T H E E D U CAT I O N A L

SYSTEM IN ICELAND

Ministry of Education, Science and Culture

2002
Ministry of Education, Science and Culture : Monograph 6
Publisher: Ministry of Education, Science and Culture
Sölvhólsgata 4, IS-150 Reykjavík, Iceland
Telephone: +354 560 9500
Fax: +354 562 3068
E-mail address: [email protected]
Web site: www.menntamalaraduneyti.is
Design and layout: Auglýsingastofa Skaparans ehf.
Photographs: Guðmundur Ingólfsson
Translation: Keneva Kunz
Printing: Oddi
Reykjavík 2002

ISBN 9979-882-82-4
THE EDUCATIONAL
SYSTEM IN ICELAND

M I N I S T R Y O F E D U C AT I O N , S C I E N C E A N D C U LT U R E
2002
BACKGROUND ............................... 6

PRE-SCHOOL EDUCATION ................... 13

COMPULSORY EDUCATION ................. 17

UPPER SECONDARY EDUCATION ............ 24

HIGHER EDUCATION . . . . . . . . . . . . . . . . . . . . . . . . . 30

ADULT EDUCATION .......................... 37

WEBSITES ..................................... 39

TABLES AND FIGURES ........................ 40

BACKGROUND
Iceland is an island in the North Atlantic Ocean, on the borders of the temperate and
the Arctic zones, with its extreme northern point touching the Arctic Circle. Its nearest
neighbour to the west is Greenland, at a distance of 278 km. Some 420 km to the
southeast lie the Faroe Islands.
Iceland’s total area is approximately 103,000 km2 of which only 23% is arable land.
As of the 1st of December 2001, the population of Iceland was approx. 286,000 with
a population density of ca. 2.7 inhabitants per km2. Icelandic is the national language.
Iceland is a republic with a parliamentary democracy. The President is elected by pop-
ular vote for a four-year term. Executive power lies with the cabinet formed by the
political parties. The government must have the direct or indirect support of the
majority of the Icelandic parliament, which has 63 members. Parliamentary elections
are held at intervals of four years or less.
The Evangelical Lutheran Church is the official state church, with 88% membership.
Local government is exercised by 122 municipalities.
The principal employment sectors in Iceland are: services 69% of work force, there of
approx. 6% in the field of education; industry 23%; agriculture and fishing 8%.
The unemployment rate in 2000 was 2.3%.

BASIS OF THE EDUCATIONAL SYSTEM

The educational system is divided into four levels:
. pre-school (leikskóli) up till 6 years of age. Governed by the Pre-school Act,
No. 758/ 1994;
. compulsory (primary and lower secondary in a single structure – grunnskóli)
6 – 16 years of age. Governed by the Compulsory School Act, No. 66/1995;
. upper-secondary (framhaldsskóli) 16 – 20 years of age. Governed by the Upper
Secondary School Act, No. 80/1996;

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. higher education level (háskóli) from 20 years of age. Governed by the Universities
Act, No. 136/1997.
A fundamental principle of the Icelandic educational system is that everyone should
have equal opportunities to acquire an education, irrespective of sex, economic sta-
tus, residential location, religion, possible handicap, and cultural or social background.
Education in Iceland has traditionally been organised within the public sector, and
there are very few private institutions in the school system. Almost all private schools
receive public funding.
In pre-schools children receive education and support for their all-round development,
thus preparing them for compulsory school and life itself. At the pre-school level, the
nucleus of the educational work is play.
The main purpose of compulsory schooling is to prepare pupils for life and work in a
continuously developing, democratic society. The organisation of the school as well as
its work shall, therefore, be guided by tolerance, Christian values and democratic co-
operation.
At the upper secondary level anyone who has completed compulsory education or
has turned eighteen has the right to enter a course of studies. An effort must be made
to give pupils a choice of subjects and forms of instruction in accordance with their
needs and wishes. The primary aims of upper secondary education are to prepare
pupils for life and work in a democratic society by offering them suitable opportunities
to learn and develop individually, and prepare them for employment through specialised
studies leading to professional qualifications or further study.
Universities are entrusted with the task of carrying out research and offering higher
education programmes in different subjects, as stipulated by the legislation governing
each institution.
The main purpose of adult education is to encourage equality of opportunity among
adults without regard to location, age, gender, occupation or previous education.

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Life-long learning is a global concept, covering all education that individuals receive in
the course of their lives. Important elements in life-long learning are all types of short-
or long-term continuing studies, supplementary studies and hobby-related studies.

DISTRIBUTION OF RESPONSIBILITY
The Icelandic parliament is legally and politically responsible for the educational system.
It determines its basic objectives and administrative framework. All education comes
under the jurisdiction of the Ministry of Education, Science and Culture, with the
exception of a few specialised schools.
The educational system has, to a large extent, been decentralised both with regard to
responsibilities and decision-making. This reflects a general trend in Icelandic society.
Local municipalities are responsible for the operation of pre-schools and primary and
lower secondary schools. On the other hand, the state runs the upper secondary
schools and schools at the higher education level.

CENTRAL ADMINISTRATION
The Ministry issues the National Curriculum Guidelines for compulsory and upper sec-
ondary education. These National Curriculum Guidelines are intended both to provide
the detailed objectives necessary to implement the law and offer direction as to how
they should be carried out in practice. The Ministry, furthermore, issues National
Curriculum Guidelines for pre-schools that specify the aims that pre-schools are to
follow and describe the basic means and attitudes that apply in the education of
young children.
The National Centre for Educational Materials (under the auspices of the Ministry of
Education, Science and Culture) develops and publishes educational materials for
compulsory schools and distributes them to schools free of charge.
The Educational Testing Institute is an independent institution funded by the state
through the Ministry of Education, Science and Culture. The institution is responsible

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for organising, setting and grading the nationally co-ordinated examinations and for
undertaking comparative analysis of the educational system through participation in
international surveys.
The school board of each upper secondary school is appointed by the Minister of
Education, Science and Culture. Three representatives out of five on the school board
represent the Ministry, the other two come from the municipality concerned.
Representatives of teachers and students are non-voting observers in the school
board. The principal attends meetings of the school board as a non-voting member,
serving the board in an executive function. The school board shall determine the
emphases in school activities and is, among other things, responsible for the annual
operating and financial plan of the school.
By law, each higher education institution is directly responsible to the Ministry of
Education, Science and Culture. In the state-run institutions the Minister appoints two
representatives to the Senate of each institution. Other members of the Senate come
from the institution, and include representatives of both teachers and students.

