KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF

Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Departementet for Kultur, Uddannelse, Forskning og Kirke Ministry of Culture, Education, Research and the Church

Annual Implementation Report 2008 Greenland Education Sector

List of contents Sags nr. Dok.nr.

0. Executive summary...... 3 Postboks 1029 1. Abbreviations...... 8 3900 Oq/tel +299 34 50 00 2. Introduction with brief readers’ guide ...... 9 Fax +299 32 20 73 3. Introduction to the Greenlandic education system...... 11 [email protected] 3.1. The challenges ...... 11 www.nanoq.gl/kiip 3.2. The Greenland education system ...... 11 3.2.1. Elementary school...... 12 3.2.2. High schools...... 12 3.2.3. Vocational education and training...... 13 3.2.4. Higher education ...... 13 3.3. Main developments, tendencies and activities in 2008 ...... 14 3.3.1. Reform activities...... 16 4. Description of the Greenland Education Programme (GEP) ...... 19 4.1. General description of the GEP ...... 19 4.2. Main activities ...... 20 4.2.1. The target groups and the Piareersarfiit -centres ...... 21 4.2.2. The double year group 2008...... 26 4.3. Management, monitoring and implementation ...... 32 4.3.1. Control and coordination of the GEP ...... 32 4.3.2. An extended evaluation ...... 33 4.3.3. Development, perspectives and potential...... 35 4.4. Focal areas, budget and expenditure ...... 37 5. Analysis of the seven focal areas against the agreed indicators ...... 38 5.1. Focal area 1: Preparatory and youth educational/training programmes ...... 39 5.1.1. Budget and spending (focal area 1)...... 39 5.1.2. Preparatory programmes and initiatives ...... 40 5.1.3. Students in VET and High schools ...... 41 5.2. Focal area 2: Competence courses (skills training), the Piareersarfiit centres, and unskilled labour in the workforce ...... 42 5.2.1. Budget and spending (focal area 2)...... 42 5.3. Focal area 3: Higher-education programmes and strategic sectors...... 44 5.3.1. Higher Education...... 46 5.3.2. Strategic Sectors...... 46 5.4. Focal area 4: Cross-cutting initiatives...... 48

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5.4.1. Budget and spending (focal area 4)...... 48 5.4.2. Expenditure in education (Indicator 1.1 - 1.2 - 1.3)...... 48 5.5. Focal area 5: Drop-out rates...... 49 5.5.1. Budget and spending (focal area 5)...... 49 5.5.2. Completion, repetition and drop-out rates...... 50 5.6. Focal area 6: Buildings and housing ...... 54 5.6.1. Budget and spending (focal area 6)...... 54 5.7. Focal area 7: Monitoring and development potential ...... 57 5.7.1. Budget and spending (focal area 7)...... 57 5.8. The GEP, the indicators and the variable tranche...... 58 5.9 Summary of budget and expenditure and annual accounts 2008...... 59 6. Conclusions and next steps ...... 62 6.1 Summary of results...... 62 7. Background material ...... 66 8. Annexes...... 68

Explanatory note:

In this Annual Implementation Report 2008 the name Greenland Home Rule Government (GHRG) will be used, however from 21 st of June 2009 GHRG is officially called Government of Greenland (GoG). The decision to use this name derives from the fact that the report refers to the year 2008, where GoG was still called GHRG.

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0. Executive summary

Chapter 2 provides an introduction with brief readers’ guide to the Annual Implementation Report (AIR) 2008 and a short description of each chapter and the annexes. Chapter 3 gives a brief description of the Greenland Education system, and its challenges.

Since Greenland is a huge country with no more than 57.000 inhabitants, with no roads connecting the different towns and/or settlements, it is necessary to organise education according to these conditions.

Higher education, high school education and vocational education and training (VET) are therefore gathered in a few towns. This implies that a lot of young people (students) have to move from home in order to get an education and/or a job, and a major challenge, therefore, is to ensure enough dormitories and houses.

Elementary school education, on the other hand, must take place close to where people live and work. This means that Greenland must have many (rather small) elementary schools scattered all over the country, and must face (in that respect) at least two big problems:

• It is costly to establish and maintain small schools, and to teach only a few pupils • It is difficult to get enough qualified teachers to work (and live) in those areas

The use of new information technology (ICT), a very advanced (and expensive) study grant system, and the use of Piareersarfiit -centres as the link between education and the labour market, have been introduced by Greenland (and the Greenland Education Programme, GEP) as significant tools for coping with challenges in education sector.

Another tool is the educational system itself. Chapter 3 illustrates that Greenland’s education system is modern and well-developed, contains the same elements as most European countries, and that it is based on the same structure and content as the Danish educational system:

• Elementary school which is compulsory (10 years) and free of charge • High school education is provided in three different lines (commercial high school, technical high school and general high school). All of them give access to higher education. • Vocational education and training (VET), offered at nine schools, covers different areas like building and construction, iron and metal, mining, food industry, fishing industry, commercial education, and basic health and social educational programmes • Higher education provides programmes within all three "Bologna"-cycles, and in many cases in cooperation with Danish Academies and/or universities.

This chapter also shows that even more challenges must be faced in the future:

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• The educational system in Greenland is not good enough to handle the group of almost only Greenlandic speaking people • There seems to be a lack of teachers – is it correct and/or could alternative methods be used? • It should be possible to make much more effective use of ICT in all kinds of educational programmes • It should be considered whether or not it is possible to fill all jobs and positions with Greenlandic residents – and if not to start deciding on which sectors should be prioritised for Greenlanders. • It should also be considered what society is foreseen (and wanted) – including where people will settle in the future and what values should be prioritised.

Chapter 4 offers a description of the strategic background for the Greenland Education Programme (GEP), followed by a description of its content – overall objectives, purpose, and expected results, and how all of it relates to the concrete and specific initiatives for achieving results (and the overall objectives).

The initiatives are put into a framework of seven focal areas, in which planned and current activities are described, and the whole range of activities are listed. The strategic background is based on the analysis of the education and labour market requirements for the future, prepared by the GHRG in 2004, with the title; "Progress through Training, Education and Development of Competencies" , which resulted in formulation of the Greenland Education Programme (GEP) 2006-2020, adopted by Parliament in 2006.

The GEP sets out the vision and strategy for the education sector in Greenland . In support of the Greenland Home Rule Government's (GHRG) overall education reform programme, the European Commission through the Programming Document for the Sustainable Development of Greenland 2007-2013 (PDSD) has decided to support the Education Sector in Greenland, in the form of a Sector Policy Support Programme to be implemented through Sector Budget Support amounting to a maximum of € 25 million (in 2006 prices) per year for the period 2007-2013.

The chapter describes the overall objective (vision), the specific objectives, and expected results from the GEP, and outlines the seven focal areas.

The vision is: To contribute to a higher standard of living and quality of life through development of better education, technical skills and knowledge.

The strategic goal is that “2/3 of the workforce should have an academic qualification and/or sufficient vocational skills by 2020”.

There is a special focus on two target groups of the first phase of the GEP:

1. Elementary school leavers who drop out of the educational system after graduation. 2. Unskilled workers under 50 who are unemployed, in exposed trades and/or the family breadwinners.

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Beyond these two elements extended focus will be placed on the discussion of the strategic areas within the GEP, which will be ongoing throughout the process.

Chapter 5 reports the results of 2008 against set targets per focal area and in relation to the relevant indicators. It reports also the related expenditure against the budget allocations set in Finance Act 2008. The description contains targeted attendance, number of apprentices, drop-out, completion and repetition rates, and it is about buildings and housing and the different impact indicators like new enterprises, jobs, block grants and health.

In order to ensure that the activities have the expected impact on the vision and the main objective, the GHRG and the EC have agreed on a set of indicators for good performance. The indicators could be what Greenland is supposed to deliver (input indicators) in terms of contributions to the education sector as a whole (expenditure allocated to education), or could be immediate results from the activities (output indicators). The results from here could again lead, more or less directly, to the main objective - for instance more people have completed education and have achieved a competence that gives them either access to higher education or to jobs (outcome indicators). Finally the efforts as a whole should imply for instance that more enterprises are established, more jobs created, and a better health in the population achieved etc. (impact indicators).

The relationship between the elements: 1) the activities within the focal areas, 2) the targets within the indicator structure, and 3) the influence and impact on the vision and the main objective of the GEP can be illustrated like this: Fig. 1 The overview – focal areas in context Vision Higher standard of living and quality of life through Impact better education Enterprises Input Jobs Block grants Money spent Health on education

Main strategic element

2/3 of workforce Target groups Focal areas : Output with academic 1 Young 1 Youth education Applicants qualifications 2 Unskilled 2 Competence courses Attendance or vocational 3 Strategic 3 Strategic sectors Apprenticeships skills in 2020

4 Study grants 5 Reduced drop-out rate Buildings etc 6 Buildings and housing 7 Monitoring/development

Outcome Completion Education The overview – focal areas in context

The targets have been made by MoCERC, who is responsible for the educational programmes, and who therefore have knowledge of the risks and assumptions in these fields. has contributed to the work with their expert knowledge of statistical development and general knowledge of targets regarding e.g. population.

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Chapter 5 illustrates to what extent the results achieved in 2008 are in accordance with targets set in AWP 2008.Certain results are the basis for the variable tranche calculation. All in all results are very good – only the drop-out rate is slightly poorer (0,4%) than expected.

Annex 3 contains a full description of the indicators, including the extent (if any) to which they may have an impact on the variable tranche, and from which sources the information comes. In Annex 4 follows the baselines for the relevant indicators. The table of indicators in Annex 5 provides an overview of results and targets in 2008 per indicator. This chapter also contains a summary of budget, expenditure and annual accounts 2008 – including the total Greenland Government Education budget, and the GEP budget and expenditure 2008, broken down on focal areas. Also the education budget and expenditure of money allocated to elementary school, VET-school, high school, higher education and buildings and dormitories is included in the chapter, and finally also how the education budget 2008 was financed.

Chapter 6 contains summary of conclusions. Many results have been achieved in 2008. On the positive side, there has been an increase in both the number of students and the number of graduates. Both are higher than 2007 and also above the target figures set for High school education, VET and Higher education.

Applicants for VET and the number of apprenticeships have increased considerable – both in relation to 2007 and to the targets for 2008. The development of competence courses has continued to increase, and by now competence development is offered in many towns within many areas, resulting in unskilled workers improving their qualifications. In addition, the Piareersarfiit centres have had a lot of focus on the young people and have delivered many AEU-courses for both GEP target groups.

Finally, a lot of young people from the double year group chose continuation school. GHRG succeeded in establishing (with very short notice) four temporary continuation schools and was able to admit 254 pupils in 2008.

One of the negative experiences in 2008 was that the drop-out rate did not reach the anticipated target. However, it is only short by 0,4% and even smaller if the improved completion rate and also improved repetition rate gets included in the counting. Since it is a very significant issue, construction of buildings and dormitories have had a lot of focus in 2008 and that continues in 2009.

There are still problems with development of the Piareersarfiit centres – among other things because they have a very difficult task. Many initiatives, however, have been taken to strengthen Piareersarfiit. Several courses have been held for the Piareersarfiit staff, and a Piareersarfiit coordinator is now working fulltime within Ministry of Industry and Labour Market (MoILM) 1.

What must be done is clearly demonstrated by different investigations (chapter 4). It is necessary to:

1 Up until November 1 st 2008 this was called AoILVET, Agency of Industry, Labour and Vocational Educational Training.

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• Ensure more classes • Build more dormitories • Establish more apprenticeship places (in companies and in the workshops at the institutions)

The building and construction of more dormitories has demonstrated to have a lot of influence on how attractive it is for students to study and how easy it is to get more training places. In 2008 more students started on education and more apprenticeships were established – which was partly due to more dormitories and better motivated students.

Coordination is central to a complex programme like the GEP, which has many actors at different levels involved and comprises many different initiatives. It is also necessary to be able to identify new perspectives and new potentials. This means that the development of GEP activities must be followed carefully, and new perspectives like e-learning, school-projects on drop-out rates and an extension of the total monitoring and evaluation system, related to the GEP, should be explored. New IT-tools, more support to Piareersarfiit centres etc. must go on.

As final conclusion, it can be noted that all focal areas of the GEP show improvement in relation to 2006 and 2007.

• Focal area 1: Preparatory programmes and more students . The number of students in preparatory programmes has increased, and so has the number of students and graduates in high schools and the number of applicants, training places, students and graduates in VET. • Focal area 2: Competency courses, the Piareersarfiit centres and unskilled labour in the workforce . The number of competence courses and the accomplished study weeks have increased – not least the AEU courses have had great success in participation. • Focal area 3: Higher education programmes and strategic sectors . The number of students in higher education and the number of graduates have increased and so has the number of competence courses and courses in strategic sectors. • Focal area 4: Cross-cutting initiatives . The expenditure in relation to study grants have increased in line with the increased number of students. • Focal area 5: Drop-out rate . The drop-out rate relative to total attendance has decreased (in total) in 2008 compared to 2007. It has fallen short by 0,4% compared to the targets set for 2008. Both completion rate and repetition rate have increased in 2008. All in all satisfactory. • Focal area 6: Buildings and housing . Many initiatives have been taken and many dormitories, school expansions and constructions have been initiated – one of the results seems to be more students and apprenticeships (see above). • Focal area 7: Monitoring and development potential. A lot of work has been done on establishing indicators in cooperation with the EC, and baselines in cooperation with Statistics Greenland. There has been a lot of focus on monitoring and evaluation according to agreements with the EC, and on projects with potential and perspectives for the future, like the Good Day- care Institution, ICT and e-learning, attitudinal campaigns and development projects.

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1. Abbreviations

ACERC Agency for Culture, Education, Research and the Church AEU Recognised Vocational Education AIR Annual Implementation Report AMA Labour market courses (mainly for skilled workers) AoILVET Agency of Industry, Labour, Vocational Education and Training (AoILM since 01/11/2008) AoIMR Agency of Industry and Mineral Resources (formerly known as the Ministry of (AoILM / AoILVET) Industry and Labour Market / Ministry of Industry Labour, Vocational Education and Training) AWP Annual Work Plan COMBAR Communication Barriers (name of a project) CREDE Centre for Research on Education, Diversity & Excellence (http://crede.berkeley.edu ) Double year group (in In 2008 year 11 in the elementary school ceased to exist, which meant that 2008) year groups from year 10 AND 11 left the elementary school at the same time, which is why GHRG talk of the double year group in 2008 DTU ’s Technical University EC European Commission EU European Union EUR Euro FA Finance Act (the Budget) FSA The Leaving Examination of the Folkeskole (Elementary School) – 9 th grade FSUA The Advanced Leaving Examination of the Folkeskole (Elementary School) – 10 th grade GDP Gross Domestic Product GEP Greenland Education Programme GHRG Greenland Home Rule Government (until 21 st June 2009) GoG Government of Greenland (from 21 st June 2009) GU General High School HE Higher Education HHX Commercial High School HTX Technical High School ICT Information and Communication Technology The new official name of the Greenland Parliament ISCED International Standard Classification of Education KANUKOKA Association of Municipalities MoCERC Ministry of Culture, Education, Research and the Church MoFA Ministry of Family Affairs (formerly a part of Ministry of Family Affairs and Health), the ‘other half’ is now called Ministry of Health (MoH) MoF Ministry of Finance (formerly known as the Ministry of Finance and Foreign (MoFFA) Affairs) MoH Ministry of Health (formerly a part of the Ministry of Family Affairs and Health) MoHIT Ministry of Housing, Infrastructure and Transport (formerly a part of Ministry of (MoIE) Infrastructure and Environment) MoILVET Ministry of Industry, Labour, Vocational Education and Training (MoILM since 01/11/2008) MoIMR Ministry of Industry and Mineral Resources (formerly known as the Ministry of (MoILM/MoILVET) Industry and Labour Market) MoINE Ministry of the Interior, Nature and Environment (formerly a part of Ministry of (MoIE) Infrastructure and Environment) PD Pedagogical Diploma Piareersarfiit centres Guidance and Counselling Centres (a place for preparation and reflection) PKU Competence development courses (mainly for unskilled workers) POEB Political Economic Report (Politisk Oekonomisk Beretning) PUK Personal development courses VET Vocational Education and Training

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2. Introduction with brief readers’ guide

This Annual Implementation Report (AIR) 2008 is part of the Financing Agreement: (Greenland/2008/19712) between EU and the Greenland Home Rule Government (GHRG), and has a direct relation to the Annual Work Plan (AWP) 2008. The Financing Agreement states that:

• ”The annual implementation report shall include a self assessment of the annual performance made by the GHRG indicating the (un)favourable exceptional conditions that could have influenced the results achieved. These exceptional conditions if considered relevant would be duly taken into account in the performance assessment. • An assessment of the 2008 Annual Work Programme including the results achieved by the GEP measured against indicators and sectoral policy commitments. • An assessment of the implementation of activities in terms of budget execution of the financial means made available for that purpose in the 2008 budget. • A statement assuring legality and regularity of expenditure of the accounts.”

2008 is the first year in which it is possible to directly compare the Annual Work Plan 2008 with results and indicators from the same year. All in all results are very good, compared to targets, see annex 5.

Chapters 1 and 2 consist of list abbreviations, introduction and this reader's guide.

Chapter 3 provides a brief introduction to the overall education sector, especially to the part of the education sector not directly under the GEP, covering an overview of ongoing and implemented education sector reform initiatives and their links to the GEP.

Chapter 4 contains a more detailed description of four key elements of the GEP, which are comprised in almost all other parts of the GEP:

• The main activities (the target groups and the Piareersarfiit centres and the double year group in 2008). • Management, monitoring and implementation

In Chapter 5 follows a discussion of the GEP’s seven focal areas in relation to the indicators, agreed on between EC and GHRG. The seven focal areas constitute the framework of the GEP, and the indicators show results from 2008 and expected results in the coming years. It provides a summary of GEP budget and the expenditure for 2008, and the overall education budget and expenditure at the end of the chapter. Chapter 6 provides a brief conclusion based on the previous chapters and also touches on next steps.

Chapter 7 provides the list of the background materials used for this report, and finally the annexes.

Annexes to AIR 2008 are as follows:

Annex 1: The yearly budget allocations and projections 2006-2013 for the education sector in total

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Annex 2: GEP budgets and expenditure 2008 in detail

Annex 3: Description of agreed indicators A schematic view of the indicators, measuring the results of the initiatives started as a part of the GEP. The description includes e.g. composition, outcome/output and year of baseline.

Annex 4: Baselines This annex depicts the baselines and yearly results for the various indicators. The sources for the indicators as listed below:

Statistics Greenland: 4a, 4c, 5, 9, 10, 11a, 14, 16 and 17.

Annex 5: Overview of results compared with targets on the various indicators for 2008

Annex 6: Overview of the education system in Greenland

Annex 7: Terms of Reference for the Steering Committee for the GEP

Annex 8: Organisational chart, MoCERC Following the organisational changes this annex gives a description of the Ministry of Culture, Education, Research and the Church as it is organised effective from November 1 st 2008.

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3. Introduction to the Greenlandic education system

3.1. The challenges

Greenland is a huge country with no more than 57.000 inhabitants. Most people live in towns but 15 % are still living in settlements. There is not a net of roads connecting one place of living with another. This is really a challenge, not least for the educational system.

In order to cope with that, almost all Higher Education takes place in Nuuk , High School education in four different towns and all VET education is specialised and takes place at nine different VET-schools in nine different places. This means that very many young people (students) have to move from home in order to get an education, and after education, maybe to move again in order to get a job. The GoG’s challenge in that respect is to ensure that there are dormitories and houses available for those who want to either study or live and work where this is possible.

When it comes to the elementary school sector, the challenge is different. It is not possible, of course, to gather all elementary school education in a few places. On the contrary, education for that age group must be placed close to their homes – otherwise they will not get the opportunity to go to school. This means that Greenland must have a lot of (rather small) elementary schools scattered all over the country. That itself gives the GoG and the municipalities at least two major challenges to work with:

• It is costly to establish and maintain small schools, and to teach only a few pupils. • It is difficult to get enough qualified teachers to work (and live) in those areas.

The use of new information technology (ICT) could probably solve some of the problems but has to wait for more projects and a better agreement (seen from the educational institutions’ point of view) between Tele Greenland and the GoG, and also wait for more focus on the area, and more qualified users (as described below, and especially in chapter 4, a lot of hard work is done in that area).

In order to encourage young people to go to education instead of choosing not to, Greenland has established a very advanced (and expensive) study grant system. Since so many students have to leave home in order to study, and since it is so important for the country to educate and train people, there is no alternative to such a study grant system.

3.2. The Greenland education system

Despite the challenges, mentioned above, Greenland has an educational system, very much like most European countries - with compulsory education as a political decision for more than 100 years. Today, the period of compulsory education is ten years.

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Greenland’s formal educational system consists of:

• Elementary School, • High School, • Vocational Education and Training and • Higher Education

All public education in Greenland is free, and young people over the age of 15 receive public study grants and travel costs' support according to the rules in force. It must also be mentioned that each year many Greenlandic students attend universities in Denmark. Greenlanders have access to the Danish higher education system on equal terms with Danish students or through a special agreement by which Greenlanders can be admitted, as long as they have marks above average, (the grade 6 on the Danish grading scale). Greenlanders mostly get study grants from GoG, but they can also choose to study in Denmark under the Danish study grant system.

3.2.1. Elementary school There are 24 elementary schools situated in towns, and 54 in the settlements 2. Courses/programmes for adults are offered in two towns today and three towns from 2010 (southern, mid and northern Greenland).

Continuation schools 3 and two folk high schools 4 provide education at elementary level as well – as do Piareersarfiit centres (local guidance and counselling centres for young school leavers as well as adults).

From 2008 the compulsory-period was changed from 9 to 10 years in Elementary school.

3.2.2. High schools High school education is offered at five schools of which three are of a general nature (GU in Nuuk, Aassiaat and ), one is specialised in commercial studies (HHX in Qaqortoq ), and one in technical studies (HTX in ).

Three preparatory courses give direct access to Higher Education (the professional bachelor programmes 1) teacher, 2) nurse, 3) social worker, 4) socio-educational teacher).

All responsibilities for High school education are taken over from Denmark by Greenlandic authorities from 2009 onwards. A reform in this field is ongoing, and it is expected to be finished by 2011.

2 Elementary Education in Greenland 2007-2008 (7) 3 A continuation school is an option for young people, who have graduated from elementary school and are under 18 years. The students live and study at the school. The subjects studied are similar to elementary school, but some schools further offer courses in special areas, e.g. music, arts or sports. A Greenland continuation school will be finalised in 2009 and in 2008-2009 four temporary continuations schools have been working in Greenland. 4 2 Folk high schools provide shorter or longer-term courses for adults (over the age of 17½) in different subjects. While some folk high schools have a general profile others specialise in e.g. music, sports or arts. At a folk high school you live at the school and social skills are therefore very important for students. In contrast to continuation schools, folk high schools do not give any formal qualifications for further education or employment.

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3.2.3. Vocational education and training Vocational Education and Training (VET) is offered at nine schools scattered across the country, and covering building and construction, mining sectors (to be established in 2009), iron and metal, food industry, fishing industry, education of skippers, sheep farmers, and two commercial schools. Also the Centre for Health Education, the School for Social Education and the Language Centre provide vocational education and training. The recently established Management Academy provides education and training for leaders and future leaders. A School for Hunting and Fishery and a Design school are both under preparation.

3.2.4. Higher education The Greenlandic higher education system works, like other modern systems, within the three cycles defined in the Bologna process 5:

• The first cycle contains bachelor degrees (including professional bachelors). Within the first cycle, Greenland has also Academy programmes (the so-called short cycle) delivered mainly by VET schools. • Master degrees (the second cycle) are provided both in Greenland and in Denmark. • PhD’s and similar (the third cycle) is an opportunity to study at a doctor’s level; at a Greenlandic institute, a Danish institute or somewhere else. Also an industrial PhD is available; advertised by the Ministry of Industry and Labour Market (MoILM) in cooperation with the of Greenland.

The overall formal Greenlandic education system is illustrated below (fig 2). The EU-terminology (Bologna process) is used, and the Danish abbreviations added 6: Fig. 2. Outline of the formal education system in Greenland

Higher Education Doctorate (8 years) Third cycle

Higher Education

Master’s level (5 years)

Second cycle (LVU)

Higher Education Higher Education Bachelor’s level (MVU) Academy level (KVU) First cycle 3-4 ½ years Short cycle 2-3 years

Vocational Education and High school education Training (VET) 3 years 2 ½ - 4 years

Elementary school

10 years 10 years compulsory

5 http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ 6 KVU = The lowest HE-level and normally provided by the VET schools, MVU = Bachelors and so- called Professional Bachelors, and LVU = Masters (and candidates) delivered by universities. The universities also provide PhD education.

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Besides the degrees and other qualifications from the formal education system, a number of training courses for skilled (AMA) and unskilled workers (PKU), for employed and for unemployed, and for other adults, are provided – first and foremost by the VET schools (in many cases in cooperation with the Piareersarfiit centres). The courses are provided mainly within strategic areas 7 and aim at giving participants competence within a specific strategic area 8.

The idea is that the Piareersarfiit centres should be the link between:

• Elementary school (students and their parents) and further education • Adults in (or outside) the labour market and formal education on the one hand and competence courses 9 on the other

The Piareersarfiit centres are resource-centres where people (young and adults, employers and employees) can get good advise in terms of how and where to find jobs and courses, linking education and the labour market, where adults are offered relevant courses for their career (PKU and/or AMA courses), and where young people can get help and support, including courses within fields like personal development (PUK-courses), educational training in Greenlandic, Danish, English, and mathematics (AEU-courses) and/or preparation for High School education (FSA courses).

A more detailed description of the Greenland education system is attached as Annex 6.

3.3. Main developments, tendencies and activities in 2008 The biggest challenge is still to educate and train people to the coming jobs and educational programmes and to increase the educational level in general (Debriefing Autumn, 2008 (D))

A lot was done in 2008 in order to tackle the challenge from the so-called double year group 2008 with new and better facilities, extra classrooms, and extra school- based apprenticeships. It also included an increased quota for continuation school.

The students chose to go to continuation school in Denmark (410) and in Greenland (254). It led to establishment of four temporary continuations schools in Greenland which was financed mainly by re-allocation of the funding to school- traineeships.

The monitoring tool for the Piareersarfiit centres has had priority in 2008 and will be finished and implemented in the end of 2009.

The Piareersarfiit centres have spent a lot of energy and resources on AEU courses 10 , which have given participants access to vocational education programmes. On the other hand it means that resources allocated to adult training

7 Areas like social work and health, and trades and industries within fields like tourism and mining etc. 8 A competence that makes it possible to either get access to education or get a job in industry and/or trade by filling the gap between what a person should be able to do, and what s/he can do – due to either formal education and/or what is obtained in informal or non-formal learning processes. 9 Earlier called real-competence courses but due to different definitions of that term it is now just called competence courses. 10 Greenlandic, Danish, English and mathematics.

AIR 14/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church programmes (competence courses) were reduced, and, therefore, a better balance between the labour market and the educational sector, and between resources spent on young people and adults, must be established in 2009.

It seems to be necessary to pay more attention to periods of time where students change from home to dormitory, from elementary school to further education, and from school to practical work and vice versa. That is also a challenge for the whole guidance system 11 .

At the stakeholder conference on Greenland Education Programme in September 2008 among other things it was emphasised that:

• The educational system in Greenland is not good enough to handle the big group of almost only Greenlandic speaking people due to lack of resources and tools (e.g. ICT) for the purpose 12 . • The lack of qualified teachers, a need for alternative admission rules and principles and an increased use of ICT 13 should be considered 14

More participants in education lead to the need of more capacity in terms of houses and of buildings and other facilities at the educational institutions. It is already a problem 15 – and it is not least a problem that there is a lack of houses and dormitories in towns where adequate training places can be found. That is the reason why so much money has been allocated to building new institutions, buildings and dormitories.

Finally, the new reform 16 of the VET schools will be planned in 2009 - in order to have it ready to start from the January 1 st 2010.

From the youth-parliament 17 it sounds that:

• Greenland needs to communicate with the rest of the world and that English, therefore, must have at least the same priority as Danish. • Cooperation with universities through out the world is important, and it is important also to be able to attract young Greenlanders to work and live in Greenland. • Greenland must find out how to compete with other nations in the world – not least because it is so expensive to produce in Greenland. • The globalization has made tourism an area with a huge potential for Greenland. • The global financial crisis will also have an impact on Greenland’s economy

11 Conference about the GEP (8), and Evaluation of the education programme 2 (9). 12 Probably also the reason why the Labour Union (SIK) finds that much more written material in Greenlandic should be produced and used in educational settings. 13 One main problem seems to be the price-setting, since the new established sea-cable should be in place rather soon. 14 One reason why there is a shortage of qualified teachers (about 300) is the very many small classes not least in the settlements. 15 (M) Stocktaking of the country’s total number of dormitories and the schools’ estimation of future needs, March 2008 (Status på landets samlede kollegiemasse samt skolernes vurdering af fremtidigt behov), April 2008. 16 VET schools as self-governing public institutions. 17 (10) Closing document from the Greenland Youth Parliament’s summit in February 2009 (Slutdokument fra ungdomsparlamentets møde, Februar 2009).

AIR 15/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Chapter 4 describes how the Greenland Education Programme (GEP) relates to these challenges.

3.3.1. Reform activities Other activities, although not as a whole directly funded by the GEP, have had, and continue to have, a major influence on the whole educational development in Greenland. They have a direct or indirect impact on the agreed indicators, chosen to measure the fulfilment of the GEP objectives.

The following can be mentioned:

• The Good Day-care Institution ( Meeqqerivitsialak ) • The Good School ( Atuarfitsialak ) • The High School reform • New status for VET schools • The University reform

The GEP has funded specific (and minor) parts of some of them but as a whole they are funded outside the GEP.

The Good Day-care Institution ( Meeqqerivitsialak ) was planned and implementation started in 2008 with a focus on 1) a new legislation, 2) pedagogical/psychological research and development and 3) an educational reform of the social educator education and related courses and post-graduate education. The aim is that parents get better opportunities to work and/or study, while day-care institutions take care of their children, which is a very important element in the effort towards better education and more people in jobs. Inspiration has been gained from different sources: 1) The Good School (see below), 2) Inerisaavik 18 3) and foreign researchers 19 . Curriculum development relating to the “Good Day-care institution” is also part of the GEP.

“The Good School” reform from 2002 20 ( Atuarfitsialak ) is still ongoing. The concept is influenced by principles from American universities (CREDE 21 ), and has led to the formulation of new pedagogical practices for elementary education. A number of schools are now working according to the principles of CREDE, and results so far are positive 22 . It shows promising results and will, together with the GEP initiatives for youth education, make it likely that more pupils from elementary school will be able to continue directly in vocational education and training or high school education. The idea for the future is to use the principles from “The Good School” also in High school education and in VET.

High school education will be transferred from Denmark's responsibility to Greenland from January 2009. Since 2007 planning and development of a new

18 Inerisaavi k is the Institute for Educational Science and has participated in the development of the concept of “The Good School”. Some of the principles are useful also in “The Good Day-care institution”. 19 For instance CREDE (Center for Research on Education, Diversity & Excellence (http://crede.berkely.edu ). 20 The Government Order (Landstingsforordning) No. 8 from 21 st of May 2002 about Elementary school 21 The Center for Research on Education, Diversity & Excellence ( http://crede.berkeley.edu/ ). 22 In a report on “form tests” (age group tests) it is indicated that several improvements (especially in the two youngest age groups) have taken place (http://www.inerisaavik.gl/filadmin/user_upload/Inerisaavik/Nyheder/Trintestrapport_2007_final.pdf ).

AIR 16/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church reform has been going on. A plan for the next years have been decided, and the core priorities are 1) to give as many students as possible a formal competence that gives access to Higher education in Greenland, Denmark or abroad, and 2) to provide participants with a general education in relation to Greenlandic culture and society and to the international community. More specifically to:

• create growth and development of students’ abilities and potential • motivate students to work independently and in cooperation with others in order to obtain success for everybody – regardless of their social, cultural and language background • increase completion rate and reduce drop-out

The work on structure, content and management takes place now and will be finished by 2009, and in 2009-2010 the work will go on with describing curricula, evaluation etc. The reform is planned to be implemented from 2011 23 .

In 2007 considerable efforts were made in relation to institutional change of the VET schools from being public institutions to become “self-governing public institutions”. The change should have been decided in 2008 and formally begin in January 2009 but due to some technical problems it has been postponed till 2010. The decision will lead to the establishment of Boards of Governors (representing the business for the VET schools). The idea is to encourage and facilitate the process towards a more demand orientated and sustainable educational provision in the VET field.

A new University Park ( Ilimmarfik ) was inaugurated in March 2008, new buildings constructed, a new legislation was passed 24 and an executive order 25 regarding the Institute for Educational Science ( Inerisaavik ) implies that it is now possible to provide master-courses etc. in pedagogical and psychological subjects for teachers and other bachelors. It is a clear policy for Greenland to have education at the highest level (PhD and masters) and also to provide education for professionals at a medium level (professional bachelors) and at the so-called Academy-level 26 .

From January 2008 the professional bachelor educations (school teacher education, social workers, social education workers, nurses and journalists) have been part of the university sector.

In April 2008 the Danish Minister of Science and the GHRG agreed on the establishment of a centre for research on climate change in 2009. The centre should be connected to the Greenland Institute of Natural Resources and .

In summary, the various education sector initiatives are interlinked and although not directly part of the GEP they all contribute to the development of the Greenlandic society and its population. Some initiatives related to the reforms may

23 Information from interview with Ms Anna Heilmann, Inspector of education, Ministry of Culture, Education, Research and the Church and Ms Naja Lund, Project Coordinator, Ministry of Culture,

Education, Research and the Church, GHRG. 24 Law No. 19 of 19 November 2007 on Ilisimatusarfik. 25 Regulation No. 14 of 19 May 2005 on masters education at the Institute for Education and Research. 26 Academy-level is the so-called short cycle level - within the first cycle.

AIR 17/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church be funded by the GEP in the future 27 . The above mentioned activities together with the GEP as described in Chapter 4 should contribute to Greenland’s development into an increasingly sustainable economy with a well-educated population, and development towards a sustainable Greenlandic society. A more detailed discussion about the relationship between plans and resources on the one hand and outcome and impact on the other, will be covered in the following chapters.

27 In the second phase of the GEP (from 2013) Higher Education will be a target area of intervention in the GEP .

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4. Description of the Greenland Education Programme (GEP)

This chapter contains 1) a general description of the GEP, 2) its main activities and purposes, 3) the management and implementation, and 4) the focal areas, budget, and expenditure.

4.1. General description of the GEP

The Greenland Home Rule Government (GHRG) considers education as the key to sustained welfare and economic growth. This belief, strongly supported by the Greenlandic Parliament (Landsting), has convinced the GHRG to set education and vocational training as one of the main priorities for the coming years.

An analysis of the education and labour market requirements for the future was prepared by the GHRG in 2004, in a report with the title; "Progress through Training, Education and Development of Competencies". It resulted in formulation of the Greenland Education Programme (GEP) 2006-2020, adopted by the Parliament in 2006. The GEP sets out the vision and strategy for the education sector in Greenland 2006-2020 .

The general/overall objective of the GEP is:

To contribute to a higher standard of living and quality of life through development of better education, technical skills and knowledge .

In order to realize this vision a political/strategic goal has been formulated:

“2/3 of the workforce should have an academic qualification and/or sufficient vocational skills by 2020”.

Several other initiatives in the Greenlandic education system (see also chapter 3) support the GEP in realizing the vision, for instance:

• The Good Day-care Institution • The Good School • A High school reform • Different improvements in the university sector

Some of those get some support from the GEP but are mainly financed by other means.

