KALAALLIT NUNAANNI NAMMINERSORLUTIK OQARTUSSAT

Annual Implementation Report 2012

Government of Greenland
Ministry of Education, Church, Culture and Gender Equality October 2013

This report was prepared with financial assistance from the Commission of the European Communities. The views expressed are those of the consultant and do not necessarily represent any official view of the Commission or the Government of this country

LIST OF CONTENT

List of Content ....................................................................................................................... iii List of Tables ......................................................................................................................... iv List of Annexes ...................................................................................................................... vi Abbreviations .........................................................................................................................7 0 Executive Summary ..........................................................................................................8
0.1. Introduction to the Annual Implementation Report with brief readers guide (Chapter 1).......... 9 0.2. Performance in view of variable tranche (Chapter 2) ................................................................................ 10 0.3. Detailed description of activities, budget and expenditure and results per indicator .................. 13 0.3.1 Preparatory courses and youth educational and training programmes (focal area 1) .............13 0.3.2 Competence (skills training) courses, the Piareersarfiit and unskilled labour in the work force (focal area 2) ......................................................................................................................................................................15 0.3.3 Higher education and strategic sectors (focal area 3) ...............................................................................16 0.3.4 Cross-cutting initiatives (focal area 4)...............................................................................................................17 0.3.5 Drop-out rates and completion (focal area 5) ................................................................................................17 0.3.6 Housing and building (focal area 6) ....................................................................................................................19 0.3.7 Monitoring (focal area 7) .........................................................................................................................................20 0.4. Overall education budget ........................................................................................................................................ 23

Introduction to the Annual Implementation Report with Brief Readers Guide ................ 24

1.1. Annual Implementation report in relation to Greenland Education Programme ........................... 24 1.1.1 The Greenland Education Programme ...............................................................................................................24 1.1.2 Reporting process .........................................................................................................................................................27 1.1.3 Communication .............................................................................................................................................................29

2 3

Performance in view of Variable Tranche........................................................................ 31 Detailed Description of Activities, Budget and Expenditure and Results per Indicatior..... 40

3.1 Preparatory courses and youth educational and training programmes (focal area 1) ................ 40 3.2 Competence (skills training) courses, the Piareersarfiit and unskilled labour in the work force (focal area 2)............................................................................................................................................................................ 44 3.3 Higher education and strategic sectors (focal area 3) ................................................................................ 48 3.4 Cross-cutting initiatives (focal area 4) .............................................................................................................. 51 3.5 Drop-out rates and completion (focal area 5)................................................................................................ 53 3.6 Housing and building (focal area 6) ................................................................................................................... 57 3.7 Monitoring (focal area 7) ........................................................................................................................................ 59

Overall Education Budget ............................................................................................... 71

Bibliography ......................................................................................................................... 73

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 (indicator 12.b) ......................................................................................................................................... 47 Table 15: Budget for focal area 3 ( m) ...................................................................................................... 48 Table 16: Applicants for Higher Education (indicator 3.3) .......................................................................... 50 Table 17: Number of students by type of education (indicator 4c.1) .......................................................... 50 Table 18: Students by type of education, indexed (2005=100) (indicator 4c.2) ......................................... 51 Table 19: Focal area 4 ( m) ....................................................................................................................... 51 Table 20: Expenditure on education as a percentage of total public expenditure (indicator 1.1) ............... 52 Table 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 high school education (indicator 10.2) ............................................................................................. 55 Table 27: Drop-out rate relative to total attendance by type of education (indicator 11a.2) ....................... 55 Table 28: Budget for focal area 6 ( m) ...................................................................................................... 58 Table 30: Budget under focal area 7 ( m) ................................................................................................. 59 Table 31: Share of work force divided by ISCED level (total numbers) ...................................................... 61 Table 32: Share of work force divided by ISCED level (percentage) ......................................................... 61 Table 33: Graduates obtaining a job (numbers), (Indicator 12.a1) ............................................................. 62 Table 34: Graduates obtaining a job index 2008= 100, (Indicator 12.a3)................................................... 63 Table 35: GDP (Indicator 14) ...................................................................................................................... 64 Table 36: Total external grants by origin (Denmark and EU) (Euro) .......................................................... 64 Table 37: Total external grants in percentage of total public budget (indicator 15.2) ................................. 65 Table 38: Total external grants by origin (Denmark and EU) 2005=100 (indicator 15.3) ........................... 65 Table 39: Employment (indicator 16) .......................................................................................................... 65 Table 40: Life expectancy at birth (Indicator 17.1) ...................................................................................... 68

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

LIST OF ANNEXES

1. Education MTEF 2012-2016 (EURm) 2. Focal Areas GEP Expenditure 2012 and Budget 2013-2016 in detail (EURm) 3. Description of the 17 agreed indicators 4. Weight for the variable tranche 5. List of targets established for 2012 6. Interviews regarding the Greenland Education Programme List of respondents

50 51 56 71 76 83

ABBREVIATIONS ACERC AEU AIR AMA AWP DTU EC EU EUR FA FSA GDP GEC GEP GoG GU HE HHX HTX ICT ISCED KANUKOKA LEB Mill MoCERC MoECCGE MOER MoFA Agency for Culture, Education, Research and the Church (merged with MoCERC from 1 January 2011) Recognised Vocational Education Annual Implementation Report Labour market courses (mainly for skilled workers) Annual Work Plan Denmarks Technical University European Commission European Union Euro Finance Act (the Budget) The Leaving Examination of the Elementary School 10th grade Gross Domestic Product Greenland Economic Council Greenland Education Programme Government of Greenland Gymnasiale Uddannelser (High School) Higher Education Commercial High School Technical High School Information and Communication Technology International Standard Classification of Education Association of Municipalities Life Expectancy at Birth Million Ministry of Culture, Education, Research and the Church (dissolved March 2011) Ministry of Education, Church, Culture and Gender Equality, from April 2013 Ministry of Education and Research, from March 2011 (dissolved April 2013) Ministry of Family Affairs (formerly a part of Ministry of Family Affairs and Health) (dissolved March 2011)

MoFCCGE MoF MoH MoHIT MoILM PD PEFA Piareersarfiit PKU POEB PKU RDS SG VET

Ministry of Family, Culture, Church and Gender Equality, from March 2011 Ministry of Finance Ministry of Health Ministry of Housing, Infrastructure and Transport Ministry of Industry and Labour Market Pedagogical Diploma Public Expenditure and Financial Accountability Career guidance and counselling centres Skills and competence courses (mainly for unskilled workers) Political Economic Report (Politisk konomisk Beretning) Personal development courses Regional Development Strategy Statistics Greenland Vocational Education and Training

0 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.

EXECUTIVE SUMMARY

0.1. Introduction to the Annual Implementation Report with brief readers guide (Chapter 1)
The Greenland Education Programme and its 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 the ambitious goal 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 (2014-2020), and 2013 is considered a transition year. The target groups in phase 1 are elementary school leavers, and unskilled workers under 50 years who are either unemployed or in vulnerable branches and/or bread winners. Activities supporting the goal are organised in 7 focal areas: Preparatory courses and programmes - youth educational and training programmes, competency (skills training) courses, higher education and strategic sectors, cross-cutting initiatives, drop-out rates and completion, buildings and housing, structural monitoring and development. The focal areas are monitored and evaluated on the basis of seventeen statistical indicators every year. The Greenland Education Programme is obtaining budget support through a partnership agreement between the Government of Greenland and the European Commission (EC). In total the European Commission has offered to sponsor the education programme with 25 m (2006 prices) per year from 2007-2013, the yearly disbursements contains a fixed tranche of 80 % and a variable tranche of maximum 20 % conditional on the performance of the programme. The aim of the Annual Implementation Report is to provide a status on the performance of the Greenland Education Programme, and the approved implementation report is a precondition for the payment of the variable tranche of the annual EU sector budget support to Greenland. 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 (AWP) 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. The Medium Term Public Expenditure Framework (MTEF 2013-2016) is addressing the macroeconomic situation in Greenland 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 education sector 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 1.2 Expenditure on education 4.c Students attending higher education 5 Apprenticeships 8 Education level of the workforce 9 Completion 11.a Drop-out (formal education) Weight 0.10 0.10 0.05 0.20 0.20 0.10 Baseline 115.50 775 1,098 34.6 581 0.24 0.13 399 0.24 Target 168.70 1170 1,440 35.8 890 0.21 0.10 485 0.24 Result 169.50 1188 1,384 36.8 951 0.245 0.09 451 0.23 TA 1.02 1.05 0.84 1.83 1.20 (0.30) 1.58 0.60 CT 0.10 0.10 0.04 0.20 0.20 0.10 0.06 0.80

0.10 11.b Dropouts (Skills and competence courses) 12.a Job insertion 0.10 12.b Enrolment in education after Piareersarfiit
Source: The Ministry of Education and Research.

