EDUCATION GUIDE: CPH POST Supplement, Autumn 2017

OK O L NEW

EDUCATION GUIDE

!

FOR ALL AGES AUTUMN EDITION 2017

IN T H I S E D ITIO N

All you need to know about the Danish school system

Why not take advantage of an internship?

Read all about the Danish teaching philosophy

Efterskole

- a peculiarly Danish institution

EDUCATION

Go out and mix with Copenhageners!

PI A A L L E R S L E V

Mayor of Children and Youth in Copenhagen

Welcome to the fantastic city of Copenhagen and thank you for choosing to settle down right here.

You bring new knowledge, new energy and another way of looking at things – and we appreciate that very much.

There’s no doubt that it takes nerve, courage and patience to leave your homeland and all the familiar surroundings to settle in a new country – and not least if you bring children with you. As well as finding the right place to live, getting to know new colleagues, getting on top of the paperwork and not least, getting to know your new city, your family will also have to find the right balance and make a comfortable and rewarding daily life for themselves.

It’s therefore a major decision to have to make when selecting the best day-care institution for your children and not least, finding out what going to a Danish day-care institution or school entails.

Here in Copenhagen, we are constantly striving to ensure that our schools and day-care institutions become even better and I’m sure that you will come into contact with professionally-competent and dedicated people when you get involved with Danish and international schools in Copenhagen. Furthermore, schools and day-care institutions are an obvious way to get to meet Copenhageners and other international families and forge new friendships; something that is just as important as a good education.

Publisher: CPH POST • Editor: Hans Hermansen Journalist: Stephen Gadd • Layout: All About Digital, Copenhagen • Co-ordinator: Marin Milosavljevic • Info: hans@cphpost.dk, Tel: +45 2420 2411

2

EDUCATION GUIDE F O R ALL AGES

www.cis.dk

In my view, it is essential that you, as an immigrant, feel welcome and safe when beginning your life here in Copenhagen. At the same time, it is just as important that you as a newcomer have an open mind and make an effort to become integrated in Denmark. I strongly urge you to learn Danish so that you can talk to your neighbours and colleagues; that you prioritise making use of the city in order to experience Danish culture and all that our wonderful capital can offer; and that you involve yourself – in your children’s day-care institution, school, place of work and in voluntary organisations and clubs. The Danish voluntary organisation and club culture provides an excellent opportunity to get under the skin of Danes, forge friendships and understand their concerns.

Copenhagen is a safe city and a green one, and although it is not large by international standards, there are ample opportunities to occupy your leisure time with sport, culture and other activities. The town is dotted with parks, playgrounds, bathing facilities in the harbour, beaches, libraries and culture centres; a Mecca for families with children, and only a bike-ride away. Use it – go out and mix in the city and mingle with the Danes; I know you won’t regret it.

Sincerely,

Pia

Magicians aren’t magic, our teachers are Aha moments – that’s what our teachers create every day. Just ask our students. They all have stories to share: about individual attention, about being challenged academically and about teachers going the extra mile.

At CIS we are fortunate to have the means to recruit the best. From Pre-K to grade 12, our teachers are all very skilled, experienced and committed to their students: They could teach anywhere in the world, and they chose CIS. We are proud of that because a school is defined by its teachers, and those magical moments of learning that make a good school great. To learn more please visit cis.dk

A DV E RTORI AL

A Well-Respected International School Under a New Name Two years ago, what was then Ă˜sterbro International School moved to a new, more spacious campus in Hellerup. To reflect that change, as of August 16, the school adopted its new name: International School of Hellerup (ISH). The name change is a milestone in the history of the school, as it continues to grow and establish itself as one of the major international schools in the Copenhagen area.

International School of Hellerup is a not-for-profit IB World School for students aged 3-19. The school provides a continuum of high-quality international education by offering the three main International Baccelaureate (IB) programmes: The Primary Years Program, The Middle Years Program and the Diploma Program.

For anyone who is not familiar with it, the IB program is recognised and practiced in more than 60 countries around the world with more than 4,700 schools offering one or more of its programs. It is known for promoting academic excellence while also focusing on the development of the individual student.

The school prides itself on being able to offer a wide academic curriculum and many extra-curricular activities while being small enough for everyone to know each other. There are around 500 students from more than 70 nationalities. The location in Hellerup is ideal for an international school, with quick transportation links to both central Copenhagen and the surrounding area.

Head of School, Nedzat Asanovski talked to the CPH Post and expanded on the school’s philosophy.

Q: It must be quite a challenge having people from more than 70 nationalities in your school. What do you do to accommodate them and any special cultural requirements they might have?

Actually, I see this as one of our biggest strengths. It is very important that our students understand their own and other cultures. Open-mindedness and being internationallyminded are both extremely important and we do a lot of work in this field. Last year, we held workshops on the subject with outside experts invited. We are forming the next generation, and it is our responsibility to do what we can to help our students become responsible global citizens.

Q: Is all your tuition carried out in English or is there a mixture of teaching languages?

Our tuition is carried out in English, but we do offer Danish, French and Spanish as second languages. We also have a mother-tongue program that can help to integrate new students.

4

EDUCATION GUIDE F O R ALL AGES

Q: What advantages do you think the IB program has over the educational program taught in a traditional Danish school?

Well, the programs are different. The IB program is aimed at international students and taught through English. This helps provide continuity if families subsequently relocate. It is also concept and skills based, which makes it interesting and relevant to students because it is based on their daily experiences.

Q: There can be a lot of pressure on students today to succeed. How do you make sure that they become rounded human beings as well as academically excellent students?

A very good question. We try to ensure that our programs our holistic. We offer art, design and languages as well as other optional programs at the school. Student are also encouraged to spend time socialising through activities outside of school hours and there are many extra-curricular activities available for them to join, should they be so inclined.

Q: How do you integrate technology into the learning process in a meaningful way?

Technology is extremely important in the daily life of our students, and having up to date tools to encourage learning helps to engage students and captivate their interest. In addition to integrating technology in every classroom, we offer online programs in various subjects, both academic and extracurricular.

Q: What steps do you take to engage with parents and make sure that they back up their children and the school?

It has been proved that the more parents engage, the better their children do at school. We encourage home/school partnerships. We offer a newsletter and we hold events where parents are invited. We also give our students many opportunities to share what they are doing at school with their parents.

SKT. JOSEF’S INTERNATIONAL SCHOOL ROSKILDE

��rre��l� re�r�i��� �or �e���ers �e�d �o�r �� �o�

�i�e is �o� � �ro�le� �o �e sol�ed� ��� � re�li�� �o �e e��erie��ed-

d��s�s-roskilde.dk

���.��������.�� - F��������������� �� - R������� ���� - D������

Education at the primary and lower secondary level PUBLIC SCHOOL

The Danish Public School (Folkeskole) is a comprehensive school consisting of both primary and lower secondary classes. Primary school covers classes 1-6 and lower secondary classes 7-9, with an optional 10th class available in some cases.

