CPH Post - Education Supplement, Winter 2023

EDUCATION WINTER 2023

THE CERTAINTY THAT IS DANISH EDUCATION

By Ben Hamilton

Benjamin Franklin wrote in a 1789 letter that “in this world nothing can be said to be certain, except death and taxes”.

But besides being surprised that his private correspondence was made public and immortalised for all to enjoy over the ensuing centuries, as an esteemed polymath he would have been enthused to know we could start adding another item to the list in the early 20th century: education.

The Brits even cut top flight football during the great wars, but going to school? Forget about it, kiddo! You best learn your nine times tables – they could be vital for counting the number of tanks in a Panzer division – and it’s never too late for some rudimentary German.

Here to ease your pain

That neatly leads us to another great statesman of our time, Winston Churchill, and we’re sure that newcomers to this country would agree with his observation

that education in Denmark is a “riddle, wrapped in a mystery, inside an enigma”. Right from the off, international parents are bombarded with difficult questions, and we hope this special edition will arm you with the necessary knowledge to make them on behalf of your children, and then, as they get older, to advise them.

There are forks in the road that can have a huge impact on your child’s journey from the crib to the workplace, and sometimes there is no going back.

For example, as international parents, should you send your infant to an Englishspeaking daycare facility, there is the danger they may never become fully bilingual.

But in an international setting they will be exposed to more diversity from an early age – a huge positive in our increasingly globalised society. Still, it is worth assessing all the pros and cons, although the incredibly cheap fees (PAGE 6) are not to be sniffed at.

At the age of five or six, your child is then faced with a choice between the free Danish public school system, or a fee-paying, but heavily state-subsidised international school.

Vocation vs continuing

With their elementary schooling out of the way, your child has four choices: leave education, go to efterskole (PAGES 10-11), pursue a vocational training course (PAGE 12), or continue onto gymnasium (PAGE 12), the upper-secondary school that will prepare them for higher learning (PAGE 14-15).

In an increasingly competitive job market, choosing a vocation has an obvious appeal. But what happens if the career awakens a curiosity in a subject that can only be properly explored via higher learning. Of all the forks in the road, it is the most treacherous.

More strings to your bow

Sometimes the answer can be found in choosing an education that has a back-up plan. KFTS headteacher Stuart Lynch (see Pages 4-6) is increasingly leaning towards

a curriculum at the acting school that places a heavy influence on providing the students with other key skills, just in case a career on the stage doesn’t work out. Business awareness and public speaking are just two of the courses now taught to give the students the tools they need in order to succeed.

The KFTS headteacher reflects on his first decade in charge at the school, where he has also adopted a holistic approach to give the students a stronger psychological grounding.

The learning never stops

But maybe a learning shortfall can be remedied somewhat by taking advantage of the extensive range of adult education (PAGES 16-17) Denmark has to offer. Denmark has a long tradition for lifelong learning and many Danes participate in adult education.

Workplaces also expect staff to upgrade their skills through educational schemes throughout their working careers.

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KFTS - HOLISTIC APPROACH TO TEACHING ACTING THAT PROVIDES A STRONG PSYCHOLOGICAL GROUNDING

By Ben Hamilton

Now in charge of Københavns Film & Teaterskole for ten years, BritishAustralian headteacher Stuart Lynch reflects on the changes he has made to the school’s syllabus, which has just been certified a Degree Level Education

The secret to succeeding in Denmark is never telling anyone you’re busy, confides Stuart Lynch, the indefatigable headteacher of KFTS (Københavns Film & Teaterskole/ Copenhagen Film & Theatre School).

A resident of Copenhagen since the early 1990s, the appointment of the halfAustralian, half-British theatre performer as the new headteacher of the prestigious school in February 2013 surprised many, but one decade later he continues to infuse KFTS with purpose and energy.

Not only does 2023 mark the tenth anniversary of his accession, but it also heralds a new era: for the first time in its history KFTS will be able to confer its graduates with a degree-level qualification.

It is testament to the sustained effort Lynch, aided by a team of hard working (but never busy!) teachers, has put into transforming a school with a “dangerous

cult-like atmosphere”, which he recalls was in a “dire situation” when he took over.

“It reminded me of my training in martial arts as a young man, and the uniforms favoured by the Samurai. The armour only worked when they were going forwards; turning around, they were unprotected, as there’s no honour in retreat. I too had to jump in and never look back,” he said.

Holistic approach

Established in 1995, and formerly called Holberg Film and Theatre School, KFTS moved from venue to venue, finally establishing itself in its current home, a former Nørrebro chocolate factory, in 2010.

Known as a Stanislavski school, it set itself as a viable alternative to the State Theatre School. However, it lost its way around 2011-12 and Lynch was headhunted to save the school from closure.

The curriculum was idiosyncratic, oldfashioned and lacked, according to Lynch, a holistic approach to the students’ inner-selves.

“For instance The Method acting technique requires actors to draw upon authentic feelings for their performance by finding a character within their psyche, but it can be

emotionally draining,” he said.

“I saw the opportunity to introduce contemporary coaching into the school and provide the students with a strong psychological grounding to return to ‘real life’ after diving deep into an acting role.”

Lynch has drawn on his expertise in philosophy, psychology and accreditations in cognitive behavioral therapy coaching and neuro linguistic programming.

“The big issue is when you try to go into some dark areas, you need tools, and if you don’t have those tools, you can easily get carried away in the current. Becoming psychologically unstable is a big problem among actors,” he contended.

Finding the right method

Equally important, according to Lynch, was to set up a framework to enable the students to connect with the method of acting that best suits them.

“Often it’s lots of different components from different acting approaches or methods and styles, but some methods will leave students cold, so it’s best if their learning is concentrated on others,” he explained.

“Normally, there’s one style that they connect to: whether it’s a method with a more emotional background or actionbased, so a more classical approach.”

When Lynch started, he encountered “a lot of different methodologies taught by people who held strong ideas about acting, however idiosyncratic, based on no real pedagogic scientific experience”.

What he felt the school needed was specialists within the methods. “If you want to study the technique of Meisner, you do it with a Meisner teacher etc,” he reasoned.

“That way, a student, should they wish, can seamlessly resume their training in New York. But if the direction of the teaching is floating within notions of ‘fusion’, and poor teaching technique then it becomes problematic.”

A business approach

Another major 2013 addition to the curriculum were business classes with the aim of empowering the students to really understand the inner machinations of the industry: from how to fundraise and apply for arts grants, to preferred methods for networking and making connections.

“We are creating individuals who are

independent and self-confident, both in their personal manner and their ability to sell themselves in a manner that doesn’t suggest they love themselves, but rather that they are in love with what they do. If you push yourself from the perspective of being passionate about your craft, then people love that kind of pushing,” enthused Lynch.