LOCAL ADMINISTRATION
Local municipalities are responsible for the entire operations of pre-schools and com-
pulsory schools. Apart from being represented in the school boards of upper second-
ary schools, local municipalities have no administrative responsibilities at the upper
secondary level or at the higher education level.
Pre-school education is controlled by a pre-school board which supervises pre-school
educational affairs in the municipality concerned.
A school board is responsible for compulsory educational affairs in each municipality.
It is to ensure that all children of school age in the area receive the instruction pre-
scribed by law. Municipalities are responsible for providing schools with educational
services, such as special education advice, school psychologists, etc.

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Representatives of parents and school heads of pre-schools and compulsory schools
usually have the right to attend meetings of the school board in question as observers.

ADVISORY BODIES
According to the Compulsory School Act, every compulsory school shall have a Parents'
Council made up of three representatives of parents.
In most pre-schools there are parents' associations, but these do not directly influence
the administration of the school.
According to the Upper Secondary School Act, an eighteen-member co-operation
committee concerning vocational education at the upper secondary level is to be a
forum for comprehensive policy-making in the affairs of vocational education and is to
give advice in the setting of common rules on matters relating to vocational education.
It is appointed by the Minister of Education, Science and Culture, which also appoints
occupational councils for individual branches of industry or groups of such branches.
The occupational councils are to define the needs of the vocations in question in
respect to knowledge and ability of employees and to define the aims of that particular
course of study. Occupational councils are also to make suggestions concerning the
structure of vocational education and curriculum guidelines for special subjects that
pertain to the vocation in question.
School boards of upper secondary schools are permitted to establish one or more
advisory committees in order to promote the best possible co-operation between the
school in question and local industries.
The relationship between institutions at higher education level, social partners and
the labour market varies. Some institutions regularly set up development committees
with representatives from the public sector and industry. Through research institutions
and liaison offices, universities also endeavour to strengthen their ties with external
actors e.g. industry.

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INFORMATION AND COMMUNICATION TECHNOLOGIES
IN EDUCATION
The Ministry of Education, Science and Culture’s Project Plan for e-Learning 2001-2003
entails that information technology be utilised for the benefit of education and culture
to create an advantage for the Icelandic nation in the economy of the future.
The Ministry's future vision entails utilising the features of the Internet as an informa-
tion utility for schooling. There, educational materials shall be imparted purposefully
and communications established between students, teachers, school administrators,
parents, employers and all those connected with education. This vision entails that
traditional teaching practices develop into what may be called distributed education,
with students engaging in studies in distributed learning schools.
As an extension of the Ministry’s policy on information technology, efforts have been
devoted to strengthening the premises for using the technology in schooling. Now,
the Web educational gateway menntagatt.is has been opened, with information on
the points of focus in education and information technology to be expanded and
promoted by the Ministry.

EVALUATION AND SUPERVISION

According to legislation and regulations on pre-school education, the Ministry of
Education, Science and Culture is responsible for carrying out a comprehensive evalu-
ation of pre-schools, i.e. their general educational performance with regard to the
national objectives and the schools’ own educational plans.
Current legislation on compulsory education and upper secondary education stipulates
that all compulsory and upper secondary schools are to adopt methods of evaluating
school activities, including instruction and administrative practices, internal communi-
cation and external relations. The Ministry of Education, Science and Culture is to
investigate the self-evaluation methods used by the schools at five-year intervals.

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The Ministry is responsible for carrying out evaluation of compulsory and upper sec-
ondary schools and their activities to ensure that schooling complies with provisions
of the law on compulsory education and the National Curriculum Guidelines.
In line with the law on higher education, a regulation was issued in 1999 regarding
quality control of university instruction, which requires universities to set up a formal
internal quality evaluation system. The Ministry takes the initiative to conduct an
external evaluation of higher education programmes or institutions and is responsible
for approving new degrees.

FINANCING
Local municipalities pay for the construction and the operation of pre-schools and pri-
mary and lower secondary schools. Parents pay fees for their children to attend pre-
schools. Compulsory education (primary and lower secondary), including textbooks
and materials, is free of charge. The state pays for all educational materials at the
compulsory level.
The operating costs of upper secondary education are funded by the state. Construction
costs and initial capital investment for equipment are divided between the state and
the municipalities, which pay 60% and 40% respectively. Education at the upper sec-
ondary level is free, but students pay enrolment fees and the cost of their textbooks.
Students in vocational education pay a materials fee. University level institutions
receive annual budget allocations which they themselves administer. State institutions
at the higher education level charge registration fees. Private institutions charge tuition
fees. Instruction in state institutions at the higher education level is considered to be
free for students, who also have in most cases access to loans from the Icelandic
Student Loan Fund.

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P R E - S C H O O L E D U C AT I O N
GENERAL DESCRIPTION
The present legislation concerning pre-schools was passed in 1994. The first article of
the law defines pre-schools as the first level of the educational system. According to
the law, pre-schools are to provide education for children who have not reached six
years of age, at which point compulsory education begins.
The Ministry of Education, Science and Culture lays down the framework and policy
for pre-school education, including specifying its educational role, and sets the gener-
al policy regarding the methods used. The Ministry is to issue National Curriculum
Guidelines that specify the aims that pre-schools are to follow and describe the basic
means and attitudes that apply in the education of young children. The Ministry is
also to see to it that the education provided in pre-schools lays the groundwork for a
smooth transition to the first years of compulsory education.
Local municipalities bear the responsibility for implementing the law on pre-school
education. According to the law, the construction and operation of pre-schools is funded
and administered by local municipalities, which are to establish and operate pre-
schools for children and manage the schools in accordance with the law. They can fur-
thermore employ pre-school representatives who advise on matters that pertain to
such schools and supervise their operation.
All parents pay fees for their children to attend pre-school. Parental contributions cover
roughly 30% of the operating costs of publicly run pre-schools. The fees in privately
run pre-schools are usually around 10-20% higher than in the public ones.
Pre-schools are most often located in buildings specifically designed and constructed
for their operation, and where there is enough room to have a spacious playground,
approximately 30 to 40 square metres of space for each child. Indoors, 6.5 square
metres of space are required for each child. Pre-schools are intended for both boys
and girls.

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Most pre-schools are established and run by the municipalities. Other parties may also
operate a pre-school in consultation with the municipality. Almost all private pre-schools
receive financial support from the municipality.
Pre-schools are to be available to all children who have not reached the age at which
compulsory school begins, i. e. in the autumn of the year in which the child turns six.
However, very few pre-schools accept children less than one year old, and the youngest
children are usually two years of age. In municipalities where there may be insufficient
room to accommodate all applicants, the children of single parents and students are
often given priority.
Handicapped children have the same right as other children to attend pre-schools, and
in many cases are given priority status with regard to admission. The programme for
handicapped children is the same as for other children, but adapted to their abilities.
The children are usually divided into separate groups according to age. It is not
uncommon, however, especially in smaller communities for children in different age
brackets to be together in a group.

