Timeline
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28307

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Iceland has been lacking an advanced skills anticipating and matching strategy.

Objectives

Goals and objectives of the policy development.

To improve the country's skills anticipating and matching strategy.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2016, Cedefop provided technical advice to Iceland to improve its 'governance of skills anticipation and matching'. The aim was to improve the management and coordination of skills anticipation efforts, making existing skills anticipation initiatives more useful for policy, and to improve the linking of skills intelligence to education and training. In 2018, a report on Iceland's skill foresight needs was published, stating the need for a strategy for skills anticipation and matching in Iceland.

2016
Implementation
2017
Implementation
2018
Implementation

In 2018, an internal report on this issue was written for the labour ministry by a group of experts from social partners, stating the need for a strategy for skills anticipation.

2019
Implementation

In 2019, the Minister for Labour was considering ways to implement some of the report's recommendations.

2020
Implementation

The Science and Technology Policy Council is responsible for setting public policy in matters of science and technology. The council sets the official science and technology policy for a three-year period. The science and technology policy 2020 - 22 was published in September 2020. The policy addresses measures to improve governance of skills anticipations and matching. A national skills foresight policy for Iceland will be developed in 2021 and the responsibility was placed in the hands of the labour, education and industry ministries and the Prime Minister's Office.

Improving governance of skills run as a regular practice.

2021
Implementation

Statistics Iceland published the first version of the national skills foresight policy (15 December 2021). The next step was the appointment of the National Skills Council, a forum for consultation between representatives of the ministries and stakeholders, to ensure the government's involvement in Statistics Iceland's forecasting model: cf. articles 10 and 11 in the Prime Minister's Office's action plan for the fourth industrial revolution and related actions in the Constitutional treaty. This development was then defined as the responsibility of the Prime Minister's Office and the Ministry of Higher Education, Science and Innovation (formally announced on 28 November 2021, but legally established on 31 January 2022, when the former Ministry of Education, Science and Culture was 'divided' between the Ministry of Education and Children and the Ministry of Higher Education, Science and Innovation), as it was considered crucial that the results be used for future policy-making across ministries.

2022
Implementation

Following the publication of the national skills foresight policy project by Statistics Iceland (15 December 2021), the National Skills Council was scheduled to be established in autumn of 2022 in support of this project. However, in the summer of 2022, Statistics Iceland had to stop the project, as the staff involved left for other jobs and funds for new recruitments were not secured. Informed about this in autumn 2022, the Ministry of Social Affairs and Labour allocated additional funds for the project for the year 2023, thus managing to rescue the project and ensure that the previously earmarked funds were still available.

2023
Implementation

An extensive strategic planning process was carried out to ensure that Statistics Iceland's skills forecast is guaranteed for the future, as it is important for ensuring good decision-making and the implementation of the government's priorities. However, it was expected to take the entire election period. Work is underway.

2024
Implementation

Statistics Iceland conducted a long-term forecast on the development of labour supply and demand by education and industries for 2023-2038. The forecast provides information on the expected development of labour supply and demand by education categories and industries. The forecast is presented as numerical data. The goal of the skills forecast is to highlight developments in the labour market regarding the education of the workforce. It specifically aims to shed light on the imbalances between the supply and demand of labour across different education categories.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Social Affairs and Labour
  • Ministry of Education, Science and Culture (until 2021)
  • The Prime Minister's Office
  • Ministry of Higher Education, Science and Innovation

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Entities providing VET

  • Companies
  • Small and medium-sized enterprises (SMEs)
  • VET providers (all kinds)

Other stakeholders

  • Social partners (employer organisations and trade unions)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Governance of VET and lifelong learning

This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.

This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.

The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.

Establishing and developing skills intelligence systems

High-quality and timely skills intelligence is a powerful policy tool, helping improve economic competitiveness and fostering social progress and equality through the provision of targeted skills training to all citizens (Cedefop, 2020). Skills intelligence is the outcome of an expert-driven process of identifying, analysing, synthesising and presenting quantitative and/or qualitative skills and labour market information. Skills intelligence draws on data from multiple sources, such as graduate tracking systems, skills anticipation mechanisms, including at sectoral and regional levels. Actions related to establishing and developing such systems fall under this thematic sub-category.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

Osnabrück Declaration

  • Resilience and excellence through quality, inclusive and flexible VET

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Improving governance of skills anticipation and matching: Iceland. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/sk/tools/timeline-vet-policies-europe/search/28307