Demands for new government: Norway needs a science boost
Far more people need to become good at maths and science. If not, there will be an abrupt halt in Norway's value creation. We ask the government to take five concrete steps.
Op-ed: Written by NITO together with the National Centre for Science Recruitment, Abelia, Tekna, the Federation of Norwegian Industries, TEK Norway, Renewable Norway, Offshore Norway and the Science Centre Association. The article was published in khrono.no 17.10.2025.
Norway is in the middle of a science crisis we have only seen the beginning of. Without a comprehensive science boost, we are without the skills we need, and we lose competitiveness.
The signs are clear and persistent: fewer pupils choose to specialise in science subjects, and Norwegian pupils' skills in mathematics and science are falling. International surveys such as PISA and TIMSS confirm this development.
This is not just a school problem – it is a social problem that requires political action.
At the same time, Norway educates far fewer science students than our European neighbours. Only 18 per cent of Norwegian students choose science subjects, compared to 27 per cent in the EU. The European Commission has set itself a target of 32 percent. This gap has consequences: NHO's competence barometer shows a persistent shortage of ICT skills and engineers.
In addition, NITO's needs survey shows that as many as 61 per cent of employers struggle to recruit the right engineering expertise. For enterprises in the state that cannot get hold of engineers, tasks are left unsolved for 70 per cent of them.
Access to expertise in technology and science is crucial for Norwegian competitiveness. Without expertise, we simply do not create new value. Nevertheless, we cannot afford to invest enough in these subjects.
We ask the government for five concrete measures:
1. A new and targeted science initiative
Norway needs a new science initiative with clear, measurable ambitions. Powerful instruments and sufficient resources must be provided to achieve them. A new science initiative must be cross-sectoral and include working life – experience from other countries shows that systematic and long-term cooperation produces results.
2. Long-term strengthening of science teaching
Teachers must be given time and resources for professional and pedagogical development. Many science teachers themselves express concern about their own competence in programming and artificial intelligence. The regional science centres are established arenas for interaction between business, schools, families and higher education. The science centres, as a practically rooted and nationwide instrument, must be strengthened to promote practice-oriented and motivating science education and interest in technology.
3. Closer cooperation between school and working life
The school and education sector must cooperate more committedly with the labour market. This is ensured by increasing support for the National Centre for Science Recruitment. Their work builds bridges between working life, schools, organizations and authorities to strengthen the science subjects throughout the country.
The science centres must be further developed as a link between the regional business community, schools and families, and can play a crucial role in strengthening interest in science subjects and recruitment to all parts of working life.
4. Admission Pathways into STEM
In 2025, for the first time, more young people will choose vocational subjects than general studies programmes in upper secondary school. This means that we must ensure good pathways into higher education in technical and natural sciences for this group, and ensure that they are sufficiently equipped for further studies.
We need funding for the admission pathways to engineering studies where science competence is raised for those who did not choose science subjects in upper secondary school. It builds motivation and mastery, and gives more people the opportunity to succeed in demanding studies. It is about using the entire education system, and about giving more young people a real chance to contribute with the skills that Norway needs.
5. Strengthen the Science Centre and the Mathematics Centre
The Centre for Natural Sciences and the Centre for Mathematics raise the quality of science teaching in school, for example through the development of learning resources and competence development. The government's increased subsidy is an important step, but more is needed! Children and young people deserve education that gives them solid science skills.
Without investment in the technology and science subjects, Norway will lose out in the global competition for expertise, innovation and sustainability. That is critical. Our organizations are ready to contribute – but need a government that sets direction, thinks long-term and dares to invest.
We make common demands to a new government: Norway needs a boost in the natural sciences.
