1/32

NAMMINERSORNERULLUTIK OQARTUSSAT GRØNLANDS HJEMMESTYRE GREENLAND HOME RULE

Suliffeqarnermut Inuussutissarsiutinullu Ilinniartitaanermut Pisortaqarfik

Direktoratet for Arbejdsmarked og Erhvervsuddannelser

The Ministry of Labour and Vocational Training

Annual Work Plan 2007

Att.: Unit C4 Centralised Operations for ACP Countries, Europe Aid.

Copy: Ministry of Foreign Affairs (GHRG), Ministry of Finance (GHRG).

Annual Work Plan 2007 – Greenland Education Programme 1. Introduction to the overall education sector policy 2

1.1 Overview of the activities in the Education Sector in 2007 4 1.1.1 Primary School 4 1.1.2 Vocational Training 8 1.1.3 High Schools 13 1.1.4 Higher Education 15 1.1.5 Buildings: Institutions 18 1.1.6 Buildings: Dormitories 19 1.1.7 Reserve 19 2. Introduction to the Greenland Education Programme (GEP) 20

2.1 The special focal areas: Summary of activities and expected objectives to be achieved in 2007 21

2.1.1 Preparatory and youth educational/training programmes 22 2.1.2 Real-competency (skills training) courses, the Piareersarfiit centres, and unskilled labour in the workforce 23 2.1.3.Higher-education programmes and strategic sectors 24 2.1.4. Cross-cutting initiatives 26 2.1.5. Dropout rates 27 2.1.6. Buildings and housing 28 2.1.7 Monitoring and development potential 29

2.2 Monitoring, evaluation and stakeholder involvement 30 2.3 Risks and assumptions 31

Appendix 32

13.11.2007

P.O. Box 2221

3900 Nuuk

Greenland

Oq/tel +299 34 50

00

Fax +299 31 13 70

siip@gh.gl

www.nanoq.gl/siip

2/32

1. Introduction to the overall education sector policy

Greenland faces several particular challenges, linked not least to its re-moteness, climatic conditions and small population, as well as a cultural mix that is a legacy of history and the special relationship with Denmark. Only about 15% of Greenland’s land area is free of ice. The rest is covered by the world’s second-largest ice cap. Greenland is the world’s largest is-land, but has a population of only 56 901 (2006). This small population is scattered widely over the country: Fourteen of the eighteen towns have a population of over 1.000, and the capital Nuuk has a population of only 16 000. These towns account for about three quarters of the population, whereas the rest live in settlements, the majority of which have a population of less than 100. Greenland's vastness, the small size of its towns and the harsh climate and environment also entail a specific challenge in terms of infrastructure. For example, the towns are not connected by roads and are accessible only by boat, helicopter or plane. This reinforces the isolation of Greenland's widely scattered population. The increasing globalisation of trade and business also constitutes a seri-ous challenge for large parts of Greenland’s principal businesses, both the fishing and other sectors. Compared to its competitors on the world market, Greenland’s cost level is high (salaries, transport, etc.), while at the same time the productivity and the educational level are low. The need to tackle this issue is reflected in the Government's political priori-ties, focused on education, development of workforce competencies and structural policy reforms to improve the investment climate for the business community. As regards education, these circumstances result in education being more complex and costly in Greenland than elsewhere. Many students must travel a long way from home to attend education. Most of them only go back to their hometowns once or twice a year, and dormitories are needed for all educational institutions. Furthermore, construction of buildings can only be done a few months of the year, and all building materials must be transported from Europe by ship. Greenland has had compulsory school attendance for more than 100 years. Today, the period of compulsory school attendance is nine years. Green-land’s educational system consists of primary school, preparatory cours-es/programmes, vocational training and a number of short-cycle, medium-cycle and long-cycle higher educations. All public education in Greenland is free, and young people over the age of 15 receive public study grants and travel cost support according to the rules in force. There are 24 primary schools in the towns, 61 in the settlements, and three special schools. Preparatory courses/programmes are offered in three towns (southern, mid and northern Greenland) at a total of five schools of which three are of a general nature, whereas one is specialised in commer-cial studies, and one in technical studies. Vocational training is offered at

3/32

nine vocational schools scattered across the country. A number of short-and medium-cycle studies are offered at various locations in Greenland, whereas the long-cycle higher education is offered by the University in Nuuk. It is a common characteristic of all post-primary school programmes that the students may choose to study abroad, taking their Greenland study grants with them. Many study in Denmark, especially when attending fur-ther-education programmes, whereas a number of vocational training pro-grammes comprise schooling in Denmark and practice in Greenland. In addition to primary school and youth education, there are several oppor-tunities for continued training and competency development (skills training), notably by attending vocational courses financed via the mandatory labour market tax, where employers pay a certain amount earmarked for further education of the labour force. Table 1. Outline of the educational system in Greenland

Long-cycle higher education (5 years)

Medium-cycle higher education (3-4½ years)

Short-cycle higher education (2-3 years)

High school (3 years)

Vocational training (2½-4 years)

Primary school (10-11 years)

The overall education budget accounts for 136.2 million Euros in relation to the total budget for GHRG of 801.5 million Euros in 2007. A total of 3.6 mil-lion euros in revenues from vocational schools under the vocational training programmes (mainly from the courses offered, but also from consultancy services provided and products manufactured) is included in this budget (see Annex 1 and 2).

4/32

In 2006, the Parliament adopted a “Greenland Education Programme” (GEP) presented by the Government, which contains an overall educational strategy until 2020. The GEP relates in all its activities to the overall educa-tion sector and serves to develop and improve the sector in general. The GEP activities are included in the overview below, and will be presented in detail in Chapter 2. The GEP budget for 2007 is 26.3 million Euros and is expected to increase in 2012 to 38 million Euros (see Annex 3).

1.1 Overview of the activities in the Education Sector in 2007 The following is a description of the activities in the overall education sector based on the main accounts of the Finance Act 2007. The ministries in-volved are: the Ministry of Labour and Vocational Training (main account numbers starting with 1 and 6), the Ministry of Culture, Education, Re-search and Church (main account numbers starting with 4), the Ministry of Health (main account numbers starting with 3), and the Ministry of Buildings and Infrastructure (main account numbers starting with 8). The budget items are divided into the following headings: 1.1.1 Primary School 1.1.2 Vocational training 1.1.3 High Schools 1.1.4 Higher Education 1.1.5 Buildings: Institutions 1.1.6 Buildings: Dormitories 1.1.7 Reserve See Annex 1 and 2 for budget tables relating to the various headings. In the sections below some budget items will be reported several times as they cover activities under more than one heading. The budget division is ex-plained in Annex 2.

1.1.1 Primary School

Primary School relates to the eleven years (whereof nine are compulsory) of primary school education. The education is free in all public schools. There is at least one school in most towns and settlements. It is possible to spend the last year of primary school at a continuation school in Denmark, for instance in order to improve language competencies. Other related activities than those mentioned above are described under the heading ”Primary School”, since part of the budget relates to the GEP and/or are activities related to the ministry in question. The Home Rule Government and the local authorities have agreed that an amount of 51.6 million euros of the local authorities’ block grant for the budget year 2007 be allocated to the operation of the country’s primary schools. To this should be added the local authorities’ own grants. This share of the educational budget is not included in Annex 1 and Annex 2.

