Annual Work Plan 2013

8/13/2019 Annual Work Plan 2013

1/154


2/154

Annual Work Plan 2013 1

................................................................................................................................................................ 5 ............................................................................................................................................................... 7 ............................................................................................................................................................. ............................................................................................................................................................... 0 ......................................................................................................................................... 11

0.1 ( 1) ..................................... 110.2 ( 2) ........................................................................ 13

0.2.1 , ...................... ..................... ..................... ............. 130.2.2 , ..................... ...................... .................... ...................... ......... 150.2.3 ....................................................................................................................................... 180.2.4 ................................................................................................................................................. 190.2.5 .................... ...................... ...................... ..................... ................ 200.2.6 ............................................................................................................................................ 200.2.7 ....................................................................................................................................... 210.2.8 () ..................... ..................... ...................... ..................... ......... 220.2.9 ........................................................................................................................................................ 220.2.10 .............................................................................................................................................. 230.2.11 23

0.3 2012( 3) ........................................................................................................................................................................................... 24

0.3.1 .................... ...................... ................... 240.3.2

................................................................................................................................... 24

0.3.3 ............................. ...................... .................... .......... 240.3.4 .......................................................................................................................................................... 240.3.5 ................................................................................................................................... 25

0.4 , 2012 ( 4)........................................................................................ 250.4.1 ........................................................................................................................................................................... 250.4.2 , ...................... ..................... ..................... ...... 26


3/154


1 .................................................. 21.1 .................................................. 29

1.1.1 .................... ...................... ...................... ..................... ................ 311.2 ............................................................................................................................................................. 35

2 .................................................................................. 372.1 , ........................................................................................... 37

2.1.1 ....................................................................................................................................................... 372.1.2 ( ) ................... ...................... ..................... ..................... ............. 392.1.3 . ............................ .................... 42

2.2 , ............................................................................................................... 432.2.1

.................................................................................................................................................................. 44

2.2.2 .............................................................................................................................................. 502.2.3 ............................................................................................................................................... 53

2.3 ........................................................................................................................................................ 572.3.1 ................................................................................................................................... 582.3.2 ................................. ..................... ..................... ............. 582.3.3 ..................................................................................................................................... 59

2.4 .................................................................................................................................................................... 652.4.1 ..................................................................................................................................... 652.4.2 ...................................................................................................................... 67

2.5 ....................................................................................................................... 682.6 ....................................................................................................................................................................... 72

2.6.1 .............................................................................................................................................................. 722.6.2 ..................................................................................................................................................... 722.6.3 ................................................................................................................................................. 722.6.4 ............................................................................................................................................................. 732.6.5 ................................................................................................................................................................. 73

2.7 .............................................................................................................................................................. 742.7.1 .............................................................................................................................................................. 742.7.2 ..................................................................................................................................................... 742.7.3 ................................................................................................................................................. 742.7.4 ............................................................................................................................................................. 752.7.5 ................................................................................................................................................................. 75

2.8 ............................................................................................................................. 80


4/154


2.8.1 .............................................................................................................................................................. 802.8.2 () ................................................................................................................................................. 812.8.3 .................................................................................................................................... 812.8.4 ............................................................................................................................................................. 812.8.5 ................................................................................................................................................................. 81

2.9 ........................................................................................................................... 822.9.1 .............................................................................................................................................................. 822.9.2 ..................................................................................................................................................... 832.9.3 .................................................................................................................................... 832.9.4 ............................................................................................................................................................. 832.9.5 ................................................................................................................................................................. 83

2.10 ...................................................................................................................................................................... 932.10.1 .............................................................................................................................................................. 932.10.2 ..................................................................................................................................................... 942.10.3 .................................................................................................................................... 942.10.4 ........................................................................................................................................................... 942.10.5 ................................................................................................................................................................. 94

2.11 ............................................................................................................................................................ 992.11.1

.............................................................................................................................................................. 99

2.11.2 ..................................................................................................................................................... 992.11.3 .................................................................................................................................... 992.11.4 ........................................................................................................................................................... 992.11.5 ...............................................................................................................................................................1002.11.6 ........................................................................................................................................1002.11.7 ( ) ...................... ...................... .................... ........1012.11.8 ( ) .................... ...................... ...................... .................... ...............102

2.12 . 1052.12.1 ............................................................................................................................................................1052.12.2 ...................................................................................................................................................1052.12.3 ..................................................................................................................................1062.12.4 .........................................................................................................................................................1062.12.5 ...............................................................................................................................................................106

3 2013 ....................................................................................................................................................................... 10


5/154


3.1 ........................................................................... 1083.2 .................................................................................................................................................... 1103.3 .................................................................................................... 1103.4 () .................................................................................. 1103.5 ................................................................................................................................................................ 111

3.5.1 ............................................................................................................................1113.6 .................................................................................................................................................... 1123.7 ................ ................ ................. ................. ............... ................ ................. ................. .............. ......... 112

4 , 2013 ................................................................................................ 1144.1 ........................................................................................................................................................................................114

4.2 , .....................................................................................117

4.2.1 1: .......................................................................................................................................................................1184.2.2 2: ( ) , ...............................................................................................................................................................1234.2.3 3: .................... ...................... .................... ........1284.2.4 4: ....................................................................................................1304.2.5 5: ...................... ...................... .................... ......................1324.2.6 6: ..........................................................................................................1374.2.7 7: , . ..................139


6/154


LIST OF TABLES

Table 1: Labour demand in raw material projects to be initiated in 2013-2018 .............................. 54Table 2: Resources allocated to upgrading and retraining of adults (Finance Act) ........................ 64Table 3: Educational status by mid-September 2010 for pupils from Danish continuation schools 81Table 4: Indicator 5.1 Apprenticeships - Students by sector (numbers), 2012 ............................... 88Table 5: Number of applicants to high school (2012), and numbers enrolled (2011) per municipality

..................................................................................................................................................... 95Table 6: Indicators in the calculation of the variable tranche 2013 .............................................. 114Table 7: Total budget and total education budget for the Government of Greenland 2013 ( m) . 115Table 8: The Greenland Education Programme budget for the focal areas 2013 ( m) ............... 116Table 9: Indicators in the calculation of the variable tranche 2013 .............................................. 118Table 10: Applicants for Vocational Education and Training (indicator 3.1) ................................. 120Table 11: Applicants for High School Education (indicator 3.2) ................................................... 120Table 12: Number of students by type of education (indicator 4a.1) ............................................ 121Table 13: Number of attending students by type of education, relative to the relevant population