Likewise, alongside a strong classical training, other performance skills less commonly associated with acting, but still relevant in Lynch’s opinion, are prioritised, such as public speaking and body position training.

After all, not all the students will end up as actors, so it is important to facilitate them with skills that can make a big difference in a future career away from the stage.

“Ultimately, there’s an awful lot of luck involved in being in the right place at the right time. Saying ‘no’ to going out for a drink – and then somebody else takes your place and gets the job. It’s that type of life and you can’t do anything about it,” he ventured.

“So a lot of people end up in teaching or they use the acting in the business world, or therapy etc. But the basic fundamental techniques they learn, they will serve them well.”

Strong international presence

Around a third of the 70 students at the school, at any given time, are internationals.

According to Lynch, it is invaluable for the Danes to mix with the internationals – and “they tend to work together a lot” during the first year.

“We’ve created a very welcoming place for whoever wants to be an actor because the truth of the matter is that a lot of actors have some kind of neuro divergence,” he revealed.

“The atmosphere is facilitative but not hierarchical. The knowledge they acquire is mostly knowledge they discover for themselves. We try to open doors to ensure, for example, intersectional feminism is a part of the school without it being painted on the wall.”

But the school is more forthright about the necessity to provide a safe place for all.

“It is particularly important in improvisation,” continued Lynch.

“We have to have structures in place so that

all the students feel safe. Whether it’s people who feel they’re being bullied; people who have had issues with their gender; people who are exploring their own identity.”

STAFF

Stuart Lynch Headteacher since 2013 British-Australian

Your Local Global Academy

The headmaster of Denmark’s largest independent theatre school is also an acclaimed theatre director and dancer . Originally trained in sculpture, dance and psychology, his solo and directed works have toured extensively and internationally. His last scale work before his leadership role at KFTS was ‘Dreyer, Den Danske Tyran’, which opened CPH PIX in 2013. Read more at stuartlynch.dk.

Anders Glud Jensen Teacher of method acting technique Danish

facebook.com/birkegym @birkegym

Open House for STX, HF, Pre-IB & IB

Saturday 28 January 11-13

A stone’s throw from Copenhagen

For me, coming to class at the school and serving the students is a testament to both the industry I love so much and the mentors I have had so far. It is a privilege to come and train players of all ages who want to work, and who want the art. The actors come to train and to develop themselves. It’s touching, and it offers hope. I love to share that place with them. It’s important.

Birkerød Gymnasium , STX, HF, IB & Boarding School has been an IB World School since 1991, offering Pre-IB and the upper secondary IB Diploma Programme. A vibrant environment of more than 60 nationalities gives the school a unique international atmosphere in

which not only English and Danish are spoken, but also a number of other languages. IB at Birkerød Gymnasium is a unique chance to experience both the international atmosphere of the IB programme as well as the atmosphere of a Danish national school.

BENNY THAIBERT, BITAMIN.DK

STUDENTS

Troels Blaabjerg Schäfer

Second year student

Danish

and its top class teachers bring alive the safest environment to explore, create and discover your potential as an actor from the perspective of multiple acting techniques.

state university of acting in my country. Needles to say, KFTS showed me how my state of being and acting arestrongly tied and how the statement “Let it go” can help in both aspects. As an overthinking woman, I consider it to be one of the best skills I could have possibly learned. But the best part about my year? As Michael Scott would say: “The people”. Cliché, but my international friends who are all currently somewhere else, are my best best friends. They supported me not only in acting, but with my everyday problems.

Dawn Wall

Graduated in 2018 British

I have worked for KFTS now for over six years, ever since Stuart Lynch employed me to direct scenes from Shakespeare in honour of the Bard on his 400th Anniversary in 2016. It is wonderful to work in such an environment as KFTS. Every lesson, project and production is approached with such enthusiasm and professionalism. One feels such a positive support from all the staff and colleagues. Not to mention the serious attitude of the students, which can only be instilled by the permanent teachers and especially Stuart himself who keeps a pedagogic eye on all of his students. Both as teacher of the 1st years and director of the 3rd year Shakespeare showcase, I feel I have done some of my best work thanks to the quality of the students, the tech department, and the aforementioned support from the school.

KFTS for me was about finding my shelf in life. The school is filled with dedicated and talented teachers – all experts within their own fields. The school’s great combination of different acting methods, skills and coaching helps me to excel and pivot into the world of acting. It is the first time in my life that I actually want to come to school!

Annamaria Hansen

Third year student

Danish

One of the most exciting experiences

I have had at the school is with the life coaching that it offers the students. It teaches its students to safely explore their feelings and emotions and then to use them for acting. This aspect of the school not only assists in building your acting but also flows over and positively affects your ‘daily life’ as a working actor too. The open and welcoming nature of the school

GRADUATES

Natalia Ancinová

Graduated in 2022

Slovakian

It is crazy to realise that during one year with KFTS I experienced a bigger range of different acting techniques and methods than my fellow friends who studied at the

Being at the school for me was like a feeling of coming home to being surrounded by like-minded minds and the feeling that I could be myself for the first time in my life, even though I was in my early 30s. Attending KFTS was a gift and having internationally-renowned teachers and guest teachers, along with the access to both film and theatre, gave me the tools that I needed to succeed in my career. Read more at dawnwalldk.wixsite.com.

Barry McKenna Teacher of Shakespeare British

EXPENSIVE FOR EVERYTHING WITH THE EXCEPTION OF EXCLUSIVE EDUCATIONS

By Ben Hamilton

For many Brits in Denmark, sending their children to an international school is like jumping into a time machine

Excluding the free public ones, the cheapest international school in Copenhagen costs just 3,665 US dollars a year in fees, according to the International Schools Database, putting it on a par with the amount typically demanded by a British private school in the early 1980s.

Between 1991 and 2016, private school fees in Britain soared by 550 percent, far outstripping the 201 percent rise in the cost of living and 217 percent increase in average earnings.

This all means that Copenhagen offers an incredible loophole for Brits, and other internationals, who want their children to have a privileged education (perhaps similar to the one they had), but realistically cannot afford it in their homelands.

Special needs failure

School absenteeism is costing society dearly. However, it is not a truancy problem, rather a failure to properly accommodate children with special needs and disabilities, along with a growing tendency to exclude problematic children. Over 15,000 parents were forced to stay at home in 2021 – at a cost to society of 1.6 billion kroner in lost earnings, reports DR.

Made possible by the huge state subsidies given to nearly all schools, it is a curiosity about Copenhagen in direct contrast to the overall cost of living, which is extremely high.

In December 2022, Copenhagen was found to be the tenth most expensive city to live in, according to the annual Economist Intelligence Unit survey, and the 16th dearest for internationals in 2021, according to Mercer.

