høyre's major school resolution calls for the party to "consider reducing the number of years in primary and lower secondary school from 10 to 9 years, and open for a voluntary 10th school year for pupils who need it."
A Push for International Alignment
The proposal is not framed as a purely cost-saving measure but as a modernization effort. Østeby points to international examples, specifically mentioning Finland and Estonia. Both nations employ a nine-year compulsory basic education model, which is often followed by universally accessible but not mandatory upper secondary education. "It is quite common with a nine-year compulsory school in countries we like to compare ourselves with," he said. "It is wise for Norway to follow suit and use fewer years to fully educate people."
This comparison is potent in Norwegian political discourse, where Finnish education outcomes are frequently cited as a benchmark for success. Proponents argue that a tighter, more focused nine-year core education could improve quality and efficiency, freeing resources for targeted support. A voluntary 10th year would remain for students who need extra academic preparation or maturity before moving on to upper secondary studies or vocational paths.
Political Hurdles and Educational Philosophy
The move is expected to spark vigorous debate within Høyre and across the political spectrum. The ten-year model has been a cornerstone of Norway's education system, grounded in a philosophy of equality and the belief that extended comprehensive schooling benefits all children. Critics of the cut warn it could exacerbate social inequalities, as students from more advantaged backgrounds might transition smoothly at 16, while others could be pressured to leave the system prematurely.
Education researchers are divided. Some agree that the motivation data signals a real problem—that the 10th grade can become a marking-time year for students ready to move on, dampening enthusiasm. Others caution that the solution lies in reforming the content and pedagogy of the 10th grade, not in its elimination. They ask whether the motivation decline is a cause for shortening school or a symptom of other issues, such as curriculum density, assessment pressure, or the social dynamics of early adolescence.
Furthermore, the proposal intersects with Norway's complex challenges in vocational education and training (VET). A stated goal is to get people into the workforce faster, but this depends on having strong, attractive VET pathways ready to receive 16-year-olds. Norway has struggled with high dropout rates in some vocational tracks, raising questions about whether students are always prepared for such a transition at a younger age.
The Road to the February Convention
Østeby represents a minority view within Høyre's resolution committee, meaning his amendment will be a focal point for discussion when party delegates gather in February. Its passage is uncertain. The mainstream party leadership must weigh the bold reform idea against potential backlash from teacher unions, parent groups, and coalition partners.
If adopted into the party platform, it would set a clear right-of-center agenda for the next parliamentary period, differentiating Høyre from the Labour Party (Arbeiderpartiet) and the Centre Party (Senterpartiet), which traditionally champion the comprehensive school model. It would signal a shift toward a more streamlined, efficiency-driven view of education, with a stronger emphasis on earlier labor market entry.
The debate touches on core questions about Norway's future: How long should the state mandate childhood education? What is the best balance between comprehensive schooling and specialized training? And how can the system be redesigned to reignite the declining motivation documented in its own surveys? As Høyre delegates prepare for their February meeting, their decision will shape not just a party resolution, but the potential trajectory of an entire generation of Norwegian students. Can shortening the school journey solve a crisis of engagement, or would it simply abandon the problem for another part of society to solve?