Reference year 2019
1Scheme history
The first legislation regulating apprenticeship learning was introduced in 1893.
Due to its historical association, Iceland took over the Danish apprenticeship system when a VET system was set up. The first legislation regulating apprenticeship learning was introduced in 1893. About half of all learners in initial vocational education and training (IVET) train as apprentices.
2Beneficiaries
No minimum or maximum age is defined. According to the Upper Secondary School Act no. 92/2008, art. 32, any learner who has completed elementary school or equal basic education or has reached the age of 16 has the right to enrol in an upper secondary school.
Learners are found in all three age groups, but most are in the 18-24 bracket (Statistics Iceland)
In 2017 a total of 6,344 learners were enrolled in VET studies at upper secondary school level.
Source: Statistics Iceland.
3Qualifications
ISQF Level 3 (EQF level 4).
Programme No. 03.04.
Vocational programmes are only taught as apprenticeships for all certified trades.
In non-certified trades, there is some workplace training in most cases and apprenticeship as defined by Cedefop.
A completed apprenticeship results in a journeyman’s certificate within a specific occupation.
People with qualifications from apprenticeships need some supplementary education in general subjects to enter higher education.
The duration of apprenticeships varies considerably by fields.
Within the certified trades alone (where a journeyman’s licence is required to work) the longest apprenticeship scheme (culinary fields) is 126 weeks and the shortest are 24 weeks (f.i. dressmaking and tailoring).
Others common durations are 48, 60, 72, 96 weeks.
4Governance
The occupational councils, operating at sector level, are composed of representatives of the relevant social partners, i.e. trade unions and employers’ associations, and professional associations. The councils define the quality, competence, skills and knowledge requirements and work descriptions.
New study programmes are proposed by the upper secondary schools, in cooperation with the occupational councils, often at the initiative of the latter.
The Directorate of Education (State institution) liaises between the two and the Ministry of Education, Science and Culture confirms new study programmes.
The social partners regulate issues concerning apprenticeships through collective agreements (e.g. wage levels) and through the occupational councils. According to the Upper Secondary School Act no. 92/2008, it is the task of the councils to:
- To propose general study objectives and define the needs for knowledge and skills on which to base study programme descriptions for the occupations concerned and which form part of the general part of the National Curriculum Guide for Upper Secondary Schools, and to make proposals for learning outcomes;
- To devise criteria for the division of study programmes into school-based and work-based learning;
- To make proposals regarding the structure and content of examinations in individual occupations;
- To keep a record of companies and workplaces that meet the requirements for providing work-based learning;
- To make proposals for study programme descriptions for individual study programmes, intended as guidelines for upper secondary schools
The social partners have an indirect role in, i.a., the accreditation of companies. See above (Q36, Q38), on the role of the occupational councils, which are comprised of representatives of the relevant social partners and professional organizations
5Training at the workplace
VET may be both school-based and apprenticeship-based.
For all apprenticeships, however, time in the hosting enterprise constitutes an integral part of the programme.
There are learning objectives for the time spent in the placement enterprise, but there is no distinction between time spent on training and work.
This varies by field.
In some cases, learners start their programme with basic training at the vocational school. This lasts typically from 4 to 6 semesters, after which they sign an apprenticeship contract with an enterprise for the remaining time of the programme.
In other cases, the learners come back to school for a final semester to prepare for the journeyman’s exam. In yet other cases, the learners can start working as apprentices before signing up for school.
VET in Iceland is dual system where apprenticeship schemes are a required part of the programmes, even though apprenticeships are mostly independent of the school.
In some sense, the school part and the work-based part of the program are run in parallel.
VET programmes at the upper secondary level in Iceland vary considerably, in terms of when and for how long the apprenticeships last.
The apprenticeship contract ensures the learner’s right to training.
The occupational councils (see Q25 above) will set objectives for the workplace training.
The Regulation on Workplace Training 840/2011 stipulates, i.a., that:
- The hosting enterprise must appoint a supervisor trained in mentoring new recruits, who possesses good skills in human relations and has an overview of aims and functions at the workplace.
- The hosting enterprise is responsible for providing an adequate training environment for the apprentice.
- The hosting enterprise must possess adequate facilities, professional expertise and learning opportunities, along with machinery, tools and equipment which the profession requires.
- The hosting enterprise must have at least one employee who is trained (possesses qualifications at journeyman’s level) in the relevant field.
Enterprises must be approved by the occupational councils (see above) to train apprentices, based on the demands listed above. Enterprises that do not fulfil these obligations may forfeit the right to train apprentices.
It is voluntary for enterprises, however, to decide whether they want apprentices or not.
There are no sanctions for enterprises which do not train apprentices.
6Contract and compensation
“Apprentice” is a specific status but has in many ways the same rights and obligations as an employee (e.g. concerning insurance).
The contract stipulates status (as apprentice), pay, working hours, insurance and the right to receive training and to attend school.
Formally, apprentices are employed by the hosting enterprise.
The vocational school registers the contract. The contract is also managed by educational provider/organization as a proxy for the Ministry of education (outsourced by).
During their in-company training, apprentices are paid wages like all other employees, according to a special pay scale for apprentices. This income is taxable.
7Financing and incentives
Wages to the apprentice are paid by the employer, who can apply for a subsidy from a State-financed workplace training fund.
Employers are responsible for paying apprentices’ wages during the apprenticeship. However, since 2012 enterprises that offer work-based learning (incl. apprenticeships) can apply for grants (see Q13).
Since 2012 enterprises that offer work-based learning (including apprenticeships) can apply for grants from the Workplace Training Fund (Act no. 71/2012). The main purpose of this fund is to assist enterprises to meet the extra costs incurred by hosting learners and apprentices, thus encouraging them to offer placements.
In 2018 the fund supported 15,328 learner-weeks by altogether approximately €1.5 million.