(indicator 4a.2) ............................................................................................................................ 122Table 14: Students by type of education, indexed (2005 =100) (indicator 4a.3) .......................... 122Table 15: Number of apprenticeships at Vocational Education and Training (indicator 5.1) ........ 123Table 16: Attendance at skills and competence courses (indicator 4.b) ...................................... 125Table 17: Drop-out at skills and competence courses (indicator 11.b)......................................... 126Table 18: Enrolment into education after Piareersarfiit (indicator 12.b) ....................................... 127Table 19: Enrolment into education after Piareersarfiit, relative to attendance (indicator 12.b) .... 127Table 20: Applicants for Higher Education (indicator 3.3) ............................................................ 129Table 21: Number of students in higher education, by type (indicator 4c.1)................................. 130Table 22: Students in higher education, by type (2005=100) (indicator 4c.2) .............................. 130Table 23: Expenditure on education as a percentage of total public expenditure (indicator 1.1) .. 132

Table 24: Expenditure on education (Million Euro) (indicator 1.2) ............................................... 132Table 25: Expenditure on education, indexed (2005=100) (indicator 1.3) .................................... 132Table 26: Number of graduates by type of education (indicator 9.1) ........................................... 134Table 27: Graduates by type of education, indexed 2005=100 (indicator 9.2) ............................. 135Table 28: Repeaters attending relative to total attendance in vocational education and training and

high school education (indicator 10.2) ......................................................................................... 135Table 29: Drop-out rate relative to total attendance by type of education (indicator 11a.2) .......... 136Table 30: Dormitory Capacity 2011 ............................................................................................. 138


7/154


Table 31: Dormitories and buildings ............................................................................................ 138Table 32: Share of work force divided by ISCED level (total numbers) ........................................ 142Table 33: Share of work force divided by ISCED level (percentage) ........................................... 142Table 34: Graduates obtaining a job (numbers), (Indicator 12.a1) ............................................... 144Table 35: Graduates obtaining a job (in Greenland, based on tax records) relative to total

graduates, (Indicator 12.a2) ........................................................................................................ 144Table 36: GDP (Indicator 14) ...................................................................................................... 145Table 37: Total external grants by origin (Denmark and EU) (In Euro) ........................................ 146Table 38: Total external grants in percentage of total public budget (indicator 15.2) ................... 146Table 39: Total external grants by origin (Denmark and EU) 2005=100 (indicator 15.3) .............. 146Table 40: Employment by sectors, numbers (indicator 16.1) ....................................................... 147Table 41: Life expectancy at birth (Indicator 17.1) ....................................................................... 150Table 42: Birth rate- born per 1000 (indicator 17.2) ..................................................................... 151Table 43: Number of children per household (indicator 17.3) ...................................................... 151Table 44: Infant mortality, per 1,000 children born (indicator 17.4) .............................................. 151Table 45: Rate of suicide, per 1,000 inhabitants (indicator 17.5) ................................................. 152Table 46: Main diseases reported (Indicator 17.6) ...................................................................... 153


8/154


LIST OF FIGURES

Figure 1: Overview of the Greenland Education Programme ........................................................ 31Figure 2: Indicators of the Greenland Education Programme ........................................................ 34Figure 3: Distribution of the population by way of municipalities (1 January 2013) ........................ 38Figure 4: Demographic developments 2012-2040 (index 2012=100) by age groups ..................... 39Figure 5: Public expenditures on education as a percentage of GDP (2009) for Greenland and

various countries ........................................................................................................................... 50Figure 6: Public expenditure by types of education (2011) ............................................................ 52Figure 7: The expected changes at the Greenlandic labour market: Change in number of positions

compared to 2012 ......................................................................................................................... 62Figure 8: Overview of the formal education system ....................................................................... 71Figure 9: Overview of training courses .......................................................................................... 71Figure 10: The school leavers choice of education (2011) ............................................................ 76Figure 11: Drop-out rates (NEW definition!), Vocational Education Training Schools .................... 91Figure 12: Drop-out rates (NEW definition!) at high schools .......................................................... 96Figure 13: Drop-out rates (NEW defintion!) Higher University Education ................................... 103Figure 14: Drop-out rates (NEW defintion!), Higher Profession Education................................. 104Figure 15: Focal area 1 budget ( 8 m) divided into main categories .......................................... 119Figure 16: Focal area 2 budget ( 7 m) divided into main categories .......................................... 123

Figure 17: Focal area 3 budget ( 12.7 m) divided into main categories ..................................... 128Figure 18: Focal area 4 budget ( 14.9m) divided into main categories ...................................... 131Figure 19: Focal area 5 budget ( 0.8 m) divided into main categories ....................................... 133Figure 20: Focal area 6 budget ( 10.0 m) divided into main categories ..................................... 137Figure 21 Focal area 7 budget ( 2.6 m) divided into main categories ........................................ 140


9/154


LIST OF ANNEXES

1. The yearly budget allocations and projections 2006-2014 in the overall education sector

(Million Euros)

2. Focal areas expenditure

3. Terms of reference for GEP

4. Description of the 17 Agreed Indicators

5. Weight for the variable tranche

6. List of targets established for 2012

7. Interviews regarding the Greenland Education Programme - List of respondents


10/154


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 Euro

FA Finance Act (the Budget)

FSA The Leaving Examination of the Elementary School 10th grade

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

MoER Ministry of Education and Research, from march 2011

MoFA Ministry of Family Affairs (formerly a part of Ministry of Family Affairs and

Health) (dissolved march 2011)

MoFCCGE Ministry of Family, Culture, Church and Gender Equality, from march 2011

MoF Ministry of Finance


11/154


MoH Ministry of Health

MoHIT Ministry of Housing, Infrastructure and Transport

MoILM Ministry of Industry and Labour Market

PD Pedagogical Diploma

PEFA Public Expenditure and Financial Accountability

Piareersarfiit Career guidance and counselling centres

PKU Competence development 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


12/154


0 EXECUTIVE SUMMARY

The Annual Work Plan (AWP) for 2013 follows almost the same structure as the work plan

for 2012 with respect to chapters and sections.

This report reflects information available as by end of December 2012, except for the data on

results 2012, which were available at the time of writing and subsequently influenced the

targets set for 2013. In March 2013 a new parliament and government was elected, with the

consequence that the Education Strategy from 2012 is now under revision by the current

Government. The revision has not yet been completed and is not reflected in this report.

0.1 Introduction to the Annual Work Plan with Brief Readers Guide (Chapter

1)

The Government of Greenland prepares the Annual Work Plan every year on the basis of the

visions, strategies and intended results regarding the Greenland education and vocational

training sector with specific reference to the Greenland Education Programme. An important

part of the Annual Work Plan is to report the Greenland Education Programme funds

allocated to different activities. Another important part is to set specific targets for the year in

progress regarding various elements of the education sector, such as number of

attendances, drop-out rates and the number of completions. The Annual Work Plan is

submitted by Government of Greenland to the European Commission and is a condition for

receiving the Fixed Tranche (80 %) of the annual EU sector budget support.

