EDUCATION Eric Tai
EDUCATION IN GREENLAND
RESEARCH ABSTRACT Education in Greenland is a delicate topic. While the structure and curriculum of the education systems are modern, the unique characteristics of Greenland and Greenlandic culture impedes the education system from operating optimally. No single factor is individually responsible for the overall unsatisfactory level of education in Greenland, instead the factors interact with each other to produce unique interferences characteristic only to Greenland. About 20% of Greenland’s population lives in settlements population 500 or below. It becomes inefficient to develop infrastructure and send teaching staff to settlements, some settlement schools may have five of six pupils ranging from grades 1-10 with one teacher. Compare this with schools in towns where a teacher can teach a class of 20 pupils all in the same grade. Another characteristic of Greenland, primarily in settlements, is a dependence on a traditional subsistence living. The traditional culture does not value modern education, as indicated by the vast majority of Greenland’s workforce having only completed primary school. There are very few academic jobs in Greenland and while the demand for education is increasing, it is much lower than that of other developed nations. There is also a large split between the genders in terms of education past the primary level, as it is culturally expected of boys to immediately help out the family, while girls tend to continue their education beyond primary school. In 1979, when Greenland achieved Home Rule, it was decided that the main language of instruction in primary schools was to be Greenlandic. The previous influx of Danish teachers and teaching material endangered the Greenlandic language and much of the culture embedded in the language. However, Greenlandic-speaking teachers were hard to find, as they could not bring in teachers from other countries like how they introduced Danish-speaking teachers from Denmark. The prioritization of education
in Greenlandic over certified teaching personnel meant that many teaching positions have been assumed by those without proper credentials for teaching. This is most noticeable in settlements, where many of the schools there have no certified teaching staff. The lack of teaching staff also makes it difficult to expand the education system. An increasing demand in education needs to be matched with an increasing supply of educators. This is most apparent in the high school system where a limited admission capacity, presumably due to a shortage of qualified teachers, means that many students who want to enter secondary school and meet the requirements are turned away. My research, presented on the following spreads, shows the current issues education faces in Greenland and provokes the following questions: For the primary school class of 2011, 53% of students entered the residual group (did not continue their education, see glossary) and 34% that did continue education entered the residual group the following year. What provisions can be made to increase the demand for higher education in Greenland?
In towns 28% of the workforce has a secondary level education while 12% have a post-secondary level. In settlements these figures are 13% and 3.4% respectively. How can educated jobs be introduced to settlements with minimal impact to the traditional Greenlandic cultures?
66% of primary school teaching positions are filled by certified teachers. How can Greenland address the shortage of certified teachers?
BIBLIOGRAPHY & FURTHER READING ARTICLES
GOVERNMENT REPORTS & BROCHURES
Greenland: Education and society between tradition and innovation
Fakta om Folkeskolen - Den Gode Skole (2012 Inerisaavik)
(Ib Goldbach, Intercultural Education Vol 11. No. 3, 2000)
Greenland: Society and Education (Ib Goldbach and Thyge Winther- Jensen, Comparative Education, Vol. 24, No. 2, 1988)
Population, Sex Ratios and Development in Greenland (Lawrence C. Hamilton and Rasmus Ole Rasmussen, Arctic, Vol. 63, No. 1, 2010)
Supporting an Externally Developed Model of Education In Greenland (Tasha R. Wyatt, International Journal of Educational Reform, v19 No. 3, 2010)
Local knowledge, Sustainability and Visionscapes in Greenland Frank Sejersen, University of Copenhagen Department of Eskimology, 2002)
http://www.inerisaavik.gl/fileadmin/user_upload/Inerisaavik/Atuarfitsialak_pub_dk/Atuarfitsialak_2012_skolestart.pdf
Profiler for restgruppen 2011
(2011 Government of Greenland) http://www.inerisaavik.gl/inerisaavik/elevprofiler-og-restgruppeprofiler-for-2011/
Report on The Government of Greenland’s Education Strategy (2012 Ministry of Education and Research)
Redegørelsen om skolehjem http://dk.nanoq.gl/Emner/Landsstyre/Departementer/Departement_for_uddannelse/KIIIN_styrelse/ redeg%C3%B8relse%20om%20skolehjem.aspx
Vejledningsmateriale om Den gymnasiale uddannelse http://www.sunngu.gl/studieforberedende/studieforberedende-og-suppleringsuddannelser/gu-hhx-htx http://www.sunngu.gl/media/GU%20studieretninger%20A5%20DK%20opslag.pdf
GLOSSARY OF TERMS Primary School
Mandatory education grades 1 through 10. The grades are divided into lower, middle, and upper levels as per grades 1-3, 4-7 and 8-10.