5/32

Main account 40.01.01: the Ministry of Culture, Education, Research and Church, administration The Ministry of Culture, Education, Research and Church is in charge of the departmental tasks related to the primary school, the preparatory courses/programmes and higher education programmes, to research, to the day-care sector, to the cultural sector and to the Church of Greenland. The Ministry of Culture, Education, Research and Church is responsible for planning and laying down the rules regarding the establishment, content, dimensioning and control of new and existing fields covered by the primary schools, cultural and leisure activities, preparatory courses/programmes and higher education programmes, research and the Church of Greenland. The economic management of the primary schools and the day-care sector is in the hands of the local authorities, so that the tasks handled by the Min-istry of Culture, Education, Research and Church are limited to supervision and development and assistance in assuring the quality and efficiency of the activities. The Ministry of Culture, Education, Research and Church are in charge of the general economic management of the preparatory cours-es/programmes and further education programmes, research, culture and the Church of Greenland, one of the tasks in this connection being optimum use of resources. The Ministry of Culture, Education, Research and Church is responsible for the management and coordination of the finance bill budgets, closing of accounts etc. for the entire area and for laying down the rules, instructions and procedures for the financial management and resource optimisation in the underlying institutions. This main account is divided between Primary Schools, High Schools and Higher Education, but will only be mentioned under this heading (see An-nex 2 for details). Main account 40.01.04: Pedagogical-psychological counselling The Greenland Home Rule Government is responsible for providing peda-gogical-psychological counselling (PPR) in the form of examination and guidance; in addition, it is responsible for providing counselling to the schools with a view to enhancing the quality and the impact of the special education effort. Main account 40.01.06: Maintenance of Greenland Home Rule Govern-ment’s buildings This main account comprises allocations for the maintenance of all build-ings under the Ministry of Culture, Education, Research and Church. This main account is divided between Primary Schools, High Schools and Higher Education, but will only be mentioned under this heading (see An-nex 2 for details).

6/32

Main account 40.01.10: Inerisaavik/Pilersuiffik Inerisaavik/Pilersuiffik is a centre in charge of the following tasks: Vocational consultative services, development of teaching materials, courses and continued education for teachers and leaders in the primary schools, pedagogical research, development work and evaluation of prima-ry school activities. A research, evaluation and educational institute has been set up to be in charge of these tasks in the form of an Institute of Educational Science (In-stitut for Uddannelsesvidenskab) at Greenland’s University, Ilisimatusarfik. Inerisaavik provides professional consultancy services in line with the pri-mary school objectives. The curricula of all subjects and subject areas are constantly being developed at all levels. Inerisaavik’s professional consult-ants coordinate and participate in the development and evaluation of the school-leaving examinations of the primary school. Work is being done in cooperation with a number of international universi-ties to develop learning and teaching under the Executive Order on Primary Schools. Continued and further education programmes for primary school teachers is provided in the form of courses, pedagogical diploma courses, masters programmes and, at a later stage, graduate studies. Inerisaavik/Pilersuiffik, Greenland’s central teaching office, is in charge of the administrative tasks of the institution. This division also comprises a collection of pedagogical materials, a book depository, and an AV division with sound- and video-tracks for teaching purposes. The publishing division of Inerisaavik, Ilinniusiorfik, is in charge of a sizea-ble publishing activity that publishes instructional materials. An IT centre under Inerisaavik/Pilersuiffik is in charge of the operation of ATTAT, Greenland’s school data network, and of the support provided in connection with the use of ATTAT. This centre provides services to the entire educational system. Main account 40.01.12: The school-leaving tests of the Primary School Parents of primary school students must be informed regularly of the school’s opinion of the benefit that the children derive from their schooling. There is a duty to prepare papers for tests, to conduct tests and to draw up school-leaving certificates. Thus the expenses of the examination commis-sions, cooperation with the Danish Ministry of Education, consultancy ser-vices, external examiner expenses at the oral and written school-leaving tests and the related travel costs are paid from this main account. Main account 40.01.15: Pilersuiffik, graphic division and printing works This division is responsible for the printing of jobs in connection with the work of Greenland’s Home Rule Government, including the preparation and production of the written Primary School-leaving tests.

7/32

Main account 40.10.10: The schools of the Home Rule Government The costs of the school at Pituffik (Thule Airbase) and the costs of teaching Greenlandic students in Danish hospitals and institutions, including travel-ling costs in connection with these activities, and teaching at Herstedvester (the Greenland division of Herstedvester prison in Denmark) are all paid from this main account. Main account 40.10.11: Ado Lyngep Atuarfia The costs of operation of Ado Lyngep Atuarfia, comprising a boarding sec-tion and an observation section, are paid from this main account. The ob-servation section receives mentally disabled children from all over Green-land aged 6-10 years. These children are offered to stay at the institution for 2 to 3 weeks. During their stay, action plans are prepared, with subse-quent follow-up visits in the local municipalities. Main account 40.10.12: Continuation school Outbound and homebound travel is subsidised for students from Greenland enrolled in continuation schools in Denmark. Counselling of continuation school students is carried out by the Greenland Centres in Aalborg, Aarhus, Odense and Copenhagen. Subsidies to continuation school activities in Denmark are one of several initiatives launched in order to meet the target of strengthening the educa-tional level in general, including the students’ professional and linguistic qualifications for continuing in a further education programme. On the long-er term, it is expected that the Primary School reform will result in a re-duced need for such supplements to the educational system. Main account 40.10.13: Extensive special teaching in Primary Schools The Home Rule Government is responsible for ensuring the extensive spe-cial Primary School teaching programmes, so that students whose func-tional impairment prevents them from benefiting from normal special teach-ing are offered extensive special teaching programmes and other special pedagogical assistance. Main account 40.12.12: Folk high schools This allocation subsidises general folk high school activities in Greenland, so that adults are given the opportunity to receive all-round education at primary school level. GHRG’s subsidies to Knud Rasmussenip Højskolia in Sisimiut and to Sulisartut Højskoliat in Qaqurtoq are paid from this main account. Main account 40.12.13: The Art School The students attend courses in drawing, graphical techniques, collage, painting and sculpture. In addition, lectures are organised on inuit history, language, story-telling, writing, theatre, art history etc. Five students can be enrolled per academic year. The duration is normally one year. Curricula are regularly updated.

8/32

1.1.2 Vocational Training

Vocational training basically means post-primary education for young peo-ple, some types of continued training for adult skilled workers, and real-competency (skills training) courses for unskilled workers. Vocational train-ing programmes for young people most often alternate between schooling at the vocational schools and practical workplace training or apprenticeship experience, typically of a duration of four years. Continued education and real-competency courses for adults are also primarily organised by the vo-cational schools. It is made up of short-cycle courses to upgrade and/or retrain the workforce. Consequently, these courses are aimed at both work-ing and job-seeking adults. These activities will be described in more de-tail in Chapter 2 which deals directly with the Greenland Education Pro-gramme. The activities below are complementary activities that also sup-port vocational training. Main account 01.06.13: International Training Centre for Indigenous Peo-ples The objective of the International Training Centre for Indigenous Peoples (ITCIP) is to contribute to the development and learning of indigenous peo-ples from all over the world. ITCIP holds a training session each year for the young potential decision-makers and opinion-formers of the future among indigenous peoples. ITCIP is planning to implement training ses-sions in 2007 and is continuously developing the project "Training for Excel-lence", which addresses a broad spectre of training needs for the world’s indigenous populations. Main account 14.02.02: Post-education pool The post-education pool is established for the purpose of improving and updating the qualifications and competencies for central administration em-ployees, improving the possibilities of local recruiting and the conditions for retaining and developing the employees. The Home Rule Government’s HR-Development (HR-U) is responsible for planning and holding courses and for the continued education for the purpose of developing and facilitat-ing the retention of staff. The more stringent requirements to task solution imposed by the politicians and the surrounding world increase the demands made on the individual employee’s professional qualifications and personal competencies. In the light of the increasingly internationalised development there will be a need for life-long learning, and the notion of formal qualifications acquired at an early age for the entire working life no longer exists. There is consequently a need for continued updating of workforce knowledge and competencies. Main account 30.01.03: Courses and continued education in the social sec-tor This allocation is used for courses in such subjects as social-sector legisla-tion, children’s and young people’s living conditions and rights, including the UN Convention on the Rights of the Child. Other purposes for which the grant is used are upgrading of social counselling, family counselling, treat-ment of abused children and young people and upgrading of professional foster families, and case administrators for professional foster families.