On average much cheaper

The International Schools Database ranks Copenhagen as the cheapest for international schools out of an assessment of 31 cities in Europe.

Only Valencia, Alicante, Berlin and Sofia were able to undercut the cheapest possible price of 3,665 US dollars a year, but Copenhagen’s median charge of 4,501 was over 1,500 cheaper than the next on the list, Valencia.

Fewer on kontanthjælp

Never before this century have so few children had parents who are kontanthjælp unemployment benefit recipients. A new Arbejderbevægelsens Erhvervsråd report confirmed that about 35,000 children had at least one parent on kontanthjælp in 2022. That’s half the number five years ago and the lowest figure in 22 years.

Copenhagen has an outlier that bucks the trend, however. The fees for Copenhagen International School, according to the report, are 18,999 dollars a year. Had the ranking been based on the most expensive price charged by a school, Copenhagen would have placed 20th.

“For the third year in a row Copenhagen remains the least expensive city for international education, despite its reputation as being a high-cost destination,” noted the report.

“While this may come as a surprise to some due to the Danish capital’s high cost of living, in fact the majority of public and private schools in Denmark receive state funding which keeps costs low.”

Additionally, Copenhagen is the 73rd cheapest city in the world, out of 76 surveyed.

Swiss schools the dearest Switzerland, meanwhile, was the most

In consultation with kids

The second season of stop motion animated series ‘John Dillermand’, the controversial Danish children’s TV program in which the main character has the longest penis in the world, has been made after consultation with children from the upper half of the targeted age bracket. Many praised the series for addressing and normalising body issues.

expensive country in Europe for international school fees, with Zurich, Lausanne-Vaud and Geneva filling the top three positions. Zurich’s median is six times higher than Copenhagen’s. It’s almost amusing to note that Switzerland and Denmark are often neck and neck in ‘most expensive surveys’, but in this one are first and last. In August, Copenhagen beat Bern into second place in a survey ranking Europe’s most expensive capitals for espressos!

Of the bottom ten, four were cities located in Spain and three in Eastern Europe. The report is based on the price of educating six-year-olds, so fees for older children could be higher.

“To calculate the prices of international schools, we used the whole price of a full term for one six-year old child, excluding once-off costs such as enrollment fees, application fees etc and not including free schools,” it explained.

Classroom temperature criticism

Teachers in October criticised the decision to lower temperatures in schools to 19 degrees due to the energy crisis. A 2021 study revealed that around 40 percent of schools have no ventilation system or one that is not functional. The problem increases as temperatures drop and opening doors and windows becomes a problem when it is cold.

Qualified teacher shortage

There are growing concerns that the state’s public schools do not have enough qualified teachers at their disposal. Last year’s university teacher training admissions were down 11 percent compared to 2019. According to Arbejderbevægelsens Erhvervsråd, only 60 percent of newly-qualified teachers are employed by the public schools five years after their graduation.

PIXABAY

WHO SAID THE TWOS WERE TERRIBLE?

The daycare institutions where infants evolve into model citizens

Pre-school education can cost an average annual salary in some countries. For many internationals, therefore, it is with unbridled joy that they learn that 50 percent of the costs of the vuggestue, daycare for infants up to the age of three, are subsidised by the local municipality. Suddenly the twos are more tired-out than terrible!

The subsidy then rises to around 70 percent once they head to the børnehave (typically 2.5-3.5), where they stay until

they are six.

DAYCARE FACILITIES

The development of the child is prioritised very highly, so as well as providing a safe environment for childcare, the institutions co-operate with parents to support the development of the individual’s selfesteem. All children under the age of six are legally entitled to attend a daycare facility.

The local authority is obliged to provide facilities for any child aged 26 weeks and up to school age. These can be organised in various ways – either as local-authority

child-minding, local-authority daycare centres, independent daycare centres, private child-minding, or an approved private daycare centre.

When a child is admitted to a daycare facility through local authority allocation, the local council subsidises the cost of the child’s place, and the parents make up the difference. There is also a sibling discount if more than one child in a household is in the same institution.

If parents want their child to attend an approved private daycare centre, they may

be able to obtain a financial subsidy to pay for the place. There is also the possibility of obtaining an aided-place subsidy if the parental income is below a certain level.

CHILD-MINDING IN PRIVATE HOMES

In the local-authority regime, child-minding takes place in a private home and a childminder can take care of up to five children. Children are assigned to individual childminders by the local authority. If two or more child-minders work together, they may be permitted to look after up to ten children. There are also private child-minders whose

work is governed by an operating agreement between them and the local authority. The local authority subsidises the individual child and supervises the scheme.

DAYCARE CENTRES

These are institutions such as crèches, nursery schools and age-integrated institutions. They cater for children from birth to school age. They can either be run by the local authority or by private individuals.

Independent daycare centres are owned and run by private individuals under the terms of an agreement with the local authority. They are subject to local authority supervision and receive subsidies from the local authority to cover its costs.

Approved private daycare centres must be licensed by the local authority. However, the centres themselves decide who to admit and children are not referred to them by the local authority. They also receive a local authority subsidy per child.

In agreement with the local authority, daycare centres can be operated as outsourced daycare centres. These institutions must comply with the same requirements as the local authority daycare centres.

EDUCATIONAL REQUIREMENTS

Since 2004, there has been a legal obligation for all daycare facilities to develop and implement an educational curriculum. There are two prongs – one for children up to 2 years old and one for children aged 3 up until they start school.

The curriculum sets out the goals for the daycare facility regarding what the children should be learning. It also as describes the methods and activities used to attain these goals and includes a methodology for evaluating the curriculum.

Six themes have been highlighted as follows:

1. The comprehensive personal development of the child

2. Social competencies

3. Language

4. Body and motion

5. Nature and natural phenomena

6. Cultural expressions and values

INTERNATIONAL OPTIONS

A number of institutions offer English-language daycare. Below is a selection:

Børnebyen Vandværket, which is near Vesterport Station, offers nursery (0-3) to 12 children and kindergarten (3-6) care to 24.

Idrætsinstitutionen Bavnehøj, which is the Sydvest district near Enghavevej, offers kindergarten care with a focus on physical education to 24 children.

Sunrise International Preschool on Norgesmindevej in Hellerup caters to children aged 2-6 at a location that is respectful to other people, animals and the environment.

Stepping Stone on Ehlersvej in Hellerup is located in a charming manor house it offers a ‘home away from home’ to its young charges.

The International Montessori School on Dyregårdsvej in Skovlunde is accepting preschool infants (2.5-6) from this autumn (see more on page 5).

