- 2015Implementation
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Completed
Background
In 2015, an important challenge for the VET system in Iceland was the shortage of qualified teachers. There was also a need to reverse the rising age trend among teaching professionals. Current data demonstrate that the average age of teachers (including VET teachers) continues to rise and in the next 5 to 10 years, more than half will retire.
Objectives
To attract more people to teaching.
Description
In 2015, teachers received a substantial salary increase in the hope that more young people would see the profession as attractive and join it, thus reversing the rising age trend among teaching professionals. This measure did not produce the expected results. Another reason for this was the boom in available jobs for many VET professionals in recent years, which increased the unattractiveness of the teaching profession. Part of the need for teachers has been bridged by giving people exemptions for teaching without the necessary teacher training but it is obvious that other means will have to be considered.
The final year of teacher education is to be transformed into a salaried training period for future teachers, a policy change which led to a 45% increase in applications for new places in teacher education. From autumn 2019, to make teaching more attractive in the final year of the teaching programme, students can apply for a salaried training period for a maximum period of one school year.
The university of Iceland announced that it would hire four active teachers or headmasters to work part-time at the university as leaders in education. The main goal is to create a stronger link between the students and the professionals working in the field of education.
Two of the positions announced by University of Iceland in 2020 are related to the kindergarten stage, four are related to the primary school stage, one is related to the upper secondary school stage, and two are related to school management and teacher counselling. These academic positions are part of measures taken by the University of Iceland School Education, aimed at strengthening the relationship between the University and school administrators, at all school levels. These measurements are in accordance with the University's policy, 2021-26, on increased social ties and impact.
The individuals who were hired for the 4 part-time positions, on a 2-year basis, have now completed their first year. It took them a while to get acquainted with various traditions and organisational matters, but they have been very well received by fellow teachers and students, within the university. Their voices have been welcomed and they have strengthened the connection between theoretical aspects of learning and professional work in the schools.
These individuals and the project managers at the School of Education agree that this type of part-time work is an ideal and exciting opportunity for both parties, and the first year of the project has been beneficial.
The success of the teacher recruitment initiative became visible because in 2022, 454 teachers graduated, which was a 160% increase compared to the average for the years 2015-2019.
According to the project managers at the School of Education, the first recruitments ended in March 2023.
Measures to attract new teachers to VET: Motivational grants
The goal of motivational grants is to increase recruitment among teachers and are therefore intended for student teachers seeking a license.
A future vocational teacher who enrolled in the fall of 2021 or later in a 60 ECTS credit basic diploma in pedagogy designed specifically for master craftsmen and those who have already completed a certified vocational qualification can apply for an incentive grant of up to ISK 400 000. The grant is paid out in one lump sum when the student has registered with a teaching permit. The right to apply for a grant is cancelled if the student teacher does not graduate within 24 months of enrolling in the programme and in accordance with the organisation of the programme.
The government's initiative officially ends in the fall of 2024. The last chance for student teachers to apply for an incentive grant is 1 November 2024.
Actions to increase the number of teachers were carried out in consultation with the Association of Icelandic Municipalities, the Icelandic Teachers' Association, the University of Akureyri, the University of Iceland's Faculty of Education, the Iceland Academy of the Arts, Heimili og skoli, SI - the Federation of Icelandic Industries. In addition, representatives of the Ministry of Finance and Economy, and the Ministry of Transport and Local Government supported the work.
Bodies responsible
- Ministry of Education and Children
- Ministry of Education, Science and Culture (until 2021)
Target groups
Education professionals
- Teachers
Thematic categories
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.
European priorities in VET
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Measures to attract new teachers: Iceland. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28312