The development of a school for all in Iceland: Equality, threats and political conditions

Abstract

The history of public schooling in Iceland emerged at the beginning of the twentieth century and from the beginning demonstrated a strong commitment to equity and equal educational opportunities for all children. This focus includes the social or economic status of students, their place of living and the impact of gender and perceived learning abilities. This chapter explores significant emphases and obstacles of schooling for all through different periods: conditions of today that might affect future development; understanding the history of the initial concept; and the growth of current situations which uniquely brings together school for all, inclusive pedagogies, active democracy and social justice. International trends have influenced educational policy, lately through 12 years of international comparative studies that have situated Icelandic school development in an international milieu. Achievements of the Icelandic school system have shown continuing respect as equity among comprehensive schools measures highly in international outcomes, as well as the data analysis reveals a high percentage of student success with few students at either end of the spectrum. There are, though, different perceptions and experiences of the process, and obviously there is still some way to go. There are some threats towards one school for all that should be taken seriously. Which direction will be taken in the future depends largely on global movement and local political conditions.