CURRICULUM
The law concerning pre-schools defines their main aim in education as follows:
. to provide children with safe conditions to play and a healthy environment in which
to grow up;
. to give children the opportunity of participating in games and activities and to enjoy
the more varied educational opportunities provided in groups under the direction of
pre-school teachers;
. to place emphasis on encouraging, in co-operation with parents, the all-round
development of the children in accordance with the individual nature and needs of
each child and to strive to offer them the emotional and physical support needed to
enjoy their childhood;

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. to encourage tolerance and open-mindedness in the children and to provide them
with equal opportunities to develop;
. to support their Christian ethical development and lay the foundations for children to
become independent, conscious, active and responsible participants in a democratic
society which is constantly and rapidly changing;
. to foster the children’s creative and expressive abilities in order to strengthen their
self-image, feelings of security and ability to solve problems in a non-aggressive
manner.
As the law concerning pre-schools stipulates, the Ministry of Education, Science and
Culture issues National Curriculum Guidelines which they are to follow. The National
Curriculum Guidelines are to include a definition of the educational and pedagogical
role of pre-schools and a policy outlining how that role is to be carried out. The cur-
rent National Curriculum Guidelines are based on a child-centred ideology, where
emphasis is placed on childhood as a separate stage of development with special
qualities which must be borne in mind; the individual development and needs of each
child must be the focal point. The nucleus of educational work in pre-schools is play,
which is considered the best way for the child to learn and mature.
Children attend pre-schools from 4 hours to a maximum of 9 hours a day.
Pre-school education is intended to bridge the gap between caring for children and
educating them, supporting their all-round development and thus preparing them for
primary school and life itself.
Pre-school-age children who need special assistance or training because of a handi-
cap or emotional or social difficulties are provided with such training. Aimed at
increasing the child’s competence, this training is undertaken within the pre-school
they attend, according to certain rules and under the supervision of a pre-school
teacher, a social pedagogue or other specialists. All children who get special assistance
or training are given regular check-ups to monitor their health and development.

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ASSESSMENT
Pre-schools are not required to assess the performance or the progress of each child.
However, such an assessment is made by the pre-school staff or specialists if any sus-
picion of deviation from normal development arises within the pre-school.
Heads of pre-schools see to it that the educational work that takes place in their
school is evaluated on a regular basis. The present law concerning pre-schools gives
the Ministry of Education, Science and Culture the responsibility for carrying out a
comprehensive assessment of their general educational performance.

TEACHERS
Pre-school teachers are required to complete a three-year course of studies at the
Iceland University of Education or at the University of Akureyri. Most of the students
who enter the course have completed matriculation examinations. The programme is
divided into two-thirds academic subjects and one-third practical training in a pre-
school under the supervision of a qualified pre-school teacher.

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C O M P U L S O R Y E D U C AT I O N
GENERAL DESCRIPTION
In 1995, legislation concerning compulsory schools was passed. In comparison with
previous legislation, the greatest change is that in 1996 municipalities took over the
operation of schools at the compulsory level. The legislation primarily defines the
framework for education at this level, its aims, the role and responsibility of the state
and the municipalities. More detailed provisions regarding the implementation of
compulsory education are to be found in regulations which the Ministry of Education,
Science and Culture issues on the basis of the law in effect.
The law concerning compulsory education stipulates that education shall be mandatory
for children and adolescents between the ages of six and sixteen. The law determines
the length of the academic year and the minimum number of lessons to be given each
week and defines which subjects are obligatory. The school year lasts for nine months,
beginning between the 21st of August and the 1st of September and ending between
the 31st of May and the 10th of June. According to the law the minimum number of
school days is 170 but following the teachers’ new wage-contract, the number of
school days will be 180. Classes are held five days a week.
The law makes it the duty of parents to see to it that their children register for and
attend school. The law also specifies the duty of the state and local municipalities to
see to it that instruction, as decreed by law, be given.
Compulsory education is organised in a single structure system, i.e. primary and lower
secondary education form part of the same school level and usually take place in the
same school. There are no entrance requirements at this school level, and all children
are accepted at the age of six years. The enrolment rate is 100%.
Municipalities are responsible for the establishment and the running of compulsory
schools, including the provision of special education. They pay for instruction, general
teaching, substitute teaching, administration and specialists’ services.

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The law concerning schools at the compulsory level stipulates that all children are to
receive suitable instruction, taking into account the nature of the pupil and his or her
needs and promoting the development, health and education of each individual.
Pupils have the right to attend school in the area where they live. Furthermore, the
school is to systematically integrate handicapped pupils into mainstream education.
The state monitors the implementation of educational law and regulations and is
responsible for the publication of educational materials. Furthermore, the state is
responsible for assessing individual schools and the educational work that is carried
out in them to ensure that all such activities are in compliance with existing law and
the National Curriculum Guidelines.
Local education offices provide schools with various specialist services, such as gener-
al pedagogical counselling, counselling in respect to particular subjects, educational
counselling for students and school psychology services. Where such services are not
offered by the local municipalities themselves, the local authority in question is under
an obligation to negotiate with other municipalities or with institutions, such as
teacher training institutions or other parties which provide similar services.
Compulsory school is divided into ten grades. Three types of schools are the most
common: schools that have all ten grades, schools that have grades one to seven and
schools that have grades eight to ten. Schools that have grades eight to ten are often
merger schools, i.e. they take in pupils from more than one school in the catchment
area that has grades one to seven. All compulsory schools are co-educational, i.e.,
pupils of both sexes attend. Many municipalities provide out-of-hours provision for
the children.
The size of schools varies tremendously. The largest schools are in the capital and its
suburbs and have approx. 800 pupils. In rural areas, outside Reykjavík and its suburbs,
there are many small schools, some with fewer than 10 pupils. Almost one-half of all
compulsory schools have fewer than 100 pupils.

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School counsellors are intended in particular to offer pupils advice on their studies, on
study-related problems and as to their study choices.

CURRICULUM
The main aims of compulsory education, as stated in the Compulsory School Act, are
the following:
. to prepare pupils for life and work in a continually developing democratic society.
The organisation of the school and the work that takes place there is thus to be
guided by tolerance, Christian values and democratic co-operation;
. to aim at conducting its operation in the fullest possible accordance with the nature
and needs of its pupils and to encourage the development, health and education of
each individual;
. to give pupils an opportunity to acquire knowledge and skills and to cultivate work
habits that promote a continuous interest in seeking education and self-development.
School work is therefore to lay the foundation for independent thinking and to train
pupils’ ability to co-operate with others.
On basis of the law, the Ministry of Education, Science and Culture issues regulations
and National Curriculum Guidelines. These provide the details of how the law is to be
implemented and define more clearly the educational role of compulsory schools and
the main objectives of instruction in individual subjects in accordance with that role.
The National Curriculum Guidelines are a further development of the law and have the
legal status of a ministry regulation. They interpret the law and further specify what is
to be co-ordinated in all Icelandic compulsory schools. Furthermore, the National
Curriculum Guidelines set the parameters for each school and its staff in respect to
organisation, execution and evaluation of education within that school as well as on
the proportion of total teaching time to be devoted to each individual subject for
each year. The number of hours of instruction varies according to the age of pupils.

