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8/13/2019 Annual Implementation Report 2012
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LIST OF CONTENT
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0.1. ( 1)..........
0.2. ( 2) ................................................................................ 10
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LIST OF TABLES
Table 1: Variable tranche calculation with adjustment ................................................................................ 10
Table 2: Variable tranche calculation with adjustment ................................................................................ 31
Table 3: Budget for focal area 1 ( m) ........................................................................................................ 40
Table 4: Applicants for VET (indicator 3.1) ................................................................................................. 41
Table 5: Applicants for High School Education (indicator 3.2) .................................................................... 42
Table 6: Students by type of education, (indicator 4a.1) ............................................................................ 42
Table 7: Students by type of education, relative to the relevant population (indicator 4a.2) ...................... 43
Table 8: Students by type of education, indexed (2005=100) (indicator 4a.3) ........................................... 43
Table 9: Number of apprenticeships at vocational education and training schools (indicator 5.1) ............. 43
Table 10: Budget for focal area 2 ( m) ...................................................................................................... 44
Table 11: Attendance at skills and competence courses (indicator 4.b) .................................................... 45
Table 12: Drop-out at skills and competence courses (indicator 11.b) ....................................................... 46
Table 13: Enrolment into education after Piareersarfiit, persons (indicator 12.b) ....................................... 47
Table 14: Enrolment into education and job insertion after Piareersarfiit, relative to attendance (indicator12.b) ......................................................................................................................................... 47
Table 15: Budget for focal area 3 ( m) ...................................................................................................... 48
Table 16: Applicants for Higher Education (indicator 3.3) .......................................................................... 50
Table 17: Number of students by type of education (indicator 4c.1) .......................................................... 50
Table 18: Students by type of education, indexed (2005=100) (indicator 4c.2) ......................................... 51
Table 19: Focal area 4 ( m) ....................................................................................................................... 51
Table 20: Expenditure on education as a percentage of total public expenditure (indicator 1.1) ............... 52Table 21: Expenditure on education ( in million Euro) (indicator 1.2) .......................................................... 52
Table 22: Expenditure on education, indexed (2005=100) (indicator 1.3) .................................................. 52
Table 23: Focal area 5 ( m) ...................................................................................................................... 53
Table 24: Number of graduates by type of education (indicator 9.1) .......................................................... 53
Table 25: Graduates by type of education, indexed (2005=100) (indicator 9.2) ........................................ 54
Table 26: Repeaters attending relative to total attendance in vocational education and training and highschool education (indicator 10.2) ............................................................................................. 55
Table 27: Drop-out rate relative to total attendance by type of education (indicator 11a.2) ....................... 55
Table 28: Budget for focal area 6 ( m) ...................................................................................................... 58
Table 30: Budget under focal area 7 ( m) ................................................................................................. 59
Table 31: Share of work force divided by ISCED level (total numbers) ...................................................... 61
Table 32: Share of work force divided by ISCED level (percentage) ......................................................... 61
Table 33: Graduates obtaining a job (numbers), (Indicator 12.a1) ............................................................. 62
Table 34: Graduates obtaining a job index 2008= 100, (Indicator 12.a3)................................................... 63
Table 35: GDP (Indicator 14) ...................................................................................................................... 64
Table 36: Total external grants by origin (Denmark and EU) (Euro) .......................................................... 64
Table 37: Total external grants in percentage of total public budget (indicator 15.2) ................................. 65
Table 38: Total external grants by origin (Denmark and EU) 2005=100 (indicator 15.3) ........................... 65
Table 39: Employment (indicator 16) .......................................................................................................... 65
Table 40: Life expectancy at birth (Indicator 17.1) ...................................................................................... 68
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Table 41: Indicator 17.2: Birth rate born per 1,000 .................................................................................. 68
Table 42: Indicator 17.3: Number of children per household ...................................................................... 69
Table 43: Indicator 17.4: Infant mortality, per 1,000 children born ............................................................. 69
Table 44: Indicator 17.5: Rate of suicide, per 1,000 inhabitants................................................................. 69
Table 45: Indicator 17.6: Main diseases reported ....................................................................................... 69
Table 46: Budget allocations and expenditures for the overall education (2012) ....................................... 71
Table 47: GEP Budget and expenditure ..................................................................................................... 71
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LIST OF ANNEXES
1. Education MTEF 2012-2016 (EURm) 502. Focal Areas GEP Expenditure 2012 and Budget 2013-2016 in detail (EURm) 51
3. Description of the 17 agreed indicators 56
4. Weight for the variable tranche 71
5. List of targets established for 2012 76
6. Interviews regarding the Greenland Education Programme List of respondents 83
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ABBREVIATIONS
ACERC Agency for Culture, Education, Research and the Church (merged with
MoCERC from 1 January 2011)AEU Recognised Vocational Education
AIR Annual Implementation Report
AMA Labour market courses (mainly for skilled workers)
AWP Annual Work Plan
DTU Denmarks Technical University
EC European Commission
EU European Union
EUR EuroFA Finance Act (the Budget)
FSA The Leaving Examination of the Elementary School 10thgrade
GDP Gross Domestic Product
GEC Greenland Economic Council
GEP Greenland Education Programme
GoG Government of Greenland
GU Gymnasiale Uddannelser (High School)
HE Higher Education
HHX Commercial High School
HTX Technical High School
ICT Information and Communication Technology
ISCED International Standard Classification of Education
KANUKOKA Association of Municipalities
LEB Life Expectancy at Birth
Mill MillionMoCERC Ministry of Culture, Education, Research and the Church (dissolved March
2011)
MoECCGE Ministry of Education, Church, Culture and Gender Equality,
from April 2013
MOER Ministry of Education and Research, from March 2011 (dissolved April 2013)
MoFA Ministry of Family Affairs (formerly a part of Ministry of Family Affairs and
Health) (dissolved March 2011)
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0
MoFCCGE Ministry of Family, Culture, Church and Gender Equality, from March 2011
MoF Ministry of Finance
MoH Ministry of Health
MoHIT Ministry of Housing, Infrastructure and TransportMoILM Ministry of Industry and Labour Market
PD Pedagogical Diploma
PEFA Public Expenditure and Financial Accountability
Piareersarfiit Career guidance and counselling centres
PKU Skills and competence courses (mainly for unskilled workers)
POEB Political Economic Report (Politisk konomisk Beretning)
PKU Personal development courses
RDS Regional Development Strategy
SG Statistics Greenland
VET Vocational Education and Training
On 5 April 2013 the new government coalition composed of the parties Siumut, Atassut and Partii
Inuit had their constituent assembly. The new government replaces the old coalition of Inuit
Ataqatigiit, Demokraatit and Kattusseqatigiit Partiiat.
In relation to the shift in government the administrative responsibilities between ministries were
reorganised. This affected the Ministry of Education and Research (MOER) as the areas of
Culture, Church and Gender Equality were merged into the Ministry of Education, Church, Culture
and Gender Equality. Likewise the Ministry of Finance has become The Ministry of Finance and
Domestic Affairs.
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In addition two annual reports providing an overview of the macroeconomic situation and the public
sectors ability to effectively manage scarce resources are developed in order to secure the
financial sustainability of the Greenlandic Education Programme. The Medium Term Public
Expenditure Framework (MTEF 2013-2016) is addressing the macroeconomic situation inGreenland in the short to medium term, and the Public Finance Management report is focusing at
three critical areas identified in the previous years, and improvements made to the systems.
Together the four reports provide a detailed situational analysis of the developments in the
education sector in relation to the overall economic situation in Greenland.
The Annual Implementation Report for 2012 follows the same structure as the Annual
Implementation Report for 2011, and is referring to the targets set in the Annual Work Plan 2012.