The GEP’s educational improvements are planned to go off in two phases. In the GEP’s first phase (2006-2012) there will be a specific focus on the following target groups:

1. Elementary school leavers who drop-out of the educational system after graduation. 2. Unskilled workers under 50 who are unemployed, in exposed trades and/or the family breadwinners.

19/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

In the second phase (2013-2020), the focus on the unskilled workforce will be maintained, but will also include higher education and both the expansion and diversification of the provision of education and training.

The activities are planned and implemented year by year (in the first phase) and they will all fit into the structure of seven focal areas:

1. Preparatory and youth educational/training programmes 2. Competence (skills training) courses, the Piareersarfiit centres, and unskilled labour in the workforce 3. Higher education programmes and strategic sectors 4. Cross-cutting initiatives 5. Reducing drop-out rates 6. Improving building and housing 7. Structural monitoring, development potential and perspectives

The overall picture looks like this: Fig. 3 The GEP from vision to action Vision Higher standard of living and quality of life through better education The Good Day-care inst

The Good School Focal areas : 2/3 of workforce Young 1 Youth education with academic GEP Unskilled 2 Competence courses qualifications Phase 1 3 Strategic sectors or vocational Strategic skills in 2020 High School reform 4 Study grants 5 Reduced drop-out rate University 6 Buildings and housing expansion 7 Monitoring/development

Strategic choice Tactical choice Operations

The first three focal areas are directly related to the target groups, whereas the others are preconditions for successful work with the target groups and for realizing the main goal and the vision.

4.2. Main activities The GEP’s major challenges and main activities in 2008 were related to:

1. Activities with a direct focus on the target groups – including the Piareersarfiit -centres 2. The double-year group that was expected in 2008

The GEP’s activities will be further, and in more details, described in chapter 5.

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4.2.1. The target groups and the Piareersarfiit -centres

As described above the GEP has a special focus on two target groups and on the so- called strategic areas. Pivotal points, in relation to improving education for both young school-leavers and for adults, are the Piareersarfiit -centres.

4.2.1.1. Purpose and role of the Piareersarfiit -centres The Piareersarfiit-centres are guidance and introduction centres where educational and labour-market services (in principle) are under one roof, and where both young people and adults can get help and support, concerning their education and job plans for the future.

There are 17 Piareersarfiit centres scattered all over the country under the auspices of the municipalities (from 2009 there are only four municipalities following a reform). Service contracts concerning the centres’ conditions and responsibilities have been negotiated between the GHRG and the municipalities during 2008.

The Piareersarfiit-centres are supposed to provide 1) guidance and education, 2) employment service and 3) educational programmes.

A lot of energy has been spent on improving and developing the Piareersarfiit-centres to be able to supply the local area with guidance as well as educational programmes (AEU courses as well as personal development courses). It has been more difficult than expected to get the right staff, with the right educational background and labour-market experience to cover all the different parts of the centres’ activities 28 . It has also been harder than expected to develop and implement the IT-tool by which participants can be registered, and facts and figures concerning the population’s educational background and competence documented and reported.

The GHRG has supported the process of getting closer to the ideal by providing:

• Support from a Piareersarfiit coordinator. • Courses for front line personnel in e.g. communication skills and increased social competence and formal adult education. • Campaigns for better knowledge of Piareersarfiit among citizens. • Knowledge sharing for centre leaders (networking). • A procedure folder containing all relevant material about education and the labour market. • IT-tool for Piareersarfiit centres in relation to preparation and management of action plans for youth and adults, and collection and registration of data on Piareersarfiit activities. The tool is being tested and it is expected to be fully implemented by the end of 2009.

Piareersarfiit-centres are available for young people, adult employees (or unemployed) and for employers, and are supposed to support people’s competence development and/or to help them to acquire adequate qualifications for further studies. It is, therefore, necessary for the Piareersarfiit centres to cooperate with other institutions, e.g. folk high 29 30 schools , continuation schools in Greenland or in other countries, elementary schools,

28 Visits to Piareersarfik, Nuuk and Piareersarfik, show that there is a major pressure on dealing with AEU-courses and young people, whereas competence courses for adults are left a little bit behind 29 Folk high schools provide shorter or longer term courses for adults (above the age of 17½) in different subjects. While some folk high schools have a general profile others specialise in e.g. music, sports or

AIR 21/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church high schools, VET-schools etc., and it’s important that the centres make use of their full potential by using experts wherever they are located.

The whole idea with the Piareersarfiit -centres is that people from all age groups and in all vocational situations should be able to get help and support from just one organisation (the Piareersarfik centre). Experience shows 31 that the one-door principle is the most cost-effective but also that it is necessary for the Piareersarfiit-centres (and the staff) to 32 cooperate, to share knowledge and expertise and to learn from each other .

4.2.1.2. Activities in relation to young school-leavers in 2008 One of the main purposes of the GEP is to ensure that elementary school leavers get the opportunity to acquire adequate competence in order to either get a job or go to further studies. In order to ensure that the school leavers meet the admission requirements set by the VET schools, the Piareersarfiit-centres have for some time provided courses with 33 the same qualifications as given by elementary school . From August 2008 this was changed, and the centres now deliver the so-called AEU-courses (supplementary courses in Greenlandic, Mathematics, Danish and English) that prepare the students more adequately for taking up VET courses 34 .

Elementary school leavers get guidance and training, and they get support in order to go to for instance Denmark to improve their skills. The Piareersarfiit- centres have, therefore, made arrangements with Danish folk high schools, with Danish continuation schools and have good contact with Danish VET-schools, the four 35 Greenlandic houses in Denmark , and of course with folk high schools in Greenland and with the new permanent Greenland Continuation School and with the temporary ones as well.

Besides providing the AEU-courses, the Piareersarfiit-centres deliver guidance and counselling in two ways:

• Collective study and vocational guidance for all school leavers from specific age groups at the local level. It can take place at the centre or the elementary school depending on agreements between the two parties involved. • Individual guidance on personal, social, practical or professional issues.

Each time a person meets the Piareersarfik -staff s/he will be registered in the new IT-tool, and from that day on it’s possible to follow the person’s development in terms of education and competence development, and it is possible for the system to provide the GHRG (and the GEP) with information about competence development in the Greenlandic population. arts. At a folk high school you live at the school and social skills are therefore very important for students at the schools. Folk high schools do not give any formal qualifications for further education or employment. 30 Continuation schools are schools for young people between 14 and 18 years old. At a continuation school the students live and study at the school. The schools provide teaching in general subjects, but like folk high schools some of them specialises in e.g. music, sports or arts. Students get an elementary th th school examination (9 or 10 grade) when finishing a stay at a continuation school. 31 Information from meetings with staff from Piareersarfik Nuuk , Piarersarfik Illulissat and from the

Piarersarfiit coordinator. 32 For instance by using electronic means like Skype, Messenger, E-forum, Attat etc. Newsletter 3 and interview with Piareersarfiit c oordinator, MoILM. 33 School leaving examination at either common level (FSA) or advanced level (FSUA) from Elementary School. 34 Recognised introduction to VET (AEU=Anerkendt ErhvervsUddannelses introduktion). 35 The Greenlandic houses in Denmark provides guidance and counselling for Greenlandic students in Denmark, as well as they administer study grants for these students.

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Many of the young school-leavers from elementary school have severe personal and/or social problems and therefore they need a lot of help and support from the Piareersarfiit - counsellors. The centres help the students to set up individual study-programmes, involving traditional teaching, practical training in or outside the centre etc.

4.2.1.3. Competence development courses Another important task for the Piareersarfiit -centres is to take care of guidance and 36 education of adults. In 2005, the GHRG established a Think Tank to make recommendations about “…raising of the population's educational level living up to requirements for good policy-making in the twenty-first century” 37 . The Think Tank produced ten policy papers during 2005 one of which stated:

“Our Government’s working policy basis, especially the supplementary agreement of 12 January 2005, clearly states that if the wish for self- government is to be realized, it is important to activate those who have hit the wall, so they will be able to work.”

This is fully in accordance with the GEP’s focus on the above mentioned target group (the young people) and with the purpose to improve the competence of the age group up to 50 – especially those who are unskilled and/or in threatened trades and industries 38 .

Some adults may join AEU-programmes together with the young school-leavers, others prefer to get a competence that makes it possible for them to get a job in a company (public or private).

Included in the total work force (2005) are about 26.000 people with a high risk of 39 unemployment due to inadequate education/qualifications/competence . The GEP Steering Committees, therefore, allocated 0,19 million Euros to mining training programmes, 1,90 million Euros to competence courses at the national level, and 2,1 million Euros to an increase in the Piareersarfiit quota and for the improvement of language skills.

The Piareersarfiit centres provide guidance services to adults in relation to education and/or employment service. The centres provide their own courses (mainly on personal and/or social skills), but most courses (AMA-courses and PKU-courses) are provided by 40 VET schools . The VET schools develop the courses in cooperation with the business sector, companies and trade committees, and the GHRG. In order to get a job, it is not always enough to get a competence but may also require resettlement from one part of the country to another. In order to support that kind of flexibility and mobility the GHRG is planning to establish 41 :

• Financial support for relocation of expenses related to new jobs; mobility. • Legislation regarding mobility. • Guidelines on how to apply for mobility support.

36 According to Policy Paper 1, members were appointed by the Minister of Education, Henriette Rasmussen 37 The Think Tank’s Policy Paper 1 - 10 (2) 38 The Greenland Education Programme (V) 39 The Greenland Education Programme (V) 40 A conference in September 2006 on “unskilled workers must have the opportunity to get real competence” is an example of how the Social Partners, VET Schools, Piareersarfiit centres, and civil servants from GHRG cooperate about this issue about concrete activities for 2007. www.nanoq.gl 41 Piareersarfiit Newsletter No. 3 (W) ( www.nanoq.gl )

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4.2.1.4. The drop-out issue An important issue in relation to education of both young people and adults is the drop- out rate. This applies both to the Piareersarfiit centres, and overall in the education sector.

The Piareersarfiit centres provide a number of programmes designed to reduce the drop- out rates – both within their own institutions and by improving school-leavers’ and students’ capacity to prevent that they drop-out from other educational institutions. 42 Funding has been allocated for programmes on how to reduce the drop-out rate and all educational institutions, Piareersarfiit centres and municipalities can apply for financial support.

The GEP Steering Committees have established a Working Group responsible for 1) informing the educational institutions about the opportunity to apply for support, 2) call for applications on concrete initiatives four times a year, and 3) the evaluation of applications and deciding which initiatives should be supported (Ibid).

Finally, the GEP has initiated research into identifying other initiatives to reduce the drop- 43 out rate and increase the number of completions . According to the research, the drop- out issue is rather complicated. It is in many cases due to the shortage of training 44 places . If a VET student cannot get a training place s/he has to drop-out. If it is possible to get a training place somewhere, it may, on the other hand, not be possible to find a place to live – in other words, the number of dormitories in the right place may be the reason why the student cannot get a training place 45 . It’s worth noting that it probably takes some time and some investments before results can be shown 46 .

Another important factor is that it seems to be in the transition periods most participants drop-out – meaning that it is worth the while to pay attention to what happens when they go 1) from home to school, 2) from school to training place, and again 3) from school to work 47

4.2.1.5. Better relations between VET and the private sector (apprenticeships/training places, courses and jobs) Another thing to be mentioned in this section is that all, involved in the GEP initiative, are aware of the importance of a good and constructive relationship between VET schools and the private sector.

The conference in September 2006 with the theme “unskilled workers must have the 48 opportunity to get real competence” is just one example . Another example is the

42 Stocktaking on the initiative concerning reduction of drop-out rates, December 2007 (L). st 43 Evaluation of the education programme 1 draft , March 2008 (I). 44 Training places in VET – an investigation of how many training places there are and the problems an challenges in the area (H). 45 Stocktaking of the country’s total number of dormitories and the schools’ estimation of future needs. Draft 310308 (M). 46 Evaluation of the education programme, 2, 2009 (9). 47 Evaluation of the education programme, 2, 2009 (9). 48 A conference in September 2006 on “unskilled workers must have the opportunity to get real competence” is an example of how the Social Partners, VET schools, Piareersarfiit centres, and civil servants from GHRG cooperate about this issue about concrete activities for 2007. www.nanoq.gl

AIR 24/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church initiative about the need for competence development in tourism 49 , and interviews with 50 GA and SIK point in the same direction . Finally, the process of preparing the legal framework for the VET schools to become 51 “self-governing public institutions” is well underway, and will establish a better, more market-orientated relationship between schools and business. The idea is that the VET schools get their own boards of governors, and that members of the board are representing business and the labour market. In 2007, three conferences were organised with representatives from all VET schools and the Ministry of Industry, Labour and Vocational Education and Training (MoILVET). Many useful models were developed and moderated in cooperation with the Danish consultants, the VET schools and AoILVET, and GHRG approved that the work should continue, in order to make a proposal to a statutory order in 2008 and get it started from January 2009. It was also decided to establish four working groups to take care of specific parts of the process.

Due to technical problems the implementation of the new VET-system has been postponed till 2010.

4.2.1.6. Lessons learned As described above, the Piareersarfiit centres are very important corner stones in the GEP initiative, but they are also very complicated units, with very difficult tasks. The Piareersarfiit centres were handed over to the municipalities in 2006, and from 2009 there will only be four municipalities, and therefore only four service-contracts between the municipalities and the GHRG.

The Piareersarfiit centres are in process, and a great deal of improvements has been made since 2006. On the other hand, many things are still not in place. In Newsletter No. 452 (April 2008), for instance, it is stressed how important it is to improve the cooperation between the labour-market and the educational part of Piareersarfiit’s work, and, of course, necessary to improve cooperation between Piareersarfiit , elementary school and the social authorities in the municipalities.

In Newsletter No. 5 (July, 2008) it is further underlined how important the Piareersarfiit - centres should be in relation to development of trades and industries – not least, of course, by providing relevant competence-development for their staff. In particular it is important to support development in the strategic areas like, tourism, mining, event- industries – which seems to lead to an increased demand for courses in service, cleaning, information technology etc.

In order to support the mining and raw material industries, a new recruitment centre has been set up in Sisimiut , related to the VET-school but with its own management. Finally, it is necessary for the Piareersarfiit-centres to have very good relations to the VET schools. One reason is that AEU-courses, provided by the Piareersarfiit -centres, are supposed to give access to VET-schools, another, that the relationship also includes cooperation in relation to providing competence-courses (PKU). A lot of attention has been paid to Piareersarfiit -centres in 2008, but it must be kept in mind that it is a process that may take a long time to finish – but also that it is a process

49 Investigation of the need of competence development in tourism, 2007 (x). 50 Meetings with Mr Jens K. Lyberth – Project Coordinator - Employers’ Association of Greenland Mr Jess Kim Berthelsen, Chairman, SIK Labour Union, Nuuk and Mr Josef Therkildsen, Deputy Chairman, SIK Labour Union , Nuuk. 51 Introductory presentation to the GHRG concerning a decision on changing the status of the VET schools to become “self-governing public institutions”, January 2008 (Z). 52 Newsletter No. 4, Piareersarfik , April 2008.

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4.2.2. The double year group 2008

4.2.2.1. Background The expected main challenge in 2008 was supposed to be the so-called double year group – due to the fact that the last 11-year group in Elementary school started schooling in 1997, whereas the following year group, which started in 1998, can get no more than 10 years in school. This implied that school-starters from 1997 and from 1998 all left elementary school in 2008, doubling the number of school leavers from about 1000 to 2000. This was certainly considered a challenge for the whole system, a challenge that had been known of and recognised for years. In 2005 a task force was set up to look 53 further into the problem .

This lead to the decision that it was necessary to expand the system in terms of 1) buildings, 2) relevant educational programmes, 3) teaching facilities and resources 54 (classrooms, teachers, equipment, e-learning etc.), 4) apprenticeship places .

A major part of the GEP activities have focused on addressing these issues in 2008.

In 2008 the situation changed because a lot of elementary school leavers chose to go to Continuation school in either Greenland or Denmark instead of going to High school or VET.

It was necessary, then, to change plans – for instance with a very short notice to establish four temporary Continuation schools in Greenland (see further in 4.2.2.4.).

The main focus in 2008 – concerning the double year-group, was on:

• More dormitories, classes and facilities • More apprenticeships (training places) • Continuation schools

This will be further described in the following sections.

4.2.2.2. Concrete activities in 2008 This sub-section contains a description of what has been done in 2008 – concerning the double year-group. One major initiative is investment in dormitories, classrooms and facilities.

More dormitories, classes and facilities As a part of the educational sector, the dormitories are an essential factor which ensures that the GEP has the room to improve the competency level and ensure a stable and productive study environment. The capacity of dormitories is at present approximately 1559 places scattered over a vast area. As part of the day to day administration this problem has continuously been addressed by the GEP Steering Committee, including a stocktaking of the situation. 55

53 Stocktaking on handling the double year group challenge 2008 (4). 54 For instance participants of the Social Education studies, school teachers, nurses etc. 55 Stocktaking of the country’s total number of dormitories and the schools’ estimation of future needs. Draft 310308 (R).

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In the end of 2008 several buildings were under construction and a sizeable amount of the budget within the Finance Act was moved forward so as to be used on new constructions. No new constructions were being finished in 2008, but a number of buildings were converted into student housing areas or public buildings were expropriated to be used as dormitories. 56 The funds allocated for construction in a given year can be moved forward if the funds are not used in total or at all (due to different circumstances), thus making sure that the funds allocated for a building project follow the project even though the project may be delayed.

The assessment of the need for dormitories is based on 1) the present need, 2) the number of admitted students without access to dormitories, and finally 3) the number of unexploited training places 57 :

Table 1: Dormitories Town Present need for Admitted students Unexploited training extra without dormitory Places dormitories Nuuk 17 763 357 Qaqortoq 120 252 45 Aasiaat 28 18 16 Sisimiut 90 56 106 Ilulissat 0 46 75 Narsaq 21 51 14

In order to meet the need for more dormitories, it is expected to expand the capacity in accordance with the following overview of the present and politically approved future capacity of dormitories in the education cities (Ibid:4):

Table 2: Town capacity Town 2007 2008 2009 2010 Nuuk 580 615 615 629 Qaqortoq 242 254 244 252 Aasiaat 204 201 241 241 Sisimiut 335 335 335 335 Ilulissat 145 145 145 145 Narsaq 69 69 69 69 1575 1619 1649 1671

During the planning of dormitories and the GEP there has been an intensified focus on both students and dormitories – yet another area of interest has also been the number of classes to facilitate the education demanded by the growing number of applicants. In connection with this priority extensive work was done in both 2007 58 and in 2008 where focus has been on not only: • Rental of dormitories in Aasiaat • Construction of dormitories in Qaqortoq • Construction of dormitories in the cost • Construction of dormitories on the cost due to the Piareersarfiit -initiative But also

56 Among other areas this refers to the Old Hotel Nuuk which was planned to be used as offices for public administration but due to the shortage of student housing a number of rooms was planned to be used as apartments for out of town students. 57 Based on the report on “Training places in VET – an investigation of how many training places there are and the problems and challenges in the area (K). 58 Stocktaking on handling the double year group challenge 2008 (4).

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• School construction (The School for Hunting and Fishery) • School expansion (GU Nuuk ) • School construction (Mining school) • School expansion (Building and construction school) • School construction (Continuation school)

As illustrated above, a major part of the GEP is focusing on physical buildings and learning facilities. A Mining school has been constructed, a Design school has been on the drawing board for some time, a Greenland Continuation school is almost finished, and expansion of buildings in Sisimiut (Building and Construction School) and in Nuuk (the High school/GU) have been funded by the GEP in 2008.

Schools are more than just buildings – it is also about plans and considerations about how to fit them out for learning purpose, using for instance concepts like “Resource- based learning” and/or “Open Learning” in order to ensure that more teaching can take place with less resources (like for instance teachers), and that it is possible for students 59 to learn better how to study and to work independently .

In relation with the GEP development there is continuous work going on regarding ICT and E-learning. The recommendations in the report on e-learning 60 are based on interviews with almost all schools participating in E-forum. There may be technical difficulties but there is work being done in the area, and all who responded found that it is worth to continue getting experience in the field, but also that it is necessary to invest in better capacity and in improving teachers’ competence. In some countries up to 10-30 % of teaching takes place as e-learning, and it is possible to reduce the time spent on teaching. Discussions on that are going on already.

The shortage of qualified teachers is a problem all over Europe, and certainly also in Greenland. Teachers’ status is low, the working conditions can be difficult, and the remuneration is not very high. That is what can be heard all over the world, and therefore the competition for new staff is hard, not only from other educational institutions but from other parts of the world of work as well.

Another thing is that the role of teachers (in many countries) is experiencing a change from taking care of teaching to facilitate learning, from being individual communicators of a message to organise learning processes together with colleagues and students. In the 61 external evaluation of the GEP it is pointed out that cultural aspects are very important, but also that teachers should concentrate on teaching and teaching-roles, not being therapists.

The shortage of teachers, the use of new learning methods (more focus on e-learning) and new information technology (like E-learning and use of different media – including mobile phones) is an issue that should be covered simultaneously and as one issue.

59 Such qualifications (key competence) are highly recommended by the EU http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf 60 Evaluation of E-forum (J) st 61 Evaluation of the education programme 1 draft. March 2008 (I).

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Many such questions will be discussed further in the years to come, and the Evaluation 62 reports and the continued evaluation of the GEP will without doubt lead to more issues to be taken into consideration.

4.2.2.3. More apprenticeship places Very much connected to the issue of dormitories is the realistic amount of training places for apprentices – the right number at the right place. Since it is not possible to finish a VET-education without a training place as an apprentice, this is a key issue in VET. It is not easy to establish and provide the right number of apprenticeship places to meet the 63 demand. Research into this issue in VET shows that it is a rather complicated problem but also that there are more training places than immediately needed:

Table 3: Apprenticeship places Apprenticeship Building Iron Commerce Social Food Total places and and education industry construct Metal Potential 858 1563 297 356 3074 Approved 332 480 711 135 430 2058 Realistic 243 316 396 196 197 1337 In use 211 287 304 135 119 1056

The numbers in the table are based on the Greenland Business Registration (GER), which does not distinguish between the building and construction sector and the iron and metal sector 64 .

65 The number of realistic apprenticeship places indicates that it should be possible, in the short run, to establish more apprenticeship places, if problems such as the lack of dormitories are solved. It is not only the concrete number of available dormitories that decides whether or not an apprenticeship place is successfully secured or not (Ibid):

• The applicant is not very interested as s/he cannot get the placement of her-his choice, and-or due to social conditions and/or housing etc. • The employer has stopped taking in apprentices due to unfavourable past experience with the apprentice system, or finds that it is too expensive to have apprentices, or that language problems may be a problem. • In smaller towns and/or settlements it is very difficult to have enough work for an apprentice. They are too busy in the summer and have too little work in the winter. • In cities and bigger towns there is a high potential for apprenticeship places, many more than needed, and it would be possible to activate many of them for apprentices from other places in Greenland, but then more dormitories are required.

st 62 Evaluation of the education programme 1 draft, March 2008 (I) and The Educational Programme. Report 2, April 2009 (9). 63 Apprenticeship places in VET – an investigation of how many apprenticeship places there are and the problems an challenges in the area (K). 64 Apprenticeship places in Vocational Education and Training – an investigation of the number of apprenticeship places and the problems in the area, March 2008 (K). 65 Realistic apprenticeship places cover what the group who did the investigation assumes are realistic in terms of willingness to become apprenticeship places and also qualified to be proper apprenticeship places for the apprentices.

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• Finally it seems to be a problem that so many employees are paid by the piece, and/or that many don’t have all the sufficient and varied number of assignments to train an apprentice properly.

The investigation shows that it is possible to get more apprenticeship places, and that the Piareersarfiit centres can support the process by communicating with families, participate 66 in meetings, have dialogues with companies etc. Results from Statistics Greenland show that it has been possible to establish 1316 apprenticeships in 2008, compared to 2005 where the number was only 1098.

4.2.2.4. Continuation schools The major challenge in 2008 was expected to be the double year-group. For that reason the GHRG decided to build a new Greenlandic Continuation School able to take in 80 pupils. The Continuation School (Villads Villadsen’s Continuation school) would not be finished to the school-year 2008/2009 and the GHRG, therefore, made an agreement with Sulisartut Højskoliat to function as a temporary Continuation School for the mentioned school-year and for the 80 pupils that were expected.

As already mentioned a lot more elementary school leavers chose to go to continuation school instead of choosing High School or VET. Already in March 2008 Sulisartut Højskoliat got more than 300 applicants for the 80 available places at the school. With a very short notice, and in order to make it possible for all interested pupils, the GHRG decided to establish further three temporary continuation schools for the school-year 2008-2009. An agreement was made between the two folk high schools ( Sulisartut Højskoliat and Knud Rasmussenip Højskolia ) and the GHRG about a pilot project on the establishment of four temporary continuation schools in Greenland in:

Table 4: Temporary continuation schools 2008-2009 School Number of places Qaqortoq 80 40 Kangerlussuaq 80 Sisimiut 54 254

Besides, 410 pupils went to Denmark - to Danish continuation schools.

The idea with this pilot-project was that it should contribute with knowledge and experience, useful for the new Greenland Continuation School, finished in 2009, about for instance: • Development of personal, social and professional competences • Assessment and evaluation of social and professional, technical and/or academic competence in relation to admittance to high school or VET

Establishment of the temporary continuation schools, and the opportunity for so many to go to Denmark solved a good deal of the problem with the double year group. It also illustrated how valuable it can be for many young people to spend a year at a continuation school. According to the teachers 67 :

66 Apprenticeship places in VET – an investigation of how many apprenticeship places there are and the problems an challenges in the area (K). 67 Evaluation Report – the temporary continuation schools in Greenland, March 2009 (Y).

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“…it made the pupils more independent, more socially qualified and more responsible (p. 87), and teachers believe that the pupils will become more ready for education, compared to when they arrived, but not necessarily aware of what they are ready for…”

Continuation school, seen this way, has been a good and useful experience for development of young Greenlanders – they have improved both personally, socially and educationally.

On the other hand, it was not without problems and challenges:

• The double barrier (language and culture) has been difficult to handle in many cases. It seems as if Greenland has four different languages, and that the pupils not always could understand each other if they came from different parts of the country. Even worse was it that the Danish teachers and the young Greenlanders found it difficult to understand each other – the pupils told (Ibid) that teachers didn’t recognise their strengths and their competence because they couldn’t understand them 68 . It is therefore recommended to employ social workers (for personal guidance and counselling), and to also ensure that all continuation schools have Greenlandic speaking guidance counsellors. It is also recommended to establish 2-year continuation schools for those pupils who are not ready to leave continuation schools after only one year. • The pupils’ home-situation may cause drop-out since many pupils feel responsible for the situation back home. • Many teachers express that they are surprised at many pupils’ pre- requisites (personal, social and educational), and also how different they are. It is necessary, therefore, to make use of different kinds of differentiation. In the outset there is a difference between the Danish continuation school culture (teachers want students to take more responsibility for education) and the Greenlandic school culture (where pupils want (or expect) teachers to decide). • The following two quotations give an expression of the value of a continuation school opportunity in Greenland:

“Continuation school in Greenland has got hold of a target group which until now haven’t got a real opportunity to seek education – maybe because they haven’t had a family or relatives that could be contact-families in Denmark, maybe because the family has had no tradition for seeking education outside Greenland, maybe the pupils were without sufficient maturity or language skills to go to Denmark. Continuation school in Greenland opens up the opportunity for acquiring further qualifications for a rather big group without originally to have had strength and courage to get a formal further education” And further: “The schools most important result will without doubt be that pupils get ready to start further education. They learn to be on their own, to

68 Maybe because language and culture form different mental pictures in peoples’ heads and those pictures are used in the interpretation of different sense impressions.

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handle college-life and its practical doings, and they hopefully get the courage to carry through further education”

In the spring 2009 it is considered whether or not Greenland should continue to have temporary continuations schools (maybe only one) in 2009-2010.

4.3. Management, monitoring and implementation This section includes monitoring and evaluation of the GEP as well as a focus on new perspectives and new potentials. It is an important area, since it includes both an eye on the past and on the future. The monitoring and evaluation issue is further described in section 4.3.1, the future aspects in section 4.3.2. and development perspectives in section 4.3.3.

Monitoring and evaluation of the GEP are very important elements to ensure the desired outcome, control and management of the resources and continuous development and adjustment – especially for the Steering Committees and MoCERC. It is important that planning and development for the future can be based on solid quantitative data.

Also the political system must know about how well the GEP supports the general objectives of the whole initiative. The Steering Committees therefore provide the Parliament with debriefings on the GEP two times a year.

Finally, the EC must know to what extent results from the programme are in accordance with the Annual Work Plans and if targets are being met.

For the above purposes, 17 performance indicators have been agreed between the GHRG and the EC 69 . Results are mainly gathered from Statistics Greenland and the relation between plans and results are reported to the EC once a year and results, relating to certain of the indicators, will determine the calculation of the variable tranche which is foreseen in the 2008 Financing agreement and onwards. The Annual Implementation Report (AIR) is the main instrument in relation to informing the EC.

4.3.1. Control and coordination of the GEP

The GEP is a strategic initiative which means that it must have a vision, a strategic goal and some targets. In order to ensure that it happens, it must be implemented, managed and monitored.

Monitoring as a way to ensure whether or not results are being achieved is very important for the entire programme.

70 The Executive steering committee is responsible for the overall strategic coordination of the GEP. The daily implementation of the GEP is taken care of by

69 Description of agreed indicators (G). 70 Members are: Ministry of Industry and Labour Market (MoILM), Ministry of Culture, Education, Research and Church, Ministry of Finance and Foreign Affairs, Ministry of Health and Family Affairs, Ministry of Fisheries, Hunting and Agriculture, Ministry of National Resources, and the Association of Municipalities in Greenland.

AIR 32/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church the MoCERC under the supervision of the Planning Steering Committee 71 . MoCERC is responsible for coordination and management of the GEP, and provides secretarial services to the Planning Steering Committee and the Executive steering committee.

The MoCERC prepares all documents for approval/endorsement by the two steering committees and presentations to GHRG and the Parliament. The key documents presented to the Steering Committees for their approval are for instance the parliamentary debriefings on the status of the GEP which are presented at the spring and autumn sessions of the Parliament as well as the Annual Work Plans and Annual Implementation Reports prior to their submission to the EC.

Other documents of key importance are also put to the Steering Committees for endorsement such as the draft sector MTEF and the set of performance monitoring indicators agreed with the EC in October 2007.

The Planning Steering Committee is responsible for planning, control, follow up and coordination of the implementation and realisation of all projects under the GEP, and to report back to the Executive Steering Committee. The Planning Steering Committee is supposed to 1) carry out regular stock-taking meetings, 2) communicate with stakeholders’ suggestions and/or points of view to the projects, and 3) give information to media. The day-to-day management and coordination is executed by MoCERC in cooperation with project leaders from the different projects (activities).

The organisation chart (Annex 8) and the Terms of reference for the Steering Committees (Annex ) show in more details how the GEP is managed.

4.3.2. An extended evaluation

Since the GEP is a key policy and strategy issue for the GHRG, the Steering 72 Committees decided to get a suggestion from an external expert on a more comprehensive and more qualitative evaluation – not to substitute but to complement the Annual Implementation Report and the Parliament debriefings.

The first draft of the evaluation report 73 clearly states that evaluation of the GEP must involve the relationship between the goals, the resources (input), the processes (activities, systems, structure, culture etc.), the performance (output) and the outcome (short-term effect) and impact (long-term effect):

71 High officials from the involved ministries and the national association of municipalities ( Kanukoka ): Appointed members are the director of Statistics Greenland and the chief administrator of the Health Management institution. 72 Senior Lecturer Merete Watt Boelsen, PhD from University. st 73 Evaluation of the education programme 1 draft, March 2008 (I) and The Educational Programme. Report 2, April 2009.

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Fig. 4

Aim Resources Process Performance Effect

Outcome

Input Output Impact

The GEP can be evaluated in different ways, depending on what interests are at stake (Ibid). By comparing goals and outcome/impact it can be illustrated to what extent the goals seem to be fulfilled, by looking at the relationship between resources and output the question on efficiency can be answered, and by comparing resources and outcome/impact it can be illustrated to what extent resources seem to lead to what is wanted in terms of outcome and impact (the effectiveness).

74 The concrete part of the evaluations shows (in a few headlines) that:

• There have been more educational programmes and more people to educate in the period 2005-2007, and that goes for VET, High school education and Higher education. • Women seem to be the elite (more female applicants and participants and even more in higher education). • Education is first and foremost used by the young generation • The educational system is used differently by men and women, and the probability to use it is defined by age.

In the reports 75 it is emphasised that:

• The cultural factor is very important and is maybe also under-prioritised. • Students are the most important element in education, they are customers so to speak, and without students no education. It is important that students have both rights and duties, and that they are aware of it. • The teachers’ role is important to discuss and the suggestion from the report is clear: Teachers should teach, and leave all other functions to other staff. • In the near future it is important to give a higher priority to some educational programmes than to others. The report mentions for instance teachers as an important group to be given a high priority since there is a shortage of teachers everywhere in the country • Priority should also be given to bi-lingual teachers in order to ensure that all citizens get a real educational offer. • A special focus is given to reducing the drop-out rate, e.g. by working on the relationship between culture and education. Guidance in relation to the training place could be a solution to try out.

74 Interview with students and teachers from almost all VET-schools in Greenland and desk research based on figures from Statistics Greenland. 75 Evaluation of the education programme 1 and 2 (I and 9).

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• It is very important to ensure that those started on an educational programme are given all thinkable support to complete it. It is much more expensive to solve the problems after a drop-out than to do it before. • Students should have a better knowledge and understanding of the life after school, knowledge about companies and the expectations, opportunities, conditions and rights as well as duties. • Students’ culture and social situation must be accepted and respected. The family’s importance to students’ motivation and ability to complete a study should not be under-estimated. Guidance of students during their studies might help but it might be even better to look much more explicitly and carefully into the problem of culture (cultural differences between family and school, between Greenlanders and Danes, between teachers and students, between students from different social environments etc.).

Since it is much more difficult (but also more effective) to handle the culture challenge it is suggested (in the reports) to focus much more on this issue in the future.

The whole GEP evaluation process can be illustrated by the following figure, where the documentation provided by the GoG to the EC (e.g. AIR, AWP, MTEF and PFM) describes specific aspects of the various sections, adding different layers to the overall evaluation:

Fig. 5 Output: Applicants Apprenticeships Expenditure to Private providers Buildings

Outcome: Attendance (HE) Resources Processes Results Completion Repetition Drop-out rate Jobinsertion

Impact: Enterprises GDP Block grants Employment Health

The ‘Output’, ‘Outcome’ and ‘Impact’ in the model above refer to the indicators agreed upon between the EC and the GHRG. In the following chapter (chapter 5) the focus will be on the relationship between the Annual Work Plan 2008 and the indicators.

4.3.3. Development, perspectives and potential

Monitoring also implies to identify challenges and/or new perspectives, to initiate development of tools and concepts that can improve the process.

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One development project is about an IT-tool for improving the work in Piareersarfiit centres on action plans for youth and adults. The system should be able to deliver statistical data about Piareersarfiit activities. The data can be linked up with Statistics Greenland, for whom the new data will also be very useful. Statistics Greenland will take care of validation and handling of the data. The tool is still under construction and will probably be ready for implementation by the end of 2009.

Another example is the extensive work on getting experience with e-learning. Since 2004 a number of educational institutions have been working on the project called E-forum. From 2005-2007 the project was funded by the GEP both for development projects and for running the system (servers, tools and secretariat).

