1.3.2 Teaching staff

Relates to the following subgoals

4.c

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.

Progress

Figure 1. Percentage of personnel teaching without certification in compulsory schools 2005 - 2023 (NB in 2005 two employees of Kárahnjúkaskóli schools are excluded).

Updated: September 3, 2024
Source: Statistics Iceland (2024)

Metrics, Targets and Monitoring Protocol

What is measured?

Percentage of personnel teaching without certification in compulsary schools in East Iceland vs. nationally.

Monitoring Protocol

Information are retrieved annually from Statistics Iceland.

Targets/Expectations

Percentage of unlicensed teachers East Iceland less than or equal to national average.

Possible countermeasures

Not applicable, monitoring only.

Changes of indicator

At the annual general meeting in 2018, a change in wording was approved.

**Table 1.** Changes accepted in annual general meeting 2018
Orginal text	Changed text
Percentage of unlicensed teachers in compulsary schools in East Iceland vs. nationally. (Project effect: induced).	Percentage of personnel teaching without certification in compulsary schools in East Iceland vs. nationally.

The rationale for changes: In Icelandic “grunnskólakennari” (primary school teacher) is a protected title and therefore no such thing as an unlicensed “grunnskólakennari”.

This indicator was originally number 7.2. It was then named Quality of Schools and can be found under that number in documents of the project from 2005 and 2006.

The indicator number has been changed twice.

**Table 2.** Changes to name and number of indicator
Year	Nr.	Indicator name
2020	1.3.2	Teaching staff
2007	1.17b	Quality of Schools

Baseline

Figure 2. Percentage of personnel teaching without certification in compulsory schools in Iceland categorized by geographic areas (2003). Source: Statistics Iceland.

Rationale for Indicator Selection

New big companies can affect nearby schools. Increased number of inhabitants during construction and operational phases of the projects means more children and increased workload in schools. This includes both the direct effects of employees and contractors, as well as the indirect demand generated by people moving to the project area in association with job opportunities created directly or indirectly by the projects. The object of the schools therefore will be to maintain the former quality of education to an increasing and possibly a more culturally diverse student population.

From phase I/II report on indicators and baseline from April 2005