The Annual Work Plan is also a tool for those responsible of Greenland Education

Programme, i.e. the involved Ministries, the Executive Steering Committee, and the Planning

Steering Committee for the 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 the Greenland

Education Programme.

The Greenland Education Programme plays an important part of the overall education policy

in Greenland. The program has a clearly stated vision and a precise goal for achieving this

vision.

The vision is:

To obtain a higher standard of living and quality of life through better education.


13/154


The goal for reaching the vision is:

2/3 of the work force should have academic qualifications or vocational skills by 2020.

In 2012 a new education strategy was adopted. The education strategy builds on the

Greenland Educations Programme from 2005 and takes its point of departure in the results

achieved by the programme. From this basis the education strategy sets the overall visions

and goals of the Government of Greenland for the education sector in the period towards

2025.

Revised goal (new education strategy of 2012):

70 % of a cohort (elementary school leavers) has obtained a qualifying education in 2025

The target groups in the first phase of the Greenland Education Programme (2006-12)

were:

1. Elementary school leavers

2. Unskilled workers under 50 years of age who are either unemployed or in vulnerable

branches of the market and/or for breadwinners.

In addition to the above target groups the new education strategy of 2012 includes

3. Preschool children

4. Elementary school pupils including the large residual group of school leavers outside

the education system which is of particular concern

5. Students in higher education e.g. university education

The Greenland Education Programme is organised in seven focal areas:

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

2. Competency (skills training) courses

3. Higher education and strategic sectors

4. Cross-cutting initiatives

5. Drop-out rates and completion6. Buildings and housing

7. Structural monitoring and development


14/154


These seven focal areas are divided into a variety of activities that receive funding from the

Greenland Education Programme. The results achieved within the seven focal areas are

measured and evaluated yearly by 17 statistical indicators.

In relation to the preparation for the second phase of the Greenland Education Programme

foreseen to be started from January 2014 the education strategy was developed by the

former government in 2012. The strategy needs to be endorsed by the current government

which was elected on 12 March 2013. However, as all parties agree education is a key to

the sustainable development of the Greenlandic society the high political prioritisation of

education is unlikely to change. Changes in the concrete direction of political initiatives may

occur but there is general consensus about the support for the partnership agreement and

the high priority given to education. Regarding the Annual Work Report for 2013 the goals

were already agreed in 2005 as mid-term objectives for the Greenland Education

Programme, and the planned activities were approved upon the endorsement of the Finance

Act for 2013.

The relationship between the baseline, the political aspirations and the resources allocated is

a concern for some of the major stakeholders as well as the institutional capacity to

implement the reforms within the predicted timelines is questioned. In particular the

performance metrics needs to be reviewed in order to ensure the indicators are perceived

relevant by the major stakeholders, valid data at disaggregated level are readily available,

and the institutions monitored are receiving feedback on their performance in order to

analyse reasons for under-performance to continuously improve their performance. Going

forward the targets chosen should be based on solid information about the current state.

0.2 Introduction to the Greenland Education sector (Chapter 2)

0.2.1 Demographic, geographical and linguistic aspects

Description of available work force (supply side) and special Greenlandic conditions

0.2.1.1 Demographic

Greenland is a so-called microstate with only 56,370 inhabitants as per 1. January 2013.

The Majority of the population (85 %) is living in towns, while the remaining (15 %) live in the


15/154


settlements1. According to statistics approximately one third of the population has an

education. Most people in the settlements are unskilled workers in the traditional sectors.

A steady tendency towards an ageing population will put pressure on the public finances in

the coming years as in the rest of the OECD countries. The population size of the age

groups that will enter the education sector the next five years is decreasing by approximately

5 %.

0.2.1.2 Geographic mobility

A significant trend that is apparent from the demographic forecasts is the movement of

people from settlements to towns. This trend is primarily due to the fact that living conditions

in the settlements generally are difficult and job opportunities scarce. Mobility of the workforce (and students) is an important feature in order to close the gap between labour (and

education) market demand and supply.

The infrastructure in Greenland is limited as no roads are connecting the towns and

settlements. Means of transportation are boats and aircrafts and since the distances are

vast, transportation is costly.

The special conditions in Greenland require many young people to leave the home at theage of 15 in order to get an education. The challenges are: To convince families education is

a necessity and to ensure adequate accommodation and support from other adults and

peers.

From 2013 Greenlandic students studying in Denmark will receive study grants from the

Danish study grant system, except for students in youth education below the age of 20.

Students who receive study grants from the Danish system will however still be eligible to

receive supplementary study grants for books and home leave once a year from the

Greenlandic study grant system in order to encourage young people to enter education and

prevent drop-out.

With respect to distance work and e-learning the possibilities are limited due to expensive

internet usage, IT-skills among teachers, lack of hardware equipment and IT support.

However a separate working group preparing for the 2ndphase of the Greenland Education

Programme has been established to identify barriers and solutions in relation to the

1Statistics Greenland, Jan 2011


16/154


implementation of the Information and Communication Technology strategy (IKT, 2011)

aiming at ensuring teachers have adequate competences and access to IT.

0.2.1.3 Linguistic aspects

Greenland is a bi-lingual or tri-lingual society, with Greenlandic being the official language

and Danish the second language with the latter particularly used in the larger towns and the

Government of Greenland administration. Greenlandic and Danish are taught from the 1st

grade, whereas English is taught from the fourth grade in elementary school.

Linguistic and cultural skills are prerequisites for success in the education system and the

modern labour market. At the same time the foundation of the education system should be

the culture of each of the pupils. This idea as well as other ideas and initiatives are toprevent social and psychological problems from arising. Especially children from the

settlements are disadvantaged and need relatively more support to continue education, and

establish a good life in the modern society. Addressing the language problems has

therefore been given a high political priority in recent years.

A general policy/law of language was put into force 1 July 2010. The purpose of the law is

on the one hand to secure and strengthen the Greenlandic language while on the other hand

to remove barriers for the use of other languages so that a multi-lingual society can pave the

way for a sustainable and prosperous society.

0.2.2 Political, Economic and Strategic Aspects

0.2.2.1 Political Aspects

Self-Government was implemented in Greenland on 21 June 2009. The Government of

Greenland maintains the vision of a self-sustainable Greenland through education, growth

industries and gradual repatriation of areas formerly undertaken by Denmark. Consequently

the responsibility for oil and mineral resources was transferred to the Government of

Greenland from 2010.

The most important policies in relation to the education sector are: The reform of the day-

care system, the elementary school reform (2003), the establishment of continuation schools

in Greenland (2008), reform of the vocational education and training-schools (2011), the high

school reform (2012), and the education strategy (2012).