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The National Curriculum Guidelines apply to all grades and subjects in compulsory
school.
According to the law on compulsory education, the staff of each school is obliged to
write a school working guide which is to be based on the National Curriculum
Guidelines, but gives each school an opportunity to take into account its circum-
stances and special characteristics. The school working guide is to be an administra-
tive plan for each school. It is to account for the school year and to include an annual
calendar, the organisation of teaching, the aims and content of the education offered,
pupil assessment procedures, assessment of the work that goes on in the school,
extra-curricular activities and other aspects of the operation of the school.
The number of lessons for each grade is as follows:
Grade 1-4 (age 6-9 years) 30 lessons per week
Grade 5-7 (age 10-12) 35 lesson per week
Grade 8-10 (age 13-15) 37 lesson per week.
According to the National Curriculum Guidelines, the pupils' total school time, at the
conclusion of ten years of compulsory education will be divided among the various
subjects in approximately the following manner:

Icelandic approx. 19% Arts and crafts approx. 11%

Mathematics approx. 17% Modern languages approx. 11%
Natural sciences approx. 9% Home economics approx. 4%
Social and religious ICT approx. 6%
studies approx. 10% Life skills approx. 2%
Physical education approx. 10%

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The first five are subjects which all pupils study from grade 1 through grade 9.
Instruction in other subjects starts later. In the 10th and final grade all pupils study
Icelandic, mathematics, English, Danish, natural sciences, social studies, life skills and
physical education, while other subjects and electives vary.

The National Curriculum Guidelines for compulsory school now contain for the first
time a provision concerning special instruction in Icelandic for pupils whose mother
tongue is not Icelandic. The guidelines also contain a new provision concerning special
instruction in Icelandic for deaf and hearing-impaired pupils and for instruction in sign
language for the deaf. The aims of instruction in Icelandic for the children of immigrants
and the deaf and instruction in sign language for the deaf are included in the National
Curriculum Guidelines for Icelandic in compulsory school.
Pupils are generally expected to cover the same subject material at roughly the same
speed. Individuals having difficulty are provided with remedial teaching, primarily in
Icelandic and mathematics, but remain with their class for most of their lessons.
Teachers choose teaching methods suited to their pupils, their instructional aims and
the conditions under which they teach. In general, an attempt is made to provide as
much variety as possible.
Compulsory school pupils experiencing academic or social difficulties are offered a
considerable amount of remedial instruction, once the pupil’s academic difficulties
have been diagnosed. This instruction can take place in two different ways: either the
remedial teacher works with the regular teacher in the classroom, where he or she
assists the pupil, or the pupil is taken out of the classroom and tutored by the remedi-
al teacher on an individual basis or in a small group. A number of schools also have
special departments for pupils with severe learning disabilities.

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ASSESSMENT
Examinations and other forms of assessment, usually written, are carried out by indi-
vidual teachers and schools. Assessment is therefore not standardised between different
schools and teachers. The way in which the reports on pupils’ progress are compiled
varies greatly: the assessment could be in the form of a numerical or letter grade, or
an oral or written commentary. Reports are given at regular intervals throughout the
school year and at the end of each year.
Nationally co-ordinated examinations at the end of compulsory education are option-
al, i.e. the pupils can choose if and how many nationally co-ordinated examinations
they take. In the school year 2001-2002, pupils will be able to choose between exami-
nations in five subjects, i.e. Icelandic, Danish, English, mathematics and natural sciences.
In the school year 2002-2003, pupils can choose between six subjects, i.e. an exami-
nation in social sciences will also be offered.
These examinations are composed, marked and organised by the Educational Testing
Institute. Marks ranging from one to ten are awarded, based on referenced criteria
(10 being the highest). The purpose of these examinations is primarily to indicate the
pupil’s standing at the completion of his compulsory education and to assist him or
her in choosing a course of upper secondary study. At the end of compulsory schooling,
all pupils receive a certificate stating their marks on both the nationally co-ordinated
examinations and all other courses completed in their final year at school.
In grades 4 and 7, pupils take two nationally co-ordinated examinations. The subjects
examined are Icelandic and mathematics. The Ministry of Education, Science and
Culture is to produce survey examinations and standardised proficiency examinations
for the schools, in order to measure the academic standing of pupils.
The law also stipulates that each school is to introduce methods which will enable it
to evaluate its own educational work. This evaluation must include, among other things,
teaching and administration, communication within the school and relationships with

22
external parties. Each school’s methods of self-evaluation are to be assessed externally
every five years.
The Ministry of Education, Science and Culture is also responsible for carrying out the
evaluation of schools and school activities to ensure that schooling complies with the
provisions of the law on compulsory education.

TEACHERS
At primary level (grades 1-7), the same teacher instructs a class in most subjects. At
lower secondary level (grades 8-10), teachers generally teach one or more subjects to
a number of different classes. Teachers may or may not continue with the same group
from one year to another.
Teachers at primary and lower secondary level are trained as generalist teachers at the
Iceland University of Education or the University of Akureyri. Satisfactory performance
in the matriculation examination or its equivalent is required to commence a teacher
education programme which lasts 3 years, except in the case of a distance learning
course which lasts 4 years. Teachers at lower secondary level can also be trained at
the University of Iceland. In this case, a BA or BS degree (3 or 4 years of study) is a
pre-requisite for training, which lasts one year or one semester if applicants have a
degree higher than the foregoing. Courses are both academic and practical and lead
to the award of teaching qualifications.
Teachers are employed by the municipalities and work either full-time or part-time.
Each year, teacher training institutions offer a variety of courses for in-service training of
teachers. Participation in in-service training or continuing education is not compulsory.

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U P P E R S E C O N DA RY E D U CAT I O N
GENERAL DESCRIPTION
Upper secondary education is governed by the Upper Secondary School Act of 1996.
The Act primarily defines the framework for education at that level, its aims, the role
and responsibility of the state and local municipalities, as well as other parties
involved in providing upper secondary education. More detailed provisions regarding
the implementation of upper secondary education are to be found in regulations
which the Ministry of Education, Science and Culture issues on the basis of the law in
effect. In addition, the Ministry issues National Curriculum Guidelines which, among
other things, describe the objectives and contents of individual programmes of study.
Upper secondary education is not compulsory, but anyone who has completed com-
pulsory education has the right to enter a course of studies in an upper secondary
school. All schools at this level, like other schools in Iceland, are co-educational.
Education at upper secondary level is free of charge but students pay an enrolment
fee and purchase their textbooks. Students in vocational education pay a part of the
cost of materials they use.
Students may enter upper secondary schools at the end of compulsory schooling in
the year they turn sixteen. In recent years, around 90% of the students who completed
compulsory education have entered upper secondary education directly thereafter; the
dropout rate during upper secondary schooling has, however, been considerable.
The law concerning upper secondary education allows for varied admission require-
ments to different programmes of study at the upper secondary level according to what
demands are made by the programme of study in question. However, all students have
the right to education at this level. A general programme of study is intended for students
who need further preparation to enter academic or vocational programmes of study.
The school year, which lasts for nine months, is divided into autumn and spring terms.
Students generally attend 32 to 40 lessons per week, with each lesson lasting 40 min-
utes.

