1.1. Introduction
Iceland is an island in the North
Atlantic Ocean on the border of the temperate and arctic zones, with its
extreme northern point touching the Arctic Circle.
Iceland has a population of 267,000, of which 151,000 live in the capital, Reykjavík, and its suburbs. The country covers 103,000 sq. km.
A fundamental principle of Icelandic education is that everyone should have an equal opportunity to education irrespective of sex, economic status, residential location, possible handicap, and cultural or social background.
This principle, though, is not guiding the policy of CE in Iceland.
The main purpose of compulsory schooling (ages 6–16) is to prepare pupils for life and work in a continuously developing, democratic society.
At the secondary level, which normally includes the 16–20 year age group, anyone who has completed compulsory education or has turned 18 has the right to enter a course of studies.
The primary aims of secondary education are to prepare pupils for life and work in a democratic society and for employment through specialized studies that lead to professional qualifications or further study.
The modern Icelandic system of higher education dates back to the foundation of the University of Iceland in 1911. The University of Iceland remains the principal institution of higher education in Iceland, but in addition there are two specialized universities and several small colleges that offer higher education programs.
Most institutions of higher education are run by the state, while three are operated by private organizations in cooperation with the state. The two types of higher education institutions in Iceland are universities and colleges. Universities have research responsibilities and offer more than one program of study, while colleges offer specialized training courses at the higher education level, but generally do not carry out research.
In this report only continuing education programs at the three universities will be considered.
1.1.1. University continuing
education in Iceland is practically defined as all additional non-degree
education achieved after an initial university degree.
Diploma and certificate programs are included.
1.1.2. The first university
in Iceland to offer formally organized continuing education for teachers
at the primary level was the University College of Education.
The in-service training of primary school teachers began with the founding of the Teachers Training College in 1907. In that year a formal training course was offered to practicing teachers. During its first years of operation the college held spring courses for this group, but in 1924 the parliament ("Althingi") rescinded grants for that purpose. In the decades that followed, in-service training courses were not offered on a regular basis by the Training College, although various courses were sometimes organized by teachers unions or local organizations of teachers, often in cooperation with local authorities or directors of studies. Until the mid sixties there was no official government policy regarding the in-service training of teachers. Funds were allotted for this purpose in the annual state budget, however, and in-service courses, when they were offered, were well attended by teachers.
During the late sixties the Ministry of Education, Science and Culture began a comprehensive project to revise materials and teaching at the compulsory level; this was followed by placing greater emphasis on in-service training for teachers. In the beginning of this period, courses were run by the ministry and local authorities, but in 1971, legislation defined the role of the University College of Education, placing upon it the duty of providing "in-service training and . . . further education for teachers at the compulsory level by offering systematic instruction, courses and dissemination of information concerning new and interesting innovations pertaining to schools and education."
The first in-service training projects that were undertaken by the University College of Education were mainly in the form of one- to two-week courses held in June and August, courses that were given while schools were in session, correspondence courses, and lectures.
Founded in 1987, and now composed of four departments, The University of Akureyri is the youngest university. It has offered continuing education for professionals in the form of short courses since 1992. Each year between 200–250 people, mostly from Akureyri and the northern part of Iceland, participate.
By far the biggest provider of UCE is the University of Iceland. In December 1982, the university reached an agreement with the Technical College of Iceland and four professional associations of academics to jointly offer UCE to all academic professions.
The programs are held in the name of and hosted by the University of Iceland, but a joint steering committee chooses programs and selects teachers. One representative from each participating party sat on the steering committee appointed in 1983. Before 1982, UCE was mainly offered by professional organizations and consisted of single courses; very few programs were offered by the university’s faculties.
In autumn 1983, the first courses were offered under the new agreement. Since then the number of courses and participants have grown each year (about a 20% annual increase in participants).
In 1990 the University of Iceland
changed its outlook on continuing education. University laws were changed
to allow the establishment of an institution that offered continuing education
for university students. The institute was to have affiliation with other
university-level schools, with organizations, and with companies; nevertheless,
it would operate within the University of Iceland (see more in chapter
1.2.).
1.1.3/4. Outline of the higher education system in the country
There are three universities
in Iceland with research responsibilities and offering more than one program
of study. The University of Iceland offers programs in all traditional
university subjects, while the two other universities are more specialized
and offer fewer programs.