Global Life

Global Education

lobal Mindset

• We welcome students from ages 3 to 19

• We offer the full continuum of International Baccalaureate (IB) programmes: PYP, MYP and DP, as well as Pre-K

• We deliver an excellent, well-rounded education in a caring and supportive learning environment

• We offer exciting trips, extra-curricular activities and many more activities beyond the classroom

• We have Morning Club and

After School Care

• We are affordable and offer scholarships

• Our teachers are passionate and highly qualified

• We pride ourselves on fostering reflective and purposeful learners, as well as responsible global citizens

• We are considerate, form warm relationships, and build and nurture our ISH Community

GThe International School of Hellerup is a Not-For-Profit IB World School with over 600 students representing more than 70 nationalities from around the world.

Find out more about ISH, book a visit or contact us at + 45 70 20 63 68 I info@ish.dk I www.ish.dk

An International Baccalaureate World School

GRADE NINE AND A HALF

By Ben Hamilton

Every year, around 30,000 teenagers in Denmark choose to go to an efterskole, and there is plenty of choice for internationals

Harry Potter famously catches the Hogwarts Express from Platform 9 and three quarters, and John Cusack’s character in ‘Being John Malkovich’ finds work on the seventh-and-a-half floor, but did you know that Denmark has its own fractional curiosity.

Every year, around 30,000 students in Denmark embark on their ninth and a half grade – a full year of both academic and vocational pursuits – at one of the country’s 250 independent boarding schools. The majority of the ‘efterskoler’ are recent public school leavers aged 1617, but some can be as young as 14.

While the fees will set back parents between 50,000 and 100,000 kroner for the full year depending on their financial situation, there are also substantial state subsidies to ensure the year is one the students will never forget.

Why September 26 is big!

There is no better time to discover more than on Efterskolernes Dag on September 26.

No, Efterskolernes Dag is not an apocalyptic thriller in which education ceases to exist. Instead it is a day when it is possible to find out more about the uniquely Danish educational establishment by visiting one in person.

Of course, this can be arranged on most days, as the schools will always want to attract new students, but Efterskolernes Dag is open house time: the welcome mat is very much beckoning you in, and everything is geared towards giving you a good impression of the school.

It’s a chance for parents and prospective students to look around and, who knows, maybe Junior might even run into some future class-mates.

While the specialisation of the efterskole might sound amazing on paper, visiting the actual school might change your mind. This is potentially one of the most pivotal moments of your child’s life – a time to blossom, for many – and no choice could be more important.

Plot your route carefully

On Efterskolernes Dag 2021, all schools will be open from 13:00 until 17:00, so you’ll need to make sure you plan carefully to fit all your visits into a four-hour window.

Parents and students accordingly plot zigzagging routes across the country in order to take in as many as possible.

However, it will be necessary to check the individual website of every efterskole on the wish list to ensure they are open when you visit.

Some of the schools will divide the day into time intervals and require you to sign up for a specific time.

Remember that there will be other times to visit, but that no day in the year affords you the chance to visit as many on one car journey.

But if you fail to find the ideal school on Efterskolernes Dag, it may be possible to go on a 24-hour trial course to experience efterskole life before committing to a longer stay.

International choices

A good handful are international, while many others are open to foreign students, and some even have international departments. The self-governing institutions vary wildly in size from 25 to 500 students, although most of them have a minimum of around 100 students.

Unlike regular schools, the relationship between teacher and student is far closer, as they are together all day – and part of the night if the students behave like Harry and his friends!

There is a far wider choice of academic subjects, although these vary in accordance with the school’s political, religious or pedagogical orientation, and since the 1980s some schools have specialised in specific areas, such as sport or music, or catering to students with particular needs, such as those with dyslexia or even latedevelopers.

And there are plenty of different language options. Some schools provide all their tuition in English and others offer bilingual programmes or cultural programmes designed in a wide range of languages, including Chinese, Spanish, Portuguese, German, Italian, Romanian and Hungarian.

Immersive experience

The children are expected to spend the entire week at the efterskole, but are free to leave over the weekend. However, most

require them not to leave for the first fortnight, whilst foregoing their mobile phones, in order to embed them into the style of living.

Parents not used to being apart from their children have ample access to the supervisory teachers, who are likely to make telephone calls to update them on progress or discuss issues.

The students are encouraged to take part in many activities outside their academic pursuits, learning and enhancing life-long skills in sport, cooking, boardgames and maybe even music and drama.

Whilst in the classroom they have the opportunity to vastly improve their proficiency in a language (across the country, a wide range is offered) or a subject not hugely focused on at public school, such as history, science and geography.

Catering to specifics

Some efterskoles specialise in helping students to catch up – particularly latedevelopers, or other children, who have not done so well within the established school system.

Children can regain their confidence in themselves in a protective and social environment and become motivated to continue their education.

Others cater to those with learning difficulties, with 18 set up for students with special needs and 20 for dyslexic students. For more information regarding courses and the subsidies available to students, consult efterskole.dk/en.

By Ben Hamilton

The benefits are numerous, but it’s also easy to stumble

Before you book your rail tickets or hire one of those super-cool electric cars to check out some potential efterskoles, maybe it’s worth considering whether it really is the right choice for your child.

After all, while 30,000 children attend one every year, pretty much the same number don’t.

And beyond the affordability – as for some families, the cost can be too high – there must be other reasons!

Let’s start with the pros

As teenagers, we are at our most impressionable. Passions, once ignited, burn brighter, and many of us end up embarking on life-long journeys: of the heart as well as vocationally!

Many will discover what they were meant to do, while others will realise their dreams of being a rock star or MVP in the NBA should remain just that.

For others, it will be a chance to catch up or increase their confidence: from late developers to those with special needs, it will be a year well spent.

Time to mature

But perhaps even more important, this will be their first step into adulthood.

Learning to look after themselves – whether it is cooking, cleaning or nutritionally – will

serve them well for the rest of their lives.

Additionally, thanks to the relaxed discipline they will develop self-motivation much earlier than most Europeans, who are pretty much told what to do at school up until university.

Most will finish the year with more confidence, maturity and certainty in what they want to achieve in the future.

People of privilege

Going to a private school is often described as a privilege, and efterskole is exactly that.

Attending boarding school is a unique experience, and it is one they are likely to treasure for the rest of their lives.

For some parents, it is a chance to really root their child in Danishness – they are after all pretty much the happiest people in the world.

And it’s also a chance to root out any homesickness ahead of the inevitable move abroad to study or work, which many choose as a rite of passage.

Don’t follow the herd

There are cons, though, and here are just a few of them.

Be careful not to choose an efterskole because your child’s friends are going there.

Make sure it is the right fit for the student, or they’ll potentially become unhappy.