Secondary School
Optional education grades 11-13. As of 2012 secondary school consists of half a year of general courses and 2.5 years of specialized courses.
Continuation School
Optional education that fits between Primary and Secondary school. Many students elect to go to continuation school to experience living in different towns, including some in Denmark. Continuation School allows students with poor results to further prepare themselves for a secondary education.
Vocational Schools
Tertiary education providing training and/or certifications but not academic degrees.
University
Tertiary education providing academic degrees Bachelor level or above.
Gymnasium
The previous high school system adopted from Denmark. The Gymnasium was replaced in 2012 by a system that allowed more flexibility in streams and course selection.
Residual Group
Pupils graduating from primary school who do not immediately enter secondary education.
Workforce
The subset of the population between ages 18 and 65.
Qualified Teachers
Those who have the appropriate certifications for teaching at their particular educational establishment.
Unqualified Teachers
Those who do not have the appropriate certifications for teaching at their particular educational establishment.
Town
The capitals of the 18 municipal regions. The smallest town has a population of 391 and the largest 9077. Approx. 66% of towns have a population above 1000.
Settlement
Villages which are not municipal capitals. Approx. 85% of settlements have a population below 200, the largest settlement has a population of 682.
STATISTICS
GENERAL READING
Folkeskolen i Grønland 2004-2005 (Pilersuiffik 2005)
Arctic Homeland: Kinship, Community and Development in Northwest Greenland
http://dk.nanoq.gl/sitecore/content/Websites/nanoq/Emner/Landsstyre/Departementer/Departement_for_uddannelse/ Udgivelser/Folkeskolens_aarsberetning.aspx
Kortlægning af førskoleområdet (2012) http://dk.nanoq.gl/Emner/Landsstyre/Departementer/Departement_for_uddannelse/Daginstitutionsomraadet/forskoleomraade.aspx
Statisics Greenland http://bank.stat.gl/database/Greenland/Population/Births/Births.asp (BEEBBL3) http://bank.stat.gl/database/Greenland/Education/Education.asp (UDEISCED2) http://bank.stat.gl/database/Greenland/Fishing/Fishing.asp (FIE001) http://bank.stat.gl/database/Greenland/Population/Mean%20Population/Mean%20Population.asp (BEESTM4)
Udviklingen i lærerdækningen (2011 Kanukoka) http://www.kanukoka.gl/da/kommunale_sagsomraader/undervisning_og_kultur/folkeskolen/laererdaekningen http://www.kanukoka.gl/kl-gl/media/3316/laererdaekning.xls
(Mark Nuttall, 1992, University of Toronto Press)
Saqqaq: an Inuit hunting community in the modern world (Jens Dahl, 2000, Univeristy of Toronto Press)
OTHER Atuarfik Tuiisaq http://www.tuiisaq.gl/Tuiisaq%20INFO%20DK.htm
Erhvervsuddannelser (ATTAT) http://www.attat.gl/sider/dk/handel.html
Tasersuup Atuarfia (cover image) http://gl.taqaq.gl/index.asp?ID=30&TopID=6
Eric Tai 20247815
ARCH 393 2012: Frozen Cities, Liquid Networks