24
There are around 40 upper secondary schools, of varying size. The largest schools
have around 1,500 students and the smallest fewer than 50.
The main types of upper secondary schools are as follows:
. grammar schools that offer four-year academic programmes of study which conclude
with matriculation examinations;
. industrial-vocational schools, which offer theoretical and practical programmes of
study in skilled and some non-skilled trades;
. comprehensive schools that provide academic programmes comparable to those of
the grammar schools and vocational programmes similar to those offered by the
industrial-vocational schools, as well as other specialised vocational training
programmes;
. specialised vocational schools which offer programmes of study in preparation for
specialised employment.
The Upper Secondary School Act stipulates that there should be four types of pro-
grammes of study: academic programmes leading to matriculation, vocational pro-
grammes, artistic programmes and a general programme of study. According to the
law, all programmes of study can lead to further education.
Upper secondary schools either have traditional classes or forms or operate according
to a unit-credit system. In a unit-credit system the educational content of each subject
is divided into a number of defined course units which last for one semester. Students
in a given course form a group for that course unit and they are given a certain num-
ber of credits for each course unit they complete. The unit-credit system allows students
to regulate the speed at which they complete their education, i.e. to accelerate their
studies or take more time, according to their personal circumstances. The unit-credit
system is the most common form of upper secondary education.
Some upper secondary schools have evening classes with programmes comparable to

25
those of the day school. These classes are intended in particular for adults who are not
in a position to attend school in the daytime because of their jobs or work in the home.
Upper secondary schools generally offer educational counselling which, among other
things, includes assistance in choosing a programme of study, in organising studies
and making a study plan and assistance with study-related problems. Educational
counselling also often involves helping students with their personal problems.

CURRICULUM
The law defines the objectives of upper secondary education as follows:
. to encourage the overall development of students in order to prepare them as well
as possible for active participation in a democratic society;
. to prepare students for employment and further study;
. to strive to develop responsibility, broad-mindedness, initiative, self-confidence and
tolerance in its students, train them in disciplined and independent work practices
and critical thought, instruct them in appreciation of cultural values and encourage
them to seek knowledge continuously.
The National Curriculum Guidelines issued by the Minister of Education, Science and
Culture is the main guide on school operations. Here, the objectives of upper secondary
school are further developed, the objectives of individual programmes of study and
subjects are defined and the conclusion of study prescribed. The National Curriculum
Guidelines prescribe the structure of individual programmes of study, coherence of study
programmes and the normal length of study for each programme. The guidelines
determine the minimum number of instructional periods in individual subjects and
their general content.
On the basis of the National Curriculum Guidelines, upper secondary schools are to
write their own school working guides. School working guides are required, among

26
other things, to specify what areas individual schools have chosen to emphasise,
define the education they offer, their teaching methods and administration.

GENERAL ACADEMIC EDUCATION

General academic education is primarily organised as a four-year course leading to a
matriculation examination. Subjects to be studied are divided into three groups: gen-
eral subjects that all students are required to take, specialised subjects according to
the aims of a particular programme of study, and electives.
According to legislation on upper secondary education, there are to be three academ-
ic programmes of study leading to matriculation: foreign languages, natural sciences
and social sciences. However, there are possibilities for specialisation within each pro-
gramme of study. Furthermore there is a shorter general programme of study for stu-
dents who need further preparation for academic or vocational studies or are unde-
cided as to what to do after compulsory education.

VOCATIONAL EDUCATION
Vocational education is offered in comprehensive schools, industrial-vocational schools
and specialised vocational schools. The length of the courses these schools offer varies
but the most prevalent are four-year courses. Many forms of vocational training give the
students legal certification for certain types of employment. This applies, for example, to
studies in the skilled trades.
Within vocational education, students can choose between training for a skilled trade
or vocational training in other areas, for example, in the field of fisheries, the travel
industry or health and commerce.
Training for a skilled trade takes three to four years. It is comprised of a vocational
programme of study at an upper secondary school and a study contract with a master
craftsman or an industrial firm. On completion of studies, the apprentice takes a jour-

27
neyman’s examination, that provides the qualifications required to pursue the trade
concerned. An apprentice who has completed the journeyman’s examination can
become a master craftsman after a certain period of work experience and advanced
studies at a vocational school. A master craftsman has the right to supervise work in
his field.
Students in vocational programmes have the possibility of doing additional studies in
preparation for study at the higher education level and complete the matriculation
examination.
Handicapped students are to be provided with instruction and training according to
their needs and to be given special support in their studies. Where possible, they are
to be integrated into mainstream education and do, for the most part, attend a regular
class and follow the same subjects as other students, but with special assistance.
The law concerning upper secondary schools contains provisions in respect to special
teaching in Icelandic for those students whose first language is not Icelandic. It also
provides for special instruction in Icelandic for Icelandic students who have lived
abroad for long periods of time and for deaf students.

ASSESSMENT
Icelandic upper secondary schools generally have examinations at the end of every
semester regardless of the type of school. Certain courses have no final examination
at the end of the semester and the grade is based on continuous assessment and on
the assignments set.
For the skilled trades, there are journeyman’s examinations which are the responsibility
of the trade in question. According to the law, occupational councils make proposals
concerning assessment in vocational training, including the journeyman’s examination.
Apart from the journeyman’s examination, nationally co-ordinated examinations in

28
upper secondary education have not been practised. Examinations have been the
responsibility of each school. According to the current law on upper secondary educa-
tion, nationally co-ordinated final examinations in certain subjects are to be intro-
duced. This provision will come into effect in the school year 2003-2004.
The law on upper secondary education stipulates that upper secondary schools are to
evaluate their educational work. This evaluation includes, among other things, teach-
ing, administration and communication within the school. Each school’s methods of
self-evaluation are to be assessed externally every five years.

