The educational system of Iceland has its roots in two traditions: The catholic tradition on one and the Tradition of the Icelandic literature on the other hand. One of the first Monastery schools was founded in 1056 in Skálholt (where the residence of the Bishop is), were Reading, Writing, Theology, Singing and Poetry was taught there. During this time, the Catholic Church was (not only in Iceland) a very wealthy landowner with extraordinarily much social power, which means that the economical basis for their schools was very stable at that time.
The beginning of the literary tradition can also be found in the middle ages. Since that time, it is a part of the Icelandic culture that children should learn how to read properly. After the reformation, this tradition was institutionalized. The parents got the order to teach their kids in Reading and Christianity, which was controlled by their responsible priests on a regular basis. The rule was that every kid should be able to read up to their confirmation. At the end of the 18th century, Iceland was one of the very few countries, were nearly the whole population could read.
The Icelandic school system is split into four levels: Kindergarten (leikskóli) for children between the age of six months and six years, primary school (grunnskóli) from six to sixteen years, secondary schools which end at the age of twenty and the university and some technical colleges.
Table of Contents
THE EDUCATIONAL SYSTEM OF ICELAND
1. General Information
2. Historical Development of the Icelandic Educational System
3. The structure of the Icelandic compulsory school system
3.1 General Objectives of the Icelandic Pre-Primary Education
3.2 Compulsory Education in Iceland
3.2.1 Age Levels and Grouping of Pupils in Icelandic Compulsory Schools
3.2.2 Organisation of the School Year
3.2.3 Weekly and daily Timetables
3.2.4 Teaching Methods and Materials in Icelandic schools
3.2.5 Educational Guidance for pupils in Iceland
4. Upper Secondary and Post-Secondary Education in Iceland
5. Tertiary Education in Iceland
5.1 Short Tertiary Education Programs
5.2 Long Tertiary Education Programs
6. Becoming a Teacher
Research Objectives and Focus Areas
The primary objective of this seminar paper is to provide a comprehensive overview of the Icelandic educational system, analyzing its structure from pre-primary levels through to tertiary education and teacher training, while contextualizing these developments within the nation's historical and cultural framework.
- Historical evolution of Icelandic educational traditions
- Structural organization of compulsory schooling
- Defined objectives for pre-primary and compulsory education
- Operational logistics of the school year, timetables, and teaching methodologies
- Paths for professional development and teacher qualification in Iceland
Excerpt from the Book
3.2.4 Teaching Methods and Materials in Icelandic schools
Teachers are free to choose methods and materials that suit their objectives and circumstances.
In grades one to three, a class teacher teaches most of the subjects in his or her class. The borders between the different subjects are not very clear. Teaching in those grades can take a variety of forms, from class teaching and group work to individual tutoring.
Later stages of compulsory education is characterised by teaching in clearly defined subjects. The borders between the traditional subjects are clear and teachers are subject teachers by the majority, who are teaching one or two subjects in many classes.
Some compulsory schools in Iceland adhere to certain educational ideologies. These schools also have to follow the “Compulsory School Act” from 2008 and they take notice of the “National Curriculum Guide”.
The teaching materials are free of charge for every Icelandic pupil. The “National Centre for Educational Materials” is responsible for providing all kids in compulsory schools with teaching materials. The centre receives its budget appropriation for this purpose. It is very expensive for a small nation like Iceland to produce satisfactory teaching materials in its own language. That is the reason, why there is no possibility of choice from a variety of books for all subjects, although the variety of teaching material has increased during the last years, which means that there are many audio-visual resources and computer- and multi-media-programs. Schools and teachers may choose for themselves which things they use, when there is more than one alternative available.
Schools in Iceland are very well equipped. Using computers is very common and 99% of all schools are connected with the Internet, so their teachers can communicate with each other and exchange educational materials and information. The average rating of computers per pupil in compulsory schools is one computer to every 15 pupils.