EDUCATION
SCHOOLS IN GREENLAND
Siorapaluk Qaanaaq
Qeqertat
Moriusaq
Savissivik
Kullorsuaq Nuussuaq Nutaarmiut
Tasiusiaq Innaarsuit Tussaaq Naajaat Aappilattoq Upernavik Kangersutasiaq Upernavik Kujalleq
Nerlerit Inaat Illoqqortoormiut Itterajivit Uunarteq
Nuugaatsiaq Illorsuit Ukkusiussat Niaqornat Qaarsut
Saattut Uummannaq Ikerasak
Saqqaq
Qeqertaq
Kangerluk Oqaatsut Ilulissat Illimanaq Qasigiannguit Ikamiut Kangaatsiaq Niaqornaarsuk Ikerasaarsuk Iginniafik Attu
Qeqertarsuaq
Kitsissuarsuit Akunnaaq Aasiaat
Sisimiut
Kangerlussuaq Sarfannguaq Itilleq
Tiniteqilaaq
Kangaamiut
Tasiilaq Isortoq
Maniitsoq Napasoq
Sources: Vejledningsmateriale om Den gymnasiale uddannelse http://www.sunngu.gl/studieforberedende/studieforberedende-og-suppleringsuddannelser/gu-hhx-htx
Atammik Kapisillit
Nuuk
http://www.sunngu.gl/media/GU%20studieretninger%20A5%20DK%20opslag.pdf
Erhvervsuddannelser (ATTAT) http://www.attat.gl/sider/dk/handel.html
Qeqertarsuatsiaat
Udviklingen i lĂŚrerdĂŚkningen (The development of teacher coverage) (2011 Kanukoka) http://www.kanukoka.gl/da/kommunale_sagsomraader/undervisning_og_kultur/folkeskolen/laererdaekningen http://www.kanukoka.gl/kl-gl/media/3316/laererdaekning.xls
Fakta om Folkeskolen - Den Gode Skole (2012 Inerisaavik) http://www.inerisaavik.gl/fileadmin/user_upload/Inerisaavik/Atuarfitsialak_pub_dk/Atuarfitsialak_2012_skolestart.pdf
5
Paamiut
Kangilinnguit Ivittuut Qassiarsuk Narsarsuaq Narsaq Igaliku Qassimiut Qaqortoq Eqalugaarsuit Ammasssivik Saarloq Alluitsup Paa Tasiusaq Nanortalik Aappilattoq
Arsuk
Sermiligaaq Kuummiut Kulusuk
Siorapaluk Qaanaaq
Qeqertat
Moriusaq
Savissivik
Kullorsuaq Nuussuaq Nutaarmiut
Tasiusiaq Innaarsuit Tussaaq Naajaat Aappilattoq Upernavik Kangersutasiaq Upernavik Kujalleq
Nerlerit Inaat Itterajivit
Illoqqortoormiut Uunarteq
Nuugaatsiaq Illorsuit Ukkusiussat Niaqornat Qaarsut
Saattut Uummannaq Ikerasak
Saqqaq
Qeqertaq
Kangerluk Oqaatsut Ilulissat Illimanaq Qasigiannguit Ikamiut Kangaatsiaq Niaqornaarsuk Ikerasaarsuk Iginniafik Attu
Qeqertarsuaq
Kitsissuarsuit Akunnaaq Aasiaat
Sisimiut
Kangerlussuaq Sarfannguaq Itilleq
Tiniteqilaaq
Kangaamiut
Tasiilaq Isortoq
Maniitsoq
Sermiligaaq Kuummiut Kulusuk
Napasoq Atammik
Nuuk
Kapisillit
Qeqertarsuatsiaat
High School Primary School
Trade School
Special Needs
Local Business School
Boarding
University
10km
100km
Paamiut
Kangilinnguit Ivittuut Qassiarsuk Narsarsuaq Narsaq Igaliku Qassimiut Qaqortoq Eqalugaarsuit Ammasssivik Saarloq Alluitsup Paa Tasiusaq Nanortalik Aappilattoq
Arsuk
6
EDUCATION
EDUCATIONAL REFORMS & PROFESSIONAL DEVELOPMENT Throughout its history Greenland’s education system has gone through many phases. The combination of Greenland’s small population with funding by Denmark and more recently the European Union allows the country to reform its education system with relative ease. Due to the frequency of changes, teachers are habitually gathered into local conferences and seminars to review and discuss changes in teaching methods and changes in the structure of the education system.