Furthermore, taking on the challenge of starting alone, after ten years of

EFTERSKOLE: PROS AND CONS

close friendships at public school, will be invaluable as the world opens up to them and they are called to do it again and again. Otherwise, they run the risk of leading a life stifled by their surroundings. Also consider the nature of your child’s relationship with the friend/friends they are ‘following’ – is it one-sided and likely to go a bit pear-shaped?

Trust your instincts

Choosing a specialised efterskole could prove to be an inspired choice, but be careful that it is not a passing fad.

Trust your instincts. After all, you’re their parent; nobody knows them better. Maybe this is an unnecessary delay in their education.

If your child has always been fast-track, do they really want to end up starting

university at the age many are already completing their bachelor.

Just plain wrong

It could just be the wrong environment: from sleeping in close proximity to others (“They have to be Venetian blinds”) to having to cook (“I can make beans on toast!”), it might end up being a nightmare (“I miss my Mummmmy!!!!”).

And who knows, maybe you’ll end up missing them at a time when it might not feel natural to be apart for so long.

Or worse still, as an international parent, discover that after ten and a half months of ingrained Danishness that they’ve started writing and singing their own folk songs, talking to the Dannebrog like it’s an imaginary friend and, horror of horrors, started wearing a klaphat.

YOUR INTERNATIONAL SCHOOL IN THE HEART OF COPENHAGEN

A solidly established 1B World School since 1990, N0rre Gymnasium offers pre-1B and the International Baccalaureate Diploma Programme (1B DP) in English for students in the age group 16-18.

In the environment of a Danish public high school (a tuition-free day-school), we combine Scandinavian values with the spirit of multiculturalism, striving for academic excellence and diversity. Our international education lines are targeted at a highly motivated student clientele seeking academic challenge on a global level to gain the prestigious 1B Diploma granting them access to universities in Denmark and all over the world.

Visit our comprehensive homepage for more information at www.norreg.dk /1B World School – here you can also sign up for a Visiting Day and see the recording of our recent Information Evening.

The application deadline for the new academic year is 1 March 2022; relevant forms can be accessed via our homepage.

Looking forward to including you in our 1B Community!

FURTHER EDUCATION VS TRUE VOCATION

By Stephen Gadd

It’s never too late to get an education is the sort of adage you might expect somebody like Benjamin Franklin to have said, but no, it was nobody famous.

Nevertheless, is it true? Theoretically, of course it is, but sometimes reality bites. Sometimes, to get an education we need an education.

It’s not fanciful to imagine that we might have opted to leave school at 16 to take an apprenticeship, and then, by the time we’re 30 and eyeing a degree to further our career, we realise we need the equivalent of a high school diploma to qualify.

This is why the decision we take when we finish elementary schooling at the age of 15-17 is probably the most important one we will ever take on our educational journey.

UPPER SECONDARY EDUCATION

Upper secondary education typically starts at the end of full-time compulsory education and caters for students aged 16-19. Unless a private school is chosen, it is free of charge.

At present there are 18 international uppersecondary schools in Denmark offering the International Baccalaureate (IB).

A prerequisite is that the international course offered must be able to provide access to higher education in Denmark.

STEPPING STONE TO HIGHER EDUCATION

Students can take several different routes at this level and there are four academically-orientated programs available (see factbox).

These four programs prepare young people for higher education and ensure that they acquire a general education, knowledge and competences by means of the subjects they study and through the interaction between them.

THE CHOICE AHEAD

The STX and HF programs consist of a broad range of subjects in the humanities, natural science and social sciences, whereas the HHX program focuses on business and socio-economic disciplines, in combination with foreign languages and other general subjects.

The HTX program is focused on technological and scientific subjects, in combination with general subjects.

Each of the programs has a range of compulsory subjects. Additionally, in STX, HHX and HTX, each school offers a number of specialised studies packages normally containing three subjects and

offers elective subjects for students to choose between. In HF, students choose from among the elective subjects offered by the individual school.

All the programs contain multi-subject courses which serve to strengthen students’ preparedness for further study.

ADMISSION CRITERIA

To be admitted to one of the three-year upper secondary education programs (STX, HHX, HTX), students must have completed nine years of Danish basic education or have received corresponding teaching and have taken the primary and lower secondary school compulsory final examination.

For HF, a student must have completed ten years of Danish basic education and have taken examinations in Danish, English, mathematics, a second foreign language (French or German) and physics/ chemistry.

If for some reason a student has not taken the required examinations for admission to STX/HHX/HTX or HF, an admission test can also be taken. Students who have not attended a Danish school can be admitted following a concrete assessment as to whether their qualifications correspond to those required by students who have attended a Danish school. They may also

be required to take an admission test.

STUDENT INVOLVEMENT

The needs and wishes of the students are taken very seriously and they have the right to form a student council and are also represented on the school board. The school must also ensure that students are involved in the planning of class teaching.

Schools are obliged to provide academic guidance and guidance on higher education and careers.

CHOICE OF FOUR

The 3-year Upper Secondary School Leaving Examination (STX)

The 3-year Higher Commercial Examination (HHX)

The 3-year Higher Technical Examination (HTX)

The 2-year Higher Preparatory Examination (HF)

VET PROGRAMS: FOUR MAIN SUBJECT AREAS

1. Care, health and pedagogy

2. Administration, commerce and business service

3. Food, agriculture and hospitality

4. Technology, construction and transportation

UCPLUS DANSK OFFERS HIGH-QUALITY DANISH COURSES – BOTH ONSITE AND ONLINE

By Louise Wandel Communication Specialist at UCplus

Qualified teachers that provide high quality teaching, with the right amount of linguistic support combined with flexibility. These are key ingredients in UCplus’ approach to teaching Danish. But what is it really like to learn Danish online? We have spoken to two teachers from UCplus and to some of their students.

High quality online lessons

Unlike many other teachers, language consultant at UCplus Tina Terp does not teach at one of UCplus’ language centres. Tina’s workplace is at home in her private house because she is part of UCplus’ online teaching team.

The team consists of herself and two other teachers who are based in Aarhus and Aalborg, and every week they ensure that over 70 students can take the Official Danish Education online, and almost as many can follow FVU education from home.

Although Tina does not meet her students physically. Nevertheless, she still gets close to them. And it is precisely this ‘closeness’ that helps students learn Danish.

“I have a lot of contact with the students. I write to them frequently, and when we have online classes, we always start with a round, where everyone talks about how they are, and what they have been doing

since the last time we were together online before we start with the topic of the day.”

This initial and informal chat creates a community feeling, and at the same time the students practice their Danish. And Tina is ready, both when the students need help with getting the Danish pronunciation in place, or when they need words. In the online chat, Tina gives tips about pronunciation, and she provides the vocabulary that the students need for the given topic.

The best of both worlds: online and on-site lessons UCplus also offers a mixture of on-site and online Danish lessons, so language consultant Lisa Bang Larsen both teaches from home, and at UCplus’ main language centre in Copenhagen.

