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New School Reform: Better quality education for Denmark
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EDUCATION SUPPLEMENT
Educate yourself: Schooling for all in Denmark New to Denmark, and feeling a little confused by the schooling system? It’s actually as easy as ABC once you understand the basics of education in the country. The education system: An overview The Danish education system provides a very high standard of education and is free to all young children and teenagers and mostly free for university students living in Denmark. The national Danish Government has made the provision of educational and vocational guidance for students in the education system and for young people outside the system a high priority. This is reflected in the 2013 National Reform Programme that focuses on getting more young people both starting and completing their education more quickly, as well as ensuring higher quality and efficiency in the education system. Here is an overview of the levels of education in Denmark: 1. Pre-school 2. Primary and lower secondary education 3. Upper secondary education 4. Vocational education and training 5. Higher education 6. Adult learning Before starting pre-school most children in Denmark attend day-care services such as nurseries and kindergarten. Pre-school, which is optional, is followed by nine years of compulsory education in primary and lower secondary school, with an option to complete a tenth form. The upper secondary education system includes a range of opportunities for
students to further their basic education at the higher and vocational levels. Academic programmes at these levels allow students to apply for entry to higher education, offered at university level. Vocational programmes are aimed at direct entry to the labour market. There is also a strong tradition of lifelong learning in Denmark. Many Danes participate in adult education to improve their knowledge and skills in order to advance professionally or change career. The workforce is thus constantly upgraded to meet the needs of the labour market. In this Education Supplement, not only will you be guided on the different levels or forms of education available in Denmark, but also on the variety or types of schools, programmes and opportunities available to students, both Danish and international. As Denmark attracts many foreign workers to its kingdom, there is quite a variety of inter-
national schools which cater for student who are not English or Danish-speaking. So whether you are a prospective student or parent investigating the schooling opportunities for your child, this supplement has all the information you need to make the best of your or your child’s Danish education.
Education facts & figures Danish Population: 5.4 million (2010) Percentage of a year group completing a youth education programme: 84.4 % (2009) Percentage of a year group completing a higher education programme: 46.6 % (2009) Approximately 55 % of those completing a higher education programme are women (2010) Percentage of total national expenditure spent on education (incl. SU grants): 15.6 % (2009)
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EDUCATION SUPPLEMENT
Building a brighter future
for Denmark’s youth “
The primary goal
of these reforms is to
ensure that learners in primary schools are better students when they leave school after
“
ninth or tenth grade.
The Copenhagen Post sat down with the city’s deputy mayor for children and youth, Pia Allerslev, to discuss the challenges and potential presented by the recently implemented New School Reform in Denmark. There have been several major changes to schooling and the education system in recent years. These reforms have been put in place to better the quality of education and the percentage of learners who complete their education and even go on to discover lifelong learning. In order to achieve these set out reforms, the Danish government has put in place several measures to ensure an improved Danish education system. To this end, Allerslev says that the primary goal of these reforms is to ensure that learners in primary schools are better students when they leave school after ninth or tenth
grade. “We can see that when compared with other countries, our learners are not as skilled as students in other countries and for some reason they don’t get as much knowledge from the hours they spend in school as they do in other countries. So the government decided that we would have to implement new reforms,” she explains. These new reforms are designed to tackle the above-mentioned issue by introducing more hours of schooling per day, more teacher-learner time and having the schools co-operate more with their local communities; with companies, organisations, sports clubs and all kinds of various fields in the local area. Allerslev says that one of the biggest problems with the state of current public schools is that they are very isolated. It’s early days in the reform process, and there has already been criticism that teachers are not getting enough time to prepare while the longer school days for the children means that they miss out on recess and after school activity time. The challenge now for the deputy mayor and her committee is ensuring that focus is placed on the basics of the reform and not to
try and reinvent the system. “So we’ll try to keep it simple, make it work and try to help the teachers as much as we can by providing them with better skills and tools to handle this dramatic transition. There are also practical issues that need addressing, but we are getting there,” Allerslev says. One of the major challenges the government has faced has been opposition from teachers to the new reforms. To this the deputy mayor says, “We will be spending a lot of time trying to solve these issues in the future, but I think that most of the teachers in Copenhagen realise that the reform is here now and they might as well work with it instead of against it. Most parents are satisfied and they can see that their kids will benefit from it, but of course it’s a difficult transition for the teachers, especially because the reform follows the recent lockout.” At present Allerslev says that 50 percent of the schools are up and running, doing all the right things, while there is about 30-40 percent which is almost there but still struggling a bit. The last ten percent are the schools that have major challenges for a variety of reasons, and will take a lot of hard work over the next year or so to get up to standard.
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EDUCATION SUPPLEMENT
danish schooling
101 easy guide Everything you need to know about getting started with school in Denmark Overview of the education system Education is compulsory in Denmark for everyone between the ages of six or seven and 16. The academic year runs from August/ September to June. Whether the education is received in a publicly provided school, in a private school or at home is a matter of individual choice, as long as accepted standards are met. It is education itself that is compulsory, not school. These levels of schooling are compulsory: ➤ Pre-school ➤ Primary and lower secondary education ➤ Upper secondary education Danish is the medium of instruction in schools. However, English is a compulsory subject in the Folkeskole (from Year 3) and in general upper secondary schools, most university-level institutions offer various courses and programmes in English. After upper secondary education, teenagers may choose to continue their learning by opting for either: ➤ Vocational education and training ➤ Higher education Before starting pre-school most children in Denmark benefit from day-care services such as nurseries and kindergarten. Pre-school, which is optional, is followed by nine years of compulsory education in primary and lower secondary school. There is an optional tenth form. The upper secondary education system includes a range of opportunities. Academic programmes allow students to apply for entry to higher education. Vocational programmes are aimed at direct entry to the labour market. For a detailed explanation of the six levels of
education, turn to page 4. The final level of education in Denmark comes in the form of adult learning.
School funding The education system is financed by the state or by municipalities. Some institutions are self-governing, while others are owned by the state or the municipalities continuation schools depend on a large degree of state funding. Pupils at continuation schools do have to pay a tuition fee but the amount varies – and is subsidised by the state – depending on the parents’ income. Average annual tuition fee (2005) per pupil amounts to DKK 25,000 excluding state subsidies.