The Folkeskole is unstreamed and the formation of classes is based on the child’s age and not in subject-specific proficiency. Classes usually consist of approximately 20 pupils. The number must not exceed 28, although under certain exceptional circumstances, a municipality can give a dispensation for a class of up to 30.

The Folkeskole is governed by an Act of Parliament which lays down the foundations and objectives governing its activities.

All municipal primary and lower secondary schools share a common aim, standard requirements concerning the subjects taught at the specific form levels, standard regulations concerning the socalled Common Objectives for the teaching in the individual subjects, as well as standard regulations concerning the leadership and organisation of the school system.

The Act also lays down clear rules for parent/school co-operation, and parents are expected to take an active part in their children’s schooling. Schools are obliged to report on pupils’ progress at least twice per year.

However, it is the responsibility of the individual municipal boards to determine how schools are to be organised within the legal framework. The boards can also set their own additional objectives for schools. This has the advantage that a child who changes schools will, on the whole, find the new routine similar to the one he or she has been accustomed to.

6

EDUCATION GUIDE F O R ALL AGES

In Denmark, education is compulsory for everyone between the ages of 6 and 16 or 17. Whether this occurs in a public school, private school or at home is a matter of individual choice, as long as pre-set standards are met. It is the education itself that is compulsory, not school.

Education here is free, unless you choose a private school or boarding school.

The law guarantees a free choice of public schools within the local authority area where you live. However, some schools have a better reputation than others and can be full or have long waiting lists.

PRIVATE SCHOOLS

Denmark has a long tradition of private schools encompassing the idea of “a school for life based on the living word”.

Unlike many other countries, Denmark subsidies private schools heavily. However, getting into one of the more prestigious ones can be difficult, as the waiting lists are often long.

Private schools in Denmark fall mainly into the following categories: 1 Small independent schools in rural districts (friskoler), 2 Large independent schools in urban districts (privatskoler), 3 Religious or Congregational schools, 4 Progressive free schools, 5 Schools with a particular educational aim, such as the Rudolf Steiner schools 6 German minority schools, 7 Immigrant schools.

Private schools which have been approved receive government funding regardless of the ideological, religious, political or ethnic motivation behind their establishment.

INTERNATIONAL BOARDING SCHOOL PREPARE FOR AN INTERNATIONAL FUTURE SKALs is a post-secondary preparatory Danish boarding school with an ambitious and demanding learning environment. We strive to give our Danish and international students both a personal and an educational journey.

FOR MORE INFO SEE: WWW.SKALS-EFTERSKOLE-INTERNATIONAL.DK

INTERNATIONAL SCHOOLS

This might be the ideal solution for a foreign national living in Denmark who wants an international education for his or her child. There are a number of them around, especially in the Copenhagen area.

International basic schools are private elementary schools approved by the Ministry of Education and the teaching is in languages other than Danish - either for the whole school or for divisions within it. They often teach a curriculum which leads to an internationally recognised accreditation, such as the International Baccalaureate or the Cambridge education system.

MUNICIPAL INTERNATIONAL BASIC SCHOOLS

In April 2015, new legislation was passed which allowed municipalities to set up international basic schools from the school year 2015/16. The legislation is intended to strengthen local initiatives aimed at recruiting highlyqualified foreign labour and to attract foreign companies.

Municipal international basic schools will be established as free-standing schools outside the framework of the Danish Folkeskole.

SOURCE bit.ly2vWjgEg

EDUCATION GUIDE F O R A L L AGE S

7

ADV ERTORIAL

International Growth in Roskilde Skt Josef’s International School 1st Day of School August 2017 The International Department has experienced an increasing demand for places in all classes from Year 1 through to Year 11. As of today, we have students from more than 40 different countries in our International Department, and we are expecting continued growth.

The need for an International school in Roskilde has become greater due to increased demand from returning international Danes, as well as the staff and post-graduate students of both DTU and Roskilde University wanting places. In addition, we are seeing an increased demand from expatriates coming to Denmark looking for an alternative to living in Copenhagen, but still within close vicinity of the capital.

Another advantage of Skt Josef’s is that it offers the best of both worlds to its international students, who can draw from the strength of the large Danish department whilst still remaining International and benefit from the learning about

Danish life and traditions. Although our main focus is on our Cambridge curriculum, we also take our Danish classes seriously to ensure we help our International students into Danish society. In addition, Skt Josef’s School is also very involved in promoting talent across the school, and can proudly announce that we won several awards in Denmark’s Science Talent Programme.

Science in the International Department Teaching in the International Department is based on the University of Cambridge International Examinations, the world’s largest provider of international education programmes and qualifications for 5- to 19-year olds. The Cambridge system encourages learner-centred and enquirybased approaches to learning. It develops learners’ skills in creative thinking, enquiry and problem solving, providing learners with excellent preparation for the next stage in their education. Our graduating students are able to take their IGCSE examinations, which enables the students to either, continue their International education here in Denmark through the various IB schools, or in a Danish Gymnasium if their Danish is adequate. The examinations are entirely transferable all over the world.

As of August 2017, the school has seen so much growth that it has expanded into another old school building in Roskilde – Gråbrødre Skolen, where it is now housing its older students from both its Danish and International Department. This has helped to create a “campus style” atmosphere for our older students.

8

EDUCATION GUIDE F O R ALL AGES

As a parent, you can really help Unlike some countries, in Denmark it is usual for parents to be actively involved in their children’s education at all levels. They even sit on national educational policy-making committees.

This involvement already starts with day-care. The work of the facility must be carried out in close collaboration with parents. Initiatives taken in relation to individual children must be agreed with their parents, stressing the rule that parents have overall responsibility for the development of their children.

THE FOLKESKOLE SCHOOL BOARD All schools have a governing body composed of representatives of pupils, employees and parents and parental representatives comprise the majority on the board.

School boards formulate principles for the activities of the school, approve budgets, submit recommendations to the local authority regarding the appointment of principals and teachers, and formulate proposals for the school curricula for submission to the local authority. In addition, the boards are involved in informal communication between parents and informal assessment of school activities.

There are a number of ways in which parents and schools can contact each other: DIRECT CONTACT You can often meet the school staff face-to-face and many pedagogues talk to parents when they come and collect their children. Here, there is an opportunity for an informal chat and an exchange of views on everyday matters such as clothing, packed lunches, doctor’s appointments etc.