9/32

Courses are held for those members of the local councils whose assign-ments include the social area, one year after each local council election at the latest. In the Finance Act for 2005 a course was planned for local coun-cil members; it was not held until at the beginning of 2006, however, due to the elections. Modular continued education and training programmes are implemented for the purpose of strengthening the existing offers for treat-ment that are available to parents of children removed from their home and to children subjected to sexual assault. Courses are held for local govern-ment case administrators dealing with professional foster families in order to ensure coordination between the tasks of the Home Rule Government and of the local governments. As part of GEP, grants have been introduced aimed at upgrading the social area labour force. Main account 32.01.02: PAARISA, prevention and healthcare PAARISA is in charge of preventive and health care efforts by means of information, counselling and coordination of central and cross-sectoral health care activities. The target group of PAARISA's effort consists of chil-dren, young people and families. The rights, welfare and courage of chil-dren and young people are prioritised through health-pedagogical initia-tives. Family awareness of health is to be strengthened so that individual family members are able to make healthy choices based on their own in-sight, commitment, visions and vigour. PAARISA designs strategies for the areas to be addressed based on the Government’s prevention-policy objectives. PAARISA's consultants subse-quently act as consultants to the local prevention consultants, resource persons, network groups, healthcare centres and hospitals, as sources of inspiration and catalysts for processes and projects. The prevention con-sultants are upgraded to the local healthcare work through participation in courses. In connection with the extraordinary educational initiative the main account was increased by 201,072 € in 2006 and 2007. Main account 62.01.01: the Ministry of Labour and Vocational Training, administration The Ministry of Labour and Vocational Training is in charge of the depart-mental tasks within labour market and vocational training as well as the area of study grants and residence halls. In addition, the Ministry adminis-ters the operational tasks in relation to the above-mentioned areas, includ-ing the administration of laws, regulations and government orders. The Min-istry of Labour Market and Vocational Training is in charge of the control and coordination of the finance budgets, closing of accounts, etc. for the entire area as well as the drawing up of rules, instructions, procedures etc. with regard to the financial management thereof. The Ministry of Labour and Vocational Training acts as secretariat to GEP and the EU Partnership agreement.

10/32

Main account 62.01.03: Maintenance of the Home Rule Government’s Buildings This main account includes maintenance allocations for all buildings under the Ministry of Labour and Vocational Training, with a total of 45,928 sqm building areas, which are disposed in accordance with these grant assump-tions and the maintenance instructions. The increase in allocations in the budgets for 2009 and 2010 is attributable to the increased maintenance costs generated by the new educational and residence hall buildings in connection with GEP. Main account 62.01.04: Sector programme for education and for the ex-traordinary educational initiative This main account includes initiatives under the Ministry of Labour and Vo-cational Training in relation to the sector plan for education and initiatives from GEP, which initiatives are to apply generally to all lines of education. See chapter 2 for details. Main account 62.01.05: Students’ lodgings Students’ lodgings under the Resident Halls’ Joint Administrative Office (KAF) are operated by Greenland’s Home Rule Government for the pur-pose of placing lodgings at the students’ and their families’ disposal. In ad-dition, KAF operates Meeqqerivik Tikiusaaq, which is a child-care facility for students from the coast with children. This main account is divided between Vocational Training, High Schools and Higher Education, but will only be mentioned under this heading (see Annex 2 for details). Main account 62.01.06: Development Work This main account is for expenditure for educational development and qual-ity assurance, with special focus on the dropout problems. Which cases are subsidised depends on the applications from the schools for implementa-tion of specific projects. It is required that completed projects and results are described in a report/published and submitted to the Ministry of Labour and Vocational Training. Moreover, the costs of continued education, meetings and development and planning seminars for the heads of vocational schools, grammar schools and teachers’ colleges are paid from this account. Some of the dropout activities under this main account form part of sepa-rate initiatives under GEP and are financed by these funds. This ensures an appropriate coordination of dropout remedial efforts. These matters are included when evaluating the need for funding of the main account. Main account 62.02.02: Supervisor training programme As part of the effort to strengthen counselling and guidance in the educa-tional system and in Piareersarfiit (local authority guidance and introduction centres) a basic training programme for supervisors was launched in 2000.

11/32

The target group of this training programme is made up of counsellors in primary schools and in the established educational system as a whole, lo-cal authority counsellors, labour market consultants, teachers at the local Piareersarfiit and grammar school and higher education counsellors. The training programme is located at the Business College in Nuuk. Main account 62.02.03: Subsidies, course activities Subsidies are granted to courses within the fields of fishing, sealing and agriculture that are not provided for under the employers’ labour market dues (AMA), and which are thus unable to receive subsidies from the AMA funds. Payment of the subsidy is subject to documentation that a fund has been set up to finance knowledge and educational activities for fishermen and sealers, and that the members of the trade have paid the same amount as is paid as subsidy by the treasury. Payments can be made by instalments as the payments are received from the members of the trade. Main account 62.02.04: Renovation training programmes The cost of allowances for courses, travelling and accommodation is paid from this main account for course attendees and instructors in connection with the educational initiative. In addition, the operating costs of the educa-tional programmes for adults and of practical training guidance and reten-tion projects are also paid from this account. The renovation training pro-grammes are an integrated part of the Building and Construction School’s activities. Main account 62.02.06: Continued education of specialist teachers The cost of the compulsory basic pedagogical programme (”Pædagog-ikum“) and other pedagogical continued education for the specialist teach-ers of the vocational schools is paid from this account. The educational programme is administered by Greenland’s Business College, Qaqortoq. Main account 62.02.08: Institutions under the vocational programmes This main account covers the educational institutions of the vocational pro-grammes. Each institution has its own legally founded programme. The future educational policy is designed in cooperation between the Home Rule Government, the local authorities, the employers and the organisa-tions. In 2004 the Competence Development Council was set up, its mem-bers being representatives of these fora. The aim is to achieve a better and more targeted control of resources and investments in the educational poli-cy, so that the needs of the business sector, fishing sector and family and social policies are accommodated more adequately. It is a political target that the restructuring of the educational sector leading to larger educational units will be launched in 2006-08. This will enable de-velopment of the different lines, large-scale benefits and a more flexible educational policy for the purpose of accommodating the needs of the soci-ety, both in terms of quantity and quality.

