Skilvirkara stúdentspróf eftir styttingu? Reynsla háskólanema og háskólakennara af stefnubreytingum á framhaldsskólastiginu

Extensive policy changes were implemented in upper secondary education in Iceland between 2008–2015, reflecting an emphasis on increased decentrali-sation, international comparison, and efficiency. First, curriculum making was decentralised, requiring upper secondary schools to design their own curric-ula. Second, a governmental reform required schools to reduce the time of academic programs from four years to three years. This paper aims to explore the experiences and perspectives of students and teachers at the University of Iceland about the role upper secondary schools have when preparing students for higher education in the light of these reforms. It draws on interviews with ten university students who graduated from three-year study programmes and sixteen experienced university teachers. The findings suggest a tension between the depth and breadth of the programs after shortening the time. The partici-pants questioned if the academic programs provided the same higher education preparation as before and reflected on the value of the matriculation examina-tion. Teachers from the school of engineering and natural sciences expressed concern about the increased difference between schools in students’ prepara-tion for higher education because of the reforms. The findings raise questions related to social justice and whether all upper secondary schools can provide students with equal opportunities for higher education. The results also con-tribute to the ongoing discussion about and research on the shorter study time for the matriculation examination and the role of secondary education within in the Icelandic school system.