She makes a great effort to tailor the lessons to suit the format; when teaching on-site she makes sure that her students interact with each other, that they have time for discussions in groups and that there are good opportunities for small talk, so that they get to know each other well. She then builds on this, when the students tune in for online lessons, where she uses lots of breakout rooms, so the students stay active.

The mixture of attending on-site lessons every Thursday and tuning in for online lessons every Tuesday evening suits Alexa and Sarah perfectly. They are from the US, they came to Denmark to study, and both now have jobs in Copenhagen.

“It’s a good balance for me, because my job takes up a lot of time, and I don’t think that I would have time to attend on-site lessons twice a week”, says Sarah. And Alexa agrees:

“I tend to have a very busy schedule, so I like having the flexible option, where half of the course is online. But I also really like attending the on-site lessons once a week. I like meeting the others, and it is easier to talk and to get to know each other when we meet up at UCplus” says Alexa.

UCplus offers both onsite and online Danish lessons, making it possible to cater for many different needs.

Alexa and Sarah feel that they get the best of both worlds when they get both on-site and online Danish lessons at UCplus language school.

During the online lessons, the students get both help to improve their pronunciation and to expand their vocabulary.

MASTER YOUR FUTURE – HIGHER EDUCATION IN DENMARK

By Edward Owen

It’s no secret that higher education is neither cheap nor free in many parts of the world. And within the European Union, it’s a mixed bag of free and paid-for education.

Denmark offers not only free education to EU citizens, but also has an excellent range of choice with programs taught in English – especially at master’s level.

Non-EU citizens are required to pay tuition, and the amount varies greatly depending on the institution and the program of study. However, there is still a good chance to make significant savings in comparison to studying somewhere like the UK, where prices start at 80,000 kroner per year. In comparison, programs can be found in Denmark for approximately half the amount.

With more than 22,000 international students in Denmark, you certainly won’t be alone.

Our step-by-step guide to higher education in Denmark is an introduction to all of the things you need to consider to really know your options.

Choosing a school

Key point: Some universities specialise in specific fields whilst others offer a variety of programs.

First things first, you need to find a course and a university that is right for you. Nationally there are eight universities.

Within the Copenhagen area alone you will find six of these institutions within a reasonable commuting distance, although it is also not unheard of for Copenhagen-based students to travel to SDU in Odense.

Whilst all of the major universities offer postgraduate programs taught in English, the same option for undergraduate programs could sometimes be described as limited. If you are starting with an undergraduate program, see the factbox for a brief description of each school.

Think ahead

Key point: Check the program’s content against the job market

If you plan to stay in Denmark or not, you should investigate how you will be able to apply your studies once you have graduated. Do this before enrolling. The most important thing at this point is not only to think about what you would ‘like’ to do, but also to understand the potential job market.

The Danish job market is competitive and rather keen on overt compatibility between your studies, experience and the

role you may be applying for.

Furthermore, even programs taught in English can be tailored to the Danish job market. As such, you need to be aware of your trajectory before you embark on a program.

In Denmark, if you have gone to university, it is the norm to study through to master’s level. This is often referred to as a ‘long education’

. The application process

Key point: Don’t wait until the last minute to apply.

Most universities will direct your application to the same online portal: ‘STADS’. This is operated by the Ministry of Education, not the universities.

You should register and obtain a log-in as soon as possible.

Via STADS you will select the university and study program from a list to create a new application. You can make more than one application during each intake.

The specific documents required for an application will vary depending on the school and program requirements.

STADS is not the most user friendly

platform – allow yourself plenty of time when setting up a new application. Furthermore, do not leave it until the last minute to send an application – deadline days are notorious for online queuing and portal failure.

In fact, for September admissions, try to apply by March. For schools that operate a second February, intake will often expect applications by mid-October.

Once you are enrolled and are studying, you will continue to use STADS to view grades, apply for exams and carry out any other administration.

Financial support

Key point: International EU students should look for part-time work in order to receive financial support.

Some foreign citizens may be entitled to State Education Support (SU) when studying.

There are a number of different ways that you may qualify, and these generally fall under two categories: Equal status according to Danish rules and Equal status according to EU law.

The typical stipulation to be aware of as an EU student is the ongoing requirement that you must be working part-time, 10-12 hours

per week, and at least 43 hours per month, for which you will need a CPR number.

Universities usually have an SU office that can help you. Visit su.dk to find out more.

Staying in Denmark

Key point: If you plan on staying in Denmark you need to join an a-kasse and a union.

Join an a-kasse while you are still a student. If you do not have a job immediately after graduation, you can receive financial support whilst you apply for positions.

Also, join a professional union while you are still a student. These are very common in Denmark and your background will dictate which one you should join. Your union can help negotiate terms of employment and advise you on matters such as salary.

As a student, you will receive a discounted rate of membership for both of these things. They can offer many services to help during your career.

THE UNIVERSITIES

COPENHAGEN UNIVERSITY (KU)

• Specialty/focus: Offers a variety of programs in different subject areas

• Undergraduate: All bachelors are taught in Danish

• Postgraduate: A wide range of master’s programs are available in English

COPENHAGEN BUSINESS SCHOOL (CBS)

• Specialty/focus: Takes an international perspective on a broad range of subjects with a business focus

• Undergraduate: Many taught in English

• Postgraduate: Mostly taught in English

TECHNICAL UNIVERSITY OF DENMARK (DTU)

• Specialty/focus: Technical and natural sciences.

• Undergraduate: Offers a small number of bachelor programs with only one taught in English.

• Postgraduate: Master’s level programs are taught exclusively in English.

AALBORG UNIVERSITY – COPENHAGEN (AAU – CPH)

• Speciality/focus: Offers a variety of programs in different subject areas

• Undergraduate: Over 70 bachelors but just a handful taught in English

• Postgraduate: Approximately 200 variants are available with more than half taught in English.

IT UNIVERSITY (ITU)

• Specialty/focus: Information technology and the digital world

• Undergraduate: Offers four programs. Two of these are taught in Danish, while the other two require ‘academic’ Danish language skills (see university webpage for definition)

• Postgraduate: Five programs available – all but one are taught exclusively in English.