12/32

The work to draw up a new statute for the institutions under the vocational programmes has been launched in 2007, for the purpose of granting more autonomy to the institutions and enabling them to implement more efficient solutions while meeting the demand and increasing the professional level. This main account concerns the following activities GEP: Re a) the building and Construction School (HTX): The funds allocated are to be used on the implementation of an extra form on the preparatory line HTX. The have been calculated in cooperation with the school based on estimates of the cost of an extra form. Re b) Legal case administrator programme (Nuuk Business College): A two-year upgrading course for public sector office workers under the local authorities and the Home Rule Government working with human resource case administration. The aim is to reduce the errors in the human resource case administration. This will help to improve the general quality of case administration and to strengthen the legal protection of the citizens in this area. Re c) An extra mining and entrepreneur course has been established be-cause of an increase in demand for labour force in this strategic sector. Re d) A new education programme in service economy with specialisation in tourism has been established in Qaqortoq. Main account 62.03.01: the Study grant administration The aim of this allocation is to enable caretaking of tasks in connection with the allocation and administration of study grants and loans. The administra-tion is in charge of all functions in connection with the disbursement of study grants to students in preparatory programmes, basic vocational train-ing, medium-cycle higher education and long-cycle higher education. Main account 62.03.06: Study grants and child benefits (Regularity by law) This allocation comprises subsidies to meet the salary costs of employers employing apprentices, grants etc. to first-year students in the basic voca-tional training programmes and students in the social and health helper programme who receive study grants throughout the education programme. As a consequence of GEP the allocations and the number of activities will be increased in the years 2007-2009. This main account is divided between Vocational Training, High Schools and Higher Education, but will only be mentioned under this heading (see Annex 2 for details). Main account 62.03.10: Separate disbursements, travel costs etc. This allocation includes all costs not governed by statute of the educational programmes for Greenlandic students following programmes of further ed-ucation, viz. costs of board and lodging, free travelling, transportation of goods and tuition fees, all of which are recorded by the Study Grant Admin-istration.

13/32

This main account is divided between Vocational Training and Higher Edu-cation, but will only be mentioned under this heading (see Annex 2 for de-tails). Main account 62.03.11: Separate disbursements, travel costs etc., the insti-tutions This allocation includes all costs not governed by statute of education of Greenlandic students following programmes of further education, viz. costs of board and lodging, free travelling, transportation of goods and tuition fees. Moreover, funds have been allocated for 50 High School terms. Main account 62.04.05: Piareersarfiit Piareersarfiit are the local guidance and introduction centres. Piareersarfiit is in charge of guiding people seeking a job or an education and offers up-grading, continued education and competency development (skills training) for the purpose of readying the attendees for studies or the labour market. Piareersarfiit is to ensure stable, motivated, qualified and flexible labour for the present and future business sector. As part of the GEP initiatives and of the labour market reform, the Home Rule Government subsidises the sala-ries of Piareersarfiit’s specialist teachers. In 2007 and the budget estimate years the main account has received an amount of € 2.010.724 allocated to meet the costs induced by the increase of the Piareersarfiit quota under the individual local authorities. This is done as part of GEP. These funds are to contribute primarily to a higher level of activity under the individual local authorities in the form of an increase in the number of completed educational programmes.

1.1.3 High Schools

High school education is a three-year all-round educational programme that normally starts immediately after primary school. Five schools in Greenland offer this education: Three with an all-round focus (GU), one with a com-mercial speciality (HHX) and one with a technical speciality (HTX). High School is compulsory for admittance to institutions of higher education. In addition, GU offers a one-year intensive course qualifying older students with vocational experience for admittance to a higher education pro-gramme, if they lack the required high school education. Other related activities than the above are described under the heading ”High Schools”, since part of the budget relates to the GEP, and/or is made up of activities related to the ministry involved. Main account 40.01.08: Sector programme for education and the extraordi-nary educational initiative (GEP) This main account includes initiatives under the Ministry of Culture, Educa-tion, Research and Church in relation to GEP, where the initiatives are to apply generally to all categories of education. See GEP initiatives below:

14/32

Development and pilot projects: The Ministry of Culture, Education, Research and Church has experienced, in relation to the sector programme for education and in the education plan, that there was often a lack of funds for various initiatives. This pool is to meet this shortcoming. As an example of a development project the forth-coming GU reform can be mentioned. Day-care centre: The Home Rule Government intends to increase the focus on children in general. The day-care centres are a natural element in this connection. The aim is to draw up a plan for "the Good Day-Care Centre" in accordance with the most recent pedagogical thoughts in this area and with the primary school reform "the Good School", which was introduced in 2003. Grants allocated to operate a continuation school: The number of young people leaving primary school who do not continue in the regular educational system or go to a continuation school in Denmark is still inconveniently high, especially because of poor knowledge of Danish. The motive for encouraging the establishment of a continuation school in Greenland is to focus on language learning (Danish, English and Green-landic) and other activities that the young people can use in their future educational context. Main account 40.12.33: Institutions under the higher education pro-grammes This main account is an amalgamation of several former main accounts. The amalgamation was made in order to facilitate the comparison between the institutions to which the former main accounts pertained. Each institu-tion has its own educational programme in accordance with its statutory foundation. It is a political target that restructuring of the educational sector into larger units is implemented in the period 2006-2008, as this will enable develop-ment of the different lines of education, large-scale benefits and a more flexible educational policy for the purpose of accommodating the needs of the society, both in terms of quantity and quality A concept for result contracts will be prepared in 2008. This will be the core of the result management in the educational field, both with regard to the implementation of structural-policy rationalisation and to the possibility of enabling economic rationalisation and simplification within higher educa-tion. This main account concerns activities under GEP. See Chapter 2. This main account is divided between High Schools and Higher Education, but will only be mentioned under this heading (see Annex 2 for details).

15/32

1.1.4 Higher Education

Higher Education refers to all programmes where admittance is subject to the completion of a qualification programme. Higher education is divided into three categories: Short-cycle higher education (2-3 years), medium-cycle higher education (3-4½ years) and long-cycle higher education (5 years). Higher education can be completed at bachelor or masters level in Greenland or abroad. Other related activities than those mentioned above are described under the heading ”Higher Education”, since part of the budget relates to the GEP, and/or is made up of activities related to the ministry involved. Main account 32.10.02: Joint costs, nation-wide health objectives This main account concerns the joint costs administered by the Ministry of Health. Among the costs budgeted on this main account are costs of devel-opment projects, printing of publications, computers and compensation. Moreover, salary reimbursements corresponding to five man-years are paid from this main account in connection with the specialist training of health staff. In addition, project funds are allocated to extraordinary initiatives in one or several health districts where special problems can be identified, just as funds are allocated to development projects. Finally, health research costs are allocated, including subsidies from Greenland’s Home Rule Gov-ernment to a professorship in Arctic Medicine. Annex 1, 2 and 3 only includes the costs related to education on this main account. Main account 32.10.06: Centre of Healthcare Education The Centre of Healthcare Education is responsible for a four-year profes-sional bachelor study programme for nurses and expects an annual admis-sion of 18 students. The Centre is expected to have four classes of nursing students studying continuously. Moreover, the Centre of Healthcare Education is also responsible for the health assistant programme, which is an 18-month superstructure at the end of the health helper programme. The Centre expects an annual admis-sion of 18 students. From 2009, funds have been allocated to the admis-sion of an additional class on the health assistant programme. Whether an additional class will actually be created will depend on the allocation of the education reserve in 2010. The following education initiatives are launched in connection with GEP: The Centre of Healthcare Education is responsible for the upgrading of qualifications from health helper to health assistant. It is expected that 42 health helpers will have completed the health assistant programme in 2009. Moreover, the Centre of Healthcare Education assists in the competency-development of healthcare employees by offering courses and continuing education programmes. In 2006, the Centre of Healthcare Education re-ceived funds for qualifying unskilled staff employed in settlements and out-lying districts, and from 2008 the Centre will also offer a hospital orderly