Education in Greenland (2006, Karl Kristian Olsen, University of Alaska Fairbanks) http://www.ankn.uaf.edu/IEW/edgreen.html
Midtvejsevalueringen af folkeskoleforordningen af 2002 (2010 Inerisaavik) http://www.inerisaavik.gl/inerisaavik/midtvejsevaluering-af-folkeskoleforordningen-af-2002/
Skoleledermøde Nuuk 2012 / Skoleseminar i Kommune Kujalleq / Kommuneqarfik Sermersooq / Qaasuitsup Kommunia/ Qeqqata Kommunia
1940 1940 Constitution of Denmark
1953
http://www.inerisaavik.gl/inerisaavik/skoleledermoede-nuuk-2012/
1953
http://www.inerisaavik.gl/inerisaavik/skoleseminar-i-kommune-kujalleq/
Greenland joins the Danish Realm. Danish Constitution education materialofis Denmark officially introduced to Greenland.joins the Danish Realm. Danish Greenland education material is officially introduced to Greenland.
http://www.inerisaavik.gl/inerisaavik/skoleseminar-kommuneqarfik-sermersooq/ 1960
http://www.inerisaavik.gl/inerisaavik/skoleseminar-i-qaasuitsup-kommunia/
1960
http://www.inerisaavik.gl/inerisaavik/skoleseminar-i-qeqqata-kommunia/
1967
School Act
1967
New laws affecting public schools are SchoolPrimary Act school consists of 9 grades enacted. and islaws compulsory all children. New affectingforpublic schoolsDanish are becomes the primary language enacted. Primary school consistsofofinstruction. 9 grades and is compulsory for all children. Danish becomes the primary language of instruction.
1977 Home Rule Greenland is granted partial autonomy and Home adapts the Danish curriculum to their Rule regional needs. Greenlandic re-established Greenland is granted partial is autonomy and as the primary language of education adapts the Danish curriculum to their for primary school, higher iseducation regional needs. while Greenlandic re-established continues to take place inofDanish. as the primary language education for primary school, while higher education continues to take place in Danish.
1979 1979 1980 1980
Gymnasium Prolonged
1986
An additional year is added to the Gymnasium Prolonged Gymnasium to further prepare students to address the high rates amongst An additional yeardropout is added to the Greenlanders studying post-secondary Gymnasium to further prepare students to educationtheabroad. address high dropout rates amongst Greenlanders studying post-secondary education abroad.
1991 1991
2011 marked the mid-term for the Greenland Mid-term for 2002 Education Strategy Education Strategy established in 2002, and shifts the focus primary to high 2011 marked thefrom mid-term forschools the Greenland schools andStrategy further established education. Ainlarge Education 2002, and conference is held in primary Ilulissat schools to review shifts the focus from to the high progressand andfurther to introduce the second schools education. A largehalf of the plan with teachers and school officials conference is held in Ilulissat to review the from across progress andGreenland. to introduce the second half of the plan with teachers and school officials from across Greenland.
Seminars for Teachers and School Officials 2010-2012 Milestones in the History of Greenland’s Education
A new secondary school system is introduced Introduction of theof Gymnasium which allows graduates primary school to prepare themselves for higher (postA new secondary school system is introduced secondary) education. Prior to this any which allows graduates of primary school to studentsthemselves wanting to for continue prepare highertheir (post-education had to attend secondary school in Denmark. secondary) education. Prior to this any students wanting to continue their education had to attend secondary school in Denmark.
1986
New School Act
The Greenland Education Plan was legislated Education Plan (GEP) toGreenland allocate funding to reduce post-secondary dropout rates and youth unemployment. The The Greenland Education Plan was legislated Piareersarfiit is established provides to allocate funding to reduceand post-secondary educational advice and The dropout ratesand andemployment youth unemployment. serves as information and communication Piareersarfiit is established and provides centers for those who want toadvice advance educational and employment andtheir education or career. and communication serves as information centers for those who want to advance their education or career. Mid-term for 2002 Education Strategy
right: left:
Introduction of the Gymnasium
1977
The New School Act was a development plan New School Act to continually develop and improve education quality in School public schools. organizationplan The New Act wasThe a development Inerisaavik was established with this act, to continually develop and improve education and wasinresponsible for developing quality public schools. The organization educational methods and adapting them Inerisaavik was established with this act,to individual teachers orfor students, improving and was responsible developing curricula, organizing and coordinating educational methods and adapting them to professional development conferences and individual teachers or students, improving seminars, and maintaining statistics relevant curricula, organizing and coordinating to the education system. conferences and professional development seminars, and maintaining statistics relevant to the education system.