Characteristics of the education system
Lifelong learning: Lifelong learning is a key
ticipate actively in discussions is a matter of
principle in Denmark. The idea dates all the
course in Danish education.
way back to the 19th century Danish clergyman
There are four defining characteristics of the
and philosopher N.F.S. Grundtvig, who argued
Project work: At all levels of the education sys-
schooling system in Demark, these are:
that a prerequisite for active participation in a
tem, pupils and students attend classes, how-
democratic society is education for all citizens
ever, they also carry out project work, either
on a lifelong basis.
on an individual basis or in small groups. In-
High standards: The quality of Danish edu-
terdisciplinary activities are also an integrated
cation is assured in many ways. It is mainly regulated and financed by the state, and all
Active participation: Treating pupils and stu-
public educational institutions are approved
dents as independent people with a right to
and evaluated on an ongoing basis.
form their own opinion and a duty to par-
part of Danish education. Sources: http://studyindenmark.dk/; http://ufm.dk/
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EDUCATION SUPPLEMENT
“
The education
system should also
contribute to fostering a learning culture that promotes creativity, independence and
“
responsibility.
Goals for a world-class
education system It is the Danish Government’s aim that the education system, from pre-school to higher education, ensures that all young people receive a high-quality education and a solid foundation for engaging in lifelong education. The education system in Denmark should contribute to fostering a learning culture that promotes creativity, independence and responsibility. There must be cohesion between the various education pathways and levels such that learners can obtain qualifications and competences. The Government has set the following specific goals for all levels of the education system – from pre-school to university and level higher education.
PRE-SCHOOL All children should have a good start in school. Language assessment for all children at the age of three and again at the age of six when they start pre-school. Compulsory education to be extended from nine to ten years of schooling by pre-school class being made an obligatory part of the municipal primary and lower
secondary school. Curricula to be drawn up in all day-care facilities. Subject-based teaching in Danish to be introduced, in particular reading in the pre-school class.
PRIMARY AND LOWER SECONDARY SCHOOL (FOLKESKOLE) All pupils must have excellent academic skills and knowledge. The Folkeskole must provide pupils with knowledge and skills, promote creativity and independence and prepare them for further education. The pupils must be among the best in the world in four basic subject areas: reading, mathematics, natural science and English. All young people are to gain knowledge and skills that provide them with the basis for actively taking part in a globalised world.
increased possibilities for higher education. At the same time, the programmes are to provide realistic educational and training possibilities for academically weaker pupils.
higher education At least 50 per cent of a youth cohort are to have a higher education in 2015.
Educational reforms
YOUTH EDUCATION All young people are to have a qualifying education. At least 95 per cent of all young people are to complete a youth education by 2015. The education programmes are to be attractive and of the highest quality. The general upper secondary education programmes are to provide pupils with good academic and general competences enabling more to complete higher education. The vocational education and training programmes are to challenge the most talented pupils and provide them with
In December 2012 the Government presented a proposal for the reform of the primary and lower secondary school, to “Make a good school even better – boosting standards in the primary and lower secondary schools”. These reforms included: ✔ A coherent school day where the youngest pupils attend school for 30 hours a week, pupils at intermediate level attend school for 35 hours a week , and the oldest have 37 weekly hours. ✔ More and better teaching in Danish and Mathematics. ✔ The introduction of ‘activity hours’ focusing on movement, homework assistance and play in combination with academic standards. ✔ Strengthening of English, practical/musical
subjects, science and technical subjects as well as optional subjects. ✔ Increased focus on the transition to youth education. ✔ Strengthened continuing education and training of teachers, managers and social educators as well as focus on better application of knowledge concerning good teaching. ✔ Clear national objectives for the develop ment of the primary and lower secondary school: all pupils should be challenged, confidence in and well-being in the primary and lower secondary school is to be strengthened and the significance of social background is to be reduced. ✔ A simplification of rules and greater freedom for schools and local authorities. Other reforms included reform of the state education grant system and framework for higher education programmes, strengthening vocational education and training programmes, service checks of upper secondary education programmes and better and more adult and continuing education and training. Sources: http://ec.europa.eu/; http://eng.uvm.dk/
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SChooL oF ThE FUTUrE Skipper Clement Skolen is a fri grundskoler in the centre of Aalborg, Denmark’s third largest city. In 2005, under the direction of its forward thinking School Principal, Per Lyngberg-Andersen, the school decided to modernize and face a global future by taking on the development of the International school for Aalborg. The International school had been initiated in 2001 by the local business community, Kommune and Amt and was seen then as a necessary part of the infrastructure needed to encourage overseas investment in Denmark. Skipper Clement Skolen has made a success of the International department, without the support of any major sponsors. Since the original 4 classes in 2005, the department has grown to a full line of eleven classes by 2014 and over 750 students in the school, making it a good economical business. But there has been a cost. While successful in attracting students and maintaining a body of first class teachers both Danish and International , the school is now over-crowded and lacking in facilities and resources. For the past 10 years attempts by the school to resolve these development problems have come up against the barriers of the need for high capital investment for new build schemes and the tediously slow procedures that must be followed to gain planning permission. Worse still, experience of being located in a small city on the periphery of Europe might lead one to believe that no investor is interested in any development outside Copenhagen.
SKIPPER CLEMENT INTERNATIONAL SCHOOL
Whatever happened to all those EU initiatives to develop the peripheral European infrastructure? Where is the political interest in promoting regional Denmark? For many families coming to work in the local hospital, university and high tech businesses, the facilities in the only International school in Aalborg do not compare favourably to those available in schools in their so called ‘third world’ countries. If the Danish business community wants to see the development of the basic skills needed to support future growth in science and technology, it must invest where it matters, in basic education.
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EDUCATION SUPPLEMENT
Choices aplenty:
But where do I send my child?
schools in Denmark are not just for the rich, as many do get a state subsidy per student, and tuition varies from school to school.
Whether you are a Danish parent exploring the options for educating your child, or a foreigner looking to make a permanent move to Denmark with your family, there are several options to consider when it comes to schooling. Choosing a type of school You have three main options when choosing a school in Denmark for your child; a Danish public school, a Danish private school or an international school. Let’s consider the options available to you: Public schools Danish public schools have the advantage of being free. In some areas, they are excellent. Technically you’re supposed to have ‘free choice’ of public schools, which means you can choose any school in your kommune that has room for your child. In practice, the best public schools are often full. Private schools Danish private schools are becoming more and more popular, however getting into a prestigious private school can be difficult and the waiting list is usually long for kindergarten but often not so much for the higher grades. It is important to note that private
International schools International schools are the default choice for many foreigners, however as children who go to an international school may feel set apart from the local culture. On the upside, the local international schools are very good.