17/154


The educational reforms are aiming at increasing the institutional capacity at all parts of the

education sector to ensure that there is enough room to include a much larger part of the

population in the education system, that the teachers are qualified to provide high quality

education and that the students are living in a safe and healthy environment and are

motivated and able to meet the requirements of their study and their future employers. In

addition the financial sustainability of the educational sector must be secured by basing

decisions on the principles of cost-effectiveness, since the block grant from Denmark is

diminishing due to differences in economic development between Greenland and Denmark.

In general the stakeholders assessment of the educational reforms with regards to policy

relevance and credibility is very positive, and it is widely perceived that the elementary

school needs to be strengthened.

The stakeholders concerns are whether the resources available are sufficient to realise the

high ambitions of the education reform agenda. In particular there seems to be a widespread

consensus that strengthening the social area is necessary in order to improve the

performance of the education system, as many students are suffering from severe

social/psychological problems.

0.2.2.2 Economic Aspects

Education is seen as a key to sustainable development and economic independence which

is reflected in the relatively high resource allocation to this sector. Public expenditure on

education as a percentage of Greenlands Gross Domestic Product (GDP) is 11 % (2010).

This is higher than in other Nordic countries.

The pattern of the population scattered around the scarcely populated country is becoming

increasingly important in the political discussion of how the society will develop the coming

years.

0.2.2.3 Strategic Aspects

Besides the reforms of the education system, focus is on strategic sectors i.e. raw material

and mineral exploitation and the welfare sector, where qualified labour is expected to be in

shortage in the future. Most of local job creation in relation to the oil and mineral sectors is

expected among the suppliers of associated services as these jobs require less specialised

competences than the jobs in relation to the initial phases of exploration and exploitation.


18/154


There are great expectations attached to the so-called large scale projects, mainly related to

the oil and mineral sector. However, the timing of when these upcoming industries will be

established as well as when these industries will demand specific types of labour is not

known with certainty. This uncertainty gives rise to specific challenges in the education

sector as the education system must educate the various types of the labour in demand and

at the right time. The risks are on one hand to educate people for positions for which there is

no current demand and on the other hand to be unable to match the demands of the sector

with the consequence of foregoing the opportunities for job creation.

Currently, two large scale projects are considered to be implemented and these two projects

are expected to generate a significant number of new jobs.

In 2013 the preparatory work regarding the establishment of an aluminium smelting plant

with its accompanying hydroelectric plants continued in cooperation with the private company

Alcoa Inc. Initial study results have revealed that some aspects of the project related to

provision of energy, construction and infrastructure require additional investigation. This is

currently underway, with the government and Alcoa working together to assess the available

options. Some of the options under consideration carry the potential to extend the time

required to complete the project, but others offer potential for gains that would help reduce

such an extension. The environmental, social and health impact assessment (EIA) process

has been idled temporarily to allow for exact definition of the scope of the project. During its

fall session in 2012, the parliament passed legislation that defines a framework for the

development of potential large-scale projects in the country. The parliament also reconfirmed

the governments mandate for conducting further studies of the aluminium project. Alcoa will

continue to consult with the government to evaluate the impact of the framework legislation

on the feasibility of the proposed project. If the Parliament endorses the plant and Alcoa

decides to go ahead with the planning this project is expected to create 766 permanent jobs,

350-450 derived jobs and new apprenticeships. The aspect of employment should be part ofthe final agreement.

Moreover London Mining has applied for an exploitation licence for the deposits of iron ore

near Isua. The application is currently pending negotiations of an impact benefit assessment.

The negotiations are currently on hold until a new government has been consolidated.

In order to meet the educational requirements in the large scale projects the development of

a total education programme for all short-term courses regarding research and production ofoil products has been initiated at a conference held in December 2010. The participants

were representing relevant education institutions and private companies. Subsequently


19/154


curricula have been developed for education in: oil/gas, languages, building and

construction, iron and metal, shipping, food production and commercial. The first courses

started in the first quarter of 2011.

Two vocational education and training educations were established in the autumn of 2012:

One as a trained miner and one as a heavy equipment contractor.

0.2.3 Horizontal strategies

During 2011 the Government of Greenland developed two strategies: The Regional

Development Strategy and the Strategy for Children and Young People. In 2012 the 2025-

plan for economic growth and financial sustainability, and an employment plan was

developed incorporating elements from the previous strategies regarding education policyand other related policy areas. The common goal for the horizontal strategies is the

realisation of the visions presented in The Strategy to Improve Welfare and Prosperity in

2025 (the 2025-plan).

0.2.3.1 The 2025-plan2

Based on the external advice from the Welfare Commission and the Economic Council a

long-term plan has been developed in collaboration with the key stakeholders to stimulate

economic growth, ensure sustainability on public finances and secure welfare for the future

generations. This strategy constitutes the overall framework of a whole package of structural

reforms and the strategy replaces the former regional strategy and its sub-strategies.

According to the plan the private sector should be driving the development, and the public

sector should shrink and increase its efficiency. Massive investments in the education sector

should ensure that all citizens have the opportunity to get an education and subsequently a

job. Hence only a very small residual group outside the labour market would be eligible topublic benefits. The plan is based on the core values of personal responsibility and solidarity

and a healthy and educated population is considered key to sustainable economic

development of an equitable society.

2The 2025-plan is the vision for the Greenlandic society as presented by the current Government of Greenland.

The plan is thus subject to political approval after the consolidation of a new government.


20/154


0.2.3.2 The Strategy for Children and Young People

The strategy for children and young people was formulated during 2011. The strategy

focuses on early intervention to ensure every child a good childhood and thereby increase

the probability of attainment of continuous education, which should lead to a good life as an

adult.

The strategy has a broad and horizontal perspective and includes themes related to

education policy.

0.2.3.3 The Employment Strategy

The new employment strategy is based on the recommendations from the Tax and Welfare

Commission from March 2011. The strategy advocates the replacement of the former

employment policy of hiring as many people as possible in order to secure integration into

the labour market with a new welfare policy in which the economic viability of the companies

is central. Consequently the Parliament has asked the National Employment Council that

includes representatives from the labour market parties, the municipalities and the

Government of Greenland to find common solutions ensuring that people on public benefits

or low income jobs can be moved into employment in the better paid future-proof jobs in

profitable business in order to sustain the welfare.

Currently a significant part of the Greenlandic workforce does not meet the competence

requirements of the employers and their geographical mobility is too low.

Especially the unemployment rate for young people is alarming (15.8 % for 20-24 years old),

and the highest unemployment rate for this group belongs to the age group of 18-19 years

living in settlements3.

In order to achieve the vision and goals of the education strategy it is crucial to move young

people from unemployment into formal education. Hence a close coordination between the

education strategy and employment strategy is necessary.

0.2.4 Advisory Bodies

32011 figures Statistics Greenland.


21/154


0.2.4.1 The Economic Council

In its 2010 report the Greenland Economic Council (GEC) found indications of inadequate

budget control in relation to the municipality based management of the elementary schools.

