“The Future is Calling – Is the Education System Listening?”

At the Business Sector's Education Day, Sigurður Svavar Indriðason, Head of Automotive Trades at Iðan Education Centre, gave a speech on the importance of responding quickly to technological advances in vocational trades.

Honourable President, Ministers, representatives of the business sector, teachers, school administrators, and other distinguished guests.

It is a true pleasure for me to stand here today at the Business Sector's Education Day 2026 and discuss one of the most important tasks of our time: how we prepare society for a future that is not coming — but is already here.

The theme of the day is clear and direct:

“The future is calling – is the education system listening?”

And this is not just a question we should pose to the schools.
This is a question we should all ask ourselves.

Because the future is not just calling on students.
It is calling on teachers.
It is calling on managers.
It is calling on the government.
And, not least, it is calling on the business sector.

I work as the Head of Automotive Trades at Iðan Education Centre. That might not be a very descriptive job title, but in reality, it can be compared to being the training manager for a company of about 2,000 people with locations all over the country — and the challenges are commensurate with that.

Over the past 9 years, this job has given me insight and contact with almost everyone involved in vocational and trade education: the schools, the government, journeyman's examination committees, trade councils, trade unions, and the business sector itself.

And if I were to summarise the lesson in one sentence, it would be this:

If we want education in schools to be in line with the needs of the business sector and the demands of the future, then the business sector needs to support the schools.

Collaboration is the key factor.

And when I talk about the demands of the future and rapid changes, it's hard to find a better example than the automotive trade.

There are probably few professions that have changed as rapidly as the automotive trade in recent years, due to enormous technological development and the rise of electric vehicles.

In just a few years, we have seen changes that were previously considered far-fetched. Cars have almost become computers on wheels — and even self-driving.

This is not just a change in cars.
This is a change in the profession itself.

And that calls for new knowledge — and new demands on those already working in the field.

That's why I believe this is the keyword:

continuing education.

We have sometimes talked about continuing education as if it were an add-on — something people do “if they have time.”

But continuing education is not an option.
It is a necessity.

Working life is changing. People will no longer learn one trade and work in it unchanged for 40 years. They will constantly need to retrain, update their skills, and adapt.

We must face one thing:

The specialised knowledge comes from the business sector.

Schools cannot keep up with rapid technological changes unless they have a strong connection to the companies, the workshops, and the reality that students will face when they enter the job market.

If vocational and technical education is to reflect the future, then the business sector needs to be an active participant — not just a spectator.

We are asking schools to educate people for a high-tech society.
But we must not forget that teachers also need to be on board.

Teachers need continuing education just like everyone else. They need opportunities to learn about new technology, new safety standards, and new work processes.

We cannot expect them to teach the future with the equipment of the past — or with knowledge that was sufficient when they left the job market and entered the schools.

We also have to be frank:

Vocational training is expensive.

It requires tools, instruments, and equipment — and constant renewal to keep pace with the development of the business sector and technology..

We know that schools often lack funding. And in some cases, they even lack facilities.

In recent years, enrolment in vocational education has increased significantly, which is excellent news. But the consequence is that many schools simply cannot accommodate everyone.

The schools are willing.
The teachers are willing.
The students are willing.

But the facilities and funding are not always sufficient.

But this isn't just about the education system.

We are seeing major changes in the automotive industry due to electrification. But at the same time, there are no clear requirements from the government to ensure that those who work on electric cars have the necessary knowledge and skills — as is common, for example, in the electrical and construction industries.

Today, the situation is actually such that anyone can work on a car with a 400-volt battery.

This is not just a question of professionalism.
This is a question of safety.

The safety of employees.
The safety of customers.
And the safety of the community.

Therefore, the government also needs to listen — and respond.

What is positive is that the business community is responding to these rapid changes.

Companies have started to set their own requirements for their employees and are focusing more on continuing education. We at Iðan have been offering internationally certified electric car courses in several stages since 2020.

Several hundred people have gone through these courses — including firefighters, representatives of the transport accident investigation board, workshops, teachers, and more.

This shows that the business community is ready to take responsibility. And I know of many examples where companies have supported schools, teachers, and their staff exceptionally well.

It's easy to say:

“The schools must respond.”
“The education system must adapt.”

All of this is probably true to some extent.

But we must not forget that a large part of vocational and technical training takes place out in the industry through workplace learning, where a great responsibility rests on companies and master craftsmen who take on apprentices.

If we want education in schools to be in line with the needs of the industry and the demands of the future, then the industry needs to support the schools, and schools need to be in active dialogue with the industry.

Cooperation is key.

Cooperation on curricula.
Cooperation on teaching equipment.
Cooperation on facilities.
Cooperation on teacher training.
Cooperation on internships and real-world projects.

Because education is not just the task of the schools.
Education is the task of the community.

Dear guests.

If we want the education system to listen to the future, then we all have to listen to each other.

The schools cannot do this alone and should not do this alone.
The business community must be involved.
And the government must create a clear framework and support.

Education is not an expense.
Education is an investment.

An investment in people.
An investment in competitiveness.
An investment in Iceland's future.

Concluding remarks

The future is calling.

It calls for skills, knowledge, and safety.
It calls for continuing education.
It calls for an energy transition and technological progress.

But it also calls for cooperation.

And the question is not whether we hear it.

The question is:

How do we answer?

Thank you.