From børnehavn to folkeskole If you choose to go the public school route, there are hundreds of pre-primary and primary and lower secondary schools to choose from in each municipality. Pre-primary school All young children in Denmark have the option of enrolment in a child care centre. There are a variety of child care options for from 0-six years of age. Each municipality determines its own overall goals and framework of child care options. Day cares and nurseries are suitable for children between the ages of six months and two to three years, and are facilitated by a child
minder at her home. There can be up to four children, apart from the child minders own children. If two child minders decide to work together, they can take care of up to 10 children. Most child minders are women. Nurseries differ from day cares as they are equipped with toys for children in the different age groups, and also have outdoor areas with swings, sandpits etc., and the children are regularly taken on excursions. Private Day care is also available, and some municipalities will even subsidise parents who send their children to these schools. For more information on private Day care, visit www.privatdagplejedanmark.dk. Crèche or Kindergarten is for children aged three to about six or seven years of age. The institutions vary in size, but on average there are six children per kindergarten teacher.
The Folkeskole
tion about the child’s academic and social per-
The Folkeskole constitutes the free, public
formance at school at least twice a year.
school system as well as the individual municipal schools, that is to say the places where
The Minister of Education is responsible for
the teaching takes place. On the national level,
setting the targets of achievement for each
the Danish Folkeskole is regulated by the Folkeskole Act, which provides the overall framework for the schools’ activities. The Danish folkeskole provides nine years of compulsory education free of charge. It also offers optional pre-school classes and an optional 10th form. The aim is to contribute to the all-round academic, social, and personal development of the individual child by providing subject-specific qualifications and prepare pupils for living in a democratic society. Pupils and parents or guardians must accordingly receive informa-
subject taught in the folkeskole; however, local authorities and schools are free to decide on how to reach these. The Ministry of Education provides curriculum guidelines for each subject; the guidelines are merely recommendations, and the schools are allowed to formulate their own curricula as long as they are in accordance with the overall target levels. However most schools appear to employ the guidelines articulated by the Ministry. Sources: http://www.expatindenmark.com/; http://education.stateuniversity.com/
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EDUCATION SUPPLEMENT
What makes a school
international? International schools come in many different shapes and sizes and the term itself, includes a variety of school systems encompassing a wide variety of formats and curricula, with some being more international than others. In order to be considered an actual international school, it is widely agreed that a school generally follows a national or international curriculum different from that of the host country. Additionally, an emphasis is placed on international education (with such programmes as the International Baccalaureate) and global citizenship.
The rapid growth in international schools over the past few years has corresponded with the proliferation of the title, “international” placed on many schools that may possibly have the veneer of being international in name only. For example, of the 345 new schools opened worldwide in 2010, 80 or 23% offer one or more of the IB programmes (i.e. MYP, PYP,
DP). The question is what about the more than three-quarters of international schools that are not offering that programme? Of course the IB is not the only game in town, but it raises the question of what sort of international programme or curriculum are all these new schools offering? The International Association of School Librarianship, in 2009, outlined a list of criteria for a school to be described as an international school. They noted that although all international schools may not meet all criteria, a majority of the eight specified criteria should be met.
IASL Criteria for International Schools 1. Transferability of students’ education across international schools 2. A moving population (higher than in national public schools) 3. Multinational and multilingual student body 4. An international curriculum (i.e. IB - DP, MYP, PYP) 5. International accreditation (e.g. CIS, IBO, North Eastern ASC, Western Ass. of Schools and colleges, etc.) 6. A transient and multinational teacher population 7. Non-selective student enrolment 8. Usually English or bi-lingual as the language of instruction
Disagreement on Criteria
for the Office of Overseas Schools at the U.S.
that there’s a big world out there and there’s
Not everyone agrees with the above criteria. Frank Anderson, Superintendent Emeritus of Colegio Internacional de Carabobo in Venezuela believes, “It’s not where the students come from, but how the educational programme is delivered.” “If the school’s mission is to deliver an international education through a curriculum such as the IB and to produce global citizens,” than according to Anderson, “it’s an international school.” Anderson also believes in giving more leeway to the accrediting body, noting that in addition to the international accreditation organisations, many international schools are accredited by the host country’s Ministry of Education.
State Department feels that if a school has at
more than just your own country and culture.”
least two of the characteristics noted above, it should be considered an international school.
Variety is the spice of life
Furthermore, she emphasises that the key
International schools come in a wide variety
point of distinction is that, “No matter what
of organisations, curricula, and approaches,
the make-up of the student population, or
but they all offer teachers the opportunity
the curriculum employed, the school should
to live and work abroad in a challenging and
instill an ‘international-mindedness’ among
stimulating environment.
its students. Buford notes that this is not her own term, and in fact, it’s what the IBO (Inter-
Just as international schools serve to teach
national Baccalaureate Organisation) claims
students that there’s a big world out there
sets them apart from other programmes.
beyond just their own country and culture,
According to the IBO, “It is a philosophy students will carry with them through the rest of their lives.” Buford says that this idea can be distilled into
Connie Buford, Regional Educational officer
a very simple goal: “Students should realise
teachers at international schools benefit immeasurably as they learn the same life lessons along with their students. Source: Cynthia Nagrath - https://www.tieonline.com/ view_article.cfm?ArticleID=87
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Skipper Clement International The International department of Skipper Clement was established in the Jutland peninsula over ten years ago, and now has a core of established and experienced teachers. Our school provides both education in Danish and English languages, and the curriculum in this part of the school is guided by Cambridge International Examinations syllabuses, and offers up to nine subjects at IGCSE level.
Our goals are to support the development of our students as citizens of a global world, and to facilitate the integration of you and your family into Danish society if you choose to stay in Denmark. We have known and taught more than 400 young people from every continent in the world, and because of this we have created the best conditions for the personal and academic development of our stu-
dents in a safe working environment, within a society in constant change. For information about our international classes, visit our website: http://www.aais.dk/
EDUCATION SUPPLEMENT
Understanding the Danish
education system If you are new to Denmark, and unsure at what level to enrol your child into the Danish schooling system, we have compiled a needto-know guide detailing all that is pertinent regarding the different phases of education on offer. The education system is defined by six levels or phases of schooling, some compulsory whilst others elective, vocational or even available to adults wishing to study further.