0.05 1.00

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. 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 local1 workforce with an educational level at ISCED 3-6 increased from 28.8 % in 2008 to 33.4 % in 2012 i.e. an increase 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 An

Born in Greenland

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 students who 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 are at 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
2

Cf. The Dropout Study (MOER, 2010)

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 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 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
0.3.1 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 in educational 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.

The performance in relation to focal area 1 was below target in relation to vocational education and training schools attendance, and on target in relation to high schools attendance: Applicants, VET and high school (indicator 3.1 and 3.2) o 51 % increase in applicants for vocational education training from 2006-12 (target +12 %) o 38 % increase in applicants for high school from 2008-11 (target -15 %)

Attendance, VET and high school (indicator 4.a) o 23 % increase in attendance at vocational education training schools from 2005-12 (target - 8 %) o 60 % increase in attendance at high schools from 2005-12 (target +2 %)

Apprenticeships (indicator 5) o 26 % increase in number of apprenticeships from 2005-12 (target -4 %)

The rapid increase in applicants and attendance during the period 2005-12 indicate a positive change in attitude and behaviour among young people towards the importance of education. Fewer students than expected attended vocational education and training, and the number of applicants exceeded expectations. For high school education the actual numbers of applicants is below target which is probably due to several factors including that the double year group has been more or less taken care of by now. The number of students attending high school was almost equal to the expected level. Apparently students substitute vocational education and training with high school. meaning more students aspire to continue to higher education. 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. This can

probably be explained by lack of apprenticeships, and a change in attitudes toward education

0.3.2 Competence (skills training) courses, the Piareersarfiit and unskilled labour in the
work force (focal area 2) In addition to the effort to encourage more people to begin a formal education, a so called 'competence development' (skills training including language courses) 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. The total spending corresponded to the budget of 6.9 m. The performance in relation to focal area 2 was below target in relation to attendance at skills and competence courses, and enrolment into education after Piareersarfiit. However the underlying developments were not necessarily due to a negative development.

Attendance at skills and competence courses (Indicator 4.b) o 20 % decrease in attendance (numbers) from 2009-12 (target -9 %)

Drop-out at skills and competence courses (Indicator 11.b) o 1 percentage point decrease drop-outs (numbers) from 2009-11 (target -1 percentage point i.e. an improvement as drop-outs should be reduced) Enrolment into education after Piareersarfiit (Indicator 12.b) o o o 14.6 % of the students were enrolled into vocational education training 8.5 % of the students were enrolled into high school 0.3 % of the students were enrolled into higher education

The decrease in attendance in skills and competence courses is due to a shift from shorter to longer (more expensive) courses targeted towards the mining sector. The drop-out at skills and competence courses has been stable in the past four years and the average level is 10 %. The decrease in the enrolment into education after Piareersarfiit is probably due to the capacity constraints at the vocational education and training schools, as the majority of the students are attending courses qualifying for admission to vocational education and training educations. The reason for the increase in relative share of students enrolling into high school might indicate more

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 for counselling in relation to social/psychological problems.

0.3.3 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 the production 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 o 54 % increase in students attending the first cycle from 2005-11 (target +8 %) 53 % increase in students attending the second cycle from 2005-11 (target +2 %)

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.

0.3.4 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.

0.3.5 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.

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 o o o o 53 % increase in total graduates from 2005-12 (target +7 %) 73 % increase in vocational education graduates from 2005-12 (target +7 %) 82 % increase in high school graduates from 2005-12 (target +8 %) 30 % increase in total higher education graduates from 2005-12 (target +5 %) 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 200512 (target +18 %) Repeaters attending relative to total attendance in vocational education and training and high school education (indicator 10.2) o o Total repeaters were 3.7 % (target +0.8 percentage points i.e. below target) 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 below target Drop-out rate relative to total attendance by type of education (indicator 11a.2) o o 24.5 % in total (target +3.5 percentage points i.e. below target) 33.1 % in vocational education training (target +9.3 percentage points i.e. below target) o o 18.7 % in high school (target +0.6 percentage points i.e. below target) 21.0 % in higher education total (target +1.7 percentage point i.e. below target) 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) +0.7 percentage points i.e.

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 are beginning to emerge this would probably have a positive effect on the drop-out and completion rates for some educations.

0.3.6 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.

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.

0.3.7 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 of the 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)

o 59 % of total graduates in 2011 (target 2 percentage points) o 80 % of vocational education training graduates in 2011 (target 7 percentage points) o 26 % of high school graduates in 2011 (target 3 percentage points) o 92 % of higher education first cycle graduates in 2011 (target + 15 percentage points) o 44 % of higher education second cycle graduates in 2011 (target + 4 percentage points) Enterprise start-ups (indicator 13) o No 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) o 49.5 % in total in 2011 o 3.3 % from EU in 2011 (target 3.1 %) o 46.2 % from Denmark in 2011 (target 43.7 %) o 17 % increase in total external grants from 2005-11 o 3 % decrease in grants from EU from 2005-11 (target -0.3 %) o 18 % 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) o Birth rate was 15.4 born per 1000 (2005: 15.6) o Number of children per household 0.66 (2005: 0.76) o Infant mortality was 11.5 per 1000 children born (2005: 15.7)
3

2010 figures, no target for this indicator

o Suicide rates were 1.18/0.68 (male/female) per 1.000 inhabitants (2005: 1.11/0.33) o Main diseases cases reported were 116 tuberculosis, 3 HIV positive, 0 syphilis, missing data on hepatitis and AIDS (2005: 6 hepatitis, 73 tuberculosis, 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. financial crisis. Further the expected impact on areas such as employment, income and health is not distinguishable from other exogenous factors such as the

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.

The Elementary School is funded partly through the block grant to the municipalities.

INTRODUCTION TO THE ANNUAL IMPLEMENTATION REPORT WITH BRIEF READERS GUIDE

1.1. Annual Implementation report in relation to Greenland Education 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).

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 transition year between Greenland Education Programme and Greenland Education Programme II.

Output indicators: Measure the immediate and concrete consequences of the resources used and measures taken (for example, schools built, teachers employed, nurses trained). public 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. The definition of output covers those goods and services "supplied", produced or "provided" by the

Figure 1: Indicators of the Greenland Education Programme

The Greenland Education Programme is obtaining budget support through a partnership agreement6 between 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.

Council 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. 7 Financing Agreement GREENLAND/2012/023-627

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 1st quarter in the subsequent year to the year covered by the relevant AWP.

As the Annual Work Plan is developed in the beginning of the year, there might be deviations from the original plan for various reasons. 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. Such deviations will be incorporated in the Annual

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

responsible for carrying out the administrative day-to-day functions8 as 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.
8 Such as: current servicing of The Government of Greenland and the Parliament with reporting on specific GEP issues and overall program progress. The team has also provided GEP related information to newly The Government of Greenland established advisory council and reform commission see MTEF (2010-2013) for more detailed description of the purpose of the Greenland Economic Council as well as the term of reference for the Commission on Tax and Welfare for which the education sector and education policy are objects for review and analysis. 9 See Annex 4, Terms of Reference for the Steering Committee for Sector Programme and the GEP.

10

A new website is currently under construction and thus all links and information are not available at the present time.

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.

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 1.2 Expenditure on education 4.c Students attending higher education 5 Apprenticeships 8 Education level of the workforce 9 Completion 11.a Drop-out (formal education) Weight 0.10 0.10 0.05 0.20 0.20 0.10 Baseline 115.50 775 1,098 34.6 581 0.24 0.13 399 0.24 Target 168.70 1170 1,440 35.8 890 0.21 0.10 485 0.24 Result 169.50 1188 1,384 36.8 951 0.245 0.09 451 0.23 TA 1.02 1.05 0.83 1.83 1.20 (0.30) 1.58 0.60 CT 0.10 0.10 0.04 0.20 0.20 0.10 0.06 0.80

11b Dropouts (Skills and competence courses)0.10 12.a Job insertion 0.10 12.b Enrolment in education after Piareersarfiit 0.05 1.00

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 after Piareersarfiit 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

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 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 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.