76 According to the evaluation of the project it has been a good experience and some rather good results have been achieved in terms of better:

• Educational provision than before • Contact with students in different phases of an educational programme (and lower drop-out rate) • Opportunities for supporting students during their apprenticeship • Opportunities to give students a better ICT competence77

Moreover, it has lead to the establishment of several school projects and an EU- 78 79 funded project, Combar, on how to reduce barriers in relation to using e-learning in remote regions and of course a better e-learning competence among teachers.

The E-forum project has faced problems as well, especially technical problems about too slow internet connections for several participants. In order to continue and to realise the profit of using e-learning it is necessary to ensure that competence is more widely spread among management as well as teachers and 80 users . All involved parties seem to agree that e-learning must be considered as a key element in Greenland education in the future. Several of the problems (technically spoken) seem to have been solved during 2008, and perspectives for new and fruitful projects on ICT, e-learning and conference systems in the future seem promising.

76 Evaluation of E-forum, November 2007 (J). 77 And besides it is an improved learning to learn competence in accordance with EU’s recommendations of key competence http://ec.europa.eu/education/policies/2010/objectives_en.html 78 Leonardo da Vinci project with partners in Greenland, Iceland, England, Denmark and Finland 79 www.combar.gl 80 Evaluation of E-forum, November 2007 (J)

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4.4. Focal areas, budget and expenditure The budget for the Greenland Education Programme 2008 – 2012 and the expenditure 2008, divided among the seven focal areas, can be illustrated like this, the figures are in million Euros (for more detailed budget please see Annex 2 81 ):

Table 5: GEP 2008-2012 Focal FA Exp FA B.O B.O. B.O. area 2008 2008 2009 2010 2011 2012 1 Preparatory and youth educational/training programmes 4,6 6,0 5,7 6,2 6,5 6,5 2 Competence courses, the Piareersarfiit centres and unskilled labour in the workforce 4,2 4,7 5,4 5,8 6,2 6,2 3 Higher education programmes and strategic sectors 5,8 4,8 5,9 7,2 6,6 6,8 4 Cross-cutting initiatives 5,7 5,5 7,2 7,8 7,2 7,2 5 Drop-out rates 0,9 0,9 0,8 0,8 0,8 0,8 6 Buildings and housing 15,2 15,2 24,8 14,7 3,5 0,8 7 Monitoring and development potential 1,4 1,6 1,4 1,7 1,7 1,7

GEP fund reserve 0,0 0,0 0,2 0,5 0,5 22,7

Total 37,9 38,8 51,5 44,7 33,0 52,7

81 Please note that small discrepancies between total figure and the figures for the focal areas added up, is due to the rounding up of the decimals.

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5. Analysis of the seven focal areas against the agreed indicators

This chapter is based mainly on 1) the Annual Work Plan 2008 (B), 2) information from MoCERC on the status of the sector programme and the extraordinary educational initiative, Spring 2009 82 , 3) the Debriefing on the status of the sector programme and the extraordinary educational initiative, Spring 2008 (E), 4) the Debriefing on the status of the sector programme and the extraordinary educational initiative, Autumn 2008 (F), 5) Description of Agreed indicators (G), Baselines on indicators 2005, 2006, 2007 and 2008 (H), and the Finance Act 2009 (O).

As mentioned in the Annual Work Plan 2008, the GHRG stressed in 2006 the need to increase the percentage of the workforce having a further education, a higher education or sufficient competence to get a job in future oriented trades and industries (ISCED, level 3) 83 . It was also emphasised how necessary it is to strengthen the housing sector in the centres of economic growth and improve workforce mobility. Consequently, there has been a clear and concrete focus on education 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” 84 .

In 2006, the Parliament adopted the GEP presented by the Government, which contains an overall educational strategy until 2020 including additional financial envelope for education sector. The GEP budget for 2008-2012 has been planned as shown below 85 :

Table 6: GEP budget 2008-2012 Budget (million Euros) 86 Exp. 08 FL09 BO10 BO11 B012 Initiatives 38,8 51,3 44,1 32,5 22,7 Reserve (GEP fund) 0 0,2 0,5 0,5 29,9

Total budget 38,8 51,5 44,7 33,0 52,7 As mentioned in chapter 4, the initiatives in the GEP’s first phase (2006-2012), are put into a structure, consisting of seven focal areas:

1) Preparatory courses/programmes and youth educational/training programmes. 2) Competence courses (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.

82 Debriefing Spring 2009 not yet published. 83 International Standard Classification of Education, I S C E D 1997, UNESCO (Z). 84 Progress through Training, Education and Development of Competencies – Visions, Objectives and Initiatives, 2004 (W). 85 Information from the Debriefing Spring, 2009 which is not yet published. 86 The ‘initiatives’ have been allocated funds for the 6 specific initiatives (see annex 1), where as (note that we have changed the name to the correct wording) the reserve is funds not yet allocated to specific initiatives, but part of the overall GEP fund.

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Annual Work Plans and the Annual Implementation Reports are structured around these focal areas.

In 2007, EC and GHRG agreed on 17 indicators. The structure of this chapter is therefore based on the focal areas, and the agreed indicators are used to evaluate the results of the focal areas – for the year 2008. An overview of the indicators and the results in 2008 are given in Annex 5 (for extensive elaboration on agreed indicators and baselines see annex 3 and 4).

Each of the following sections includes a budget and expenditure per focal area. In the budgets there may be minor differences between budget and the actual expenditure in 2008 because the ministries are allowed to adjust the budgets within their main accounts without permission from the Finance Committee. A ministry might spend less money on one activity for instance due to lack of teachers, and instead allocate the amount to activities where activity levels can be increased.

In 2008 there were two major differences, related to the establishment of four temporary continuation schools (main account 40.01.08). This was not foreseen in the budget. It was mainly financed by reallocating means from school apprenticeship places (main account 62.01.04).

5.1. Focal area 1: Preparatory and youth educational/training programmes Activities in this section are related to improving young school leavers’ qualifications in relation to further education.

Background: in 2005 it was estimated that 85% of young people leaving elementary school were, for various reasons, not qualified to begin (or graduate from) an educational or training programme. This often led them to take supplementary courses to improve the skills gained in elementary school. By offering such courses the idea is to increase admissions to vocational or high school preparatory programmes. The need for preparatory programmes, on the other hand, is expected to decrease in line with the development of “The Good School”.

5.1.1. Budget and spending (focal area 1)

The focal area 1 on preparatory and youth educational/training programmes consists of the following initiatives and activities:

Table 7: Focal area 1 – budget 2008-2012 (Table is in Euro (million)) Main FA Exp. FA B.O. B.O. B.O. Account Initiatives 2008 2008 2009 2010 2011 2012 40.01.08 Contribution to current costs for continuation school in Greenland 0,5 2,5 1,9 0,6 0,6 0,6 40.01.08 Development of Pilot Projects (GU-reform) 0,3 0,3 0,4 0,5 0,5 0,5 40.12.24 Inerisaavik ”The Good School” 0,4 0,4 0,4 0,4 0,4 0,4 40.10.12 87 Increase in the continuation school quota 0,2 1,3 0,1 0,0 0,0 0,0 40.12.34 1 year high school course in Nuuk 0,2 0,2 0,4 0,5 0,5 0,5

87 This account covers from 2009 both account 40.10.12 bridgebuilding (education): increase in continuation school quota and 40.10.12 increase in continuation school quota (double year group 500 extra places)

AIR 39/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

40.12.34 1 added track at the high school in Nuuk from 2006 0,3 0,3 0,4 0,4 0,4 0,4 40.12.34 1 added track at the high school in Qaqortoq from 2008 0,1 0,1 0,2 0,3 0,4 0,4 40.12.34 1 added track at the high school in Aasiaa t from 2008 0,1 0,1 0,2 0,3 0,4 0,4 40.12.34 2 added tracks at the high school in Nuuk from 2008 0,1 0,1 0,4 0,7 0,9 0,9 62.01.04 50 more apprentices starting per year 0,1 0,1 0,1 0,1 0,1 0,1 62.01.04 School training places for double-year school leavers 2008 88 2,0 0,6 0,9 1,7 1,7 1,7 40.01.08 Added apprenticeships for VET 0,0 0,0 0,0 0,0 0,0 0,0 40.91.08 1 add track to the technical high school programme from 2008 0,1 0,1 0,2 0,4 0,4 0,4 Total 4,6 6,0 5,7 6,2 6,5 6,5

5.1.2. Preparatory programmes and initiatives

The first focal area covers activities and initiatives such as continuation school and one-year High School courses. 2008 saw a majority of the elementary school leavers applying for continuation schools thus choosing a different path than anticipated by the public administration. In response four temporary continuations schools were created and extra funding was transferred to the expanding area. One of the reasons for the sizeable reallocation of funds was due to the double year-group where, as explained above, a lot of elementary school-leavers chose to go to continuation school instead of choosing VET or High school education. The establishment of the four temporary continuation schools in Greenland has been a great success for a segment of the Greenlandic elementary school leavers.

The fact is that a number of students are reluctant when it concerns a move to Denmark. According to the evaluation report on the temporary continuation schools in Greenland 89 the continuation schools in Greenland facilitated a possibility for those students to maintain a close connection with their families within Greenland as well as keeping them within a known and safe culture for them to evolve in.

VET and High School also experienced an increase in applicants and attendees, yet it was a proportionally smaller increase than the one measured at the continuation Schools. Another initiative which started in 2008 was the AEU-courses at the Piareersarfiit centres which focused on upgrading those who had limited knowledge of the four key subjects, Greenlandic, English, mathematics and Danish.

The pilot project concerning the high school reform is well under way and the growing number of applicants for high school education in Greenland indicates a promising development. The positive development will hopefully continue as the new educational system reflects the system used within the elementary school system and the Greenlandic culture in general.

88 School-based practical training has been started already in 2007 in order to remedy the lack of training places 89 Evaluation report on the temporary continuation schools in Greenland (11)

AIR 40/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

5.1.3. Students in VET and High schools

2008 initiatives: In 2008 several initiatives on increasing the number of apprenticeship places (especially information campaigns) were launched. As mentioned in chapter 4 the shortage of dormitories seem to be a major reason for the problems with getting a sufficient number of apprenticeship places. As shown in chapter 4, and in section 5.6., there was a lot of focus on establishing more dormitories in 2008.

The initiatives planned and implemented in 2008 included: • More classes in the High schools: GU-Nuuk , GU-Aasiaat , GU-Qaqortoq , HTX in Sisimiut and HHX in Qaqortoq • 50 more apprentices starting per year • School apprenticeship places for double-year school leavers 2008 90 • Added apprenticeships for VET

Results (Indicators 4a.1 - 4a.2 - 3.1 - 3.2 – 3.3 - 5.1) Indicators of success relate to the number of students in youth education (table 8 and 9), the number of VET applicants (table 10) and the number of apprenticeship places (table 11).

Table 8: Students by type of education (numbers) indicator 4a.1 91 Targets and results 2008 difference 2005 2006 2007 2008 Targets 2008 in % Total 1925 2077 2178 2410 2298 4,9% Vocational education and training 1098 1246 1313 1439 1353 6,4% High school education 827 831 865 971 945 2,8%

Table 9: Students by type of education, indexed (2005=100) indicator 4a.2 Targets and results 2008 difference 2005 2006 2007 2008 Targets 2008 in % Total 100 108 113 125 119 5 Vocational education and training 100 113 120 131 123 8 High school education 100 100 105 117 114 3

The number of active students is in progress for both categories (VET and high school). Since the GEP started the increase has been 25 %. Table 10: Applicants for VET. Indicator 3.1

Targets and Targets results 2008 2005 2006 2007 2008 2008 difference in % Total - 1223 1189 1396 1230 13,5% Index (2006=100) - 100 97 109 101 8%

90 School-based practical training has been started already in 2007 in order to remedy the lack of apprenticeship places 91 Statistics Greenland

AIR 41/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

The number of applicants has increased again. Guidance and many other things may have an influence on the number of applicants, but the result seems to be more than just acceptable.

Table 11: Applicants for high school. Indicator 3.292

2007 2008 Total 334 371 Index (2008=100) 90 100

Applicants for high school have shown an increase of 11.1 % from 2007 to 2008.

Table 12: Applicants for higher education. Indicator 3.3

2007 2008 Total 146 154 Index (2008=100) 95 100

Also the number of apprenticeships has increased. All in all it means that within this focal area all targets in 2008 have been realized and the criteria (indicators 4a and 5) for releasing the variable tranche have been successfully achieved.

Table 13: Apprenticeships. Indicator 5 Targets and results 2008 2005 2006 2007 2008 Targets 2008 difference in % Total (5.1) 1098 1100 1098 1316 1133 16,15% Indexed (Index 2005=100) (5.2) 100 100 100 120 103 17%

5.2. Focal area 2: Competence courses (skills training), the Piareersarfiit centres, and unskilled labour in the workforce Background : According to the GEP, only about one-third of the potential workforce in the country had in 2005 completed a programme of formal education and training. In addition to the effort to encourage more young people to begin such a programme, a competence (skills/training) project has been instituted to improve the qualifications of the existing group of unskilled workers. At the moment there is a huge interest in getting either a competence to start on a VET-programme (the so-called AEU-courses) or to get a competence that may give access to the labour market (for instance PKU-courses)

5.2.1. Budget and spending (focal area 2)

92 Year 2008 is the agreed baseline year for the indicators 3.2 and 3.3. For this reason no targets had been set for 2008.

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Table 14: Budget and spending for Focal area 2 Main FA Exp. FA B.O. B.O. B.O. Account Initiatives 2008 2008 2009 2010 2011 2012 40.01.08 Mining and construction education 0,2 0,5 0,7 0,7 0,7 0,7 62.01.04 National competency courses 1,9 2,2 2,5 2,9 3,3 3,3 40.01.08 Special fund for language training 0,1 0,0 0,1 0,1 0,1 0,1 62.04.05 Increase in the Piareersarfiit quota 2,1 2,1 2,2 2,2 2,2 2,2 Total 4,2 4,7 5,4 5,8 6,2 6,2

Piareersarfiit centres were set up in almost all municipalities during 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 a strong focus on training counsellors to improve the guidance provided 93 because some of the young school-leavers have severe personal problems that make it difficult for them to start on an ordinary educational programme. Also under this focus area, teaching materials are being developed for use by the Piareersarfiit centres, and an IT tool is being developed for the administration, registration and preparation of individual action plans by Piareersarfiit centres. The IT-tool is expected to be fully implemented by the end of 2009.

The Piareersarfiit-centres, in cooperation with VET-schools and the GHRG, also offer competence (skills/training) courses on retraining workers for jobs in fields where there is a shortage of labour. The courses are designed as modules so they can be adapted to the individual needs of the workers. The aim of the first phase of the Piareersarfiit project is to define concepts and to develop a system that will ensure that course attendants have documentation for their qualifications and work experience. This work goes on in 2009.

2008 initiatives: Courses in English at elementary school level were planned for workers in the raw materials sector, as well as courses for laboratory assistants, drilling assistants, tourist operators and skilled workers in the fishing industry.

Indicators The IT registration tool for administration of educational background and competence development has been implemented in some areas, yet upgrading of staff and a complete implementation of the system is expected to be completed by the end of 2009. The staff within the Piareersarfiit is working around the clock to make the transfer to the new system, yet an increase in clients and thus workload following the GEP, as well as additional initiatives within the centres has made the complete implementation a longer process than anticipated.

It has not yet been possible to get information from the Piareersarfiit centres about the number of attendees at their different offers (indicator 4b, baseline to be established in 2009), yet there are numbers for the Competence Courses, typically held at one of the 9 VET-schools, as presented below:

93 Which was also mentioned at the conference in September: Main points and conclusions from the conference about the GEP, 3-4 September, 2008 ( www.nanoq.gl ) (13)

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Table 15: Competence Courses by type No. of Course No. of No. of course No. of course Type of course modules attendances weeks participant weeks Raw materials 3 48 15 267 Building and Construction 1 7 1 7 Language 10 86 20 172 Food Science 4 78 16 352 Social welfare 63 780 63 780 Business/shop worker 8 85 12 134 Fishing industry 4 40 4 40 Total 93 1,124 131 1.752

In regards to indicator 6, there are still no private offers concerning skills and competence course with public subsidies.

5.3. Focal area 3: Higher-education programmes and strategic sectors

Background: There is a shortage of university graduates on the labour market, 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. As mentioned on the conference about the GEP in September 94 it might be a good idea to consider which jobs or vocational sectors should be for Greenlanders only and which ones be covered by using people from abroad.

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 initiative is focused on these sectors at all levels of education and training.

94 Main points and conclusions from the conference about the GEP, 3-4 September, 2008 (www.nanoq.gl ) (8)

AIR 44/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Table 16: Budget and spending (focal area 3) Main FA Exp. FA B B B Account Initiatives 2008 2008 2009 2010 2011 2012 30.01.03 Social sector 0,1 0,1 0,1 0,1 0,1 0,1 30.01.03 Social sector work training programme 0,1 0,0 0,1 0,1 0,1 0,1 32.10.05 Continuing education of young doctors 0,5 0,5 0,0 0,0 0,0 0,0 32.11.02 Specialisation modules 1,0 0,1 0,1 0,2 0,2 0,1 32.11.02 New hospital porter training programme 0,3 0,4 0,3 0,1 0,1 0,1 32.11.02 Health assistant education programme 0,0 0,1 0,0 0,0 0,0 0,3 32.11.02 Continuing education of young doctors 0,1 0,4 0,0 0,0 0,0 0,0 32.11.02 Management training course 0,1 0,0 0,1 0,2 0,2 0,1 32.12.04 Dental care ancillary staff 0,1 0,0 0,1 0,1 0,1 0,1 32.12.04 Education of team leaders 0,3 0,0 0,0 0,2 0,0 0,2 40.01.08 Design education 0,0 0,3 0,0 0,3 0,3 0,3 40.01.08 Development and education within growth sectors 0,5 0,1 0,5 0,5 0,5 0,5 40.01.08 School of catch and fishery 0,0 0,0 0,8 0,7 0,7 0,7 40.12.24 Conversion nursing education to BA programme 0,1 0,3 0,1 0,1 0,1 0,1 Establishment of social worker education in Sisimiut, 40.12.34 Nuuk, Ilulissat, South 0,2 0,1 0,7 1,0 0,8 0,5 40.12.34 Extension of social worker education (SPS) 0,1 0,3 0,2 0,4 0,5 0,5 40.12.34 Language school, Nuuk branch 0,1 0,3 0,1 0,1 0,1 0,1 40.91.06 Two add tracks at ARTEK 0,1 0,1 0,2 0,2 0,2 0,2 40.91.08 Specialisation modules 0,0 0,0 0,1 0,5 0,2 0,4 40.91.08 New hospital porter training programme 0,1 0,1 0,1 0,1 0,1 0,1 Upgrading courses-from health helper to health 40.91.08 assistant 0,3 0,3 0,3 0,3 0,3 0,0 40.91.08 Add classes in health assistant training programme 0,0 0,5 0,2 0,2 0,2 0,2 40.91.08 Health assistant education programme 0,0 0,0 0,0 0,0 0,0 0,2 40.91.08 Upgrading unskilled staff 0,1 0,1 0,1 0,1 0,1 0,1 40.91.08 Extension of PI 0,0 0,0 0,0 0,0 0,0 0,0 40.91.08 Running costs Construction and Mining School 0,3 0,1 0,6 0,6 0,6 0,6 40.91.08 Add classes in regional schools 0,0 0,0 0,0 0,0 0,0 0,0 40.91.08 Legal case administrator programme 0,1 0,1 0,1 0,1 0,1 0,1 40.91.08 Expansion Iron & Metal School 0,3 0,0 0,2 0,2 0,2 0,2 40.91.08 Increased activities-NI-Nuuk 0,4 0,2 0,4 0,4 0,4 0,4 40.91.08 Increased activities-NI-Qaqortoq 0,2 0,2 0,2 0,2 0,2 0,2 40.91.08 Retention VET-schools 0,1 0,1 0,1 0,1 0,1 0,1 Total 5,8 4,8 5,9 7,2 6,6 6,8

45/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

5.3.1. Higher Education The GEP’s focus on Higher education (HE) will primarily be after 2012, when a larger group, with better qualifications has left elementary school, and where High schools have made more people ready for enrolment in a HE-programme.

2008 initiatives: Two additional classes at the Centre for Arctic Technology (ARTEK) in Sisimiut, and the establishment of a decentralised pedagogical programme in Sisimiut (social educator), and expanding social educator education (SPS) and finally converting nursing studies into a bachelor-degree programme.

Results (Indicators 4c.1 - 4c.2) Higher Education is divided into three cycles (the Bologna process 95 ) containing 1) the first cycle (bachelor degrees and degrees from Academies 96 (the short cycle within the first cycle), 2) the second cycle (master) and 3) the third cycle (doctor’s degree). The following contains only information about the first and second cycle.

Table 17: Students by type of education, numbers (HE). Indicator 4c.1

Targets and results 2008 2005 2006 2007 2008 Targets 2008 difference in % Total 775 840 862 924 887 4,17% First cycle 454 489 497 534 510 4,71% Second cycle 321 351 365 390 377 3,45%

Table 18: Students by type of education, indexed (HE). Indicator 4c.2

Targets and results 2008 2005 2006 2007 2008 Targets 2008 difference in % Total 100 108 111 119 114 4,39% First cycle 100 108 109 118 112 5,36% Second cycle 100 109 114 121 117 3,42%

Within this focal area the targets in 2008 have been realized and the criterion (indicator 4c) for releasing the variable tranche has been successfully met.

Although the real focus on higher education does not start until after 2012 (the second phase of the GEP) there is already an increase in the number of students in HE. The reason 97 is probably the increased focus on education in the Greenlandic society.

5.3.2. Strategic Sectors

Strategic sectors include mining industry, raw materials, tourism and the social- and the health sector. More programmes, courses and activities should be established and implemented in the growth sectors in line with the demand of

95 http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ 96 Delivered by VET- schools and in cooperation with Danish VET-schools, for instance the Academy programme degree in International Trade and Marketing or in Management and Leadership from Greenland Business College, Nuuk. 97 Debriefing on the status of the sector programme and the extraordinary educational initiative. The Spring 2008 session of the Parliament (C).

46/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church commerce and industry. In this respect it is important to see if the financial crisis has substantial influence on the strategic sectors in Greenland.

In order to ensure that the VET schools can work more market-orientated and in accordance with the labour-market needs, a project on changing the VET schools’ status was established. The plan was that the VET schools should become “self- governing public institutions” from 2009 98 and that they should have their own board of governors, representing the labour-market. It was expected that not only provision of relevant courses will be better but also that the relationship between schools and employers (as apprenticeship places for apprentices) will be strengthened (see also section 3.3.1. and 4.2.1.5.). Due to technical problems the implementation of this system has been postponed till 2010.

In the tourism field, a new programme in service-economy with specialisation in tourism management was established in Qaqortoq . A pilot training project from Ilulissat for urban and destination guides will be exported to other towns as well. It’s still expected that tourism will be an important area in the Greenlandic economy in the future.

2008 initiatives: 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 was to ensure that there is domestic labour to fill future jobs in this sector to the greatest possible extent.

Further initiatives have been: • Business manager programme and legal case administrator programme. Team leader training programmes and other courses regarding treatment of cancer and audiology for nurses and health-assistants in the health sector. • In the social sector courses for support personnel for forensic psychiatric patients and social case work training programme were initiated. • Further education of junior doctors including specialisation modules. • Upgrading qualifications from health helper to health assistant, setting up hospital orderly training courses for porters, and upgrading of unskilled manpower. • Dental care programme ancillary staff. • Funds for development and training programmes in growth industries. • Expansion of activities by the Iron & Metal School and the business colleges in Nuuk and Qaqortoq . • Contribution to Mining School concerning daily operations. • Creation of additional classes at the regional schools, the language school and its branch in Nuuk

Results (No specific indicators) The strategic sectors are, as mentioned, a number of trades and industries where growth and steady employment for the next many years can be expected and where it is necessary to have a special educational focus as well.

98 Introductory presentation to the GHRG concerning a decision on changing the status of the VET schools to become “self-governing public institutions”, January 2008

AIR 47/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

The strategic sectors do not have their own indicators but results are expressed via other indicators and descriptions of planned and conducted activities. Courses have been delivered in areas like tourism (see 5.3.), mining (see section 5.2.), the health sector and the social sector (see 5.3.), and courses are delivered by the Management Academy. Not least the competence area has a special focus on growth areas, and it can be added that for instance courses in the food industry in many cases are related to tourism, while language courses and part of the courses in the building and construction sector are related to mining and raw materials.

No results from working in the strategic areas have any influence on the variable tranche.

5.4. Focal area 4: Cross-cutting initiatives Background: The income system for the improvement of education and qualifications is a crucial key in reaching 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 who want to take an education or a training programme or who wish to improve their qualifications.

As the GEP is implemented and ever more people go to education, financial aid expenditure in the form of study grants will increase.

5.4.1. Budget and spending (focal area 4) The allocated expenditure to extra study grants is related to two different things 1) the extra intake, and 2) the special conditions in relation the double year group:

Table 19: Budget and spending for focal area 4 Main FA Exp. FA BO BO BO Account Initiatives 2008 2008 2009 2010 2011 2012 Increase in study grants due to 4,6 4,4 6,0 6,0 6,0 6,0 40.93.01 increased intake – general Increase in study grants due to 1,1 1,1 1,3 1,8 1,2 1,2 increased intake because of 40.93.01 double school leavers 2008 Total Focal area 4 5,7 5,5 7,3 7,8 7,2 7,2 40.93 Study grants, total 22,7 21,9 32,7 32,8 32,8 32,8

As indicated in AWP 2008 a rise in study grant expenditure could be expected due to a higher level of activity.

The total budget allocated to study grants in 2008 was € 22,7 M, while actual spending amounted to 21,9 M€. The difference was due to lower intake of 200 students than anticipated at the time of budgeting. The budgeted € 5,7 M is the part of the total budget of € 22,7 M that comes from the total GEP budget. This is why we only report on the budget and expenditure for the two expected increases. We have included the total budget and expenditure of the study grant account as to facilitate the understanding of the workings of our budget and expenditure set-up.

5.4.2. Expenditure in education (Indicator 1.1 - 1.2 - 1.3) The indicator for success in this focal area is the expenditure on education.

AIR 48/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Table 20: Expenditure on education as a percentage of total public spending (in Euro). Indicator 1.1

2005 2006 2007 2008 Targets 2008 Total 16,1 16,4 18,3 19,7 19,3

Table 21: Expenditure on education (in million Euros). Indicator 1.2.

2005 2006 2007 2008 Targets 2008 Total 115.5 120.1 142.0 161,4 159,6

Table 22: Expenditure on education, indexed (2005=100). Indicator 1.3

2005 2006 2007 2008 Targets 2008 Total 100 104 123 140 138

Within this focal area the targets in 2008 have been realized and the criterion (indicator 1.1) for releasing the variable tranche has been successfully met.

5.5. Focal area 5: Drop-out rates Background : The dropout rate is a serious problem in education in general. For this reason, increased admission to training and education programmes is not enough if more people are to receive an education that provides them with formal qualifications. It is important that they actually complete the education.

For that reason the focal area is a main focus in the GEP.

5.5.1. Budget and spending (focal area 5) This area contains activities on 1) reducing the dropout rate in general, 2) better guidance and 3) the establishment of better relations between schools and the private sector:

Table 23: Budget and spending for focal area 5 Main FA Exp FA BO BO BO account Initiatives 2008 2008 2009 2010 2011 2012 Initiatives to reduce drop-out rates (Greenlandic students in 40.90.02 Denmark) 0,1 0,1 0,0 0,0 0,0 0,0 Better guidance for reduction 40.01.08 99 in drop-out rates 0,7 0,7 0,7 0,7 0,7 0,7 Closer links between schools 40.01.08 and business/trades 0,1 0,1 0,1 0,1 0,1 0,1 Total 0,9 0,9 0,8 0,8 0,8 0,8

99 This account has changed and is now part of account 64.13.23 Piareersarfiit, and therefore no longer a separate account in the GEP.

AIR 49/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

The initiatives to lower the drop-out rate are anchored in the educational institutions, who know their students and their situations best. Funding has therefore been allocated to reducing the drop-out rate, and 1) the educational institutions, 2) Piareersarfiit centres, 3) local authorities and 4) others can apply for financial support for initiatives they believe can lower the drop-out rate at their institutions. Other drop-out-reducing initiatives are student counselling and projects to improve the study environment of schools and dormitories.

Student counselling is considered to be very important for the drop-out rate, so there is a great deal of focus on student counselling at the Piareersarfiit centres and on training of counsellors also from other educational institutions.

2008 initiatives : The initiatives to reduce drop out rates depended on the applications submitted by the educational institutions, the Piareersarfiit centres, local authorities, etc.. Applications were evaluated several times and funds were given to as many promising initiatives as possible. Further planned initiatives were:

• Youth education programmes: Initiatives aimed at reducing drop-out rate. • The four Greenlandic Houses in Denmark: Initiatives to reduction in drop- out rate, better guidance in order to reduce drop-out rate. • Closer links between schools and business/trades.

More initiatives to curb drop-out rates will be established locally, in order to get an actual decline in drop-out rates.

Results: In 2008 37 different projects in 20 different institutions were funded. Most of the money was allocated to 1) psychological advice centres 100 , 2) coaching of students in dormitories, 3) professional coaching of students and 4) extra support to subjects and study methods (see also section 4.1.3.).

5.5.2. Completion, repetition and drop-out rates. Results are presented in relation to indicators 9 (completion rates), 10 (repetition rates) and 11a (drop-out rates). Each of them shows aspects of the drop-out issue. An important distinction is between real drop-outs and situations where a student just change programme, has a break in a programme and after that continues. The best indicator of the drop-out issue, therefore, is to combine drop-out rates and repetitions rates. If a person, for instance, drops out of an educational programme but continues the same programme after a break, it should not be counted drop-out but rather be an illustration of how difficult it is to make young Greenlanders start on further education and at the same time how motivated they seem to be after all - not least due to the GEP.

5.5.2.1. Completion (Indicators 9.1 - 9.2) The number of graduates has increased from year to year since the GEP started.

100 They are called different names in different cities but they all provide advice to students never mind from what educational institution they come.

AIR 50/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Table 24: Graduates by type of education (numbers). Indicator 9.1

Targets Targets and results 2005 2006 2007 2008 2008 2008 difference in %

Total 581 597 679 716 704 1,7% Vocational education and training 247 251 292 309 302 2,3% High school education 173 213 221 237 231 2,6% Higher education, total 161 133 166 170 171 -0,6% Higher education, first cycle 106 85 111 115 114 0,9% Higher education, second cycle 55 48 55 55 57 -3,5%

The number is rather small, and in Higher education the results are slightly smaller than the target. All in all, results are better than targets and the criteria for completion has therefore been met.

Table 25: Graduates by type of education, indexed (2005=100). Indicator 9.2.

Targets Targets and results 2005 2006 2007 2008 2008 2008 difference in % Total 100 103 117 123 121 2% Vocational education and training 100 102 118 125 122 3% High school education 100 123 128 137 134 3% Higher education, total 100 83 103 106 106 0% Higher education, first cycle 100 80 105 108 108 0% Higher education, second cycle 100 87 100 100 104 - 4%

5.5.2.2. Repetition rates (Indicators 10.1 - 10.2 - 10.3) Repetition rates have increased especially in the High school sector where also the drop-out rate is considerably bigger than in VET.

Interviews with people from the High school department show that it first and foremost is students from HTX in Sisimiut that drop out - primarily due to false expectations. It also shows that the students want that specific educational programme, and therefore come again after a short while, and maybe some more educational support. The Building and Construction school in Sisimiut has taken the consequence of that and tries to tell elementary school leavers more about the level of their educational programme so that they are better prepared before applying to the education (HTX). As shown in table 16 there are many repeaters in High school education:

Table 26: Repeaters attending vocational education and training and high school education (numbers) Indicator 10.1

Targets Targets and results 2005 2006 2007 2008 2008 2008 difference in % Total 47 40 38 68 36 88,9% Vocational education and training 18 18 27 28 26 7,7% High school education 29 22 11 40 10 300,0%

AIR 51/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Table 27: Repeaters attending relative to total attendance in vocational education and training and high school education. Indicator 10.2

Targets Targets and results 2005 2006 2007 2008 2008 2008 difference in % Total 2,4 1,9 1,7 2,9 1,6 81,3% Vocational education and training 0,9 0,9 1,2 1,2 1,1 9,1% High school education 1,5 1,1 0,5 1,7 0,47 261,7%

Table 28: Repeaters attending vocational education and training and high school education, indexed (2005=100). Indicator 10.3

Targets Targets and results 2005 2006 2007 2008 2008 2008 difference in % Total 100 85 81 145 77 88% Vocational education and training 100 100 150 156 144 8% High school education 100 76 38 138 34 306%

The repetition rate has no impact on the variable tranche but it indicates that young people still need to be supported before attending high school education and also that many of them have the courage and motivation to continue. It also shows that some of the students, counted as drop-outs, not really dropped out of education but started again.

5.5.2.3. Drop-out rates (Indicators 11a.1 - 11a.2 - 11a.3) The number of drop-outs is increased in High school education and Higher education (first cycle) whereas vocational education and training and Higher education (second cycle) have decreased:

Table 29: Drop-out rate by type of education (numbers). Indicator 11a.1

Targets Targets and results 2005 2006 2007 2008 2008 2008 difference in % Total 639 689 675 706 672 5,1% Vocational education and training 291 287 290 281 290 -3,1% High school education 179 218 187 240 187 28,3% Higher education, total 169 184 198 185 195 -5,1% Higher education, first cycle 111 127 109 115 106 8,5% Higher education, second cycle 58 57 89 70 89 -21,4%

Since the number of students have increased as well, it is necessary to compare drop-out rates with the total number of attendances.

It still shows a picture with an increase in drop-outs in the High school sector and also a small one in Higher education (first cycle).

AIR 52/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Table 30: Drop-out rate by type of education, indexed (2005=100). Indicator 11a.3

Targets Targets and results 2005 2006 2007 2008 2008 2008 difference in % Total 100 108 106 110 105 4,8% Vocational education and training 100 99 100 97 100 -3,0% High school education 100 122 104 134 104 28,9% Higher education, total 100 109 117 109 115 -5,2% Higher education, first cycle 100 114 98 104 95 9,5% Higher education, second cycle 100 98 153 121 153 -20,9%

Table 31: Drop-out rate relative to total attendance by type of education, in %. Indicator 11a.2

Targets Targets and results 2005 2006 2007 2008 2008 2008 difference in % Total 23,7 23,6 22,2 21,5 21,1 1,9% Vocational education and training 26,5 23,0 22,1 19,5 21,4 -8,9% High school education 21,6 26,2 21,6 24,7 19,8 24,8% Higher education, total 21,8 21,9 23,0 20,6 22,0 -6,4% Higher education, first cycle 24,4 26,0 21,9 22,0 20,8 5,8% Higher education, second cycle 18,1 16,2 24,4 18,8 23,6 -20,3%

Table 32: Drop-out rate relative to total attendance by type of education, indexed (2005=100).

Targets Targets and results 2005 2006 2007 2008 2008 2008 difference in % Total 100 100 94 91 89 2,3% Vocational education and training 100 87 83 74 81 -8,5% High school education 100 121 100 114 92 23,9% Higher education, total 100 100 106 94 101 -6,9% Higher education, first cycle 100 107 90 90 85 5,9% Higher education, second cycle 100 90 135 104 130 -20,0%

Within this focal area concerning the variable tranche release, the targets in 2008 have been met in relation to completion rate (indicator 9.1). The performance concerning the drop-out rate (indicator 11a2) did not quite meet the target set for 2008.