Pre-Primary Education This is the initial stage of organised instruction, and is designed primarily to introduce very young children to a school-type environment. This stage comprises kindergartens and pre-school classes. Upon completion of pre-primary education, children continue their education at the next stage (primary education).
The Danish Folkeskole is a comprehensive school covering both primary (grades 1 to 6) and lower secondary (grade 7-9/10) stage basic education, or in other words it caters for seven to 17 year-olds. There are three main types of schools at this level of instruction; the Folkeskole, private elementary schools and continuation schools. The Folkeskole The Folkeskole is the Danish municipal primary and lower secondary school, and consists of one year of pre-school class, nine years of primary and lower secondary education and a one-year 10th form. The Folkeskole was founded in 1814, and, at that time, all children were given the right to seven years of edu-
“
About 13%
of all children
at basic school level (including the voluntary pre-school class and 10th form)
“
Primary and Lower Secondary Education
attend private schools.
cation. The school subjects that were taught, were religion, reading, writing and arithmetic. Private Schools Denmark has a tradition of private schools with a substantial government subsidy. This tradition mainly originates in the ideas and initiatives of the clergyman, poet and politician, N.F.S. Grundtvig (1783-1872), and the teacher, Christen Kold (1816-1870). On the basis of their ideas about “a school for life based on the living word”, the first “folk high school” for adults was founded in 1844 and the first “free school” (private independent school) for children in 1852. They were in particular meant to serve the rural population. The ideas of Grundtvig and Kold had such an impact on the political thinking of their time that they were written into the democratic Constitution adopted by Denmark in 1915. It stipulates general compulsory education - not compulsory school attendance. About 13% of all children at basic school level (including the voluntary pre-school class and 10th form) attend private schools. In 2006, approximately 91 000 children attended 491 private schools, while 690 000 pupils attended the municipal school, of which there are approximately 600. Private schools in Denmark may be roughly divided into the following categories: Small independent schools in rural districts (friskoler) Large independent schools in urban districts (privatskoler) Religious or congregational schools Progressive free schools Schools with a particular educational aim, such as the Rudolf Steiner schools German minority schools Immigrant schools
The bottom line is that private schools will be recognised and receive government financing regardless of the ideological, religious, political or ethnic motivation behind their establishment. Some private schools are very old, some are quite new, and new ones are still being added. It is characteristic of private schools that they are smaller than the municipal schools. International basic schools In Denmark, there are 22 international basic schools. International basic schools are private elementary schools approved by the Ministry of Education for education in other languages than Danish – either for the whole school or for divisions within it. Schools must apply to become recognised international schools. Approval is usually granted if the school or one of its divisions primarily cater for children with foreign parents, who live in Denmark and remain in Denmark for a shorter space of time. See page 6 for a detailed guide on these types of schools.
Upper Secondary Education This level of education typically begins at the end of full-time compulsory education. It normally caters for the 16-19-year-olds and comprises: Gymnasium: The general upper secondary education provision of the higher preparatory examination or HF-programme, the higher commercial examination or HHX-programme and the higher technical examination or HTX-programme. Vocational education and training programmes: Including basic social and health training programmes amongst others. This level of education is for learners who what to either, through general education qualify for access to higher education or for those wishing to pursue vocational or techni-
cal education qualifying primarily for access to the labour market.
Higher education Higher education typically begins at the end of upper secondary education, and comprises the short-cycle higher non-university programmes, the medium-cycle university and non-university programmes as well as the long-cycle university programmes. There are a range of world-class higher education institutions and universities available for those in Denmark who wish to further their studies. The higher education sector includes: Universities (research-based under graduate and postgraduate programmes) University Colleges (professional Bachelor’s programmes) Academies of Professional Higher Education (short-cycle higher education institutions offering Academy Profession and joint Bachelor’s degree programmes
Adult education and continuing training There are a number of opportunities for adults wishing to receive education and refresh their competences. Denmark has a long tradition of improving the competences of the workforce beyond compulsory stages of education. In fact, the notion is very much that learning is a lifelong occupation. The General Adult Education Programme for example, is part of the public education system. The programme aims to provide education that will enable young as well as mature adults to improve or supplement their knowledge and skills within general subjects. It also aims to enhance adults’ ability to improve their future job and educational possibilities. Source: http://eng.uvm.dk/
EDUCATION SUPPLEMENT
International
schooling If you are a foreign national living in Denmark, and want an international education for your child, you should consider one of the many international schools available in and around Copenhagen. There are a number of international schools in Denmark where teaching is carried out in a language other than Danish. Most international schools operate according to the rules for private schools and receive a state subsidy. In addition, a tuition fee is charged, ranging from DKK 15 000 – 80 000 annually. The students at these international schools include Danish students who wish to be taught in a foreign language and foreign students who do not speak Danish. Even though the teaching at these schools is carried out in a foreign language, non-Danish students typically receive supplementary instruction in Danish language and culture. These schools are located throughout Denmark, although most are found close to Copenhagen.
Making the international choice International schools may seem the perfect solution for an expat student (multinational corporation executives, children of diplomats, NGO staff) living in Denmark. There may be some Danish students at these schools, but they are usually geared for an international student body. Schools may follow a curriculum model from the US, UK, or France. Primary instruction may be any language (and multiple languages are usually taught), but it is usually in English, French, Spanish, German, or Japanese. Schools provide similar standards of schooling around the globe, providing for an easy transition between
schools whether they are in France or Vietnam. Schools also provide internationally accepted accreditation such as the International Baccalaureate. For an expat the decision to enrol your child in one of the international schools in Denmark can be a dilemma. This is because parents have to choose between their child learning in their native language (attending the appropriate international school) or learning the Danish culture and integrating into Danish society (attending a Danish public or private school).
At an international school students will be taught Danish as part of the curriculum, yet the environment will be more international than Danish. The Danish schools will offer the student the chance to assimilate into Danish society and culture quicker, make Danish friends and learn the language quicker too. However, since Danish schools will teach in Danish the student will be forced to learn more Danish. Some of the other deciding factors when it comes to choosing the right school for your child will be where you live, how long will you
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be staying in Denmark, the age of your child and how much you can afford to spend, as some international schools are not cheap. The costs of tuition will vary from school to school. It is up to you to check with the schools for exact prices and possible discounts for families with more than one child attending, or if you are able to receive a subsidy from your municipality. There may be a waiting list for some international schools, so plan early if relocating to Denmark and check with the school for availability and reserve a spot early.
