The report has been commissioned by the Norwegian Directorate for Children, Youth and Family Affairs (Bufdir), with the aim of examining how lower and upper secondary schools facilitate students' ability to choose education regardless of gender. Norway has one of the world's most gender-segregated labor markets, where some fields are more affected by traditional gendered education choices than others. Girls are significantly underrepresented in STEM (science, technology, engineering, and math) fields and technical subjects, while boys rarely choose health and care sector, both in terms of education and employment. There are numerous initiatives to
counteract traditional gendered education choices, often driven by local enthusiasts and implemented in a relatively small scale. Despite gender equality being a widely accepted concept in Norway, it can still be challenging to establish active practices for implementation.
 
This study addresses three main questions:
1) How are initiatives and tools facilitated by county municipalities, municipalities, and schools?
2) What initiatives, barriers, and usage patterns do schools experience regarding access to and utilization of initiatives?
3) How are the usefulness and effectiveness of initiatives perceived in relation to the goal of achieving a more balanced gender distribution in education?
 
The study reveals differing viewpoints among representatives from county municipalities, municipalities, and schools regarding whether reducing traditional gendered education choices should be a goal in schools. According to school representatives, clear guidelines could contribute to better coordination of this work, both across schools and between different levels of authorities. This could integrate the work as part of the overarching plans and initiatives that govern activities in schools and cooperation between various stakeholders. Youth stories demonstrate that change is possible: Both career guidance and information campaigns are effective, and particularly, practical experience in subjects and professions is significant for education choices. However, the study finds that a clear goal to reduce gender-stereotyped educational choices is not established. Consequently, measures to achieve this goal are not systematically implemented but rather risk being deprioritized in favor of other goals and priorities.