If you want to talk to a teacher during the school day, it is a good idea to contact them in advance, as teachers can be busy preparing lessons or supervising children. It is also possible for parents to take part in one of the class lessons by prior agreement with the principal.

Many pupils are only too happy to give parents an insight into their school day.

BY TELEPHONE The rules vary from school to school regarding contacting individual teachers or pedagogues directly by phone. Usually, you can only contact them in working hours. Information on this should be available on the school website.

FORÆLDREINTRA Most Danish schools use the ForældreIntra web portal as the favoured means of communication with the home. Here you can find information on lessons, yearly teaching plans, personnel information, sign ups for parent-teacher meetings and ideas for help with homework. There is also general information about the school and the individual classes and an electronic ‘contact book’.

SCHOOL WEBSITES The answers to most of the usual questions that you as a parent might have about the school can be found here. Most school websites also host a newsletter.

STUDENT PLANS Regardless of which class your child is in, at least one student plan for the child has to be formulated every year.

It should contain individual goals and the status of the individual’s learning.

The plan also describes how these goals are to be attained and taken further.

Typically, the student plan will form the basis of parent-teacher meetings. It can also suggest ways in which parents can actively contribute to making sure that their children get the most out of their education.

PARENT-TEACHER MEETINGS Many schools have a system whereby one of the class teachers (often the Danish or mathematics teacher) call parents in for a meeting to discuss their child’s progress. In some cases, the child might also be invited to participate.

These meetings typically last around 1520 minutes and provide a short status report on the child’s progress. There is also an opportunity for parents to ask questions based on the student plan.

PARENTS MEETINGS These are typically held at the start of the year for all the parents of children in the class, where the yearly timetable and teaching plan is presented and new subjects introduced. They also give parents the opportunity to meet each other and the parents of any new children starting in the class. Here, there are opportunities to discuss common rules for the class, class activities, ideas regarding teaching and initiatives that might strengthen the class’s well-being.

FACEBOOK AND OTHER SOCIAL MEDIA Some schools use social media such as Facebook to keep parents abreast of news and to create debate on schoolrelated themes. The advantage of these types of media is that they are already used by many parents, are easily available and the school can engage in dialogue with many parents at once.

Parents are also able to ‘follow’ other parents from other schools and may draw inspiration from their experiences.

SOURCES bit.ly/2iAxVlm bit.ly/2wakD3K bit.ly/2xFAnJU

EDUCATION GUIDE F O R A L L AGE S

9

Teachers do things a bit differently in Denmark Teaching methods in Denmark have been developed around the ideas of curiosity, participation and reflection, with the aim of fostering the desire to learn more.

THE FOLKESKOLE CURRICULUM For the nine years spent in the Folkeskole some subjects are compulsory, others optional. Broadly speaking, the compulsory subjects are grouped into three categories: humanities, practical/ creative subjects and sciences.

Danish, Christian studies, physical education and mathematics are compulsory in all forms. Art is compulsory in forms 1-5 and music and natural sciences/technology in forms 1-6. English and history is compulsory in forms 3-9. Design, wood and metalwork and home economics is compulsory in one or more forms between levels 4-7. Geography, biology and physics/ chemistry is compulsory in forms 7-9 and social studies in forms 8 and 9.

The following topics are also a compulsory part of the primary school curriculum: • Traffic safety • Health, sex education and family studies • Educational, vocational and labour market orientation

Additionally, German is offered as an optional subject in forms 7-9. Depending on the school, individual students may have the opportunity to take French instead.

Where necessary, teaching in Danish as a second language is provided to bi-lingual children in pre-school class and in forms 1-9.

10

EDUCATION GUIDE F O R ALL AGES

In pre-school, the learning focus is primarily on creativity and play, but by the time children reach primary and secondary school level, they are encouraged to participate, demonstrate mutual responsibility and ultimately, understand their rights and duties in a free, democratic society.

THE SCHOOL DAY

PRIVATE SCHOOLS

The school reform of 2015/2016 laid down that lessons should take place within the period 08:00-16:00 hrs.

However, in practice, for the youngest pupils this would normally be from 08:00-14:00, the middle years 08:0014:30 and the oldest pupils 08:00-15:00.

Legally, the only stipulation regarding private education is that it measures up to that provided by the municipal schools. It is up to the private school pupil’s parents, and not government authorities, to monitor the school’s performance and ensure that it measures up to the demands of the municipal schools. Pupils at small independent schools with a 9th form normally take the school-leaving examination unless the school has agreed differently with the Ministry of Education.

Pupils have a 30 minute break for lunch, during which they can eat their packed lunches. Some schools are able to provide meals, but these have to be paid for. Extra-curricular activities are available to pupils after school, as well as child care services if necessary.

HIGHER EDUCATION Although not part of the obligatory Folkeskole tuition, Confirmation Classes are usually offered. Whenever possible, the individual schools should schedule these to take place within the period where normal tuition takes place, i.e. between 08:00-16:00. These classes are offered to pupils in either the 7th or 8th class.

EXAMINATIONS AND EVALUATION Progress is monitored through plans and evaluations. The student plans are also made available to parents and parental involvement is expected throughout the school system. At the conclusion of forms 9 and 10, Folkeskole students sit a school-leaving examination. This is compulsory after the 9th but voluntary after the 10th form. The examinations after the 10th form demand more from the students academically than those after the 9th form.

Danish higher education features innovative teaching methods and an informal learning environment designed to promote creativity, self-expression, analytical and critical thinking.

The characteristics of the teaching style are:

• Student-centred learning and and open debate in class • Close collaboration between students and teachers • Traditional lectures combined with project work with the teacher as a consultant • Active participtation and problem solving rather than passive listening • Focus on turning new knowledge and learning into innovative solutions

The student acquire:

• Excellent communication and interpersonal skills • The ability to work analytically and creatively in a problem-solving environment • The ability to work independently as well as effectively as a team member • An internationally recognised qualification • An international profile - and an excellent foundation for their future career TAKING AN ACTIVE PART Students in Denmark are expected to play an active role in the learning process.

Apart from attending traditional lectures, students engage in project work and are encouraged to participate in open discussions with their teachers and fellow students.

PROJECT WORK AND PROBLEM-BASED LEARNING As a student in Denmark you will be expected to undertake projects – on your own and in groups. These

projects are designed to challenge you to think freely, to use your initiative and be creative. They will also give you experience in using new knowledge to solve complex real-world problems.

A PRACTICAL PERSPECTIVE In addition to project work, Danish professors often have experience as working professionals, offering students an invaluable practical perspective. Moreover, many Danish educational institutions are partnered with local companies and public organisations for research purposes and many programs offer students internships and through these, work experience.