The Annual Work Plan 2013 contains a comprehensive overview of the Greenlandic educationsector and lessons learnt and major challenges in 2013.
0.2. Performance in view of variable tranche (Chapter 2)
The performance in relation to targets influencing the disbursement of the variable tranche is
shown in Table 1. In accordance with the partnership agreement between the European
Commission and the Government of Greenland 85 % of the variable tranche is eligible for
disbursement
Table 1: Variable tranche calculation with adjustment
Indicator Weight Baseline Target Result TA CT
1.2 Expenditure on education 0.10 115.50 168.70 169.50 1.02 0.10
4.c Students attending higher education 0.10 775 1170 1188 1.05 0.10
5 Apprenticeships 0.05 1,098 1,440 1,384 0.84 0.04
8 Education level of the workforce 0.20 34.6 35.8 36.8 1.83 0.20
9 Completion 0.20 581 890 951 1.20 0.20
11.a Drop-out (formal education) 0.10 0.24 0.21 0.245 (0.30) -
11.b Dropouts (Skills and competence cour 0.10 0.13 0.10 0.09 1.58 0.10
12.a Job insertion 0.10 399 485 451 0.60 0.06
12.b Enrolment in education after
Piareersarfiit0.05 0.24 0.24 0.23 - -
1.00 0.80
Source: The Ministry of Education and Research.
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Overall the attendance at higher education, completion, and educational level of the workforce has
improved, whereas the indicators on drop-out rates, apprenticeships, job insertion of graduates
have deteriorated. Furthermore enrolment into education after Piareersarfiit has stagnated. The
total government expenditure on education corresponded to the budget.
The number of students attending higher education has increased by 53 % in relation to the
baseline level probably due to increased awareness of the importance of education, and a greater
variety in the supply of higher education in Greenland.
In spite of the negative development in the drop-out rates the completion rate was above target
(890) with 61 students. An increase of 64 % for students completing formal educations compared
to the baseline in 2005.
The number of students completing educations in 2012 was:
Vocational education and training increased by 8.5 % from 2011 to 2012. An increase of
73 % compared to the baseline
High school has increased by 23 % from 2011 to 2012. An increase of 82 % compared to
the baseline.
Higher education has increased with 18 percentage points from 2011 to 2012. An
increase of 30 % compared to the baseline.
The relative share of the population with an educational level of 3-6 ISCED has steadily increased
from 34.6 % in 2009 to 36.8 % in 2012. Although the progress in this indicator has been slower
than expected the positive developments have been driven by an increase in the educational level
of the part of the workers who were born in Greenland. This relative share of the local1workforce
with an educational level at ISCED 3-6 increased from 28.8 % in 2008 to 33.4 % in 2012 i.e. anincrease of 4.6 percentage points that is higher than anticipated in the target set for this indicator.
The most important setbacks in the positive developments from 2011 were the increase from 20 to
24.5 % in the overall drop-out rates from 2011 to 2012, and the decrease in job insertion after
formal education from 61.6 % in 2010 to 59.1 % in 2011. The increase in drop-out rates was
mainly driven by a disappointing rise in the drop-out rates at vocational education and training
1Born in Greenland
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schools from 25.3 % in 2011 to 33.1 % in 2012, and second cycle of higher education from 17.4 %
in 2011 to 25.3 % in 2012 probably due to the economic recession, capacity constraints
(dormitories and child care centres) and in the education sector, many students suffering from
social/psychological problems, and a shortage of academics inducing employers to recruit studentswho are attending second cycle of higher education.2
The drop-out-rates at high schools have increased with 1.3 percentage points from 17.4 % in 2011
to 18.7 % in 2012. As there is a decrease in attendance at vocational education and training and
an (almost) equivalent increase the attendance in high school this could indicate some students
are substituting vocational education and training for high school education this can in part be due
to the shortage of apprenticeships. Some of the students substituting vocational education and
training for high school may not have the necessary academic skills or motivation hence they areat greater risk of drop-out.
The reason for underperforming on the job insertion indicator was fewer graduates inserted into
jobs after vocational education and training probably due to the economic recession, and fewer
graduates from high school and second cycle of higher education inserted into job. However as
an increasing number of the graduates from high school and higher education were continuing
their studies, a decrease in job insertion for these groups is actually a positive development.
Regarding the enrolment in education after Piareersarfiit there has been a minor drop in the
relative share of students who continue to vocational education and training schools after
Piareersarfiit (result 18 % in 2011, 15 % in 2012, target 15 % in 2012). However overall enrolment
into education after Piareersarfiit has not changed because there has been an increase in
enrolment into high school and higher education.
In spite of the negative developments for vocational education and training schools (drop-out and
job insertion) and higher education (drop-outs, and job insertion) which are mainly due to external
factors beyond the control of the Government of Greenland. It is now possible to measure a
tangible impact on the educational level of the working force in Greenland, although the progress
have been slower than anticipated in the first couple of years, mainly due to the slow progress in
improving drop-out rates. However the relative share of the population with an educational level of
3-6 ISCED has steadily increased from 34.6 in 2009 to 36.8 in 2012. From 2009 to 2011 this level
only increase by approximately 0.5 percentage points per year, but from 2011 to 2012 the level
2Cf. The Dropout Study (MOER, 2010)
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increased by 1.3 percentage points reflecting the positive developments in completion rates during
the recent year. New job opportunities in the new strategic sectors are expected to attract the
younger generation into education and the work force thereby increasing the level of education in
the Greenlandic workforce further.
A further expansion of the capacity to include more students in the education system is limited by
the current physical capacity at the schools and dormitories including school apprenticeships.
Especially female students with kids are dependent on the availability of day care and adequate
housing possibilities that are in short supply presently. Moreover it is necessary to strengthen the
human capital component of the institutional capacity to curb the increase in the drop-out rates.
Increasing social inclusiveness of the education system and at the same time raising quality to
international standards puts more pressure on the institutions and implies new competencyrequirements for management and educators. With respect to job insertion of graduates it is
necessary to remove the structural barriers preventing higher education graduates from returning
to Greenland after completing their studies abroad, and thereby contributing to expand the unmet
supply of academics in Greenland.
0.3. Detailed description of activities, budget and expenditure and
results per indicator
Preparatory courses and youth educational and training programmes (focal area 1)
Focal area 1 is targeted towards school leavers from elementary school. Approximately 40 % of
the school leavers enter a continuation school, and only 33.6 % of a year group attends high
school or vocational education and training within 1 year after graduation.
The activities financed under focal area 1 are related to strengthen the quality of the elementary school,
vocational educational and training and high school, ease the transition, and increase the capacity ineducational institutions and includes: The elementary school reform, the high school reform, the
establishment of (school) apprenticeships, the expansion of the capacity in continuation schools,
vocational education and training schools and high schools.
Total spending was approximately 11 % below the budget of 6.6 m mainly due to lower spending on
pilot projects probably due to a limited institutional capacity to initiate new projects during the
implementation of the high school reform from mid-2012.
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school leavers are progressing faster through the education system as intended in the high school
reform. A certain amount of substitution might also occur for students who would have undertaken
vocational education if the capacity had been sufficient. The increase in students enrolling into
higher education after Piareersarfiit may indicate some students are approaching Piareersarfiit forcounselling in relation to social/psychological problems.
Higher education and strategic sectors (focal area 3)
Focal area 3 is targeted towards a variety of vocational educational and training and higher education
programmes in relation to the strategic sectors, as there is a shortage of graduates in these
sectors. Therefore many of these positions are currently filled with expatriates. Consequently theproduction of graduates from all types of higher education programmes must be increased in order
to close the gap between labour market supply and demand.