The Greenland Economic Council also found that prospects for income earning are unevenly

distributed across children from settlements and towns, children from settlements having the

lowest income prospects. Moreover it was found that teachers resources have not been

adjusted according to the drop in pupils in the recent years. In 2012 a new settlement

between the municipalities organisation and the teachers association was reached meaning

teachers are teaching two additional lessons per week compared to the previous settlement.4

With respect to the latter finding, politicians are determined to fight inequality in society.

0.2.4.2 The Tax and Welfare Commission

The Tax and Welfare Commission of Greenland published a report in 2011 including an

analysis of the education system. Particularly the elementary school system was highlighted

as one of the key factors in raising the overall welfare of the society.

0.2.5 An Overview of the Education System

In order to attract the population into education a study grant system is established, and

students are entitled to relatively cheap dormitory rooms. Students on the Greenlandic studygrant system are better-off in terms of no income limits, whereas the Danish study grants are

graduated in accordance with the parents and students income levels. The Day Care

System

A reform of the day-care system is in progress. The reform aims to ensure that children get

a good and stable day-care founded in accordance with Greenlandic traditions. This initiative

should be seen in connection with the reform of the elementary school, stimulating children

from an early age to learn foreign languages while stressing the importance of a good

childhood.

0.2.6 Elementary School

The elementary school is not part of the Greenland Education Programme supported by the

European Commission and the elementary schools are under the jurisdiction of the

municipalities. The Government of Greenland is however responsible for monitoring, advice

and legal framework.

4Source: Settlement regarding school teachers working hours (2012)


22/154


A reform of the elementary school (The Good School) was put into force in 2003. The

purpose of The Good School is that the pupils get the opportunity to obtain the life skills

and competences that is required in order to cope with an ever-changing world. It is also the

purpose to strengthen the sense of responsibility and the cooperation between the teacher

and the pupil and between home and school. Further the school should provide the pupils

with the skills to live a harmonic and independent life.

The reform was evaluated in 2010. The main findings of the evaluation were that children

taught by teachers adhering to the principles of the reform performed better than those who

have been taught by teachers who were not fully implementing the principles of the reform.

An evaluation of the first 10 years cohort that has followed the principles of the reform in all

grades is expected to start in 2013.

Critics are questioning the pedagogical philosophy solely focussing at establishing general

didactics instead of combining different pedagogical methods adapted for the local needs.

Moreover the introduction of tests in the elementary school is being disputed. In particular an

external evaluation of the elementary school is asked for by the teachers' organisation and

the university. To the contrary the municipalities, and parent representatives supports the

school reform, and would like to see more resources allocated for applied research carried

out by the Department of Arctic Education. Some of the barriers for the implementation of

the school reform have been: A longstanding conflict regarding the teachers working

conditions, framework conditions not in place due to the conjunction of the structural reforms

of the municipalities and the school reform, inadequate professional skills endowments

among school managements to effectively implement the reforms.

0.2.7 Continuation Schools

Continuation schools constitute an integral part of the education system, as many young

people will complement their elementary school with a stay in a continuation school in

Denmark or Greenland. The continuation school offers an extra school year where pupils

have the possibility to improve their examination results before applying to high schools,

vocational education and training schools etc. Furthermore the schools allow the pupils to

mature, gain independence and improve the language skills.

In 2008 four temporary continuation schools were introduced in Greenland. Two new and

now permanent continuation schools in Greenland are aimed primarily at pupils from outer

districts and settlements. An important purpose is to secure that more of these pupils will

proceed in an education and not become marginalised.


23/154


0.2.8 Vocational Education and Training (VET)

The vocational education and training schools constitute the biggest share of the education

sector in Greenland and are offered at eleven schools scattered around Greenland.

The vocational education and training programmes are offered, as of February 2012, on the

following schools:

The Technical College (Former Iron and Metal School) (Nuuk)

Building- and Construction College (Sisimiut)

Business Schools (Nuuk and Qaqortoq)

The Food College INUILI (Narsaq) Skippers School (Paamiut)

The School for Hunting and Fisheries (Uummannaq)

The College of Social Education (Ilulissat)

The Greenland School of Minerals and Petroleum (Sisimiut)

The Design School (Sisimiut)

The School for Health Educations (Nuuk)

The Agricultural School (Qaqortoq)

A reform of the vocational education and training-schools was put into force by 1st January

2011 including performance based financing and board members representing the labour

market. The experiences from the first years after implementation are very positive: Board

members eagerly engage in proposing changes in the educations provided by the schools,

act as ambassadors in relation to private employers and propose solutions to create more

apprenticeships and develop curricula in responding to feedback from the employers.

However, both lack of apprenticeships, insufficient school and dormitory buildings present

major challenges in order to expand the entire system capacity further.

0.2.9 High Schools

High school education is offered at five schools in Greenland. In recent years more tracks

has been added to existing schools in order to increase the capacity. However, both a lack

of school buildings and of sufficient dormitory capacity presents major challenges to a further

expansion of the capacity.


24/154


From August 2012 a reform of the high school education system was implemented. The

reform will ensure that the ways of teaching and the curricula focuses on the individual

students background and environment, making the education more relevant for the students

by offering a variety of new educational profiles and thereby intending to raise the number of

completions. The new high school includes a six-month introductory course and extensive

counselling during the introductory part in order to support students in making the right

choice of educational profile. In addition adult support to students living in dormitories will be

increased to prevent drop-out due to personal problems. The proposed changes are based

on evidence collected from pilot projects and drop-out survey on high schools (2010).

Since mid-2012 the new high school education has been offered at four schools and the

education is replacing the former high school educations (GU (general high school), HHX

(commercial high school) and HTX (technical high school))

0.2.10 Higher Education

Almost all higher education is concentrated in Nuuk at Ilimmarfik (the campus area) which

opened in 2008.

The university Ilisimatusarfik at Ilimmarfik provides higher educations from academy level to

Masters level. In addition some of the vocational education and training schools also providehigher education from academy to professional bachelor level. Education at doctoral level

(PhD) is supplied either from the Ilisimatusarfik or in collaboration with foreign universities;

the latter requires students to study abroad. The university can only supply PhDs within

some areas.

0.2.11 Training Courses Offered by Piareersarfiit and Vocational Education and

Training Schools

In addition to the formal education system, the vocational education and training schools and

the Piareersarfiit provide a number of training courses for skilled and unskilled employed

workers (AMA) and for unskilled workers and employed and unemployed adults (PKU). Also,

upgrading on various non-literary competencies is provided.

Piareersarfiit was introduced in 2006 by the municipality as a mean to move unskilled

workers (18+ years) from unemployment into education or work through counselling and

competence development. In addition to attracting the target groups i.e. unemployed and

unskilled workers, Piareersarfiit has become very popular also among the youth (16-18

years) outside the target group of Piareersarfiit.