A TYPICAL WEEK A typical week of classes will consist of 10 hours of tuition and around 30 hours of preparation, self-study and project work. This, however, varies depending on the type of higher educational institution.

An on-going evaluation of your progress will take place through oral and written exams.

WHAT IF YOU CAN’T SPEAK DANISH? In primary and lower secondary schools, bi-lingual children can take ‘Danish as a second language’. If basic instruction is needed, the child will be referred to a reception class, teaching in teams, or individual instruction. Bilingual children able to participate in ordinary teaching but who need special support are referred to supplementary teaching. The number of lessons is tailored to the needs of the individual.

Furthermore, a limited number of bilingual children in primary and lower secondary schools are offered mothertongue tuition.

All newly-arrived foreign nationals aged 18 and over have the right to free Danish lessons. The courses are available country-wide.

SOURCES bit.ly/2ijktSH bit.ly/2v5H5IA bit.ly/2il7dxg

What is the Danish Efterskole and how does it work?

The concept of the efterskole is a peculiarly Danish one; the word itself has no real English equivalent, so the rather clumsy ‘Independent boarding school for lower secondary students’ is the closest we can get to a definition of it.

These residential schools cater for pupils between the ages of 14 and 17 and as of 2017, there were 249 of them spread around Denmark, with around 28,500 students enrolled for the school year 2017-2018. Schools vary in size from 25 to 500 students, but most of them have a minimum of around 100 students. Efterskoles are also open to foreign students.

NEW IDEAS IN EDUCATION

CLOSE-KNIT AND FREE

SQUARE PEGS AND ROUND HOLES

Historically, the efterskole springs from the theories of two of the greatest educators in Danish history – Christen Kold and N.F.S. Gruntvig. The first one was founded in 1879 in Galtrup, Mors and in the years that followed, several more efterskoles opened in southern Jutland.

Efterskole teachers are responsible both for teaching and the supervision of their students outside school hours.

Teachers and students are together all day, from the time the students wake up until they go to bed. This can foster close, personal and informal relationships between students and teachers.

If you are a teenager or a parent of teenage children, then the efterskole system is certainly worth considering.

Not everyone is able to thrive in the mainstream educational system and an efterskole can turn out to be the road to greater self-confidence, maturity and independence.

Kold and Gruntvig both agreed that education should be geared to producing fully-rounded human beings and should not just be book learning by rote. Efterskoles are self-governing independent institutions that provide for both the educational and personal development of their students. They adhere to the principles of providing a general education, life-long enlightenment and guidance on being a citizen in a democratic society.

Efterskoles are self-governing institutions and have a high degree of freedom when it comes to e.g. choice of subjects taught, teaching methods and educational approach. These vary in accordance with the school’s political, religious or pedagogical orientation.

This freedom is assured via substantial state subsidies to both schools and students.

Some efterskoles concentrate on specific areas such as sport or music.

This can influence the way the curriculum is put together, but it must not be at the expense of the teaching having a broad base and always measuring up to that offered by the folkeskole. Courses should be open to everyone, regardless of sex or previous educational experience.

12

EDUCATION GUIDE F O R ALL AGES

By its very nature, a boarding school throws disparate individuals much closer together, and so fosters elements of solidarity and communal responsibility. This can also lead to closer friendships than those made at traditional day-schools.

There are other educational benefits to be gained from a period at efterskole.

Using figures from Danmarks Statistik, a survey of the progress of pupils attending efterskole from 2010 to 2014 shows that pupils taking 10th class at efterskole were academically more advanced than the average and that they take fewer breaks during their further education than pupils from other school systems, regardless of grade averages. So all the more reason to read on and perhaps make a choice that will change your life.

HOW DOES AN EFTERSKOLE WORK?

THE INTERNATIONAL DIMENSION

HOST FAMILY IN DENMARK

Advocates of the Danish efterskole will tell you that a year spent at an efterskole is like several spent in a more formal Danish educational institution.

If you’ve just moved to Denmark and you are looking for an education in English for your child, an efterskole might well be the answer. A number of them offer an international curriculum based on the Cambridge International Examination (CIE).

To ease the way for foreign students and ensure that they thrive, some efterskoles are able to provide a ‘host family’ for their students. The host family is a normal Danish family which offers the student hospitality and can act as a ‘reserve family’ while he or she is studying.

When you attend an efterskole, you spend nearly all your time on school premises. The school becomes your new home, albeit a temporary one, and like a normal home, things happen from early morning until late at night.

As well as ordinary school classes, there are lots of other activities taking place, both during and outside school hours and these might include sports, cooking, games, music, drama etc., which all contribute to establishing a fellowship between the students at the school and the teachers.

Many more ideas can be found by investigating the Efterskole website (efterskole.dk/da), where under ‘Find din efterskole’ you can sort on ‘All subjects taught in English’, Or ‘Cambridge - English’

The families can share their everyday life, weekends and holidays with students and act as a ‘home-fromhome’ for those times when it is not possible for students to remain at school, such as holidays and some weekends, or if the student simply needs to get away from it all and have some time to think.

As an example, a typical day at Skals Efterskole near Viborg, Jutland looks like this:

07:30 – 07:40: Breakfast 07:40 – 08:00: Tidying up 08:00 – 08:25: Morning news broadcast or presentation and song 08:30 – 09:50: Classes 09:50 – 10:15: Break 10:15 – 11:35: Classes 11:40 – 12:00: Cleaning in houses 12:05 – 12:15: Assembly and song 12:15 – 13:00: Lunch/break 13:00 – 17:30: Classes 17:40 – 18:15: Dinner 18:15 – 19:15: Study hour 19:15 – 22:00: Free time - visiting between dormitories allowed 22:00 – 22:30: Everyone must be back in their own dormitory 22:00 – 22:15: School cleaning 22:30 – 23:00: Lights out.

At Skals they also encourage students to be active during their free time. To this end, there is an active sports club in the town of Skals, with a gymnasium and swimming pool. The school also has its own gymnasium.

SOURCES bit.ly/2x59VKu bit.ly/2iifz8w

EDUCATION GUIDE F O R A L L AGE S

13

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.

There are two types of programs:

1. General education qualifying for access to higher education 2. Vocational or technical education qualifying primarily for access to the labour market.

Students can take several different routes at this level and there are four academically-orientated programs available:

1. The 3-year Upper Secondary School Leaving Examination (STX) 2. The 3-year Higher Commercial Examination (HHX) 3. The 3-year Higher Technical Examination (HTX) 4. The 2-year Higher Preparatory Examination (HF) 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 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 socioeconomic 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.

14

EDUCATION GUIDE F O R ALL AGES

ADMISSION

STUDENT INVOLVEMENT

To be admitted to one of the threeyear 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.