The strategic sectors include building and construction, mining and raw materials, tourism, social
services, healthcare, commerce and administration. Especially strengthening the educations in the
social area is prioritised these years due to the widespread psychological and social problems,
which need to be addressed in order to improve the outcome of the educational system.
The total spending on focal area 3 was slightly exceeding the budget of 10.9 m (5 %) mainly due to
increased activities in fall semester.
The performance in relation to this focal area were in general above the targets
Applicants, higher education (indicator 3.3)
o 731 (number) in 2012 (target + 12 %)
Number of students by type of education, indexed (4c.2)
o 53 % increase in total number of students attending higher education from
2005-12 (target +5 %)
o 54 % increase in students attending the first cycle from 2005-11 (target +8 %)
o 53 % increase in students attending the second cycle from 2005-11 (target +2
%)
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The rapid increase in numbers of students attending higher education reflects the rapid increase in
attendance at high schools, probably a result of the change in attitudes and behaviour in relation to
education.
Cross-cutting initiatives (focal area 4)
Focal area 4 is supporting young people and unskilled workers during their education through the
provision of study grants in order to give students a secure, stable income at an appropriate level
to allow student to focus on their studies. This budget only covers student grants in relation to the
Greenland Education Programme i.e. more students being admitted to programmes, and an
increase in student grants in connection with the double year-group i.e. a supplementary budget to
the ordinary budget of 1.2 m.
The expenditure on focal area 4 exceeded the budget of 9.1 m (13 %) due to the increased
attendance at formal educations.
The performance was on the target. Expenditure on education as percentage of total public expenditure (indicator 1.1)
o 19.2 % (target 0.5 percentage points)
Expenditure on education, indexes (indicator 1.3)
o 47 % increase from 2005-12 (equal to target)
Due to the rapid increase in attendance an increasing share of the public resources are allocated
to support the increase in educational activity. Consequently the development in the study grant
system needs to be continuously monitored in order to secure the financial sustainability of this
system.
Drop-out rates and completion (focal area 5)
Focal area 5 supports a variety of activities that are funded when institutions apply for funding to
initiate activities aiming at reducing drop-out and increase completion for example establishment of
rooms for doing homework, coaching etc.
The expenditure on focal area 5 was approximately 25 % below the budget of 0.8 m.
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The performance in relation to this focal area is in generally above target with respect to number of
graduates and below target with respect to repetition and drop-out rates.
Graduates by type of education, indexed (indicator 9.2)
o 53 % increase in total graduates from 2005-12 (target +7 %)
o 73 % increase in vocational education graduates from 2005-12 (target +7 %)
o 82 % increase in high school graduates from 2005-12 (target +8 %)
o 30 % increase in total higher education graduates from 2005-12 (target +5 %)
o 30 % increase in graduates from first cycle of higher education from 2005-12
(target -1 %)
o 29 % increase in graduates from second cycle of higher education from 2005-
12 (target +18 %)
Repeaters attending relative to total attendance in vocational education and training
and high school education (indicator 10.2)
o Total repeaters were 3.7 % (target +0.8 percentage points i.e. below target)
o Repeaters at vocational education training were 3.5 % (target + 1 percentage
points i.e. below target)
o
Repeaters at high school were 4.0 % (target +0.7 percentage points i.e.below target
Drop-out rate relative to total attendance by type of education (indicator 11a.2)
o 24.5 % in total (target +3.5 percentage points i.e. below target)
o 33.1 % in vocational education training (target +9.3 percentage points i.e.
below target)
o 18.7 % in high school (target +0.6 percentage points i.e. below target)
o 21.0 % in higher education total (target +1.7 percentage point i.e. belowtarget)
o 18.1 % in first cycle of higher education (target +1.4 percentage points i.e.
below target)
o 25.3 % in second cycle of higher education (target + 6.3 percentage points
i.e. below target)
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After a steady decrease in the general drop-out rate from 2005 to 2008 the drop-out-rate rose
steeply in 2009, especially for the vocational education and training educations schools. In 2010
the drop-out rate remained at the same level as in 2009, but in 2011 the drop-out rate decreased to
20.0 %. Regrettable drop-out rates increased again in 2012 to 24.5 %, the highest level ever,probably for the same reasons as in 2009 i.e. exogenous factors.
Certain educations experience higher drop-out-rates than others for a number of reasons including
future prospects, attractive alternatives and family reasons. For example students at higher
education are recruited during their studies due to the shortage of academics. It is also possible
that some students are enrolling into education due to the high unemployment rates, especially for
young people in the cities. This group of students may be attracted by the study grant system and
right to a dormitory room. However when the new job opportunities in the strategic sectors arebeginning to emerge this would probably have a positive effect on the drop-out and completion
rates for some educations.
Housing and building (focal area 6)
Focal area 6 is targeted towards the establishment of the physical framework of the education
sector, as capacity constraints in relation to school buildings and dormitories have been considered
a major limiting factor for further expansion of education to the population. Consequently housing
and building constitutes the largest part of spending in relation to the Greenland Education
Programme in 2012. Due to the high priority of this area the Government of Greenland has
decided to allocate extraordinary income from oil and mineral investigations to expand the physical
framework in the education system in the previous years.
The total spending on focal area 6 exceeded the budget of 5.3 m with 134 % due to an expansion of
the high school and dormitories in Aasiaat in relation to the high school reform.
The performance in relation to this focal area were above the target
Number of dormitories completed (indicator 7.a)
o 88 (target 58)
Extensions of educational institutions completed (indicator 7.b)
o 1 (target 1) i.e. an extension of the high school in Nuuk was completed.
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New educational institutions completed (indicator 7.c)
o 0 (target 0)
Problems with the structural framework of the education sector became very visible during 2011.Many buildings related to the educational system have been infested with mould, some dormitories
where due to that closed and alternative accommodation had to be found for the students, thus
long waiting lists showed up in Nuuk, Aasiaat and Qaqortoq again during 2011. This tendency has
continued through 2012.
All in all, approximately 600 units are needed if it has to be insured that dormitories are of sufficient
quality and that all demand are met by owned capacity. It is not possible to make forecasts on the
dormitory capacity in 2012, due to the complex nature of this field and due to the fact that the
school year begins midway in a calendar year. Government of Greenland reports within the frame
of a calendar year, whereas the dormitory capacity is relevant during a school year.
Monitoring (focal area 7)
Focal area 7 is targeted towards developing the monitoring and planning capacity in relation to the
impact of the Greenlandic Education Programme. Other initiatives supporting the performance ofthe education sector are also included under this focal area. The budget covers activities in
relation to monitoring and planning such as the AC clerks, IT, development projects, competency
development in relation to the day care reform, and awareness campaigns targeted towards the
populations attitudes towards education
The total spending on focal area 7 corresponded to the budget of 2.2 m.
The performance in relation to this focal area was in general below the target. In other words the
impact of the Greenlandic Educational Programme on the educational level of the population and
subsequent positive effects on employment, and health status are not measurable at this point.
Although per capita income has increased it is not possible to isolate the impact of education from
other exogenous factors
The share of population with an ISCED-level 3 or above (indicator 8)
o 36.8 % (target 35.8 %)
Job insertion after formal education (indicator 12a)
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o 59 % of total graduates in 2011 (target 2 percentage points)
o 80 % of vocational education training graduates in 2011 (target 7
percentage points)
o26 % of high school graduates in 2011 (target 3 percentage points)o92 % of higher education first cycle graduates in 2011 (target + 15
percentage points)
o44 % of higher education second cycle graduates in 2011 (target + 4
percentage points)
Enterprise start-ups (indicator 13)
oNo results available due to measurement problems
GDP per capita, (indicator 14)
o 31.321 per capita in 2012 (target 31.321)
o 24 % increase from 2005-12
Total external grants in percentage of total public budget (indicator 15)
o49.5 % in total in 2011
o3.3 % from EU in 2011 (target 3.1 %)
o 46.2 % from Denmark in 2011 (target 43.7 %)
o17 % increase in total external grants from 2005-11
o 3 % decrease in grants from EU from 2005-11 (target -0.3 %)
o18 % increase in grants from Denmark from 2005-11 (target 14.5 %)
Employment rate by sector (indicator 16.2)
o No targets are set in relation to these indicators. It should be noted that
the method of calculation has been changed between 2006 and 2007,
making a comparison between these years difficult.