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. remained at almost the same level as in 2011. The completion at first cycle of higher education

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.

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-out rates 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 new environment, 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.
11

See interview list in appendix

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 and housing 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 the target. The unemployment rates for high school graduates one year after graduation of 37 % is much higher than the overall level of 15.8 %13 for 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 employed14. 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 education15 which 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
12 13

2011 figures as this data availability is lagging one year, i.e. relative share of graduates from 2010 inserted in job 2011 Statistics Greenland 14 Yearly income at DKK 100,000. Statistics Greenland: Method description EU indicators 15 Higher profession education including professional bachelors (first cycle), academic university including bachelors and masters (secondary cycle)

continuing education as the relative share of graduates studying16 after 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.
18

The positive development is

approximately 40-50 % of the graduates from 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. relatively large share of higher education graduates are living abroad
19

Moreover a

i.e. 13 and 19 % for first Only 1 % of the

and 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. 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-pedagogical needs. 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
Either in Greenland or Denmark According to the employers (GA); see interview list in annex 18 Depending on whether the relative large share (19%) of the graduates who are living abroad in included 19 No information available about their about job status 20 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
17 16

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 school education 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 are questioning 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 job insertion/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.

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 indicator21 does 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 in terms 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 the qualitative 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
The dropout rate used in the performance metrics for the Greenland Education Programme measures total dropouts divided by total attendance
21

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 by the 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 their studies abroad.

DETAILED DESCRIPTION OF ACTIVITIES, BUDGET AND EXPENDITURE AND RESULTS PER INDICATIOR

In this section targets and outcome for 2012 are compared. Wherever possible, explanations for deviations are given.

3.1 Preparatory

courses and programmes (focal area 1)

youth

educational

and

training

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 %23 of 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 mid2012. Table 3: Budget for focal area 1 ( m) Activity Development of Pilot Projects (GU-reform) 50 more apprentices starting pr. year School training places for double-year school leavers 2008 Bridge building: Expansion of the continuation school quota Subsidy for lowering the self-payment for stays at
22 23

Finance Act 2012 1,2 0,1 0,5 0,0 0,2

Expenditure 2012 0,7 0,0 0,3 0,0 0,2

Source: Department of Arctic Education (Inerisaavik), 18 April 2013 Source: The education strategy (MOER, 2012)

continuation schools Strengthening of school management 1 year high school course in Nuuk 1 add. track at the high school in Nuuk from 2006 1 add. track at the high school in Qaqortoq from 2008 1 add. track at the high school in Aasiaat from 2008 2 add. tracks at the high school in Nuuk from 2008 Running costs of INUILI 1 add. track to the technical high school programme from 2008 Inerisaavik The Good School Total
Source: Finance Act and accounts 2012. Note: Activity figures does not sum exact to totals due to rounding.

0,5 0,7 0,6 0,9 0,9 0,2 0,5 0,5 6,6

0,5 0,7 0,6 0,9 0,9 0,2 0,5 0,5 5,9

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 Result 2006 Result 2007 Result 2008 Result 2009 Result 2010 Resu lt 2011 Result 2012 Targ et 2012 and target differenc e in 2012 in % Number Index 2006=10 0
Source: Statistics Greenland.
24

1,223 100

1,189 97

1,396 114

1,579 129

1,72924 1.787 141 146

1,849 1,650 12 151 135 12

In the AWP 2011 and the AIR 2010 a reporting error has occurred in regards to reporting on the number of applicants for vocational education and training in those reports.

Table 5: Applicants for High School Education (indicator 3.2) Result 2008 Number Index 2008=100 757 100 Result 2009 796 105 Result 2010 864 114 Result 2011 1,073 142 Result 2012 1,048 138 Target 2012 1,100 145 Result and target difference in 2012 in % -5 -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 due to 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) difference in 2012 Result and target

Target 2012

Result

Result

Result

Result

Result

Result

Result

Result

2005

2006

2007

2008

2009

2010

2011

2012

Total Vocational Education

1,92 5 1,09 8

2,077 1,246

2,178 1,313

2,410 1,439

2,484 1,386

2,649 1,477

2,679 1,429

2,673 1,352

2,770 -4 1,470 -8

and Training High School 827 831 865 971 1,098 1,172 1,250 1,321 1,300 2

Source: Statistics Greenland.

Table 7: Students by type of education, relative to the relevant population (indicator 4a.2) Result 2005 Total 15-19 VET High School Total 20-24 VET High School 0.16 0.05 0.11 0.22 0.13 0.08 Result 2006 0.17 0.05 0.11 0.22 0.15 0.07 Result 2007 0.18 0.06 0.12 0.21 0.15 0.07 Result 2008 0.20 0.06 0.14 0.24 0.16 0.08 Result 2009 0.23 0.06 0.16 0.23 0.16 0.08 Result 2010 0.24 0.07 0.17 0.23 0.15 0.08 Result 2011 0.24 0.06 0.18 0.24 0.15 0.09 Result 2012 0.24 0.05 0.19 0.22 0.13 0.09 Target 2012 0.24 0.06 0.18 0.24 0.15 0.09

Source: Statistics Greenland.

Table 8: Students by type of education, indexed (2005=100) (indicator 4a.3) Result 2005 Total VET High School 100 100 100 Result 2006 108 113 100 Result 2007 113 120 105 Result 2008 125 131 117 Result 2009 129 126 133 Result 2010 138 135 142 Result Result 2011 139 130 151 2012 139 123 160 Target 2012 144 134 157

Source: Statistics Greenland.

The total number of attendances was slightly lower than targeted due to a decrease in the number of attendances at vocational education and training educations. Apparently students substitute vocational education and training for high school. This can probably be explained a change in attitudes toward education meaning more students aspire to continue to higher education. In Table 9, Indicator 5 is presented; Number of apprenticeships at vocational education and training schools. In 2012 this indicator was slightly below target (- 4 %). Therefore solutions are looked into, for example the establishment of school apprenticeships. Table 9: Number of apprenticeships at vocational education and training schools (indicator 5.1) Result Result Result Result Result Result Result Result Targ Result

2005

2006

2007

2008

2009

2010

2011

2012

et

and differen ce in 2012 %

2012 target

Tota l Inde x 200 5 =10 0

1,098

1,100

1,098

1,316

1,376

1,377

1,431

1,384 1440 -4

100

100

109

120

125

125

130

126

131

-4

Source: Statistics Greenland.

The indicators under focal area 1 all indicate utilisation of the institutional capacity needs to be optimised and expanded in order to include more students in the education system.

3.2 Competence

(skills training) courses, the Piareersarfiit unskilled labour in the work force (focal area 2)

and

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. Expenditures were equal to the budget (of 6.9 m) in 2012. Table 10: Budget for focal area 2 ( m) Activity Mining and construction education
25

F.A 2012 1,3

Exp. 2012 1,3

PKU courses are offered to unemployed or employed unskilled labour in declining business who needs upgrading for labour market

National competency courses Increase in the Piareersarfiit quota Total

Source: Finance Act and Accounts 2012.

3,3 2,3 6,9

3,3 2,2 6,9

The larger part of the budget finances the skills and competence courses (PKU), and Piareersarfiit. See further description of activities during 2012 in chapter 4 of the Annual Work Plan. Targets and indicators In 2010 three indicators under Greenland Education Programme were developed by the then Ministry of Education and Research: Attendance at skills and competence courses (Indicator 4.b) Drop-out at skills and competence courses (Indicator 11.b) Enrolment into education after Piareersarfiit (Indicator 12.b)

It should be noted that enrolment into education after Piareersarfiit has nothing to do with the two former indicators on the list above, as 4b and 11b monitor skills and competence courses (PKU), whereas 12b monitor the number of students enrolled into an education after attending a qualifying (AEU)26 courses at a local Piareersarfik. Table 11: Attendance at skills and competence courses (indicator 4.b) Result 2009 Fishing Mining Construction 262 59 26 Result 2010 75 93 0 50 74 45 0 0 0 Result 2011 111 50 0 81 34 82 0 0 0 Result 2012 98 104 0 146 75 23 0 0 0 Target 2012 102 46 0 75 31 76 0 0 0 Result and target difference in 2012 % -4 126 n.a. 95 142 -70 n.a. n.a. n.a.

