New times in VET

Policy development
Strategy/Action plan
Iceland
Download PDF version
Timeline
  • 2020Legislative process
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28907

Background

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

With a chronically low enrolment of young learners into VET, the education ministry, as well as industry and local authorities, all want to contribute to strengthening VET in general by making it more visible, accessible and attractive to young learners in particular.

Objectives

Goals and objectives of the policy development.

Increasing the numbers of young learners choosing VET following compulsory education, as well as the numbers of learners who finish their VET studies and training.

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 February 2020, the education minister, along with the Federation of Icelandic Industries and of the Association of Local Authorities, introduced a strategy and priorities on how to strengthen VET in Iceland. Among the priorities introduced there were new policy (proposals) developments such as:

  1. transferring the responsibility for finding workplace contracts for apprentices from the learners themselves to the VET schools. When the digital logbook is in full use, schools will be responsible for finding workplaces for learners;
  2. VET learners should have the same access to tertiary education as learners with the matriculation exam;
  3. easier access to qualified guidance counselling in lower and secondary schools;
  4. making access to VET education in rural areas more flexible.

These policy proposals have been implemented, i.e. via legal amendments by parliament. The education minister was responsible for introducing implementation measures by 1 June 2020, but the COVID-19 challenges redefined many priorities within both the ministry and parliament, delaying some measures.

2020
Legislative process

An agreement on concerted arrangements was signed between the interested parties on 25 February 2020.

2021
Implementation

The new regulation on apprenticeship has been valid from August 2021. It transfers the responsibility for finding workplace contracts for apprentices from the learner to the VET schools.

The arrangements agreed on 25 February 2020 culminated in five projects:

  1. increasing emphasis on the fact that all learners in compulsory schooling receive instructions in engineering, technology and art subjects, as is specified in the National Curriculum Guide (this has been lacking in some schools);
  2. amending the law on universities, so that vocationally educated people will enjoy the same rights to apply for university studies as those learners who have completed a matriculation examination;
  3. simplifying the organisational aspect of vocational and technical studies, so that the schools are more clearly responsible for the progress of the learners, from enrolment to graduation;
  4. improving access to vocational and technical education in rural areas, as the range of courses available in the local area largely determines the study choices of young learners after having completed compulsory school;
  5. strengthening study and career counselling in primary schools, both for young learners and their parents, so that their decision-making concerning study choices is based on detailed and good information about studies, opportunities and job prospects.

Projects slowed down due to school closures shortly afterwards. Concerning the progress/status of these projects, the following applies:

  1. the first project has been carried out by the Office of schools, sports, and youth affairs. This is a monitoring 'project', carried out by the education ministry. Following monitoring findings, the ministry posted delegation letters to all compulsory schools that were not complying with the National curriculum guide. As this is not a formal project, it is up to the schools to comply;
  2. The second project has been completed. Regulation on access to tertiary education for VET learners was approved in May 2021. This change is intended to give learners with VET exams at ISQF level 3 (EQF level 4) equal opportunity to access higher education as those with matriculation exams;
  3. the third project is under progress;
  4. the fourth project is under progress;
  5. the fifth project, with the title #ForMe (#FyrirMig), is an action plan launched in February 2020, intended to increase young people's interest in vocational and technical education, and increase the number of individuals with such education in the labour market. The action plan is supported by the Ministry of Education, Science and Culture, the Association of Icelandic Local Authorities and the Confederation of Icelandic Industries.

All projects carried out on behalf of the education ministry are described in detail in Government's financial plan for 2023-27.

2022
Implementation

Concerning the status of the projects mentioned in 2021 progress stage, the following applies:

  1. first project was completed;
  2. second project was completed;
  3. the third project was under progress. This project is related to the Digital logbook. The responsibilities refer to the school administration assisting the VET learners in finding placements. This part has not been finalised, but the idea of the Digital Logbook is to make things run more smoothly on an organisational level;
  4. the fourth project is under progress. This is done, for instance, through the Municipalities Equalisation Fund, which has the task of distributing grants to local authorities with the aim to even out differences in the cost of running schools and ensuring that all municipalities meet minimum requirements for schools;
  5. the fifth project was completed in 2022 (spring). The #ForMe campaign was a promotion campaign that all vocational and technical schools, in collaboration with the Federation of Icelandic Industries, the Icelandic Association of Local Authorities, and the Ministry of Education were responsible for. The aim of the initiative was to draw attention to vocational and technical studies and the opportunities that such studies offer.
2023
Implementation

On March 2, 2023 the Ministry of Education and Children's Affairs introduced the result of a report on the need for housing in secondary schools for the next ten years. Learning facilities for vocational training in secondary schools need to be significantly increased based on the forecast for a rise in the number of students in secondary schools until the year 2033. It can be assumed that the number of students in vocational training will increase by 1 500-1 800 students per year or 18% in the next 5-6 years. At the same time, the number of students in theoretical studies decreases by 510 or 3%. From 2028-2033, it can be expected that the number of students in vocational studies will reach parity, but that there will be a decrease of more than 2 000 students or almost 13% in theoretical studies. This trend needs to be addressed. One of the main reasons why the vocational schools have rejected learners' applications for vocational training in recent years is the lack of suitable housing as well as the lack of professionally trained teachers. Housing needs to be increased by 16 000-19 500 square meters to accommodate the increase in the number of internship students in the coming years. The construction of a new and larger technical school in the town of Hafnarfjörður is in progress, and on 19 January 2023, a contract was finalised for the further expansion of the vocational training facilities of the polytechnic in Breiðholt, which amounts to a total of 2 400 square meters.

2024
Implementation

On 26 November 2024, construction began on a 2 654 square meter vocational training facility for carpentry, electrical engineering and arts at the Polytechnic School in Breiðholt (FB), Reykjavik. The new extension will greatly increase access to work and apprenticeships in the capital area and more than double FB's apprenticeship facilities.

According to a 2023 report by the Ministry of Education and Children on the number of students in secondary schools, the number of those who will choose vocational education in the next ten years is expected to rise from 33.5% in 2023 to 42.5% in 2033.

The initial state cost of the new buildings is ISK 6.6 billion, partly shared by the municipalities to an amount of ISK 2.6 billion.

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 Education, Science and Culture (until 2021)
  • Ministry of Education and Children

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.

Learners

  • Learners in upper secondary, including apprentices

Education professionals

  • School leaders
  • Guidance practitioners

Entities providing VET

  • VET providers (all kinds)

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.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Reinforcing work-based learning, including apprenticeships

This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Providing for individuals' re- and upskilling needs

This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.

Lifelong guidance

This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.

Ensuring equal opportunities and inclusiveness in education and training

This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.

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

Country

Iceland

Type of development

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

Cedefop, & ReferNet. (2025). New times in VET: 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/28907