Health (indicator 17)3
o Life expectancy at birth was 67.8/72.8 (male/female) (2005: 65.9/71.2)
oBirth rate was 15.4 born per 1000 (2005: 15.6)
oNumber of children per household 0.66 (2005: 0.76)
o Infant mortality was 11.5 per 1000 children born (2005: 15.7)
32010 figures, no target for this indicator
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o Suicide rates were 1.18/0.68 (male/female) per 1.000 inhabitants (2005:
1.11/0.33)
oMain diseases cases reported were 116 tuberculosis, 3 HIV positive,
0 syphilis, missing data on hepatitis and AIDS (2005: 6 hepatitis, 73tuberculosis, 5 HIV positive, 2 AIDS, missing data on syphilis)
Due to measurement problems in relation to the educational level of the population is probably
underestimated. Job insertion after finalised education has probably been delayed due to the
financial crisis, and lack of accommodation. As an increasing share of the students is continuing to
higher education it would be more appropriate to use a leading indicator measuring the progress in
the education system rather than a lacking indicator, which will not be able to capture the positive
developments for many years.
The development in health indicators is generally improving i.e. life expectancy has increased
steadily from 2005 to 2011, by 2.3 years for men and by 1.7 years for women. This aggregated
indicator verifies overall progress in the health status of the Greenlandic population. However
suicide rates are fluctuating greatly over the period, and especially the suicidal rates for young men
are still very high, and the number of tuberculosis cases increased by 85 % from 2009-10 after
three years of a level of 60-63 cases, and currently awareness campaigns targeted toward this
health problem is being initiated. The number of syphilis, HIV/AIDS and hepatitis is very few and
seems to fluctuate around a stable level. Birth rates seem to fluctuate around a stable level over
the period. Infant mortality rates have decreased significantly from 20.3 to 11.5 per 1.000 children
born from 2008 to 2010 probably reflecting health professionals attend an increasing number of
births. The number of children per household seems to decrease from 0.82 to 0.69 from 2005-12,
which could be a reflection of the transition from 3 to 2 generations households, facilitated by the
expansion of the housing stock.
In conclusion the performance of the Greenlandic Education Programme is on track. However
improvements in relation to especially the capacity both within dormitories, but also within the
educational institutions, need to be made in order to ensure that the increase in number of active
students is resulting in an equivalent number of students completing their studies. Moreover the
large group of school leavers and unskilled/unemployed people needs to be included in the
educational system or the labour market. Further the expected impact on areas such as
employment, income and health is not distinguishable from other exogenous factors such as the
financial crisis.
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0.4. Overall education budget
The total expenditure on education almost corresponds to the budget of 168.7 m (0.5 %). The
expenditure under GEP was slightly below the budget of 50.4 m (-1 %). The deviations from the
budget under each focal area were explained in the chapter 0.3. All in all expenditure on education
as percentage of the total expenditure was equal to 19.2 %.
Vocational education and training (32 %), higher education (25 %) and buildings (24 %) consumed
approximately 80 % of the total education budget. High schools (15 %) and elementary school (4
%4) consumed approximately 20 % of the budget in 2012.
The spending on elementary schools was significant less ( 2.8 m) than budgeted in the base
budget 17.5 m (total government budget was 21 m, total expenditures 6.5 m). This difference
is due to a change in accounting method, where the funds for elementary schools buildings have
been moved to the budgetary category of buildings.
Vocational education and training (44 %), buildings (25 %) higher education (13 %) and consumed
approximately 80 % of the budget for the Greenland Education Programme in 2012. High schools
(10 %) and elementary school (7 %) consumed approximately 20 % of this budget.
4The Elementary School is funded partly through the block grant to the municipalities.
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1 INTRODUCTION TO THE ANNUAL IMPLEMENTATION REPORT WITH BRIEF READERS
GUIDE
1.1. Annual Implementation report in relation to GreenlandEducation Programme
1.1.1 The Greenland Education Programme
The Greenland Education Programme with the vision to obtain a higher standard of living and
quality of life through better education is a very important part of the overall education policy. In
order to achieve this, the ambitious goal is that 2/3 of the work force should have academic
qualifications or vocational skills in 2020. The programme is divided into two phases i.e. phase 1(2006-2012) and phase 2 (2014-20205), and the target groups in phase 1 are elementary school
leavers, and unskilled workers under 50 years who are either unemployed or in in vulnerable
branches and/or bread winners. 2013 is thus a transition year where monitoring is based on the
indicators that was established for phase 1.
The programme contains 7 focal areas:
1) Preparatory courses and programmes - youth educational and training programmes
2) Competency (skills training) courses
3) Higher Education and Strategic Sectors
4) Crosscutting initiatives
5) Drop-out rates and completion
6) Buildings and housing
7) Structural monitoring and development
The focal areas are monitored and evaluated on the basis of 17 statistical indicators every year.The indicators are divided into four different types:
Input indicators:Measure the financial resources provided and the administrative and regulatory
measures taken (for example, resources allocated, resources used, measures taken, laws
passed).
5 In March 2013 an election was held in Greenland and a new parliament and government was elected. This has delayed the formulation of the
Greenland Education Programme II. It is expected to be presented to the parliament in the spring assembly of 2014. For this reason 2013 is a transitionyear between Greenland Education Programme and Greenland Education Programme II.
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Output indicators:Measure 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 thepublic sector with the inputs.
Outcome indicators: Measure the results at the level of beneficiaries (for example, gross
enrolment rates in elementary schools). The definition covers the outcomes (or results) from the
use and satisfaction of the goods and services produced by the public sector, when supply equals
demand.
Impact indicators:Measure the consequences of the outcomes in terms of wider objectives e.g.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 the Greenland Education Programme) has to
be assessed and accordingly subtracted.
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Figure 1: Indicators of the Greenland Education Programme
The Greenland Education Programme is obtaining budget support through a partnership
agreement6between the Government of Greenland and the European Commission. In total the
budget support from the European Commission amounts to a maximum of 25 m (2006 prices)per year from 2007-2013. For 2012 the budget decided is 28,717,1407.
Yearly disbursements contain a fixed tranche of 80 % and a variable tranche of maximum 20 %.
As part of this agreement the Government of Greenland has to submit four reports each year to the
European Commission describing the progress in relation to the programme.
6Council Decision 2006/526/EC of 17.07.2006 on relations between the European Community on the one hand, and Greenland and
The Kingdom of Denmark.7Financing Agreement GREENLAND/2012/023-627
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For a more comprehensive description of the Greenland Education Programme, cf. the Annual
Work Plan.
1.1.2 Reporting process
The aim of the Annual Implementation Report is to provide a status on the performance of the
Greenland Education Programme. The performance is evaluated against the targets, and
indicators set in the Annual Work Plan (previous year). Furthermore the utilization of funding
(actual expenditures) is evaluated against the budgeted figures (backward looking).
Concurrent with the development of the Annual Implementation Report from the previous year the
Annual Work Plan for the present year is being prepared. The aim of the Annual Work Plan is to
set targets, and develop plans for the present year based on the lessons learnt from previous year
and major challenges (forward looking).