Electricity and water supply 0 Wholesale and retail trade 63 Hotels and restaurants 40 Transport Sale of real estate
26

0 0

Finance and insurance 0

AEU courses are offered to students at Piareersarfiit without the necessary academic skills from elementary school (Greenlandic, Danish, English and mathematics

Public administrations Other Total

Source: MoECCGE.

425 0 875

340 0 641

509 0 867

283 0 729

470 0 800

-40 n.a. -9

The decrease in attendance in skills and competence courses is due to a shift from shorter to longer (more expensive) courses targeted towards the mining sector. Table 12: Drop-out at skills and competence courses (indicator 11.b) Result 2009 Fishing Mining Construction 22 3 5 Result 2010 8 4 0 8 20 4 0 0 0 37 0 81 Result 2011 8 4 0 8 21 4 0 0 0 39 0 85 Result 2012
0 11 0 8 7 0 0 0 0 36 0 62

Target 2012 8 4 0 8 20 4 0 0 0 36 0 80

Result and target difference in 2012 % n.a. 175 n.a. 0 -65 n.a. n.a. n.a. n.a. 0 n.a. -23

Electricity and water supply 0 Wholesale and retail trade 11 Hotels and restaurants 6 Transport Sale of real estate Public administrations Other Total 0 0 28 0 75 Finance and insurance 0

Source: The then Ministry of Industry and Labour market This is an outcome indicator. It enters the calculation of the variable tranche with a weight of 10 % in 2012.

The indicator 11b drop-out at skills and competence courses indicates an average drop-out rate over the last 3 years (2009-2012) of 10.2 %, which is relatively low compared to other types of education (high school, VET and higher education). There have been no surveys exploring the reasons for drop-out in this area, mainly due to the small percentage of drop-out.

Table 13: Enrolment into education after Piareersarfiit, persons (indicator 12.b) Result 2010 VET High School Higher Education Total 100 43 29 172 Result 2011 138 33 0 171 Result 2012 113 66 2 181 Target 2012 120 45 25 190 Result and target difference in 2012 % -7 21 -23 -9

Source: The then Ministry of Industry and Labour market This is an outcome indicator. It enters the calculation of the variable tranche with a weight of 5% in 2012.

Table 14: Enrolment into education and job insertion after Piareersarfiit, relative to attendance (indicator 12.b) Result 2010 VET High School Total 14.0% 6.0% Target 2012 15% 6% 3% 24% Result and target difference in 2012 % -0.4% 2.5% -2.7% -0.6 %

Result 2011 18.3% 4.4% 0.0% 22.7%

Result 2012 14.6% 8.5% 0.3% 23.4%

Higher Education4.0% 24.0%

Source: The then Ministry of Industry and Labour market

In relation to Table 13 and Table 14 the following explanations can be given for the difference between the target for 2012 and the result achieved for 2012. The decrease in students continuing into vocational education and training schools is maybe due to the shortage in apprenticeships. As most students at Piareersarfiit are attending courses qualifying for admission to vocational education and training educations (the so-called AEU-courses) the relative shares continuing to high school and higher education are relatively small. In addition the high school reform should make it easier for school leavers to continue directly to high school without having to attend qualifying courses at Piareersarfiit. Therefore a small number in the relative share of students enrolling into high school and higher education could actually be a positive sign of school leavers progressing faster through the education system.

3.3 Higher education and strategic sectors (focal area 3)

The budget under focal area 3 covers investments in higher education and educations in the strategic sectors in which growth and permanent employment is anticipated. These sectors include building and construction, mining and raw materials, tourism, social services, healthcare, commerce and administration. in fall semester. Table 15: Budget for focal area 3 ( m) Finance Activity Social sector Administration programme for social workers Education programme of actors Specialisation modules Establishment of porter education Social assistant education Academy of Management Diploma courses for nurses Dental care ancillary staff Increase in activity due to higher attendance Development and education within growth sectors Increased activities in fall semester Increased activities NI-Qaqortoq Continuation schools Maniitsoq and Qasigiannguit Vocational education and training schools retention and extra 48 hours weeks VET schools strengthened management Act 2012 0,2 0,1 0,1 0,2 0,2 0,3 0,1 0,2 0,1 0,1 0,5 0,1 1,6 0,4 Expenditure 2012 0,2 0,1 0,1 0,2 0,1 0,3 0,1 0,2 0,1 0,0 1,6 0,0 1,6 0,4 0,9 The activities financed under focal area 3 are shown in Table 15. The expenditures are exceeding the budget of 10.9 m with 0.5 m mainly due to increased activities

Adjustment of the budget for the vocational training and education schools 0,9 -

Two add tracks at ARTEK School for Fishing and Hunting Design education Legal case administrator programme Increased activities-NI-Nuuk Increased activities-NI-Nuuk Increased activities NI-Qaqortoq Increased activities NI-Qaqortoq Social assistant education Specialisation modules New hospital porter training programme Added classes health workers Upgrade of unskilled workers Extension of PI Expansion The Technical College Add classes in regional schools Tech College expansion of activity Converting nursing education to BA programme 1 extra class at the education for teachers Resources for increased intake of students Decentralized education of social workers( Nuuk, Sisimiut, Ilulissat) Extension of social worker education (SPS) Language school, Nuuk branch Social worker education Social worker education expanded

0,2 0,7 0,4 0,1 0,5 0,0 0,1 0,3 0,1 0,4 0,1 0,2 0,1 0,0 0,1 0,0 0,4 0,1 0,3 0,6 0,6 0,1 0,2 0,1 10,9

0,2 0,6 0,3 0,1 0,5 0,0 0,1 0,3 0,1 0,4 0,1 0,2 0,1 0,0 0,1 0,0 0,4 0,1 0,3 0,6 0,6 0,1 0,2 0,1 11,4

There is a shortage of university graduates in the labour market, and many of the jobs requiring university level qualifications are held by manpower recruited from outside Greenland. Therefore the production of graduates from all types of higher-education programmes must be increased considerably to meet the demand. Especially strengthening the educations in the social area is prioritised these years, as it is necessary to increase collaboration between the educational institutions and the social advisors in order to reduce the burden of social/psychological problems among pupils and students, and thereby increase the outcome of education.

Targets and indicators The results under focal area 3 are evaluated on the basis of the following indicators: Applicants, higher education (indicator 3.3) Number of students by type of education (4c.1) Number of students by type of education, indexed (4c.2)

Applicants for higher education (indicator 3.3): Table 16: Applicants for Higher Education (indicator 3.3) Difference Result Result Result Result Result Result Result Target 2006 2007 2008 2009 2010 2011 2012 2012 target 2012 in % of result 2012 Total Indexed 2008=100 551 100 615 112 667 121 741 134 731 133 650 118 12 12

Source: MoECCGE Note 1): The numbers presented in the table differs from what was presented in AIR 2008. A new data reporting system was set up, resulting in more valid data. Note 2): This is an output indicator.

In Table 17 and Table 18, Indicator 4c is presented; Attendance at Higher Education. The result of this indicator has a weight of 10 % in relation to the Variable Tranche calculations. In 2012 this exceeded its target by 2 % mainly driven by an increase in attendance at the first cycle of higher education, reflecting an increasing number of high school graduates continuing higher education. Table 17: Number of students by type of education (indicator 4c.1) Result Result Result Result Result Result Result Result Result Target 2005 2006 2007 2008 2009 2010 2011 2012 2012 and target difference in 2012 % Total First cycle 775 454 840 489 862 497 924 534 930 510 1031 572 1149 660 1,188 697 1,170 680 2 3

Second Cycle

321

351

365

390

420

459

489

491

490

Source: Statistics Greenland.

Table 18: Students by type of education, indexed (2005=100) (indicator 4c.2) Result 2005 Total First cycle Second Cycle 100 100 100 Result 2006 108 108 109 Result 2007 111 109 114 Result 2008 119 118 121 Result 2009 120 112 131 Result 2010 133 126 143 Result 2011 148 145 152 Result 2012 153 154 153 Target 2012 151 150 153

Source: Statistics Greenland.. .

3.4 Cross-cutting initiatives (focal area 4)

Focal area 4 finances study grants derived from new activities in the Greenland Education Programme i.e. more students being admitted to programmes, and increase in study grants in connection with the double year-group (supplementary budget to the ordinary budget of 25.7 m in 2012.) The budget under focal 4 (of 9.1 m) was increased by 1.2 m due to the increased attendance at formal educations. Table 19: Focal area 4 ( m) Activity Study Grants, higher intake Study Grant, double year group (2008) Total
Source: Finance Act and Accounts 2011. Note: Activity figures does not sum exact to totals due to rounding.

