Greenland Research

Page 1

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


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