25/154


0.3 Status of the Greenland Education Programme Lessons Learned and

Main Challenges in 2013 (Chapter 3)

0.3.1 Status of the Greenland Education Programme in General

So far the Greenland Education Programme has been successful in increasing attendance at

vocational education and training (VET) and high schools. The current challenge is to

reduce drop-out rates and increase the number of students that continue education

immediately after elementary school.

Right now there are several constraints for further development: lack of dormitories,

institutional buildings, apprenticeships, teacher qualifications and support from adults to

students suffering from social and personal problems and social problems affecting childrenand adults.

0.3.2 The Elementary School

If the Greenland Education Programme is to succeed in increasing the rate of young people

who enter education, special attention has to be directed towards language. An element

could be to establish a support function for those students whose abilities in Danish are

weak. Proficiency in Danish is important in the further stages of the education system as

many teachers are Danish-speaking, not all curricula are available in Greenlandic and manytypes of education are not provided within Greenland. For some educations English

proficiency can also be important as curricula for some educations are only available in

English.

0.3.3 The Vocational Education and Training Schools

Initiatives will be taken to increase the number of apprenticeships, and also to establish more

school apprenticeships. New board members representing the local industry are deeply

involved in this process at the vocational education and training schools. The experiences

with the new board members are generally very positive from both sides i.e. school

management and board members representing labour market parties.

0.3.4 High School

Establishment of new student dormitories has been given high priority and new buildings

were finished in 2012 and in the years to come more dormitories are planned. However, the

expansion is slowed down by the demolishment of older dormitories which are not fit for

habitation and need to be replaced by new buildings.


26/154


Until recently only the students with good exams and/or language skills (mainly Danish and

English) have been enrolled. However further progress in the Greenland Education

Programme requires that also students with more limited language skills enrol and are able

to successfully complete their studies. This vulnerable group of students are at higher risk of

drop-out and requires a more supportive environment, as many are moving far from home

and has no experience in taking care of themselves. Several initiatives addressing these

challenges are an integral part of the new high school reform including introduction of tutor

arrangements, various measures to support daily living, establishment of homework cafs

etc.

0.3.5 Oil- and Mineral Sector

In 2011 an increased focus on educating individuals for work within the oil- and mineral

sector was observed from both the government and the business sector. On that

background the Ministry of Industry and Labour made extraordinary initiatives to keep track

of the unemployed part of the workforce in order to respond faster to the changes in labour

demand. Furthermore the Greenlandic School for Minerals and Petroleum attracted many

students, during the first year, especially for English courses and courses relating to the oil

and mineral sector. In 2012 the school established two new educations as part of the

strategic focus on the area.

0.4 Budgets, Activities and Targets for 2012 (Chapter 4)

0.4.1 Total Budget of the Government of Greenland and the Budget of the Greenland

Education Programme

If the education budget does not grow every year activities cannot be expanded as current

expenditures relating to activities initiated in previous years are consuming a steadily

increasing part of the total budget for the education sector. The budget therefore limits the

scope and means to implement new initiatives.

The total education budget for 2013 is 159.4 m, thus accounting for 18.2 % of the total

budget of the Government of Greenland ( 877.4 m). The Greenland Education Programme

(GEP) has been allocated a total of 56.1 m equal to 35 % out of the total education budget.

Focal area 4, Cross-cutting Issues (study grants) has been allocated 14.9 m and this focal

area constitutes the largest share (26.6 %) out of the GEP budget. For the focal areas 1

(youth education programmes), 2 (competence courses, unskilled workers), 3 (higher

education and strategic sectors) and 6 (buildings and housing) the following budget shareshave been allocated respectively from the Greenland Education Programme budget: 14.3 %,


27/154


12.5 %, 22.6 %, and 17.8 %. Finally, focal areas 5 (drop-out, completion) and focal area 7

(monitoring and development projects) have budget shares of 1.5 % and 4.6 %, respectively.

0.4.2 Budget, Activities and Targets within the Focal Areas

As the Greenland Education Programme is progressing current expenditures relating to on-

going activities are taking up an increasing share of the total budget. At the same time

monitoring and evaluation of the initiatives and reforms of the previous years is being highly

prioritised within the Ministry of Education and Research in order to assess the effectiveness

of the initiatives. 2013 is also the year where the Greenland Education Programme II will be

formulated. The process of preparing the programme was initiated in the autumn of 2012

and working groups including relevant parties from schools, institutions, ministries, labour

market parties and other stakeholders have been established. The working groups were due

to give their recommendations and assessments in March 2013. However, the work on the

Greenland Education Programme II is currently suspended. When a new government is

consolidated the future work on the programme will be decided upon. For these reasons not

many new activities are planned for 2013 as focus will be put on follow-up, monitoring,

adjustments of existing initiatives and development of the new programme. A special effort

will also be made to reduce drop-out from all youth educations.

Below an overview of on-going and planned activities being conducted within the scope of

the Greenland Education Programme in 2013 can be found.

0.4.2.1 Focal Area 1: Preparatory Courses and Programmes - Youth Educational andTraining Programmes

The High School reform was implemented from August 2012. The effects of the

reform will be followed closely from the Ministry of Education and Research

A new education as arctic guide will be initiated at the commercial school in Qaqortoq

An extensive effort for the 15-18 year olds will be initiated. The extra initiatives willinclude:

oStays at folk high schools in Denmark for students who are challenged by social

factors and language difficulties

oCreation of more apprenticeships through establishment of the physical

capacity for more school apprenticeships. Capacity will be created by

refurbishment of existing buildings or rental of appropriate buildings

o Improvement of the counselling effort. This includes development of a more

extensive counsellor education, more classes at the education for counsellors

and increased counselling during educational transition periods in the smaller

settlements


28/154


oPreparatory courses of a non-literary character: One additional boot-camp and

four Timi Asimi courses. The effort is financed by additional resources made

available by the Government of Greenland.

0.4.2.2 Focal Area 2: Competency (Skills Training) Courses, the Piareersarfiit andUnskilled Labour in the Work Force

- A new boot-camp for young people outside the education system will be organised. The

boot-camp will be based on the positive experiences from the boot-camp conducted in

2012.

0.4.2.3 Focal Area 3: Higher Education and Strategic Sectors

- Three new associate professorships will be established at The University of Greenland- One extra class will be established at the teacher training college.

0.4.2.4 Focal Area 4: Cross-cutting Initiatives

- A new law for the area of study grants took effect from 1st January 2012. Students that

receive study grants from Denmark are allowed to receive a free travel between Denmark

and Greenland every year. This new possibility should be seen as an intervention

regarding reducing drop-out rates for students studying abroad. Some of the reasons

that Greenlandic students choose to receive a Danish study grant rather than a

Greenlandic study grant are the conditions in relation to study loans. From 1st January

2013 Greenlandic students studying in Denmark were transferred to the Danish study

grant system with few exceptions. The effect of this law will be monitored throughout

2013.