F.A 2012 7.9 1.2 9.1

Exp. 2012 8.9 1.4 10.3

As the Greenlandic Education Programme is implemented and ever more people enrol into education, financial aid expenditure in the form of study grants will increase. The income system for the improvement of education and qualifications is key to attract students into the education system and prevent drop-outs due to financial obstacles. On the other hand the income level should be balanced against the income levels of unemployed and unskilled workers in

order to prevent students from abusing the study grant system. Consequently the development in the study grant system needs to be continuously monitored in order to secure the financial sustainability of this system. Greenlandic students in Denmark from 2013 have been transferred to the Danish grant system. This is expected to save the Greenlandic study grant system 4.03 m, which is transferred to the high school area, so the cost does not represent a reduction in the education budget. Table 20: Expenditure on education as a percentage of total public expenditure (indicator 1.1) Result and Result 2005 Result 2006 Result 2007 Result 2008 Result 2009 Result 2010 Result 2011 Result 2012 Target 2012 target 2012 difference % point 16.1 15.5 17.6 19.7 19.2 19.2 19.7 19.2 19.1 0,1

Source: Finance Act for various years.

Table 21: Expenditure on education (in million Euro) (indicator 1.2) Result and Result Result Result Result Result Result Result 2005 2006 2007 2008 2009 2010 2011 Result Target 2012 2012 target 2012 difference in % 115.5 114.7 141.3 161.4 167.3 167.9 174.0 169.5 168.7 0,47

Source: Finance Act for various years. Note: Result 2012 is still preliminary and can be subject to changes until finalized data will be available later in 2012. Target 2012 is changed and is pending acceptance from the European Commission. Was not equal to the Finance Act 2012

Table 22: Expenditure on education, indexed (2005=100) (indicator 1.3) Result 2005 100 Result 2006 99 Result 2007 122 Result 2008 140 Result 2009 145 Result 2010 146 Result 2011 151 Result 2012 147 Target 2012 147

Source: Finance Act for various years.

Note: Result 2012 is still preliminary and can be subject to changes until finalized data will be available later in 2012.

3.5 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 including the establishment of rooms for doing homework, coaching etc. Only 75 % of the budget of 0.8 m was spent in 2012. Table 23: Focal area 5 ( m) Finance Activity Better guidance for reduction in drop-out rates Total Act 2012 0,8 0,8 Expenditure 2012 0,6 0,6

It is assumed the completion rate and the drop-out-rates are correlated with a sufficient number of dormitories, institution facilities and qualified teachers that therefore is a top priority focal area for the Government of Greenland. In Table 24, Indicator 9 measuring completion is presented. This indicator has a weight of 20 % in relation to the Variable Tranche calculations. Table 24: Number of graduates by type of education (indicator 9.1) Result Result Result Result Result Result Result Result Result Target and target 2005 Total Vocational Education and Training High 173 213 221 237 236 278 275 314 290 8 247 251 292 309 331 321 395 428 400 7 581 2006 597 2007 679 2008 716 2009 754 2010 799 2011 851 2012 2012 Difference in 2012 % 951 890 7

school Education Total Higher Education Of which first cycle Of which second cycle
Source: Statistics Greenland. This is an outcome indicator. It enters the calculation of the variable tranche with a weight of 20 % in 2012.

161

133

166

170

187

200

181

209

200

106

85

111

115

116

124

137

138

140

-1

55

48

55

55

71

76

44

71

60

-18

Table 25: Graduates by type of education, indexed (2005=100) (indicator 9.2) Result Result Result Result Result Result Result Result Target 2005 Total VET 100 100 2006 103 102 123 83 80 87 2007 117 118 128 103 105 100 2008 123 125 137 106 108 100 2009 130 134 136 116 109 129 2010 138 130 161 124 117 138 2011 146 160 159 112 129 80 2012 164 173 182 130 130 129 2012 153 162 168 124 132 101

High School Education 100 Total Higher Education 100 Of which first cycle Of which second cycle 100 100

Source: Statistics Greenland.

This indicator was exceeding the target with 7 % (61 graduates) in 2012.

The positive

developments are seen in all educations, except for first cycle of higher education which is slightly below the target (-1 %). 28 more students completed vocational educational and training than anticipated in the target (400) whereas 24 more students completed high school than anticipated in the target (290). In regards to higher education overall 9 more students completed than targeted (200), but of the first cycle 2 fewer students than targeted (140) completed, whereas 11 more students completed second cycle than targeted (60). The level of graduates from second cycle of higher education seems to stabilize at the levels of 2009-2010 of 71-76 graduates per year (200910). Moreover the increased inclusiveness of the education system implies students who are less

qualified and motivated are enrolled into the education system, and these students are at higher risk of drop-out.

Table 26: Repeaters attending relative to total attendance in vocational education and training and high school education (indicator 10.2) Result and Result Result Result Result Result Result Result Result Target target 2005 2006 2007 2008 2009 2010 2011 2012 2012 difference in 2012 %-point Total VET High School Education
Source: Statistics Greenland.

2,4 1,6 3,5

1,9 1,4 2,6

1,7 2,1 1,3

2,8 1,9 4,1

2,6 2,5 2,7

2,9 2,9 2,9

2,7 2,3 3,0

3.7 3.5 4.0

2.9 2.5 3.3

0.84 0.95 0.69

In Table 27 indicator 11a.2 drop-out rate is presented. The result of this indicator has a weight of 10 % in relation to the Variable Tranche calculations. Table 27: Drop-out rate relative to total attendance by type of education (indicator 11a.2) Result Result Result Result Result Result Result Result Result Target 2005 2006 2007 2008 2009 2010 2011 2012 2012 and target difference in 2012 % Total VET High School Education Total 21.8 21.9 23.0 20.6 19.6 19.4 16,1 21,0 19,3 9 21.6 26.2 21.6 24.7 23.7 21.9 17,4 18,7 19,3 -3 23.7 26.5 23.6 23.0 22.2 22.1 21.5 19.5 23.7 26.5 23.8 28.3 20,0 25,3 24,5 33,1 21,0 23,8 17 39

Higher Education Of which first cycle Of which second cycle

Source: Statistics Greenland

24.4

26.0

21.9

22.0

21.8

19.8

15,2

18,1

19,5

-7

18.1

16.2

24.4

18.8

16.9

19.0

17,4

25,3

19,0

33

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. 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 investigate this hypothesis further based on the available data.

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-out rates 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 are not available, but according to the university in Greenland a large number of their students are suffering from psychological/social problems27. environment 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 some indications that some students are enrolled 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 begin to emerge; it 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 of 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. Although it is probably the more resourceful students who travel abroad it is possible some students do not settle in well in their new

3.6 Housing and building (focal area 6)

Housing and building constitutes by far the largest part of the GEP budget. An amount of 5.3 m of the budget was allocated to focal area 6. Due to the high priority of this area the Government of
27

See interview list in appendix

Greenland decided to allocate extraordinary income from oil and mineral investigations in 2012 to expand the physical framework in the education system The expenditure exceeded the budget with 7.1 m due to an expansion of the high school and dormitories in Aasiaat in relation to the high school reform. Table 28: Budget for focal area 6 ( m) Activity Expansion Nuuk (Administration) Maintenance Expansion of Aasiaat High School Dormitory buildings in Aasiaat Total Finance Act 2012 0.1 0.8 3.3 1.0 5.3 Expenditure 2012 0.7 10.0 1.7 12.4

Table 29: Dormitories and buildings Result 2012 Dormitories completes (7.a) New educational institutions completed (7.b) Extensions of educational institutions completed (7.c) Renovation of educational institutions
Source: The Ministry of Education, Church, Culture and Gender Equality.

Expected 2012 58

88

1 1

Indicator 7a. Number of dormitories completed: 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 were 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. At present it is estimated that a number of units are in a condition that must be characterized as unsatisfactory. Also at several institutions they had to rent rooms on the private market to meet demand for dormitories, which is an expensive solution for the institutions.

At the end of 2012 there were almost 2,000 dormitory units. This is still not enough to meet the demand, especially in the beginning of a new semester. All in all, approximately 600 units are needed if it has to be insured that dormitories are of sufficient quality and that all demands 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.

