“Not Very Attractive for People to Move Here”

Ola Johnsgård Slette (22) from Otta in Central Norway is in his second year of primary school teacher education at Nord University in Bodø, Northern Norway. The choice to move northwards was a conscious one.

"I applied to this school because I wanted to try and live here, especially since I have some relatives here," he explains.

But despite enjoying the North, he plans to move back home after completing his degree.

"I want to work here, but I think I will probably move home to the school I grew up in."

He is not the only one. Many teacher graduates move southward after finishing their studies, which reinforces the teacher shortage in the North.

Northern Norway at the top

Although the total share of unqualified teachers in Norway is decreasing, it is still alarmingly high in several part of the country. 

Although the proportion of unqualified teachers in Norway is decreasing, it is still alarmingly high in several parts of the country.

Figures from the Primary School Information System (GSI) show that the three northernmost counties, Finnmark, Troms, and Nordland, are at the top in terms of the proportion of unqualified teachers this school year.

The statistics show that some Northern Norwegian municipalities lack up to 30 percent of teachers with certified teacher degrees.

In practice, this can mean that students in these municipalities receive a third of their teaching from unqualified teachers.

In recent weeks, Slette has had an internship at a secondary school in Bodø. The lack of qualified teachers was a topic at the school.

"The principal spoke a lot about how all of us interns should become substitutes there, because there was a shortage of people."

Slette says that the school had enough teachers initially, but that illness and absence quickly created issues. When there are no qualified substitutes to call, the schools often have to resort to unqualified ones.

This worries him.

"There is a reason why they have changed the studies so that you need a master's degree to get approved as a qualified teacher - the students need to receive better learning," he says.

He believes all students should be taught by qualified teachers, no matter where in the country they live.

Recruiting teaching students

"Municipalities outside of central areas struggle to recruit qualified teachers," says Hanne Paulsen Gravrok.

Since its establishment in 2022, she has worked on Nord University's Teacher in the North initiative (LæreriNord), which aims to recruit more students to the kindergarten and primary school education programs.

The project has three main objectives: to recruit more students to the teacher programs in the North, recruit more qualified teachers to the municipalities, and contribute to strengthening the teaching profession's reputation.

Gravrok and her colleagues have worked to highlight the positive sides of the profession.

"For teachers in schools, these are a good basic salary and days off in accordance with the school schedule. In addition, much of your student loans can be canceled, up to several hundred thousand kroner, if you work and live in Northern Norway."

Several municipalities also offer good schemes for inhabitants who want to pursue one of the university's teaching programs, such as covering the travel costs and paid time off during gatherings.

"These are the things we in LæreriNord are trying to highlight for those considering teaching as a profession," she says.

Desperate principals

Although the university has turned the application numbers around, many municipalities still struggle to recruit qualified teachers, and must resort to unqualified ones.

"They simply have no choice. An unqualified teacher can still be a very good teacher, but there is a reason for the master's degree requirement," says Gravrok.

Throughout the years, she has talked to many desperate principals in the peripheral municipalities in Nordland, Northern Norway. The stories often look alike.

"They say that their students are not taught English by qualified teachers until they start secondary school."

The principals know that they cannot offer the students what they are entitled to. But there aren't many other options.

"What are they to do without these people?" asks Gravrok.

No qualified applicants

In Fauske municipality in Northern Norway, unqualified teachers make up 14 percent of the teaching workforce. In the neighboring municipality of Bodø, the proportion is only two percent.

Hans Fredrik Sørdal, municipal manager for upbringing and education in Fauske, emphasises that the unqualified teachers are competent people who do a good job. But he admits that the situation is challenging.

"This is a real challenge for a strained municipal economy. We cannot have the same expectations for those who have not completed a teacher education."

Every year, the municipality experiences that teaching positions receive no applications from qualified teachers.

"We cannot give people permanent positions when they don't meet the qualification requirements. Rather, they are hired on short-term contracts, which is challenging in terms of other regulations," he explains.

Trapped in a vicious circle

The problem is that employees are entitled to permanent employment after three years as substitutes.

"These are competent people, but they aren't educated teachers. Therefore, we are forced to either lay them off or hire them permanently. It is a vicious circle."

The municipality also struggles to recruit for the kindergartens, creating internal competition for the few qualified applicants.

"We cannot overlook the kindergarten teachers who apply for positions, because they meet the qualification requirements for grades 1-4. But we lack about seven to ten educators in the kindergartens, so it becomes an endless cycle."

The problem is exacerbated by the fact that many commute out of the municipality, while few commute in.

"The key is to get hold of people who want to live and spend their lives in Fauske."

Back to his network

Back in Bodø, the student teacher is pondering why there is such a shortage of teachers in the region.

"Perhaps it is not very attractive for people to move here, compared to the larger cities further south?" wonders Ola Johnsgård.

He considers it a disadvantage to only be able to go home three or four times a year.

"I hardly know anyone up here and that is probably what drives my desire to go back, to be closer to family and the network I have at home. I don't know if there's anything specific that could be done to keep me here," he says.

Nevertheless, he is open to the fact that much can change over the next three years.

"If I find a partner and start a family here, then I might stay," he says with a smile.