16/32

programme. The Centre also offers the theoretical part of the specialised superstructures of the health assistant programme for birth assistants and within treatment, healthcare and venereal prevention (venereal diseases), respectively, and in 2008 a specialised module for X-ray assistants. Main account 32.11.02: Joint costs, medical doctors The joint costs of medical doctors in Greenland, including funds for different educational initiatives such as further education of junior doctors and spe-cialisation modules for health assistants are also paid from this account. Moreover, the costs of temporary employment agencies used by the hospi-tals along the coast, replacements during maternity leave, the central ma-ternity pool, costs of further education and courses for medical doctors and costs in connection with the development and conversion of the activities along the coast are paid from this account. Finally, costs of acquisition of motor vehicles and furnishing of housing are paid from this account. In connection with the allocation in the Finance Act for 2006 of grants in con-nection with GEP for education initiatives in the healthcare sector there will be an increase in salary costs in 2007-2010. Annex 1, 2 and 3 include only expenses related to education on this main account. Main account 32.12.02: Joint costs, Dentistry Certain joint dentistry costs are covered by the present main account. Thus the allocation covers activities such as replacements during maternity leave, costs in connection with courses and training of dental staff, operat-ing costs of dental clinics and dental technician consultant, major acquisi-tion costs, repair and maintenance of apparatuses. Finally, staff-related costs such as removal of furniture and household effects, jobs column costs, ticket costs when taking up and vacating positions and free holiday trips are paid from this account. Annex 1, 2 and 3 include only expenses related to education on this main account. Main account 40.01.03: Language secretariat/Oqaasileriffik The language secretariat is responsible for preparing and maintaining oqaatsinik katersivik (word bank). The aim is to gather all linguistic materi-als, both in a historical and a current linguistic norm perspective, in order to monitor the dynamics hereof. This material is to be used to dissect lists of special terminology formation. Main account 40.01.07: Information and communication of international programme cooperation The aim of this allocation is to enable the underlying cultural and educa-tional institutions to apply for funds for information and counselling activities under the EU's cultural and educational programmes. The Ministry of Cul-ture, Education, Research and Church has for a number of years continu-ously informed its institutions of the possibility of participating in the EU's Culture and Education Programmes. In connection with this work the Minis-try has cooperated with selected institutions in order to inform and guide potential programme applicants in Greenland. In addition, the Ministry has

17/32

examined the possibilities for private individuals and private enterprises to carry out the information and guidance task. Main account 40.12.23: PhD research education The contractual basis is the "Agreement on the Establishment of Co-Financed Research Scholarships" concluded between Greenland’s Home Rule Government, Denmark’s Ministry of Science, Technology and Innova-tion and the Danish Agency for Science, Technology and Innovation in 2001. The agreement was renewed in 2005. The agreement provides for co-financing of a minimum of two scholarships per year. The three parties each pay one third of the costs. The aim of this allocation is to qualify a number of academics from Green-land to be in charge of and develop the basic and applied scientific re-search at the University of Greenland / Ilisimatusarfik, at Greenland’s sec-toral research institutions and other research institutions in Greenland. The grant also enables the admission of three university graduates per year to the three-year research education so that there are continuously nine active research students. Main account 40.12.24: the University Park, "Ilimmarfik" With the new University Park Ilimmarfik further education and research in Greenland will have a contemporary framework and development potential, and Greenland’s cultural treasures will be kept in a safe place with easy access. The aim is to strengthen the quality of these activities while achiev-ing a more rational operation. This is done especially with a view to the estimated increase in the number of students of approximately 10% per year, which will also contribute to a reduction of the unit costs per graduate. The following seven institutions in Nuuk will move into the common frame-work of University Park: the university, the journalism education pro-gramme, the welfare officer programme, Greenland’s archives, the Groen-landica collection and Statistics Greenland and Oqaasileriffik. Main account 40.12.25: Catechist and Organist Education The aim of this allocation is for all inhabited towns and settlements in Greenland to be served by a qualified catechist at services and religious ceremonies. The allocation ensures that a class of catechist students is in the process of education each year. Organists and other church music players are to accompany services and religious ceremonies in towns and settlements. The allocation ensures that a class of organist students is in the process of education each year. Main account 40.12.26: the Clerical High School The aim of the grant is to provide further education for the staff of the Church of Greenland, especially the clergy, so that the clerical attendance during services and religious ceremonies and pastoral care live up to the requirements of modern society. It is expected that all 25-30 incumbents of the National Church of Green-land and the Greenlandic incumbent in Denmark are offered an annual fur-

18/32

ther education course for at least one week. In years of clerical conferences (every second year), all incumbents will be offered two annual courses. Main account 40.12.27: Operation of Ilimmarfik Due to a general expansion of the area and an increase in salary costs due to the estimated increase in the admission of students, the University Park will require additional operational funding. The allocation on this main ac-count is therefore earmarked for this increase in operational costs. Main account 43.01.01: Research Costs of implementation of the Home Rule Government’s political targets for the research sector, as stated in the Research Policy Statement and Action Plan adopted by the Government and the Parliament (Landsting) in 1997, are paid from this main account. Research in environment, nature and resources, society and business development, cultural history and lan-guage, health and nutrition are considered as special focus areas. The re-search political activities involve subsidies for the launch of research pro-jects, research cooperation and networking as well as communication. Main account 62.02.07: Arctic Technology Centre Arctic Technology Centre trains bachelors in engineering and carries out research and development work within arctic technology. Moreover, the Centre organises further education courses for, amongst others, techni-cians and primary school teachers in Greenland. The Technical University of Denmark contributes financially to the operation of Arctic Technology Centre in accordance with the prevailing appropriation rules in Denmark. The allocation from the Home Rule Government on this main account is used to compensate the additional costs of transferring the university activity from Denmark to Greenland.

1.1.5 Buildings: Institutions

Main account 84.40.09: The vocational training sector The costs of new buildings, conversion, modernisation and renovation in the vocational training sector are paid from this main account: The exten-sion and conversion of the Building and Construction School in Sisimiut was designed and tenders invited in 2003-2006. An allocation of € 399,330 has been allocated to this project, which forms part of the education plan. Main account 84.40.10: Public schools According to the distribution of costs between the local authorities and Greenland’s Home Rule Government, the Home Rule Government is obliged to finance the building/renovation of school buildings so that the objectives of the primary and lower secondary schools can be met. The local authorities pay the costs of operation/maintenance. The prioritisation of the civil engineering and renovation projects is made in cooperation with the Ministry of Culture, Education, Research and the Church on the basis of an assessment of the needs of the individual schools, specified according to number of pupils, space and degree of wear and tear.

19/32

These works are executed in accordance with the sector plan for the prima-ry and lower secondary schools from September 2004. After completion, the buildings will be handed over to the respective local authorities. Main account 84.40.13: The University Park in Nuuk/Ilimmarfik Establishment of the University Park Ilimmarfik in Nuuk, which is to be the home of the Centre of Higher Education, documentation and research, Greenland’s University, the Groenlandica collection, the Language Secre-tariat, the welfare officer programme, the journalist programme, the national archives and Statistics Greenland.

1.1.6 Buildings: Dormitories

Main account 80.00.00: Unspent Reserves Allocated to Capital Assets The allocation on this main account is reserved for projects, in particular under 84.40.12 Higher education, dormitories. The allocation has been increased as a consequence of the allocation of grants under GEP. The allocation is earmarked for initiatives in the form of building of dormitories and an extension of the High School in Nuuk. As the projects are still at the conceptual stage, they are for the moment allocated as a reserve on this main account. Main account 84.40.15: Purchase of dormitories in Nuuk Related to the increased educational activities and the lower drop out rate because of the initiatives in the GEP more student units are needed. There-fore a former hotel was purchased in Nuuk for dormitory use in October 2007. This is expected to give 25 student units.

1.1.7 Reserve

Main account 20.11.61: Educational reserve Based on the Government’s proposal for an education plan, GEP, which was presented during the political negotiations in connection with the pro-posals for the Finance Bill for 2006, the Government has allocated the funds for 2006 and 2007 from this main account, while the remaining funds are allocated on main account 20.11.66, Sector programme for education and commercial development, for the extraordinary educational initiative. The allocation of funds to the education reserve is made across the minis-tries involved and in cooperation with external cooperation partners.

