Arts and Cultural Education in Iceland : Professor Anne Bamford

pre-primary school teachers were so helpful though I was surprised that none of the banks would do it; it is very
ironic. We then had a pyjamas party for all of the people involved and it went really well.
This level of community support was equally evident away from the capital:
Vignette 1.4.4 We don’t see other people and we are isolated
In this town everyone gives a lot for nothing. There are very few people so it is difficult to survive. There is not enough
work for professional actors. The weather is a challenge too. It is unpredictable. Transport is hard. We don’t see other
people and we are isolated. That can be a strength and a weakness to the creative process. I would say in our town
the arts are blooming but not spreading. There is a bit of an attitude that we are not as good
here... less professional. But if you look at the academy in Reykjavik, our students are getting in there. So there is
quality there if you look at it objectively. In this town, all the companies support the arts. There is a very high level of
local support. We are lucky with this as central government is not active here. They should put more support in here.
It is difficult to travel.
1.5 Policy Cooperation and curriculum
‣ Meetings should occur on a regular basis between those people responsible for culture
and education at the national, municipal and local level to encourage shared strategic
thinking and communication of good practices and initiatives
‣ The curriculum is open and flexible but in reality taught in a very similar way around
the country
‣ The curriculum is considered valuable for establishing overall objectives but of less
value in terms of teaching and learning content and method and ways of assessing.
The Ministry of Education, Science and Culture is responsible for the policies and methods
that schools must use, and they issue the National Curriculum Guidelines. There are different
types of schools:
Pre-primary school or leikskóli; which are non-compulsory for children younger than six
years, and is the first step in the education system.
Compulsory education, or grunnskóli; which comprises primary and lower secondary
education, generally conducted at the same institution.
Upper secondary education or framhaldsskóli; which follows lower secondary education
and is not compulsory.
Figure 1.5.1 Percentage of budget by level of schooling
Public educational expenditure, percentage breakdown by school level, 2006
Pre-primary 8.2%
Compulsory 49.7%
Upper secondary 18.3%
Higher education, tertiary level 18.2%
Other 5.6%
(Source: Statice, 2006)
Education is mandatory by law for children aged from 6 to 16 years. All schools in Iceland are
mixed sex schools.
The law in Iceland is that communities are to create their own policies and each school its
own curricula. The majority of schools publish their curriculum on the web and make it
generally available. The most commonly provided information includes:
When the school operates.
Lists of subjects taught at the school.
General information on the administration of the school.
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