Greenland Education Plan (GEP)
7
Sources:
Greenland Education Strategy
2002
2000
2002
2000
2006
2005 2005
2006
2011 2012 2012
2011
The Greenland Education Strategy was an Greenland Education Strategy ordinance that identified precise issues in Greenland’s education system and was indicated The Greenland Education Strategy an how they could be resolved. There is a large ordinance that identified precise issues in focus on sustainability as Greenland is Greenland’s education system and indicated slowly moving a self-sustainable how they couldtowards be resolved. There is a large economy. Teaching methodolity is adapted focus on sustainability as Greenland is from University of California and experts slowlythemoving towards a self-sustainable from USA Teaching are brought in to teachisthe new economy. methodolity adapted methodology to teachers and schoolofficials. from the University of California and experts from USA are brought in to teach the new methodology to teachers and schoolofficials.
Partnership with the EU
Greenland enters a partnership with the Partnership with EU towards a European Union to help the it proceed self-sustainable The Department Greenland enterseconomy. a partnership with the of Education Union and Research DKKa European to help itreceives proceed200m towards (35m USD) support annuallyThe as Department a result of of self-sustainable economy. this agreement. Education and Research receives 200m DKK (35m USD) support annually as a result of this agreement. High School Reform Courses in secondary schools will be High School Reform restructured to allow more flexibility for studentsinwho plan to proceed to postCourses secondary schools will be secondary education. Primary schoolsfor will restructured to allow more flexibility consist ofwho 10 years while secondary schools students plan to proceed to postwill 3. Previous study Primary streams schools (GU, HTX, secondary education. will HHX) areofabolished and high schoolsschools now consist 10 years while secondary offer3.a Previous half-yearstudy general program various will streams (GU,and HTX, two-and-a-half yearand specialized programs. HHX) are abolished high schools now offer a half-year general program and various two-and-a-half year specialized programs.
Completion of 2002 Greenland Education Strategy Completion of 2002 Greenland Education Strategy 2025 2025
Siorapaluk Qaanaaq Qeqertat Moriusaq
Savissivik
Kullorsuaq Nuussuaq Nutaarmiut
Tasiusiaq Innaarsuit Tussaaq Naajaat Aappilattoq Upernavik Kangersutasiaq Upernavik Kujalleq
Nerlerit Inaat Itterajivit
Illoqqortoormiut Uunarteq
Nuugaatsiaq Illorsuit Ukkusiussat Niaqornat Qaarsut
Saattut Uummannaq Ikerasak
Saqqaq
Qeqertaq
Kangerluk Oqaatsut Ilulissat Illimanaq Qasigiannguit Ikamiut Kangaatsiaq Niaqornaarsuk Ikerasaarsuk Iginniafik Attu
Qeqertarsuaq
Kitsissuarsuit Akunnaaq Aasiaat
m f ro
na Nu
vut Sisimiut
Kangerlussuaq Sarfannguaq Itilleq
Tiniteqilaaq
Kangaamiut
Tasiilaq Isortoq
Maniitsoq
Sermiligaaq Kuummiut Kulusuk
m
Fro
Napasoq
Nuuk
SA rom U ers f rain lifornia DE t om Ca r f y C RE doog etho m DE CRE
en
ag
nh pe
Co
Atammik Kapisillit
Institute of Education Sciences Ministry of Education Qeqertarsuatsiaat
Curriculum
from Den
mark
Paamiut
Kangilinnguit Ivittuut Qassiarsuk Narsarsuaq Narsaq Igaliku Qassimiut Qaqortoq Eqalugaarsuit Ammasssivik Saarloq Alluitsup Paa Tasiusaq Nanortalik Aappilattoq Narsaq Kujalleq
Arsuk
10km
100km
8
EDUCATION
ROAD TO EMPLOYMENT There has always been a large variation in study and employment advancement between students in settlements and students in towns. Students born in towns are more likely to proceed to higher education, this is due to a number of factors such as availability of Danish teachers, proximity of educational institutions, employment opportunities in hometown, and differences in social values.
