Anticipated policy impact in Iceland

VISKA in Iceland will operate on a national level and implemented locally in life-long learning centres nationwide based on project results. VISKA addresses the parliamentary action plan on migrant issues in Iceland for the period 2016–2019 as well as European policy in regards with diminishing skills mismatch, fostering employability as well as social inclusion. In the parliamentary action in section C, under education, the following is stated: The focus is to be placed on equality of standing and opportunity regarding education, and to having immigrants’ experience properly evaluated.

There are working groups linked to the parliamentary action plan, several of these are linked directly to the VISKA project through the Ministry of Education, Science and Culture, that directly commissioned ESTC and IÐAN to implement VISKA in Iceland. Based on the foreseen cooperation, it is anticipated that networks will be established, supporting the tasks to be conducted in the VISKA project. The main role of the National Advisory Group will be to make existing networks visible and sustainable, as well as cooperation between institutions and organisations to support the follow-up of the VISKA project.

Validation processes in Iceland are well established on upper secondary school level, for low qualified individuals. Through extending and adapting existing tools for migrants, as well as developing training and capacity building for guidance, assessors and other frontline staff there will be a transferable model available, with a specific focus on migrant needs, built on the VISKA field trails and research results.
VISKA will develop and test criteria for assessing transversal skills among migrants which will give them a clearer understanding of their own strengths and skills in the context of the Icelandic society and a possibility for increased transparency of skills for employers.
It is anticipated that the VISKA model will affect access and awareness of validation services among migrants and put pressure on the development of appropriate career pathways.

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