CPH Post Education Supplement Autumn 2021

PHOTO: PIXABAY

IN TRODU CTION

MAKING THE RIGHT CHOICES

Careful consideration is crucial on your child’s journey from the crib to the workplace

By Ben Hamilton To paraphrase Winston Churchill, “education in Denmark is a riddle, wrapped in a mystery, inside an enigma”.

Right from the off, international parents are bombarded with difficult questions, and we hope this special edition will arm you with the necessary knowledge to make them on behalf of your children, and then, as they get older, to advise them.

There are forks in the road that

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

Forks in the road ahead!

For example, as international parents, should you send your infant to an English-speaking daycare facility (PAGES 6-7), there is the danger they may never become fully bilingual.

But in an international setting they will be exposed to more diversity from an early age – a huge positive in our increasingly globalised society. Still, it is worth assessing all the pros and cons.

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At the age of five or six, your child is then faced with a choice between the free Danish public school system, or a fee-paying, but heavily state-subsidised international school (PAGES 8-9), unless you are lucky enough to live in Lolland (PAGES 4-5).

Vocation vs continuing With their elementary schooling out of the way, your child has three choices (PAGES 1213): leave education, pursue vocational training or continue onto gymnasium, the uppersecondary school that will prepare them for higher learning (PAGES 14-15).

Indeed, in a supplement dedicated to the odyssey that is the Danish education path, the story of In an increasingly competitive Lolland International School job market, choosing a vocation is a journey worth recounting. has an obvious appeal. But what This version is written by none happens if the career awakens a other than Thomas Mulhern, the curiosity in a subject that can only administrative director at Globally be properly explored via higher Local, who worked tirelessly to learning. Of all the forks in the help found the Publisher: CPH POST • Editor: Hans Hermansen school.

• Layout: CPH POST Info: hans@cphpost.dk • Tel: +45 2420 2411

IN TRO DU CTION

road, it is the most treacherous.

But maybe it can be remedied somewhat by taking advantage of the extensive range of adult education (PAGES 16-17) Denmark has to offer. Denmark has a long tradition for lifelong learning and many Danes participate in adult education. Workplaces also expect staff to upgrade their skills through educational schemes throughout their working careers.

Time to flourish!

But remember, don’t lose sight of the forest for all the trees. When you consider the high standards and enormous subsidies available to private schools, you couldn’t be in a better country, as the Danish school system is considered one of the best in the world.

Higher education and training in Denmark ranked sixth in the World Economic Forum’s league table 2017-2018 and third in the 2020 Universitas 21 rankings following an impressive year in which it overtook the UK and the Nordic region’s top dog, Sweden, to trail only the US and Switzerland.

And when it comes to language, the options are numerous at the international schools, where classes are taught in English, French, Spanish, German or Japanese.

SKT. JOSEF’S

International school ROSKILDE

Find out more at

sktjosef.com Our goal is to enable all to understand the world around them, and the talents and character within them, so that they can become connected, creative individuals that are compassionate, active global citizens.

Skt. Josef’s, located 25 minutes from Copenhagen Central Station in historic Roskilde, provides quality, international education for children aged 5 to 16.

Skt. Josef’s International School

Frederiksborgvej 10, Roskilde

tel: +45 4635 2526

OPINI ON

A GLOBALLY LOCAL DENMARK:

THE JOURNEY OF THOMAS KNUDSEN MULHERN, HIS COMPANY GLOBALLY LOCAL AND LOLLAND INTERNATIONAL SCHOOL

By THOMAS KNUDSEN The education sector in Denmark has changed with the establishment of Lolland International School in Maribo, which has this month become the first municipal international school in Denmark ever!

To mark this significant development, HKH Crown Princess Mary officially opened the new school on August 24!

Its opening has greatly expanded the international school choice for international and Danish families.

Lolland International school not only offers a free, internationally certified program, but is also the third school in Denmark to offer a fully bilingual (Danish/English) program to its families.

21st century Odyssey The fulfillment of a key strategic goal of my organisation Globally Local has helped me to reflect upon my own personal and professional journey towards creating a more globally local Denmark.

I was born and raised in the United States, met my future Danish wife in graduate school, moved to Denmark in 2011 and became a Danish citizen on Constitution Day (grundlovsdag) in 2020. My story may sound very familiar for many expatriates who find themselves in the home country of the one they love.

I arrived in Denmark not speaking a word of Danish, with a limited understanding of the culture and almost no network. In addition, I was acutely aware of

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shifting from a purely expatriate context to moving to the home country of my fiancé. This challenged my self-understanding and made me wonder whether I would segregate into the expat bubble, assimilate or perhaps integrate into Danish society.