Indicator 7c.Extensions of educational institutions completed: An extension of the high school in Nuuk was completed in 2012. Moreover there is an on-going extension of the high school in Aasiaat that is expected to be finalized in 2015.

3.7 Monitoring (focal area 7)

Strengthening of monitoring and planning capacity and mechanisms in the education sector is an essential element of the Greenlandic Education Programme. Focal area 7 also includes initiatives, which support the education sector performance, such as awareness rising of the general public. The budget of 2.2 m was fully spent. Table 30: Budget under focal area 7 ( m) Activity 2 new heads of section + high school reform resources Day care reform (The Good Day Care Institution) Information and campaigns Development projects (Recruitment centres) ICT and E-learning- running costs + Dev. ICT and E-learning- running costs + Dev. Development projects (Recruitment F.A 2012 0,3 0,6 0,1 0,3 0,7 0,1 0,1 Exp.2012 0,3 0,5 0,0 0,4 0,7 0,1 0,1

centres) total
Source: Finance Act and Accounts 2012

2,2

2,2

The major activities under this focal area is the ICT and e-learning, the day care reform, recruitment centres, strengthening of the Greenland Education Programme Team, and activities in relation to the high school reform. Due to the special geographical conditions and recruitment problems in remote areas an increased usage of ICT and e learning is seen a possible solution to support teachers and increase the quality of education. Recent research has shown that the condition for success in further education is laid out in the early childhood, therefore day care is being seen as one of the important areas regarding development of children in to school children and then young adults with competencies to begin further education. Monitoring, evaluation and adjustments to on-going initiatives is highly prioritised, especially as the first phase of the Greenland Education Programme is coming to an end, and it is necessary to learn from the past experiences. Moreover the data foundation for planning has been expanded and the validity of the data has increased during the first phase of this programme. Consequently team responsible for monitoring and evaluating the programme has been expanded by two full time positions in order to increase the analytical capacity of this team. The development of the youth database is in progress and is expected to be finished in 2013. This database will be an important tool for surveying the educational behaviour of the target groups and identify subpopulations that need increased focus. The share of population with an ISCED-level 3 or above (indicator 8). As mentioned several times in this report the main goal of the Greenland Education Programme is that 2/3 of the workforce should have an education at minimum level 3 by ISCED standards28 by 2020. This is in practice measured by the internationally accepted classification ISCED. Earlier there was no official statistics measuring the level of education in Greenland, but in 2010 Statistics

ISCED is designed to serve as an instrument suitable for assembling, compiling and presenting comparable indicators and statistics of education both within individual countries and internationally. It presents standard concepts, definitions and classifications. ISCED covers all organized and sustained learning opportunities for children, youth and adults including those with special needs Education, irrespective of the institution or entity providing them or the form in which they are delivered. For further information see: http://www.stat.gl/dialog/main.asp?lang=da&version=201001&link=UD&colcode=m&version=201001

28

Greenland did the first calculations based on register data for the use of measuring the value of indicator 8. For results see Table 31 and Table 32. Table 31: Share of work force divided by ISCED level (total numbers) ISCED ISCED level 0-2 ISCED level 3-6 Total Result 2008 21,812 11,519 33,331 Result 2009 21,755 11,765 33,520 Result 2010 21,944 11,650 33,594 Result 2011 21,612 11,889 33,501 Result 2012 21,149 12,338 33,487 Target 2012 21,550 12,000 33,550

Source: Statistics Greenland Note: This is an outcome indicator. It enters into the calculation of the variable tranche with a weight of 20 % in 2012

Table 32: Share of work force divided by ISCED level (percentage) Result 2009 65.4 34.6 100 Result 2010 64.9 35.1 100 Result 2011 64.5 35.5 100 Result 2012 63,2 36,8 100 Target 2012 64.2 35.8 100

ISCED ISCED level 0-2 ISCED level 3-6 Total

Source: Statistics Greenland

The source data contains some drawbacks and flaws that mean that the measured level of the education level is at best a minimum level number. First and foremost, the register data for the persons educated receiving Greenlandic study grants only covers the period from 1980 and onwards, meaning that the older part of the population is not covered by the statistics. Secondly, the part of the work force that has achieved an education without study grants, but has received salary during the education, such as policemen and airplane mechanics, are only partly covered. Statistics Greenland has not been able to make adjustments to the above statistics to cover these areas with estimates, and to come closer to a reliable number of the level of education. In addition the lack of adequate housing is a barrier to job insertion after finalised education. Geographical mobility is slowed down due to the scarcity of housing both publicly owned and the private rentals. Consequently job insertion after finalised education is delayed due to lack of accommodation. Moreover the indicator does not measure the rising educational level of the students until they have graduated and been inserted into jobs.

In other words the indicator underestimates the level of education of the Greenlandic work force. The reported statistics does however give a reasonable picture of the development from year to year in the level of education. As an increasing share of the students are 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 Greenlandic work force is defined as persons in the age group 15-62 years, excluding those persons receiving study grants or social benefits, i.e. not available for the labour market. Job insertion after formal education (indicator 12a). This indicator measures how many graduates obtain a job. The impact year, i.e. the year of obtaining a job, is set as one year after graduation. The relation to the labour market is measured using the reporting of salaries to The Tax Agency. A person is considered to be job inserted if the yearly wage is above 100.000 DKK (13.333 Euro). Study Grants are not counted as part of wages. In Table 33 indicator 12a graduates obtaining a job is presented. This indicator has a weight of 10 % in relation to the variable tranche calculations. The numbers in the indicator represent the number of graduates that within one year after graduation have obtained a job, which is why the indicator presents numbers of graduates from 2010 obtaining a job in 201129. Table 33: Graduates obtaining a job (numbers), (Indicator 12.a1)30 Result Baseline Result 2008 2009 Result 2010 Result 2011 Target 2011 and target difference in 2011 % Total Of which VET Of which high school Of which higher education (first 399 231 66 88 451 251 85 92 441 245 89 89 451 253 71 100 485 280 80 95 -7 -10 -11 5

29

30

This indicator lags one year due to the availability of data

The Government of Greenland acknowledges that the target for 2009 should have been 699 instead of 701, if the different categories making a total

are summed up. However the Government of Greenland has not changed the total, because this is an agreed upon target for an indicator part of the Variable tranche calculation.

cycle) Of which higher education (second cycle)

Source: Statistics Greenland. Note: This is an outcome indicator. Due to change in methodology targets have been updated accordingly It enters the calculation of the variable tranche with a weight of 10 % in 2012.

14

23

18

27

30

-10

Table 34: Graduates obtaining a job index 2008= 100, (Indicator 12.a3) Baseline 2008 Total Of which VET Of which high School Of which higher education (first cycle) Of which higher education (second cycle)
Source: Statistics Greenland. Note: This is an outcome indicator.

Result 2009 113 109 129 105 164

Result 2010 111 106 135 101 129

Result 2011 122 121 121 108 214

Target 2011 122 121 121 108 214

100 100 100 100 100

Enterprise start-ups (indicator 13). Data received from Statistics Greenland concerning this indicator show implausible values at aggregated as well as disaggregated level. The problem still seems to be the registration in the Business Register of Greenland. As it is not possible to distinguish between genuine new enterprises and other enterprises that have registered for the first time, but are not new. It is not possible to differentiate between these two forms of registrations and for this reason the reported statistic is a mixture of new enterprises and old enterprises that enters the register for the first time. The share of old enterprises that registers for the first time seems still to be of a great magnitude and for this reason no reporting has been done in relation to this indicator in the recent years. However, Statistics Greenland and The Ministry of Education, Church, Culture and Gender Equality continue to evaluate the quality of the business register to see if improvement in the statistical data occurs for possible later adoption into the Greenland Education Programme monitoring and evaluation framework. GDP (indicator 14). The expected values for GDP per capita are set in accordance with the expected economic growth rates by Statistics Greenland.

Table 35: GDP (Indicator 14) Result and target difference 2011 43,420

Preliminary 2009

Preliminary 2010

Estimated 2012

Estimated 2011

Result 2006

Target 2012

Result

Result

2007

2008

GDP per capita, Euro (indicator 14.1) GDP per capita indexed (indicator 14.3)
Sources: Statistics Greenland. Note: Baseline updated as original figures were preliminary, and final figures are now available.