In order to get a better and more adequate picture of the drop-out situation the drop-out rates should be related to the repetition rates. If the 40 repeaters from High school education had not been included as drop outs the situation had been different.

AIR 53/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

5.6. Focal area 6: Buildings and housing

Background : One of the anticipated effects of the GEP is a continuously growing number of students in education/training programmes and courses. A natural consequence of this development will be a need for increased capacity concerning the educational institutions and with regard to housing. At some locations, new buildings and basic housing are a necessity before the educational activity level can be raised (see also 4.2.).

In Evaluation Report 2 101 it is hinted that it is essential to build the infra-structure first – there has to be buildings as well as housing in place before students can begin moving to the town of their education and/or study.

In 2008 the pressure on the dormitories increased and since no new dormitories where completed in any of the big study towns, it was decided to have the students share dormitories, so that two students share a room. This is especially necessary in the first half of the term, where everybody start their education. Building and construction is ongoing, the funds not used in the year they where allocated to, can be moved to the following year so construction can go on as planned. Furthermore building especially on the coast has to move forward in a rate as to allow the local communities to keep up. While construction of more dormitories is ongoing it has been necessary for some schools to rent extra housing for their students to ensure they had a place to live.

5.6.1. Budget and spending (focal area 6)

As the issue of buildings and housing is of such importance, as described above, a significant amount of money has been designated as well as spent on this focal area. The specific amounts are depicted below:

101 Evaluation of the Educational Programme 2 (9)

AIR 54/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Table 33: Budget and spending for focal area 6 Main FA Exp. FA B B B Account Initiatives 2008 2008 2009 2010 2011 2012 40.12.34 Rental of student housing in Assiaat 0,1 0,1 0,1 0,1 0,0 0,0 40.90.03 Maintenance due to expanded building stock 0,1 0,1 0,8 0,8 0,8 0,8 Construction of dormitories in Qaqortoq (25 80.00.00 units) 0,8 0,8 0,0 0,0 0,0 0,0 Construction of 188 dormitories on the coast 80.00.00 due to reduction in drop-out rate 3,0 3,0 3,0 0,0 0,0 0,0 Construction of dormitories on the coast (VIC, 80.00.00 Piareersarfiit) 3,3 3,3 0,0 0,0 0,0 0,0 Building of school Construction and Mining 80.00.00 school 2,7 2,7 3,7 0,0 0,0 0,0 80.00.00 Building of school Fishing and Hunting school 1,1 1,1 0,0 0,0 0,0 0,0 80.00.00 Building of school GU Nuuk 0,9 0,9 2,3 0,7 0,1 0,0 80.00.00 Construction of dormitories expansion of SPS 0,0 0,0 2,4 1,6 1,6 0,0 80.00.00 Construction of dormitories, Nuuk 0,0 0,0 0,4 1,1 0,0 0,0 80.00.00 Construction of dormitories, Sisimiut 0,0 0,0 0,7 0,6 0,0 0,0 80.00.00 Construction of dormitories, Ilulissaat 0,0 0,0 0,9 1,0 0,0 0,0 80.00.00 Construction of dormitories, Narsaq 0,0 0,0 0,7 0,5 0,0 0,0 80.00.00 Construction of dormitories, Qaqortoq 0,0 0,0 0,0 0,7 0,5 0,0 80.00.00 Construction of dormitories, apprentices, Nuuk 0,0 0,0 1,3 1,3 0,0 0,0 Construction of dormitories, apprentices, 80.00.00 Sisimiut 0,0 0,0 0,0 0,7 0,6 0,0 Construction of dormitories, apprentices, 80.00.00 Ilulissaat 0,0 0,0 0,9 1,1 0,0 0,0 80.00.00 Construction of school Design 0,0 0,0 0,9 0,0 0,0 0,0 80.00.00 Socialpædagoisk Seminarium (construction) 0,0 0,0 1,9 1,7 0,0 0,0 80.00.00 Schoolbuilding expansion of INULI 0,0 0,0 2,8 2,8 0,0 0,0 Schoolbuilding expansion of Construction 80.00.00 school Sisiniut 1,1 1,1 0,0 0,0 0,0 0,0 Construction of a continuation school in 84.40.15 Greenland 2,1 2,1 2,0 0,3 0,0 0,0 Total 15,2 15,2 24,8 14,7 3,5 0,8

As illustrated above, the focal area concerns activities such as:

• Rental of housing • Maintenance of existing buildings • Construction of new dormitories • School expansions due to more tracks and more students • School expansions in general • New schools constructed • Purchase of students housing

Construction of student dormitories was begun in Qaqortoq and Aasiaat . They were scheduled to be ready for use on 1 August 2008, yet due to the short building period and unforeseen obstacles they were delayed. In connection with the Piareersarfiit centres, construction has begun on eight rooms in Qaanaaq , 27 rooms in Tasiilaq and 26 rooms in Upernavik . There has also been some

AIR 55/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church remodelling of and additions to existing buildings in Nanortali k and Uummannaq . Related to the increased educational activities and increased number of students more student units are needed in Nuuk .

Due to the establishment of Aluminium industry in Greenland a great pressure on building and construction was expected within the coming years. The GEP Steering Committee therefore decided to give more priority to building and construction in the Finance Act 2009.

2008 initiatives: Construction of a Mining School in relation to the Building and Construction School in Sisimiut . • Construction of dormitories in Qaqortoq. • Construction of dormitories on the coast as a result of Piareersarfiit initiative. • Rental of dormitories in Aasiaat . • Building maintenance due to expanded building mass. • Construction of dormitories on the coast due to decline in drop-out rate. • Construction of school: Hunting and Fishing School. • Extension of school: Extension of the high school in Nuuk , two additional classes. • Construction of school: Mining School. • Extension of school: Extension of the Building and Construction School in Sisimiut. • Construction of School: Continuation school in Greenland.

Results (Indicator 7) Concluding on these initiatives it should be mentioned that none of the constructions were finalised in 2008 due to limited capacity within the building sector. The construction period of houses and buildings are usually spread over 2- 3 years due to the short period of time in which construction is possible in Greenland. The consequence is that constructions initiated in 2008 will be concluded in 2010-2011.

As it is indicated in section 4.2 there is a correlation between the number of apprenticeships and housing available to the applicants. Furthermore it is possible to illustrate the present and the politically anticipated future housing capacity (see table 34 below). The numbers are not certain but expected. Still they are politically approved thus providing some certainty.

Table 34: Present and politically approved future housing capacity in education cities 102 (see also section 4.2.) Town 2007 2008 2009 2010 Nuuk 580 615 615 629 Qaqortoq 242 254 244 252 Aasiaat 204 201 241 241 Sisimiut 335 335 335 335 Ilulissat 145 145 145 145 Narsaq 69 69 69 69 Total 1575 1619 1649 1671

102 Stocktaking of the country’s total number of dormitories and the schools’ estimation of future needs. Draft 310308 (R)

AIR 56/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

The Baselines do not give any information about the number of “students’ housing units” that have been made available in 2008. According to table 34 (above) the approved housing capacity in 2008 is 1619. 103

5.7. Focal area 7: Monitoring and development potential Background: A major national programme like the GEP requires continual thorough and valid monitoring. Structural monitoring of the labour market, both centrally and locally is necessary in order to make the education and training programmes 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.

5.7.1. Budget and spending (focal area 7) This area contains rather different activities – especially in order to coordinate and monitor the process but also to identify new potential and new perspectives.

Table 35: Budget and spending for focal area 7 Main FA Exp. FA B.O. B.O. B.O. Account Initiatives 2008 2008 2009 2010 2011 2012 40.01.08 Day care reform (The Good Day Care Institution) 0,3 0,7 0,5 0,8 0,8 0,8 62.01.01 Two new AC clerk positions for GEP 0,1 0,1 0,1 0,1 0,1 0,1 62.01.04 ICT and E-learning – projects 0,3 0,2 0,1 0,1 0,1 0,1 62.01.04 ICT and E-learning - running costs & Dev. 0,1 0,2 0,1 0,1 0,1 0,1 62.01.04 Information and attitudinal change campaign 0,1 0,1 0,1 0,1 0,1 0,1 62.01.04 Development, pilot projects, extension services 0,5 0,4 0,5 0,5 0,5 0,5 Total 1,4 1,6 1,4 1,7 1,7 1,7

Initiatives in this focus area include the development of ICT and e-learning, a travelling team to assist the development 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, and is expected to be finished by the end of 2009.

2008 initiatives: A conference on the educational programme was carried out in September 2008 104 . A campaign, with a focus on the change process itself and in order to inform about the process and its importance, and to involve the population more directly, was planned and took place in 2008.

103 Certain programmes have been initiated which should make it easier to facilitate a more comprehensive reporting on the building and housing sector in Greenland, specifically the dormitories. It is anticipated by the GoG that this new elaboration of the present initiative will have full impact on the reporting from the AWP2010 and onwards. 104 Main points and conclusions from the conference about the GEP, September 2008 (8).

AIR 57/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Work was also started on the development of an overall evaluation strategy for the extraordinary educational initiative which was intended to produce a specific model of assessment of the GEP in general and of its initiatives. 105 Further initiatives in this focal area were on: • ICT and e-learning • Support to the day-care institution reform. • Two clerk positions for GEP.

Due to a very good cooperation with Statistics Greenland it is now possible to get many and detailed information about education. Figures for indicators 4a, 4c, 5, 9, 10, 11a, 16 and 17, that are made by Statistics Greenland, are enclosed in Annex 4. This work is continued and expanded, and results are good.

In 2007 considerable work went into establishing indicators, baselines as well as monitoring guidelines. This work has been continued in 2008 and will continue also in 2009,

The IT-tool for monitoring is now being tested and as mentioned above, it is supposed to be finished and implemented at all Piareersarfiit -centres by the end of 2009.

5.8. The GEP, the indicators and the variable tranche Based on the results and in accordance with the “calculation method variable tranche” 106

Table 36: Variable tranche calculation 2008 Variable tranche calculation without adjustment Weight Base Target Result TA CT INDICATOR Expenditure on 0,10 115,5 159,6 161,4 1,040816 0,104082 EDU 1 0,25 1925 2298 2410 1,300268 0,325067 Attendance 4a 0,05 775 887 924 1,330357 0,066518 Attendance 4c 0,20 1098 1133 1316 6,228571 1,245714 Apprenticeships 5 0,20 581 704 716 1,097561 0,219512 Completion 9 0,20 23,7 21,1 21,5 0,846154 0,169231 Drop-out rate % 11 1,00 2,130124 Relative tranche release

Variable tranche calculation with adjustment Weight Base Target Result TA CT INDICATOR Expenditure on 0,10 115,5 159,6 161,4 1,000000 0,100000 EDU 1 0,25 1925 2298 2410 1,000000 0,250000 Attendance 4a 0,05 775 887 924 1,000000 0,050000 Attendance 4c 0,20 1098 1133 1316 1,000000 0,200000 Apprenticeships 5 0,20 581 704 716 1,000000 0,200000 Completion 9 0,20 23,7 21,1 21,5 0,846154 0,169231 Drop-out rate % 11 1,00 0,969231 Relative tranche release

105 Evaluation of the education programme 1 st draft March 2008 (F) and Evaluation of the education programme 2 (9). 106 Annex to letter to deputy minister Peter Schultz 30 October 2008 concerning the payment request 2008.

AIR 58/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

The calculation shows that all results have been much better than necessary except the drop-out rate, which is 0,4% lower than expected.

Year 2008 has been a very special year in education in Greenland. The double year group was the major challenge, and a lot of activities had been set up in order to cope with that challenge. More dormitories were made available, campaigns told the pupils from elementary school how important it is to start on an educational programme, more classes were established etc. It all made the good results, mentioned above.

As also mentioned a lot of elementary school leavers chose continuation school in stead of High school and/or VET. An example that shows that Greenland’s young population certainly is interested in preparing for further education. It may also show that their qualifications from elementary school are not always good enough.

The combination of high motivation and the shortage of qualifications is probably the reason why it is mainly High school students that drop out, and that most of the repeaters are High school students. Most of the drop-outs come from HTX in Sisimiut which probably is the most difficult high school education in Greenland for the moment, and that’s why the Building and construction school has started to inform better in elementary school about the education and what expectations they have to future students. That itself will reduce the drop-our rate in the future.

If repeaters were not counted as drop-outs the result would have been better. If more teachers had been available, and if “The good school” had worked for more years etc., the drop-out rate had probably been in accordance with the targets.

All in all we cannot see any reason why the whole variable tranche shouldn’t be released.

5.9 Summary of budget and expenditure and annual accounts 2008 The budget allocations and expenditure for the overall education sector and the GEP for 2008 are summarised in table 37 below. Please see Annex 1 (Annual Budget Projections for the Overall Greenland Education Sector 2006-2013) and Annex 2 (Budget and Expenditure 2008):

Table 37 Summary of Greenland’s Education Sector and GEP Budget and Expenditure for 2008 in € Million FA 2008 Exp 2008 GHRG Central Government: 826,9 818,9 Total Greenland Government Education budget 159,6 161,4 Of which Special Education Fund/GEP 37,9 38,8 Education in % of Total budget 19,3 19,71

AIR 59/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Table 38: Summary of the GEP budget and expenditure 2008 broken down on focal areas. In € Million Focal areas FA 2008 Exp. 2008 Focal area 1: Preparatory and youth education 4,6 6,0 Focal area 2: Competence development 4,2 4,7 Focal area 3: Higher education and strategic areas 5,8 4,8 Focal area 4: Cross-cutting initiatives 5,7 5,5 Focal area 5: Drop-out rates 0,9 0,9 Focal area 6: Buildings and housing 15,2 15,2 Focal area 7: Structural monitoring, development 1,4 1,6 Total all areas 37,9 38,8

The budget and expenditure for the GEP originate from savings and reallocations from other line ministry budgets, and the GEP activities are included as an increase of budget allocations in existing main accounts of the ministries participating in the GEP (MoCERC, MoFAH (limited to few initiatives) and MoILM).

The funds for GEP activities are initially put into the Special Education Reserve (SER/budget line 20.11.61) and allocated on an annual basis in connection with preparation of the Finance Act to GEP participating individual ministry main accounts, and main account 40.01.08 which is the GEP main account regarding MoCERC activities.

At the budget holder level, each ministry may reallocate budget lines within the same main account without approval of the Finance Committee, while reallocations to other main accounts require approval by the Finance Committee and the government.

Within the main accounts, the ministries, specifically for their own accounts and the MoCERC overall for the GEP, exercise budget control on a monthly basis. Budget control on the main account level is in turn conducted by MoFFA on a quarterly basis, based on recommendations and requests from the GEP Steering Committee’s quarterly meetings. This system is characterised by a high degree of flexibility and the opportunity to reallocate unused funds to other activities in a timely manner. A case in point in 2008 was the reallocation of funds from apprenticeship places to the establishment of four temporary continuations schools.

6.1. Overall education sector budget and expenditure 2008 With reference to Baseline Indicator 1: Public expenditure shown in Annex 1-3, and summarised in Table 37 above, the total education budget for 2008 amounted to €159,6 million and the expenditure was €161,4 million.

In terms of % of the total public budget, the overall education budget represented 19.7%. And finally, the education sector index for 2008 was at 140 based on the 2005 index baseline.

AIR 60/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Table 39: Education budget and Expenditure 2008 in € Million Total Total Overspend budg 08 Exp 08 Undersp Total public 826,9 818,9 - 8,0 budget/expenditure Of which education Budg08 Exp08 sector Base GEP Total Total Elementary education 12,9 1,7 14,6 16,6 2,0 Vocational education 37,7 16,9 54,6 49,7 -4,9 High school education 19,7 1,5 21,2 30,6 9,4 Higher education 29,0 3,6 32,6 33,8 1,2 Building: Institutions 16,6 8,0 24,6 24,4 -0,2 Buildings-Dormitories 5,0 7,1 12,1 6,0 -6,1 Special education fund 0 0,0 0,0 0,0 0,0 Total 120,9 38,8 159,6 161,4 1,8

Education in % of Total public expenditure 19,3% 19,71%

The 2008 budget and expenditure figures represent budget and expenditure both for regular education budget activities and budget and activity expansions in the areas of reform of the day-care system; implementation of the elementary school reform 2003, high school education sector reform, institutional change of the VET schools, higher education, and the GEP which support the various reform programmes and activities.

Both the Fixed Tranche and the Variable Tranche are recorded in the same budget year in the GoG FA, while actual disbursement from the EC of the VT will take place in the following year. There is no connection between the amount used in the GEP and the amount received as VT. Therefore, if the actual received VT is lower than the expected 20 % it will lower the overall operating, investment and lending balance.

The whole education budget for 2008 was financed as shown in Table 39 shown below.

Table 39 Financing of the education budget 2008 in € Million Budget Expenditure GHRG regular budget 129,5 131,0 Danish Government Sector programme 3,3 3,3 EU Budget support 26,8* 26,8 Total 159,6 161,4 * Fixed tranche 80% Variable tranche 20%

AIR 61/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

6. Conclusions and next steps 6.1 Summary of results

In this AIR 2008 all levels of education are covered: 1) Day-care Institutions, 2) elementary school, 3) high schools, 4) VET schools and 5) higher education. In addition, competence development is delivered either by Piareersarfiit centres or (in most cases) by VET schools 107 .

This chapter provides a summary of tendencies and developments, continuing with a more detailed account of the findings of this AIR and the challenges that Greenland faces in the future.

GEP is a complex programme and it is still being developed. In 2008 (like in 2007) the focus has been on improving registration, monitoring and evaluation systems. Focus has (not least) been on capital investments, such as school buildings and dormitories, which do not yield immediate results. As a result GEP has not gained full momentum yet.

There are many positive results in 2008. There has been an increase in both the number of students and the number of graduates. Total numbers are higher than 2007 and also better than the targets. That goes for High school education, VET and Higher education, exempt second cycle.

Applicants for VET and the number of apprenticeships have increased considerably – both in relation to 2007 and to the targets for 2008.

The development of competence courses has continued to increase, and by now competence development is offered in many towns within many areas, resulting in unskilled workers improving their qualifications. The Piareersarfiit centres, on the other hand, have had a lot of focus on then young people and have delivered very many AEU- courses for both age groups.

Finally a lot of young people from the double year group chose continuation school, and GHRG succeeded in establishing (with very short notice) four temporary continuation schools and was able to admit 254 pupils in 2008.

Among the negative experiences in 2008 was that the drop-out rate fell short of the target set for 2008 by 0,4%.

Since it is a very significant issue, construction of buildings and dormitories have had a lot of focus in 2008 and that continues in 2009.

There are still problems with development of the Piareersarfiit centres – among other things because they have a very difficult task. Many initiatives, however, have been taken to strengthen Piareersarfiit. Several courses have been held for the Piareersarfiit staff, and a Piareersarfiit coordinator is now working fulltime within MoIMR.

6.2 Main findings While several initiatives in the education sector contribute to improving the education sector in Greenland, from day care level to higher education, the special focus of the

107 See Chapter 3 Overall education activities and Annex 2 Overview of education system.

62/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Financing Agreement 2008 is on the reform initiative: The Greenland Education Programme (GEP).

The first phase of the GEP (2006-2012) has a focus on three areas 1) young elementary school leavers, 2) unskilled workers under 50 who are either in threatened jobs or unemployed.

The Piareersarfiit centres play a very important role in the GEP. They are involved in supporting the young school leavers to acquire the competence needed for VET, they help adults to get a better and more appropriate competence skill or level, and they provide both groups with more information and guidance regarding their future plans, and opportunities, and they are involved in activities in relation to education and the labour market as well. Finally, they are located in local areas, managed by the municipalities because that is where the knowledge about local needs and conditions are. The relationship between municipalities and the GHRG is regulated by service contracts, containing both what are expected by the Piareersarffit centres, and how the total expenditure of running them is divided between the two parties. Also private companies in the local area can get help and support from the centres, especially in order to get competence development from either Piareersarfiit centres and/or from VET schools.

The Piareersarfiit centres do not yet function fully as expected, but are still undergoing development; a process that also includes that new service contracts in the future (from January 2009) is made between the GHRG and the four municipalities (due to the new reform on municipalities). The GHRG supports the Piareersarfiit centres with advisory services (from a coordinator and a travelling squad), and with courses for not least counsellors at the centres. It is very important that there is a continued strong focus on the Piareersarfiit centres in the future.

Another important issue is the so-called double year group from 2008. It is a challenge stemming from the fact that there are now more elementary school leavers in 2008 and also in 2009 than in previous years. Many of them chose to go to continuation school in 2008, and it was necessary to establish four temporary continuation schools from 2008. The main challenge has now been moved to 2009 where all those continuation school leavers must find a further education or a job.

Much of what is necessary to do in order to deal with the double year group challenge is the same as the challenge with getting more people into education, only that the pressure is higher in 2008 and in 2009 (and maybe more).

What must be done is clearly demonstrated by different investigations (chapter 4). It is necessary to:

• Ensure more classes • Build more dormitories • Establish more apprenticeship places (in companies and in the workshops at the institutions)

The cost of more classes covers both the increase in the number of students, and the corresponding increase in the need for school buildings, and sufficient dormitory capacity.

AIR 63/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

The building and construction of more dormitories has demonstrated to have a lot of influence on how attractive it is for students to study and how easy it is to get more apprenticeship places. In 2008 more students started on education and more apprenticeships were established – due to more dormitories and more motivated students.

This also demonstrates that it is important to have a better balance between the number of apprenticeship places possible, and the available number of dormitories.

In the long run, it is also necessary to work on how teaching and learning should take place, if it proves to be an advantage to establish resource based learning environments, open learning centres or other environments where teaching and learning can take place with a reduced amount of resources (including teachers). Also teacher's role could be reconsidered. Should teachers stick to their traditional role as teachers or do they have to accept to work in new and different ways, with a more varied role as planners and counsellors, and to cooperate with colleagues as well as with students in terms of both content and form of teaching and learning? And, finally what role would new technologies and equipment, both in relation to production and communication, play?

Coordination is central to a complex programme like the GEP, which has many actors at different levels involved and comprises many different initiatives. It is also necessary to be able to identify new perspectives and new potentials.

Also in the years to come the development of GEP activities must be followed, and new perspectives like e-learning, school-projects on drop-out rates and an extension of the total monitoring and evaluation system, related to the GEP, should be explored. New IT- tools, more support to Piareersarfiit centres etc. must go on.

The seven focal areas and the agreed indicators seem to form a good framework for evaluation. In 2008 it is easier to see how it works, since both the Annual Work Plan and the Annual Implementation Report are based on this framework.

All focal areas of the GEP show improvement in relation to 2006 and 2007:

• Focal areas 1: Preparatory programmes and more students . The number of students in preparatory programmes has increased, and so has the number of students and graduates in high schools and the number of applicants, apprenticeship places, students and graduates in VET. • Focal area 2: Competence courses, the Piareersarfiit centres and unskilled labour in the workforce . The number of competence courses and course participant weeks have increased – not least the AEU courses have had great success. • Focal area 3: Higher education programmes and strategic sectors . The number of students in higher education and the number of graduates have increased and so has the number of competence courses and courses in strategic sectors. • Focal area 4: Cross-cutting initiatives . The expenditure in relation to study grants have increased in line with the increased number of students. • Focal area 5: Drop-out rate . The drop-out rate relative to total attendance has decreased (in total) in 2008 compared to 2007. On the other hand, it has increased a little bit in relation to the targets set for 2008 (0,4%). Both completion rate and repetition rate have increased in 2008. All in all satisfactory

AIR 64/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

• Focal area 6: Buildings and housing . Many initiatives have been taken and many dormitories, school expansions and constructions have been initiated – one of the results seems to be more students and apprenticeships (see above). • Focal area 7: Monitoring and development potential. A lot of work has been done on establishing indicators in cooperation with the EC, and baselines in cooperation with Statistics Greenland. There has been a lot of focus on monitoring and evaluation according to agreements with the EC, and on projects with potential and perspectives for the future, like the Good Day-care Institution, ICT and e-learning, attitudinal campaigns and development projects.

It is important also in 2009 to have a continued focus on:

• The Piareersarfiit centres, including how they are organised, realisation of the one- door principle, the service contracts, their role in relation to real competence courses, to what extent they manage to fulfil expectations in relation to all target groups 1) young elementary school leavers, 2) adults under 50 and 3) competence courses for strategic sectors in accordance with needs in the local community. • The double year group challenge and related areas such as 1) more students attracted and taught (buildings, class-rooms, equipment), 2) more dormitories available, 3) more apprenticeship places established and 4) a better balance between the number of dormitories and apprenticeship places in the towns and cities. • A: Extended monitoring and evaluation (continued external evaluation), B: Development projects on 1) reduced drop-out rate, 2) e-learning), 3) continued support to Piareersarfiit centres, and C. New tools like ICT for monitoring purposes.

The relationship between schools and the private sector is important for the establishment of new apprenticeship places and provision of adequate courses for the strategic sectors. Continued work on a new status for VET schools (from 2010) is supposed to support this development, and so are attitudinal campaigns and/or conferences about how important education is to Greenland and the population.

Although the GEP is working towards realising its vision and main (strategic) goal and objectives, there is still a long way to go until the end of the programme in 2020. Some areas of great importance and worth looking specifically at in the future are:

• New perspectives in terms of 1) learning-centres 2) teacher roles and new forms of communication, 3) competence required for future trades and industries • The cultural aspects as suggested in the external evaluation reports – not least the reciprocal expectations between schools and students • Higher priority to some educational programmes, for instance for school teachers, because they are crucial for the entire education system • How education can become more attractive for both men and women – including the part of the population which only speaks Greenlandic • How to work professionally with attitudinal campaigns on why education is so important to Greenland and its population

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7. Background material

A. Annual Work Plan 2007 B. Annual Work Plan 2008 C. Annual Implementation Report 2007 D. Debriefing on the status of the sector programme and the extraordinary educational initiative. The Autumn 2007 session of the Landsting E. Debriefing on the status of the sector programme and the extraordinary educational initiative. The Spring 2008 session of the Landsting F. Debriefing on the status of the sector programme and the extraordinary educational initiative. The Autumn 2008 session of the Landsting. G. Description of Agreed indicators H. Baselines on indicators 2005, 2006, 2007 and 2008 I. Evaluation of the education programme 1st draft. March 2008. Evaluering af uddannelsesplanen, marts 2008. 1. udkast. J. Evaluation of E-forum. Report from evaluation of cooperation on development of e-learning in Greenland, November, 2007. (Evaluering af E-forum. Rapport fra evaluering af samarbejde om udvikling af e-læring i Grønland, November 2007) K. Apprenticeship places in Vocational Education and Training – an investigation of the number of apprenticeship places and the problems in the area, March 2008. (Praktikpladser ved de erhvervsfaglige grunduddannelser – en undersøgelse af hvor mange praktikpladser der findes og de problematikker, der er på området, marts 2008) L. Stocktaking on the initiative concerning reduction of drop out rates, December 2007 (Status på Initiativet vedrørende mindskelse af frafald, Notat af 16/12-2007 http://www.nanoq.gl/groenlands_Landsstyre/Direktoratet_for_Arbejdsmark ed_og_Erhvervsuddannelser/Udgivelser/Initiativer_for_at_mindske_frafald. aspx M. Evaluation of projects concerning initiatives about reduction of drop-out rate, October 2008 N. Further information about drop-out initatives on www.nanoq.gl O. The Budget Proposal 2009 (Finanslovsforslag for 2009) http://www.nanoq.gl/Groenlands_Landsstyre/Departementet_for_Finanser _og_Udenrigsanliggender/Finanslov.aspx

Secondary background material A. The Account 2008, Landskassens Regnskab 2007(enclosed) B. Piareersarfii t newletters ( Piareersarfii t nyhedsbreve) http://www.nanoq.gl/groenlands_Landsstyre/Direktoratet_for_Arbejdsmark ed_og_Erhvervsuddannelser/Udgivelser/ Piareersarfii t_Nyhedsbrev.aspx C. Stocktaking of the country’s total number of dormitories and the schools’ estimation of future needs, March 2008. (Status på landets samlede kollegiemasse samt skolernes vurdering af fremtidigt behov, udkast 31/3- 2008) D. A’s (the Employers Association) investigation of the shortage of manpower, February 2008 (Grønlands Arbejdsgiverforenings undersøgelse af manglen på arbejdskraft, februar 2008 (www.ga.gl ) E. Internal evaluation of the sectorprogramme between Greenland and Denmark, January 2008 (Intern evaluering af sektorprogrammet mellem Grønland og den danske stat, januar 2008

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F. Analysis of VET applicants 2006, 2007 and 2008. (Årgangsanalyser af ansøgerne på erhvervsuddannelserne 2006, 2007 & 2008) (Løbende analyser)) G. The Greenland Education Programme, December 2005. (Uddannelsesplanen, december 2005 http://www.nanoq.gl/Groenlands_Landsstyre/Direktoratet_for_Arbejdsmark ed_og_Erhvervsuddannelser/Udgivelser/Uddannelsesplan_og_afrapporteri nger.aspx H. Progress through Training, Education and Development of Competencies – Visions, Objectives and Initiatives, 2004. (Baggrundsrapporten ”Fremgang gennem uddannelse og kompetenceudvikling”, efteråret 2004) http://www.nanoq.gl/Groenlands_Landsstyre/Direktoratet_for_Arbejdsmark ed_og_Erhvervsuddannelser/Udgivelser/Uddannelsesplan_og_afrapporteri nger.aspx I. Political and Economic Report, 2008. (Politisk Økonomisk Beretning 2008) J. Evaluation report – the temporary continuation schools in Greenland, March 2009 (Evalueringsrapport for midlertidige efterskoler I Grønland, Marts 2009) K. International Standard Classification of Education.ISCED 1997, November 1997. http://www.unesco.org/education/information/nfsunesco/doc/isced_1997.ht m

Further material: A. Stocktaking Note No. 1 about Piareersarfii t, December 2007 (Status Notat nr. 1 for Piareersaarfiit 2007/12) B. The Think Tank’s Policy Papers 1-10 C. Investigation of the need of competence development in tourism, 2007 D. Stocktaking on handling the double year group challenge, 2008 E. Introductory presentation to the GHRG concerning a decision on changing the status of the VET schools to become “self-governing public institutions”, January 2008 F. Elementary Education in Greenland, 2007-2008 (Folkeskolen i Grønland 2007-08) G. Main points and conclusions from the conference on the Greenland Education Programme, September 2008 (Hovedpointer og konklusioner fra konference om uddannelsesindsatsen, September 2008) H. Evaluation of the Education Programme 2, 2009 (Evaluering af uddannelsesprogrammet, 2009) I. Closing document from the youth parliament, February 2009 (Ungdomsparlamentets slutdokument, februar 2009) J. Evaluation on the temporary continuation schools in Greenland, 2009 (Evaluering af de midlertidige efterskoler i Grønland, 2009) K. Letter to the deputy minister Mr. Peter Schultz concering payment request 2008 (brev til Peter Schultz vedr. betaling af den variable andel)

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8. Annexes

Annex 1: The yearly budget allocations and projections 2006-2013 in the overall education sector

Annex 2: GEP budgets and expenditure 2008 in detail

Annex 3: Description of agreed indicators A schematic view of the indicators, measuring the results of the initiatives started as a part of the GEP. The description includes e.g. composition, outcome/output and year of baseline.

Annex 4: Baselines This annex depicts the baselines and yearly results for the various indicators. The sources for the indicators as listed below:

Statistics Greenland: 4a, 4c, 5, 9, 10, 11a, 14, 16 and 17.

Annex 5: Overview of results and targets on indicators

Annex 6: Overview of the education system in Greenland

Annex 7: Terms of Reference for the Steering Committee for the GEP

Annex 8: Organisational chart, MoCERC Following the organisational changes this annex gives a description of the Ministry of Culture, Education, Research and the Church as it is organised effective from November 1 st 2008.

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Annex 1 The yearly budget allocations and projections 2006-2012 in the overall education sector

Source: The Finance Act f o2009

In million Euros

Exp. 2006 Exp. 2007 Exp. 2008 Budget 2009 Budget 2010 Budget 2011 Budget 2012 Budget 2013 2006-2013 2006-2013 2006-2011 2006-2011

Total Budget/ expenditure 740,6 801,5 818,7 842,5 824,7 819,6 840,5 840,5

Of which education budget: Base GEP Total Base GEP Total Base GEP Total Base GEP Total Base GEP Total Base GEP Total Base GEP Total Base GEP Total GEP Total GEP Total

EXPENDITURE

Elementary Education 19,8 0,5 20,3 19,8 0,4 20,2 14,9 1,7 14,6 18,3 3,0 21,3 23,2 1,8 25,0 22,5 1,8 24,3 22,5 1,8 24,3 22,5 1,8 24,3 12,9 174,5 9,3 125,8

High School Education 14,7 1,6 16,3 16,4 0,9 17,3 29,1 1,5 30,6 10,9 3,1 14,0 9,7 4,4 14,1 9,9 4,6 14,5 9,8 4,3 14,1 9,8 4,3 14,1 24,3 125,7 15,7 97,5

Vocational Education and Training 32,2 4,1 36,2 37,9 11,2 49,0 32,8 16,9 49,7 53,8 20,7 74,5 48,8 23,3 72,1 49,1 22,9 72,0 48,8 23,2 72,0 48,8 23,2 72,0 145,5 502,5 99,1 358,5

Higher Education 20,9 1,0 21,8 22,5 1,7 24,3 30,2 3,2 33,8 21,1 0,4 21,5 21,3 0,7 22,1 19,9 0,5 20,5 20,6 0,6 21,2 20,6 0,6 21,2 8,8 185,2 7,6 142,8

Buildings: Institutions 16,0 1,8 17,8 17,6 2,5 20,1 16,4 8,0 24,4 13,3 13,7 27,0 13,3 5,5 18,9 13,3 0,1 13,4 13,3 0,0 13,3 13,3 0,0 13,3 31,6 121,7 31,6 121,7

Buildings: Dormitories 2,1 0,0 2,1 0,7 9,7 10,4 -1,1 7,1 6,0 0,6 10,3 10,9 0,0 8,4 8,4 -2,7 2,7 0,0 0,0 0,0 0,0 0,0 0,0 0,0 38,1 43,8 38,1 43,8

Reserve (GEP Fund) 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,2 0,3 0,0 0,5 0,5 0,0 0,5 0,5 0,0 22,7 22,7 0,0 22,7 22,7 46,6 46,7 1,2 1,2

Total education budget: 105,6 9,0 114,7 114,9 26,4 141,3 120,9 38,8 161,4 118,0 51,5 169,5 116,4 44,6 161,0 112,2 33,0 145,2 115,1 52,6 167,7 115,1 52,6 167,7 307,8 1.226,7 202,6 891,3

Education in % of Total budget 15,5% 17,6% 19,7 % 20,1% 19,5% 17,7% 20,0% 20,0%

FINANCING

Danish Government Sector Prgr. 3,3 3,3 4,3 5,8 0,0 0,0 0,0 0,0 16,8 30,2

EC Sector Budget Support FT 80% 0,0 26,2 21,4 21,8 21,8 21,8 21,4 21,4 156,0 312,1

EC Sector Budget Support VT 20% 0,0 5,4 5,5 5,5 5,5 5,4 5,4 32,5 64,9

Labour Market Contributions 7,6 7,6 7,6 7,6 7,6 7,6 7,6 7,6 61,2 114,7

EC SBS in % 0,0% 18,5% 16,8% 16,1% 17,0% 18,8% 16,0% 16,0%

Note: The total figure does not include the block grant to municipalities for Elementary Education. 2009 budget is: 53 mio euro

Note: Both the Fixed Tranche and the Variable Tranche are recorded in the same budget year in the GHRG FA, while actual disbursement from the EC of the VT will take place in the following year. There is no connection between the amount used in the GEP and the amount received as VT. Therefore, if the actual received VT is lower than the expected 20 % it will lower the overall operating, investment and lending balance.