TEACHERS
Upper secondary teachers of academic subjects shall have completed at least four full
years of university education. At least two of these should be in a major subject and
one year should be devoted to the study of education and instructional methodology.
Teachers who hold a higher qualification in their teaching subject(s) than described
above only need one semester’s study of education and instructional methodology.
Teachers of vocational subjects or other technical subjects at a vocational school must
be qualified in the field in which they teach or be a master craftsman in the trade in
question and have, in addition, a minimum of two years’ experience working in the
trade. They also are required to have completed a one-year programme of study in
education and instructional methodology.
A variety of in-service training courses are offered annually.
Teachers are paid by the state although they are hired by individual schools to teach
the subject(s) in which they have specialised.

29
H I G H E R E D U C AT I O N
GENERAL DESCRIPTION
The Icelandic higher education system dates back to the foundation the University of
Iceland. There are currently eight higher education institutions in Iceland. The University
of Iceland (est. 1911) remains the principal institution of higher learning in Iceland,
but over the last three decades new institutions of higher education have emerged
with a more specialized focus, providing greater diversity at the higher education level.
Legislation on higher education institutions enacted in 1997 establishes the general
framework for the activities of these institutions. In this Act, the term "háskóli" is
used to refer both to traditional universities and institutions which do not carry out
research. Separate legislation for each public higher education institution, and the
charters of privately run universities, define their engagement in research, internal
organisation, etc. Public and private higher education institutions receive individual
appropriations from the state budget.
The administration of each public university is entrusted to the Senate, the rector, faculty
meetings, faculty councils and deans, if the university is divided into faculties. The
Senate issues final rulings in the affairs of the university and its institutions, formu-
lates their overall policy and furthers their development.
The Senate is the supreme decision-making body in each institution unless otherwise
provided for explicitly in relevant act.
The state draws up performance-related contracts with all higher education institu-
tions, defining how the institution intends to achieve its objectives and what the
government’s financial contribution shall be.
Icelandic students have a long tradition of studying abroad for their higher education.
About 16 percent of Icelandic students in higher education study abroad, most of
them in post-graduate studies.

30
TYPES OF HIGHER EDUCATION INSTITUTIONS
Presently there are eight institutions of higher education in the country. Most of the
institutions of higher education are run by the state. Private parties with state support
run three institutions. Institutions of higher education differ in the extent to which
they engage in research and the number of programmes of study offered.
Of the eight higher education institutions, the University of Iceland is the largest. It
has 11 faculties. These are: humanities, economics and business administration, engi-
neering, law, medicine, pharmacy, nursing, natural sciences, odontology, social sciences
and theology.
The University of Akureyri has five faculties: health sciences, business management
studies, fishery studies, teacher education and information technology.
The Iceland University of Education is responsible for education of teachers at the
pre-school and compulsory school levels, as well as physical education and develop-
mental therapy.
The Icelandic College of Engineering and Technology offers programmes in manage-
ment, civil and electrical engineering technology, laboratory and radiology technology.
The Hvanneyri Agricultural University offers a two-year programme leading to a diplo-
ma in agronomy, and with an additional year in order to obtain a BS degree.
The Bifröst School of Business is a private university institution that offers pro-
grammes in business administration. The university is divided into three departments:
business and management, business law and distance learning. In addition, the uni-
versity operates a preparatory department.
The Reykjavík University is a private institution with three faculties: computer science,
jura and business administration.
The Iceland Academy of the Arts is a private institution and has four departments:
design, visual arts, drama and music.

31
Most of the higher education institutions offer distance learning courses in some
areas of study.

ADMISSION
In general, for admission to institutions at the higher education level students must
have passed the matriculation examination or its equivalent. In some cases applicants
with substantial work experience who have not completed their matriculation exami-
nation may be admitted. For vocational and technical courses in higher education
institutions, practical experience in an appropriate field of study is usually required.
The legislation on higher education institutions of 1997 includes provisions for all
higher education institutions to set their own admission criteria. Admission may also
be granted to students who have completed studies abroad which ensure sufficient
preparation for university studies and are equivalent to the Icelandic matriculation
examination. Institutions of higher education may also grant admission to students
who have completed other studies in Iceland.
Registration of first year students usually takes place from late May until early June.
The application deadline for foreign students, other than students from the Nordic
countries, is 15 March of the year in which they wish to commence their studies.
Some institutions also admit new students for the spring semester.

FEES/STUDENT FINANCE
There are no tuition fees at state-run Icelandic institutions of higher education, only
registration fees. Privately run higher education institutions charge tuition fees.
Students attending institutions of higher education are eligible for student loans from
the Icelandic Student Loan Fund. The total loan received per annum depends upon the
income of the student and his/her spouse, as appropriate. Repayments commence two
years after completion or discontinuation of studies.

32
In accordance with the EEA Agreement, individuals from the European Union member
states and the EEA-EFTA countries (Iceland, Norway and Liechtenstein), who have
worked at their trade or profession in Iceland for at least one year, are entitled to
apply for a loan. Students from the Nordic countries, who are permanent residents in
Iceland and are registered at an Icelandic institution of higher education, are also eli-
gible for student loans if they are not supported financially by their own country. The
Icelandic Student Loan Fund may grant loans to other foreign students if reciprocity
agreements have been concluded between their countries of origin and Iceland.
The Ministry of Education, Science and Culture annually offers a limited number of
scholarships to foreign students to pursue studies in Icelandic language and literature
at the University of Iceland.
Grants are available for post-graduate, research-oriented studies at universities in
Iceland. The grants are awarded on the basis of a research proposal submitted jointly
by a student and professor. The respective university faculty must also approve the
research proposal.

ACADEMIC YEAR
In most institutions of higher education the academic year lasts from September to
May and is divided into two semesters, autumn and spring. The autumn semester
generally starts at the beginning of September and lasts until late December. The
spring semester lasts from early January until the end of May.

QUALIFICATIONS
Diploma Courses
In a number of higher education institutions a diploma or certificate is awarded after
one and a half or two-year study in various subjects such as pedagogy, business and
languages.

33
First University Degrees
A BA degree is awarded to students who have completed 3 to 4 years of study in a
degree course in the fields of humanities, theology, social sciences, visual arts and
design and who have satisfactorily completed the required final thesis or research
project.
A BS degree is awarded to students who have completed 3 to 4 years of study in a
degree course in the fields of economics, business administration, natural sciences,
health sciences, fishery studies, agricultural science, computer science or engineering
and who have completed the final thesis or research project.
A BEd degree is awarded to students who have completed 3 years of study for pre-
school teachers, compulsory school teachers and in developmental therapy. The BEd
degree represents professional teacher certification at the respective school level.
A BFA degree is awarded to students who have completed 4 years study of drama.
A BMus degree is awarded to students who have completed 3 years study of music.
A BPhIsl degree (Baccalaureatus Philologiae Islandicae) is awarded to foreign stu-
dents on completion of a programme in Icelandic language, literature and history
offered at the University of Iceland. This degree is on the same level as the BA degree.
Candidatus degrees are offered only at the University of Iceland and qualify the holder
for a special office or profession. It is an academic/professional degree in the fields of
theology, medicine, pharmacy, law, economics, business administration, engineering
and dentistry.
Postgraduate Degrees
Some higher education institutions offer one- or two-year programmes of study after
the bachelor degree leading to postgraduate certificates in various subjects such as
education, social work, journalism and mass communication.
Students who have completed graduate courses leading to a Master’s degree are

34
awarded an MA, MBA, MEd, MPA, MPaed, or MSc, degree. Similar courses for midwives
and psychologists are recognised with the degrees Cand. obst. and Cand. psych.
Doctoral programmes are offered at the University of Iceland and the Iceland University
of Education.