25,239

26,140

27,715

28,770

30,094

30,758

31,321

31,321

100

104

110

114

119

122

124

124

Total external grants by origin (indicator 15). Table 36: Total external grants by origin (Denmark and EU) (Euro) Result 2005 Total From EU Result 2006 Result 2007 Result 2008 Result 2009 Result 2010 Result 2011 Expected

528,483 544,375 557,753 575,501 601,794 605,936 616,581 521,141 42,426 42,927 42,251 42,479 42,514 42,280 41,153

From Denmark 486,057 501,448 515,501 533,021 559,280 563,656 575,428 477,721
Source: Statistics Greenland. Note: This is an impact indicator.

in % 0 0

Table 37: Total external grants in percentage of total public budget (indicator 15.2) Result 2005 Total From EU From Denmark 52.6 % 4.2 % 48.4 % Result 2006 51.1 % 4.0 % 47.1 % Result 2007 50.4 % 3.8 % 46.6 % Result 2008 49.1 % 3.6 % 45.4 % Result 2009 48.2 % 3.4 % 44.8 % Result 2010 48.4 % 3.4 % 45.0 % Result 2011 49.5 % 3.3 % 46.2 %

Source: Statistics Greenland Note: This is an impact indicator.

Table 38: Total external grants by origin (Denmark and EU) 2005=100 (indicator 15.3) Result 2005 Total From EU Total From Denmark 100 100 100 Result 2006 103 101 103 Result 2007 106 100 106 Result 2008 109 100 110 Result 2009 114 100 115 Result 2010 115 100 116 Result 2011 117 97 118

Source: Statistics Greenland Note: This is an impact indicator.

Below is listed the indicators measuring aspects of employment (indicator 16). 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. Thus the Ministry of Education, Church, Culture and Gender Equality has decided only to display the table below as it gives an indication of the number of people employed and within which line of work, though it does not presume to compare the numbers from year to year. No target is set for this indicator. Table 39: Employment (indicator 16) Result Result Result31 Result Result Result Result 2005 Total 1. Agriculture, horticulture forestry 2. Fishing 16 1,404 2006 14 1,442 2007 11 1,121 2008 9 1,301 2009 7 1,203 2010 9 2011 10 28,715 29,473 23,022 24,424 24,228 23,826 23581 1,192 1080

31

New method of calculation the Employment by sector was put in use, thus the big difference in the figures.

3. Mining and quarrying 4. Mfr. Of food, beverages and tobacco 5. Mfr. of textiles 6. Mfr. of wood products, printing and publ. 7. Mfr. of chemicals and plastic products 8. Mfr. of other non-metallic mineral products 9. Mfr. of basic metals and fabr. metal prod. 10. Electricity and water supply 11. Construction 12. Sale and rep. Of motor vehicles, sales of auto 13. Wholesale except of motor vehicles 14. Re. trade and repair work ex. of motor vehicle 15. Hotels and restaurants 16. Transport 17. Post and telecom. 18. Finance and insurance 19. Letting/sale of real estate 20. Business activities 21. Public administration 22. Education 23. Human health act. 24. Social institutions 25. Associations, culture and refuse disposal 26. Activity not stated

139 602 33 99 4 11 117 445 2,864 228 1,793 2,755 881 2,111 386 161 383 786 44 8 49 507 3

160 653 32 99 5 10 126 420 2,904 243 1,933 2,827 859 2,204 374 166 386 895 50 8 77 518 3

34 724 34 86 5 8 70 383 1,770 213 2,717 1,697 777 1,780 521 262 302 632 67 5 84 465 212

41 738 33 91 2 9 74 389 1,952 203 3,202 1,685 788 1,850 517 223 460 748 9,406 74 5 100 477 39

28 704 31 84 3 10 68 394 1,950 212 2,822 1,682 771 2,019 516 125 409 785 9,699 82 6 102 489 28

18 615 30 63 3 9 67 401

64 606 32 53 3 10 65 386

1,823 1736 211 192

2,672 2677 1,629 1607 799 518 124 375 818 92 6 107 500 24 800 480 125 371 808 80 9 123 504 60

1,995 2015

12,888 13,064 9,043

9,729 9686

Source: Statistics Greenland. Rounding to whole figures by Ministry of Education and Research

Note: This is an impact indicator.

Health (indicator 17). Experienced health status in the Greenlandic society is considered as a direct result of societal changes that have happened since beginning of the 20th century. Among the changes that have had the greatest influence (positively as well as negatively) on social and health status of the Greenlandic population are the following32: The transition from a traditional hunting based society to a modern society based on wage earning. Improvements in: housing conditions, waste disposal and food security. Increased contacts with the rest of the world. Immigration of Europeans to Greenland implying increase of total population as well as higher population concentrations. Changes in diet and physical activity. Increased access to alcohol and tobacco. Increased access to modern and effective health care. Change in the family pattern from 3 generations in one household to 2 generations. Improvements in the populations general educational level.

Improvements in the public health status of the Greenland population status have been dependent on the combined impact of developments in mainly basic social and societal conditions. The experiences from Greenland are similar to international evidence that mainly improvements in population nutritional status, general housing conditions, increased education level, high employment level and a high degree of social and economic equality constitutes the most important factors for improvements in the population heath status. In the past 30-40 years many of the life style factors related to modern life found in the developed world populations are also found to have a significant impact in Greenland. These include an elevated level of alcohol and tobacco consumption, limited physical activity and unhealthy diet habits causing cancer and circulatory diseases. The Greenlandic population is subject to a double disease burden, i.e. with disease burden components characteristic for a population in transition in addition to disease components common for populations in developed countries. A particular public health related issue in Greenland is the high rate of suicide, which is found to be among the highest in the world. Suicides are mainly found among males in the age group 1524
32

From the National Plan on Public Health of the Greenlandic Population 2007-2012, cf. http://www.peqqik.gl/Home/Sundhed/~/media/7D18669C75BD44479F42825260AF8C22.ashx

years and the phenomenon is also found in many other indigenous populations in the Arctic area. Possible explanations for the particular high suicide rates have been suggested33 but no exact reasons have been identified in Greenland. A national strategy for suicide prevention was launched in 200434. Life expectancy at birth is still at a relatively low level compared to other countries but comparable to other indigenous populations in the Arctic. Main reasons for the relative low life expectancy are due to the high rates of violent deaths, including suicides, as well as the relatively high infant mortality rate. Accidents and injuries are also causing a high toll of life years lost, in particular among men. Alcohol consumption in combination with the specific climate conditions prevailing in Greenland provide risk factors where accidents often can have fatal consequences, e.g. at sea. Suicides and other violent deaths (including alcohol related accidents and injuries) are therefore main reasons for the difference in life expectancy of app. 5 years between Greenlandic men and women. Below is listed the indicators measuring various aspects of Greenland public health. No targets are set in relation to these indicators. It should be taken into consideration that the absolute magnitude of data behind many of the statistics below is small. This means that small changes in the absolute data can result in large changes in the relative aggregate data. Table 40: Life expectancy at birth (Indicator 17.1) Result 2005 Male Female 65.9 71.2 Result 2006 66.1 71.7 Result 2007 66.7 71.9 Result 2008 67.1 72.1 Result 2009 67.9 72.2 Result 2010 67.8 72.8 Result 2011 68.2 72.9

Source: Statistics Greenland Note: This is an impact indicator

Table 41: Indicator 17.2: Birth rate born per 1,000 Result 2005 Total 15.6 Result 2006 14.8 Result 2007 15.1 Result 2008 14.8 Result 2009 15.9 Result 2010 15.4 Result 2011 14.5 Preliminary 2012 13.9

Source: Statistics Greenland

33

Coping and adaptation issues related to life in a modern society including change in related sex roles are one of the hypotheses for the high suicide rate among young Greenlandic men. 34 See link to National Strategy for Suicide Prevention: http://www.peqqik.gl/Home/Sundhed/~/media/ADE5BBDBA37F4D1B9F5B555A75C8BFF3.ashx

Note: This is an impact indicator

Table 42: Indicator 17.3: Number of children per household Result 2005 Total 0.82 Result 2006 0.80 Result 2007 0.78 Result 2008 0.76 Result 2009 0.72 Result 2010 0.71 Result 2011 0.69 Result 2012 0.69

Source: Statistics Greenland Note: This is an impact indicator

Table 43: Indicator 17.4: Infant mortality, per 1,000 children born Result 2005 Male 15,7 Result 2006 16,9 Result 2007 14,0 Result 2008 20,3 Result 2009 15,6 Result 2010 11,5 Result 2011 n.a.