Explanations: "Base" is the original budget projections allocated to the overall education sector prior to the 2004 reform. "Vocational Education and Training" includes skills training courses. Total budget budget/expenditure until 2007 are financial statements. The figures from 2008 are the finance act 2009.

Rate of exchange: 1 Euro = 7.5 DKK

EU Contribution: Euro 25 million in 2006 prices FT VT

EU SBS Contribution 2007: Euro 26,2 million 100%

EU SBS Contribution 2008 Euro 26,8 million 80% 20%

EU SBS Contributions 2009-13 Euro 27,3 million 80% 20%

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Annex 2 – GEP budget in detail, divided into focal areas and including Expenditure figures for 2008. Exchange Rate (DKK/Euro) 7,5 Focal Main FA Exp. FA B B B Areas Ministries Account Initiatives 2008 2008 2009 2010 2011 2012 1 MoCERC 40.01.08 Contribution to current costs for continuation school in Greenland 0,5 2,5 1,9 0,6 0,6 0,6 1 MoCERC 40.01.08 Development of Pilot Projects (GU-reform) 0,3 0,3 0,4 0,5 0,5 0,5 1 MoCERC 40.01.08 50 more apprentices starting pr. year 0,1 0,1 0,1 0,1 0,1 0,1 1 MoCERC 40.01.08 School training places for double-year school leavers 2008 2,0 0,6 0,9 1,7 1,7 1,7 1 MoCERC 40.01.08 Running costs of INUILI 0,0 0,0 0,0 0,1 0,1 0,1 1 MoCERC 40.10.12 Bridge building: Expansion of the continuation school quota 0,3 0,0 0,0 0,0 0,0 0,0 1 MoCERC 40.10.12 Expansion of the continuation school quota (DB-year extra 500 places) 0,2 1,3 0,1 0,0 0,0 0,0 1 MoCERC 40.12.24 Inerisaavik ”The School” 0,4 0,4 0,4 0,4 0,4 0,4 1 MoCERC 40.12.34 1 year high school course in Nuuk 0,2 0,2 0,4 0,5 0,5 0,5 1 MoCERC 40.12.34 1 add. track at the high school in Nuuk from 2006 0,3 0,3 0,4 0,4 0,4 0,4 1 MoCERC 40.12.34 1 add track at the high school in Qaqortoq from 2008 0,1 0,1 0,2 0,3 0,4 0,4 1 MoCERC 40.12.34 1 add track at the high school in Aasiaa t from 2008 0,1 0,1 0,2 0,3 0,4 0,4 1 MoCERC 40.12.34 2 add tracks at the high school in Nuuk from 2008 0,1 0,1 0,4 0,7 0,9 0,9 1 MoCERC 40.91.08 1 add track to the technical high school programme from 2008 0,1 0,1 0,2 0,4 0,4 0,4 1 MOILM 62.01.04 Add apprenticeships for VET 0,0 0,0 0,0 0,0 0,0 0,0 Total 4,6 6,0 5,7 6,2 6,5 6,5 2 MoCERC 40.01.08 Mining and construction education 0,2 0,5 0,7 0,7 0,7 0,7 2 MoCERC 40.01.08 Special fund for language training 0,1 0,0 0,1 0,1 0,1 0,1 2 MOILM 64.01.04 National competency courses 1,9 2,2 2,5 2,9 3,3 3,3 2 MOILM 64.13.23 Increase in the Piareersarfiit quota 2,1 2,1 2,2 2,2 2,2 2,2 Total 4,2 4,7 5,4 5,8 6,2 6,2 3 MoFAH 30.01.03 Social sector 0,1 0,1 0,1 0,1 0,1 0,1

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3 MoFAH 30.01.03 Social sector work training programme 0,1 0,0 0,1 0,1 0,1 0,1 3 MoFAH 32.10.05 Continuing education of young doctors 0,5 0,5 0,0 0,0 0,0 0,0 3 MoFAH 32.11.02 Specialisation modules 1,0 0,1 0,1 0,2 0,2 0,1 3 MoFAH 32.11.02 New hospital porter training programme 0,3 0,4 0,3 0,1 0,1 0,1 3 MoFAH 32.11.02 Health assistant education programme 0,0 0,1 0,0 0,0 0,0 0,3 3 MoFAH 32.11.02 Continuing education of young doctors 0,1 0,4 0,0 0,0 0,0 0,0 3 MoFAH 32.11.02 Management training course 0,1 0,0 0,1 0,2 0,2 0,1 3 MoFAH 32.12.04 Dental care ancillary staff 0,1 0,0 0,1 0,1 0,1 0,1 3 MoFAH 32.12.04 Education of team leaders 0,3 0,0 0,0 0,2 0,0 0,2 3 MoCERC 40.01.08 Design education 0,0 0,3 0,0 0,3 0,3 0,3 3 MoCERC 40.01.08 Development and education within growth sectors 0,5 0,1 0,5 0,5 0,5 0,5 3 MoCERC 40.01.08 School of catch and fishery 0,0 0,0 0,8 0,7 0,7 0,7 3 MoCERC 40.12.24 Conversion nursing education to BA programme 0,1 0,3 0,1 0,1 0,1 0,1 Establishment of social worker education in Sisimiut, Nuuk, Ilulissat, 3 MoCERC 40.12.34 South 0,2 0,1 0,7 1,0 0,8 0,5 3 MoCERC 40.12.34 Extension of social worker education (SPS) 0,1 0,3 0,2 0,4 0,5 0,5 3 MoCERC 40.12.34 Language school, Nuuk branch 0,1 0,3 0,1 0,1 0,1 0,1 3 MoCERC 40.91.06 Two add tracks at ARTEK 0,1 0,1 0,2 0,2 0,2 0,2 3 MoCERC 40.91.08 Specialisation modules 0,0 0,0 0,1 0,5 0,2 0,4 3 MoCERC 40.91.08 New hospital porter training programme 0,1 0,1 0,1 0,1 0,1 0,1 3 MoCERC 40.91.08 Upgrading courses-from health helper to health assistant 0,3 0,3 0,3 0,3 0,3 0,0 3 MoCERC 40.91.08 Add classes in health assistant training programme 0,0 0,5 0,2 0,2 0,2 0,2 3 MoCERC 40.91.08 Health assistant education programme 0,0 0,0 0,0 0,0 0,0 0,2 3 MoCERC 40.91.08 Upgrading unskilled staff 0,1 0,1 0,1 0,1 0,1 0,1 3 MoCERC 40.91.08 Extension of PI 0,0 0,0 0,0 0,0 0,0 0,0 3 MoCERC 40.91.08 Running costs Construction and Mining School 0,3 0,1 0,6 0,6 0,6 0,6

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3 MoCERC 40.91.08 Add classes in regional schools 0,0 0,0 0,0 0,0 0,0 0,0 3 MoCERC 40.91.08 Legal case administrator programme 0,1 0,1 0,1 0,1 0,1 0,1 3 MoCERC 40.91.08 Expansion Iron & Metal School 0,3 0,0 0,2 0,2 0,2 0,2 3 MoCERC 40.91.08 Increased activities-NI-Nuuk 0,4 0,2 0,4 0,4 0,4 0,4 3 MoCERC 40.91.08 Increased activities-NI-Qaqortoq 0,2 0,2 0,2 0,2 0,2 0,2 3 MoCERC 40.91.08 Retention VET-schools 0,1 0,1 0,1 0,1 0,1 0,1 Total 5,8 4,8 5,9 7,2 6,6 6,8 4 MoCERC 40.93.06/08 Increase in study grants due to increased intake – general 4,6 4,4 6,0 6,0 6,0 6,0 Increase in study grants due to increased intake because of double 4 MoCERC 40.93.06/08 school leavers 2008 1,1 1,1 1,3 1,8 1,2 1,2 Total 5,7 5,5 7,2 7,8 7,2 7,2 5 MoCERC 40.01.08 Better guidance for reduction in drop-out rates 0,7 0,1 0,7 0,7 0,7 0,7 5 MoCERC 40.01.08 Closer links between schools and business/trades 0,1 0,7 0,1 0,1 0,1 0,1 5 MoCERC 40.90.02 Initiatives to reduce drop-out rates (Greenlandic students in Denmark) 0,1 0,1 0,0 0,0 0,0 0,0 Total 0,9 0,9 0,8 0,8 0,8 0,8 6 MoCERC 40.12.34 Rental of student housing in Assiaat 0,1 0,1 0,1 0,1 0,0 0,0

6 MoCERC 40.90.03 Maintenance due to expanded building stock 0,1 0,1 0,8 0,8 0,8 0,8 6 MoCERC 80.00.00 Construction of dormitories in Qaqortoq (25 units) 0,8 0,8 0,0 0,0 0,0 0,0 Construction of 188 dormitories on the coast due to reduction in drop- 6 MoCERC 80.00.00 out rate 3,0 3,0 3,0 0,0 0,0 0,0 6 MoCERC 80.00.00 Construction of dormitories on the coast (VIC, Piareersarfiit) 3,3 3,3 0,0 0,0 0,0 0,0 6 MoCERC 80.00.00 Building of school Construction and Mining school 2,7 2,7 3,7 0,0 0,0 0,0 6 MoCERC 80.00.00 Building of school Fishing and Hunting school 1,1 1,1 0,0 0,0 0,0 0,0 6 MoCERC 80.00.00 Building of school GU Nuuk 0,9 0,9 2,3 0,7 0,1 0,0 6 MoCERC 80.00.00 Construction of dormitories expansion of SPS 0,0 0,0 2,4 1,6 1,6 0,0

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6 MoCERC 80.00.00 Construction of dormitories, Nuuk 0,0 0,0 0,4 1,1 0,0 0,0 6 MoCERC 80.00.00 Construction of dormitories, Sisimiut 0,0 0,0 0,7 0,6 0,0 0,0 6 MoCERC 80.00.00 Construction of dormitories, Ilulissaat 0,0 0,0 0,9 1,0 0,0 0,0 6 MoCERC 80.00.00 Construction of dormitories, Narsaq 0,0 0,0 0,7 0,5 0,0 0,0 6 MoCERC 80.00.00 Construction of dormitories, Qaqortoq 0,0 0,0 0,0 0,7 0,5 0,0 6 MoCERC 80.00.00 Construction of dormitories, apprentices, Nuuk 0,0 0,0 1,3 1,3 0,0 0,0 6 MoCERC 80.00.00 Construction of dormitories, apprentices, Sisimiut 0,0 0,0 0,0 0,7 0,6 0,0 6 MoCERC 80.00.00 Construction of dormitories, apprentices, Ilulissaat 0,0 0,0 0,9 1,1 0,0 0,0 6 MoCERC 80.00.00 Construction of school Design 0,0 0,0 0,9 0,0 0,0 0,0 6 MoCERC 80.00.00 Socialpædagogisk Seminarium (construction) 0,0 0,0 1,9 1,7 0,0 0,0 6 MoCERC 80.00.00 School building expansion of INULI 0,0 0,0 2,8 2,8 0,0 0,0 6 MoCERC 80.00.00 School building expansion of Construction school Sisimiut 1,1 1,1 0,0 0,0 0,0 0,0 6 MoCERC 84.40.15 Construction of a continuation school in Greenland 2,1 2,1 2,0 0,3 0,0 0,0 Total 15,2 15,2 24,8 14,7 3,5 0,8 7 MoCERC 40.01.01 To new AC clerk positions for GEP 0,1 0,1 0,1 0,1 0,1 0,1 7 MoCERC 40.01.08 Day care reform (The Good Day Care Institution) 0,3 0,7 0,5 0,8 0,8 0,8 7 MoCERC 40.01.08 ICT and E-learning- running costs + Dev. 0,1 0,2 0,1 0,1 0,1 0,1 7 MoCERC 40.01.08 Information and attitudinal change campaign 0,1 0,1 0,1 0,1 0,1 0,1 7 MoCERC 40.01.08 Development projects 0,5 0,4 0,5 0,5 0,5 0,5 7 MoILM 64.01.04 Development projects 0,3 0,2 0,1 0,1 0,1 0,1 Total 1,4 1,6 1,4 1,7 1,7 1,7 8 20.11.61 Reserve 0,0 0,0 0,2 0,5 0,5 22,7 Total 0,0 0,0 0,2 0,5 0,5 22,7 Total GEP 37,9 38,8 51,5 44,7 33,0 52,7

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Annex 3 – Description of the 17 Agreed Indicators

Prefatory remarks

The post-graduate Greenlandic educational system is divided into:

- high school education - vocational education and training - higher education

Indicators showing “type of education” refer to the categories above. When relevant “higher education” will be divided further into 1) the first cycle (bachelors’ level); within that also the short cycle (academy programmes), and 2) the second cycle (masters’ level). Third cycle (doctors’ level) will not be included because of the few numbers attending this level of education.

When "place of birth" is indicated, the address of the mother by the time of birth has been used, since birth place relates to the city, where the birth took place and then indicates the place of hospitals instead of the actual place of living; city, settlement and foreign. Persons born in Greenland before 1973 do not have information on birth place.

The data is registered per 31 st of December each year unless stated otherwise.

Definition of the indicators

Input indicators measure the financial resources provided and the administrative and regulatory measures taken (for example, resources allocated, resources used, measures taken, laws passed). The definition of inputs can be treated as very broad; covering in some cases what is often called "process indicators".

Output indicators measures the immediate and concrete consequences of the resources used and measures taken (for example, schools built, teachers employed, nurses trained) The definition of output covers those goods and services "supplied", “produced” or "provided" by the public sector with the inputs.

Outcome indicators measure the results at the level of beneficiaries (for example, gross enrolment rates in primary schools, vaccination). The definition covers the outcomes (or results) from the use and satisfaction of the goods and services produced by the public sector - it is where supply comes face-to-face with demand.

Impact indicators measure the consequences of the outcomes in terms of wider objectives (for example, literacy rates, health improvement). The definition covers the wider effects of the outcomes but there might also be higher level impacts, related to broader objectives – growth and income poverty, for example. In order to turn it into a net impact indicator the effect of other educational programmes and other external effects (not related to GEP) has to be assessed and accordingly subtracted.

Note: The matrix of the indicators describing the weight of the variable tranche is in the end of the document.

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Indicator 1 Public expenditure on education 1.1 Expenditure on education as a percentage of total public expenditure (in EURO) Composition 1.2 Expenditure on education (in EURO) 1.3 Expenditure on education, indexed (Index 2005=100) The budget from the finance act as well as the national account (spending). Decomposition Education divided in: Elementary school, vocational education and training (including courses), high school education, higher education and buildings. The Ministry of Finance and Foreign Affairs (MoFFA); based on the Finance Source Act and the national account. Additional - notes Baseline 2005 Type of Input indicator Variable Yes, from 2008-2013 tranche

Indicator 2 Implementation of improvements in monitoring system Composition Description of improvements in the monitoring system Decomposition - The Ministry of Industry and Labour Market (MoILM); based on the budget in Source the Finance Act and the Annual Work Plans. Additional A process indicator where answer will be yes or no. notes Baseline - Type of Input indicator Variable No tranche

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Indicator 3 Applicants Students applying for formal education 3.1 Students applying for vocational education and training (numbers and indexed) (Index 2006=100) Composition 3.2 Students applying for high school education (numbers and indexed) (Index 2008=100) 3.3 Students applying for higher education (numbers and indexed) (Index 2008=100) By gender and age Decomposition By place of living at the time of applying (domestic divided into cities and settlements) The Ministry of Culture, Education, Research and the Church (MoCERC); Source based on administrative records from the local educational institutions. New administrative procedures on the educational institutions under the Additional Ministry of Culture, Education, Research and the Church (MoCERC) have to notes be established regarding registration of applicants. 2006: Vocational education and training Baseline 2008: High school education and higher education Type of Output indicator Variable No tranche Indicator 4 Attendance Number of students attending vocational education and training and 4.a high school education 4a.1 Students by type of education (numbers) 4a.2 Students by type of education (relative to total relevant population; Composition finished with elementary school ) 4a.3 Students by type of education, indexed (Index 2005=100) By gender and age Decomposition By place of birth (domestic divided into cities and settlements, and foreign) By sectors for vocational education and training Statistics Greenland(GS); based on the administrative records from the Source Study Grant Administration. Additional Relative to relevant population (1.2) is not possible 2005-2008. notes Baseline 2005 Type of Output indicator Variable Yes, from 2008-2011 tranche Indicator 4 Attendance 4.b Number of students attending skills and real competence courses 4b.1 Participants by type of sector (numbers) Composition 4b.2 Participants by type of sector, indexed (Index 2009=100) By gender and age Decomposition By place of birth (domestic divided into cities and settlements, and foreign) Statistics Greenland; based on the administrative records from the Source Piareersarfiit centres. Additional - notes Baseline 2009 Type of Output indicator Variable Yes, from 2010-2011 tranche

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Indicator 4 Attendance 4.c Number of students attending higher education 4c.1 Students by type of education (numbers) Composition 4c.2 Students by type of education, indexed (Index 2005=100) By gender and age Decomposition By place of birth (domestic divided into cities and settlements, and foreign) Statistics Greenland (GS); based on the administrative records from the Source Study Grant Administration. Students attending educations abroad without study grants from Greenland Additional will not be included. Greenland Statistics is planning to improve this with notes assistance from Denmark’s Statistics and other relevant partners. Baseline 2005 Type of Outcome indicator Variable Yes, from 2008-2013 tranche

Indicator 5 Apprenticeships Number of apprenticeships in vocational education and training Composition 5.1 Students by sector (numbers) 5.2 Students by sector, indexed (Index 2005=100) By gender and age Decomposition By place of birth (domestic divided into cities and settlements, and foreign) Statistics Greenland (GS); based on the administrative records from the Source Study Grant Administration. Additional A few educations beside vocational education and training have notes apprenticeships, which are not included, e.g. nurses and teachers. Baseline 2005 Type of Output indicator Variable Yes, from 2008-2013 tranche

Ratio of expenditure on private skills and real competence courses Indicator 6 with public subsidies Ratio of expenditure on private skills and real competence courses (with Composition public subsidies) related to all skills and competence courses - Decomposition

The Ministry of Industry and Labour Market (MoILM) based on administrative Source records. Additional - notes Baseline 2008 Type of Output indicator Variable No tranche

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Indicator 7 Buildings 7a Number of dormitories completed Composition Number of dormitories completed in relation to GEP Decomposition - The Ministry of Industry and Labour Market (MoILM) and the Ministry of Source Culture, Education, Research and the Church (MoCERC); based on budget in the Finance Act. Additional Both built and purchased dormitories, which leads to increase in student notes units. Baseline - Type of Output indicator Variable No tranche

Indicator 7 Buildings 7b New educational institutions completed Composition New educational institutions completed in relation to GEP Decomposition - The Ministry of Industry and Labour Market (MoILM) and the Ministry of Source Culture, Education, Research and the Church (MoCERC); based on budget in the Finance Act. Additional Both built and purchased buildings to new educational institutions. notes Baseline - Type of Output indicator Variable No tranche

Indicator 7 Buildings

7c Extension of educational institutions completed Composition Extension of educational institutions completed in relation to GEP Decomposition - The Ministry of Industry and Labour Market (MoILM) and the Ministry of Source Culture, Education, Research and the Church (MoCERC); based on budget in the Finance Act. Additional Both built and purchased educational institutions, which add to the existing notes building mass. Baseline - Type of Output indicator Variable No tranche

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Indicator 8 Education Share of adult population with ISCED level 3 Composition In percentage of total adult population By gender and age Decomposition By place of birth (domestic divided into cities and settlements, and foreign) Statistics Greenland (GS); based on both administrative records from tax Source authorities and household survey. Additional - notes Baseline 2009 Type of Outcome indicator Variable Yes, from 2010-2013 tranche

Indicator 9 Completion Composition 9.1 Graduates by type of education (numbers) 9.2 Graduates by type of education, indexed (Index 2005=100) Decomposition By gender and age By place of birth (domestic divided into cities and settlements, and foreign) Source Statistics Greenland(GS); based on the administrative records from the Study Grant Administration. Additional - notes Baseline 2005 Type of Outcome indicator Variable Yes, from 2008-2013 tranche

Repetition rates: Vocational education and training and high school Indicator 10 education 10.1 Repeaters attending vocational education and training and high school education (numbers) 10.2 Repeaters attending relative to total attending students in vocational Composition education and training and high school education 10.3 Repeaters attending vocational education and training and high school education, indexed (Index 2005=100) By gender and age Decomposition By place of birth (domestic divided into cities and settlements, and foreign) Statistics Greenland (GS); based on the administrative records from the Source Study Grant Administration. Additional Higher education not included. notes

Baseline 2005

Type of Outcome indicator Variable No tranche

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Indicator 11 Drop out rates 11.a Formal education 11a.1 Drop out rate by type of education (numbers) Composition 11a.2 Drop out rate relative to total attendance by type of education 11a.3 Drop out rate by type of education, indexed (2005=100) By gender and age Decomposition By place of birth (domestic divided into cities and settlements, and foreign) Statistics Greenland (GS); based on the administrative records from the Source Study Grant Administration. Additional - notes Baseline 2005 Type of Outcome indicator Variable Yes, from 2008-2013 tranche Indicator 11 Drop out rates 11.b Skills courses and real competence courses 11b.1 Drop out rate by type of course (numbers) Composition 11b.2 Drop out rate relative to total attendance by type of course 11b.3 Drop out rate by type of course, indexed (Index 2009=100) Decomposition By gender and age Statistics Greenland (GS); based on administrative records from the Source Piareersarfiit centres. Additional New administrative procedures and have to be implemented to collect valid notes data regarding drop out rate on courses in Piareersarfiit centres. Baseline 2009 Type of Outcome indicator Variable Yes, from 2010-2013 tranche

Indicator 12 Job insertion 12.a Number of graduates from formal educations obtaining a job Composition 12a.1 Graduates obtaining a job by type of education (numbers) 12a.2 Graduates obtaining a job relative to total graduates by type of education 12a.3 Graduates obtaining a job by type of education, indexed (2009=100) Decomposition By gender and age By place of birth (domestic divided into cities and settlements, and foreign) Source Statistics Greenland (GS); based on administrative records from tax authorities. Additional Note that graduates, who are employed abroad, will not be included. notes Statistics Greenland are planning to improve this with data from Denmark’s Statistics. Note that permanent job is defined as non-temporary job. Baseline 2009 Type of Outcome indicator Variable Yes, from 2010-2013 tranche

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Indicator 12 Job insertion 12.b Job insertion after attending Piareersarfiit Composition 12b.1 Participants obtaining a job by type of activity (numbers) 12b.2 Participants obtaining a job relative to total participants by type of activity 12b.3 Participants obtaining a job by type of activity, indexed (2009=100)

Decomposition By gender and age By place of birth (domestic divided into cities and settlements, and foreign) Source Statistics Greenland (GS); based on administrative records from the Piareersarfiit centres. Additional Note that permanent job is defined as non-temporary job. notes Baseline 2009 Type of Outcome indicator Variable Yes, from 2010-2013 tranche

Indicator 13 Enterprise start-ups Composition 13.1 Enterprise start-ups by sector (numbers) 13.2 Enterprise start-ups relative to total enterprises by sector 13.3 Enterprise start-ups by sector, indexed (Index 2008=100) Decomposition By region Source Statistics Greenland (GS); based on the administrative records from the Greenland Enterprise Register (GER). Additional - notes Baseline 2008 Type of Impact indicator Variable No tranche

Indicator 14 GDP per capita Composition 15.1 GDP per capita (EURO) 15.2 GDP per capita relative to EU-average (Index EU-27=100) 15.2 GDP per capita indexed (Index 2006=100) Decomposition -

Source Statistics Greenland Statistics (GS). Additional The data on this indicator can only be delivered with a two years delay. notes Baseline 2006. GDP per capita from 2006 will be available in 2008. Type of Impact indicator Variable No tranche

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Indicator 15 Block grants and other external grants Composition 15.1 Total external grants by origin (Denmark and EU) (EURO) 15.2 Total external grants in percentage of total public budget 15.3 Total external grants by origin (Denmark and EU) indexed (Index 2005=100) Decomposition -

Source Statistics Greenland (GS). Additional The data on this indicator can only be delivered with a two years delay. notes Baseline 2005. Grants for 2005 will be available in 2007. Type of Impact indicator Variable No tranche

Indicator 16 Employment rates Composition 16.1 Employment by sector (numbers) 16.2 Employment rate by sector (percentage) 16.3 Employment by sector, indexed (Index 2005=100) Decomposition By gender and age By place of birth (domestic divided into cities and settlements, and foreign) By employment in cities and settlements. Source Statistics Greenland (GS); based on the administrative records from the tax authorities. Additional - notes Baseline 2005 Type of Impact indicator Variable No tranche

Indicator 17 Health Composition 17.1 Life expectancy 17.2 Birth rate 17.3 Number of children per household 17.4 Infant mortality 17.5 Rate of suicide 17.6 Main diseases Decomposition Gender and age Source Statistics Greenland (GS); the yearbooks. Additional The data on this indicator can only be delivered with a two years delay. notes Baseline 2005 Type of Impact indicator Variable No tranche

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0. General (Source: Statistics Greenland (GS))

Note: a) All figures are from 2005 unless stated otherwise b) When "place of birth" is indicated, the adress of t he mother by the time of birth has been used, since birth place relates to the city, where the birth took place and then indicates the place o f hospitals instead of the actual place of living; city, settlement og foreign. Persons born in Greenland before 1973 do not have information on bi rth place.

List of signs: - Nil, zero 0 Less then ½ unit of used … Too uncertain to be stated, or omitted in respect of discretion . In its nature not possible to calculate

0.1 Total population 2006-2009 Total Total population 2006 Total Population 2007 Total Population 2008 Total Population 2009 Total 56901 56648 56462 56194

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0.2 Relevant population (above age 15) 2006 and 200 7 – by birth cohort Population Population 2007 Male Female Population 2008 Male Female Population 2009 Male Female Age groups: Population 2006 Male Female 45 + 15318 8544 6776 15815 8824 6991 16393 9089 7304 16872 93 54 7518 41 - 45 5533 2957 2576 5608 3016 2592 5644 3028 2616 5704 3075 2629 36 - 40 5564 2986 2578 5047 2668 2379 4526 2429 2097 4074 2205 1869 31 - 35 3578 1969 1609 3413 1858 1555 3316 1810 1506 3282 1785 1497 26 - 30 3475 1805 1670 3518 1862 1656 3610 1880 1730 3735 1946 1789 21 - 25 3891 2021 1870 3958 2040 1918 3942 2039 1903 4035 2072 1963 16 - 20 4417 2214 2203 4536 2261 2275 4616 2302 2314 4503 2235 2268 Total 41776 22496 19282 41895 22529 19366 42047 22577 19470 42205 22672 19533 Note: Population is excluding age 0-15.

0.3 Population by city and settlement, age 16 and a bove Total City Settlement Population 2006 41776 34919 6857 Population 2007 41895 35107 6788 Population 2008 42047 35234 6813 Population 2009 42205 35366 6838

AIR 84/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

3.1 Students applying for vocational education and training, High School and Higher Education

Applicants for VET, Indicator 3.1 2006 2007 2008 Total 1223 1189 1396 Index (2006=100) 100 97 109

Applicants for High School, Indicator 3.2 2006 2007 2008 Total 0 334 371 Index (2008=100) 0 90 100

Applicants for Higher Education, Indicator 3.3 2006 2007 2008 Total 0 146 154 Index (2008=100) 0 95 100

Note: Tables for this indicator has been altered to corresponden with the ones in the document itself and to be more combatible. We are not capable of delivering numbers for different age groups as previously sent forward for all three typ es of education, therefore we have chosen to make them uniform and reproducable.

AIR 85/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

4. Attendance (Source: Statistics Greenland (GS))

4a Number of students attending vocational educatio n and training and high school education

Baseline 2005 4a.1 Students by type of education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years Male Female 15-19 20-24 25-29 30+ years Total 1925 867 968 1382 271 182 655 762 219 199 53 37 49 28 10 3 Vocational education and training 1098 566 502 724 187 157 219 475 189 185 20 10 6 14 8 2 High school education 827 301 466 658 84 25 436 287 30 14 33 27 43 14 2 1

4a.2 Students by type of education, indexed (Index 2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years MaleSex Female 15-19 20-24 25-29Age 30+ years Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Vocational education and training 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 High school education 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

2006 (baseline + 1) 4a.1 Students by type of education (numbers)

Total Born in Greenland Born outside Greenland MaleSex Female Cities Settlements Place of birth Unknown 15-19 20-24 Age 25-29 30 + years Sex Male Female 15-19 Age 20-24 25-29 30+ years Total 2077 931 1041 1470 302 200 677 804 261 230 53 52 53 33 9 10 Vocational education and training 1246 628 576 801 218 185 217 540 225 222 24 18 7 20 8 7 High school education 831 303 465 669 84 15 460 264 36 8 29 34 46 13 1 3

4a.2 Students by type of education, indexed (Index 2005=100)

Total Born in Greenland Born outside Greenland MaleSex Female Cities Settlements Place of birth Unknown 15-19 20-24 Age 25-29 30 + years Sex Male Female 15-19 Age 20-24 25-29 30+ years Total 108 107 108 106 111 110 103 106 119 116 100 141 108 118 90 333 Vocational education and training 113 111 115 111 117 118 99 114 119 120 120 180 117 143 100 350 High school education 100 101 100 102 100 60 106 92 120 57 88 126 107 93 50 300

AIR 86/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2007 (baseline + 2) 4a.1 Students by type of education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30+ years Male Female 15-19 20-24 25-29 30+ years Total 2178 955 1121 1549 346 181 755 791 303 227 52 50 63 23 9 7 Vocational education and training 1313 664 613 859 257 161 253 537 269 218 21 15 6 17 7 6 High school education 865 291 508 690 89 20 502 254 34 9 31 35 57 6 2 1

4a.2 Students by type of education, indexed (Index2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30+ years Male Female 15-19 20-24 25-29 30+ years Total 113 110 116 112 128 99 115 104 138 114 98 135 129 82 90 233 Vocational education and training 120 117 122 119 137 103 116 113 142 118 105 150 100 121 88 300 High school education 105 97 109 105 106 80 115 89 113 64 94 130 133 43 100 100

2008 (baseline + 3) 4a.1 Students by type of education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30+ years Male Female 15-19 20-24 25-29 30+ years Total 2410 1102 1211 1759 371 183 861 890 320 242 47 50 58 26 6 7 Vocational education and training 1439 734 672 969 272 165 278 608 288 232 21 12 4 17 5 7 High school education 971 368 539 790 99 18 583 282 32 10 26 38 54 9 1-

4a.2 Students by type of education, indexed (Index2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30+ years Male Female 15-19 20-24 25-29 30+ years Total 125 127 125 127 137 101 131 117 146 122 89 135 118 93 60 233 Vocational education and training 131 130 134 134 145 105 127 128 152 125 105 120 67 121 63 350 High school education 117 122 116 120 118 72 134 98 107 71 79 141 126 64 50

AIR 87/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

4c Number of students attending higher education

Baseline 2005 4c.1 Students by type of education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30+ years Male Female 15-19 20-24 25-29 30+ years Total 775 228 416 413 60 171 1 201 240 202 59 72 1 31 53 46 First cycle 454 125 289 242 45 127 - 114 152 148 16 24 - 9 17 14 Second cycle 321 103 127 171 15 44 1 87 88 54 43 48 1 22 36 32

4c.2 Students by type of education, indexed (Index2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30+ years Male Female 15-19 20-24 25-29 30+ years Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 First cycle 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Second cycle 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

2006 (baseline + 1) 4c.1 Students by type of education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30+ years Male Female 15-19 20-24 25-29 30+ years Total 840 237 473 487 66 157 - 219 274 217 53 77 2 35 49 44 First cycle 489 129 317 282 48 116 - 115 175 156 13 30 - 12 19 12 Second cycle 351 108 156 205 18 41 - 104 99 61 40 47 2 23 30 32

4c.2 Students by type of education, indexed (Index2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30+ years Male Female 15-19 20-24 25-29 30+ years Total 108 104 114 118 110 92 - 109 114 107 90 107 200 113 92 96 First cycle 108 103 110 117 107 91 - 101 115 105 81 125 . 133 112 86 Second cycle 109 105 123 120 120 93 - 120 113 113 93 98 200 105 83 100

AIR 88/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2007 (baseline + 2) 4c.1 Students by type of education (numbers) TotalBorn in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ 30 years Male Female 15-19 20-24 25-29 30+ years Total 862 230 512 518 73 151 3 223 288 228 47 73 - 27 48 45 First cycle 497 120 339 303 47 109 2 118 181 158 11 27 - 5 20 13 Second cycle 365 110 173 215 26 42 1 105 107 70 36 46 - 22 28 32

4c.2 Students by type of education, indexed (Index2005=100) TotalBorn in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ 30 years Male Female 15-19 20-24 25-29 30+ years Total 111 101 123 125 122 88 300 111 120 113 80 101 - 87 91 98 First cycle 109 96 117 125 104 86 - 104 119 107 69 113 - 56 118 93 Second cycle 114 107 136 126 173 95 100 121 122 130 84 96 - 100 78 100

2008 (baseline + 3) 4c.1 Students by type of education (numbers) TotalBorn in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ 30 years Male Female 15-19 20-24 25-29 30+ years Total 924 242 558 585 69 146 6 255 288 251 56 68 2 25 43 54 First cycle 534 123 365 342 46 100 3 139 182 164 22 24 - 8 18 20 Second cycle 390 119 193 243 23 46 3 116 106 87 34 44 2 17 25 34

4c.2 Students by type of education, indexed (Index2005=100) TotalBorn in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ 30 years Male Female 15-19 20-24 25-29 30+ years Total 119 106 134 142 115 85 600 127 120 124 95 94 200 81 81 117 First cycle 118 98 126 141 102 79 - 122 120 111 138 100 - 89 106 143 Second cycle 121 116 152 142 153 105 300 133 120 161 79 92 200 77 69 106

AIR 89/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

5. Apprenticeships (Source: Statistics Greenland (GS))

Baseline 2005 5.1 Students by sector (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24+ years 25-29 Male 30 Female 15-19 20-24 25-29 30+ years Total 1098 634 434 759 183 126 208 505 206 149 20 10 5 14 9 2 Iron and Metal School 318 297 12 239 50 20 71 162 52 24 9 - 2 3 2 2 Building and Construction School 228 208 14 166 38 18 38 120 41 23 6 - 3 1 2 - Commercial Schools 356 73 273 222 67 57 53 152 76 65 3 7 - 7 3 - Food Industry School 142 45 94 91 26 22 39 52 21 27 2 1 - 1 2 - Navigation School ------Farming ------Social and Health 3-32 - 1--21------Education with school periods in Denmark and5111 nes. 38 39 2 8 7 1914 9 - 2 - 2 - - Note: A few educations beside vocational educationand training have apprenticeships, which arecluded, not in e.g. nurses and teachers. Note: The sector is defined by the educationthe which appretice attend in school periods. Note: Apprenticeships only appear rarely inas the of arenavigation and farming.

