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Annual Implementation Report 2008 Greenland Education Sector

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Annual Implementation Report 2008 Greenland Education Sector KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND 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 3900 Nuuk 1. Abbreviations.........................................................................................................8 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 1/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church 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. AIR 2/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church 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: 3/149 KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT – GOVERNMENT OF GREENLAND - Kultureqarnermut, Ilinniartitaanermut, Ilisimatusarnermut IIageeqarnermullu Naalakkersuisoqarfik Ministry of Culture, Education, Research and the Church • 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
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