Sources:
Compared to international standards, Greenland’s education system falls short with over 33% of primary school graduates not immediately proceeding with education. Dropout rates in post-secondary schools are high too, with a national post-secondary dropout rate of about 25%.
Profiler for restgruppen 2011 (2011 Government of Greenland)
Report on The Government of Greenland’s Education Strategy (2012 Ministry of Education and Research)
Statistics Greenland http://bank.stat.gl/database/Greenland/Education/Education.asp (UDEISCED2) http://bank.stat.gl/database/Greenland/Population/Births/Births.asp (BEEBBL3) http://www.inerisaavik.gl/inerisaavik/elevprofiler-og-restgruppeprofiler-for-2011/
Greenland: education and society between tradition and innovation (Ib Goldbach, Intercultural Education Vol 11. No. 3, 2000)
Figures are 2012 estimates with 132 births in settlements and 737 births in towns.
no daycare
settlements
primary school daycare
no daycare
primary school
towns daycare
international (denmark)
birth
9
Pre-Elementary birth-5 years old
6
Elementary 6-14 years old
our
lab
m
et
ark
t
e ark
m our
lab
ur abo
secondary school
t
rke
ma
l
(vocational studies)
college
university
secondary school (academic studies)
college (Denmark)
secondary school (denmark)
15
Secondary 15-17 years old
t rke ma ark) r u o lab (denm
university (Denmark)
18
Post-Secondary 18-21 years old
22
10
EDUCATION
TEACHER QUALIFICATIONS Greenland has an insufficient amount of certified teachers. Qualifying Greenlandicspeaking teachers are hard to find, resulting in many posts being unfilled or underqualified. Teachers in city schools are generally well-qualified, while the qualifications of teachers in settlements vary from school to school. Some schools have no certified teachers at all, it is an endless challenge to find and dispatch teachers to remote settlement schools. right: below:
Sources: Udviklingen i lærerdækningen (The development of teacher coverage) (2011 Kanukoka)
http://www.kanukoka.gl/da/kommunale_sagsomraader/undervisning_og_kultur/folkeskolen/la http://www.kanukoka.gl/kl-gl/media/3316/l%C3%A6rerd%C3%A6kning.xls
2011 Qualifications of Teachers; Geographical 2011 Qualifications of Teachers, sorted by optimal number of teachers
number of teachers
circle size represents ideal number of teachers
unfilled positions certified teachers over ideal amount uncertified teachers 100 50 25 10 5 1 Atuarfik Kilaaseeraq
ASK
Nuussuup Atuarfia
Tasiilaq
Atuarfik Mathias Storch
Tasersuup Atuarfia
Nalunnguarfiup Atuarfia
USK
Kangilinnguit
Qorsussuaq
Manitsooq
Nuuk
Nuuk
Tasiilaq
Ilulissat
Qaqortoq
Sisimiut
Nuuk
Kangilinnguit
Nuuk 50 25 10 5 1
Minngortuunnguup Atuarfia
Sisimiut
Atuarfik Jørgen Brønlund
Aasiaat
Narsaq
Ilulissat
Nanortalik
Paamiut
Uummannaq
Upernavik
Qasigiannguit
Qeqertarsuaq 25 10 5 1
Døveskolen (hearing disabilities)
Ittoqqortoormiit
Kangerlussuaq
Kangaatsiaq
Qaanaaq
Kulusuk
Kullorsuaq
Kuummiut
Kangaamiut
Sisimiut
Niaqornaarsuk 10 5 1
Ado Lyngep Atuarfia (mental disabilities)
Qeqertarsuatsiaat
Alluitsup Paa
Attu
Ikerasak
Saattut
Itilleq
Upernavik Kujalleq
Aasiat
Tasiusaq
Ikerasaarsuk 10 5 1
Specialskolen Tungujortuuaraq (physical & mental disabilities)
Sermiligaaq
Nuussuaq
Qaqortoq
Arsuk
Saqqaq
Qaarsut
Atammik
Ukkusissat
Sarfannguaq
Kangersutasiaq 5 1
Aappilattoq
Akunnaaq
Qeqertaq
Tiniterilaaq
Aappilattoq
Innaarsuit
Isortoq
Qassiarsuk
Ivittuut
Iginniarfik
5 1
Kitsissuarsuit
