Arts and Cultural Education in Iceland : Professor Anne Bamford

languages; Icelandic and mathematics account for, respectively, 19 and 17 percent; and, science
accounts for 9 percent. Given these figures, it would appear that adequate curriculum focus is
given to the arts within Icelandic education with around 1/3 of school time dedicated to the arts
(including wood and textile). The usual pattern of time is 2 x 40 minutes per week for each arts
subject, though this can vary considerably from school to school. This comparatively high
allocation in compulsory school for arts education seems to be a favoured part of Icelandic
education as this parent comment (typical of many similar comments made by a variety of
respondents) suggests: “It is important that art is a part of the compulsory curriculum. That way
it does not depend on the economies of the family. I think we are missing some talent if we
count only on the after school courses in music schools.”
In 2011 there will be a new Bill (law) for high schools. Each school can create their own lines
for subjects. While some of the research respondents saw this change as a positive move that
should allow more creativity into the curriculum, other people felt that it would lead to a
reduction in the scope and quality of arts education in schools, as this comment from a school
principal suggests:
This change might be a good thing. But that is a big question about the place of the arts. I think it could be a
problem for smaller schools. They have to serve everyone, but they will have less choice of what they can offer. I
worry that what we will find is that everything will be cut. The arts will be viewed as a luxury. Less than 50% of
schools are teaching according to the official curricula.
It was also felt that the ready adoption of the arts within the new curriculum framework
might be adversely effected by the current economic climate (as is covered in more detail in
section 1.6 that follows).
1.6 Financing patterns
‣ In 1996 many aspects of cultural and educational funding moved from the National
Ministry to become the responsibility of the municipality, region or city.
‣ The inherent complexities of funding directly impacts on the planning, delivery and
monitoring of arts and cultural education
‣ While the financial support for education indicates a high level commitment to
education, it is unclear the amount of funding to arts and education within the global
funding model
‣ Parents make considerable financial contributions to arts and cultural education
‣ The physical resources in schools and after school arts and cultural centres are of a
high standard
A joint study from the Ministry of Education, Science and Culture and the Icelandic Central
Bank (conducted in late December 2008) examined arts and culture expenditure in Iceland (by
the state and municipalities) during the period 1998 to 2007. The study indicates that public
expenditure in Iceland (state and municipalities combined) towards arts and culture has almost
doubled from 1998 on a fixed rate scale (counting for inflation). Concurrently, the per capita
expenditure by the state (on a fixed rate) went from about 12.600 ISK in 1998 to in excess of
22.000 ISK in 2007. Comparable figures for the municipalities were about 7.000 ISK in 1998, to
about 13.000 ISK in 2002 and close to 17.900 in 2007. The study also examined expenditure on
cultural matters in 2005 in Iceland compared to the other Nordic countries as a proportion of
GDP. In this comparison, Iceland was the highest with 0.85% of GDP. This was followed by
Norway (0.71%); Denmark (0.60%); Finland (0.59%) and lastly Sweden (0.47%). Although still at
the top of Nordic expenditure, this figure for Iceland in 2005 was lower than for the years
immediately before and after, where the average for the years 2005-2007 in Iceland was 0.91%.
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