In addition two annual reports providing an overview of the macroeconomic situation and the public
sectors ability to effectively manage scarce resources are developed in order to secure the
financial sustainability of the Greenlandic Education Programme are prepared and submitted to the
European Commission by the Ministry of Finance and Domestic Affairs. The Medium Term Public
Expenditure Framework (MTEF 2013-2016) describes the public expenditure framework in light of
the key macro-economic indicators in Greenland in the short to medium term, with specific
references to the education budget and policy. The Public Finance Management Report is
focusing on improvements in the public finance management systems with particular focus on
three critical areas identified in the first Public Finance Management evaluation undertaken by
external evaluators.
Together the four reports provide a detailed situational analysis of the developments in the
education sector in relation to the overall economic situation in Greenland.
The Government of Greenland prepares the Annual Implementation Report every year on the
basis of vision, strategies and results (indicators) regarding the Greenland education and
vocational training sector with specific reference to the Greenland Education Programme from the
previous year
The Annual Implementation Report is prepared using all relevant information available by the end
of 1stquarter in the subsequent year to the year covered by the relevant AWP.
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As the Annual Work Plan is developed in the beginning of the year, there might be deviations from
the original plan for various reasons. Such deviations will be incorporated in the Annual
Implementation Report.
According to the partnership agreement:
The annual implementation report shall include a self-assessment of the
annual performance made by the Government of Greenland 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 2012 Annual Work Plan including the results achieved
by implementing the Greenland Education Plan (GEP) measured against the
17 agreed indicators.
An assessment of the implementation of activities in terms of budget execution
of the financial means made available for that purpose in the 2012 budget.
A statement assuring legality and regularity of expenditure of the accounts.
The finalised Annual Implementation Report is submitted to the European Commission and is a
condition for receiving the variable tranche (20 %) of the annual European Commission sector
budget support. The precise percentage that is actually being paid to the Government of Greenland
is established by comparing a set of statistical targets relating to the education sector (set in Annual
Work Plan) with the actual statistical outcome to be presented in the Annual Implementation Report.
A calculation method presented in the Annual Implementation Report leads to the precise
percentage.
A Greenland Education Programme team within The Ministry of Education, Church, Culture and
Gender Equality is responsible for the drafting and submission of the Annual Implementation
Report as well as the Annual Work Plan to the European Commission. Additional to the
responsibility of reporting and cooperation with European Commission services, the team is also
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responsible for carrying out the administrative day-to-day functions8as well as long-term planning
of the Greenland Education Programme activities.
The AIR is a tool for those responsible for the program, i.e. The Ministry of Education, Church,Culture and Gender Equality, the Executive Steering Committee, and the Planning Steering
Committee for Greenland Education Programme. It is furthermore a tool for communication
between the Government of Greenland and the European Commission about actual plans, targets
and indicators for monitoring the implementation of Greenland Education Programme9.
Two workshops are held each year in Brussels with delegates from The Government of Greenland
and the European Commission in order to discuss various aspects relating to the Greenland
Education Programme and the reporting process.
The European Commission provided technical assistance to The Ministry of Education, Church,
Culture and Gender Equality by employing two experts to assist The Ministry of Education, Church,
Culture and Gender Equality and the Ministry of Finance and Domestic Affairs in drafting the four
reports every year. However, the reports are in the end the responsibility of The Government of
Greenland.
1.1.3 Communication
In order to achieve the vision and goals of the Greenland Education Programme it is crucial to
increase awareness of the importance of education in the population to increase knowledge, and
thereby change attitudes and behaviour in relation to education. The data collection in relation to
the development of the Annual Implementation Report indicates increased awareness, especially
among the younger part of the population, has increased number of applicants and shortened the
period of transition from elementary school to youth educations.
Due to the rather complex nature of the Greenland Education Programme reports, an independent
executive summary is prepared and submitted to the parliament twice a year, at the spring and
autumn assembly respectively. These reports will also be made public on The Government of
Greenlands homepage in Greenlandic, Danish and English10.
8Such as: current servicing of The Government of Greenland and the Parliament with reporting on specific GEP issues and overallprogram progress. The team has also provided GEP related information to newly The Government of Greenland established advisorycouncil and reform commission see MTEF (2010-2013) for more detailed description of the purpose of the Greenland Economic Councilas well as the term of reference for the Commission on Tax and Welfarefor which the education sector and education policy are objectsfor review and analysis.9
See Annex 4, Terms of Reference for the Steering Committee for Sector Programme and the GEP.10A new website is currently under construction and thus all links and information are not available at the present time.
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The Government of Greenland is constantly promoting the Greenland Education Programme in the
Greenlandic society with regard to visibility and transparency. Visibility is assured by promoting
education to the general public through television spots and newspaper articles.
It is the policy of The Government of Greenland to actively take part in the discussion of education
policy in public life and the mass media. Transparency is assured by explaining and designing
information material for the public regarding the Greenland Education Programme in an easily
understood and pedagogical way, highlighting topics of general relevance to the general public.
The Annual Implementation Report for 2012 follows the same structure as the Annual
Implementation Report for 2011, and is referring to the targets set in the Annual Work Plan 2012.The Annual Work Plan 2013 contains a comprehensive overview of the Greenlandic education
sector and lessons learnt and major challenges in 2012.
Chapter 2 presents the calculation of the variable tranche. In a sense this chapter gives a broad
evaluation of the Greenland Education Programme performed in 2012. Each of the indicators that
are part of the calculation are presented and it is explained why each indicator did/did not achieve
the target.
Chapter 3 presents the progress in relation to the Greenland Education Programme 2012 in
relation to the seven focal areas. For each focal area budget and expenditure are compared. Also
target and outcome for the indicators relating to each focal area are compared. Explanations of
deviations are given wherever possible. This chapter gives a detailed description of how the
Greenland Education Programme performed in 2011. For a complete overview of the budget and
accounting figures from 2012, cf. annex 2.
Chapter 4 presents the overall budget of the education sector for Government of Greenland. Again
budget and actual expenditures are compared and explanations of deviations are given wherever
possible. For a complete overview of total education budget figures (2013-2016) and accounting
figures from 2012, cf. annex 1.
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2 PERFORMANCE IN VIEW OF VARIABLE TRANCHE
The calculation of the variable tranche based on the results for 2012 is shown in table 2.
Table 2: Variable tranche calculation with adjustment
Indicator Weight Baseline Target Result TA CT
1.2 Expenditure on education 0.10 115.50 168.70 169.50 1.02 0.10
4.c Students attending higher education 0.10 775 1170 1188 1.05 0.10
5 Apprenticeships 0.05 1,098 1,440 1,384 0.83 0.04
8 Education level of the workforce 0.20 34.6 35.8 36.8 1.83 0.20
9 Completion 0.20 581 890 951 1.20 0.2011.a Drop-out (formal education) 0.10 0.24 0.21 0.245 (0.30) -
11b Dropouts (Skills and competence cours 0.10 0.13 0.10 0.09 1.58 0.10
12.a Job insertion 0.10 399 485 451 0.60 0.06
12.b Enrolment in education after
Piareersarfiit0.05 0.24 0.24 0.23 - -
1.00 0.80
Source: The Ministry of Education, Church, Culture and Gender Equality.
In table 2 the calculation is adjusted in the following way: Variables above the target are adjusted
and set equal to the targeted value. According to this calculation method 80 % of the variable
tranche will be payable for 2012 in 2014.