Source: Statistics Greenland. Note: This is an impact indicator.

Table 44: Indicator 17.5: Rate of suicide, per 1,000 inhabitants Result 2005 Male Female 1.11 0.33 Result 2006 1.17 0.53 Result 2007 0.80 0.35 Result 2008 0.89 0.18 Result 2009 0.92 0.27 Result 2010 1.18 0.68

Source: Statistics Greenland. Note: This is an impact indicator. Numbers are changed due to wrong calculation method earlier years.

Table 45: Indicator 17.6: Main diseases reported Result 2006 Hepatitis Tuberculosis HIV positive AIDS Syphilis 6 73 5 2 0 Result 2007 0 60 3 0 2 Result 2008 0 62 1 1 1 Result 2009 4 63 4 0 0 Result 2010 116 3 0 Result 2011

Source: Statistics Greenland. Note: This is an impact indicator. "..." = missing values due to data not yet being available

The development in health indicators is generally positive 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. The number of syphilis, HIV/AIDS and hepatitis is very few and seems to fluctuate around a stable level. The number of tuberculosis has gone up from 2009 to 2010, and currently awareness campaigns targeted toward this health problem is being initiated. Birth rates seem to fluctuate around a stable level over the period. The Infant mortality rate has increased significantly from 20.3 to 11.5 from 2008 to 2010 probably reflecting an increasing number of births are attended by health professionals. The number of children per household decreases 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.

OVERALL EDUCATION BUDGET

The budget allocations and expenditure for the overall education sector and the Greenlandic Education Programme for 2012 are summarised in table 48 below. Table 46: Budget allocations and expenditures for the overall education (2012) Million EUR Total GoG budget Total GoG education budget GEP Education in % of total budget
Source: Statistics Greenland and Finance Act 2012

FA 2012 881.6 168.7 50.4 19.1 %

Exp. 2012 881.7 169.5 49.9 19.2 %

The total of the Government of Greenland expenditure on education almost corresponds to the budget of 168.7 m (-0.5 %). The expenditure under Greenland Education Programme was slightly below the budget of 50.4 m (-1 %). The deviations from the budget under each focal area were explained in the previous chapter. All in all expenditure on education as percentage of the total expenditure was equal to 19.2 %. Table 49 compares the expenditures under Greenland Education Programme with the base expenditures in 7 categories, not to be mixed up with the allocation of Greenland Education Programme-expenditures to the 7 focal areas that were presented in the previous chapter. Table 47: GEP Budget and expenditure 2012 Total Expenditure 871.1 Of which education budget Elementary Education High School Education Vocational Education and Training Higher Education Building Institutions Building Dormitories Reserve (GEP fund) Total Education Budget
Source: Statistics Greenland.

Million Euro Base 2.8 20.1 32.0 35.8 13.5 15.3 119.6

Million Euro GEP 3.6 5.2 21.7 6.7 10.0 2.4 0.2 49.9

Million Euro Total 6.5 25.3 53.7 42.6 23.5 17.7 0.2 169.5

Note: Building of Institutions and Dormitories also includes rent and maintenance of buildings (Base) Note: Continuation schools are included in the category for elementary school

It should be mentioned that the difference between the Government of Greenlands total education budget and the budget of the central government is the expenditures related to the elementary school, which is the responsibility of the municipalities. The elementary school is financed through a block grant from the Government of Greenland ( 141.6 m). In addition the central Government of Greenland defrays expenditures in relation to the elementary school covering research, development of teaching material and educational training for teachers. Elementary education is the responsibility of the municipalities, except for the school buildings; it is the Government of Greenlands responsibility to build new school buildings for elementary school, whereas the responsibility for the maintenance lies with the municipalities. This can however give the municipalities an economic incentive not to maintain buildings, as it is the Government of Greenlands responsibility to rebuild, if the school buildings need to be demolished. According to the Department of Arctic Education (Inerisaavik) the main reason for the delays in implementing the school reform (2003) has been the conjunction of the municipal reform and the school reform meaning the necessary conditions for the reform has not been in place before today i.e. organisation and financing. Today upgrading of teachers and school management qualifications has reached a sufficient level to achieve better results for the future elementary school leavers. Vocational education and training (32 %), higher education (25 %) and buildings (24 %) accounted for approximately 80 % of the total education budget. High schools (15 %) and elementary school (4 %) accounted for approximately 20 % of the budget in 2012. Vocational education and training (44 %), buildings (25 %), higher education (13 %) and accounted for approximately 80 % of the budget for the Greenland Education Programme in 2012. High schools (10 %) and elementary school (7 %) accounted for consumed approximately 20 % of this budget. In Annex 1 the numbers in table 49 are presented for the period 2012-2016.

This publication has been produced with the assistance of the European Union. The contents of this publication are the sole responsibility of the CfBT Education Trust and its Consortium partners and can in no way be taken to reflect the views of the European Union.

BIBLIOGRAPHY 1) Annual Work Plan 2012 and 2013 2) Annual Implementation Report 2011 3) Debriefing on the status of the sector programme and the extraordinary a. educational initiative (GEP) The Autumn 2007 session of the Landsting 4) Debriefing on the status of the sector programme and the extraordinary a. educational initiative (GEP) from the Spring 2008 session of the Landsting 5) Debriefing on the status of the sector programme and the extraordinary a. educational initiative (GEP) from the Autumn 2008 session of the Landsting 6) (Afrapportering p uddannelsesplanen efterrssamlingen 2008) 7) Description of Agreed Performance Indicators 8) Baselines on indicators 2005, 2006, 2007 2008 2009 9) Stocktaking on the initiative on reducing drop-out rates (Status p Initiativet a. vedrrende mindskelse af frafald), December 2007 10) Evaluation of projects on drop-out rates (Evaluering af projekter i finansret a. 2006, initiativet vedr. mindskelse af frafald), October 2008 11) Further information about drop-out initiatives on www.nanoq.gl (Yderligere a. oplysninger vedrrende frafaldsinitiativer kan ses p www.nanoq.gl) 12) Finance Act 2012 13) Mid to long term objectives for the Greenland Education Programme (GEP)

Secondary background material 1) Elementary Education in Greenland 2007-2008 (Skolen i Grnland 2007-2008) Direktoratet for Kultur, Uddannelse, Forskning og Kirke, 2 2) Piareersarfiit Newsletters (Piareersarfiit nyhedsbreve) 3) The Greenland Education Programme, December 2005.(Uddannelsesplanen, december 2005 http://www.nanoq.gl/Groenlands_Landsstyre/Direktoratet_for_Arbejdsmarked_og_Erhvervs uddannelser/Udgivelser/Uddannelsesplan_og_afrapporteringer.aspx

4) Terms of Reference for the Steering Committee for Sector Programme and the GEP (Kommissorium for styregruppen vedroerende sektorprogrammet og den ekstraordinre uddannelsesindsats). 26. October 2005, revised 1. September 2006 and 24. September 2007. 5) Analysis of VET applicants 2008, 2009, 2010, 2011 and 2012. (rgangsanalyser af ansgerne p erhvervsuddannelserne) 6) Stocktaking on School for Hunting and Fishery facilities (Status p Fanger og fiskerskolen. Vurdering af eksisterende faciliteter i Uummannaq) 7) Employability possibilities in the mineral sector. Bureau of Minerals and Petroleum 8) Employability possibilities in the oil and gas sector. Bureau of Minerals and Petroleum 9) Update of November 2009 on: Description of the 17 agreed indicators 10) English Terms for units and titles in the Greenlandic Administration 11) The Brain Drain Study (2011) 12) Kollegiesituationen 2009-2013. Departementet/Styrelsen for Kultur, Uddannelse, Forskning og Kirke, Departementet for Boliger, Infrastruktur og Trafik, Departementet for Erhverv og Arbejdsmarked 13) The education strategy (Ministry of Education and Research, 2012) 14) The employment plan (Ministry of Education and Research, 2012) 15) The 2025 plan (Ministry of Education and Research, 2012) 16) The Economic Councils reports (2010, 2011 and 2012) 17) Visits to educational institutions in Nuuk, March and December 2012, and February and April 2013 (Piareersarfiit, Metal School, High School, and School for Social and Health Workers, the University of Greenland, Piorsaavik ) 18) Interviews with stakeholders in Nuuk, February and April 2013 ( see interview list in annex)