0.4.2.5 Focal Area 5: Drop-out Rates and Completion

- A study on drop-outs and a student tracking system has been developed in 2012 within

the budget of technical assistance from the European Commission. The student tracking

system enables the Ministry of Education and Research to identify patterns in enrolment,

completion and drop-out. The study on drop-outs provides a broader perspective on

drop-outs and establishes an analytical division between drop-out and study change or

temporary leave from the studies.

- In addition a database for children and youth is being established in order to facilitate

analysis on elementary school leavers, who are not continuing their education. This

group is a major concern of the Government of Greenland.


29/154


0.4.2.6 Focal Area 6: Buildings and Housing

- In 2013 the expansion of the dormitory capacity continues, and it is expected that the

capacity will be increased by 241 units in 2013 and 50 units in 2014.

- Expansion of the high school in Aasiaat will be put out to tender.

0.4.2.7 Focal Area 7: Structural Monitoring and Development

- Due to a new government the work on developing the Greenland Education Programme

II is currently suspended. It is decided that the further process of the programme will

continue at seminars in fall 2013 and the result will be presented at the spring assembly

2014.

- Work on the youth database will continue

- Effects of the 2012 high school reform and the new law on study grants will be closely

monitored by the Ministry of Education and Research

- During 2013 the Ministry of Education and Research section for monitoring and analysis

has been expanded with two new full time employees


30/154


1 INTRODUCTION TO THE ANNUAL WORK PLAN WITH BRIEF

READERS GUIDE

1.1 Annual Work Plan in relation to the Greenland Education Programme

The Annual Work Plan is prepared by the Ministry of Education and Research within the

Government of Greenland every year on the basis of the visions, strategies and intended

results of the Greenlandic education and vocational training sector with specific reference to

the performance measures set within Greenland Education Programme. In this years report

the mid-term objectives which were established in the document Mid to Long-Term

Objectives for the Greenland Education Programme (GEP) from 23rd of September 2009

will be included as a point of reference. The mid-term targets were to be reached at the end

of the first phase of the Greenland education programme. If targets set for 2013 deviates

from the mid-term targets set in 2009 an explanation will be given in the text.

The Annual Work Plan is being prepared using all information available by the end of the

year before (i.e. information available by the end of 2012 for Annual Work Plan 2013) of how

the education sector and related policies are expected to develop in the year to come.

However data that becomes available and deemed to be relevant during the drafting of the

report in the first quarter of 2013 will be included in the Annual Work Plan. Information not

incorporated in the Annual Work Plan will be included in Annual Implementation Report to be

produced in the subsequent year (i.e. 2013 to be finalised in 2014). If the activities were not

described in the Annual Work Plan these will be described as deviations from the original

plan. Hence the Annual Work Plan will be forward looking whereas the Annual

Implementation Report will be backward looking.

With respect to the future direction of the education strategy it should be noted an election on

the 12th of March 2013 has been held during the development of this report. Consequently

strategies and policies with a forward-looking strategic and political focus described in

Annual Work Plan 2013 are pending the endorsement of the new government. Since all

parties agree that raising the educational level of the population is a necessity to ensure the

future welfare of Greenland no major shift in the commitment to the reforms is anticipated. In

accordance with democratic principles the work plan for 2013 will only include initiatives that

are already decided upon by the parliament in the Finance Act 2013 and will not include

strategic and political visions with a forward-looking focus.


31/154


One important part of the Annual Work Plan is to report on how the Greenland Education

Programmes funds will be allocated for different activities. Another important part is to set

specific targets for the year in relation to the performance metrics agreed upon in the

partnership agreement. As the mid-term targets for 2013, which were agreed upon in the

document Mid to Long-Term Objectives for the Greenland Education Programme (GEP)

from 23rd of September 2009, and the Finance Act for 2013, have already been approved by

the Parliament no major changes are expected in 2013. For these reasons the execution of

planned educational activities in 2013 falls within administrative capabilities of the current

Government of Greenland. It has already been decided that extra revenue in 2013 will be

assigned to the education system (dormitories). The concrete direction of the future

education strategy and the Greenland Education Programme II is awaiting approval by the

new government and will thus not be elaborated upon in the work plan as long as it has not

been approved.

The finalised Annual Work Plan is submitted by the Government of Greenland to the

European Commission and is a condition for receiving the Fixed Tranche (80 %) of the

annual European Commission sector budget support. For 2013 the final draft is scheduled

for delivery to the European Commission by the end of June and the final approval is

expected to take place in the beginning July 2013. A Greenland Education Programme team

established within the Ministry of Education and Research is responsible for the drafting and

submission of the Annual Work Plan as well as the Annual Implementation Report to the

European Commission. In addition to the responsibility of reporting and cooperation with the

European Commission services the team is also responsible for carrying out the

administrative day-to-day functions as well as longer term planning of the Greenland

Education Programme activities.

The Annual Implementation Report evaluates the difference between the targets set in the

Annual Work Plan for the relevant year with the results including spending in relation tobudget. The approved Annual Implementation Report submitted to the European

Commission is a precondition for receiving the Variable Tranche of a maximum of 20 % of

the European Commission sector budget support. The precise percentage is established by

comparing the targets with the actual results. Each target is given different weights in order

to calculate a composite performance index coupled to the variable tranche disbursement

mechanism. The technical details of the calculation method are presented in the Annual

Implementation Report.

The Annual Work Plan is a planning and evaluation tool for those responsible of the program,

i.e. Ministry of Education and Research, the Executive Steering Committee and the Planning


32/154


Steering Committee for the 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 the Greenland

Education Programme5. However, as the reports are quite complex and contain much

information, executive summaries are submitted to the parliament in relation to the spring

and autumn assemblies.

Upon finalisation the Annual Work Plan and the Annual Implementation Report including

executive summaries are published on the Government of Greenlands homepage.

To ensure high visibility and transparency the Government of Greenland is promoting the

Greenland Education Programme through television spots and articles in newspapers, by

taking active part in the discussion of education policy in public life and the mass media, and

by delivering information materials which in a pedagogical way highlight topics of general

appeal and relevance for the general public.

1.1.1 The Greenland Education Programme

The overall structure of the Greenland Education Programme is illustrated in Figure 1. The

Greenland Education Programme is organised as a monitoring system where the visions and

goals of the programme are evaluated on the basis of quantitative indicators.

Figure 1: Overview of the Greenland Education Programme

5See Annex 4, Terms of Reference for the Steering Committee for Sector Programme and the Greenland

Education Programme.


33/154


Vision: The aim is to achieve higher standards of living and improved quality of life through

better education.