Overall the attendance at higher education, completion, and educational level of the workforce has
improved, whereas the, indicators on drop-out rates, apprenticeships and job insertion of
graduates have detoriated. The total expenditure on education and enrolment into education afterPiareersarfiit is stagnating. Further elaboration on the indicators can be found below
Indicator 1: Expenditure on education was slightly over target
Indicator 4.c: Total attendance at higher education was above the target (1170) by 18 students.
The number of students attending higher education has increased by 53 % and the number of
students completing higher education has increased by 30 % from 2005 to 2012 probably due to
increased awareness of the importance of education, and a greater variety in the supply of higher
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education in Greenland. The supply of higher education has been broadened which enables more
students to attend higher education without having to travel abroad. However due to the current
capacity constraints a further expansion of the attendance will require more students are travelling
abroad.
Indicator 5: Number of apprenticeships was below target (1384) by 56. The target for 2012 was
set very conservatively, because no new initiatives to provide more apprenticeships were planned
for 2012. Thus a higher target would be highly unlikely to achieve without further initiatives. The
number of apprenticeships was below target and for this the Ministry of Education, Church, Culture
and Gender Equality have no definite explanation for.
Indicator 8: The relative share of the population with an educational level of 3-6 ISCED has steadilyincreased from 34.6 in 2009 to 36.8 in 2012. From 2009 to 2011 this level only increase by
approximately 0.5 percentage points per year, but from 2011 to 2012 the level increased by 1.3
percentage points reflecting the positive developments in completion rates during the recent years.
The education level of the working force has increased a bit slower than anticipated due to
changes in the migration patterns. From 2008 to 2012 the relative share of the workforce born
outside Greenland was 14.2 % in 2008 and 14.6 % in 2012. During the same period the
educational level of the foreigners has dropped from 69.1 % to 58.4 % at ISCED 3-6. On the
contrary the educational level of the workforce born in Greenland has increased from 28.8 % in
2008 to 33.4 % in 2012 i.e. an increase of 4.6 percentage points which is higher than anticipated in
the target set for this indicator.
In addition the shortage in affordable (subsidised by the public) housing especially in Nuuk has
made it more difficult to recruit highly educated people (Greenlandic graduates from Denmark and
expatriates) as neither the Government of Greenland nor the municipality have been able to offer
accommodation in relation to all open positions within the last year. Although the Government
continues to build and subsidise housing it has not been possible to replace demolished buildings
in the speed necessary to meet the demand, as private rentals are too expensive for the majority of
the population.
Indicator 9: In spite of the negative development in the drop-out rates the completion was above
target (890) with 61 students. Cf. explanations for the developments in the drop-out rates.
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The number of students completing vocational education and training increased by 8.5 % (428
graduates), from last year. Moreover the number of graduates completing their studies increased
by 73 % compared to the baseline in 2005 of 247 graduates.
The number of students completing high school has increased by 23 % from last year, and the
number of completions has increased by 82 % compared to the baseline level, attendance only
increased by 60 %.
The number of students completing higher education has increased with 18 percentage points from
2011 to 2012, as the number of students completing secondary cycle of higher education
increased by almost 49 percentage points. The completion at first cycle of higher education
remained at almost the same level as in 2011.
Indicator 11: drastic increases at vocational education and training schools, and students at higher
education primarily caused the increasing drop-out rates.
The number of apprenticeships is too low consequently a student loosing his/her apprenticeship is
likely to drop-out. The drop-out rates at vocational educational and training schools have
increased from 25.3 % in 2011 to 33.1 % in 2012 probably due to the economic recession. The
attendance at vocational education schools has dropped to 1352 students i.e. below the level of
2009 (1386 students). This can maybe in part be explained by an insufficient number of
apprenticeships, although school board members from local business have become increasingly
involved in solving this problem, the number of apprenticeship places decreased to just above the
level of 2009 and 2010.
The relative decrease in attendance at vocational education and training schools of 7 percentage
points (77 students) was almost equal to the increase in the attendance at high school of almost 9
percentage points (71 students). This might be an indication more students are aspiring for higher
education, which has caused a shift in attendance from vocational education and training towards
high school as this is the pathway to higher education i.e. a pull-effect, or high school education
may be seen as the best alternative currently i.e. a push-effect. Drop-out-rates at high schools
have increased with 1.3 percentage points from 17.4 % in 2011 to 18.7 %. One explanation for
this could be that some of these students may not have the necessary academic skills, hence they
are at greater risk of drop-out. It is not possible to neither prove nor disprove this hypothesis
based on the available data.
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The drop-out-rates at higher education have increased from 16.1 % in 2011 to 21.0 % in 2012,
especially due to an increase by almost 8 percentage points in the drop-out rates in second cycle
of higher education, while the attendance remained at the same level as in 2011. The drop-outrates for first cycle of higher education increased by almost 3 percentage points, and attendance
increased by 9 percentage points.
It is very difficult to explore the underlying causality to the drop-outs at higher educations as the
majority of these are attending studies abroad, and disaggregated figures at institutional level is not
available, but according to the university in Greenland a large number of their students are
suffering from psychological/social problems11. Although it is probably the more resourceful
students who travel abroad it is possible some students do not settle in well in their newenvironment, and are suffering from homesickness.
The challenges in relation to drop-out differ across educations. In general the improvements in the
physical framework (dormitories and school buildings) as well as psychological support to students
are expected to have a positive impact on drop-out rates. However the other side of the coin is
that there are indications that some students are enrol into education in order to get a cheap
dormitory room and study grants, as the job opportunities are limited. These students are not
motivated, and at a higher risk of dropping out. However when the new job opportunities in the
strategic sectors are beginning to emerge; this could have a positive effect on the drop-out and
completion rates.
Drop-out rates vary across educations due to a number of reasons including future prospects,
attractive alternatives and family reasons. For example students at higher education may be
pulled out of their studies, as employers recruit students at higher education due to the shortage in
academics. Students who are working, while enrolled at the university maintain their right to a
dormitory room and study grants, as there is no income limit to the beneficiaries of study grants in
Greenland. Eventually the study grants are stopped, if studies are delayed by more than one year.
Another reason may be the economic recession affecting the students with kids, if their spouse
loses his/her job, they will have to work more hours, and eventually drop-out from their study.
Indicator 12.a: Job insertion was below the target (885), 34 fewer graduates (from 2010) than
expected obtained a job in 2011.
11See interview list in appendix
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Job insertion of graduates12 from vocational education and training schools (80 %), and high
school (25 %) have been lower than anticipated in the targets which is mainly due to exogenous
factors including the financial crisis and the mould-infested public housing stock limiting job andhousing opportunities. In particular it is difficult for Greenlandic students in Denmark to return to
Greenland after completed higher education due to the unavailability of affordable housing in Nuuk,
and day care.
Job insertion of graduates from first cycle of higher education have been higher than anticipated in
the targets, due to an increase of 5 percentage points in the job insertion for graduates at the first
cycle of higher education (80 % in 2011). The job insertion rate for graduates from secondary
cycle of higher education increased by 9 percentages point (36 % in 2011) but did not meet thetarget.
The unemployment rates for high school graduates one year after graduation of 37 % is much
higher than the overall level of 15.8 %13for young people (20-24 years), which might reflect that
the education is not directly qualifying for jobs. The salary is therefore also lower, which makes it
harder with e.g. a part time job to reach the target for being employed 14. The unemployment rates
for graduates from vocational education and training schools one year after graduation is almost at
the same level (17 %). There is effectively full employment for graduates from higher education
one year after graduation (4-5 % unemployed).
With respect to the graduates from vocational education and training schools, and graduates from
the first cycle of higher education15which are directly targeted towards a job, the pattern looks
similar with respect to job insertion and studies, i.e. approximately 80 % are employed, and 3 %
studying after one year.