The University of Iceland is comprised of nine faculties, all with research and teaching responsibilities. The faculties are: arts, dentistry, economics and business administration, engineering, law, medicine, natural sciences, social sciences, and theology. Most faculties are further divided into departments. The university offers postgraduate studies in most faculties.
The University of Akureyri consists of four faculties: health sciences, management studies, fishery studies, and teacher education. All faculties offer more than one lin of studies.
The University College of Education is responsible for the education of teachers at the compulsory school level. It also offers a master of education (MEd) program with specialization in curriculum studies, special education, educational administration, and educational theory.
Colleges in Iceland offer technical and vocational courses as well as art courses. Most colleges specialize in a single field of study. Some colleges formally belong to the secondary school level but operate, in practice, on the higher education level. Studies are offered in the following areas: physical education, social pedagogy, preschool education, drama, music, fine and applied arts and design, computer studies, management, civil and electrical engineering technology, laboratory and radiology technology, and agricultural science.
Most institutions of higher education require a matriculation exam from a secondary school or equivalent education. Additional work experience may be required for some vocational studies at colleges. Colleges may limit the number of students admitted. The school of fine arts holds entrance examinations and has admission restrictions.
Universities may set specific
prerequisite requirements for specialization at the secondary level for
some programs of study. There is no ceiling on the number of students admitted
to the University of Iceland. However, in the medical, nursing, and physiotherapy
programs of the Faculty of Medicine and in the Faculty of Dentistry, the
number of students allowed to continue after the end of the first term
is limited. Students are selected on the basis of competitive examinations
held at the end of the first term. Both the University College of Education
and The University of Akureyri admit only a limited number of students.
1.1.5. Student numbers (full-time/CE)
The University of Iceland has 5,500 students enrolled in full-time study, and 8,000 participants in UCE.
The University of Akureyri has 400 students enrolled in full-time study, and 200–250 participants in UCE.
The University College of Education
has 650 full-time students, and 800–900 participants in UCE.
1.2. Organizational arrangement
of CE in universities
The organizational arrangement of CE activities in the three universities in Iceland is similar; all three have a centralized body governing CE.
In 1974 the post of Director of In-Service Training was created at the University College of Education to supervise such services. The school also established a special advisory board made up of two representatives each from the teachers union, the Ministry of Education, and the continuing education department of the University College of Education.
The University of Akureyri has a centralized committee appointed by the board of the university. The committee is comprised of university teachers and professionals outside the university.
In 1990, the University of Iceland founded the Institute of Continuing Education (see also 1.1.2.). Special regulations set by the Ministry of Education concerning the activities of the institute allow the university to run the institute in cooperation with other schools at the university level as well as with professional associations of university graduates.
On this basis, the Institute of Continuing Education at the University of Iceland is now run in cooperation with the Icelandic College of Engineering and Technology, the Association of Academics, The Association of Icelandic Architects, the Association of Chartered Engineers in Iceland, The Icelandic Society of Engineers, and The Association of Icelandic Teachers. The governing board of the university appoints the board of the institute, which is composed of five university teachers and five representatives from partners outside the university.
The above-mentioned regulation regarding the institute’s activities foresees an independent status for the institute within the University of Iceland, although a close cooperation with the faculties of the university is expected. In praxis this cooperation is mainly on an individual basis with the university’s professors.
1.2.2. Who are the "actors":
students, users, market mechanisms?
The main "actors" in UCE in Iceland
are the users and market mechanisms. At the University of Iceland, UCE
is run in cooperation with the users, that is, professional organizations
of academics, on a totally self-financing basis.
The University of Akureyri also develops somewhat informally its programs in cooperation with user groups, although not in the same formal way as the University of Iceland.
CE at the University College of Education is prepared in close cooperation with the teachers union. The costs, however, are totally funded by the Icelandic government.
1.3. Programs
1.3.1. Subject range
In all three universities the main emphasis is on short professional-related courses (10–30 hours). Personal development and liberal arts courses are offered at the University of Iceland and The University of Akureyri.
The Institute of Continuing Education at the University of Iceland offers nearly 400 short courses (5–30 hours) annually.
Short courses range from vocational refresher and update courses to general interest courses in, for example, literature, philosophy, art, history, and music.