20/32

2. Introduction to the Greenland Education Programme (GEP)

In 2000, the Greenland Home Rule Government (GHRG) developed a structural policy plan which was adopted by the Parliament and comprised three main pillars: A shift in subsidy policy towards a more market-oriented society, the promotion of trade and industry, and an improvement of educa-tion and labour market policy. The main goal of this reform programme is to ensure greater economic self-sufficiency. Against this background, the GHRG stressed in 2006 the need to increase the percentage of the workforce having a higher education, strengthen the housing sector in the centres of economic growth and improve workforce mobility. Consequently, there has been a clear and concrete focus on edu-cation since 2004, which is reflected in an extraordinary increase in the budget for education and training from 2004 onwards, based on the report entitled “Progress through education and competency development”. In 2006, the Parliament adopted a “Greenland Education Programme” (GEP) presented by the Government, which contains an overall educational strat-egy until 2020. The GEP budget for 2007 is 26.3 million Euros and is ex-pected to rise in 2012 to 38 million Euros (see Annex 3). A lack of education takes a particularly high toll on the youth and people who support families. A low level of education represents an especially high risk for these groups and generates high social and economic costs. Hence, the first phase of the GEP presents an overall strategy to strengthen two target groups (without excluding other persons), namely public school leavers who drop out of the educational system after graduation, on the one hand, and unskilled workers under 50 who are unemployed, in exposed trades and/or the family breadwinners, on the other. Moreover, the GHRG proposes directing a strategic initiative at the sectors that can yield economic growth or where demand for specialised manpower is high, like tourism, construction, mineral resources, health, social science and education. From a gender perspective, the programme pays special attention to men, not least young men, who are the most vulnerable in rela-tion to the economic and social challenges in Greenland. This is of course without prejudice to the attention paid to the social situation of women in the overall efforts of the GHRG. In Phase 2 of GEP, which covers the period 2013-2020, the focus on the unskilled workforce is maintained, but will shift to higher education and both the expansion and diversification of the provision of education and training. This logically flows from the expected results of the implementation of Phase 1 of GEP. Phase 1 of GEP runs until 2012, with 2013 as a transition year between Phase 1 and Phase 2. Please note that the primary school system has undergone a major reform process on its own since 2004 and is therefore not a direct part of the GEP. See Annex 3 for detailed figures on all GEP initiatives.

21/32

2.1 The special focal areas: Summary of activities and expected ob-jectives to be achieved in 2007 The GEP presents seven special focal areas:

1. Preparatory courses/programmes and youth educational/training programmes.

2. Real-competency (skills training) courses, the Piareersarfiit centres and unskilled labour in the workforce.

3. Further education and strategic sectors. 4. Cross-cutting initiatives. 5. Dropout rates. 6. Buildings and housing. 7. Structural monitoring and development potential

In general, the following broad groups of activities are planned under the special focal areas:

Organisation and development of preparatory educational courses and out-of-school remedial training.

Organisation and development of courses offered to unskilled work-ers to increase their qualification to skilled level combined with job placement services (Piareersarfiit centres).

Development of advanced-skills vocational training in strategic are-as such as health, social, fishing, tourism, mineral resources, etc.

Provision of financial incentives, including grants systems.

Further implementation of special measures to improve completion rate and reduce dropout rate through better counselling, structural supervision, boarding school environments and share of best prac-tices between education and institutions.

Expansion of two vocational schools and student dormitories and maintenance of educational facilities.

Development and strengthening of the Government’s capacity to plan, monitor and supervise education provision, including the match between the supply of education/training programmes and the needs of industry and the public sector, at both the local and central level.

The planned activities are expected to yield the following overall results:

Improved planning, management, monitoring and evaluation of edu-cation provision, especially in the area of post primary, vocational and skills training (focal areas 1, 2, 3, 5 and 7).

Adequate financing for education with a special focus on post pri-mary, vocational and skills training (focal areas 1-4).

Increased access to vocational education and skills training for both youth, unskilled and unemployed workers (focal areas 1-3 and 6).

More – and more relevant – courses of a better quality will be of-fered to the target groups (focal areas 2, 3 and 7).

22/32

Target groups will be motivated to take up and complete the educa-tion and training offered (focal areas 1 and 7).

The following is a description of the specific initiatives that will take place under the special focal areas in 2007. Firstly, it should be noted that most of the initiatives run over several years of the GEP. Secondly, 2006, 2007 and probably also 2008 will in many ways serve as preparatory years for the GEP initiatives in the long run. GEP is a long-running programme from 2006-2020. As can be expected, this means that preparations, development and building up capacity will generally speaking be in focus during the first period. An example of this is the development of the structural monitoring systems as well as the reform of the Vocational Schools’ administration and boards towards a more de-mand-oriented education system. The indicators listed under each special focal area show the general quanti-tative trends within the focal area in question. Year 2005 provides a base-line, and the numbers listed for year 2007 indicate the expected outcome.

2.1.1 Preparatory and youth educational/training programmes

Background: 85% of young people leaving lower secondary school are, for

various reasons, not qualified to begin (or graduate from) an educational or

training programme. This often leads them to take supplementary courses

to improve the skills gained in primary and lower secondary school, and we

are in this way seeking to increase admissions to vocational or academic

preparatory programmes.

Current initiatives: The preparatory programmes include courses to prepare

students for upper secondary school, setting up a continuation school in

Greenland, an increase in the continuation school quota, and preparation of

Greenlandic-language teaching materials. In addition, there are a number

of initiatives aimed at increasing the number of work placement train-

eeships and apprenticeships, including an apprenticeship study to be used

in the work going forward.

Initiatives planned: There are plans to 'export' the one-year GU course to

Aasiaat and Qaqortoq.

The double-year group that will be leaving lower secondary school in 2008 as a result of the Atuarfitsialak scheme will increase pressure on educa-tional institutions and programmes and on teacher resources, and a work-ing group has been set up to propose solutions to this problem. A number of other steps have been taken in this area, e.g. extra tracks added to GU and HTX programmes starting in 2008 and expanded school work place-ment schemes.

23/32

Expected results: More students have completed the preparatory pro-grammes readying them for youth education and training programmes. In order to increase the number of students completing the preparatory pro-gramme, it is expected that more programmes will be established locally. Efficient and well-founded logistics are expected to be ready in connection with the double-year group. The preparatory programmes are expected to be phased out as the primary school reform Atuarfitsialak (”the Good School”) becomes effective. See indicators and expected outcome below.

Per year 2005 2006 2007

Number graduated from the one-year upper secondary quali-fication course1

11 15

Number of continuation school students2 212 234 275

Per year 2005 2006 2007

Number of graduates from the gymnasial preparatory pro-grammes

145 186 200

Number of graduates from vocational training programmes3 249 263 285

Number of apprenticeships/traineeships4 48 48 48

Number of students with apprenticeships/traineeships5 1031 1155 1250

2.1.2 Real-competency (skills training) courses, the Piareersarfiit

centres, and unskilled labour in the workforce

Background: Only about one-third of the potential workforce in the country has completed a programme of formal training or education. In addition to the effort to encourage more young people to begin such a programme, a 'real-competency' (skills training) project has been instituted to improve the qualifications of the existing group of unskilled workers. Current initiatives: Piareersarfiit centres were set up in all municipalities effective 1 October 2006. These centres are to provide guidance to people seeking training, education or work, and they offer courses and activities to help ready attendees for training, study or jobs. There is currently a focus on training counsellors to improve the guidance provided. Also under this focus area, teaching materials are being developed for use by the Piareer-sarfiit centres, and an IT tool is being developed for the administration, reg-istration and preparation of individual action plans by Piareersarfiit centres. The Piareersarfiit centres also offer ‘real-competency’ (skills training) pro-grammes in a project aimed at retraining workers for jobs in fields where there is a shortage of labour and where permanent employment is assured. The courses are designed as modules so they can be adapted to the indi-vidual needs for workers. The aim of the first phase of the project is to de-