Although high school education is targeted towards higher education the majority of the students
are not studying after one year (63 %). However there has been an improvement in the number of
high school students studying after year of 10.7 percentage points from 2010 to 2011. The positive
consequence of the low job insertion is, it seems, to push more high school students into
122011 figures as this data availability is lagging one year, i.e. relative share of graduates from 2010 inserted in job 201113Statistics Greenland14Yearly income at DKK 100,000. Statistics Greenland: Method description EU indicators15
Higher profession education including professional bachelors (first cycle), academic university including bachelors and masters(secondary cycle)
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continuing education as the relative share of graduates studying16after one year is increasing from
approximately one fourth of all high school graduates in 2010 to more than a third of all high school
students in 2011. Although this is a positive development it actually has a negative impact on
indicator 12.a, as the job insertion rates is calculated for all formal educations.
The labour market for academics is suffering from a shortage in supply17, i.e. unemployment rates
for higher education graduates are 4-5 % after one year. The positive development is
approximately 40-50 % of the graduates18from secondary cycle of higher education graduates are
continuing their studies which is contributing to increasing the educational level of the Greenlandic
population in the long run. Regrettable this positive development will not be captured in indicator 8
before these students have completed their studies and are inserted into jobs. Moreover a
relatively large share of higher education graduates are living abroad19 i.e. 13 and 19 % for firstand secondary cycle respectively who are potential net contributors to the Greenlandic society20, if
the expatriates are returning to Greenland after a couple of years abroad. Only 1 % of the
graduates from high school and vocational education and training schools are living abroad.
However job insertion for graduates studying outside Greenland will not be measureable until they
are employed in Greenland.
The employment plan (2012) is looking into structural barriers on the labour market and solutions
to remove these barriers.
Indicator 12.b: Enrolment in education after Piareersarfiit was below target (23.4 vs. 24 %). This
indicator was introduced in the AWP 2011 to the calculation of the variable tranche in the 2010.
Enrolment in education after Piareersarfiit is important to monitor as Piareersarfiit was established
to support vulnerable groups and bringing them closer to the labour market. Originally the intention
was primarily to use counselling as the mean to this end. However Piareersarfiit has developed
into an educational institution, especially for school leavers without sufficient skills to enrol in
vocational education and training or high school or with special educational or socio-pedagogicalneeds. The result of this indicator was below the baseline, the reason for this is not known with
certainty. One explanation could be that more and more are applying for educations and seeing as
the students attending Piareersarfiit are already vulnerable, the more capable students are getting
16Either in Greenland or Denmark17According to the employers (GA); see interview list in annex18Depending on whether the relative large share (19%) of the graduates who are living abroad in included19No information available about their about job status20
Currently no statistical information available to analyse the impact on the Greenlandic society of this development, cf.the brain drain study conducted with the support of the European Commission in 2011
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admitted before the students from Piareersarfiit. Another hypothesis is the increased focus on the
value of getting an education has induced an increasing number of school leavers to work harder
in elementary school in order to continue directly to high school or vocational education training
schools, thus the ones attending Piareersarfiit are worse than previous students at Piareersarfiit.
Regarding the enrolment in education after Piareersarfiit there has been a minor increase in the
relative share of students who continue education after Piareersarfiit, which is despite a drop in
students who continue to vocational education and training schools (result 18 % in 2011, 15 % in
2012, target 15 % in 2012). As the students from Piareersarfiit have fewer resources than the
elementary school leavers meeting the requirements of youth education it is likely students from
Piareersarfiit who are the losers when the apprenticeships are too few. With respect to high schooleducation 5 % were enrolled (result 4 % in 2011, target of 6 % in 2012), and 4 % were enrolled into
higher education (result 0 % in 2011, target of 3 % in 2012).
As Piareersarfiit has turned into an education institution, the courses have become very popular
among school leavers. Piareersarfiit provides courses to students with special educational or
socio-pedagogical needs. Consequently the target group has changed into the most vulnerable
school leavers. These students cannot be admitted to vocational education and training
institutions or high school, because they cannot meet admission demands. Some stakeholders arequestioning whether it is the right strategy to prescribe formal education for everybody. There
might be a large group of people for whom it is not possible to complete a formal education, and
the society need to think of other ways to include these people in the labour market, as the social
problems are widespread in Greenland. In this perspective Piareersarfiit still has a role to play in
relation to the original purpose of counselling adults, but it might be necessary to develop new
indicators for the success of Piareersarfiit taking into account the social problems the participants
are facing. Based on the results from previous years it does not seems realistic for the majority of
the students to enrol in formal education, therefore an outcome indicator measuring jobinsertion/education (broadly defined to include bridge-building and upgrading courses) would be
probably be more appropriate and able to capture the positive developments for the individuals of
this intervention.
The main challenges for further expansion of the capacity of Piareersarfiit are lacking IT equipment
and competencies, very expensive internet-connection, and affordable housing as Piareersarfiit
belong under the municipalities and thus have considerably less dormitory capacity than the
general educational system and private rentals are often too expensive.
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In summary two, outcome and impact indicators (drop-outs, and job insertion), and one input
indicator were below target and one outcome indicator (enrolment into education after
Piareersarfiit) was on target. Whereas one impact (educational level of the population) and two
outcome indicators (attendance at higher education, completion) were above targets.
It is very important that the massive investments into the education sector are actually starting to
pay-off (completion, educational level) and with an increasing number of students attending higher
education the prospects for this investment looks good.
Although the drop-out rates have deteriorated (which is not good for the investments) it is too early
to make any firm conclusions as this indicator21does not measure the proportion of a year group
completing or expected to complete their education. Instead a new drop-out indicator has been
developed in relation to the new student tracking system. According to the new drop-out rate
(2011 figures) completion rates are improving for high school education, higher professional
education and higher university education, whereas completion rates for vocational education and
training has decreased from 2005 onwards. It is crucial for the continuous success of the
Greenlandic Education Programme that the drop-out-rates are closely monitored and scrutinised in
order to identify major risk groups and target initiatives
With respect to the underperformance on the indicators measuring the success of Piareersarfiit interms of including a larger share of the population into the education system (enrolment into
education after Piareersarfiit) and the ability of the educational systems to meet the demands of
the employers (job insertion) the usability of these indicators can be questioned as explained in the
previous sections.
Overall some important changes in attitudes and behaviour among school leavers are indicated by
the positive developments in the outcome indicators (attendance higher education, completion
rates, job insertion) and impact indicator (educational level of the population) above and from thequalitative data collected from various stakeholders in Nuuk in relation to the drafting of the
educational reports (in 2012 and 2013). If the current pattern continues an increasing share of the
new generations will obtain a formal education.
In order to achieve the high ambitions of the Greenland Education Programme it is crucial more
people are included in the education system according to several stakeholders. The large residual
21
The dropout rate used in the performance metrics for the Greenland Education Programme measures total dropoutsdivided by total attendance
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group of young school leavers outside the education system and unskilled/unemployed adults
need upgrading to meet the requirements of the labour market.
A further expansion of the capacity to include more students in the education system is limited bythe current physical capacity at the schools and dormitories. Especially female students with kids
are dependent on the availability of day care and adequate housing that are in short supply
presently. Moreover it is necessary to strengthen the human capital component of the institutional
capacity to curb the increase in the drop-out rates. Increasing social inclusiveness of the
education system and at the same time raising quality to international standards puts more
pressure on the institutions and implies new competency requirements for management and
educators. With respect to job insertion of graduates it is necessary to remove the structural
barriers preventing higher education graduates from returning to Greenland after completing theirstudies abroad.
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3 DETAILED DESCRIPTION OF ACTIVITIES, BUDGET AND EXPENDITURE AND RESULTS
PER INDICATIOR
In this section targets and outcome for 2012 are compared. Wherever possible, explanations fordeviations are given.