Professional/vocational courses
cover all disciplines taught at the University of Iceland: engineering,
health and social sciences, computer and software processing, law, management,
economics, etc., plus cross-disciplinary subjects.
1.3.2. Format range (short/long, credit/non-credit, distance learning)
The University of Akureyri offers
only 10–30 hour courses.
The University College of Education offers about 40 short courses (20–40 hours), all teaching related.
In addition, the college has, since 1971, offered further training in mathematics, assessment and curriculum studies, special education, handicrafts, manual arts, Icelandic, and school administration.
Since 1985 the University College of Education has offered a professional skills program for practicing teachers in schools around the country. The program considers how teachers can best meet the individual needs of their pupils.
In 1985 a two-year course in special education was established. This program consists of two 30-credit components and awards students a BA degree.
In 1989 a 15-credit course for heads of schools was begun.
Distance learning is increasing at the college.
These courses have, from 1995,
been reconstructed and are now a part of an MEd program.
Each year the Institute of Continuing Education at the University of Iceland offers nearly 400 short courses (5–30 hours).
The institute has increased its emphasis on longer (1–2 year, part-time studies), non-degree certificate programs.
The goal is for participants to
gain abilities and confidence in pursuing work in different fields. The
programs aim at providing students with a theoretical overview of the subjects
covered and introducing practical methods that have proved successful.
The institute offers a three-semester
program in business and administration for persons actively engaged in
professional work in industry and commerce. The program consists of 18
credits at the university level. An additional two-semester business studies
program consisting of 12 university-level credits is offered for those
who have completed the three-semester program.
A two-semester program in marketing
and export management consists of 13 credits at the university level. The
program is aimed at people working in private companies.
This two-semester program, consisting
of 12.5 university-level credits, is aimed at people engaged in administration
and management in the field of fisheries who want to increase their knowledge
of subjects concerned with fishing and the fish processing industry. It
suits graduates from universities and technological institutes as well
as people with elementary education and extensive experience in the field.
This two-semester program in health
economics, consisting of 12 university-level credits, is of potential value
to all health service professionals who carry significant planning or management
responsibilities. The central objectives are to indicate the strengths
of economic analysis as an aid to the planning or management of effective,
efficient, and equitable health services, and to improve skills in the
execution, interpretation, and use of simple economic analysis.
A two-year program in family therapy
that consists of 18 credits at the university level is offered for
trained therapists and people with a BA or a master’s degree in a mental
health profession or social field.
A three-semester program in management in health care is offered for people with university degrees in health or social sciences. The program consists of 15 credits at the university level.
1.3.3. Which sectors of UCE
are growing and which ones are declining?
The main trend seems to place
stronger emphasis on longer courses or studies that result in a diploma
or certificate.
1.4.1. National/local arrangements
On a national level there is
no arrangement for assessing or assuring the quality of CE.
On a local level, quality assessment is mostly built on participants’ feedback through questionnaires.
At the University of Iceland, where certificate programs have been offered since 1990, the first program has been audited by a commission appointed by the governing board of the university. Similar assessments of other certificate programs are foreseen.
1.4.2. Types of diplomas,
certificates delivered
UCE in Iceland is composed mainly of short courses. In recent years, the number of certificate programs has increased.
The University of Iceland offers six certificate programs consisting of 12–30 university credits.
The University College of Education offers a professional skills program for practicing teachers, a course in special education, and a course for heads of schools.
Full university degrees are not awarded in UCE.
1.5. Financial Arrangements
At the University College of
Education all costs of CE are paid by the Icelandic state.
At the two other universities, the University of Iceland and The University of Akureyri, CE programs are financed through participant or company fees. The only exception is CE for teachers at the secondary level. Each year the state allots a fixed sum to finance its CE through the University of Iceland. CE of other state employees is financed through their employers and through funds often agreed upon in wage agreements.
The state’s main contribution
to CE of other-than-state employees is a fund that yearly distributes about
5 million ECU to CE projects on all school levels.
1.6. Motivation of CE staff
1.6.1. Who is providing UCE?
How many are from outside the universities?
In Iceland it is traditional for professional organizations to provide UCE. Following the 1983 contract between the University of Iceland and several professional associations, many now cooperate with the university in organizing their CE.
Since 1976 the Icelandic Management Association has offered management courses aimed at university graduates as well as non-degree students. No numbers are available for UCE outside the three universities.