5.2 Students by sector, indexed (Index 2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24+ years 25-29 Male 30 Female 15-19 20-24 25-29 30+ years Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Iron and Metal School 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Building and Construction School 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Commercial Schools 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Food Industry School 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Navigation School 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Farming 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Social and Health 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Education with school periods in Denmark and100 nes. 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

AIR 90/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2006 (baseline + 1) 5.1 Students by sector (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 1100 635 435 761 183 126 209 506 206 149 20 10 5 14 9 2 Iron and Metal School 316 293 14 239 48 20 70 161 52 24 9 - 2 3 2 2 Building and Construction School 229 209 14 165 40 18 39 120 41 23 6 - 3 1 2 - Commercial Schools 352 72 270 221 65 56 54 150 75 63 3 7 - 7 3 - Food Industry School 137 43 91 88 25 21 35 52 21 26 2 1 - 1 2 - Navigation School 1-1- 1 -1------Farming ------Social and Health 4-421 1 -22------Education with school periods in Denmark61 and nes. 18 41 46 3 10 10 23 15 11 - 2 - 2 - - Note: A few educations beside vocationaland educationtraining have apprenticeships, whichcluded, are e.g. not nursesin and teachers. Note: The sector is defined by the educationthe appretice which attend in school periods.

5.2 Students by sector, indexed (Index 2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Iron and Metal School 99 99 117 100 96 100 99 99 100 100 100 100 100 100 100 Building and Construction School 100 100 100 99 105 100 103 100 100 100 100 100 100 100 Commercial Schools 99 99 99 100 97 98 102 99 99 97 100 100 100 100 Food Industry School 96 96 97 97 96 95 90 100 100 96 100 100 100 100 Navigation School ...... Farming ...... Social and Health 133 133 100 . 100 . . 100 200 ...... Education with school periods in Denmark120 and nes. 164 108 118 150 125 143 121 107 122 . 100 . 100 . .

AIR 91/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2007 (baseline + 2) 5.1 Students by sector (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 1098 634 434 749 193 126 96 530 266 176 20 10 3 15 8 4 Iron and Metal School 314 291 14 236 50 19 31 183 62 29 9 - - 5 2 2 Building and Construction School 224 203 15 157 43 18 17 115 58 28 6 - 3 1 1 1 Commercial Schools 342 71 261 213 63 56 21 144 92 75 3 7 - 7 3 - Food Industry School 135 43 89 83 28 21 23 52 30 27 2 1 - 1 1 1 Navigation School ------Farming ------Social and Health 7162 4 113-3------Education with school periods in Denmark76 and nes. 25 49 58 5 11 3 3324 14 - 2 - 1 1 -

Note: A few educations beside vocationaland trainingeducation have apprenticeships, whichcluded, are e.g. not nursesin and teachers. Note: The sector is defined by the educationthe appretice which attend in school periods.

5.2 Students by sector, indexed (Index 2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 100 100 100 99 105 100 46 105 129 118 100 100 60 107 89 200 Iron and Metal School 99 98 117 99 100 95 44 113 119 121 100 167 100 100 Building and Construction School 98 98 107 95 113 100 45 96 141 122 100 100 100 50 Commercial Schools 96 97 96 96 94 98 40 95 121 115 100 100 100 100 Food Industry School 95 96 95 91 108 95 59 100 143 100 100 100 100 50 Navigation School ...... Farming ...... Social and Health 233 200 100 . 100 . . . 300 ...... Education with school periods in Denmark149 and nes. 227 129 149 250 138 43 174 171 156 . 100 . 50 . .

AIR 92/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2008 (baseline + 3) 5.1 Students by sector (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 1316 745 536 929 239 113 240 580 281 180 20 15 3 19 7 6 Iron and Metal School 376 349 15 298 49 17 77 173 85 29 11 1 2 7 1 2 Building and Construction School 269 235 28 204 44 15 59 128 51 25 6 - - 5 1 - Commercial Schools 408 71 326 278 82 37 59 172 99 67 1 10 1 3 4 3 Food Industry School 175 60 111 88 52 31 39 64 30 38 2 2 - 3 - 1 Navigation School ------Farming ------Social and Health 26 1 2518 6 2 2146 4------62 29 31 43 6 11 4 29 10 17 - 2 - 1 1 - Education with school periods in Denmark and nes.

Note: A few educations beside vocationaland education training have apprenticeships, whichcluded, are note.g. in nurses and teachers. Note: The sector is defined by the educationthe appretice which attend in school periods.

5.2 Students by sector, indexed (Index 2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 120 118 124 122 131 90 115 115 136 121 100 150 60 136 78 300 Iron and Metal School 118 118 125 125 98 85 108 107 163 121 122 . 100 233 50 100 Building and Construction School 118 113 200 123 116 83 155 107 124 109 100 . . 500 50 . Commercial Schools 115 97 119 125 122 65 111 113 130 103 33 143 . 43 133 . Food Industry School 123 133 118 97 200 141 100 123 143 141 100 200 . 300 . . Navigation School ...... Farming ...... Social and Health 867 . 833 900 . 200 . . 300 400 ......

Education with school periods in Denmark122 and nes. 264 82 110 300 138 57 153 71 189 . 100 . 50 . .

AIR 93/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

9. Completion (Source: Statistics Greenland (GS))

Baseline 2005 9.1 Graduates by type of education (numbers) Born in Greenland Born outside Greenland Total Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years Male Female 15-19 20-24 25-29 30+ years Total 581 190 340 348 67 115 48 236 111 135 22 29 4 14 20 13 Vocational education and training 247 90 154 133 48 63 13 102 56 73 1 2 - 1 1 1 High school education 173 59 100 145 10 4 35 112 9 3 5 9 4 7 3 - Higher education, total 161 41 86 70 9 48 - 22 46 59 16 18 - 6 16 12 Higher education, first cycle 106 30 68 54 8 36 - 17 37 44 3 5 - 3 1 4 Higher education, second cycle 55 11 18 16 1 12 - 5 9 15 13 13 - 3 15 8

9.2 Graduates by type of education, indexed (Index 2005=100) Born in Greenland Born outside Greenland Total Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years Male Female 15-19 20-24 25-29 30+ years Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Vocational education and training 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 High school education 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Higher education, total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Higher education, first cycle 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Higher education, second cycle 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

2006 (baseline + 1) 9.1 Graduates by type of education (numbers) Born in Greenland Born outside Greenland Total Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years Male Female 15-19 20-24 25-29 30+ years Total 597 221 316 371 76 90 56 245 120 116 31 29 7 15 24 14 Vocational education and training 251 118 126 146 42 56 16 94 63 71 5 2 - 2 4 1 High school education 213 73 123 162 27 7 40 138 11 7 11 6 7 9 1 - Higher education, total 133 30 67 63 7 27 - 13 46 38 15 21 - 4 19 13 Higher education, first cycle 85 20 53 43 7 23 - 8 34 31 4 8 - 4 5 3 Higher education, second cycle 48 10 14 20 - 4 - 5 12 7 11 13 - - 14 10

AIR 94/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

9.2 Graduates by type of education, indexed (Index2005=100) Born in Greenland Born outside Greenland Total Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 103 116 93 107 113 78 117 104 108 86 141 100 175 107 120 108 Vocational education and training 102 131 82 110 88 89 123 92 113 97 500 100 200 400 100 High school education 123 124 123 112 270 175 114 123 122 233 220 67 175 129 33 Higher education, total 83 73 78 90 78 56 59 100 64 94 117 67 119 108 Higher education, first cycle 80 67 78 80 88 64 47 92 70 133 160 133 500 75 Higher education, second cycle 87 91 78 125 33 100 133 47 85 100 93 125

2007 (baseline + 2) 9.1 Graduates by type of education (numbers) Born in Greenland Born outside Greenland Total Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 679 269 354 422 105 96 61 270 162 130 23 33 3 19 14 20 Vocational education and training 292 134 147 166 59 56 15 108 88 70 7 4 - 7 2 2 High school education 221 80 128 176 28 4 46 149 10 3 5 8 3 9 - 1 Higher education, total 166 55 79 80 18 36 - 13 64 57 11 21 - 3 12 17 Higher education, first cycle 111 37 62 56 15 28 - 10 45 44 4 8 - 1 5 6 Higher education, second cycle 55 18 17 24 3 8 - 3 19 13 7 13 - 2 7 11

9.2 Graduates by type of education, indexed (Index2005=100) Born in Greenland Born outside Greenland Total Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 117 142 104 121 157 83 127 114 146 96 105 114 75 136 70 154 Vocational education and training 118 149 95 125 123 89 115 106 157 96 700 200 700 200 200 High school education 128 136 128 121 280 100 131 133 111 100 100 89 75 129 Higher education, total 103 134 92 114 200 75 59 139 97 69 117 50 75 142 Higher education, first cycle 105 123 91 104 188 78 59 122 100 133 160 33 500 150 Higher education, second cycle 100 164 94 150 300 67 60 211 87 54 100 67 47 138

AIR 95/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2008 (baseline + 3) 9.1 Graduates by type of education (numbers) Born in Greenland Born outside Greenland Total Sex Place of birth Age Sex Age

Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 716 250 410 457 96 107 67 271 162 160 28 28 10 15 14 17 Vocational education and training309 136 163 175 61 63 16 111 80 92 4 6 1 4 4 1 High school education 237 77 140 189 24 4 51 144 19 3 13 7 9 8 2 1 Higher education, total 170 37 107 93 11 40- 16 63 65 11 15- 3 8 15 Higher education, first cycle 115 26 76 63 8 31- 11 40 51 5 8- 1 5 7 Higher education, second cycle55 11 31 30 3 9- 5 23 14 6 7- 2 3 8

9.2 Graduates by type of education,2005=100) indexed (Index Born in Greenland Born outside Greenland Total Sex Place of birth Age Sex Age

Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 123 132 121 131 143 93 140 115 146 119 127 97 250 107 70 131 Vocational education and training125 151 106 132 127 100 123 109 143 126 400 300 . 400 400 100 High school education 137 131 140 130 240 100 146 129 211 100 260 78 225 114 67 . Higher education, total 106 90 124 133 122 83 . 73 137 110 69 83 . 50 50 125 Higher education, first cycle108 87 112 117 100 86 . 65 108 116 167 160 . 33 500 175 Higher education, second cycle100 100 172 188 300 75 . 100 256 93 46 54 . 67 20 100

AIR 96/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

10. Repetition rates: Vocational educationning and and trai high school education (Source: Statistics Greenland (GS))

Baseline 2005 10.1 Repeaters attending vocational educationraining and and t high school education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24+ years 25-29 Male 30 Female 15-19 20-24 25-29 30+ years Total 47232238 7 - 1428 2 1 1 1 2 - - - Vocational education and training1810715 2 - 1132 1 1 - 1 - - - High school education 29131523 5 - 1315 - - - 1 1 - - - Note: Repetitioners are students who haveut dropped and started o again later in same year.

10.2 Repeaters attending relative to totalce attendan in vocational education training and high education school Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24+ years 25-29 Male 30 Female 15-19 20-24 25-29 30+ years Total 2,4 1,2 1,1 2,0 0,4 - 0,7 1,5 0,1 0,1 0,1 0,1 0,1 - - - Vocational education and training0,9 0,5 0,4 0,8 0,1 - 0,1 0,7 0,1 0,1 0,1 - 0,1 - - - High school education 1,5 0,7 0,8 1,2 0,3 - 0,7 0,8 - - - 0,1 0,1 - - -

10.3 Repeaters attending vocational educationraining and and t high schooleducation, indexed05=100) (Index 20 Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24+ years 25-29 Male 30 Female 15-19 20-24 25-29 30+ years Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Vocational education and training100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 High school education 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

AIR 97/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2006 (baseline + 1) 10.1 Repeaters attending vocational educationraining and and high t school education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 40172234 4 1 1420 4 1 1 - - 1 - - Vocational education and training189913 4 13122 1 ------High school education 2281321 - - 118 2 - 1 - - 1 - - Note: Repetitioners are students who haveut and dropped started oagain later in same year.

10.2 Repeaters attending relative toce total in vocationalattendan education training and education high school Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 1,9 0,8 1,1 1,6 0,2 0 0,7 1 0,2 0 0 - - 0 - - Vocational education and training0,9 0,4 0,4 0,6 0,2 0 0,1 0,6 0,1 0 ------High school education 1,1 0,4 0,6 1 - - 0,5 0,4 0,1 - 0 - - 0 - -

10.3 Repeaters attending vocational educationraining and and high t schooleducation, indexed05=100) (Index 20 Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 85 74 100 89. 57 100 71 200 100. 100 . . . . Vocational education and training100 90 129 87. 200 300 92 100 100...... High school education 76 62 87 91. . 85 53 ......

AIR 98/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2007 (baseline + 2) 10.1 Repeaters attending vocational educationraining and and high t school education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 38171930 2 4 1413 4 5 1 1 1 - 1 - Vocational education and training27141220 2 4 612 3 5 - 1 - - 1 - High school education 113710 - -811 - 1-1-- - Note: Repetitioners are students who haveut and dropped started oagain later in same year.

10.2 Repeaters attending relative toce total in vocationalattendan education training and education high school Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 1,7 0,8 0,9 1,4 0,1 0,2 0,6 0,6 0,2 0,2 0 0 0 - 0 - Vocational education and training1,2 0,6 0,6 0,9 0,1 0,2 0,3 0,6 0,1 0,2 - 0 - - 0 - High school education 0,5 0,1 0,3 0,5 - - 0,4 0 0 - 0 - 0 - - -

10.3 Repeaters attending vocational educationraining and and high t schooleducation, indexed05=100) (Index 20 Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19+ years 20-24 Male 25-29 Female 30 15-19 20-24 25-29 30+ years Total 81 74 86 79 29 . 100 46 200 500 100 100 50 . . . Vocational education and training150 140 171 133 100 . 600 92 150 500 ...... High school education 38 23 4743 . . 62 7 . . . . 100 . . .

AIR 99/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2008 (baseline + 3) 10.1 Repeaters attending vocational educationraining and t and high school education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 68 33 33 53 9 4 36 26 2 2 1 1 1 1- - Vocational education and training 2819 921 6 1 916 2 1------High school education 40 14 24 32 3 3 27 10- 1 1 1 1 1- - Note: Repetitioners are students who have droppedut and o started again later in same year.

10.2 Repeaters attending relative to total attendance in vocational education training and high school education Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 2,9 1,4 1,4 2,2 0,4 0,2 1,5 1,1 0,1 0,1 0 0 0 0 - - Vocational education and training 1,2 0,8 0,4 0,9 0,3 0 0,4 0,7 0,1 0 ------High school education 1,7 0,6 1 1,3 0,1 0,1 1,1 0,4 - 0 0 0 0 0 - -

10.3 Repeaters attending vocational educationraining and t and high schooleducation, indexed (Index05=100) 20 Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 145 143 150 139 129 . 257 93 100 200 100 100 50 . . . Vocational education and training156 190 129 140 300 . 900 123 100 100 ...... High school education 138 108 160 139 60 . 208 67 . . . 100 100 . . .

AIR 100/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

11. Drop out rates (Source: Statistics Greenland (GS))

11a Formal education

Baseline 2005 11a.1 Drop out rate by type of education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years Male Female 15-19 20-24 25-29 30+ years Total 639 309 296 413 97 95 160 238 98 109 13 21 8 6 11 9 Vocational education and training 291 169 116 182 55 48 68 117 45 55 3 3 3 1 1 1 High school education 179 72 98 134 30 6 92 66 8 4 3 6 5 1 2 1 Higher education, total 169 68 82 97 12 41 - 55 45 50 7 12 - 4 8 7 Higher education, first cycle 111 49 58 65 9 33 - 33 32 42 2 2 - 1 2 1 Higher education, second cycle 58 19 24 32 3 8 - 22 13 8 510 - 3 6 6

11a.2 Drop out rate relative to total attendance by type of education Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years Male Female 15-19 20-24 25-29 30+ years Total 23,7 11,4 11,0 15,3 3,6 3,5 5,9 8,8 3,6 4,0 0,5 0,8 0,3 0,2 0,4 0, 3 Vocational education and training 26,5 15,4 10,6 16,6 5,0 4,4 6,2 10,7 4,1 5,0 0,3 0,3 0,3 0,1 0,1 0 ,1 High school education 21,6 8,7 11,9 16,2 3,6 0,7 11,1 8,0 1,0 0,5 0,4 0,7 0,6 0,1 0,2 0, 1 Higher education, total 21,8 8,8 10,6 12,5 1,5 5,3 - 7,1 5,8 6,5 0,9 1,5 - 0,5 1,0 0,9 Higher education, first cycle 24,4 10,8 12,8 14,3 2,0 7,3 - 7,3 7,0 9,3 0,4 0,4 - 0,2 0,4 0,2 Higher education, second cycle 18,1 5,9 7,5 10,0 0,9 2,5 - 6,9 4,0 2,5 1,6 3,1 - 0,9 1,9 1,9

11a.3 Drop out rate by type of education, indexed ( Index 2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years Male Female 15-19 20-24 25-29 30+ years Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Vocational education and training 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 High school education 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Higher education, total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Higher education, first cycle 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Higher education, second cycle 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

AIR 101/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2006 (baseline + 1) 11a.1 Drop out rate by type of education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 689 299 355 463 90 101 188 262 91 113 18 17 10 8 10 7 Vocational education and training 287 131 153 184 60 40 84 113 37 50 2 1 1 2 - - High school education 218 80 125 178 18 9 104 85 13 3 6 7 9 2 1 1 Higher education, total 184 88 77 101 12 52 - 64 41 60 10 9 - 4 9 6 Higher education, first cycle 127 61 58 65 11 43 - 42 27 50 4 4 - 1 4 3 Higher education, second cycle 57 27 19 36 1 9 - 22 14 10 6 5 - 3 5 3

11a.2 Drop out rate relative to total attendance type by of education Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 23,6 10,3 12,2 15,9 3,1 3,5 6,4 9,0 3,1 3,9 0,6 0,6 0,3 0,32 0,3 0, Vocational education and training 23,0 10,5 12,3 14,8 4,8 3,2 6,7 9,1 3,0 4,0 0,2 0,1 0,1 0,2 - - High school education 26,2 9,6 15,0 21,4 2,2 1,1 12,5 10,2 1,6 0,4 0,7 0,8 1,1 0,2,1 0,1 0 Higher education, total 21,9 10,5 9,2 12,0 1,4 6,2 - 7,6 4,9 7,1 1,2 1,1 - 0,5 1,1 0,7 Higher education, first cycle 26,0 12,5 11,9 13,3 2,2 8,8 - 8,6 5,5 10,2 0,8 0,8 - 0,2 0,8 0,6 Higher education, second cycle 16,2 7,7 5,4 10,3 0,3 2,6 - 6,3 4,0 2,8 1,7 1,4 - 0,9 1,4 0,9

11a.3 Drop out rate by type of education, indexedIndex ( 2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 108 97 120 112 93 106 118 110 93 104 138 81 125 133 91 78 Vocational education and training 99 78 132 101 109 83 124 97 82 91 67 33 33 200 - - High school education 122 111 128 133 60 150 113 129 163 75 200 117 180 200 50 100 Higher education, total 109 129 94 104 100 127 116 91 120 143 75 100 113 86 Higher education, first cycle 114 124 100 100 122 130 127 84 119 200 200 100 200 300 Higher education, second cycle 98 142 79 113 33 113 100 108 125 120 50 100 83 50

AIR 102/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2007 (baseline + 2) 11a.1 Drop out rate by type of education (numbers) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years Male Female 15-19 20-24 25-29 30+ years Total 675 312 330 467 82 93 163 240 123 116 17 16 5 14 6 8 Vocational education and training 290 144 140 179 49 56 72 98 50 64 4 2 - 2 2 2 High school education 187 82 96 155 18 5 90 69 14 5 4 5 5 3 1 - Higher education, total 198 86 94 133 15 32 1 73 59 47 9 9 - 9 3 6 Higher education, first cycle 109 48 52 64 12 24 1 30 34 35 4 5 - 2 3 4 Higher education, second cycle 89 38 42 69 3 8 - 43 25 12 5 4 - 7 - 2

11a.2 Drop out rate relative to total attendance by type of education Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years Male Female 15-19 20-24 25-29 30+ years Total 22,2 10,3 10,9 15,4 2,7 3,1 5,4 7,9 4 3,8 0,6 0,5 0,2 0,5 0,2 0,3 Vocational education and training 22,1 11 10,7 13,6 3,7 4,3 5,5 7,5 3,8 4,9 0,3 0,2 - 0,2 0,2 0,2 High school education 21,6 9,5 11,1 17,9 2,1 0,6 10,4 8 1,6 0,6 0,5 0,6 0,6 0,3 0,1 - Higher education, total 23,0 10 10,9 15,4 1,7 3,7 0,1 8,5 6,8 5,5 1 1 - 1 0,3 0,7 Higher education, first cycle 21,9 9,7 10,5 12,9 2,4 4,8 0,2 6 6,8 7 0,8 1 - 0,4 0,6 0,8 Higher education, second cycle 24,4 10,4 11,5 18,9 0,8 2,2 - 11,8 6,8 3,3 1,4 1,1 - 1,9 - 0,5

11a.3 Drop out rate by type of education, indexed ( Index 2005=100) Total Born in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29 30 + years Male Female 15-19 20-24 25-29 30+ years Total 106 101 111 113 85 98 102 101 126 106 131 76 63 233 55 89 Vocational education and training 100 85 121 98 89 117 106 84 111 116 133 67 200 200 200 High school education 104 114 98 116 60 83 98 105 175 125 133 83 100 300 50 Higher education, total 117 126 115 137 125 78 133 131 94 129 75 225 38 86 Higher education, first cycle 98 98 90 98 133 73 91 106 83 200 250 200 150 400 Higher education, second cycle 153 200 175 216 100 100 195 192 150 100 40 233 33

Drop out rate relative to total attendance (index 2 005) Drop out Attendance Relative 2005 (baseline) 100 100 100 2006 108 108 100 2007 106 113 94 2008 110 125 88

AIR 103/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2008 (baseline + 3) 11a.1 Drop out rate by type of education (numbers) TotalBorn in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 706 320 352 491 101 80 208 264 110 90 23 11 12 9 6 7 Vocational education and training 281 156 119 181 58 36 76 110 48 41 5 1 2 1- 3 High school education 240 88 141 190 30 9 129 85 10 5 5 6 10 1- - Higher education, total 185 76 92 120 13 35 3 69 52 44 13 4- 7 6 4 Higher education, first cycle 115 44 65 72 8 29 3 32 40 34 5 1- 1 3 2 Higher education, second cycle 70 32 27 48 5 6- 37 12 10 8 3- 6 3 2

11a.2 Drop out rate relative to total attendance type by of education TotalBorn in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 21,5 9,8 10,7 15 3,1 2,4 6,3 8,1 3,4 2,7 0,7 0,3 0,4 0,3 0,2 0,2 Vocational education and training 19,9 11 8,4 12,8 4,1 2,5 5,4 7,8 3,4 2,9 0,4 0,1 0,1 0,1- 0,2 High school education 24,7 9,1 14,5 19,6 3,1 0,9 13,3 8,8 1 0,5 0,5 0,6 1 0,1- - Higher education, total 20,6 8,5 10,3 13,4 1,5 3,9 0,3 7,7 5,8 4,9 1,5 0,4- 0,8 0,7 0,4 Higher education, first cycle 22 8,4 12,4 13,8 1,5 5,5 0,6 6,1 7,6 6,5 1 0,2- 0,2 0,6 0,4 Higher education, second cycle 18,8 8,6 7,2 12,9 1,3 1,6- 9,9 3,2 2,7 2,1 0,8- 1,6 0,8 0,5

11a.3 Drop out rate by type of education, indexedIndex ( 2005=100) TotalBorn in Greenland Born outside Greenland Sex Place of birth Age Sex Age Male Female Cities Settlements Unknown 15-19 20-24 25-29+ years 30 Male Female 15-19 20-24 25-29 30+ years Total 110 104 119 119 104 84 130 111 112 83 177 52 150 150 55 78 Vocational education and training 97 92 103 99 105 75 112 94 107 75 167 33 67 100 - 300 High school education 134 122 144 142 100 150 140 129 125 125 167 100 200 100 - - Higher education, total 109 112 112 124 108 85 - 125 116 88 186 33 - 175 75 57 Higher education, first cycle 104 90 112 111 89 88 - 97 125 81 250 50 - 100 150 200 Higher education, second cycle 121 168 113 150 167 75 - 168 92 125 160 30 - 200 50 33

AIR 104/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

16. Employment rates (Source: Statistics Greenland (GS))

Baseline 2005 16.1 Employment by sector (numbers)

Total Born in Greenland Sex Place of birth Age Place of employment Standard industrial groupings Male Female Cities Settle ments Unknown 15-19 20-29 30-39 40-49 50-59 60-62 Cities Set tlements 28.743 11.338 10.801 5.236 1.696 15.208 942 4.886 5.613 6.83 1 3.286 581 Agriculture. horticulture and forestry 1312 1 1 3 10 132530 Fishing 1.411 1.134 78 299 136 776 75 294 351 354 127 11 Mining and quarrying 139 29 4 11 2 19 - 11 9 9 4 - Mfr. of food, beverages and tobacco 603 367 178 77 118 351 31 145 123 169 69 8 Mfr. of textiles and leather 33 17 11 5 2 22 1 4 7 10 5 1 Mfr. of wood products, printing and publ. 98 35 39 29 0 45 3 20 21 17 12 1 Mfr. of chemicals and plastic products 4-43 0 1-211-- Mfr. of other non-metallic mineral products 1150- - 5--132- Mfr. of basic metals and fabr. metal prod. 117 82 16 26 4 68 2 27 23 34 11 1 Electricity, gas and water supply 445 242 62 52 13 239 3 48 87 108 51 7 Construction 2.111 1.262 82 426 89 828 64 376 365 378 145 16 Sale and rep. of motor vehicles, sale of auto. fuel 228 139 34 68 7 98 18 48 45 47 8 6 Wholesale except of motor vehicles 1.808 1.010 508 377 96 1.045 92 306 416 451 215 38 Re. trade and repair work exc. of m. vehic. 2.757 1.093 1.330 917 252 1.255 288 754 553 567 218 43 Hotels and restaurants 880 223 359 301 51 230 84 244 109 107 34 5 Transport 2.111 1.194 390 484 70 1.030 43 397 446 466 195 37 Post and telecommunications 386 155 98 52 6 195 4 40 68 108 33 1 Finance and insurance 161 33 75 9 1 97 0 7 24 26 34 16 Letting and sale of real estate 367 196 108 48 8 248 9 39 63 115 70 7 Business activities 784 314 217 149 30 352 17 131 160 156 60 7 Public administration 12.592 3.417 6.783 1.741 777 7.682 180 1.856 2.539 3.431 1.84 2 351 Education 44 20 24 7 2 34 1 6 13 14 7 2 Human health activities 8131 - 401201- Social institutions etc. 49 7 29 7 2 27 1 9 8116 0 Associations, culture and refuse disposal 507 252 179 101 14 317 25 72 110 149 67 7 Activity not stated 1.075 99 192 47 13 231 1 48 68 95 66 14 Note: The figures are in man-year and the work forc e is defined as age between 15 and 62 years. The pu blic administration is overstated. It is not possible to differentiate various activities fr om the real administration eg. from teaching in pub lic school

Note: Decomposition in "place of employment" is not yet available.

AIR 105/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Baseline 2005 - Employed by sector (numbers)

Male Female 15-19 20-29 30-39Born 40-49 outside 50-59 Greenland 60-62 Cities Settl ements 4.700Sex 1.904 30 1.023 1.872 1.682Age 1.601 396 Place of employment ------196 4 0 24 53 74 41 7 102 4 - 10 13 26 42 14 51 6 0 1 16 22 15 3 2 3 - 1 1 1 2 0 16 9 - 0 9 5 9 1 ------5 - - - 1 2 2 - 19 0 1 3 3 7 5 - 132 9 - 17 27 41 43 14 747 20 6 127 168 207 205 55 53 2 2 4 10 12 18 8 253 37 1 34 92 88 63 12 233 102 9 78 98 85 56 8 171 127 8 104 79 65 34 8 437 90 1 66 146 150 127 38 111 23 - 11 37 41 35 10 28 25 - 4 15 22 10 3 46 17 - 8 13 16 20 6 197 56 1 41 97 72 36 7 1.235 1.157 2 356 720 539 609 166 0 0 - 0 - - 0 - 1 3 - 1 2 1 - - 3 9 - 1 4 3 5 - 50 26 - 11 30 14 19 2

AIR 106/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

16.2 Employment rate by sector (percentage) Total Born in Greenland Sex Place of birth Age Place of employment Standard industrial groupings Male Female Cities Settlements Unknown 15-19 20-29 30-39 40-49 50-59 60-62 Cities Settlements 100,0 39,4 37,6 18,2 5,9 52,9 3,3 17,0 19,5 23,8 11,4 2,0 Agriculture. horticulture and forestry 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 Fishing 4,9 3,9 0,3 1,0 0,5 2,7 0,3 1,0 1,2 1,2 0,4 0,0 Mining and quarrying 0,5 0,1 0,0 0,0 0,0 0,1 - 0,0 0,0 0,0 0,0 - Mfr. of food, beverages and tobacco 2,1 1,3 0,6 0,3 0,4 1,2 0,1 0,5 0,4 0,6 0,2 0,0 Mfr. of textiles and leather 0,1 0,1 0,0 0,0 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 Mfr. of wood products, printing and publ. 0,3 0,1 0,1 0,1 0,0 0,2 0,0 0,1 0,1 0,1 0,0 0,0 Mfr. of chemicals and plastic products 0,0------Mfr. of other non-metallic mineral products 0,0 0,0 0,0 - - 0,0 - - 0,0 0,0 0,0 - Mfr. of basic metals and fabr. metal prod. 0,4 0,3 0,1 0,1 0,0 0,2 0,0 0,1 0,1 0,1 0,0 0,0 Electricity, gas and water supply 1,5 0,8 0,2 0,2 0,0 0,8 0,0 0,2 0,3 0,4 0,2 0,0 Construction 7,3 4,4 0,3 1,5 0,3 2,9 0,2 1,3 1,3 1,3 0,5 0,1 Sale and rep. of motor vehicles, sale of auto. fuel 0,8 0,5 0,1 0,2 0,0 0,3 0,1 0,2 0,2 0,2 0,0 0,0 Wholesale except of motor vehicles 6,3 3,5 1,8 1,3 0,3 3,6 0,3 1,1 1,4 1,6 0,7 0,1 Re. trade and repair work exc. of m. vehic. 9,6 3,8 4,6 3,2 0,9 4,4 1,0 2,6 1,9 2,0 0,8 0,1 Hotels and restaurants 3,1 0,8 1,2 1,0 0,2 0,8 0,3 0,8 0,4 0,4 0,1 0,0 Transport 7,3 4,2 1,4 1,7 0,2 3,6 0,1 1,4 1,6 1,6 0,7 0,1 Post and telecommunications 1,3 0,5 0,3 0,2 0,0 0,7 0,0 0,1 0,2 0,4 0,1 0,0 Finance and insurance 0,6 0,1 0,3 0,0 0,0 0,3 0,0 0,0 0,1 0,1 0,1 0,1 Letting and sale of real estate 1,3 0,7 0,4 0,2 0,0 0,9 0,0 0,1 0,2 0,4 0,2 0,0 Business activities 2,7 1,1 0,8 0,5 0,1 1,2 0,1 0,5 0,6 0,5 0,2 0,0 Public administration 43,8 11,9 23,6 6,1 2,7 26,7 0,6 6,5 8,8 11,9 6,4 1,2 Education 0,2 0,1 0,1 0,0 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 Human health activities 0,0 0,0 0,0 0,0 - 0,0 0,0 0,0 0,0 0,0 0,0 - Social institutions etc. 0,2 0,0 0,1 0,0 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 Associations, culture and refuse disposal 1,8 0,9 0,6 0,4 0,0 1,1 0,1 0,3 0,4 0,5 0,2 0,0 Activity not stated 3,7 0,3 0,7 0,2 0,0 0,8 0,0 0,2 0,2 0,3 0,2 0,0

AIR 107/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Baseline 2005 - employment rate by sector (percentage)

Male Female 15-19 20-29 30-39 40-49 50-59 60-62 Cities Settl ements 16,4 6,6 0,1 3,6 6,5 5,9 5,6 1,4 ------0,7 0,0 0,0 0,1 0,2 0,3 0,1 0,0 0,4 0,0 - 0,0 0,0Born 0,1 outside 0,1 Greenland 0,0 Sex Age Place of employment 0,2 0,0 0,0 0,0 0,1 0,1 0,1 0,0 0,0 0,0 - 0,0 0,0 0,0 0,0 0,0 0,1 0,0 - 0,0 0,0 0,0 0,0 0,0 ------0,0 - - - 0,0 0,0 0,0 - 0,1 0,0 0,0 0,0 0,0 0,0 0,0 - 0,5 0,0 - 0,1 0,1 0,1 0,1 0,0 2,6 0,1 0,0 0,4 0,6 0,7 0,7 0,2 0,2 0,0 0,0 0,0 0,0 0,0 0,1 0,0 0,9 0,1 0,0 0,1 0,3 0,3 0,2 0,0 0,8 0,4 0,0 0,3 0,3 0,3 0,2 0,0 0,6 0,4 0,0 0,4 0,3 0,2 0,1 0,0 1,5 0,3 0,0 0,2 0,5 0,5 0,4 0,1 0,4 0,1 - 0,0 0,1 0,1 0,1 0,0 0,1 0,1 - 0,0 0,1 0,1 0,0 0,0 0,2 0,1 - 0,0 0,0 0,1 0,1 0,0 0,7 0,2 0,0 0,1 0,3 0,3 0,1 0,0 4,3 4,0 0,0 1,2 2,5 1,9 2,1 0,6

0,0 0,0 - 0,0 - - 0,0 - 0,0 0,0 - 0,0 0,0 0,0 - - 0,0 0,0 - 0,0 0,0 0,0 0,0 - 0,2 0,1 - 0,0 0,1 0,0 0,1 0,0 2,1 0,6 - 0,4 0,8 0,7 0,7 0,1

AIR 108/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

16.3 Employment by sector, indexed (Index 2005=100) Total Born in Greenland Sex Place of birth Age Place of employment Standard industrial groupings Male Female Cities Settlements Unknown 15-19 20-29 30-39 40-49 50-59 60-62 City lement Sett 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Agriculture. horticulture and forestry 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Fishing 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Mining and quarrying 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Mfr. of food, beverages and tobacco 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Mfr. of textiles and leather 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Mfr. of wood products, printing and publ. 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Mfr. of chemicals and plastic products 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Mfr. of other non-metallic mineral products 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Mfr. of basic metals and fabr. metal prod. 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Electricity, gas and water supply 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Construction 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Sale and rep. of motor vehicles, sale of auto. fuel 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Wholesale except of motor vehicles 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Re. trade and repair work exc. of m. vehic. 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Hotels and restaurants 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Transport 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Post and telecommunications 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Finance and insurance 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Letting and sale of real estate 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Business activities 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Public administration 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Education 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Human health activities 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Social institutions etc. 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Associations, culture and refuse disposal 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0 Activity not stated 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,000,0 1 100,0

AIR 109/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Baseline 2005 - employment by sector Indexed (2005=10 0)

Male Female 15-19 20-29 30-39 40-49 50-59 60-62 City Settle ment 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0Born 100,0 outside 100,0 Greenland 100,0 100,0Sex 100,0 100,0 100,0 100,0 100,0Age 100,0 100,0 Place of employment 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0

100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0

AIR 110/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2006 (baseline + 1) 16.1 Employment by sector (numbers) Total Born in Greenland Sex Place of birth Age Place of employment Standard industrial groupings Male Female Cities Settle ments Unknown 15-19 20-29 30-39 40-49 50-59 60-62 Cities Set tlements 29.473 11.838 11.039 19.334 3.543 1.048 4.996 5.342 7.301 3. 573 618 22.877 Agriculture. horticulture and forestry 14 13 1 6 8 1 4 1 6 3 014 Fishing 1.442 1.143 84 950 278 99 303 311 362 136 17 1.227 Mining and quarrying 160 29 6 34 1 1 7 10 11 6 0 35 Mfr. of food, beverages and tobacco 652 403 190 306 287 33 159 126 191 75 8 593 Mfr. of textiles and leather 31 22 7 28 1 2 3 8 12 4 0 29 Mfr. of wood products, printing and publ. 99 32 40 71 0 2 18 19 20 12 1 71 Mfr. of chemicals and plastic products 5145 0 0211005 Mfr. of other non-metallic mineral products 10 606 0 0013206 Mfr. of basic metals and fabr. metal prod. 126 89 18 103 4 8 30 22 34 12 2 107 Electricity, gas and water supply 420 228 63 223 68 4 43 78 104 53 9 291 Construction 2.904 1.376 114 1.363 127 68 415 380 431 171 24 1.490 Sale and rep. of motor vehicles, sale of auto. fuel 243 156 27 181 2 17 50 41 56 14 6 183 Wholesale except of motor vehicles 1.933 1.292 428 1.421 298 103 330 431 543 263 49 1.720 Re. trade and repair work exc. of m. vehic. 2.827 1.113 1.372 2.080 405 341 778 534 572 222 38 2.485 Hotels and restaurants 859 222 345 537 30 69 230 116 106 41 6 567 Transport 2.204 1.254 413 1.434 233 50 407 414 519 236 40 1.667 Post and telecommunications 374 155 92 239 7 1 39 67 104 36 0 247 Finance and insurance 165 32 80 106 6 0 9 19 32 34 17 112 Letting and sale of real estate 386 182 128 309 1 12 57 56 107 65 13 310 Business activities 895 348 241 545 44 20 150 158 181 74 5 589 Public administration 13.064 3.458 7.120 8.859 1.719 193 1.848 2.431 3.720 2.016 37 1 10.578 Education 50 20 24 44 1 0 8 11 16 8 2 45 Human health activities 8156 0 0131106 Social institutions etc. 77 21 42 56 6 2 24 10 17 11 0 62 Associations, culture and refuse disposal 518 243 194 420 17 21 82 94 151 80 9 437 Activity not stated 3101 0 0001002

Note: Decomposition in "place of employment" is not yet available.

