Cascading effect of upper secondary education policy reform: the experiences and perspectives of university teachers

Abstract

ABSTRACT In 2014 the Icelandic government implemented a reform that reduced the time of all academic programs of upper secondary education from an average of four years in duration to three, aiming to increase efficiency in the education system. Drawing on critical policy analysis, this study explores wider consequences of the reform’s enactment for higher education, with reference to the strong connection between the two school levels. Teachers at the University of Iceland were interviewed about perceived changes, if any, in students’ preparation for university studies in the wake of the reform and whether any measures were needed to adapt to such changes. The findings highlight the importance of policy makers considering the interconnectedness of different school levels and the wide-reaching effects of education reforms. They indicate that the policy reform has had consequences in higher education that vary between different academic subjects and disciplines and that there is considerable tension within the University in how to adapt to them. The findings call for further exploration into the content of the academic programs in upper secondary education which may provide valuable information on the interplay between policies that aim for decentralised curriculum-making and efficiency in education systems.