Language tutors If you cannot get into one of the International Schools in Denmark or the cost is prohibitive, you may wish to contact your local kommune about getting a tutor, who can help your child with language and other subjects. These tutors will teach your child in their native language, so that they can learn with ease.
International upper secondary schools International upper secondary schools primarily offer the International Baccalaureate, as well as education in languages primarily including German and French. These schools offer education designed to give students an international diploma. There are both private and public international upper secondary schools, although only the private schools offer instruction in languages other than Danish and English. The international courses on offer, must be taught so to enable students to access higher education in Denmark. In keeping with its status under Danish law, these school must integrate the study of the native language and culture with that of Danish society. Sources: https://www.workindenmark.dk; http://www.expatindenmark.com/; http:// www.fyidenmark.com/; http://www.lfph.dk/
We teach the love of learning As a parent you don’t want a school with strong academics. You want an international school with strong academics that makes your child happy. A place that offers exciting After School Activities in addition to the renowned IB curriculum. A school where children from all over the world fit in, feel welcome and find new best friends. CIS is such a school. We are a founding member of the IB and we offer the Primary Years Program, the Middle Years Program and the Diploma Program, which gives access to outstanding universities worldwide. For more information please visit cis.dk
EDUCATION SUPPLEMENT
Preparing for a life after school
In line with the Danish governments’ life-long education plan, schooling in the form of upper secondary and higher education is on offer to learners after folkeskole.
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Compared to public schools the Efterskole has substantial freedom in terms of choice of subjects, teaching methods and educational approach.
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After lower secondary schooling, learners qualify for access to higher education and vocational or technical education. This level of education prepares them for access to the labour market and normally caters for the 16-19-year-olds.
Upper secondary education This level of education typically begins at the end of full-time compulsory education, and is defined by two paths that learners may opt for; ‘high school’ Gymnasium is the higher preparatory exam-
ination or HF-programme, the higher commercial examination or HHX-programme and the higher technical examination or HTX-programme. These programmes at gymnasium level are designed to prepare learners for higher education, and ensure that they acquire general education, knowledge and competences by means of the subjects. STX, HHX and HTX take three years to complete and admit young people who have completed nine years of basic school. HF takes two years and admits learners who have completed 10 years of basic school. This form of upper secondary education is
attended by as many as 53 percent of all school-leavers and is the most traditional type of upper secondary school. The programmes contain a general education in its own right that also prepares students for higher education. Denmark has approximately 295 gymnasiums and HFs, of which 85 percent are publicly owned; the state covers the cost of these. The remaining 15 percent are private institutions; the state subsidises 80 to 85 percent of the costs of these schools. vocational training The second path is vocational education and other post-basic education training programmes. Denmark is internationally renowned for its well-developed vocational education system. The educational programmes are structured as a combination of school education and practical training in a company. The aim of the vocational education programmes is both to qualify students to work in a profession and provide the basis for further education, while also contributing to the students’ personal and social development. Vocational training is mainly centred around the following four industries; mercantile studies, technical vocational studies, social and health care studies and agricultural studies.
The Danish Efterskole The Efterskole is a unique Danish residential school, where students from the ages of 14 to 18 can choose to spend one, two or three years to finish their primary education. Each Efterskole is a self-governing independent institution and they all deal with both the educational and personal development of the students. Compared to public schools the Efterskole has substantial freedom in terms of choice of subjects, teaching methods and educational
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CAMBRIDGE International School
approach. These may vary in accordance with the school’s political, religious or pedagogical orientation. Subsidies are on offer to both the schools and the students.
The higher education sector Whether you are interested in a research-oriented programme or more hands-on vocational training you will have plenty of options in Denmark. You can choose between several programmes ranging from degree and exchange programmes to short-term programmes and summer schools. You can choose between three types of Danish higher educational institutions: •Universities •University Colleges •Academies of Professional Higher Education Each institution is responsible for its own admissions. Requirements vary from programme to programme, but here is what you need to know about how and when to apply for a higher education programme: Non-Danish citizens who do not have a Danish entrance examination are eligible for admission if they have qualifications recognised as being comparable to Danish entrance qualifications. The assessment briefly states what your qualifications correspond to in Denmark and will improve your application. The assessment serves only as a guideline since the individual institution in Denmark is responsible for its own admissions. The institution in Denmark will require certified copies of your educational qualifications. That is, you must provide copies with original stamps and signatures, or have two people who are not related to you sign the back of the copy with their name, address and birth date. Some institutions require that they receive the documents directly from the issuing institution. This can often take several months, so be sure to arrange in time. All higher education programmes in Denmark require a high standard of English. Applicants to English-taught undergraduate and postgraduate programmes must, as a minimum, prove English proficiency comparable to ‘English B’ at the Danish gymnasium level. Some programmes require ‘English A’, which is one level higher than ‘English B’. Sources: http://education.stateuniversity.com; http://studyindenmark.dk/; http://www. efterskole.dk/
Reception, Primary and Secondary Classes. Teacher vacancy: Certified Teacher for IGCSE subjects in Maths and Science.
Skt. Josef´s School is situated 30 km from Copenhagen in the historic centre of Roskilde, close to the Cathedral and beautiful green surroundings. Skt. Josef´s School, established in 1904, has a long tradition in Primary and Secondary education. Today we have more than 800 students in Danish and International classes. In August 2012, we welcomed our first group of international students and now we have more than 60 students and continuing to grow. We offer both Primary and Secondary education including IGCSE examinations.
Open House on the 30th of October 2014 from 5-7 pm. Meet the students and the teachers.
Call or e-mail us for further information or visit our website www.sktjosef.dk
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Global learning and beyond… Ranum Efterskole Colle ge is a self-governing independent educational institution and a Cambridge International School , established in 2004. Located in the northern part of Denmark, in a small town surrounded by open nature and situated on beautiful historical educational premises, the school is a result of the local community and a small group of local visionaries’ whose mission it was to continue Ranum town’s long educational heritage and further local development. The slogan for Ranum Efterskole College captures our underlying philosophies of “Inclusive Community and Learning” and “Participatory Democracy” as well as our vision of offering something more than the conventional. It represents our unique combination of the Danish efterskole and the International Cambridge School, and it reflects our approach to global society. The international programme with IGCSE, AS and A levels is an integrated part of Ranum Efterskole College, and offers learners the unparalleled opportunity to combine the Danish efterskole with an internationally acclaimed and certified examination (Cambridge International School). Moreover, and to some extent, more importantly, it is a guiding principle for how we conduct ourselves as a school. It shapes our behaviour, informs our decision-making, guides our policy setting and maintains our focus. “We have chosen this approach to inclusiveness, participation and democracy, because
we ultimately believe the best way to learn is to experience,” explains Head of school Joakim Philipsen.