Ikamiut
Oqaatsut
Nuugaatsiaq
Narsarmiut
Tasiusaq
Illorsuit
Narsarsuaq
Ammasssivik
Eqalugaarsuit
5 1
Napasoq
Ilimanaq
Siorapaluk
Naajaat
Nutaarmiut
Qeqertat
Kapisillit
Igaliku
Niaqornat
Savissivik
Saarloq
Qassimiut
Kangerluk
1
11
aererdaekningen
Siorapaluk Qaanaaq Qeqertat
Savissivik
Kullorsuaq Nuussuaq Nutaarmiut
Kangerluk
Tasiusiaq
Innaarsuit Oqaatsut
Qeqertarsuaq
Upernavik
Kitsissuarsuit
Atuarfik Mathias Storch
Atuarfik Jørgen Brønlund
Ilulissat
Kangersutasiaq Upernavik Kujalleq Illoqqortoormiut
Illimanaq Qasigiannguit
Akunnaaq
Aasiaat School for the Mentally Disabled
Nuugaatsiaq
1-4 5-9
Ikamiut
Illorsuit Ukkusiussat Niaqornat Qaarsut
10-24 Kangaatsiaq
25-49
Niaqornaarsuk
Ikerasaarsuk
Naajaat Aappilattoq
Saqqaq
50-89
Iginniafik
Saattut Uummannaq Ikerasak
Attu
Qeqertaq
Qeqertarsuaq
90+
Ilulissat School for the Mentally Disabled
Qasigiannguit
Aasiaat
Kangaatsiaq
Nalunnguarfiup Atuarfia
Minngortuunnguup Atuarfia
School for the Deaf
Sisimiut Kangerlussuaq Sarfannguaq Itilleq Tiniteqilaaq
Kangaamiut
Tasiilaq Isortoq
Maniitsoq
Sermiligaaq Kuummiut Kulusuk
Napasoq Atammik
Narsaq Qaqortoq Saarloq 1-4 5-9 10-24 25-49 50-89
USK
Kapisillit
Qorsussuaq
ASK
Qassiarsuk
Nuussuup Atuarfia
Nuuk
Qeqertarsuatsiaat
Narsarsuaq Igaliku School for the Physically and Mentally Disabled
Eqalugaarsuit Ammasssivik
Paamiut
Kangilinnguit Ivittuut Narsaq Qassimiut Qaqortoq
Arsuk
Alluitsup Paa
Tasiusaq Aappilattoq Nanortalik Narsarmiut
School for the Physically and Mentally Disabled
1-4 5-9
# of teachers
10-24 25-49 50-89
certified teachers over ideal amount unfilled positions
Nanortalik
90+
uncertified teachers
12
EDUCATION
THE RESIDUAL GROUP While all children complete primary school in Greenland, very few continue to higher education. About 50% of students completing elementary school do not start immediately on further education. Of those that do choose to continue education, about 60% choose to attend continuation school, oftentimes abroad in Denmark. However, upon completion of continuation school more than half of these students do not continue their education, adding further to the pool. This group of students who do not progress from elementary school to secondary education is classified as the residual group and is the subject of much attention as Greenland is trying to promote higher education. As a result, the majority of Greenland’s workforce has only a primary level of education. This is especially apparent in settlements, where only about 10% of the workforce have an education above the primary level. This is caused mostly by the perceived value of education, but also contributing to the residual group is the limited space in secondary schools. In 2012 35% of applicants to secondary schools were rejected. While some of these were due to the applicant’s lack of credentials, insufficient capacity in schools is still a hugely limiting factor in determining who can proceed to education on a secondary level. top right: Applicants and Capacity of Secondary Schools in 2012 right: Education Profile of Greenland in 2010 below: Flow of Students into the Residual Group
2010
primary school class of 2010
residual group
(no further education)
con
tinu
(in
con
tinu (in
oth
er (
13
2011
sec
atio
Den
ond
ma
ary
atio
Gre
and
ns
rk)
ns
enl
)
cho
ol
cho
sch
ol
ool
or o
the
r qu
alif
yin
ge
duc
atio
n)
Sources: Profiler for restgruppen 2011 (2011 Government of Greenland) http://www.inerisaavik.gl/inerisaavik/elevprofiler-og-restgruppeprofiler-for-2011/