AIR 111/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Baseline 2006 - employment by sector (numbers) Born outside Greenland Sex Age Place of employment Male Female 15-19 20-29 30-39 40-49 50-59 60-62 Cities Settl ements 4.555 577 44 775 1.488 1.274 1.211 340 0 0 0 0 0 0 0 0 90 20 2 24 21 35 22 7 17 0 0 0 5 4 3 4 36 6 1 2 15 13 9 2 2 0 0 0 0 0 2 0 25 0 0 2 9 6 7 1 0 0 0 0 0 0 0 0 4 0 0 0 1 1 1 1 19 0 4 1 3 6 3 2 122 4 0 9 28 38 31 21 627 189 6 113 200 220 217 61 54 2 1 7 10 16 14 7 146 2 0 18 50 36 37 7 312 12 14 87 90 72 52 9 252 4 6 82 73 59 31 6 340 111 1 52 124 120 117 38 107 7 0 10 30 37 28 9 53 0 0 2 17 19 9 5 74 1 1 9 18 24 18 5 281 9 2 52 97 83 47 8 1.899 210 5 290 661 465 545 141 4 0 0 0 1 1 1 1 2 0 0 0 2 0 0 0

14 0 0 3 6 2 2 1 76 0 0 13 27 17 14 4 0 1 0 0 0 0 0 0

AIR 112/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

16.2 Employment rate by sector (percentage) Total Born in Greenland Sex Place of birth Age Place of employment Standard industrial groupings Male Female Cities Settlements Unknown 15-19 20-29 30-39 40-49 50-59 60-62 Citiestlements Set 100,0 40,2 37,5 65,6 12,0 3,6 16,9 18,1 24,8 12,1 2,1 77,6 Agriculture. horticulture and forestry 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 Fishing 4,9 3,9 0,3 3,2 0,9 0,3 1,0 1,1 1,2 0,5 0,1 4,2 Mining and quarrying 0,5 0,1 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,1 Mfr. of food, beverages and tobacco 2,2 1,4 0,6 1,0 1,0 0,1 0,5 0,4 0,6 0,3 0,0 2,0 Mfr. of textiles and leather 0,1 0,1 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,1 Mfr. of wood products, printing and publ. 0,3 0,1 0,1 0,2 0,0 0,0 0,1 0,1 0,1 0,0 0,0 0,2 Mfr. of chemicals and plastic products 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 Mfr. of other non-metallic mineral products 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 Mfr. of basic metals and fabr. metal prod. 0,4 0,3 0,1 0,4 0,0 0,0 0,1 0,1 0,1 0,0 0,0 0,4 Electricity, gas and water supply 1,4 0,8 0,2 0,8 0,2 0,0 0,1 0,3 0,4 0,2 0,0 1,0 Construction 9,9 4,7 0,4 4,6 0,4 0,2 1,4 1,3 1,5 0,6 0,1 5,1 Sale and rep. of motor vehicles, sale of auto. fuel 0,8 0,5 0,1 0,6 0,0 0,1 0,2 0,1 0,2 0,0 0,0 0,6 Wholesale except of motor vehicles 6,6 4,4 1,5 4,8 1,0 0,3 1,1 1,5 1,8 0,9 0,2 5,8 Re. trade and repair work exc. of m. vehic. 9,6 3,8 4,7 7,1 1,4 1,2 2,6 1,8 1,9 0,8 0,1 8,4 Hotels and restaurants 2,9 0,8 1,2 1,8 0,1 0,2 0,8 0,4 0,4 0,1 0,0 1,9 Transport 7,5 4,3 1,4 4,9 0,8 0,2 1,4 1,4 1,8 0,8 0,1 5,7 Post and telecommunications 1,3 0,5 0,3 0,8 0,0 0,0 0,1 0,2 0,4 0,1 0,0 0,8 Finance and insurance 0,6 0,1 0,3 0,4 0,0 0,0 0,0 0,1 0,1 0,1 0,1 0,4 Letting and sale of real estate 1,3 0,6 0,4 1,0 0,0 0,0 0,2 0,2 0,4 0,2 0,0 1,1 Business activities 3,0 1,2 0,8 1,8 0,1 0,1 0,5 0,5 0,6 0,3 0,0 2,0 Public administration 44,3 11,7 24,2 30,1 5,8 0,7 6,3 8,2 12,6 6,8 1,3 35,9 Education 0,2 0,1 0,1 0,1 0,0 0,0 0,0 0,0 0,1 0,0 0,0 0,2 Human health activities 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 Social institutions etc. 0,3 0,1 0,1 0,2 0,0 0,0 0,1 0,0 0,1 0,0 0,0 0,2 Associations, culture and refuse disposal 1,8 0,8 0,7 1,4 0,1 0,1 0,3 0,3 0,5 0,3 0,0 1,5 Activity not stated 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0

AIR 113/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Employment rate by sector (percentage) Born outside Greenland Sex Age Place of employment Male Female 15-19 20-29 30-39 40-49 50-59 60-62 Cities Settl ements 15,5 2,0 0,1 2,6 5,0 4,3 4,1 1,2 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,3 0,1 0,0 0,1 0,1 0,1 0,1 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,1 0,0 0,0 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,4 0,0 0,0 0,0 0,1 0,1 0,1 0,1 2,1 0,6 0,0 0,4 0,7 0,7 0,7 0,2 0,2 0,0 0,0 0,0 0,0 0,1 0,0 0,0 0,5 0,0 0,0 0,1 0,2 0,1 0,1 0,0 1,1 0,0 0,0 0,3 0,3 0,2 0,2 0,0 0,9 0,0 0,0 0,3 0,2 0,2 0,1 0,0 1,2 0,4 0,0 0,2 0,4 0,4 0,4 0,1 0,4 0,0 0,0 0,0 0,1 0,1 0,1 0,0 0,2 0,0 0,0 0,0 0,1 0,1 0,0 0,0 0,3 0,0 0,0 0,0 0,1 0,1 0,1 0,0 1,0 0,0 0,0 0,2 0,3 0,3 0,2 0,0 6,4 0,7 0,0 1,0 2,2 1,6 1,8 0,5 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,3 0,0 0,0 0,0 0,1 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0

AIR 114/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

16.3 Employment by sector, indexed (Index 2005=100) Total Born in Greenland Sex Place of birth Age Place of employment Standard industrial groupings Male Female Cities Settlements Unknown 15-19 20-29 30-39 40-49 50-59 60-62 City lement Sett 102,5 104,4 102,2 369,3 208,9 6,9 530,3 109,3 130,1 52,3 18,83.937,5 Agriculture. horticulture and forestry 109,2 109,7 103,3 634,1 261,8 12,6 355,7 31,9 278,4 55,6 2,500,0 1 Fishing 102,2 100,8 107,5 317,6 204,1 12,8 404,1 105,8 103,1 38,41 13, 100,0 Mining and quarrying 115,0 101,4 145,9 312,3 44,7 5,3 100,0 91,0 127,5 67,6 0,8,0 100 Mfr. of food, beverages and tobacco 108,2 109,7 106,9 397,6 243,0 9,5 513,4 87,1 155,2 44,5 11,7.411,9 7 Mfr. of textiles and leather 95,4 128,8 66,3 561,5 55,6 7,4 261,9 209,1 176,1 42,3 0,58,7 2.91 Mfr. of wood products, printing and publ. 100,9 90,5 101,7 246,0 100,0 4,0 602,5 93,9 94,9 69,9 7,02,6 7.13 Mfr. of chemicals and plastic products 127,1 100,0 109,0 168,5 100,0 0,0 100,0 63,8 149,0 45,7 100,0100,0 Mfr. of other non-metallic mineral products 88,4 113,5 100,0 100,0 100,0 0,0 100,0 100,0 322,8 52,0 0,00,0 10 Mfr. of basic metals and fabr. metal prod. 107,7 108,6 112,6 396,8 96,5 12,3 1.475,2 79,8 147,7 34,31 18, 100,0 Electricity, gas and water supply 94,5 94,2 101,0 428,6 520,4 1,8 1.442,1 161,8 119,7 48,7 16,94.150,1 Construction 137,6 109,0 138,8 319,8 142,8 8,3 648,4 101,2 118,0 45,3 16,79.310,0 Sale and rep. of motor vehicles, sale of auto. fuel 106,6 112,1 79,5 265,8 31,0 17,5 277,6 84,5 124,1 29,1 71,2048,3 3. Wholesale except of motor vehicles 106,9 127,9 84,3 377,0 310,9 9,8 359,0 140,9 130,6 58,3 23,0.525,8 4 Re. trade and repair work exc. of m. vehic. 102,5 101,9 103,1 226,9 160,7 27,2 270,1 70,8 103,5 39,1 17,55.779,3 Hotels and restaurants 97,7 99,5 96,1 178,3 59,3 29,9 273,6 47,7 96,8 37,9 17,8 100,0 Transport 104,4 105,0 105,9 296,2 332,8 4,9 946,4 104,2 116,5 50,7 20,74.504,7 Post and telecommunications 97,0 99,9 93,6 460,3 120,7 0,5 983,2 167,8 152,4 32,9 0,00 100, Finance and insurance 102,8 96,9 106,5 1.175,6 603,8 0,0 100,0 277,4 133,1 132,2,9 50 699,0 Letting and sale of real estate 105,3 93,0 118,2 642,8 16,8 4,7 633,2 142,8 170,5 56,5 18,9427,2 4. Business activities 114,2 110,7 111,1 365,7 145,7 5,8 883,1 120,5 113,3 47,6 8,0.409,6 8 Public administration 103,7 101,2 105,0 508,9 221,2 2,5 1.026,9 131,0 146,5 58,8,1 20 3.013,7 Education 114,6 101,1 102,1 624,6 50,1 1,0 761,7 189,1 121,1 54,5 29,4.236,3 2 Human health activities 103,2 100,0 173,6 620,7 100,0 0,0 100,0 320,7 50,0 100,0 0,000,0 1 Social institutions etc. 158,0 292,9 144,7 807,1 299,2 5,6 2.374,4 105,7 210,7 97,69 1, 100,0 Associations, culture and refuse disposal 102,2 96,3 108,5 416,0 119,2 6,6 327,7 130,2 137,1 53,9 13,6.240,9 6 Activity not stated 0,3 1,3 0,2 3,2 1,9 0,1 3,6 1,0 0,8 0,3 0,3 12,4

AIR 115/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

Baseline 2006 - employment by sector, indexed (2005=1 00)

Male Female 15-19 20-29 30-39 40-49 50-59 60-62 City Settle ment 96,9 30,3 146,7 75,8 79,5 75,7 75,6 85,9 100,0 100,0 100,0 100,0 100,0Born 100,0 outside 100,0 Greenland 100,0 46,0Sex 505,4 100,0 98,0 38,8 Age 46,8 54,3 106,6 Place of employment 16,3 0,0 100,0 0,3 41,3 15,2 7,7 28,6 69,8 108,3 100,0 186,8 92,9 57,4 60,9 78,2 115,2 0,0 100,0 0,0 28,4 0,0 101,0 100,0 153,3 0,0 100,0 100,0 94,7 120,0 81,7 104,9 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 79,8 100,0 100,0 100,0 100,0 68,2 50,0 100,0 99,7 100,0 383,1 36,9 99,3 83,4 63,8 100,0 92,6 47,8 100,0 54,2 102,1 92,8 71,9 147,9 84,0 947,1 105,2 88,7 119,2 106,3 105,8 110,1 102,6 90,5 50,8 182,9 102,9 132,6 78,7 93,4 57,8 5,5 21,7 53,3 54,9 40,6 58,0 59,6 134,1 11,4 155,6 111,2 91,9 84,7 93,2 112,4 147,2 3,2 70,6 78,4 92,4 90,9 89,7 75,1 77,8 123,7 103,1 79,4 84,6 80,1 91,9 99,0 96,4 29,1 100,0 87,7 81,9 91,2 78,7 88,2 188,0 0,1 100,0 53,5 114,3 87,9 94,6 152,3 161,2 4,3 100,0 107,4 140,2 149,7 90,5 85,4 142,5 15,2 203,1 127,9 100,0 115,3 129,6 116,6 153,8 18,1 263,9 81,6 91,8 86,3 89,5 85,2 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 205,0 0,0 100,0 31,9 86,6 0,0 100,0 100,0 452,0 0,0 100,0 267,1 139,8 65,6 46,6 100,0 151,1 0,2 100,0 115,4 89,7 121,7 75,4 207,4 0,0 0,3 100,0 0,0 0,0 0,1 0,2 0,0

AIR 116/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church

2007 (baseline + 2) 16.1 Employment by sector (numbers) Total Born in Greenland Sex Place of birth Age Place of employment Standard industrial groupings Male Female Cities Settle ments Unknown 15-19 20-29 30-39 40-49 50-59 60-62 Cities Set tlements 28.493 12.522 10.660 19.601 3.582 0 1.075 5.033 4.984 7.607 3 .871 612 Agriculture. horticulture and forestry 1713 513 5 0 142631 Fishing 1.246 1.003 65 841 227 0 60 244 258 349 145 10 Mining and quarrying 128 30 6 32 4 0 1 7 7 13 7 0 Mfr. of food, beverages and tobacco 846 641 139 388 392 0 32 169 157 272 132 17 Mfr. of textiles and leather 35 24 931 1 0 1 4 8153 0 Mfr. of wood products, printing and publ. 107 32 50 81 1 0 6 23 17 17 17 2 Mfr. of chemicals and plastic products 4033 0 0010100 Mfr. of other non-metallic mineral products 8404 0 0001210 Mfr. of basic metals and fabr. metal prod. 108 66 24 85 6 0 3 24 22 30 11 2 Electricity, gas and water supply 355 185 66 199 52 0 2 41 58 96 49 5 Construction 2.075 1.319 104 1.362 61 0 79 407 319 426 167 24 Sale and rep. of motor vehicles, sale of auto. fuel 206 127 30 154 3 0 15 44 39 48 10 1 Wholesale except of motor vehicles 2.537 1.801 507 1.723 585 0 129 449 484 780 410 55 Re. trade and repair work exc. of m. vehic. 2.423 971 1.191 1.823 338 0 308 685 420 519 199 30 Hotels and restaurants 980 338 391 688 40 0 84 295 144 148 48 10 Transport 2.224 1.258 401 1.444 215 0 54 403 409 515 240 38 Post and telecommunications 512 223 155 354 23 0 7 69 90 151 58 1 Finance and insurance 216 61 90 137 14 0 4 17 17 40 45 28 Letting and sale of real estate 319 135 111 242 3 0 15 44 50 86 37 13 Business activities 813 336 275 564 47 0 25 176 141 188 76 6 Public administration 11.905 3.410 6.298 8.227 1.481 0 210 1.712 2.086 3.447 1.935 3 19 Education 91 44 32 73 3 0 5 18 17 23 10 2 Human health activities 6145 0 0004100 Social institutions etc. 115 31 57 81 7 0 3 26 18 21 16 3 Associations, culture and refuse disposal 1.208 463 649 1.041 71 0 27 170 215 411 244 44 Activity not stated 9817 2 0112320 Note: The figures are in man-year and the work force is defined as age between 15 and 62 years. The public administration is overstated. It is not possible to differentiate various activities from the real administration eg. from teaching in public schools from the ministries' and municipalties' administrations. GS is currently undertaking a work to verify the public administration and the industrial grouping "Activity not stated". Note: Decomposition in "place of employment" is not yet available.

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Baseline 2007 - employment by sector (numbers)

Male Female 15-19 20-29 30-39 40-49 50-59 60-62 Cities Settl ements 3.654 1.656 41 751 1.470Born 1.375 outside 1.287 Greenland 386 0Sex 0 0 0 0 Age 0 0 0 Place of employment 174 5 2 25 37 64 44 6 87 5 1 8 14 24 38 8 60 7 1 4 15 26 19 2 2 0 0 0 0 0 1 13 13 0 1 6 9 7 3 0 1 0 0 0 0 0 0 4 0 0 0 0 2 0 2 15 2 2 3 5 5 3 0 95 9 0 7 22 35 27 13 627 25 4 96 149 174 174 55 42 7 1 8 9 16 15 1 198 32 0 30 59 81 54 6 169 93 8 60 72 67 43 12 149 102 8 78 76 56 31 2 416 150 2 75 167 158 127 37 109 26 1 11 31 44 39 8 39 26 1 4 17 25 12 5 52 22 0 9 16 23 17 8 153 49 3 32 73 54 31 9 1.179 1.017 6 274 659 477 579 200 7 8 0 4 4 3 2 2 0 1 0 4 2 5 2 0 11 16 1 3 4 2 4 1 56 41 2 15 33 25 17 5 0 0 0 0 0 0 0 0

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16.2 Employment rate by sector (percentage) Total Born in Greenland Sex Place of birth Age Place of employment Standard industrial groupings Male Female Cities Settlements Unknown 15-19 20-29 30-39 40-49 50-59 60-62 Cities Settlements 100,0 43,9 37,4 68,8 12,6 0,0 3,8 17,7 17,5 26,7 13,6 2,1 Agriculture. horticulture and forestry 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 Fishing 4,4 3,5 0,2 3,0 0,8 0,0 0,2 0,9 0,9 1,2 0,5 0,0 Mining and quarrying 0,4 0,1 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 Mfr. of food, beverages and tobacco 3,0 2,2 0,5 1,4 1,4 0,0 0,1 0,6 0,6 1,0 0,5 0,1 Mfr. of textiles and leather 0,1 0,1 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,1 0,0 0,0 Mfr. of wood products, printing and publ. 0,4 0,1 0,2 0,3 0,0 0,0 0,0 0,1 0,1 0,1 0,1 0,0 Mfr. of chemicals and plastic products 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 Mfr. of other non-metallic mineral products 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 Mfr. of basic metals and fabr. metal prod. 0,4 0,2 0,1 0,3 0,0 0,0 0,0 0,1 0,1 0,1 0,0 0,0 Electricity, gas and water supply 1,2 0,6 0,2 0,7 0,2 0,0 0,0 0,1 0,2 0,3 0,2 0,0 Construction 7,3 4,6 0,4 4,8 0,2 0,0 0,3 1,4 1,1 1,5 0,6 0,1 Sale and rep. of motor vehicles, sale of auto. fuel 0,7 0,4 0,1 0,5 0,0 0,0 0,1 0,2 0,1 0,2 0,0 0,0 Wholesale except of motor vehicles 8,9 6,3 1,8 6,0 2,1 0,0 0,5 1,6 1,7 2,7 1,4 0,2 Re. trade and repair work exc. of m. vehic. 8,5 3,4 4,2 6,4 1,2 0,0 1,1 2,4 1,5 1,8 0,7 0,1 Hotels and restaurants 3,4 1,2 1,4 2,4 0,1 0,0 0,3 1,0 0,5 0,5 0,2 0,0 Transport 7,8 4,4 1,4 5,1 0,8 0,0 0,2 1,4 1,4 1,8 0,8 0,1 Post and telecommunications 1,8 0,8 0,5 1,2 0,1 0,0 0,0 0,2 0,3 0,5 0,2 0,0 Finance and insurance 0,8 0,2 0,3 0,5 0,0 0,0 0,0 0,1 0,1 0,1 0,2 0,1 Letting and sale of real estate 1,1 0,5 0,4 0,8 0,0 0,0 0,1 0,2 0,2 0,3 0,1 0,0 Business activities 2,9 1,2 1,0 2,0 0,2 0,0 0,1 0,6 0,5 0,7 0,3 0,0 Public administration 41,8 12,0 22,1 28,9 5,2 0,0 0,7 6,0 7,3 12,1 6,8 1,1 Education 0,3 0,2 0,1 0,3 0,0 0,0 0,0 0,1 0,1 0,1 0,0 0,0 Human health activities 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 Social institutions etc. 0,4 0,1 0,2 0,3 0,0 0,0 0,0 0,1 0,1 0,1 0,1 0,0 Associations, culture and refuse disposal 4,2 1,6 2,3 3,7 0,2 0,0 0,1 0,6 0,8 1,4 0,9 0,2 Activity not stated 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0

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Baseline 2007 - employment rate by sector (percenta ge)

Male Female 15-19 20-29 30-39 40-49 50-59 60-62 Cities Settl ements 12,8 5,8 0,1 2,6 5,2 4,8 4,5 1,4 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,6 0,0 0,0 0,1 0,1 0,2 0,2 0,0 0,3 0,0 0,0 0,0 0,0 0,1 0,1 0,0 Born outside Greenland 0,2Sex 0,0 0,0 0,0 0,1 Age 0,1 0,1 0,0 Place of employment 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,3 0,0 0,0 0,0 0,1 0,1 0,1 0,0 2,2 0,1 0,0 0,3 0,5 0,6 0,6 0,2 0,1 0,0 0,0 0,0 0,0 0,1 0,1 0,0 0,7 0,1 0,0 0,1 0,2 0,3 0,2 0,0 0,6 0,3 0,0 0,2 0,3 0,2 0,2 0,0 0,5 0,4 0,0 0,3 0,3 0,2 0,1 0,0 1,5 0,5 0,0 0,3 0,6 0,6 0,4 0,1 0,4 0,1 0,0 0,0 0,1 0,2 0,1 0,0 0,1 0,1 0,0 0,0 0,1 0,1 0,0 0,0 0,2 0,1 0,0 0,0 0,1 0,1 0,1 0,0 0,5 0,2 0,0 0,1 0,3 0,2 0,1 0,0 4,1 3,6 0,0 1,0 2,3 1,7 2,0 0,7 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,2 0,1 0,0 0,1 0,1 0,1 0,1 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0

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16.3 Employment by sector, indexed (Index 2005=100) Total Born in Greenland Sex Place of birth Age Place of employment Standard industrial groupings Male Female Cities Settlements Unknown 15-19 20-29 30-39 40-49 50-59 60-62 City Settlement 99,1 110,4 98,7 374,4 211,2 0,0 114,1 103,0 88,8 111,4 117,805,3 1 Agriculture. horticulture and forestry 130,8 108,3 500,0 1.300,0 166,7 0,0 100,0 133,3 100,0 120,000,0 1 100,0 Fishing 88,3 88,4 83,3 281,3 166,9 0,0 80,0 83,0 73,5 98,6 114,2 90,9 Mining and quarrying 92,1 103,4 150,0 290,9 200,0 0,0 100,0 63,6 77,8 144,4 175,000,0 1 Mfr. of food, beverages and tobacco 140,3 174,7 78,1 503,9 332,2 0,0 103,2 116,6 127,6 160,9 191,3 212,5 Mfr. of textiles and leather 106,1 141,2 81,8 620,0 50,0 0,0 100,0 100,0 114,3 150,0 60,0,0 0 Mfr. of wood products, printing and publ. 109,2 91,4 128,2 279,3 100,0 0,0 200,0 115,0 81,0 100,0 141,7200,0 Mfr. of chemicals and plastic products 100,0 100,0 75,0 100,0 100,0 0,0 100,0 50,0 0,0 100,0 100,00,0 10 Mfr. of other non-metallic mineral products 72,7 80,0 100,0 100,0 100,0 0,0 100,0 100,0 100,0 66,7 50,00,0 10 Mfr. of basic metals and fabr. metal prod. 92,3 80,5 150,0 326,9 150,0 0,0 150,0 88,9 95,7 88,2 100,0,0 200 Electricity, gas and water supply 79,8 76,4 106,5 382,7 400,0 0,0 66,7 85,4 66,7 88,9 96,1 71,4 Construction 98,3 104,5 126,8 319,7 68,5 0,0 123,4 108,2 87,4 112,7 115,250,0 1 Sale and rep. of motor vehicles, sale of auto. fuel 90,4 91,4 88,2 226,5 42,9 0,0 83,3 91,7 86,7 102,1 125,0 16,7 Wholesale except of motor vehicles 140,3 178,3 99,8 457,0 609,4 0,0 140,2 146,7 116,3 172,9 190,7 144,7 Re. trade and repair work exc. of m. vehic. 87,9 88,8 89,5 198,8 134,1 0,0 106,9 90,8 75,9 91,5 91,3 69,8 Hotels and restaurants 111,4 151,6 108,9 228,6 78,4 0,0 100,0 120,9 132,1 138,3 141,2 200,0 Transport 105,4 105,4 102,8 298,3 307,1 0,0 125,6 101,5 91,7 110,5 123,1 102,7 Post and telecommunications 132,6 143,9 158,2 680,8 383,3 0,0 175,0 172,5 132,4 139,8,8 175 100,0 Finance and insurance 134,2 184,8 120,0 1.522,2 1.400,0 0,0 100,0 242,9 70,8 153,8132,4 175,0 Letting and sale of real estate 86,9 68,9 102,8 504,2 37,5 0,0 166,7 112,8 79,4 74,8 52,97 185, Business activities 103,7 107,0 126,7 378,5 156,7 0,0 147,1 134,4 88,1 120,5 126,7 85,7 Public administration 94,5 99,8 92,8 472,5 190,6 0,0 116,7 92,2 82,2 100,5 105,09 90, Education 206,8 220,0 133,3 1.042,9 150,0 0,0 500,0 300,0 130,8 164,342,9 1 100,0 Human health activities 75,0 100,0 133,3 500,0 100,0 0,0 100,0 0,0 200,0 100,0 0,0,0 100 Social institutions etc. 234,7 442,9 196,6 1.157,1 350,0 0,0 300,0 288,9 225,0 190,966,7 2 100,0 Associations, culture and refuse disposal 238,3 183,7 362,6 1.030,7 507,1 0,0 108,0 236,1 195,5 275,864,2 3 628,6 Activity not stated 0,8 8,1 0,5 14,9 15,4 0,0 100,0 2,1 2,9 3,2 3,0 0,0

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Baseline 2007 - employment by sector, indexed (2005=1 00)

Male Female 15-19 20-29 30-39 40-49 50-59 60-62 City Settle ment 77,7 87,0 136,7 73,4 78,5 81,7 80,4 97,5 100,0 100,0 100,0 100,0 100,0Born 100,0 outside 100,0 Greenland 100,0 88,8Sex 125,0 100,0 104,2 69,8 Age 86,5 107,3 85,7 Place of employment 85,3 125,0 100,0 80,0 107,7 92,3 90,5 57,1 117,6 116,7 100,0 400,0 93,8 118,2 126,7 66,7 100,0 0,0 100,0 0,0 0,0 0,0 50,0 100,0 81,3 144,4 100,0 100,0 66,7 180,0 77,8 300,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 80,0 100,0 100,0 100,0 0,0 100,0 0,0 100,0 78,9 100,0 200,0 100,0 166,7 71,4 60,0 100,0 72,0 100,0 100,0 41,2 81,5 85,4 62,8 92,9 83,9 125,0 66,7 75,6 88,7 84,1 84,9 100,0 79,2 350,0 50,0 200,0 90,0 133,3 83,3 12,5 78,3 86,5 0,0 88,2 64,1 92,0 85,7 50,0 72,5 91,2 88,9 76,9 73,5 78,8 76,8 150,0 87,1 80,3 100,0 75,0 96,2 86,2 91,2 25,0 95,2 166,7 200,0 113,6 114,4 105,3 100,0 97,4 98,2 113,0 100,0 100,0 83,8 107,3 111,4 80,0 139,3 104,0 100,0 100,0 113,3 113,6 120,0 166,7 113,0 129,4 100,0 112,5 123,1 143,8 85,0 133,3 77,7 87,5 300,0 78,0 75,3 75,0 86,1 128,6 95,5 87,9 300,0 77,0 91,5 88,5 95,1 120,5 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 0,0 33,3 100,0 400,0 100,0 500,0 100,0 100,0 366,7 177,8 100,0 300,0 100,0 66,7 80,0 100,0 112,0 157,7 100,0 136,4 110,0 178,6 89,5 250,0 0,0 0,0 100,0 0,0 0,0 0,0 0,0 0,0

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17.1 Life expectancy, 2005 in years 2005 2006 2007 Male 65,5 65,8 66,3 Female 70,9 71,2 71,3

17.2 Birth rate 2005 2006 2007 Born Mean population Per 10.000 Born Mean population 10.000 Per Born Mean population Per 10.000 Male 454 30251 15,0 413 30094 13,7 447 29945 14,9 Female 433 26685 16,2 429 26681 16,1 406 26610 15,3

17.3 Number of children per household 2005 2006 2007 2008 Children, total Children, total Children, total Children, total under 18 Per household under 18 Per household under 18 Per household under 18 Per household Male 8625 0,38 8601 0,38 8424 0,38 8225 0,37 Female 8397 0,37 8337 0,37 8179 0,37 8026 0,36

17.4 Infant mortality 2005 2006 2007

Infant mortality, Infant mortality, Infant mortality, per 1000 born per 1000 born per 1000 born Dead children Dead children Dead children Male 4 8,8 7 16,9 4 8,9 Female 3 6,9 6 14,0 3 7,4

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17.5 Rate of suicide (per 10.000 inhabitants)

Age 0-14 15-242005 25-34 35-442006 45-5445-54 55+ 55+ Total2007 Total0-14 15-24 0-14 25-34 35-44 15-24 45-54 25-34 55+ 35-44 Total

Male 1,4 39,3 18,6 15,2 6,6 2,212,0 3,0 12,6 5,0 1,0 4,0 2,0 13,0 27,0 8,0 9,0 6,1 3,0 40,0 1,0

Female 1,4 7,2 9,2 1,9 2,9 5,40 1,0 4,1 2,0 0,0 0,0 12,0 8,0 1,0 6,0 1,0 2,0 18,0 2,0 7,0 0,

Source: Chief Medical Office in Greenland

17.5 Rate of suicide (per 10.000 inhabitants)

Age 0-14 15-24 25-34 35-44 45-54 55+ Total

Male 1,0 11,0 9,0 4,0 2,0 2,0 29,0

Female 0,0 4,0 0,0 0,0 2,0 0,0 6,0 2008 Source: Chief Medical Office in Greenland

17.6 Main diseases Reported infectious diseases in:

2006 2007 2008

Hepatitis 6 0 0

Tuberculosis 73 60 62

HIV positive 5 3 1

AIDS 2 0 1

Syphilis - 2 1

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Annex 5: List of results and targets for 2008

Focal No. Indicator Baseline Results Targets Targets Comment area 2008 2008 2008, difference in % from 2008 1 Public Expenditure on expenditure on education will education be stable or increase in the 4 1.1 Expenditure 16.1 % 19.7 % 19.3% 0.4% coming years, on education as (2005) which have a percentage of been politically total public approved. expenditure 4 1.2 Expenditure € 115.5 € 161.4 € 159.6 1,3 % on education (in million million million EURO) (2005) 4 1.3 Expenditure 100 140 138 2 % on education, (2005) indexed 2 Implementation Yes Yes of improvements In 2007 Cooperation in monitoring considerable between system work went MoCERC Description of into and improvements in establishing Statistics the monitoring indicators, Greenland system (process baselines as will be indicator where well as further answer will be monitoring developed to yes or no) guidelines for ensure implementing better line monitoring ministries of GEP. and other An IT tool for bodies. Piareersarfiit centres is expected to be implemented at the end of 2009.

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Focal No. Indicator Baseline Results Targets Results Comment area 2008 2008 2008, difference in % from targets 2008 3 Applicants Students applying for formal education

1 3.1 Students 1223 1396 1230 13,5 % The number of applying for (2006) applications for vocational VET is education and 2006=100 Index: 109 Index: 101 8 percent increased due training (numbers points to the double and indexed) year group finishing continuation school and we anticipate that a number of these students will apply for VET. 3.2 Students 371 371 applying for high (2008)

school 2008=100 100 3.3 Students 154 154 applying for (2008)

higher education 2008=100 100 4 Attendance 1 a) Number of 1925 2410 2298 4,9 % Attendance is students (2005) expected to attending increase as a vocational Index Index: 125 Index: 119 6 result of education and 2005=100 reduced drop- training and high out rates and school education better guidance. 1 b) Number of n.a. Targets from Comprehensive students Baseline 2010 data available attending skills is set in from 2010. and real 2009 competence courses

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3 c) Number of 775 924 887 5,4 % Only a slight students (2005) increase is attending higher Index: 119 Index: 114 expected as education Index there still are 2005=100 only a limited number of students who qualify for admission to higher education.

1 5 Apprenticeships 1098 1316 1133 16,2 The number is Number of (2005) related to apprenticeships attendance at in vocational Index Index: 120 Index: 103 VET schools education and 2005=100 and is expected training to increase. However, school traineeships are not included and some VET programmes do not apply apprenticeships. 6 Ratio of Included to expenditure on (2008) There are no Target is 0 monitor trends private skills results to (zero) over time. and add Traditionally competence private sector courses (with involvement is public subsidies) low. related to all skills and competence courses 7 Buildings Investments and 6 a) Number of 0 units 0 constructions dormitories completed are ongoing. completed Buildings, especially of

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6 b) New School constructions dormitories, is a educational in the coming years high-priority institutions are expected to issue from 2009 include: and several of completed • A Mining school the

• A Design school, constructions construction of begun in 2008 physical school is is expected to postponed until be completed in suitable buildings 2010. or construction The need for sites are decided additional upon. dormitories is • A School of social facilitated by education renting • A Continuation apartments or school adding students 6 c) Extension of 1 to apartments educational (Piareersarfiit previously institutions school rented by one completed building in student alone. Qaanaaq)

No. Indicator Baseline Results Targets Targets Comment 2008 2008 2009, difference in % from 2008 8 Education n.a. n.a. Targets Long-term Share of from target: 2/3 of adult Baselines 2010 the population to be set population with ISCED in 2009 should have level 3 (in an education Greenland in 2020. at least a high school Statistics education Greenland is degree or in the vocational process of education improving and data training) collection and management.