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.

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.

INTERNATIONAL UPPER SECONDARY SCHOOLS

There are 15 international upper secondary schools in Denmark, most of which offer the International Baccalaureate.

This type of school can be either private or public. A prerequisite is that the international course offered must be able to provide access to higher education in Denmark.

VOCATIONAL TRAINING

Vocational education and training programs (I-VET) are alternating or sandwich-type programs where practical training in a company alternates with teaching at a vocational college.

The idea is to motivate young people to complete a training program qualifying them for employment and at the same time, accommodating the needs of the labour market. The programs hope to give young people a taste of further education and active participation in society by developing their personal and social skills, instilling a spirit of independence and co-operation and stimulating their awareness of innovation, the environment and internationalisation.

Anyone completing VET is immediately eligible to work within the field that the program has focused on.

The target group here is not only students coming directly from school but also adults with prior vocational experience.

THE COLLEGES

One hundred and seventeen institutions offer basic vocationally-oriented education programs and of these, 97 are technical colleges, commercial colleges, agricultural colleges or combination colleges. In addition, 20 colleges offer social and health care training programs.

As well as the basic vocational education and training programmes, the colleges also offer other programs such as HHX, and HTX, as well as further education and training for adults.

Courses and programs commissioned by companies are also available in many colleges.

Education and training programs with a small intake are conducted at trade schools, which cover a whole region.

These schools have boarding facilities for students.

ADMISSION TO VOCATIONAL EDUCATION

Admission to the basic VET program is free. Most students start their vocational education with a basic program at a college but they can also start straight away in a company and then take the basic program a little later.

There are 111 vocational education and training programs gathered in the following 12 vocational clusters: 1. Motor vehicle, aircraft and other means of transportation 2. Building and construction 3. Construction and user service 4. Animals, plants and nature 5. Body and style 6. Human food 7. Media production 8. Business 9. Production and development 10. Electricity, management and IT 11. Health, care and pedagogy 12. Transport and logistics If a student is unable to obtain a training agreement they can be offered admission to school-based practical training or admission to one of the 3 vocational programs conducted as school-based education without a practical training period.

THE STRUCTURE OF THE PROGRAM

Vocational education and training consists of a basic course and a main course. The basic course is flexible in duration and depends on the individual student’s prior qualifications and ambitions. Typically, a basic course is usually between 20 to 25 weeks.

This is followed by the main course or VET-program, which is based on an alternating principle. This typically takes 3-3½ years, but can be shorter or longer for certain programs (from 1½ and up to 5 years).

In order to complete the main course, the student must have a training agreement with an approved company which offers training. The agreement can cover all or parts of the basic course, but is compulsory for the main course.

THE NEW APPRENTICESHIP SCHEME

Some students prefer practical training to school attendance. The New Apprentice scheme has been set up in order to accommodate those who are more inclined to “learning through doing”. This makes it possible for students to start their vocational education in a company which offers practical training. Under the terms of the scheme, the student enters into a training agreement with a company and during the first year, must acquire the same knowledge as the students who have followed the basic programme at a college.

in some of the technical vocational programs chose this route. The share is much smaller in other vocational education and training programs.

SUPERVISION AND QUALITY

The Ministry of Education is responsible for the overall supervision of vocational education and training programs. Trade committees approve the companies providing training during an internship and are responsible for monitoring the in-company training.

All colleges are required to carry out continuous quality assessment and development, in which self-evaluation on the basis of the college’s results is part.

The trade committees are required to do the same for the companies offering practical training. In particular, they must keep up with employment developments and supervise the completion of the trainees in close co-operation with the Ministry.

SOURCE bit.ly/2ijzXq4

Approximately 40% of the students EDUCATION GUIDE F O R A L L AGE S

15

ADVE RTORIAL

A bi-lingual program that facilitates integration Institut Sankt Joseph is a private Catholic school in Østerbro catering for students from kindergarten to grade 10.

The school offers an education of a high academic standard as well as placing emphasis on the moral and intellectual development of students.

CPH Post talked to Thomas Knudsen Mulhern, who is head of the the school’s International Department and asked him what he felt that his school could offer to foreign students that other institutions could not.

“We offer our students a fully bilingual education, so they can become academically fluent in both Danish and English. This gives them the possibility to succeed in both a Danish and an international context.”

The school is very much tailored to Danes returning to the country from abroad and multi-cultural families, where one parent is a Dane. They also have expats who here for a short time but who want to integrate in an authentic way.

Mulhern stresses that integration is the key to the students’ wellbeing.

“We help students learn Danish while easing the transition with English. We also provide networking opportunities for the whole family so that they can obtain practical assistance in starting a network.”

Although the school is Catholic, the attitude is very much one of placing a great emphasis on the unique development of the students. Mulhern asserts that “the religious background helps to inform how we view our fellow man, as well as the openness with which we discuss the common path we are on within the community.”

The school itself has staff and students from a wide variety of different backgrounds – which can only be an asset.

And it seems as if they are on the right track. The international bi-lingual program started in 2014 and has now over 180 students enrolled has been extraordinarily successful. So much so, that Mulhern hopes that it might spread to other schools.

G R E NAA G Y M NAS I U M IB • STX • HF • Boarding School IB Diploma - 2 year pre-university course Boarding School - be close to friends and school!

“I choose IB at Grenaa Gymnasium because the school has experience with the IB programme and because the school has a good atmosphere.

The Boarding School is a great place to live. It is easy to feel at home because of the supportive and accepting environment” Karoline, IB student “Teachers are engaging and love their subjects, making it more interesting for us as students” Christoffer, IB-student “The best years of my son’s school life” Parent in Ireland

www.grenaa-gym.dk

I n t e r n a t I o n a l

B I l I n g u a l

an

D e p a r t m e n t

open spots in 6th grade

intercultural learning environment....

Bilingual

students learn morE; – fastEr

Authentic integration

Discover the

En g l i s h a n d Danish as te a c h i n g la n g u a g e s

world every day!

a progressive catholic school with a 150 year tradition of humanistic education

First class

Cambridge Bilingual education

ouse? next oPen h tjoseph.dk k

visit www.san

Institut Sankt Joseph Copenhagen | www.sanktjoseph.dk/en Private catholic school – ages 5-16

close to ØsterPort station

In a global world, a small country needs an educated workforce Long ago, Denmark realised that a highly-qualified and well-educated workforce is vital for today’s global knowledge economy.

Most people here participate in education of some sort. As well as the normal school system, there is a high uptake in adult education and continuing training, on-the-job competence development and liberal adult education.