SPECIAL ASSISTANCE FOR STUDENTS

Student counselling centres are operated at Icelandic higher education institutions.
Counselling centres provide counselling for students regarding their choice of pro-
grammes and organisation of their studies, as well as individual problems.
Higher education institutions accept students with disabilities and handle the task in
a variety of ways, however, no legislation deals with special needs or disabled students
in higher education. At this level, guidance counsellors diagnose and help individual
students asking for assistance.
Some higher education institutions have an official policy on how to meet students'
special needs, such as dyslexia, physical disabilities and psychological problems.

ASSESSMENT
Student assessment is usually based on written or oral examinations and individual
assignments. University degrees are only awarded after students have written a final
thesis or completed a research project.

According to a regulation from 1999 regarding quality control of university instruction,

universities are to set up a formal internal quality evaluation system. The Ministry of
Education, Science and Culture takes the initiative to conduct an external evaluation
of higher education programmes or institutions and is also responsible for approving
new degrees.

35
TEACHERS
According to the Universities Act of 1997 university instructors must have completed
at least a Master’s degree or have equivalent knowledge and experience.
The forms of appointment for legally qualified university teachers are as follows:
a) permanent appointment, b) indeterminate appointment, c) temporary appointment.
In addition to those teachers who have a formal contract of employment, there are
sessional teachers at most institutions.

36
A D U LT E D U C AT I O N
GENERAL DESCRIPTION
No comprehensive legislation applies to adult education in Iceland. The Upper
Secondary School Act of 1996, however, covers several aspects of adult education,
such as evening classes for adults and lifelong learning centres. The funding of
evening classes and distance learning programmes at the upper secondary level, as
well as of lifelong learning centres, is determined in the annual state budget, but
students pay part of the cost of tuition.
On the basis of laws on individual higher education institutions, these institutions
may offer distance learning programmes for adults and run continuing education
institutions. Students in distance learning programmes pay enrolment fees, but there
are tuition fees for participation in continuing education programmes.
A few municipalities organise evening schools for adults. These schools receive finan-
cial support from the local community in question but have to rely on tuition fees to
make up the rest of their costs.
A variety of adult education courses is offered by private schools, companies and
associations.
Trade unions, companies or institutions may pay tuition fees for those members or
employees who participate in various adult education courses or programmes.

ADULT EDUCATION BODIES

According to the above-mentioned law on upper secondary education, schools at that
level are allowed to offer special programmes, including evening classes, for mature
pupils (18 years or older) who are unable to avail themselves of regular instruction
within the upper secondary schools but wish to complete studies comparable to the
programmes offered by them. These programmes offered to adults include both aca-
demic programmes leading to matriculation examination and vocational programmes
leading to other qualifications. The law also permits anyone who has turned 18 to
take individual courses during regular school hours.
37
Lifelong learning centres provide courses and counselling for a particular geographical
region in the country. Eight lifelong learning centres have been established, with one in
each of the main regions of the country. They co-operate with schools at upper secondary
and higher education level and with municipalities, employers’ and employees’ organi-
sations and private enterprises. A part of the courses are offered as distance learning
courses. Lifelong learning centres offer courses in Icelandic for adult immigrants.
Distance learning courses are increasingly being offered in schools at the upper sec-
ondary and higher education levels, for example, at the College of Vocational Training
in Akureyri, the University of Iceland, the Reykjavík University and the University of
Akureyri.
The Iceland University of Education organises a four-year basic teacher training pro-
gramme for adults in such a way that students have the chance to attend school as
well as being employed part-time. The school offers a mixture of distance learning
and direct teaching. Students complete a pre-school or a compulsory school teacher
training programme giving them full qualifications.
The Institute of Continuing Education of the University of Iceland offers a variety of
courses for adults, such as a three-semester course in business administration, a one-
year course for administrators of fishing and fish processing firms, a two-year course
in real estate assessment and a two-year course in family therapy, health economy
and administration of health institutions. In addition, this institution offers a wide
variety of courses, both occupationally and hobby-related.
The evening schools run by the municipalities offer a variety of courses, such as lan-
guage courses, hobby-related courses, and courses for employees that relate to their
work. They may also offer compulsory level courses, preparatory courses for upper
secondary schools and even some upper secondary level courses.
A few private schools, most of them in the capital area, offer courses for adults in
different areas such as in ICT, languages and hobby-related courses.

38
WEBSITES
The Ministry of Education, Science and Culture:
www.menntamalaraduneyti.is
Educational Gateway:
www.menntagatt.is
Educational Testing Institute:
www.namsmatsstofnun.is
National Center for Educational Materials:
www.namsgagnastofnun.is
University of Iceland:
www.hi.is
University of Akureyri:
www.unak.is
Iceland University of Education:
www.khi.is
Icelandic College of Engineering and Technology:
www.ti.is
Hvanneyri Agricultural University:
www.hvanneyri.is
Bifröst School of Business:
www.bifrost.is
Reykjavík University:
www.ru.is
Iceland Academy of the Arts:
www.lhi.is
The Office of International Education:
www.ask.hi.is

39
FIGURE 1
PUBLIC EXPENDITURE ON EDUCATION AS PROPORTION
OF GDP, 1990 -1999
6%

5% Total public educational

expenditure

Primary education
4%
Secondary education

Tertiary education
3%
Other

2%

1%

0%
1990 1995 1996 1997 1998 1999
Source: National Economic Institute

40
TABLE 2
NUMBER OF SCHOOLS AT COMPULSORY, UPPER SECONDARY AND HIGHER
EDUCATION LEVEL AND STUDENT PROPORTION BY SCHOOL SIZE, 2000/2001

Compulsory Upper secondary Higher

Size of Number of % of all Number of % of all Number of % of all
schools schools schools schools schools schools schools
Less than 50 49 3 6 0,5 0 0
51-100 29 5 2 0,5 1 1
101-200 29 10 5 4 1 2
201-400 32 21 3 5 1 2
401-600 42 46 6 16 0 0
601-800 8 13 6 23 3 18
801-1000 1 2 1 5 0 0
More than 1000 0 0 6 46 2 77
TOTAL 190 100 35 100 8 100
Source: Statistics Iceland, 2001