9 Completion Completion rates are 9.1 581 716 704 1,7% expected to Graduates (2005) increase as by type of attendance education increases (numbers) and drop-out rates

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9.2 100 123 121 decrease. Graduates (2005) We are by type of beginning to see the education, positive effect indexed of the initiatives; still the full effect of increased attendance and decreased drop-out rates has yet to show.

No. Indicator Baseline Results Targets Targets Comment 2008 2008 2008, difference in % from 2008 10 Repetition Repetition rates rates are Vocational expected education to remain and training stable or and high decrease school slightly education over time.

5 10.1 47 68 36 88,9% Repeaters (2005) attending vocational education and training and high school education (numbers)

5 10.2 2,4 % 2,9% 1,6 % 81,3 point Repeaters (2005) attending relative to total attending students in vocational education and training and high school education

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5 10.3 100 145 77 88,0% Repeaters (2005) attending vocational education and training and high school education (indexed)

No. Indicator Baseline Results Targets Targets Comment 2008 2008 2008, difference in % from 2008 5 11 Drop-out Because the rates total number of a) students has Formal gone up, educati students drop- on out rates are 5 a1) Drop- 639 706 672 2,7 % decreasing out rate by (2005) in relation to type of total students. education (numbers) 5 a2) Drop- 23,7 % 21,5 % 21,1 % -6,0 % Data will be out rate (2005) available with relative to the total implementation attendance in 2008 and by type of 2009 of a new education IT tool for 5 b) Skills n.a. Targets Piareersarfiit courses and Baseline from centres real to be set 2010 competence in 2009 courses

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No. Indicator Baseline Results Targets Targets Comment 2008 2009 2009, difference in % from 2008 12 Job Baseline n.a. Targets Job insertion is Insertion to be set from expected to in 2009 2010 increase with higher a) Number education of graduates from formal levels.

educations

obtaining a

job

b) Job Baseline Targets insertion to be set from after in 2009 2010 attending Piareersarfiit 13 Enterprise Gross impact start-ups There is included to 13.1 no allow trend Enterprise baseline analysis in later start-ups by for this stage of the sector indicator programme. (numbers) 13.2 Enterprise start-ups relative to total enterprises by sector 13.3 Enterprise start-ups by sector, indexed (Index 2008=100)

No Indicator Baseline Targets Targets Targets Comment . 2008 2008 2009, differenc e in % from 2008 14 GDP per €25.000 (2006) Results 2007: There are Gross capita €26.340 no targets impact (figures are set for this included to only available indicator allow trend with one year due to its analysis in delay). complexity. later stage of the programme

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Figures are only available with one year delay. 15 Block Gross grants impact and other included to external allow trend grants analysis in later stage 15.1 Total From From Denmark: From From of the external Denmark:481.827 526.117 Denmark: Denmark: programme. grants by From EU: From EU: 550.153 4,6 % origin 42.426 42.253 From EU: From EU: (Denmark Total: 524.253 Total: 568.371 42.217 -0,1 % and EU) Total: Total: 4,2 (1000 €) 592.369 % 15.2 Total From Denmark: From Denmark: From From external 41,9 % 39,8 % Denmark: Denmark: grants in From EU: From EU: 40,8 % 2,5 % percentage 3,7 % 3,2 % From EU: From EU: of total Total: 45,6 % Total: 43,0 % 3,1 % -2,1 % public (2005) Total: 43,9 Total: 2,1 budget % %

15.3 Total 2005=100 From Denmark: From external 109 Denmark: grants by From EU: 100 114 origin Total: 108 From EU: (indexed) 100 Total: 113

No. Indicator Baseline 2008 Expected Targets Comment 2009 2009, difference in % from 2008 16 Employment Gross impact rates 108 included to 16.1 Total Total There are allow trend Employment (2005): (2007): no targets analysis in later by sector 28.743 28.493 set for this stage of the (numbers) indicator programme. due to its complexity. 16.2 100 There are Employment (2007) no targets rate by set for this sector indicator (percentage) due to its complexity.

108 For a detailed overview of employment rates broken down by sector, age, gender etc see annex 8: Baselines

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16.3 2005=100 99,1 There are Employment (2007) no targets by sector, set for this indexed indicator due to its complexity.

No. Indicator Baseline Results Targets Comment 2009, difference in % from 2008 17 Health Gross impact included to allow trend analysis in later stage of the 17.1 Life (2005) (2007) programme. expectancy Male: 65,5 Male: 66,3

Female: Female: 71,3 Figures are 70,9 available with

varying delay, up 17.2 Birth rate (2005) (2007) to two years. Male: 15,0 Male: 14,9 Female: 16,2 Female: 15,3

17.3 Number (2005) (2008) of children per Male: 0,38 Male: 0,37 household Female: 0,37 Female: 0,36

17.4 Infant (2005) (2007) mortality Male: 8,8 Male: 8,9 Female: 6,9 Female: 7,4

17.5 Rate of (2005) (2008) suicide 109 Male: 12,6 Male: 29,0 Female: 4,1 Female: 6,0

17.6 Main Reported (2008) diseases infectious diseases in (2006) Hepatitis: 0 Tuberculosis: Hepatitis: 6 62 Tuberculosis: 73 HIV positive: 1 HIV positive: 5 AIDS: 1 AIDS: 2 Syphilis: 1 Syphilis: -

109 For rate of suicide in age groups see annex 8: Baselines

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Annex 6: Overview of the Education System in Greenland Basically the education system in Greenland is like the best in the EU. It is quite similar to the Danish system, and it contains – like almost all other countries – education in the following areas:

1. Elementary education 2. Vocational education and training 3. High school education 4. Higher education

Post graduate, supplementary training and in-service training for adults etc. can be delivered at different levels and by different educational institutions – not least by the VET (vocational education and training) schools. The system is organised in accordance with Greenlandic conditions and is featured to qualify people to live and work in Greenland. The system is by and large aligned also with European education.

All formal education is free with no school fees, and until higher education all books and most materials are lend out and/or free of charge. After elementary education, all formal education is supported by a study grant given to all students in two levels; 1) under 18 years old and 2) over 18 years old, exempt the VET apprentices who normally receive pay from the employers/apprenticeship, this area is not differentiated by age. Student travels are paid by the GHRG for the initial travel between a student’s hometown and the town of the educational institution both within and outside Greenland. One additional free journey to the student’s hometown (per year) is also offered

A brief overview of the education system is given in the following sections.

1. Elementary Education Elementary education comprises, what in the English speaking world, is known as primary and lower secondary education. It is compulsory up to 10th grade. (before 2008 it was 1 more year), and afterwards a significant number of students take an extra year at a continuation school in Denmark or in Greenland.

Elementary schools are spread all over the country, and can be found in the following 18 towns, which correspond to the number of municipalities prior the Municipal Structure Reform came into effect as of 1 January 2009. Almost all of them with more than one school:

Nanortalik, Qaqortoq, Narsaq, Ivittuut, Paamiut, Nuuk, Maniitsoq, Sisimiut, Kangaatsiaq, Aasiaat, Qasigiannguit, Ilulissat, Qeqertarsuaq, Uummannaq, Upernavik, Qaanaag, Ittoqqortoormiit, and Ammassalik .

In the school year 2007/08 teaching was carried out by 1085 110 leaders and teachers, and 10.273 pupils followed elementary education that school year 111 .

110 The number contains 59 leaders, 603 teachers on fixed contracts and 331 temporary teachers (273 converted to full time positions) 111 2007-2008. Elementary School in Greenland. Inerisaavik , 2008

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Elementary schools are either public or private schools. At the moment there are two private schools in Greenland. One is situated in Nuuk , and is called Nuuk International Free School and began in the school year 2006/07, one in Sisimiut started to work in 2008.

Finally, it is possible for the adult population to attend courses at two folk high schools ( Knud Rasmussenip Hoejskolia and Sulisartut Hoejskoliat ), where education is provided at elementary school level. In addition, at the Piareersarfiit centres qualifying courses in Greenlandic, Danish, English and mathematics for young people (AEU) are provided in order to improve participants’ pre-requisites for further education.

2. Vocational Education and Training (VET) Vocational education and training (VET) comprises branches like iron and metal, building and construction, food production and catering, business and trade, special areas like sheep-farming, hunting and fishing 112 and maritime education, health care and social work, and finally more specialised areas like process technology.

2.1. The traditional VET schools Traditional VET schools 113 are either technical school or commercial schools. The technical schools can briefly be described as follows:

• The Fishing Industry School (ATI) in Maniitsoq which provides: A one-year course that gives access to high schools, education for process technicians (process technology at a HE-level (short cycle) for people in all areas of food-production, and competence development courses for technicians related to 1) production, 2) laboratory work and 3) environment. • The Building and Construction School in Sisimiut provides education and courses within the building and construction sector and is the institution that educates carpenters, VVS 114 and painters. All different kinds of supplementary training regarding the professional area are delivered, and the school is involved in research projects (in cooperation with the Greenland Innovation Centre) on building and construction technology, energy production, raw material utilisation and environmental protection. It is also the place where entrepreneurs from all over the country can find help in 1) raising the efficiency of work processes, 2) testing their invention, and 3) investigating the opportunities for selling a new product. The school is also involved in the education of arctic engineers (see below under Higher Education). • The Iron and Metal School in Nuuk provides education within three areas:

1. Crafts and engineering: Blacksmiths and mechanics, ship-fitters, welders. 2. Mechanical engineering, transport and logistics: Auto mechanics, terminal workers, stock- and transport workers, cycle-mechanics.

112 A new school will be started in 2009 113 VET schools in Greenland may provide vocational education for youth (apprenticeship), vocational training for adults (unemployed or people from industry), high school education, and even Higher Education (the short cycle). 114 VVS = Water, heating and sanitary facilities.

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3. Technology and communication: Electricians, electro-technicians, automatictechnicians, office-machine technicians, radio- and data technicians, technicians for film and TV-production.

Supplementary (in-service) training in the above mentioned areas, and also in areas like quality assurance, arctic first aid, etc., is provided. • The Food Industry School ( INUILI ) in Narsaq provides basic vocational education for bakers, waiters, cooks and butchers. Also education for receptionists and people in the tourist and hotel business is offered here. The final part of the education must be carried out in Denmark. Supplementary training is offered in all above mentioned areas. • The Maritime School in Paamiut provides: Skipper education with examination for the master’s certificate regarding coast skippers (skippers for merchant ships) and fishing skippers. • The Sheep-farming School in Qaqortoq provides education with theory at the school and practice with sheep-farmers in Greenland or Iceland. • The commercial schools (Greenland Business School(s)) are situated in Nuuk and in Qaqortoq , • and they provide:

1. Basic Commercial Programmes for shops assistants and clerks, and together with Danish schools also trade-assistants, sales-assistants, decorators, medical secretaries, purchasing assistants. 2. Supplementary one year “Exam Course at Higher Commercial Examination” (HHX level) for high school graduates.

Finally the schools provide (as mentioned above) the high school education (HHX) in Qaqortoq and several higher education programmes (see below).

2.2. VET schools in the health care and the social sector The two institutions providing education for the social and the health sector are:

• The Centre for Health Education, • The School for Social Education (PI/SPS).

The educational programmes for social workers, socio-educational teachers, and nurses have been transferred to the University of Greenland whereas educational programmes for social- and health assistants (SOSU), and for practical nurses will be provided by the two vocational schools. They also deliver supplementary training for staff in the social sector as well as in the health sector.

The health area and the area of social affairs are very important for Greenland’s development. There is a huge lack of labour capacity here, at that is why PI/SPS has established cooperation with the Centre for Health Education and with the Institute for Social Workers on provision of courses for unskilled staff within these areas. 115

2.3. Piareersarfiit centres and regional schools Important elements in the whole educational system are also:

115 These education facilities are as such not a part of the VET-system, never the less they provide significant knowledge and training within their respective areas.

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• The Piareersarfiit centres take care of guidance for young people in order to help them set up a plan for further education, and for adults (for instance unemployed) to give them good advice as to how to get a job and/or how to prepare for getting one. Qualifying courses for both young people (AEU 116 ) and adults (PKU 117 ) are provided 118 by the centres in order to improve participants’ pre-requisites for job and education. The vision is that the Piareersarfiit centres should be working according to the “one-door- principle”, meaning that they take care of labour market issues as well as educational guidance. There are 18 Piareersarfiit centres within the Greenland's four municipalities. • The regional schools (only a few) where VET schools provide education in their professional area especially for adults. Examples are the Building and Construction School and the School for Social Education, delivering education and courses outside their home base. Also the Language Centre in Sisimiut (see below) has started education in Nuuk .

2.4. Other schools and centres Two more institutions are part of the VET-sector:

• The Language Centre ( Oqaatsinik Pikkorissarfik ) in Sisimiut . The aim of the Language Centre is to improve the population’s language skills. This should be done taking into consideration the various needs of the private and the public sector - and in accordance with the political objectives in force for the industry, labour market and education system. It is done by giving language courses and language teaching at the centre, promoting and arranging language course stays and language teaching at educational institutions, language schools and the like in Greenland and abroad. It also functions as a knowledge centre which can guide individuals, institutions and companies on possible language courses and language teaching both at the centre and elsewhere. The centre has also been a driving force in development of materials, concepts and methods for e-learning – especially in the so-called e-forum network 119 . The Language Centre also provides a translator education, which has now been recognised as a higher education. • The Management Academy was established in order to facilitate leadership and management in the Greenlandic society. It was established in connection with the Greenland Education Programme, and it provides courses and educational programmes in relation to Greenlandic conditions, inspired by international research, and in cooperation with international educational institutions. It is supposed to be a knowledge centre for management development in Greenland. It works closely together with NI- Nuuk on degree courses (for instance the HE-course on Management and Leadership).

3. High School Education The high school system has (like the Danish system) three equal educational programmes:

• General high school education (GU) is provided in Aasiaat, Nuuk and Qaqortoq ,

116 Qualifying participants for admission to VET-schools 117 Competence courses (earlier called real competence courses) especially for unskilled workers in order to qualify them for jobs in relevant trades and industries 118 AEU-courses are delivered by the Piareersarfiit centres whereas PKU-courses normally are delivered by a VET-school 119 A cooperation between a number of schools in Greenland – most of them are VET-schools

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• Commercial high school education (HHX) is provided in Qaqortoq , • Technical high school education (HTX) in Sisimiut.

The high school education has been transferred from Denmark to Greenland (GHRG) in January 2009. This means that Greenland now has the whole responsibility of this important area. In order to implement the high school education in accordance with Greenlandic needs and conditions, a high school reform is going on in order to give as many young people as possible the necessary qualifications for doing higher education studies in Greenland, Denmark and abroad.

The reform is planned to go on from August 2008 to August 2011, and a new Greenlandic high school education should start from August 2011. The reform development itself involves staff from the GHRG, teachers and leaders from the present high schools, including GU as well as HTX and HHX and includes workshops, group work, hearings etc.

4. Higher Education In terms of higher education, Greenland actually provides educational programmes in accordance with the Bologna process 120 , and within all three cycles:

1. The first cycle (bachelors’ level) and within that also the short cycle (academy programmes) 2. The second cycle (masters’ level) 3. The third cycle (doctors’ level)

The following is a brief description of the higher education provision in Greenland.

4.1. Higher Education - First Cycle

The first cycle may have two levels (the short cycle and the first cycle), and that is the case in Greenland as it is in Denmark.

4.1.1. The Short Cycle Commercial schools provide Higher Education (the short cycle) in the following areas:

• Service economist – with speciality in tourism management, international trade and marketing, • Legal administrative procedure (started in 2007), • Economics and resources management, • Management and leadership (delivered by the Management Academy), • Banking and finance programme.

It is done in cooperation with Danish Business Colleges (Academies) – for instance with the Academy in Aalborg and with the Management Academy at Aarhus Business College. In 2008 and IT and Assistant Accountant Programme was started.

120 http://www.ond.vlaanderen.be/hogeronderwijs/bologna/

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The Fishing Industry School (ATI) in Maniitsoq offers an education in Process Technology for the whole food-industry in Greenland. It is also at a higher education level (the short cycle).

It is possible for Greenlandic Academy providers to use the Danish Distance Education platform NETAU (www.netau.dk).

4.1.2. First cycle (Bachelors Degree) At present the University of Greenland has four institutes (departments) providing traditional bachelor degrees:

• Management and Economics. Bachelor of Science, • Cultural and Social History. Bachelor of Arts, • Language, Literature and Media Studies. Bachelor of Arts, • Theology. Bachelor of Theology.

Since January 2008, also professional bachelor education has been provided:

• Bachelor in Journalism, • Bachelor in Nursing, • Bachelor of Education, • Bachelor in Social Education, • Bachelor of Social Work • Bachelor in Interpretation and Translation (from 2009)

Furthermore there is cooperation between the School of Building and Construction and The Technical University of Denmark, as well as educational agreements with several other Danish academies.

It will also comprise pedagogical diploma courses (PD) at bachelor’s level for teachers, counsellors, ICT-staff and managers in elementary school, delivered by the Institute for Educational Science ( Inerisaavik ) in 1) general pedagogic and 2) didactics – with a special focus on a) Greenland’s history in a cultural and psychological perspective, b) pedagogical psychology, c) coaching of leaders and teachers in elementary school and d) foreign language teaching.

The Building and Construction school in Sisimiut provides part of the education as an arctic engineer (in cooperation with the Technical University of Denmark (DTU)). Part of the education (as a bachelor) must be done in Denmark. It is planned that candidates from this Higher Education programme should also have the opportunity to teach at high schools in Greenland.

4.2. Higher Education – the Second Cycle (Master’s degree) Higher education in Greenland is at the same level as in Denmark (and other European countries) but is specifically focused on Greenlandic conditions and circumstances. Four institutes provide education at a master’s level:

• Management and Economics. Master of Science, • Cultural and Social History. Master of Arts, • Language, Literature and Media Studies. Master of Arts, • Educational Science ( Inerisaavik ). Master of Arts.

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The Arctic Engineer Education (mentioned above) can be continued in Denmark at the Technical University of Denmark (DTU) and leads to a masters’ degree 121 , which is also approved as an adequate theoretical background for GU-teachers in the relevant subjects.

It must also be mentioned that each year many Greenlandic students attend universities in Denmark. Greenlanders have access to the Danish higher education system on equal terms with Danish students or through a special agreement by which Greenlanders can be admitted as long as they have marks above average (the grade 6 on the Danish 7-point grading scale). Greenlanders mostly get study grants from GHRG, but they can also choose to study in Denmark under the Danish study grant system.

In 2005 Greenland introduced the so-called free geographic choice of education. Greenlanders, therefore, can choose to study in countries outside Greenland and Denmark with the exception of high schools (general, commercial and technical high schools are only available in Greenland), if they so wish. The restriction is that GHRG does not provide study grants for studies at universities, which require the payment of tuition fees, if the same education is provided free of charge elsewhere. For example a study grant will not be allocated for law studies in the US, where a tuition fee should be paid, because law studies are available free of charge in the Nordic countries.

4.3. Higher Education - the Third Cycle (doctorate) The formalised research in Greenland is related to academic institutions – not least the University of Greenland. Research here, of course, is conducted within all four institutes (departments), and almost all of it directly related to Greenlandic conditions and circumstances. The University of Greenland participates in activities organised by the International Arctic Social Sciences Association (for instance the International Polar Year (IPY) which was held in Nuuk in 2008.

IPY Greenland is working with issues such as 1) arctic climate – variability, change and impact, 2) Greenland's ice sheet – scientific frontiers and 3) man, nature and arctic societies.

An important part of research in Greenland is the PhD studies, and a number of PhD grants are advertised each year. In beginning of 2008 the first industrial PhD grant was advertised in Greenland (financed by the GEP and the Bank of Greenland’s Industrial Fund). In 2009 there are two participants on this programme.

All the PhD projects must be related to Greenland and to Greenlandic issues but can be carried out in cooperation with (for instance) Danish universities.

5. An overview of the ongoing Reform Programme in the Greenland Education Sector In overall, the entire education sector in Greenland is characterised by reforms in most areas of the system.

121 In Denmark, as in Greenland, a university study normally leads to a so-called candidate degree.

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As illustrated below the focal areas are diverse, but still focused on the various sectors from which you can derive the following main characteristics: a reform of the day-care system, elementary school (‘the Good School’) a Greenlandic continuation school system, professional bachelors programmes disconnected from the university.

Due to the challenge from the double leaving year-group 122 in 2008, much effort was put into addressing this situation, including:

• Extra classes added to high schools • Extra apprentice places found • An increased quota for continuation school in Denmark provided • A new continuation school in Greenland constructed • Three temporary continuation schools in Greenland established for 2009 • New dormitories purchased and/or built • More teaching facilities provided

All this is continued in 2009 - in order to achieve the overall objective for the educational initiatives, viz. to contribute to Greenland’s development into an increasingly sustainable economy with a well educated population. These policy measures are not related to the double year group only, but also related to the ambition that two-thirds of the work force (in 2020) should have an education providing them with sufficient academic qualifications or vocational skills.

Currently, a reform of the day-care system: The Good Day-Care Institution (Meeqqerivitsialak ) is being implemented, and focuses on 1) a new legislation, 2) pedagocical/psychological research and development and 3) an educational reform of the social educator education and related courses and post-graduate education. This will lead to better opportunities for parents to work and/or study while a day- care institution takes care of their children, which in turn is a very important element in the effort towards better education and more people in jobs.

Since the school reform 2002 in elementary education 123 the reform initiatives have been very much influenced by the results from the project called the Good School (Atuarfitsialak ) which again was much influenced by principles from American universities (CREDE 124 ), and has led to the formulation of principles for elementary school. A number of schools are working now according to the principles and it seems to give good and positive results (information from MoCERC says that especially the two lowest levels in elementary school are much better now than similar year-groups were just a few years ago). It is promising results since the whole idea behind Greenland Education Programme is to get more pupils from elementary school to go to vocational education and training or high school education. The idea is that experience from “the Good School” can be transferred to also the high school sector and to VET.

122 In connection with the reform of the elementary school, where the compulsory education was reduced from 11 to 10 years, 2008 witnessed both the 11 th and the 10 th grade completing at the same time, thus presenting a ‘double year’-group, which subsequently entered the high school system or the continuation schools. 123 Landstingsforordning nr. 8 af 21. maj 2002 om folkeskolen 124 The Center for Research on Education, Diversity & Excellence ( http://crede.berkeley.edu/ )

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To complement this development and to make sure that the students who drop out of elementary education without a degree are captured by the system, it has been necessary to put in resources and energy on preparation activities for this group. As mentioned above, it takes place at the Piareersarfiit centres, (offering courses in Danish, Greenlandic, English and mathematics) and prepares participants for admission to VET.

Other preparatory programmes are offered at some continuation schools in Denmark with emphasis on Danish and English.

From 2008 the continuation school was introduced also in Greenland with - support from the GEP. In the first place this is done in cooperation with Sulisartut Hoejskoliat in Qaqortoq and Knud Rasmussenip Højskolia in Sisimiut . 300 applications for continuation school in Greenland were received by 1 March 2008. While only 80 places at the continuation school in Qaqortoq was originally planned, funds have since been found for extra 174 places in the school year 2008/2009 in four other locations ( Sisimiut, Maniitsoq , Qaqortoq and Kangerlussuaq ) in order to meet the high demand. From 2009 it is expected that Greenland has its own continuation school, located in Qasigiannguit . It is considered to continue one or more of the temporary continuation schools in 2009-2010.

In order to better identify and fulfil demands from trades and industries it has been planned that VET schools should change their status from public institutions to become “selfgoverning public institutions”. The change is supposed to take place from 2010 and will lead to the establishment of Boards of Governors (representing the labour market) for the VET schools.

A one-year high school course for adults, interested in attending higher education (professional bachelors), is going on, and provides (in one year) participants with qualifications to go directly to higher education (professional bachelors). It seems to be a success – almost nobody drops out (MoCERC, 2008) and is in line with the policy to have more of the population qualified, and to reach the ambition that 2/3 of the population have ISCED (level 3) qualifications.

Finally there is a very clear policy in the higher education sector in terms of the importance for Greenland to have education at the highest level (PhD and masters) and also to provide education for professionals at a medium level (professional bachelors) and at the so-called academy level.

A university park ( Ilimmarfik ) has been established, new buildings constructed, a new legislation has been passed 125 , and an executive order 126 about the Institute for Educational Science ( Inerisaavik ) means that it is now possible to provide master courses etc. in pedagogical and psychological subjects for teachers and other bachelors. Finally the professional bachelor educations (teacher education, social workers, socio-educational teachers, nurses and journalists) have from January 2008 been related to the university sector.

125 Law No. 19 of 19 November 2007 om Ilisimatusarfik 126 Regulation No. 14 of 19 May 2005 on masters education at the Institute for Education and Research

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The Academy education is provided by the VET schools – in many cases in cooperation with Danish institutions. The policy about 1) more efficiency is related also to the new Management Academy administered by the Business School in Nuuk , 2) the ambition that language qualifications should be improved is related to the Language Centre in Sisimiut , and the fact that the centre has just established a department in Nuuk , 3) and finally that the policy to promote and preserve Greenlandic culture is reflected in the Art School activities, and the idea to establish a Design School in Greenland ( Nuuk ).

Most of the policies and activities described above are part of and supported by the GEP, and all of them constitute the overall Greenlandic policy in the education sector, which in turn will support the overall objective to contribute to Greenland’s development into an increasingly sustainable economy with a well-educated population, and development towards a sustainable Greenlandic society.

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Annex 7: Terms of reference for the Steering Committees for the GEP

Inuussutissarsiornermut, Suliffeqarnermut, Inuussutissarsiutinullu Ilinniartitaanermut Naalakkersuisoqarfik

Departementet for Erhverv, Arbejdsmarked og Erhvervsuddannelser

Ministry of Industry, Labour, Vocational Education and Training

Terms of Reference

Terms of Reference for the Education Programme (the Sector Programme and the extraordinary educational initiative)

Background Greenland’s educational system has been subject to a wide-ranging expansion for the last 30 years. Unfortunately, only some 40% of a youth group of a particular year completes a qualifying educational programme. Seen in a future perspective, this is an alarming development, as the low educational frequency produces a large residual group of long-term unemployed and unskilled individuals who are a considerable social and economic burden on the country’s limited resources. Moreover, the insufficient educational production will make it difficult for the business community to tackle the challenges of globalisation, as it will become even more necessary than today to rely on foreign manpower.

Hence, in March 2004, Greenland’s Home Rule Government concluded an agreement with the Danish Government for the establishment of a sector programme for education and business development. This agreement was implemented by the Finance Acts for 2005-2007, but the initiative was launched already during the second half of 2004 with the establishment of a structural-policy pool. For now, it has been agreed to continue the sector programme in 2008-2009.

Subsequently, the Home Rule Government has further strengthened the initiative by allocating extraordinary funds in the Finance Acts, and in the Political-Economic Report for 2005 it was recommended to redirect an increasing annual amount of nearly DKK 400 million towards an extraordinary educational and upgrading initiative until 2013. Based on the Finance Act for 2005, savings on block grants to the municipalities of DKK 25.9 million in 2006, 51.7 million in 2007 and 77.1 million from 2008 onwards are included in this amount.

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In the current Finance Act for 2008 the grants for the areas targeted by this initiative are as follows (million DKK): FA 2006 FA 2007 FA 2008 Budget 2009 Sector programme for education 25.0 25.0 32.1* 42.8* Allocated to extraordinary educational initiatives 46.0 135.6 284.0 278.8 Framework, total 71.0 160.6 284.0 278.8 *Included in “Allocated to extraordinary educational initiatives”

In 2004 a cross-ministerial working group was set up and commissioned to describe and substantiate the need for an extraordinary educational initiative and to submit specific and targeted proposals for the allocation of the above-mentioned funds. Subsequently, the working group submitted its conclusions to the Home Rule Government in the report “Progress through Education and Development of Competencies”. In this report, which was submitted to Greenland’s Parliament during the autumn session in 2004, the challenge was described and 25 initiatives listed whose implementation over the next decade would result in an overall massive upgrading of education and competencies for persons in the age of active employment.

Against this background, in December 2005, the Home Rule Government drew up a concrete proposal for an extraordinary educational initiative, the so-called educational plan that was adopted by Greenland’s Parliament during the spring session in 2006. The principal aim of the educational plan, which covers two stages until the year 2020, is for 2/3 of the population to complete a qualifying educational programme. When the first stage expires at the end of 2012, these terms of reference will be replaced by new terms to be approved at permanent secretary level.

The volume of the educational plan (the sector programme and the extraordinary educational initiative) is altogether so comprehensive, both professionally and financially, that it calls for steering committee anchoring on permanent secretary level as regards the strategic content and on head of division level as regards the planning work, respectively.

The Strategic Steering Committee The overall prioritisation and coordination of the educational plan takes place at the strategic level.

As regards the superjacent political level, the strategic steering committee is to ensure the overall correlation between the political objectives and the actual implementation of the educational plan.

The strategic steering committee meets annually at the beginning of the second quarter.

The strategic steering committee has the following participants:

- The Head of Department of the Ministry of Industry, Labour, Vocational Education and Training (ISIIN) (Chairman) - The Head of Department of the Ministry of Culture, Education, Research and Church (KIIIN) - The Head of Department of the Ministry of Finance and Foreign Affairs (ANAN) - The Head of Department of the Ministry of Health and Family Affairs (IPN)

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- The Head of Department of the Ministry of Fisheries, Hunting and Agriculture (APNN) - The Director of the Raw Materials Directorate (AIP)

The Executive Steering Committee The executive steering committee is responsible for continuously monitoring, following up on and implementing all projects under the educational plan.

For each session of Greenland’s Parliament, the executive steering committee is responsible for ensuring a systematic debriefing on the status, progress and proposals to remedy any barriers to the progress of the educational plan. This is achieved by a brief interim status report submitted during the autumn sessions and an in-depth debriefing report on all of the preceding calendar year submitted during the spring sessions.

Moreover, the executive steering committee is responsible for providing input for the annual meeting of the strategic steering committee.

Finally, the executive steering committee is to ensure, in relation to external interested parties (labour market parties, the Industry and Competency Development Council, underlying educational institutions, the media, etc. ), the implementation of:

• Regular status briefings/meetings • Communication of the external interested parties’ proposals for/views on the projects • Communication of information to the media.

At the executive level, steering committee meetings are held at least every quarter, i.e. four times annually.

The following participate in the executive steering committee:

- The Executive Director, Agency of the Industry, Labour, Vocational Education and Training (ISIIA) (Chairman) - The Chief of the Development Division (ISIIA) - The Head of Division of the Development Division (KIIIN) - The Head of Division of the Management Authority (KIIIN) - The Executive Director, Agency of Finance and Human Resource - A commissioner from the Ministry of Finance and Foreign Affairs (ANAN) - The Executive Director of the Fisheries, Hunting and Agriculture Agency - The Executive Director of the Welfare Agency - A representative of the Raw Materials Directorate (AIP) - A representative of the National Association of Local Governments (KANUKOKA)

Deputies: - The Director of Statistics Greenland - The Director of the Health Management Authority

In addition, if required by the steering committee, working groups can be set up to work with specific current issues to facilitate the steering committee’s decisions.

Moreover, additional representatives can be appointed as required.

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The secretariat function The Development Division of the Agency of Industry, Labour, Vocational Education and Training (ISIIA) is in charge of the secretariat function for the educational plan, and thus for day-to-day coordination of activities under the educational plan. The work is performed in collaboration with the other ministries and agencies involved, in particular the Ministry of Culture, Education, Research and Church (KIIIN).

The secretariat convenes meetings and sends out the agenda and materials for the meetings one week before meetings in the executive steering committee at the latest. Any requests for items to be included in the agenda, notification of absences, substitutes etc. are to be forwarded to the secretariat.

The secretariat draws up the debriefing reports that the executive steering committee is obliged to submit to Greenland’s Parliament in connection with the Parliamentary sessions. It is also in charge of the continued follow-up on budgets and activities.

Moreover, the secretariat is in charge of the administration of the partnership agreement with the EU.

The responsibility for sector programme debriefing reports to be submitted to the Danish Government lies with ANAN, with the support of the secretariat.

Finance, budgeting and budget follow-up Are shown in the Finance Act for 2008. A general outline of the activities under the educational plan is shown under main account 20.11.61 of the Finance Act: Educational reserve.

Budgeting follows the Finance Act process. The executive steering committee prioritises initiatives based on (1) the status of current activities and the budget for the current financial year submitted by the Agencies/Ministries, and (2) proposals of new initiatives, including descriptions and budgets. The priorities are then submitted to the Home Rule Government via the strategic level. The individual ministries and agencies involved are responsible for the implementation of the individual activities.

The agencies/ministries must report any regular budget updates and major budget amendments to the secretariat so that other projects may benefit from any reductions in spending. Increases in spending are also to be reported to and approved by the executive steering committee.

The partnership agreement between the EU and Greenland is subject to the implementation of the educational plan. Thus the EU provides funding of approximately DKK 200 million (25 million Euro in 2006 prices) annually to finance the education programme. This is subject to a number of established objectives being met for selected indicators. Hence, only 80% is paid when the annual financing agreements are concluded and the Annual Work Plan for the educational plan is submitted for the current year. The last 20% or part thereof is paid when the EU has approved the annual debriefing report on the educational plan (the Annual Implementation Report), typically during the third quarter of the subsequent year. Background materials For further information on the background for the educational plan we refer to the following background materials:

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• The report “Progress through Education and Development of Competencies”, 2004. • The Home Rule Government’s proposal for the educational plan, December 2005. • The semi-annual debriefing reports on the educational plan submitted to Greenland’s Parliament. • The agreement on the sector programme on education and business development between the Danish Government and Greenland (2005-2007) (2008-2009). • Political-economic report 2004, 2005, 2006, 2007 and 2008. • The Finance Act 2005, 2006, 2007 and 2008.

/Bent A. Sørensen Head of Department of the Ministry of Industry, Labour, Vocational Education and

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Annex 8: Organisational chart, MoCERC

Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Departementet for Kultur, Uddannelse, Forskning og Kirke Ministry of Culture, Education, Research and the Church The reorganisation within the Greenland Home Rule Government, updated note by April 2009

Sags nr. 2008-013910 Orientation on the reorganisation within the Greenland Home Rule Government. Dok.nr.

Postboks 1029 3900 Nuuk Following up on the letter of XXXX 2009 regarding the reorganisation within the Greenland Home Rule Government Oq/tel +299 34 50 00 (GHRG) hereby forwards this update on the formal orientation on the reorganisation. Fax +299 32 20 73 [email protected] As informed on the workshop and in the above mentioned letter the GHRG has been through a reorganisation of its www.nanoq.gl/kiip ministries in 2008. In regards to the Greenland Education Programme (GEP) and the Partnership Agreement the responsibility has been moved from the agency and is now placed directly in the Department of Ministry of Culture, Education, Research and the Church under Permanent Secretary Lise Lennert Olsen.

The daily work with the Partnership Agreement is managed by Head of Section Signe Gredal Christensen. Two more head of sections, Martin Ellegaard Hansen and another yet to be employed will also join the team working with the GEP and the partnership Agreement. Signe Gredal Christensen will be the primary contact between the GHRG and the EC.

In the earlier forwarded orientation on the reorganisation we stated that the Ministry of Culture, Education, Research and the Church (MoCERC) would be establishing two agencies, however those will now be one. Please see chart below- Some of the initiatives under the GEP will be handled by the Agency of Culture, Education, Research and the Church.

The Organisation of Ministry of Culture, Education, Research and Church can be drawn up as below:

The Department of Ministry of Culture, Education,

Research and the Church

The Agency of Culture, Education, Research and the Church

As soon as the third position as Head of section in the team working on the GEP and the Partnership Agreement has been filled, we will notify the commission.

Yours Sincerely Signe Gredal Christensen Head of Section Ministry of Culture, Education, Research and the Church [email protected] Phone: 00299 34568

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