The strategic background for Greenland Education Programme is based on the analysis ofthe education and labour market requirements for the future, prepared by the Greenland

Home Rule Government in 2004, with the title; "Progress through Training, Education and

Development of Competencies", which resulted in formulation of the Greenland Education

Programme 2006-2020, adopted by Parliament in 2006. In support of the Government of

Greenlands overall education reform programme, the European Commission through the

ProgrammingDocument for the Sustainable Development of Greenland 2007-2013 (PDSD)

has decided to support the Education Sector in Greenland, in the form of a Sector Policy

Support Programme to be implemented through Sector Budget Support (Sector Reform

Contract) amounting to a maximum of 25 million (in 2006 prices) per year for the period

2007-2013. Furthermore a new education strategy was presented by the incumbent

government in 2012 including revised visions and goals.6

Main goal: To contribute to a higher standard of living and quality of life through

development of better education, technical skills and knowledge with the strategic goal, that

2/3 of the workforce should have academic qualifications and/or sufficient vocational skills

6http://naalakkersuisut.gl/da/Naalakkersuisut/Departementer/Uddannelse-Kirke-Kultur-og-

Ligestilling/Uddannelsesstrategi


34/154


by 2020. Qualifications are to be measured by international standards using ISCED level 37

as indication of these qualifications.

Target groups: The Greenland Education Programme is divided into two phases. During

the first phase of the Greenland Education Programme (2006-2012) focus is on the target

groups:

Elementary school leavers.

Unskilled workers under 50 years of age who are either unemployed or in

endangered professions and/or for breadwinners.

The year 2013 is seen as a transition year, since the Greenland Education Programme II is

expected to start in 2014 after endorsement of the implementation plan for the Greenland

Education Programme II by the Parliament in the spring assembly 2014.

Focal areas: The Greenland Education Programme is organised in 7 focal areas listed in

Figure 1. The activities within the seven focal areas are the means for achieving the results

as intended and described in the strategic goals and the long-term visions. Some of the

results expected will be influenced by factors not foreseeable or predictable at the time for

implementing the Annual Work Plan 2013. Deviations from the planned results might occur

due to impact of external or internal factors and in such cases steps will be taken to suggest

adjustments in the planning process and to the performance of activities8. The 7 focal areas

are divided into a variety of activities that receive funding from the Greenland Education

Programme.

The results achieved within the 7 focal areas are measured and evaluated yearly by 17

indicators.

Indicators: To monitor and evaluate that the activities have the expected impact on the

vision and the objectives, the Government of Greenland and the European Commission haveagreed on a set of performance indicators. The indicators define what the education sector

is supposed to deliver (input), and results from the activities (output, outcome and impact).

Annex 4 and 5 contains a description of the indicators, including the extent to which they

have an impact on the variable tranche. Annex 6 states the baseline and detailed results for

the indicators.

7In Greenland this is equivalent to a high school diploma or an education within the area of vocational Education and training.

8In accordance with the Financing Agreement between the European Commission and the Government of Greenland


35/154


Input indicators: Measure the financial resources provided and the administrative and

regulatory measures taken (for example, resources allocated, resources used, measures

taken, laws passed).

Output indicators: Measure the immediate results of the resources used and measures

taken. For example, schools built, teachers employed, nurses trained. The definition of

output covers those goods and services "supplied", produced or "provided" by the public

sector with the inputs.

Outcome indicators: Measure the consequences of the goods and services delivered by

the public (output) at the level of beneficiaries. For example, gross enrolment rates in

elementary schools. The definition covers the utility derived from the public good and

services (output) by the beneficiaries (users).

Impact indicators: Measure the consequences of for example an increased uptake at

educational institutions (outcome) in terms of wider societal objectives (for example, literacy

rates, health improvement). The definition covers the utility derived at the societal level

encompassing broader objectives such as economic growth and income poverty reduction.

In order to isolate the impact of the Greenland Education Programme from other activities

influencing the impact, an assessment of both internal and external effects must be made in

order to subtract the latter, and estimate the net impact of the Greenland Education

Programme.

Figure 2 gives an overview of the various indicators of the Greenland Education Programme

grouped as input, output, and outcome or impact indicators.

Figure 2: Indicators of the Greenland Education Programme


36/154


1.2 Brief readers guide

Chapter 2 provides the reader with an overview of the education sector and further provides

an introduction to the magnitudes and proportions involved when monitoring and analysing

the education sector in Greenland. It is of key importance to have the specific

demographical and geographical aspects of Greenland in mind when looking at the

education sector and these aspects are briefly being described in the beginning of the

chapter. References to the political environment and related strategic aspects having

influence on the Greenland Education Programme are also included in this chapter. Finally,

a general description of the various parts of the education sector is presented. .

The sources of the text describing the various policies are the official strategy and policy

documents.


37/154


Chapter 3 provides a status analysis on the Greenland Education Programme development

conducted as a self-assessment. The self-assessment briefly considers the progress and

setbacks experienced during 2012, highlighting the factors that have had an impact. The

self-assessment is based on future-related considerations and reflections, but relates to

subjects and issues to be addressed in 2013.

Chapter 4 provides the work plan for the Greenland Education Programme in 2013. The

chapter presents the overall budget for the Government of Greenland and for the Greenland

Education Programme. For each focal area a brief status is given, on-going activities in 2013

are listed, and planned (new) activities for 2013 are described. The indicators are presented

as per focal area combining statistical data with 2013 targets set by Ministry of Education

and Research. The source of the majority of the data for the indicators is Statistics

Greenland, whereas the rest is mainly from sources within the Ministry of Education and

Research. If nothing else is stated all data is collected at the same time, in this report

31.12.2012.


38/154


2 INTRODUCTION TO THE GREENLAND EDUCATION SECTOR

2.1 Demographic, Geographical and Linguistic Aspects

2.1.1 Demographic

2.1.1.1 Regional Distribution of the Population

Population wise Greenland is comparable to microstates9 providing a specific challenge when

monitoring population indicators by annual observations10.

As per 1 January11 2013 56.370 inhabitants were living in Greenland. According to a recent

population projection (2011-2040) the total population is expected to stabilise around a level of

56.000 inhabitants for the next 20 years. The largest part of the population, approx. 16,500

inhabitants is living in Nuuk, the capital of Greenland. Sisimiut and Ilulissat are also considered

large towns with approx. 5,600, and 4,500 inhabitants respectively. The rest of the population is

scattered around the coast, living in smaller towns and settlements. 48.151 inhabitants (85 %) live

in the towns, while the remaining 8219 (15 %) live in the settlements.

9 However, contrary to most microstates Greenland has its population spread over a large land area thereby making Greenland a

special case comparatively.10

The challenge when analysing on annual variations in small population numbers is to judge whether the observed yearly variation isdue to a random factor or whether observed changes are due to a beginning trend that can be attributed to some underly

Documents

Annual Work Plan 2013