ROSKILDE (RUC)

• Specialty/focus: Offers a variety of programs within humani ties, humanistic technologies, social science and science

• Undergraduate: A good number available taught in English

• Postgraduate: A good number available taught in English

UNIVERSITY OF SOUTHERN DENMARK (SDU)

• Specialty/focus: Offers a variety of programs in different subject areas

• Undergraduate: A good number available taught in English (mostly engineering, business, social sciences)

• Postgraduate: A wide range of master’s programs are avail able in English

AARHUS UNIVERSITY (AU)

• Specialty/focus: Offers a variety of programs in different subject areas

• Undergraduate: Just a handful of bachelors taught in English

• Postgraduate: A wide range of master’s programs are available in English

AALBORG UNIVERSITY (AAU)

• As above – primary Aalborg campus

FACEBOOK/CBS

FOR THE ATTENTION OF NIGHT OWLS

By Ester Rose

So, you’ve finished higher education and, just like poor old Alexander of Macedonia, there are no more worlds to conquer.

Don’t cry salt tears … as there’s an army of adult learning options at your disposal.

Besides, if you are just landing in Copenhagen, you’re probably looking for fun things to do and ways to get to know people in your new city.

Whether it is to improve your work skills, get in shape, make local friends, or just avoid sitting home alone all weekend,

joining some type of adult learning activity could be just the thing.

Don’t forget that networking is important in Denmark. Whether it’s getting a job or a flat, very often, the Danish decision maker will chose someone from their social circle.

Adult learning can provide a fast track into Danish society. And of course it also provides the chance to learn something.

SPECIALISING IN SPORTS

If you are looking for some type of sports activity, there is genuinely something for everyone, from yoga to bouldering, kayaking, running and so much more.

Yoga has become increasingly popular in recent years with places popping up everywhere. We recommend the Scandinavian Yoga and Meditation School (yoga.dk).

Kayaking is a great sport for newbies to Copenhagen, as with all the waterways, it’s undoubtedly a great way to see the city. Try kayakrepublic.dk!

For some truly hardcore, Nordic-style whipping into shape, you can train with the Nordic Race Team to take on an intense 5 km obstacle course. Find out more at nordicrace.dk

Among the alternative sports out at Reffen, try out some bouldering with urbanrangercamp.dk.

DEDICATED TO DANCE

If dancing is your thing, there are many options in the Copenhagen area. Here are a couple ideas and spots to get you started.

An all-time favourite is of course salsa. One school that offers instruction in English is salsalibre.dk where you can take classes several days a week.

Soffie.dk is a good site to find out about options for couples – particularly in

ballroom and salsa. For kids, meanwhile, elstudio.dk offers quite a variety of classes. You can also find swing dance at happyfeetstudio.dk or street dance at gamedenmark.org. And for pro dancers look no further than at cph-dance.com.

WALK DOWN SUSTENANCE STREET

There are mixed feelings about the local Danish food. Of course, like everywhere, some dishes are an acquired taste. But that doesn’t mean that you shouldn’t give all the signature Nordic foods a try. If you are up for a walking food tour, opt for foodsofcopenhagen.com. Relax, walk around the capital and let the company introduce you to some hidden gem culinary experiences.

Or go on a food crawl, from one eatery to another on a bike (foodsofcopenhagen. com/culinary-bike-tour) for a true Copenhagen experience.

Inspire your intellect

Copenhagen’s universities are the top

spots for workshops, lectures and debates. Check out ku.dk and cbs.dk for their schedules.

For more casual affairs try folkehusetabsalon.cph and studieskolen. dk, while ihcph.kk.dk is a good resource for culture spots in Copenhagen.

PARENTING: MORE THAN A PASTIME

With increasing numbers of parents seeking to hone their mum and dad skills, phabsalon.dk provides courses on early learning, child development, creativity and more.

For parents dealing with the big adjustments of getting started in a whole new environment and country, copenhagenpsycology.dk offers support and consultation.

Of course it all starts with a pregnancy and a whole swoop of new, weird and exciting firsts that it brings. For general info, jordemoderhuset.com gives classes in both Danish and English, as does prismen.kk.dk

And as expecting mums who want to stay in shape, yogamudra.dk and yogaflat.com can take you safely through your workout.

HI-YO HOBBY HORSE!

It would be impossible to list all the hobbies here, but here are a couple of ideas so that you can carry on with your favourite leisure activity.

Cooking is definitely trending at the moment, and meyersmadkurser. dk provides classes, lectures and masterclasses.

Are you a musician? You can find one-onone tuition on just about every instrument with just a simple search on expat.com.

Internationalcommunity.dk provides a long list of hobbies as well as a questionnaire if you are looking to try something new and don’t quite know what will fit you best.

While fof.dk is also regularly updated with options.

Qualify with quality

To improve your professional skills, Copenhagen’s universities, cbs.dk and ku.dk, provide night school for adults. While daea.dk is an international organisation focused on adult learning.

Danish regulations on higher education are quite specific. If you are missing some earlier education, FVU, AVU, HF and AMU are aimed at those who have not completed an elementary or high school level education.

LEARNING A NEW LINGO

Want to learn a new language? Studieskolen. dk teaches 25 different languages, while Berlitz.dk also provides both group, private and online language tuition. While the largest range of languages available was found at FOF: Arabic, English, Finish, French, Greek, Hebrew, Hindi, Italian, Japanese, Chinese, Korean, Latin, Old Greek, Norwegian, Polish, Portuguese, Russian, Spanish, Swedish, Swahili, Thai, Turkish, German and Vietnamese.

PIXABAY

By Conrad Molden

Too relaxed? Or the global best? Danish education is a hot topic in Europe. Have these Scandinavians optimised learning or do they have a lot to learn?

Culture shock

The Danish education system is what brought me to Denmark all the way back in 2012 – a different time before COVID and rejsekort, when Brexit was still just an idea for a few rebellious English politicians.

I was fresh from my BA in the UK, having worked very hard to get the top grade. My education was a ‘kandidat’, a master’s degree in the exotic city of ‘Aarhus’. Landing in chilly Denmark, I must admit my new student life shocked me in a couple of ways.

It felt very ‘slappe af’. No longer was a teacher over-my-shoulder, checking I was doing the readings and working hard. Suddenly the response was “Do what you want, it’s your education”, which came as a new and terrifying thought.

Denmark is very good at handing over responsibility. It is almost like a good

parent: “Didn’t do the homework? I am not angry. I’m disappointed.” After much resistance, I slowly learnt to motivate myself and make the most of the opportunities.

Mutually fun learning

The teachers were suddenly young and fun and… I learnt their first names! At university in the UK we addressed the teachers as ‘Miss’ or ‘Sir’ like we were in ‘Pride and Prejudice’. You felt like they knew stuff just because they were old and mysterious.

Not in Aarhus. Suddenly a young bouncy man in his late-20s was leaping around the classroom telling me I could teach him things! Strangely enough the words for ‘teach’ and ‘learn’ are both ‘lær’ på dansk.

So either there is a relationship between passing-on/gaining knowledge – or Danish teachers are very good at putting a positive spin on their failings: “It won’t just be me teaching you, but we are going to learn a lot together.”