1 Source: Reported by the schools/KIIIP. 2 Source: Reported by the schools.

3 Source: The Study Grant Administration.

4 Source: The Study Grant Administration.

5 Source: The Study Grant Administration.

24/32

fine concepts and to develop a system that will ensure that course at-tendees have documentation for their qualifications and work experience. Planned Initiatives: Courses in English are currently being planned for workers in the raw materials sector, as well as courses for laboratory assis-tants, drilling assistants, tourist operators and skilled workers in the fishing industry. Expected results: The Piareersarfiit employees are expected to be upgrad-ed in the following fields via courses; on a personal level with regard to guidance, procedures and tools. Piareersarfiit’s share of course attendees will increase, and this will also be the case of the centres’ examination of young people and unskilled workers for training and jobs, respectively. A system for the development and registration of ’real-competency’ (skills training) courses is expected to be established in cooperation with GHRG, the local authorities and the relevant social parties. Unskilled workers will complete upgrading courses within their field of employment in growth in-dustries. See indicators and expected outcome below.

Per year 2005 2006 2007

Number attending a course week at the vocational schools (further education)6

-7 6,369 6,500

Number of Piareersarfiit staff members attending job-related courses8

8 25

Number of Piareersarfiit staff members attending personal development courses9

15

Number of real competency courses (skills training)10 2 11

Number attending real-competency courses (skills train-ing)11

69 160

Number of students receiving financial aid (study grants) at 7-month Piareersarfiit courses/programmes12

580 650

Per school year 04-05 05-06

Number of graduates from guidance counsellor training programmes13

10 13 15

2.1.3.Higher-education programmes and strategic sectors

Background: There is a shortage of university graduates on the labour mar-ket, and many of these jobs are held by manpower recruited from outside Greenland. The production of graduates from all types of higher-education programmes must be increased considerably.

6 Source: Reported by the vocational schools/SIIP.

7 No valid data available yet.

8 Source: SIIP.

9 The courses start in 2007.

10 Source: Reported by the schools/SIIP. 11 Source: Reported by the schools/SIIP. 12

Source: The Study Grant Administration. 13

Reported by the vocational schools/SIIP.

25/32

A number of sectors have been defined as strategic: sectors in which growth and permanent employment is anticipated. These sectors include building and construction, mining and raw materials, tourism, social and healthcare, and commerce and office. The extraordinary educational initia-tive is focused on these sectors at all levels of education and training. Current initiatives: The focus of the extraordinary educational initiative is on higher education and mainly after 2012, when a larger group is expected to have graduated from lower-secondary school and the preparatory pro-grammes and thus to be ready for enrolment in a higher education pro-gramme. However, new programmes have already been set up in man-agement and law, just as steps are being taken to encourage more stu-dents to begin higher education. To ensure that vocational training programmes match the demand on the labour market, a project has been launched in the vocational school admin-istration for these schools to become more self-governing, also through the establishment of school boards that keep track of what is happening in the business sector and what the current needs are in terms of manpower. This is also expected to strengthen the connection between vocational school programmes and related apprenticeships/traineeships. In the tourism field, a new programme in service economy with specialisa-tion in tourism has been established in Qaqortoq. We have also experi-enced great success with a pilot training project run in Ilulissat for urban and destination guides. This course is expected to be exported to other towns as well. An extra mining and entrepreneur course has also been set up because of an increase in demand for labour force in this strategic sector. Initiatives planned: An important step has been taken in the raw materials sector with the decision to begin establishing a construction and mining school in 2008. The intention is to ensure that there is domestic labour to fill future jobs in this sector to the greatest possible extent. Expected results: More students are expected to be enrolled in and to complete higher education programmes. More programmes, courses and activities will be established and implemented in the growth sectors in line with the demand of commerce and industry. A final schedule for the man-agement and organisation of the vocational schools will be completed. See indicators and expected outcome below.

26/32

Per year 2005 2006 2007

Number enrolled in business manager programme (Lead-ership Academy, new programme in 2007)

18

Number enrolled in new legal case administrator pro-gramme (new programme in 2007)

290

Number of graduates from higher-education pro-grammes14

168 156 175

Per year 2005 2006 2007

Number of weeks of healthcare sector courses set up15 4 34

Number attending healthcare sector courses16 19 117

Number healthcare sector education/training programmes 3

Number of students in healthcare sector educa-tion/training programmes

58

Number of social-sector courses/programmes set up17 3 2

Number attending social-sector courses18 33 40

Number enrolled in service economy programme with specialisation in tourism (new programme in 2007)

10

Number enrolled in hotel and tourism assistant training programme (new programme in 2005)

6 16

Number of graduates from urban and destination guide course (pilot project)

7

2.1.4. Cross-cutting initiatives

Background: The income system for the improvement of education and qualifications is a crucial key in reaching our objectives in education and qualifications improvement. Very little or no income during education or training can be an obstacle to young people or unskilled workers wanting to take an educational or training programme or wishing to improve their quali-fications. Efforts are made to avoid persons under 21 years of age receiv-ing public transfer income. It is an absolute objective that this group is to be either in an educational/training programme or working. The age limit can be modified as course and educational programme offers increase. As the GEP is implemented and admissions rise and the dropout rate de-clines, financial aid expenditure in the form of study grants will increase. The rise in study grant expenditure must be considered as an expenditure deriving from the higher level of activity in the educational sector, which is why no indicators are stated below for this focus area.

14

Source: The Study Grant Administration. 15 Source: Reported by the schools/PEQQIP. 16 Source: Reported by the schools/PEQQIP. 17 Source: Reported by the schools/ILAPI. 18 Source: Reported by the schools/ILAPI.

27/32

2.1.5. Dropout rates

Background: The dropout rate is a serious problem in education in general. For this reason, increased admissions to training and education pro-grammes are not enough if more people are to receive an education that provides them with formal qualifications. Current initiatives: The endeavours to lower the dropout rate are anchored in the educational institutions, who know their students and their situations best. Funding has been allocated to reducing the dropout rate, and the ed-ucational institutions, Piareersarfiit centres, local authorities and others can apply for financial support for initiatives they believe can lower the dropout rate at their institutions. Other initiatives are: student counselling, a student support provider scheme and projects to improve the study environment of schools and residence halls. Information on experience from such schemes is being gathered with a view to transferring the successful initiatives to other educational institutions. Student counselling is considered to be very important for the dropout rate, so there is a great deal of focus on student counselling at the Piareersarfiit centres and on training counsellors (see the second focal area above). Planned initiatives: The initiatives depend on the applications submitted by the educational institutions, the Piareersarfiit centres, local authorities, etc. Applications will be evaluated several times a year in order to help support as many promising initiatives as possible. Expected results: More initiatives to curb dropout rates will be established locally, and this will subsequently be reflected by an actual decline in drop-out rates. See indicators and expected outcome below.