Report on The Government of Greenland’s Education Strategy (2012 Ministry of Education and Research)
Statisics Greenland http://bank.stat.gl/database/Greenland/Education/Education.asp (UDEISCED2)
252
179
202
138
126
151
102
Qaasuitsup (north)
Qeqqata (central)
Semersooq (east-west)
Kujaileq (south)
157
applicants capacity
2012 High School Applications by municipality
Towns (pop 47434)
Settlements (pop 8477)
All population in this category are below 16 years of age and have yet to start or complete primary school
no education
primary school
not in workforce (pop.)
secondary school
general/vocational education (pop.) female
academic education (pop.)
male
4000
5000
40%
50%
15000
3000 30%
14000
2000 20%
13000
1000 10%
12000
1000 10%
10000
2000 20%
9000
3000 30%
8000
4000 40%
6000
5000 50%
6000
11000
workforce normalized over town or settlement population (%)
post-secondary
2010 Greenland Education Profile
14
EDUCATION
SAQQAQ CASE STUDY Saqqaq us a medium-sized settlement situated on Greenland’s mid-west coast. The only education provided at this settlement is the local primary school and a daycare/kindergarten situated within the Town Hall. The school employs three full-time teachers, in addition to two part-time teachers who comprise of an experienced local hunter, who teaches the boys hunting techniques and how to make hunting equipment, and a woman skilled in embroidery, who teachers the girls how to prepare and sew skins.
A major issue this settlement faces is a large variance between typical male and female roles. Most girls will continue their education outside of Saqqaq, while the boys typically stay to assist their family. As a result there are many more young men than there are young women, hampering the growth of the settlement.
Saqqaq and other settlements elect to operate on a slightly different schedule. In towns schools are closed on Saturdays and Sundays, but here the school operates Saturday morning as well. This allows the school to close for summer holidays in time for the peak fishing season, in addition to providing activities for students during the dark winter months.
Town Hall (Used for Kindergarten & Daycare)
8 enrolled
Uummannaq Saqqaq
Qeqertarsuaq
Aasiaat
Ilulissat Qasigiannguit
Kangaatsiaq
N
100m
Saqqaq 188 residents Age (years) 0-3
4 - 15
16 - 20
sons and daughters of Saqqaq families ages 15 or above
21 - 64
remaining in Saqqaq
65+
in education outside Saqqaq
15
moved out of Saqqaq
meltwater basin
Sources: Saqqaq: an Inuit hunting community in the modern world (Jens Dahl, 2000, University of Toronto Press)
Statistics Greenland http://bank.stat.gl/database/Greenland/Fishing/Fishing.asp (FIE001) http://bank.stat.gl/database/Greenland/Population/Mean%20Population/Mean%20Population.asp (BEESTM4)
Atuarfik Tuiisaq (for vacation schedule) http://www.tuiisaq.gl/Tuiisaq%20INFO%20DK.htm
meltwater basin
Primary School
35 pupils
soccer field
3 full-time teachers 2 part-time teachers 2 Greenlandic 1 local hunter 1 Dane 1 local seamstress
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Apr
Mar
May
Jun
Jul
Monday
Friday
Easter
Summer Holiday
Thursday
Christmas and New Year
Wednesday
Summer Holiday
Tuesday
Saturday Sunday
Saqqaq Class Schedule
(and other settlement schools)
Illulisat Class Schedule (and other town schools)
Hours of Daylight
Fishing Activity in Illulisat Municipality
16