TABLE 3
NUMBER OF SCHOOL ADMINISTRATORS, TEACHERS AND
INSTRUCTORS BY GENDER AND SCHOOL LEVEL, 1999

Number % of total
Female Male Total Female Male

Pre-school level 3194 48 3242 98,5 1,5

School Head 257 3 260 98,8 1,2
School Head Assist. 181 1 182 99,5 0,5
Teacher 731 9 740 98,8 1,2
Instructor 2025 35 2060 98,3 1,7

Compulsory school level 3107 1089 4196 74,0 26,0

School Head 66 124 190 34,7 65,3
School Head Assist. 78 64 142 54,9 45,1
Teacher 2478 699 3177 78,0 22,0
Instructor 485 202 687 70,6 29,4

Upper secondary level 485 654 1139 42,6 57,4

School Head 8 30 38 21,1 78,9
School Head Assist. 3 24 27 11,1 88,9
Teacher 474 600 1074 44,1 55,9

Higher education level 585 766 1351 43,3 56,7

Rector 2 10 12 16,7 83,3
Vice-chancellor 3 3 6 50,0 50,0
Professor 14 148 162 8,6 91,4
Associate professor 41 115 156 26,3 73,7
Lecturer 67 68 135 49,6 50,4
Sessional Teacher 458 422 880 52,0 48,0

Source: Statistics Iceland, 2001

41
FIGURE 2
PROPORTION OF CHILDREN IN PRE-SCHOOLS BY AGE, 1992-2000
100%

80% 1992

1996

2000
60%

40%

20%

0%
2 years old 3 years old 4 years old 5 years old

Source: Statistics Iceland

FIGURE 3
ENROLMENT RATES OF COHORTS AGED 16-19 YEARS, 1978-1999
100%

16 years
80%
17 years

18 years
60%
19 years

40%

20%

0%
1978 1982 1986 1990 1994 1998
1980 1984 1988 1992 1996 1999
Source: Statistics Iceland

42
TABLE 4
PROPORTION OF STUDENTS AT UPPER SECONDARY LEVEL BY LINE OF STUDY
AND GENDER, 1980 - 2000

1980 1990 2000

Total Male Female Total Male Female Total Male Female
% % % % % % % % %
General programmes 12 12 12 14 14 13 15 14 16
Languages 7 3 12 9 4 15 8 4 13
Fine and applied arts 2 2 3 4 2 5 5 2 7
Pedagocical and
physical progr. 9 4 15 6 3 10 3 2 2
Social science 4 4 5 8 5 12 16 12 20
Commerce, economics 15 13 18 14 14 15 10 10 10
Natural sciences 14 16 11 15 16 14 19 20 19
Crafts and technical
trades 25 44 3 21 36 4 17 32 3
Agriculture, food and
service trades 4 4 4 6 6 6 5 4 6
Health-related
programmes 8 0 17 3 0 5 2 0 4
Total 100 100 100 100 100 100 100 100 100
Source: Statistics Iceland, 2001

TABLE 5
STUDENTS PASSING MATRICULATION
EXAMINATION 1979/1980 TO 1999/2000
AS PERCENTAGE OF 20-YEAR-OLDS, BY GENDER

Year Men Women Total

1979-80 21,8 28,6 25,1

1989-90 34,4 55,4 44,7
1999-00 35,4 57,8 46,4

Source: Statistics Iceland

43
 FIGURE 4
NUMBER OF STUDENTS IN HIGHER EDUCATION BY GENDER, 1977-2000

Number

8000

7000 Male

6000 Female

5000

4000

3000

2000

1000

1977 1980 1985 1990 1995 2000

Source: Statistics Iceland

FIGURE 5
NUMBER OF HIGHER EDUCATION STUDENTS BY FIELDS, 1980-2000
2000
Languages, humanities

Fine and applied arts

1500 Teacher-training,
education science

Social sciences,
jurisprudence

1000 Economics, business

administration

Natural sciences,
mathematics

500 Engineering

Agriculture, food
sciences

Medicine, nursing, etc.

0
1980 1985 1990 1995 2000

Source: Statistics Iceland

44
FIGURE 6
PROPORTION OF FEMALES IN HIGHER EDUCATION
BY FIELDS, 1980 -2000
100%
Languages, humanities

Fine and applied arts

80%
Teacher-training,
education science

60% Social sciences,

jurisprudence

Economics, business
administration
40%
Natural sciences,
mathematics

Engineering
20%
Agriculture, food
sciences

0% Medicine, nursing, etc.

1980 1985 1990 1995 2000

Source: Statistics Iceland

TABLE 6
ENROLMENT RATES IN EDUCATION OF
AGE COHORTS 20-29 YEARS, 2000

Men Women Total

Age % % %
20 50 50 50
21 45 48 47
22 44 47 45
23 38 46 42
24 32 40 36
25 28 33 31
26 25 27 26
27 20 22 21
28 16 19 18
29 11 17 14
Source: Statistics Iceland, 2001

45
TABLE 7
NUMBER OF STUDENTS IN HIGHER EDUCATION
BY INSTITUTION AND GENDER, AUTUMN 2000

Total Men Women

University of Iceland 6.670 2.621 4.049

University of Akureyri 649 148 501
Reykjavík University 643 371 272
Iceland University of Education 1.263 197 1.066
Hvanneyri Agricultural University 92 44 48
Iceland Academy of the Arts 233 83 150
Icelandic College of Engineering
and Technology 630 390 240
Bifröst School of Business 177 103 74
Studying abroad 1.706 899 807
Source: Statistics Iceland, 2001

TABLE 8
NUMBER OF DISTANCE LEARNING
STUDENTS IN HIGHER EDUCATION
BY INSTITUTION, AUTUMN 2001

Distance learning courses Number

of students
University of Iceland 150
University of Akureyri 258
Reykjavík University 108
Iceland University of
Education 508
Hvanneyri Agricultural
University 26
Bifröst School of Business 51
Total 1.101
Source: Ministry of Education, Science and Culture, 2001

46
Ministry of Education, Science and Culture

THE ICELANDIC SCHOOL SYSTEM

Age School
year
23 17

HIGHER EDUCATION

20
14
GRAMMAR SCHOOLS
COMPREHENSIVE SCHOOLS
INDUSTRIAL - VOCATIONAL SCHOOLS
SPECIALISED VOCATIONAL SCHOOLS
16
10

COMPULSORY SCHOOLS
(Primary and lower
secondary education)

6 1

PRE - SCHOOLS

1
Open access Access to a specific study
programme/school, subject
to specific requirements
 T H E E D U CAT I O N A L
SYSTEM IN ICELAND

Ministry of Education, Science and Culture

2002