28/32

Per school year 2005 2006 2007

Number of dropouts from the preparatory programmes19 133 226 128

Dropout rate (%) 16.8 26.6 15.5

Number of dropouts from the vocational training pro-grammes20

182 256 146

Dropout rate (%) 17.7 22.2 12.2

Number of dropouts from the higher education pro-grammes21

120 165 115

Dropout rate (%) 16.3 21.0 14.5

Dropout percentage in the preparatory, vocational training and higher education programmes

16.9 22.6 14.0

Three-year period 02-05 03-06 04-07

Number of dropouts from preparatory programmes (over a period of three school years)22

725 690 538

Number of dropouts from the vocational training pro-grammes (over a period of three school years)23

1261 1072 670

Number of dropouts from higher-education programmes (over a period of three school years)24

558 539 449

2.1.6. Buildings and housing

Background: As a result of the growing number of students in educa-tion/training programmes and courses, more capacity is needed at the edu-cational institutions and with regard to housing. At some locations, new buildings and housing are needed before the educational activity level can be raised. Current initiatives: Construction of student residence halls has begun in Qaqortoq and Aasiaat. These are scheduled to be ready for use on 1 August 2008. In connection with the Piareersarfiit centres, construction has begun on eight rooms in Qaanaaq, 26 rooms in Tasiilaq and 26 rooms in Upernavik. There has also been some remodelling of and additions to existing buildings in Nanortalik and Uummannaq. Related to the increased educational activities and the lower drop out rate because of the initiatives in the GEP more student units are needed in Nuuk. Therefore a former ho-tel was purchased in Nuuk for dormitory use in October 2007. Planned initiatives and expected results: In Nuuk it is expected that building of studio residences will be commenced in May 2008. The number of stu-dent residence units is expected to increase by approximately 25. See indi-cator and expected outcome below.

19 Source: The Study Grant Administration. 20 Source: The Study Grant Administration. 21 Source: The Study Grant Administration. 22 Source: The Study Grant Administration. 23 Source: The Study Grant Administration. 24 Source: The Study Grant Administration.

29/32

Period 2005 2006 2007

Number of student housing units25 1324 1376 1400

2.1.7 Monitoring and development potential

Background: Structural monitoring of the labour market, both centrally and locally, is necessary in order to make the education and training pro-grammes demand-oriented. It must be possible to obtain valid information on work force, unemployment, current labour requirements, etc. to enable an overview of the labour market. As regards the extraordinary educational initiative, a national plan of this size requires continual thorough and valid monitoring. Current and planned initiatives: Initiatives in this focus area include the de-velopment of ICT and e-learning, a travelling team to assist the develop-ment of the Piareersarfiit centres, and information and attitudinal change campaigns. A report has also been written on labour market structural monitoring which contains a number of recommendations as to how such monitoring can be improved. Development of an improved system of structural monitoring based on the report has been started. Work has also started on the development of an overall evaluation strategy for the extraordinary educational initiative which is intended to produce a specific model of assessment for the Educational Programme in general and for its initiatives. Expected results: General structural monitoring is expected to be coordi-nated and planned more appropriately in the GHRG. An evaluation strategy for the GEP will be developed. See indicator and expected outcome below.

Per year 2005 2006 2007

Number of students in formal educations that entitles them to financial aid, incl. apprentices/trainees26

2579 2853 3100

25

Source: The educational institutions/SIIP. Please note that the educational funds planned for Piareersarfiit centre student housing are not included. 26

Source: The Study Grant Administration.

30/32

Review of birth cohort, 16-25 year-olds Remarks: The table shows the percentage of a birth cohort in formal educations. In 2007 it is primarily the birth cohort of 1990, who leaves primary school. A large share of this group continues in continuation school, which is not included in the table. The table refers to students entitled to financial aid, which excludes educa-tion within the police, airport system and high school education in Denmark.

Per year 2005 2006 2007

Share of birth cohort of 1982 in a student programme (%) 24.4

Share of birth cohort of 1983 in a student programme (%) 21.1

Share of birth cohort of 1984 in a student programme (%) 27.5

Share of birth cohort of 1985 in a student programme (%) 28.1

Share of birth cohort of 1986 in a student programme (%) 28.4

Share of birth cohort of 1987 in a student programme (%) 29.4

Share of birth cohort of 1988 in a student programme (%) 33.2

Share of birth cohort of 1989 in a student programme (%) 38.8

Share of birth cohort of 1990 in a student programme (%) 16.3

Share of birth cohort of 1991 in a student programme (%) 3.7

2.2 Monitoring, evaluation and stakeholder involvement The increase in the level of education and qualifications in Greenland will continue to be an important topic in 2007. Many interesting projects are in progress, and new ones are on the drawing board. Future work with the GEP will be planned by the Steering Committee for the GEP. In addition, the remaining educational reserves for 2009 onwards will be allocated in collaboration with all relevant parties at a conference planned in 2008. The Steering Committee for the GEP consists of deputy ministers from all the GHRG ministries involved and the director from KANUKOKA (the or-ganisation of local authorities). The Steering Committee meets each month and delivers two annual debriefings on the GEP to the Government, the Parliament and other relevant stakeholders such as the national “Compe-tence Development Council” and the social partners. The GHRG is willing to monitor sector performance and use performance as the determining criterion in the disbursement of budgetary support funds. Furthermore, GHRG has an overall political focus on ensuring valid statistics on the labour market and the educational system as a whole. A strategic framework for continued evaluation of the GEP is therefore being developed with cooperation from the University of Copenhagen. In general, monitoring and evaluation of the GEP is being widely discussed and im-proved in 2007. So far, the performance measurement of the educational sector in Greenland has been based on the data collected by the Fund of Study Grants, Statistics Greenland and directly from the educational institutions. The data have been adequate and valid up to now, but in time it will not be sufficient for the overall performance measurement of GEP.

31/32

Therefore, the Ministry of Labour and Vocational Training is working to develop a performance-monitoring system called “Suliaq”, which will cover the entire population of Greenland and include key information about the labour market and the educational system. Suliaq will be based on reliable statistical information from official government sources, Statistics Greenland and the local municipalities. The Suliaq system will be improved during 2007 and 2008.

2.3 Risks and assumptions Some risks and assumptions have to be taken into consideration. Especial-ly the structural changes of the local authorities in Greenland may lead to a lack of attention to the establishment and development of the Piareersarfiit centres, which are primarily managed by local authorities but service the Ministry of Labour and Vocational Training on a contract basis. However, the Ministry of Labour and Vocational Training will provide on-demand as-sistance to the Piareersarfiit centres. It is assumed that the local authorities as well as the Piareersarfiit centres will have the capacity to collect data for planning and monitoring purposes. In this respect, it should be noted that the full establishment and develop-ment of the Suliaq system will lead to greater efficiency, reliability and co-herence of data collection. It is expected that an act will be passed during the Parliamentary session in the autumn of 2007 whereby the local authori-ties will be obliged to collect data on their activities and to report to the GHRG. This will be supported by a specially developed IT system that can be converted to the Suliaq system by The Ministry of Labour and Vocation-al Training. The Ministry of Labour and Vocational Training is currently par-ticipating in the GHRG´s overall effort to unify statistical systems. The expansion of the educational system will also increase the demand for teachers providing education and training. This might lead to a recruitment problem due to the low unemployment rate in Denmark, but the Ministry of Labour and Vocational Training is monitoring the situation closely and ef-forts are being made to utilise the existing human resources to the maxi-mum. In accordance with current trends in industrial development, companies in Greenland might become increasingly reluctant to accept apprentices, which may lead to an insufficient number of apprenticeship places, in par-ticular when the need for such places becomes greater as a result of the reform of the education sector. GHRG is therefore including clauses on the acceptance of apprentices in the contracts it concludes with domestic and foreign companies. Moreover, the Ministry of Labour and Vocational Train-ing has launched a campaign aimed at associating businesses with its vo-cational training effort. Finally, a report on the apprentice situation in Green-land, which will be finished in November 2007, will serve as a baseline for the further activities and initiatives in this focal area.

32/32

Appendix

Annex 1: The yearly budget allocations and projections 2006-2013 in the overall education sector. Annex 2: All education budgets. Annex 3: GEP budget in detail.