.1 Preparatory courses and youth educational and trainingprogrammes (focal area 1)
The overall objective of the initiatives under focal area 1 is to motivate more young people to take a
youth education at high school or vocational education and training schools, and ensure the
necessary conditions are in place. The focal area primarily focuses on elementary school leavers.
Presently about 36 % of a year group attends high school or vocational education and training
directly i.e. 1 year after leaving elementary school22. This number needs to be raised significantly
in the coming years if the overall goal of GEP has to be reached.
There is a tradition for young people attending continuation schools just after leaving elementary
school. At present approximately 40 %23of young people continues from elementary school to a
continuation school, often in Denmark. Initiatives for supporting continuation schools in Greenland
are also financed under focal area 1.
The activities financed under focal area 1 are shown in Table 3. The expenditures are below the
budget with 0.7 m mainly due to fewer pilot projects probably due to a limited institutional
capacity to initiate new projects during the implementation of the high school reform from mid-
2012.
Table 3: Budget for focal area 1 ( m)
22
Source: Department of Arctic Education (Inerisaavik), 18 April 201323Source: The education strategy (MOER, 2012)
Activity
Finance Act
2012
Expenditure
2012
Development of Pilot Projects (GU-reform) 1,2 0,7
50 more apprentices starting pr. year 0,1 0,0
School training places for double-year school leavers 2008 0,5 0,3
Bridge building: Expansion of the continuation school quota 0,0 0,0
Subsidy for lowering the self-payment for stays at 0,2 0,2
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Source: Finance Act and accounts 2012.
Note: Activity figures does not sum exact to totals due to rounding.
Targets and outcomes
The results under focal area 1 are evaluated on the basis of the following indicators:
Applicants, VET and high school (indicator 3.1 and 3.2).
Attendance, VET and high school (indicator 4.a).
Apprenticeships (indicator 5).
Table 4: Applicants for VET (indicator 3.1)
Result
2006
Result
2007
Result
2008
Result
2009
Result
2010
Resu
lt
2011
Result
2012
Targ
et
2012
Result
and
target
differenc
e in 2012
in %
Number 1,223 1,189 1,396 1,579 1,72924 1.787 1,849 1,650 12
Index
2006=10
0
100 97 114 129 141 146 151 135 12
Source: Statistics Greenland.
24In the AWP 2011 and the AIR 2010 a reporting error has occurred in regards to reporting on the number of applicants for vocationaleducation and training in those reports.
continuation schools
Strengthening of school management - -
1 year high school course in Nuuk 0,5 0,5
1 add. track at the high school in Nuuk from 2006 0,7 0,7
1 add. track at the high school in Qaqortoq from 2008 0,6 0,6
1 add. track at the high school in Aasiaat from 2008 0,9 0,9
2 add. tracks at the high school in Nuuk from 2008 0,9 0,9
Running costs of INUILI 0,2 0,2
1 add. track to the technical high school programme from
20080,5 0,5
Inerisaavik The Good School 0,5 0,5Total 6,6 5,9
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Table 5: Applicants for High School Education (indicator 3.2)
Result
2008
Result
2009
Result
2010
Result
2011
Result
2012
Target
2012
Result and target
difference in
2012 in %
Number 757 796 864 1,073 1,048 1,100 -5
Index
2008=100100 105 114 142 138 145 -5
Source: Reporting from High Schools to the Ministry of Education, Church, Culture and Gender Equality.
Note: The numbers above differs from those presented in AIR 2008. A new data reporting system has been set
up by the then Ministry of Education and Research in 2010, resulting in more valid data, and thus giving rise to
revision of previous reported data.
For vocational education and training the actual numbers of applicants exceed the targets set for
2012. The Ministry of Education, Church, Culture and Gender Equality does not currently have
knowledge as to how many of the applicants meet the qualifications required to attend the
education of their choice and how many does not. Due to the shortage of apprenticeships, and
capacity constraints it is not possible to meet the current demand for vocational education and
training education.
For high school education the actual numbers of applicants is below target which is probably dueto several factors including that the double year group has been more or less taken care of by now.
In Table 6, Indicator 4a is presented; attendance at vocational education training and high schools.
This indicator was slightly below its target (-4 %) in 2012.
Table 6: Students by type of education, (indicator 4a.1)
Result
2005
Result
2006
Result
2007
Result
2008
Result
2009
Result
2010
Result
2011
Result
2012
Target2012
Resultandtar
get
differencein2
012
%
Total1,92
52,077 2,178 2,410 2,484 2,649 2,679 2,673 2,770 -4
Vocational
Education
1,09
8
1,246 1,313 1,439 1,386 1,477 1,429 1,352 1,470 -8
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and
Training
High School 827 831 865 971 1,098 1,172 1,250 1,321 1,300 2
Source: Statistics Greenland.
Table 7: Students by type of education, relative to the relevant population (indicator 4a.2)
Result
2005
Result
2006
Result
2007
Result
2008
Result
2009
Result
2010
Result
2011
Result
2012
Target
2012
Total 15-19 0.16 0.17 0.18 0.20 0.23 0.24 0.24 0.24 0.24VET 0.05 0.05 0.06 0.06 0.06 0.07 0.06 0.05 0.06High School 0.11 0.11 0.12 0.14 0.16 0.17 0.18 0.19 0.18Total 20-24 0.22 0.22 0.21 0.24 0.23 0.23 0.24 0.22 0.24
VET 0.13 0.15 0.15 0.16 0.16 0.15 0.15 0.13 0.15High School 0.08 0.07 0.07 0.08 0.08 0.08 0.09 0.09 0.09
Source: Statistics Greenland.
Table 8: Students by type of education, indexed (2005=100) (indicator 4a.3)
Result
2005
Result
2006
Result
2007
Result
2008
Result
2009
Result
2010
Result
2011
Result
2012
Target
2012
Total 100 108 113 125 129 138 139 139 144
VET 100 113 120 131 126 135 130 123 134High
School
100100 105 117 133 142 151 160
157
Source: Statistics Greenland.
The total number of attendances was slightly lower than targeted due to a decrease in the number
of attendances at vocational education and training educations. Apparently students substitute
vocational education and training for high school. This can probably be explained a change in
attitudes toward education meaning more students aspire to continue to higher education.
In Table 9, Indicator 5 is presented; Number of apprenticeships at vocational education and
training schools. In 2012 this indicator was slightly below target (- 4 %). Therefore solutions are
looked into, for example the establishment of school apprenticeships.
Table 9: Number of apprenticeships at vocational education and training schools (indicator
5.1)
Result Result Result Result Result Result Result Result Targ Result
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2005 2006 2007 2008 2009 2010 2011 2012 et
2012
and
target
differen
ce in
2012 %Tota
l1,098 1,100 1,098 1,316 1,376 1,377 1,431 1,384 1440 -4
Inde
x
200
5
=10
0
100 100 109 120 125 125 130 126 131 -4
Source: Statistics Greenland.
The indicators under focal area 1 all indicate utilisation of the institutional capacity needs to be
optimised and expanded in order to include more students in the education system.
. Competence (skills training) courses, the Piareersarfiit and
unskilled labour in the work force (focal area 2)
To encourage more people to begin a formal training or education programme, a so called skills
and competence courses (PKU)25 project has been instituted to improve the qualifications of
unskilled workers to achieve a job, a stable income or to join the desired educational programme.
In light of the industries that are expected to develop in the coming years it is also of outmost
importance that both skilled and unskilled workers have the competences to meet the future
demand for labour.
The activities that are financed under focal 2 are shown in Table 10. Expenditure