Freedom to rock out

The biggest revolution in my educational

journey came when I got to go behind-thescenes of the system. After graduation, I landed a temporary job teaching at the very university that brought me to Denmark – an incredible experience that also rocked my world.

Again, very slappe af! First lesson I was trembling about my superiors marching in to review me. It did not happen and it never happened. Which was actually wonderful. Because you think it will make you go full School of Rock and do ridiculous things, but actually you create some fantastic lessons with all that freedom.

I mastered the ability to spin my failings into gold. I was teaching and learning! And perfecting the answer “That’s a very good question! Something you can explore with your exam project and tell the class about later.”

Examined on desert islands

I have only been through higher education in Denmark, but from those I speak to, the Danish school system also sounds better than my experience in England. The British system is in desperate need of an update – it is draconian.

You are examined whilst sat at a desk in silence: no internet, no phone, no talking, a long list of complicated questions in front of you and just your memory to rely on. It’s the poorest representation of lived reality.

What scenario does this portray? Stuck on a remote desert island, a genie pops out of an old lamp and says: “I’ll let you travel home… but first accurately solve these math equations.” And it’s ruthless; you have one chance. Taking my exams at 16 I felt like my whole life was on the line. You fail, you die.

Responsibility is key

My friends in the Danish education system instead speak of a very relaxed attitude. Students can fail repeatedly without repercussions. And they’re given the aid they need to do the best they can.

The authoritarian Brit in me becomes outraged, feeling they should be punished at the first fall. But after two years as a student and four more as a teacher, I better understand that we actually do great things when given the responsibility to do our best.

THE JUNK PLAYGROUND

– DENMARK’S ECO-CONTRIBUTION TO OUTDOOR SCHOOL EDUCATION

By Stephen Gadd

Playing and learning in the great outdoors is a popular form of schooling in Scandinavia, and its origins go back to the 19th century

Outdoor schools of various kinds are becoming increasingly popular. They are a good way of making children aware of the environment as a whole and their part in it and also afford opportunities for healthy exercise.

Although its origins can be traced back to the 19th century, the modern outdoor school seems to have originated in Scandinavia. In addition, Denmark also has the distinction of inventing the ‘junk playground’ (skrammellegepladsen). The first one of these was founded in Emdrup in 1943 during the dark days of the German Occupation of Denmark.

John Bertelsen, who ran it, had been trained at a teacher training college where a free and anti-authoritarian atmosphere prevailed. Radical ideas and new thinking were encouraged, as was a critical view of capitalism: “Mankind is good, but his development is hampered by the culture of the bourgeois society.” Many of the students looked forward to a future socialist utopia. It is perhaps not surprising that Bertelsen spent three months in prison for Resistance activities.

Developing through play

In the 1930s, cultural radicals advocating for reformist ideas in pedagogy were questioning the prevailing wisdom that it was necessary for adults to force knowledge into children. Rather, they contended, the children themselves should be allowed to develop naturally – and this included using play. These ideas can be traced back to

those of the 18th century philosopher JeanJacques Rousseau, who formulated the concept of the ‘natural human’.

Ole Schultze Henriksen, an academic who worked in junk playgrounds for 20 years and who has written a history of them, says that the ideas behind them were formed by the landscape architect Carl Theodor Sørensen.

“He thought that children didn’t need conventional play furniture such as climbing frames or slides; they should just be given earth, pieces of wood, bricks and shovels,” Henriksen told CPH POST.

Sørensen’s goal, continued Henriksen, was to create a place where children were able to be creative and play where “they can dream and fantasise and make their dreams and fantasies real”. Sørensen wanted to give urban children the same possibilities as those enjoyed by children growing up in the country.

This, of course, is very much in tune with the ideas of Friedrich Froebel, the creator of the kindergarten, which literally means ‘children’s garden’. Moreover, ‘kindergarten’ signifies both a garden for children as a location where they can observe and interact with nature, but also a garden of children, where they themselves can grow and develop in freedom from arbitrary imperatives.

Outdoor schools today

Junk playgrounds in the form in which they were originally conceived have more or less ceased to exist. Many of them have been demolished and the remaining ones are now under the auspices of after-school clubs.

“In my opinion, the playgrounds have lost the originality, strength and idealism that they once had, so today, it is difficult to distinguish them from ‘normal’ children’s day institutions,” contended Henriksen.

However, some of the ideas of the educational reformers from the past do live on, and outdoor schools embrace some of that spirit of adventure and ‘hands on’ teaching methods designed to reconnect children with nature and the natural world.

‘Outdoor school’ or ‘nature school’ is a broad term that describes regular teaching taking place in nature or in cultural surroundings. This can mean in woods, parks, in the local community, firms, museums and on farms. It is an extension and supplement to normal schooling activities and is characterised by teachers making use of the local environment when teaching specific subjects and curriculum areas. For example, natural objects can be incorporated into projects in mathematics or literature and visits to culturally important sites bring history lessons to life.

According to Niels Ejbye-Ernst, a researcher at the University of Copenhagen, the first record of a Danish outdoor school is from 1950, when Ella Flatau started a ‘walking kindergarten’ that included a daily hike in the woods as part of the curriculum. Within a few years, mothers began organising schools that transported their children from Copenhagen’s congested neighbourhoods into the countryside.

The concept has now been extended to older children, as more and more schools have started introducing curriculum-based outdoor learning as a weekly or fortnightly ‘outdoor school’ day for children aged 7-16.

Do they work?

Case studies have shown that teaching across multiple platforms can foster better relations between children and between children and teachers in a class.

Experienced outdoor-school teachers all emphasise that the system is very good at motivating children. Most of them point out that the variation offered by outdoor schools contributes to a large number of children actually enjoying going to school. They also say that children become more actively communicative when they are at an outdoor school.

What do the kids think?

In 2015, a survey was carried out to ascertain what the children who attended outdoor schools thought of them. The survey gathered data from 689 children from seven schools throughout Denmark. The vast majority of children who were asked completed the survey.

The survey concluded that Danish children are positive about outdoor schools. Some 77 percent of the children agreed with the precept ‘I like tuition when we have outdoor school’ and 68 percent agreed that ‘I look forward to outdoor school’.

It was not only age-specific, as both young and older children said they enjoyed outdoor school. However, the survey did show (perhaps unsurprisingly) that boys enjoy outdoor school more than girls, although both sexes enjoy the learning process at an outdoor school. The boys also found it easier to concentrate on teaching and to remember what they’ve learnt.

So maybe Rousseu et al were really on to something, and the concept has a future after all?

Join the cool crowd

Sign up for a Danish course at Studieskolen. We offer free Danish Education as well as private classes that will quickly have you speaking Danish. Where and how you use it – well, that’s up to you. Read more about your possibilities at studieskolen.dk.