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Demand and supply of labour by education in Norway towards 2030

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Conclud<strong>in</strong>g remarks<br />

• Projections based on discussable assumptions must be<br />

used with precaution<br />

• But be<strong>in</strong>g aware <strong>of</strong> the assumptions the projections<br />

summarize a lot <strong>of</strong> relevant <strong>and</strong> important <strong>in</strong>formation<br />

• Compar<strong>in</strong>g projections <strong>of</strong> dem<strong>and</strong> for different k<strong>in</strong>ds <strong>of</strong><br />

<strong>labour</strong> with projections <strong>of</strong> <strong>supply</strong> for given <strong>education</strong>al<br />

propensities may give relevant <strong>in</strong>formation for authorities<br />

<strong>and</strong> youths<br />

• Projections <strong>of</strong> relevant future trends <strong>in</strong> dem<strong>and</strong> for different<br />

k<strong>in</strong>ds <strong>of</strong> <strong>education</strong> are highly relevant <strong>in</strong> themselves<br />

21

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