‘Non Videra Son Esse – Not to seem, but to Be’ We regard it our prime responsibility to ensure that our learners become competent, confident and open-minded global citizens. We empower our learners through our community to take charge of their personal and intellectual development, we encourage them to challenge their fears and facilitate their dreams, and we establish lifelong friendships and networks. We believe, that through inclusiveness and learning, that learners, will dare to Be, rather than to Seem. “We bring the world to Ranum every year; international learners, teachers and guests, but it is as equally important for us to bring Ranum (learners) to all parts of the world. To experience, meet and cooper-
ate with young people from other countries and cultures, we want them to feel prepared and empowered to share experiences with the world,” says Philipsen.
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International Baccalaureate
- an alternative to the Danish ‘Studentereksamen’
• internationally recognized • gives admission to universities all over the world • taught in English You can stay at Nyborg Gymnasium’s boarding school. Contact us for more information about the programme and the boarding school. Deadline for applications: 15th of March
Nyborg Gymnasium & Kostskole Skolebakken 13 DK-5800 Nyborg Tlf +45 65 31 02 17 post@nyborg-gym.dk www.nyborg-gym.dk
B
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BJØRN’S INTERNATIONAL SCHOOL Bjørn’s International School aims to give a democratic education to children from all over the world regardless of race, religion or colour
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We have 150 students aged from 6-16 years from 50 different countries.
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We have 2 sections. The Danish section (grades 1-9) where students can take the Danish State School leaving examination.
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The English-speaking section (grade 1-9) where students can take the International General Certificate of Secondary Education.
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Only transit students with a stay in Denmark of 1-4 years in the English speaking section.
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We encourage parent co-operation.
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We take into consideration the individual needs of the children.
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We have small classes.
Member of ECIS European Council of International Schools Center for IGSE International General Certificate of Secondary Education
Bjørn’s International School • Gartnerivej 5 • 2100 København Ø • Denmark • www.b-i-s.dk • Phone: +45 39292937 • Fax: +45 39183842 • Email: kontoret.101152@b-s-s.dk
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As your child grows... ...we grow with them. At Østerbro International School, the individual comes first, and our primary aim is to identify and appreciate the unique potential of each pupil and develop it to the full in a caring, comfortable and happy environment. Østerbro International School is an International Baccalaureate (IB) candidate school for both Primary Year Programme (PYP) and the Middle Year Programme (MYP), pursuing authorization as an IB World School. Østerbro International School • Præstøgade 17 • 2100 Copenhagen Ø • Tel.: +45 70 20 63 68 • Website: www.oeis.dk • E-mail: info@oeis.dk
EDUCATION SUPPLEMENT
Everything you need to know about
Efterskole The Efterskole is a unique Danish residential school, where students from the ages of 14 to 18 can choose to spend one, two or three years to finish their primary education. There are more than 260 Efterskoles spread across Denmark, mostly in rural areas or near provincial towns. At present approximately 28 500 students attend these schools with the size of each school varying from 25 to 500 students. The number of students has increased considerably within the last 25 years. Most Efterskoles offer the same subjects and final examinations as the public schools, but many focus on special subjects like physical education, music or theatre, or offer various kinds of special education. The Efterskole is a private self-governing educational institution, run by a private school board with substantial responsibility and authority, whilst schools are superintended by the Danish Ministry of Education. Education and boarding fees are charged and vary from one school to another, in reality though with only minor differences. The fees are paid partly by parents and partly by state and municipal grants. The public financial support ensures that everybody has a realistic, free choice of attending an Efterskole.
Special relationship One thing that is unique about the efterskole is the teacher-student relationship. The teacher
DID YOU KNOW? There are more than 260 Efterskoles spread across Denmark!
is responsible for both teaching and supervision outside of school hours. This means that teachers and students are together all day from the time the students wake up until they go to bed. This often brings about a close, personal and non-formal relationship between students and teachers.
What you need to know: ➤ All Efterskoles are residential and all students live at the schools for one or two years of study. ➤ Most Efterskoles are situated in the countryside or near provincial towns. ➤ An Efterskole offers general education. It is regarded as the primary task for the Efterskole to deal with the entire development of each individual young student. ➤ The Efterskole offers education at 8th - 10th forms, and you can choose to complete a school year in the Efterskole, instead of the municipal school (Folkeskole). You even have the same possibilities of passing final examinations. ➤ Although the Efterskoles fulfil social functions, it is important to stress that they are schools and not social institutions. ➤ The average size of an Efterskole is approximately 85 students. Sources: http://www.icye.org/; http://www.efterskole.dk/; http:// www.fus.dk/
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DANISH LANGUAGE TRAINING IN YOUR FACE
Visit studieskolen.dk Learning Danish can be quite a mouthful. But with a fasttrack language course, you will learn it in no time. We have classes up to four times a week in the heart of Copenhagen. We also offer customized corporate language courses, taught where and when it suits you. Call +45 3318 7900.
DANISH FOR FOREIGNERS
EDUCATION SUPPLEMENT
Do you qualify for a Danish higher education? From the admission processes to checking if you are eligible for funding– find out if you meet the requirements to further your studies in Denmark. Admission to higher education programmes in the Coordinated Admission System (KOT) in Denmark is regulated by law and regulations, and provides the entry requirements for the programmes. You must fulfil certain requirements to apply for higher education programmes in Denmark. Students are able to apply for admission to a higher education programme if you fulfil three types of requirements: ✔ General entry requirements ✔ Specific entry requirements ✔ Language requirements
General entry requirements
If you do not fulfil the specific entry requirements before 5 July, it is possible in most programmes to pass a supplementary course to be eligible for admission, if during the summer holiday you are able to pass the required
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Like applicants with Danish qualifications, you must meet the specific entry requirements that apply to the individual study programme.
