Annual Implementation Report 2012

8/13/2019 Annual Implementation Report 2012

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LIST OF CONTENT

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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 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 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


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


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


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


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

Annual Implementation Report 2012

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