WHAT IS LIFELONG LEARNING? Broadly speaking, lifelong learning can be defined as learning that is pursued throughout life: learning that is flexible, diverse and available at different times and in different places. Lifelong learning crosses sectors, promoting learning beyond traditional schooling and throughout adult life (i.e. postcompulsory education).

In a report from 2001, the European Commission identified lifelong learning as having “Four broad and mutually supporting objectives: personal fulfilment, active citizenship, social inclusion and employability/ adaptability�. So lifelong learning includes dimensions which transcend narrow economic and vocational aspects.

OBJECTIVES FOR LIFELONG LEARNING In a Danish context, the government has defined a number of objectives along the path to lifelong learning.

First of all, a coherent education system from pre-school to higher education must provide the opportunity for everyone to acquire excellent basic skills, an education which qualifies them for the labour market and provides a solid foundation for lifelong learning.

There must also be equal opportunities and room for all.

The educational programmes offered must be world-class. The system should foster talent and be more accommodating to slower learners.

Quality is paramount and education

18

EDUCATION GUIDE F O R ALL AGES

should be tailored to the needs of the labour market and society in general.

There must be relevant, high quality adult education and continuing training available for everyone in the labour market which matches the needs of all parties and places particular emphasis on the need for upgrading the skills of those at the lowest educational level. There is a shared responsibility to ensure that everyone in the labour market is engaged in lifelong learning.

Opportunities for guidance and counselling must be improved and help provided to ensure the best possible conditions for those choosing educational programmes and participating in lifelong learning.

As a basis, education and learning should take the existing knowledge, skills and competences of individuals and build upon them. With regards to adult education and continuing training, new and improved opportunities are to be created in order to discover and recognise the educational attributes of the individual.

Coherent educational paths and transparency in the education system should contribute to targeted education and lifelong skills upgrading and facilitate the best possible use of public resources.

All educational programmes should be looked at in a global perspective and ought to contribute to strengthening internationalisation and co-operation with the world around us.

Higher education is to be strengthened in order to contribute to enhancing the overall quality in education and knowledge development. A better framework and conditions should be developed for interaction between educational institutions, the public and private sectors and other relevant players.

OTHER MEASURES As well as the goals above, it is important that all young people should complete an educational programme with global perspectives and more of them should spend some time studying abroad.

Professional institutions have also been in the spotlight. Here, the aim is to have fewer and stronger institutions with a broad academic breadth and high quality. This should help develop and future-proof education and training and help strengthen knowledge development and innovation through interaction with research institutions and business.

The government and members of the Globalisation Council have entered into a framework agreement on binding partnerships that should help convert the strategy into concrete action. Partnerships in education and competence development can help strengthen the quality of and demand for education and continuing training and can also enhance regional efforts to promote growth and business development.

SOURCES bit.ly/2uOdK9d bit.ly/1G2Xezh

What if your child is not old enough to start school?

In Denmark, both parents normally work, so pre-school facilities are a high priority and there are a number of options available.

All children under the age of six are legally entitled to attend a day-care facility. This term covers institutions such as crèches, day-care institutions, nursery schools and age-integrated institutions.

The development of the child is prioritised very highly, so as well as providing a safe environment for child care, the institutions co-operate with parents to support the development of the individual’s self-esteem.

DAY-CARE FACILITIES Because day-care is a legal requirement, 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 day-care centres, independent day-care centres, private child-minding, or an approved private day-care centre.

In cases where parents work far away from their home, it might be desirable for them to have their children cared for in a day-care facility under another local authority. This is also possible.

When a child is admitted to a day-care 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 day-care 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, childminding takes place in a private home and a child-minder can take care of up to five children. Children are assigned to individual child-minders 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 private childminders 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.

DAY CARE 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 day care 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 their costs.

Approved private day-care 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, day-care centres can be operated as outsourced day-care 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 day-care 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 day-care 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 The curriculum must also show how the day-care facility works to ensure a good and stimulating environment for the children in its care. This environment must be considered from a child’s perspective and the children’s own experiences of that environment taken into consideration.

It’s up to the individual day-care facility to decide on their own approach. The leader of the facility is responsible for preparing and publishing the curriculum and for carrying out an annual evaluation. This includes documenting whether the approaches and activities chosen meet the objectives outlined within the themes.

The curriculum must be approved by the local council, who are also responsible for monitoring its implementation.

LANGUAGE ASSESSMENT Any child aged 3 enrolled in a daycare facility may be given a language assessment test if there are linguistic, behavioural or other grounds to suggest that that child may be in need of language stimulation. This test is compulsory for all children aged 3 who are not attending a day-care facility. If the assessment shows the need for language stimulation, the local council must provide it.

EDUCATION GUIDE F O R A L L AGE S

19

The end of the formal education road

HIGHER EDUCATION

The final stage of formal education in Denmark, higher education, is offered at universities, university colleges and academies of professional higher education. There are a great many study programs available and most courses are free of charge to Danish residents if certain conditions are met.

UNIVERSITIES There are 8 universities in Denmark offering researchbased higher education at Bachelor, Master’s and PhD level.

Universities are state-funded autonomous institutions which are also responsible for the majority of all public research.

The majority of the higher education institutions are regulated ADULT AND CONTINUING HIGHER EDUCATION ACADEMY PROFESSION DEGREES by the Ministry of Higher Education and Science.

An Academy profession degree (akademiuddannelse) is awarded after 2 years of part-time study or 1 year full-time study (60 ECTS). The programs are development-based HIGHER EDUCATION INSTITUTIONS and combine theoretical studies with a practical approach.

Higher education is offered at the following types of They are aimed at preparing students for jobs at specialist institutions: or middle management level and give access to relevant diploma programs. Admission requirements are a relevant • Business Academies (Erhvervsakademi) educational qualification at upper secondary level or higher • University Colleges (Professionshøjskoler) and at least 2 years of relevant work experience.

• Maritime Educational Institutions • Higher Education Institutions within the Fine Arts • Universities • Adult and further education institutions

BUSINESS ACADEMIES There are 9 independent business academies in different parts of the country offering academy profession programs, as well as professional Bachelor programs, further adult education and diploma programs. Academy profession programs are professionally-orientated, higher education qualifications which are normally awarded after 2 years and are equivalent to the first 2 years of a Bachelor degree.

UNIVERSITY COLLEGES University colleges provide practically-orientated higher education of an international standard. Typically, many graduates at Bachelor level find employment in the public sector, for example as teachers, nurses and social workers.

However, programs in engineering, information technology, business and media and communication are geared to private sector careers.

MARITIME EDUCATIONAL INSTITUTIONS The Ministry of Higher Education and Science is responsible for all maritime training and education, as well as running training ships. In Denmark, there are colleges for engine officers, able seamen, ship’s officers, a nautical college, a skipper school and a school for commercial fishermen. There are also 2 sailing training vessels for ordinary ratings.

