Education or quick fix to crises?

The goal of Adult Education in Iceland

Abstract

This article is part of a general revision of the Adult Education Act nr 27/2010 in Iceland in 2023. The article discusses Icelandic government policies for adult education and how they have changed since 1974. The article compares the future visions of international institutions and the Icelandic government in this field and strives to answer how these analyses can build a useful value base for current policymaking.

The article builds on a discourse analysis of various Icelandic laws and bills, vision documents from the Icelandic government, and international policy documents from UNESCO and OECD. The article looks into five bills addressing adult education, two of which never passed as law. One of the bills is the current Adult Education Act from 2010 (Adult Education Act no. 27/2010).

The aim is to analyse how the purpose and value of adult education have been defined in legislative proposals and how they reflect the discourse on education in a changing context. The study shows that the legislative proposals resulted from different perspectives on the role of education for individuals and society, which are related to, e.g., the fourth industrial revolution, information technology, labour market, and social needs. The study also points out that the legislative proposals were subject to political influence and that adult education has yet to be able to establish itself as an independent field in the education system.

The analysis explores the education discourse from three different conceptual perspectives:

• Fundamental ideologies such as bildung, technocracy, and schoolification.
• The target groups of the education, i.e. individuals, societies, or the labour market.
• The prioritisation and exclusion of groups within education.

The research findings illustrate the evolution of adult education laws in Iceland. By analysing the scope and objectivities of these laws, their educational and political goals become clear, emphasising individual and societal growth, equal access to education, and catering to specific groups like individuals with disabilities and job seekers. Over time, the emphasis has shifted from education for all adults to targeted approaches, focusing on those with limited formal education or seeking employment. Furthermore, there is a heightened awareness of equality, considering factors such as residence, age, gender, occupation, and previous education in educational opportunities.

The study also identifies three fundamental ideologies in education laws: general education, schoolification, and technocracy. Adult education laws have transitioned from general education to technocracy, marked by an increased emphasis on formal recognition and assessment of learning experiences, indicating a growing inclination towards schoolification.

Additionally, the analysis reveals two key focuses: a broad approach that empowers individuals, citizens, and the workforce in both public and private spheres and a narrow focus solely on workforce development. The older bills from 1974 and 1980 and the General Adult Education Act of 1992 adopt a comprehensive perspective, addressing multiple facets of a student’s life. In contrast, the 1992 Act of In-service Training in the Labour Market of 1992 and the Adult Education Act of 2010 have a restricted viewpoint, concentrating mainly on adults as potential workforce and their public life.

The international future reports from OECD and UNESCO emphasise the broader role of education in societal, professional, and personal development, focusing on sustainable growth and inclusivity, contrary to the development in the Icelandic legislative framework for adult education. While aligning more with multinational ideals recently, the Icelandic policy documents could integrate these holistic and inclusive approaches to address issues beyond traditional classrooms and consider open, accessible, diverse learning opportunities.

The article concludes by emphasising the need for a balanced approach, incorporating Bildung, schoolification, and technocracy elements. There is a call to define clear objectives for adult education, ensuring accessibility for all individuals, including marginalised groups. The article also criticises the lack of emphasis on private and family life-related topics in adult education. It advocates for a proactive approach that considers the broader societal challenges, such as democracy, equality, and sustainability, rather than solely focusing on workforce skills. The authors urge the incorporation of international conventions and local policy documents to guide the future of adult education in Iceland. Finally, they emphasise the importance of advocacy and professional development within the adult education system to address the challenges effectively.