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Annual Implementation Report 2017 Greenland Education Programme II

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Annual Implementation Report 2017 Greenland Education Programme II KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT Annual Implementation Report 2017 Greenland Education Programme II Ministry of Education, Culture, and Church October 2018 The European Union The Government of Greenland Executive Summary The central focal point of education policy in Greenland is the Greenland Education Programme II. Education is a key parameter in achieving the long-term goals of the Government of Greenland, Naalakkersuisut (hereinafter “the Government”); both in terms of providing the population with the necessary means to take up positions as skilled labour, and further in order to secure the administrative and institutional capacity to provide counselling and implement the administrative and practical consequences of reforms. The Greenland Education Programme is subject to financial cooperation through budget support, in connection with the Greenland Decision, defining cooperation between the European Union on the one hand, and Greenland and the Kingdom of Denmark on the other. The indicative amount for the implementation of the Greenland Decision the period of 2014 to 2020 is EUR 217.8 million. As part of this agreement, the Government will submit an Annual Implementation Report to the European Commission each year. The Annual Implementation Report is a tool for those responsible for the programme to diagnose gaps, challenges, and progress as well as identify measures needed to improve progress. These reflections and how to address challenges will then be reflected in the following Annual Work Plan. It is also a tool for communication between the Government and the European Commission on plans, targets, implementation, and performance of the Greenland Education Programme II. In 2017, one of the main priorities was that the Government would continue its focus on initiatives to improve elementary schools. This work has been largely based on the 2015 external evaluation “The Primary School of Greenland” by the Danish Evaluation Institute (EVA),1 of which one conclusion was that it was necessary to increase the amount of qualified personnel at all schools. As a result, the Government continued to focus on up-skilling teachers (both trained and non-trained) and principals in order to secure that all children are met by trained staff at school. Following the submission of the Danish Evaluation Institute, EVA, evaluation report of the Teacher Training Programme in 20162, the Government also engaged in close dialogue with the University of Greenland regarding a revision of the Greenlandic Teacher Training Programme. A new programme must ensure that future teachers are up-to-date on the learning objectives of the Greenlandic elementary school. 1 For a summary of the main conclusions, see Annex 7 2 For a summary of the main conclusions, see Annex 8 i Furthermore, the Government has sought to increase focus on how distance learning can contribute to a higher level of education. As a result, a working group consisting of representatives from the Ministry of Education, the Agency for Education, and the Agency for Digitalisation has been examining the possibilities of using distance learning in elementary education. The outcome of the working groups efforts was a strategy for digitalisation in elementary education, including both increased use of distance learning as well as digitalisation of learning materials. Similarly, as Greenland is only home to 4 high schools and many potential students have established families and/or have jobs that prevent them from relocating, a working group has been examining the possibilities for implementing an online high school programme for students in need of the flexibility that such a programme can offer. It has also been of great importance for the Government to continue the effort to increase the transition rate to education as well as reduce dropout-rates. A large group of children and young people still do not achieve the necessary skills in elementary school in order to continue straight to youth education, and therefore must acquire these in other ways. In 2013–2017, only 10–15 % of the pupils leaving the elementary school progressed directly to further education, while 40–45 % enrolled in continuation school in Greenland or in Denmark. Even though the transition rate increased in 2017, it was still only 40 % of the pupils that transitioned to youth education within a year. Among the initiatives aimed at addressing these challenges was a revision of the Executive order on Continuation Schools, basing parental contributions on household income. Also, several initiatives has been finished in relation to student guidance and counselling, including an update of the Greenlandic study guide Sunngu and several information campaigns targeting current and prospective students in both Greenland and Denmark. The total public expenditure for the education sector in 2017 was EUR 330.9 million, which accounts for 25.35 % of the total expenditure of the public sector. The Greenland Education Programme II included initiatives from the Education Plan II amounting to EUR 9.2 million in 2017. This amount is significantly lower than budgeted, mainly due to the fact that final construction costs in the elementary school sector are not yet available. Furthermore, as it has been difficult for the municipal administration to finalise their expenditure for 2017, the Qaasuitsup expenditure report of 2016 has been used for the calculation of EU13 following agreement between the Ministry of Education and the Commission. Based on calculations made by the Ministry of Education and consultations with both the former administration in Qaasuitsup Municipality and the ii Ministry of Finance, there is no reason to believe that the overall expenditure on education for 2017 would drop below 25 %. Even though many of the indicators saw a positive development in 2017 and the trends in many areas seem stable, some indicators did show a negative development. This indicates that there are still important challenges to be solved regarding, in particular, the share of professionals in preschool and elementary school, completion rates, and the share of young people outside the education system. For the variable tranche indicators, EU3, EU8 and EU13 were fully met and the target for EU4 was only partially met. EU11 was below baseline and was thus not achieved. The overall achievement rate for the variable tranche is 73.94 %, which is slightly lower than in 2016 (74 %). The slight decrease in the development is mainly due to the fact that even though there was an improvement in the transition rate to education 1 year after elementary school (EU4) between 2016 and 2017, the target was also increased from 39 % to 42 %. Variable tranche indicators Target Weight Baseline Target Result Contri- No. Indicator Achieve- 2017 2013 2017 2017 bution** ment* EU3 7th grade test 0.20 56.25 58.25 59.25 1.0000*** 0.2000 Transition rate to education 1 year after EU4 0.20 35.4% 42.0% 40,0% 0.697 0.1394 elementary school EU8 Number of completions 0.20 968 996 999 1.5244 0.2000 Transition rate to education 2 years after EU113 0.20 41.5% 45% 39.6% -0.500 0.0000 drop-out Expenditure on education as percentage of EU13 0.20 25.8% 25 % 25.3 % 1.0000 0.2000 total public expenditure**** Tranche 73.94 Notes: * Target achievement is defined as TA = (R-B) / (T-B). ** Contribution is defined as CT = MIN(W, TA x W). *** TA is not defined as T = B. As R > B, TA is set to 1.000. **** As T < B in 2013, the baseline value is not used in the calculation of TA. The Annual Implementation Report 2017 is an evaluation of the Annual Work Plan 2017, which was submitted and approved in October 2017. The targets for the variable tranche indicators were originally agreed upon during the Policy Dialogue Meeting held in Sisimiut in March 2016. During the following Policy 3 2015 and 2016 are not directly comparable, as Statistics Greenland has revised the method of calculation. Using the new method, figures for previous years have been recalculated. iii Dialogue Meeting in Brussels in February 2017, it was decided to keep these targets, as they were considered both ambitious and achievable.4 4 For an overview of indicators EU1-EU18, see chapter 3.1.1. For details on the targets for the variable tranche indicators see chapter 3.1.2. iv Table of Contents 1 Introduction ............................................................................................................................................... 1 2 Readers Guide ........................................................................................................................................... 5 3 Implementation Report 2017 .................................................................................................................... 6 3.1 Indicator sheet and variable tranche indicators ................................................................................ 6 3.1.1 Indicator developments............................................................................................................. 8 3.1.2 Variable tranche indicators ..................................................................................................... 15 3.2 Inputs ............................................................................................................................................... 16 3.3 Description of planned activities and results .................................................................................. 17 3.3.1 Pre-school ...............................................................................................................................
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