HIGHER EDUCATION INSTITUTIONS IN FINE ARTS Four educational institutions offer higher education within the Fine Arts. The programs take place at 1 self-governing and 3 state-owned institutions as follows: • The Royal Danish Academy of Fine Arts, Schools of Architecture, Design and Conservation • The Royal School of Library and Information Science • Aarhus School of Architecture • Kolding School of Design These institutions take in about 3,200 students per year and are publicly funded.

20

EDUCATION GUIDE F O R ALL AGES

DIPLOMA PROGRAMS The Diploma degree (diplomuddannelse) is awarded after 2 years of part-time study (60 ECTS). It is development-based and combines theoretical studies with a practical approach.

The programs prepare students for highly-qualified job functions and give access to relevant Master programs.

Admission requirements are a relevant educational qualification at (general upper secondary or higher) and at least 2 years of relevant work experience.

MASTER DEGREE (ADULT/CONTINUING HIGHER EDUCATION) Adults who have already completed higher education and wish to continue their studies can start on a Master program.

The Master degree (mastergrad) is a research-based second cycle degree at university level. The degree is awarded after 2 years of part-time studies corresponding to a full academic year of 60 ECTS. In certain cases the degree corresponds to 90 ECTS, and is thus awarded after 3 years of parttime studies. Master degrees are offered in a wide range of disciplines, including IT and technology, management and organisation, pedagogy, music, design, language and communication, health and medicine.

An overview of the different Master degrees offered in English and information about tuition fees can be found on the UddannelsesGuiden website (bit.ly/2v4EUsQ).

Master degrees are offered by the eight Danish research universities and a small number of university-level institutions.

The individual Master degree programs are arranged so that it is possible to have a job while studying.

All Master degree programs in Denmark are tuition-fee based.

Entry requirements are a relevant educational qualification at Bachelor’s level or higher and at least 2 years of relevant work experience.

SOURCE bit.ly/1HZnfPn bit.ly/2v4EUsQ

On-the-job training with an internship Denmark is a good place to consider if you are thinking of an internship. It also repeatedly tops polls for being the happiest nation in the world.

Add to that the presence of several heavyweight companies such as Lego, Grundfos, Novo Nordic, McKinsey, Danske Bank, Siemens Microsoft and Procter & Gamble and it sounds even more attractive.

WHAT DO I HAVE TO DO? In principle, internships are available in most sectors, but there are certain conditions that have to be met before the necessary work and residence permits will be granted. The procedure can be quite complicated, so a degree of patience and perseverance is required. It is important to allow sufficient time for all the relevant documentation to be in place before you start your internship.

The first criterion is that you have to be between 18 and 34 years of age when the authorities make the decision regarding the internship.

Secondly, the internship has to be a supplement to an educational program which you are already embarked upon in your country of origin or where you are legally resident.

Details of the course which you are following will have to be included with your application. You must also include an authorised translation of documentation of your on-going or completed education, including a list of the courses you have followed.

Thirdly, the company in which you serve your internship must be able to provide adequate and relevant training. If the internship is not on an approved list, it may be necessary to supply information describing the planned trajectory of the internship, information on your supervisor and also information as to whether the company in question has previous experience with interns.

Fourthly, for paid internships, salary and employment conditions must comply with the Danish collective agreement for interns. If you work as an unpaid intern, you will have to provide documentation showing that you are able to support yourself for the duration of the internship. You must show that you have at your disposal an amount corresponding to the Danish student grant (SU) multiplied

Internships are a popular way of receiving on-the-job training and kick-starting a career. They comprise elements of tutoring and mentoring from the employer’s side and typically involve tasks linked to the entry-level of the post filled by the internee. They can either be paid or unpaid, although the latter are probably more common.

by the amount of months that the internship lasts. The documentation can be in the form of bank statements or papers relating to a student grant or scholarship.

Fifthly, you will have to provide a description of your responsibilities as an intern and an educational plan.

Finally, your application has to include a description of how the internship will supplement your on-going education in your country of origin or where you are legally resident.

Nordic citizens are free to live, work and study in Denmark. Consequently, they do not need a visitor’s visa, residence or work permit.

EU/EEA citizens and Swiss citizens can live, work and study in Denmark under the EU regulations on freedom of movement. Consequently, they do not need a visitor’s visa, residence or work permit. However, they should obtain an EU residence document (registration certificate) from the State Administration.

ARCHITECTURE No particular internship approval is required for architectural firms, but in the standard contract the firm must state the number of trained architects working there and also the number of other interns and trainees.

As well as meeting the six conditions above, you will also have to meet the following extra ones: You cannot be granted a residence and work permit as an architectural intern if you have already completed your education.

As a foreign architectural intern, you will have to use a standard contract (Internship Agreement and Guidelines) developed by The Danish Association of Architectural Firms (DANSKE ARK). The contract is available on DANSKE ARK’s homepage (http://www.danskeark.dk/).

THE HEALTH SECTOR All Danish hospitals are approved to take in interns. As well as conditions 1-6 above, there are some additional conditions for this sector: The upper age limit of 34 does not apply to medical interns.

Certain sectors have additional rules for interns and these are described below.

AGRICULTURE AND THE ‘GREEN SECTOR’ In order to be granted a residence and work permit as an intern in the agricultural, veterinary, forestry or horticultural field, you must meet the six conditions above and the additional ones below: You must provide documentation that you have passed a language test in Danish, Swedish, Norwegian, English or German at A2 level or higher. The language test must be listed either on the attachment to the Intern Act or on the list published by the Association of Language Testers in Europe (ALTE).

Your application must include an approval of the place of internship.

If you have completed your education, this must have happened recently. If you completed your education more than 18 months ago, an individual assessment of your application will have to be made to determine whether there is a natural relation between your education and the internship. In these cases, information about work you have undertaken since you completed your education will be taken into account.

The supervising physician must submit a written statement attesting to your capabilities and accepting responsibility for your supervision and for the work you carry out during your internship.

SOURCE bit.ly/2eyKKdf

bit.ly/2xcaG4y

bit.ly/1hGr5hZ

EDUCATION GUIDE F O R A L L AGE S

21

Why not learn to drive while you are here?

There are plenty of driving schools about, and some provide tuition in English. The driving school can also help you apply for a licence.

You can also apply at the Citizen’s Service Centre (Borgerservice), where you will need to bring an application form provided by your driving school teacher.

Many people coming to Denmark already have a licence.

The rules about driving in Denmark with a foreign driving licence – and when and how you have to exchange it for a Danish one – can be quite complicated.