1.6.2. Financial incentives
Teaching in UCE is not part of a teacher’s regular teaching load, but it is paid for on the same basis. Teachers in UCE consist of university staff and experts prominent in their field. All teachers in CE are hired on a short-term basis. Motivation for lecturing in UCE is not based on payment; rather, for university staff, motivation derives from the opportunity to come into contact with companies and to receive feedback from university graduates in practice about knowledge and working methods.
1.6.3. Academic recognition
For university staff, teaching
in CE does not give academic recognition. Here, as in most universities,
it is research activity, not teaching, that is most valued; indeed, research
is the primary interest of the majority of university teachers.
1.7. Status and visibility
of CE
In the past 5–10 years, awareness of CE’s importance has grown in Iceland. Trade unions, companies, and governmental bodies are increasingly taking CE into account in their strategic plans.
The past three governments have, in general terms, stated the importance of CE in their governmental agreements, although without much follow-up in financial support.
This spring a committee was appointed by the Minister of Education to develop concrete suggestions for a governmental CE policy.
In spite of very limited governmental funding and the lack of a concrete policy, CE in Iceland has grown extensively in the last decade. Much of it is market driven; it relies on advertisements in newspapers and journals and is, therefore, visible to the general public. The University of Iceland publishes its program twice a year in 23,000 copies.
1.7.3. Contacts with industry,
employers, professions
UCE is the main interface between
the university and the professional life of university graduates.
Most companies in Iceland are
small, the most common number of employees being 5–8 people. Only a handful
of companies have more than 1,000 employees; this means that only a few
have their own internal CE departments or staff. Other providers of CE
are, therefore, very important to Icelandic companies.
1.8. Other providers of continuing
education
In Iceland, CE on all levels has grown in the past 10–15 years. CE is provided by a wide range of actors.
The main providers of CE outside the universities are: professional associations, employers and employee organizations, and private companies offering CE mainly in computer usage and management. Most of these providers are small and offer CE in a narrow field.
1.9. National/regional policy(es)
on CE
CE has been very much on the
political agenda in Iceland in the past years; the last three governments
have all issued general statements about the importance of CE. Until now
these statements have not had many practical consequences, but they have
contributed to the positive atmosphere and attitudes towards CE in Iceland.
The European Year of Life Long Learning has had the same effect, and, as mentioned before, CE is on the agenda of almost all trade agreements in Iceland, and it is increasingly a part of the strategic plan of Icelandic companies.
Detailed official policies and plans on CE in Iceland are still missing, but on behalf of the Ministry of Education, a commission is now working on such a plan.
1.9.2. Effects of the "autonomy"
of the university
The universities all have the autonomy to offer UCE, but lack of governmental funding is an obstacle, as already has been mentioned.
1.10. European dimension in
UCE
The Institute of Continuing Education
has participated in various European and Nordic projects in continuing
education.
The main emphasis for the last eight years has been on different projects in the field of SPI (software process improvement). The institute, in cooperation with the Computing Section of Science at the University of Iceland, has held an international conference on SPI, as well as a number of seminars and working groups, all consisting of Icelandic as well as international experts.
The biggest single project has been ESPITI (European Software Process Improvement Initiative), a two-year project aimed at improving the competitiveness of the European software industry.
Other activities have been conducted,
among others, in the fields of psychological and behavioral sciences, engineering,
and material techniques.
1.11. Number of universities consulted in the country
As stated in the introductory chapter, there are only three universities in Iceland, and in this report they have been consulted:
a) University of Iceland
b) University College of Education
c) The University of Akureyri
2. Existing problems/obstacles
and good practices in UCE
Conclusions
University continuing education in Iceland is young and in rapid development, but lack of governmental policy and funding of UCE for other-than-public employees are obstacles. Another obstacle is the small "market." University graduates in Iceland total only about 19,000, and since the Icelandic government only funds UCE for public employees, it does not carry the developmental costs of UCE for others. Cooperation with foreign parties regarding academics is, therefore, very important for Icelanders.
Good practices or strengths include
the close cooperation of the three universities with professional organizations
and the business community, that is, the customers of UCE.
EUCEN member universities in Iceland
University of Iceland, Institute
of Continuing Education
References
The Education System in Iceland
Ministry of Culture and Education 1995