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First and foremost, as a foreign student, your foreign certificate must be on a level with a Danish upper secondary school leaving certificate. For admission to an Academy Profession degree programme (short-cycle professional higher education) it may be sufficient that your foreign certificate is on a level with the relevant Danish vocational qualification. Your application will not be taken into consideration if you do not fulfil the entry requirements.
tion programme: For example, a general upper secondary, vocational upper secondary or vocational education and training programme. Students must attend classes, sit examinations and in other ways demonstrate that they are active in their educational programmes. No time limits are placed on this type of support. Students are eligible for support for any number of courses, with the exception of certain upper secondary programmes. For students enrolled in higher education courses: Every student enrolled in a higher education course is entitled to a number of monthly grants corresponding to the prescribed duration of the chosen study, plus 12 months. Inside a maximum of 70 grants students can change from one course to another. If you are taking a higher education programme and course. If you are offered conditional admission, you will only be able to attend the programme if you pass the supplementary course before the programme begins or shortly afterwards.
have used all your study grant portions, you can get a completion loan. You can receive a completion loan in the last year of your studies. Sources: http://ufm.dk/; http://www.su.dk/
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Specific entry requirements Like applicants with Danish qualifications, you must meet the specific entry requirements that apply to the individual study programme. Specific requirements typically include the level of the subjects passed, marks (grades) obtained in individual subjects and the overall average of marks (grade point average).
New International Bilingual Department
Language requirements Requirements concerning your Danish or English proficiency may also apply depending on the programme you wish to apply for. For programmes taught in Danish, you must be able to document sufficient oral and written proficiency in Danish, and must meet such requirements by the beginning of the study programme. If the programme is taught in English you must submit proof of English proficiency equivalent at least to English B level in Denmark. Educational institutions may in some cases require that you take a supplementary test in English. Important dates to remember: 1 February: The website Optagelse.dk opens for applications to higher education programmes 15 March: Deadline for quota 2 applications 5 July: Deadline for quota 1 applications 30 July: The applicants will receive a decision letter.
State Educational Grant and Loan Scheme (SU) As a Danish student, you are entitled to public support for your further education - regardless of social standing. Tuition at Danish public and most private educational institutions is free for Danish students and for EU/EEA students as well as for students participating in an exhange programme.
THERE ARE TWO MAIN SUPPORT PROGRAMMES: For people over 18 following a youth educa-
An
intercultural learning environment....
Bilingual
students learn more; – faster en glish and Dan ish as te achi ng l anguage s
First class
Cambridge Bilingual education
Discover the
A progressive catholic school with a 150 year tradition of humanistic education
world every day! close to t station ØsterPor
Private catholic school – ages 5-16
Institut Sankt Joseph
Copenhagen | www.sanktjoseph.dk/en Dag Hammarskjolds Allé 17 | 2100 København Ø | +45 35 38 47 35
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Welcome to IB at Grenaa Gymnasium Grenaa Gymnasium was established in 1961, and three ye ars later in 1964 the first graduation ceremony was held for around 50 students. Last year, in June 2013, 204 students graduated from three different upper secondary programmes. This school year we have in total 721 students, our largest student body in the school’s history. Our vision is to give every student maximum opportunities for development, as we are committed to working to actively ensure that everyone is able to get an education regardless of their social background. In 2003 our Gymnasium was authorised as an IB World School, and since then we have
Other facilities and programmes
offered the International Baccalaureate Diploma Programme. This attracts students to our
We are very aware that a school is more than
school from many different parts of the world,
lessons and teaching. The social environment
the majority of whom are English-speaking and stay at our Boarding School, which pres-
is crucial for the wellbeing of our students. The
ently houses 90 students.
school also offers extra-curricular activities from talent development, optional creative activities to parties and student based cultur-
The Upper Secondary Programmes at Grenaa Gymnasium
to strengthen their knowledge using innova-
and music/choir – we’ve very recently inaugu-
Grenaa Gymnasium is well-known for its good
tive and interesting teaching methods. The
rated our new wing for music and visual arts.
teaching environment. Our teachers have high
programmes on offer, include; STX (3 years),
It houses, apart from bright and friendly class
academic standards and are ambitious on be-
HF (2 years) and IB Diploma (2 years + pre-
rooms, a recording studio of high technical
half of our students. We strive to get our stu-
IB). All of these programmes are aimed at
standard.
dents to see and make use of their academic
general education and general study prepara-
potentials, whilst remaining respectful of the
tion, therefore enabling our students to contin-
For more information on our school visit our
differences between our students. We set out
ue their further and higher education.
website, www.grenaa-ib.dk
al activities. These include optional art, sport
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Students at Skt. Josef’s International School in Roskilde have great fun with Science “The Science-Fair” at Skt. Josef’s School Roskilde is a huge success every year. Students from both Primary and Secondary in the International Department prepare and work intensely with different science topics over a couple of weeks. During two open-house arrangements in June, the students presented their fantastic
projects to their families and teachers. Some of the parents and representatives from DTURisø were appointed as judges. One by one, the students presented their projects, which were a variation of all kinds of science topics such as “Our Solar System”, “Muffin Experiments”, “Sweaty Science”, “Hovercraft Test”
and many other exciting projects. This year the judges were impressed by the high level of ambition, knowledge and creativity of the students.
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sankt joseph’s school in østerbro opens Denmark’s first bi-lingual program As Copenhagen continues to become a more multi-cultural melting pot, the private Catholic school Institut Sankt Joseph has become the first school to launch a fully international bi-lingual programme in Denmark.
Mulhern, the schools international department head, told the Copenhagen Post. “There is native teaching in both languages, so the teachers that teach in English are native English speakers and vice versa.” Next year, the school will expand the line into secondary and reach tenth grade over the next four years, where it will culminate with the Cambridge IGCSE examinations or, because it’s bi-lingual, the Danish lower secondary graduation exam Folkeskolens afgangsprøve.
The bilingual module employed by the school in Østerbro means that the children are taught half of their weekly lessons in English (Science, English and Maths) and the other half in Danish (Art, History, Danish and Religion). “The children beginning on the bi-lingual line are all aged 5-12, so primary school,” Thomas
That provides flexibility for the students and security for the parents who may move their children abroad at a later stage. But meanwhile, the kids are being integrated into the Danish society, learning Danish, making Danish friends and have the option of staying in Denmark down the road. “We’ve identified the niche,” Mulhern said.
“Families with multicultural backgrounds, expat families that want to stay in Denmark but also want that flexibility if they move abroad and Danish families that have lived abroad and return home.” And it’s already looking like a success. According to Mulhern, when starting an international department, most schools in Denmark usually begin with about 25-35 kids. Sankt Joseph is starting with 75 out of its total of 675. The school also has a straight Danish line. “These families have noticed right way that what we are providing is precisely what they have been lacking,” Mulhern said. If their student waiting list for the coming years is any indication of the potential that the bi-lingual program holds, it already looks like a massive success... or ‘en kæmpe succes’ på Dansk. Advertisement
EDUCATION SUPPLEMENT
internships in
denmark
Would you like to get an internship in Denmark? If you have the right foundation, you may be able to apply for an internship position from popular employers like IBM, L’Oreal, Siemens, Novo Nordisk & Københavns Kommune in many different career paths.
