The following points are a common concern of all Occupational council:

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Myles Fields
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1 APPENDIX 19 Occupational Councils: policies long term/short term emphasis, Source: Ministry of Education, Science and Culture Annual Reports of the Occupational Councils / Slides from the conference: Nýskipan í Starfsmenntun, at Hotel Natura, The following points are a common concern of all Occupational council: Strengthen career guidance, personal advice and information delivery on jobs and vocational learning in the compulsory school, in particular, but also in society at large. Strengthen the collaboration between schools and the labour market Inhance the relationship between the upper secondary schools and adult education Strengthen and enhance the quality of workplace learning Revise the curricula of vocational education so that they build on occupation descriptions and competencies Increase the provision of programmes in higher education (post secondary or tertiary level) to ensure that further vocational education will be available in all main vocational subject areas That occupations that build on defined competencies, and aim to increase surplus value, quality of service, safety and good working conditions, will be accredited in a similar way as the certified trades Vocational education that leads to defined learning outcomes and gives qualifications, should be acknowledged in a formal way toward higher wages/rewards in the labour market and for continued studies in the educational system ebook development digital resources modern technology for learning and teaching Oppcupational Council Short term objectives Long term objectives Building and construction Bygginga- og mannvirkjagreinar Work-based learning earlier in the VET process Increase stability of activities in the trade Creation of student logbooks and improved student support during workplace learning Revision of trade master programmes and a programme for building managers Closer collaboration with labor market Enable student contracts Transportation, vehicle and logistics Samgöngu-, faratækja- og flutningsgreinar Training of repair-workers Preparation work with schools and labour market Analysis of education needs for transport industry/policy development and starting a

2012 The following points are a common concern of all Occupational council: Strengthen career guidance, personal advice and information delivery on jobs and vocational learning in the compulsory

2 Health and welfare, pedagogical- and leisure services Heilbrigðis- og félagsgreinar, uppeldis- og tómstundagreinar Design and Crafts Hönnunar- og handverksgreinar Culinary, hospitality and tourism Matvæla-, veitinga- og ferðaþjónustugreinar Metal, engineering and manufacturing Málm, véltækni- og to form the first steps towards a programme in transport New competencies in the vehichle trades demanding work regarding new energy vehichles suggesting change of the trade curriculum Inceasing quality and improve organization of learning Increasing flexibility and enable moves between levels of education, for the continuation of studies, from upper secondary to tertiary education More emphasis in these subjects on history and culture Entrepreneurship and innovation challenge Moral rules for crafts (respect for copyrights, harnessing nature and professionalism Connect learning more to history, culture and unique position of Iceland Improve deficiency in learning/teaching materials New organization of basic programme and specialism programmes new programme Long term evaluation of need for workforce in the health sector, especially with concern to an aging population Add opportunities/programmes for specialization Wholistic educational policy for upper secondary and higher education (post secondary/tertiary Enhance the respect for crafts, learning of crafts and for jobs in crafts, in general Explore the connection of crafts and tourism - increase the collaboration Develop further education in crafts in higher education Work on the issue that all occupations/jobs in the field, which builds on defined competencies and leads to a defined outcome, will be accredited in a similar way as with the certified trades and valued for wages and professional rights. Revision of education policy, based on the needs of the labour market and

demanding work regarding new energy vehichles suggesting change of the trade curriculum Inceasing quality and improve organization of learning Increasing flexibility and enable moves between levels

3 framleiðslugreinar - core dept 2nd level/practical - enabling students to finish school in 2 semesters - develop specialism in metal and mechanical trades at the 3rd level - Students to finish their studies in 2 semesters Revision of workplace learning and school relations - Creation of student logbooks evaluation of quality and usefulness of learning Strengthen craft learning in the compulsory schools - explore the status of vocational teachning (crafts, carpentry, textiles) - design, support and work on experimental projects with a compulsory school Electrcotechnics, electromechanical and electrical trades Rafiðngreinar Fisheries and Navigation Sjávarútvegs- og siglingagreinar Business and commerce Verslunar- og skrifstofugreinar Apprenticship licencing supervision and inspection Training of guides for students in workplace learning Make workplace learning more efficient, define demands, create student logbook. Offer selectives in electrical trades Increase collaboration with students Start a formal and organized workplace learning for apprentices aboard ships Energize and strengthen the existing programmes. Develop shorter programmes with professional certifications (fagbréf). These can be collected and used when students are evaluated for entry to the upper All educational materials onto digital format. Aiming to offer all educational materials free for students. Reform of master of trades programmes. Developing and strengthening of programme in fisheries, the handling and product development of the catch. Employing lifelong learning policies in this sector. Activate the unions for collaboration on this.

schools - explore the status of vocational teachning (crafts, carpentry, textiles) - design, support and work on experimental projects with a compulsory school Electrcotechnics, electromechanical and

4 Beauty therapy and hairdressing Snyrtigreinar Environment and agriculture Umhverfis- og landbúnaðargreinar Graphic media Upplýsinga- og fjölmiðlagreinar secondary school. Build up workplace learning and offer more opportunities for reeducation and continuing education. Start employing real competence evaluation for adults working in the trade. Digital student logbooks in workplace learning. Look for students voice and opinions and their evaluation of quality of vocational learning. Encourage boys to enter the professions. Work on the strengthening of workplace learning and increased opportunities for students to get workplace training. This has been a problem and the schools have compensated by increasing the schoolbased training. Offer a more varied options for workplace learning, so that the students will not have to Work on a wholistic organization of the programmes and an active supervision for a longer period of time. Revise basic studies programmes and master of trade programmes. Increase the study opportunities of graduates in higher education. Remedy the difference between certified trades and non-certified trades, students from the certified trades have much more secure job security and more further education opportunities, than the others, that hit a blind alley at the end of their studies. Meet the differenct challenges that this industry sets, for instance the ipad activation, which is bound to effect the learning in this trade. Transfer the impact of World Skills Competitons. Paper production is developing and industry with it.

Digital student logbooks in workplace learning. Look for students voice and opinions and their evaluation of quality of vocational learning. Encourage boys to enter the professions.

5 spend all his time in the same workplace, but could have training in several workplaces with different emphasis. Mapping of the industry and different activities is needed.

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