Summary of Chapters
THE EDUCATIONAL SYSTEM OF ICELAND: This section serves as the introductory overview of the nation's basic demographic and geographic facts.
1. General Information: Provides essential data regarding the population, territory, and administrative regions of Iceland.
2. Historical Development of the Icelandic Educational System: Details the transition from early monastery and home-based religious education to the formalized laws of the 20th century.
3. The structure of the Icelandic compulsory school system: Outlines the multi-level framework of the national education system, from kindergarten to secondary school.
3.1 General Objectives of the Icelandic Pre-Primary Education: Enumerates the six primary aims of the Pre-Primary School Act of 2008 concerning child development.
3.2 Compulsory Education in Iceland: Describes the objectives and mandatory nature of schooling for children between the ages of six and sixteen.
3.2.1 Age Levels and Grouping of Pupils in Icelandic Compulsory Schools: Explains the single-structure system and class organization based on age.
3.2.2 Organisation of the School Year: Defines the duration of the school year and the standard holiday periods.
3.2.3 Weekly and daily Timetables: Details the structure of lesson duration and the expected weekly instruction time across different grade levels.
3.2.4 Teaching Methods and Materials in Icelandic schools: Discusses teacher autonomy in method selection and the provision of learning materials.
3.2.5 Educational Guidance for pupils in Iceland: Addresses the availability of counselling services for pupils facing study or personal difficulties.
4. Upper Secondary and Post-Secondary Education in Iceland: Describes the non-compulsory, diverse branches of post-primary study and the unit-credit system.
5. Tertiary Education in Iceland: Provides an overview of the development of undergraduate and postgraduate degree programs in Iceland.
5.1 Short Tertiary Education Programs: Highlights the shift from traditional three-to-four-year undergraduate studies.
5.2 Long Tertiary Education Programs: Discusses the expansion of Master’s and PhD programs within the country.
6. Becoming a Teacher: Outlines the academic requirements, specifically the M.A. degree, necessary for teaching in the Icelandic school system.
Keywords
Iceland, Educational System, Compulsory School, Pre-Primary Education, Curriculum, Teaching Methods, Literacy, Teacher Training, Higher Education, Educational Act, Student Development, School Structure, Pedagogical Ideologies, Vocational Training, ECTS
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on the structural and historical development of the Icelandic educational system, detailing how it transitioned from early religious traditions to its current modern framework.
What are the central thematic areas covered?
The core themes include pre-primary education objectives, the organization of compulsory schooling, upper-secondary structures, and the requirements for becoming a qualified teacher in Iceland.
What is the primary goal of the Icelandic compulsory school system?
The goal is to prepare pupils for active participation in a democratic society, encouraging autonomy, individual development, and the acquisition of skills necessary for their future education and life.
Which scientific methodology is used?
The work utilizes a descriptive and analytical approach, synthesizing information from educational acts, historical records, and official European documentation on school systems.
What topics are addressed in the main body?
The main body covers the four levels of the Icelandic system: kindergarten, compulsory school, upper secondary education, and tertiary education, alongside pedagogical approaches and teacher qualification processes.
Which keywords define this work?
The work is characterized by terms such as Icelandic education, compulsory school, pedagogy, teacher training, and curriculum development.
How is pre-primary education structured in Iceland?
Pre-primary education is designed for children from six months to six years old, focusing on learning through play, linguistic stimulation, and close cooperation between teachers and parents.
What is the role of the National Centre for Educational Materials?
The centre is responsible for the state-funded provision of teaching materials, ensuring that all pupils have access to necessary learning resources, despite the high cost of production for a small nation.
How is the teacher training process organized?
Teachers in pre-primary and compulsory schools are required to hold an M.A. degree (300 ECTS), while upper secondary teachers must complete additional credits in pedagogy and didactics.
- Quote paper
- Udo Seelhofer (Author), 2011, The educational system of Iceland, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/165180