On-the-job training Internships are a popular method of on-thejob training, frequently utilised by students and recent graduates to kick-start their professional careers. Internships are designed to provide a connection between a student’s theoretical knowledge and the real business world, they are without pay, and are either full-time posts or part-time. Students can expect personal interviews with the prospective employer. Internships commonly involve elements of tutoring and/or supervision from the side of the employer, and are typically comprised of
tasks that are linked to the requirements of entry-level posts. A supervisor will often be specifically assigned to an intern, designating his/her specific work tasks and providing an evaluation of the interns overall contribution. Outside of being a smart and practical way to gain relevant industry experience regarding the knowhow of a business, it is common practise for employers to offer the best interns a permanent, paid position at the end of their trial time, or subsequent to their graduation. This benefits employers, as they gain an experienced colleague needing little, if any, training once appointed.
For those students who do not have an internship included in their academic programme, summer internships are surely a good way of gaining professional experience during your break and they might be an invaluable experience. Do you have what it takes? If you think that you do, visit www.graduateland.com for your one-stop-shop to find the perfect Internships to kick-start your career today! The different internships are spread across many cities in Denmark including København, Grenaa, Silkeborg and Odense.
Foreign students and internships Foreign students may be permitted to apply for an internship in Denmark. There are many practical issues related to international placements that need to be taken care of either by the trainee or the host company. It is important to allow enough time for all the arrangements and the necessary formalities. Training organisations, educational institutes and home and host organisations will be able to help with the formalities.
Supplement your studies In Denmark, it is quite normal for young people to work whilst they study. Many students wish to earn a little extra by having a job alongside their studies – and some even take on their first student job at the age of 15. A student job can be anything from unskilled labour to a job within the student’s field of study that allows them to use their academic skills. Many young Danes find that having a student job is an important way to prepare for a professional career after graduation – because it allows them to supplement their academic skills with real workplace experience. An academically relevant student job can also strengthen the student’s network and pave the way for permanent employment. Sources: http://graduateland.com; http://businessculture.org/; https:// www.workindenmark.dk
Foreign students may be permitted to apply for an internship in Denmark. Advertisement
Denmark’s most effective Danish courses! www.kiss.dk
EDUCATION SUPPLEMENT
london toast Theatre supporting the danish arts programme
status on the Danish theatre scene. In addition to its theatre work, the theatre offers corporate entertainment including cabarets, international stand-up comedians and Murder Mystery entertainment in castles and hotels in Denmark and Sweden. The theatre also assists local Danish schools and teachers with the provision of training materials for theatre education.
Attention, teachers, parents and other educators!
The London Toast Theatre is one of the most successful English theatre companies in Europe, playing regularly to audiences of more than 60 000 a year at its home base in Copenhagen, and to many more theatres throughout Denmark and other European countries. In 1982, Vivienne McKee together with her husband, established a theatre company, the English Theatre of Copenhagen - calling it The London Toast Theatre, with the specific aim of providing English-speaking theatre productions to a Danish audience. The theatre company is today a well-known and highly respected part the professional Danish Theatre world. Vivienne herself is successful in British theatre, television (including such
long-running TV series as Coronation Street and Crossroads) and films (including Slipper and the Rose with Richard Chamberlain). Vivienne directs or acts, (or both!) in all of the English-language productions produced by her theatre companys shows range from Shakespeare to new modern writers and to light entertainment Every year since 1982, the company presents an enormously successful Christmas show in English, which contains all the elements of British pantomime blended with Monty Python, Old Time Music Hall, Dario Fo, Comedia Del Arte, stand-up comedy and Danish humour. The show is written and directed by Vivienne and attracts sold-out houses for its entire run, and now has an almost cult-like
With the training material on offer from London Toast Theatre, we hope to make some of our plays, such as, Don’t Mention Hemingway more than just an interesting night out for you and your students. We suggest various angles on the play and try to combine interesting and educational discussions with challenging writing exercises. We also aim to include more general discussions of subjects such as representation and discourse in order to give our teaching material a broader relevance. This teaching material is meant as inspiration for the teacher. We encourage teachers to use the different parts of the material in the order that suits their teaching needs; there is no set order. We hope you and your students find the following interesting and relevant. Should you have any comments, please do not hesitate to contact us on mail@londontoast.dk. For more information on London Toast Theatre, visit www.londontoast.dk
WELCOmE TO
NGG INTERNATIONAL SCHOOL WE WANT TO CREATE INTERNATIONALLy mINdEd, pRINCIpLEd LIfELONG LEARNERS WHO ARE CONNECTEd TO THE SCHOOL ANd GLObAL COmmuNITIES. NGG International (NGGId) is part of Nordsjællands Grundskole and Gymnasium (NGG and is one of the largest private schools in denmark. NGG International students have full access to all facilities the school has to offer, e.g., a large sports hall and purpose built multi court, well equipped science laboratories, art, music and computer rooms. NGG International, which has been at the forefront of international education since 1996, boasts a highly qualifed and culturally diverse staff of almost 30 teachers, who between them hold many years of international experience enabling them to develop, enrich and enhance students’ learning. NGG International is a dedicated school which offers a balanced curriculum giving students a firm foundation into further education. Students from 4 – 11 years old follow the International Primary Curriculum (IPC) and Students 11-16 years follow Cambridge International Exams (CIE).
Christianshusvej 16 dK 2970 Hørsholm phone: +45 45572616 e-mail: nggid@ngg.dk Read more: www.nggid.dk
Live, Learn & Laugh! ”I chose IB at Grenaa Gymnasium because it has experience with the IB 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. The teachers at the school are encouraging with their generally competent and enthu enthu-siastic lessons. There is good interaction between the IB IB--classes and a very friendly feeling” Karoline, IB2 ”Teachers are engaging and love their subjects, making it more interesting for us as students” Christoffer, IB-student ”The Boarding School - a synonym for freedom, learn-spirit, comfort and home” Radu, IB-student
G R E NAA GYM NAS I U M IB*STX*HF*KOSTSKOLE WWW.GRENAA-GYM.DK