NORMAL RESIDENCE REQUIREMENTS

For the purposes of getting a licence, you are considered to have established normal residence in Denmark from the moment you settle here with the intention to live in the country for at least 185 days.

TEMPORARY STAYS OR VISITING

If you don’t have normal residence in Denmark, you can use your foreign driving licence: • If it is issued by an EU or EEA country (Iceland, Norway and Lichtenstein); • If it is from the Faroe Islands or Greenland; • If it is a temporary licence issued in Finland, Iceland, Norway or Sweden; • If it is a foreign driving licence (one not issued in an EU or EEA country), issued in the Latin alphabet or accompanied by a translation in Danish, English or French. The translation must have been produced by a public authority or by an organisation authorised to produce it by the issuing country; • If it is an international driving licence.

You will be allowed to drive the same vehicle-types as those listed on your valid foreign licence.

You can also apply at the local police station for a Visitor’s Driving Licence.

22

EDUCATION GUIDE F O R ALL AGES

EXCHANGING A LICENCE

Whether you have to exchange your licence or have to take a driving test prior to the exchange depends on the country/ constituent state that issued it.

If you have a licence from an EU country, Norway, Lichtenstein, Iceland or the Faroe Islands, you don’t need to exchange it. You must fulfil the age requirements applicable for an equivalent Danish licence (certain exceptions apply to licences from EU and EEA countries).

Since January 2015, you have had to exchange your licence no later than two years after taking up normal residence in Denmark if you are the holder of a valid national drivinglicence without the limited administrative validity period of 15 years for drivers of group 1 vehicles (categories A, A1, A2, B, B1 and B/E) or five years for drivers of group 2 vehicles (categories C, CE, C1, C1E, D, DE, D1 and D1E).

Validity periods for Faroese driving licences extending beyond the holder’s 75th birthday for group 1 vehicles and 70th birthday for group 2 vehicles, are not accepted.

NON-EU DRIVING LICENCE

If your licence was issued in the Australian Capital Territory, Brazil, Japan, Taiwan, the Republic of Korea, Russia, Ukraine or Switzerland, you are allowed to drive with your foreign licence for 90 days from the day you establish residence in Denmark.

Your licence must be issued in Latin characters or accompanied by an official translation into Danish, English or French, and you must meet the age requirements that apply for being issued a corresponding Danish driving licence.

As a rule, you will not need to take a driving test to exchange your licence.

GROUP 2 COUNTRIES

If your driving licence was issued in a country/territory where driving school training is not completely equivalent to the Danish practice, but where the general level of road safety is comparable, you may exchanging your licence for a Danish one without having to take a driving test if the country in question is included in the Group 2 scheme.

If your licence was issued in a country/territory included in Group 2 (at the time of writing, Singapore, USA, Canada, Australia (other than the ACT), Chile, Bosnia-Herzegovina, Isle of Man, Serbia), you can use your foreign licence for 90 days from the day you establish residence in Denmark.

After 90 days, you must exchange your foreign licence for a Danish one if you wish to continue to drive here.

When submitting your application, you must also provide a written declaration stating that you have had and have used your driving licence for category B driving (a regular car) within the last two years, and also provide a written declaration stating that you have not had your driving licence revoked within the last five years, and that your right to drive has not been restricted or made conditional in any way.

OTHER COUNTRIES

If your licence was issued in a country other than those listed above, you can drive for up to 90 days from when you establish residence in Denmark.

This only applies, though, if your foreign licence is valid and if the driving licence is issued in Latin characters, or is accompanied by an official translation into Danish, English or French.

In addition, you must meet the age requirements that apply for being issued a corresponding Danish driving licence.

In order to be able to exchange your foreign licence for a Danish one, you must pass a driving test (theoretical and practical).

SOURCE bit.ly/2xaopYE bit.ly/2xaEQV3

What is the Danish educational system like?

There are many things to consider when getting settled in your new country reestablishing your family life.

If you have young children, you will probably be asking yourself whether day-care is available, and if it is, are there different options? For those with older children, the question might be how does the education system function? Is it compatible with the one back home? Is it as good? Then you may need to decide whether to go state or private.

THE SIX STAGES There are six stages of education in Denmark: 1. Pre-school 2. Primary and lower secondary education 3. Upper secondary education 4. Vocational education and training

All importantly, if my children don’t speak the language, how well will they integrate and will they make friends? It may also be relevant to ask what opportunities there are for higher education and will a degree or qualification taken in Denmark be recognised abroad?

HIGH STANDARDS The Danish school system is considered one of the best in the world. Higher education and training in Denmark ranked 10th in the World Economic Forum’s league table 2014-2015 and 4th in the 2017 Universitas 21 rankings.

FREE OR FREE-PAYING? All children are entitled to free tuition at Danish municipal primary and lower secondary schools, as are adult students living in Denmark, depending on the level and nature of the institution. Private schools are also fairly common and these are heavily state-subsidised.

It is also possible to find international schools where the curriculum, which often follows a UK, US or French model, is taught in English, French, Spanish, German or Japanese.

Although there may be some Danish students, the student body is typically international.

5. Higher education 6. Adult learning.

Before pre-school, most Danish children have attended daycare. After pre-school, which is optional, children go on to do nine years of compulsory education in primary and secondary school, with an option to take a tenth year. The same pupils stay together for all the 9 years.

The tenth form can be taken in the existing school if it is offered, but is also available at an efterskole, ungdomsskole or fri fagskole.

As well as providing academic programs allowing entry into higher education, upper secondary education can offer programmes of a more vocational nature.

KEEP ON LEARNING 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.

SOURCES wef orum.org bit.ly/2wxHJm6 bit.ly/2xkXyKd

EDUCATION GUIDE F O R A L L AGE S

23

WE’VE CHANGED OUR SCHOOL NAME!

We are excited to announce that we have changed our school name from “Østerbro International School” to “International School of Hellerup”.

Two years ago, we moved from the Østerbro district to our new, more spacious campus in Hellerup.

We are thrilled to adopt a name that clearly communicates our new school location, as we continue to grow and establish ourselves as one of the top international schools in Copenhagen.

International School of Hellerup is a not-for profit IB World School for students aged 3 -19.

We welcome over 500 students representing more than 70 nationalities and we offer the three main International Baccalaureate (IB) programmes: the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). Our students receive an excellent, well-rounded education from passionate and well-qualified teachers in a caring, supportive and exciting learning environment. We pride ourselves in fostering reflective and purposeful learners and responsible global citizens. Visit us at www.ish.dk.

International School of Hellerup Rygårds Allé 131, 2900 Hellerup | +45 70 20 63 68 | info@ish.dk | www.ish.dk