Challenges of vocational education in Iceland: Access to higher education
One of the key challenges to vocational education and training (VET) at upper secondary education level is how to change the perspective that it represents a dead-end pathway. This challenge is often discussed in the context of how to increase the standing of VET and refers to efforts in increasing...
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Menntavísindasvið Háskóla Íslands
2022
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fticelandunivojs:oai:ojs.hi.is:article/3610 2023-05-15T16:47:14+02:00 Challenges of vocational education in Iceland: Access to higher education Áskoranir starfsmenntunar: Aðgengi starfsmenntanema að háskólanámi Eiríksdóttir, Elsa 2022-12-13 application/pdf https://ojs.hi.is/netla/article/view/3610 https://doi.org/10.24270/serritnetla.2022.79 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/netla/article/view/3610/2208 https://ojs.hi.is/netla/article/view/3610 doi:10.24270/serritnetla.2022.79 ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 CC-BY Netla - english edition; Sérrit 2022 - Framtíð og tilgangur menntunar Netla; Sérrit 2022 - Framtíð og tilgangur menntunar 1670-0244 vocational education and training upper secondary eduaction higher education university admission requirements starfsmenntun framhaldsskóli háskóli aðgangsskilyrði info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2022 fticelandunivojs https://doi.org/10.24270/serritnetla.2022.79 2022-12-14T23:50:35Z One of the key challenges to vocational education and training (VET) at upper secondary education level is how to change the perspective that it represents a dead-end pathway. This challenge is often discussed in the context of how to increase the standing of VET and refers to efforts in increasing VET participation (Billett, 2020; Elsa Eiríksdóttir et al., 2018; OECD, 2013a). In Iceland, only about 15% of young people choose VET in upper secondary schools and educational authorities have long emphasized the need for action (Mennta- og menningarmálaráðuneytið [Ministry of Education, Science and Culture], 2014). Providing VET graduate access to higher education (HE) is often mentioned as an important measure – especially with increased expansion and participation in HE (Jón Torfi Jónasson, 1998, 2003). The goal of the article is to look at how the access of VET graduates to HE has developed over the past two decades in Iceland, both in terms of structure and regulations governing the education system, as well as opportunities for students and their participation. The development of VET students’ access to HE is considered in terms of: (1) preparation for HE at upper secondary school level, and (2) changes made to the HE education level to accommodate those graduating from VET programmes (VET graduates).Until 2021, a matriculation examination was required for university admission in Iceland and while academic programmes at upper secondary schools typically end with matriculation, VET programmes do not. Typical VET programmes take four years to complete and if matriculation is sought, it usually means additional time at upper secondary school. In the years 2008 to 2011 the regulatory framework of upper secondary education was reformed, and a new national curriculum introduced. Decentralization of curriculum design, and a disengagement of the type of qualifications (e.g., matriculation examination) and type of programme (academic, vocational, or arts) were part of this reform. These changes created the opportunity ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals Netla |
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Open Polar |
collection |
University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
topic |
vocational education and training upper secondary eduaction higher education university admission requirements starfsmenntun framhaldsskóli háskóli aðgangsskilyrði |
spellingShingle |
vocational education and training upper secondary eduaction higher education university admission requirements starfsmenntun framhaldsskóli háskóli aðgangsskilyrði Eiríksdóttir, Elsa Challenges of vocational education in Iceland: Access to higher education |
topic_facet |
vocational education and training upper secondary eduaction higher education university admission requirements starfsmenntun framhaldsskóli háskóli aðgangsskilyrði |
description |
One of the key challenges to vocational education and training (VET) at upper secondary education level is how to change the perspective that it represents a dead-end pathway. This challenge is often discussed in the context of how to increase the standing of VET and refers to efforts in increasing VET participation (Billett, 2020; Elsa Eiríksdóttir et al., 2018; OECD, 2013a). In Iceland, only about 15% of young people choose VET in upper secondary schools and educational authorities have long emphasized the need for action (Mennta- og menningarmálaráðuneytið [Ministry of Education, Science and Culture], 2014). Providing VET graduate access to higher education (HE) is often mentioned as an important measure – especially with increased expansion and participation in HE (Jón Torfi Jónasson, 1998, 2003). The goal of the article is to look at how the access of VET graduates to HE has developed over the past two decades in Iceland, both in terms of structure and regulations governing the education system, as well as opportunities for students and their participation. The development of VET students’ access to HE is considered in terms of: (1) preparation for HE at upper secondary school level, and (2) changes made to the HE education level to accommodate those graduating from VET programmes (VET graduates).Until 2021, a matriculation examination was required for university admission in Iceland and while academic programmes at upper secondary schools typically end with matriculation, VET programmes do not. Typical VET programmes take four years to complete and if matriculation is sought, it usually means additional time at upper secondary school. In the years 2008 to 2011 the regulatory framework of upper secondary education was reformed, and a new national curriculum introduced. Decentralization of curriculum design, and a disengagement of the type of qualifications (e.g., matriculation examination) and type of programme (academic, vocational, or arts) were part of this reform. These changes created the opportunity ... |
format |
Article in Journal/Newspaper |
author |
Eiríksdóttir, Elsa |
author_facet |
Eiríksdóttir, Elsa |
author_sort |
Eiríksdóttir, Elsa |
title |
Challenges of vocational education in Iceland: Access to higher education |
title_short |
Challenges of vocational education in Iceland: Access to higher education |
title_full |
Challenges of vocational education in Iceland: Access to higher education |
title_fullStr |
Challenges of vocational education in Iceland: Access to higher education |
title_full_unstemmed |
Challenges of vocational education in Iceland: Access to higher education |
title_sort |
challenges of vocational education in iceland: access to higher education |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2022 |
url |
https://ojs.hi.is/netla/article/view/3610 https://doi.org/10.24270/serritnetla.2022.79 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Netla - english edition; Sérrit 2022 - Framtíð og tilgangur menntunar Netla; Sérrit 2022 - Framtíð og tilgangur menntunar 1670-0244 |
op_relation |
https://ojs.hi.is/netla/article/view/3610/2208 https://ojs.hi.is/netla/article/view/3610 doi:10.24270/serritnetla.2022.79 |
op_rights |
##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.24270/serritnetla.2022.79 |
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Netla |
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1766037330009784320 |