Bursting the bubble For me the goal was never to assimilate or, as I used to think, ‘become locally Danish’ in the way that I thought about it then.

My goal was to authentically integrate into Danish society: to learn and grow, contribute, challenge the status-quo and ultimately make Denmark a more dynamic and inclusive place to live and work. This goal was and still is rooted in my firm belief that Danes and foreigners can inspire each other in order to help Denmark become an even greater society.

For me, authentically integrating meant that I maintained my self-understanding as a global citizen, while still actively engaged in the local community. I found out quickly that this approach would require that I step outside of my comfort zone and face the fears of exclusion, uncertainty and sounding like a two-year-old speaking Danish!

Persevere and prosper I knew that standing in the grey space between the expat bubble and full assimilation required vulnerability. I needed to persevere to emerge from the inclusion safety of the expat bubble and dare to learn a new language/culture, contribute as a full member of society and have the courage to challenge the status-quo.

My personal effort would not have been enough to integrate if not for the wonderful Danes I have had the privilege of knowing, working with and calling friends, who themselves have been vulnerable enough to include me, and have given me the social permission to learn, contribute, challenge, fail and succeed.

On my journey I was given the gift of learning the Danish language and an invitation to understand and contribute to Danish values that make the culture so great.

The capital of trust When foreigners read about Denmark, it is often said that Denmark is the happiest country in the world, but this is merely a slogan. What Denmark came to embody for me was centered upon trust.

In my opinion, trust is the capital of Denmark and Denmark is the world capital for trust. It’s both trust between people and a trust in institutions.

This incredible asset is more than just the peace of mind felt when leaving a stroller unattended outside, it is the mentality that guides daily interactions. I love the trust level of Denmark and how it underpins the social welfare model.

I love the democratic values, the emphasis on gender equality, freedom, hygge and equal justice for all. This is the Danish canon that I have come to learn and support.

Inspirational, inclusive, innovative As a former international department head in Copenhagen, I worked to create the first fully Dan-

OPINI ON

ish/English bilingual school program in Denmark.

Danes and foreigners alike were able to move outside their comfort zones and break down the barriers of segregation and assimilation.

We were able to succeed in creating a hybrid culture where authentic integration was possible for expat and ‘Global Danish’ families, and where authentic internationalisation was possible for Danes seeking a more global approach.

These core principles underpin the purpose of my company Globally Local, and the Global Denmark Podcast, which I host. It always comes back to Danes and foreigners inspiring each other in order to create a more inclusive and innovative society.

So much potential The education sector plays a central role in the mission of my company. An expanded choice for international and Danish families is not only a nice thing to have, but more and more a reflection of the increasing demand for international educational programs in Denmark.

With the need for attracting and retaining global talent as important as ever, and with more and more Danish/multi-ethnic families seeing the value of internationalisation in education, the need is real. So while Lolland International School may be the first international municipal

school, it certainly will not be the last.

A new market and new potential for Danish and international stakeholders have been created.

For the first time in Denmark’s history, it is now possible for local municipalities to establish a free public international school option for its international and Danish residents. Thus, the opportunity to achieve local growth strategies has received a major boost nationally.

I hope that my journey can help inspire Danes and foreigners in Denmark to become more vulnerable and dare to inspire each other. I believe that if we do, together we can create a more inclusive, innovative and prosperous nation for generations to come. A globally local Denmark if you will!

Values maketh the Dane I used to think that for one to be Danish, one needed to be native born, have generations of family from Denmark, speak flawless Danish and have an understanding of every cultural practice down to a tee.

My time in this great country has taught me that I was mistaken, as it is truly the values that one fights for that make one Danish. I believe these values are universal. Every human being can learn and promote them, whether one is born in Jutland or Philadelphia.

I know that I will always be Danish-American.

This duality, both in terms of citizenship, but also in terms of self-understanding is a by-product of my story. I believe that being Danish is both communal in terms of shared values, but unique to the individual story.

Thomas Knudsen Mulhern is administrative director at Globally Local, a private organisation that provides integration and internationalisation solutions to companies, municipalities and schools.

Thomas is the former International Department head at Institut Sankt Joseph in Copenhagen

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WHO SAID THE TWOS WERE TERRIBLE?

The daycare institutions where infants evolve into model citizens

By Stephen Gadd Pre-school education can cost an average annual salary in some countries. In London, for example, it’s not uncommon to have to pay in the region of 20 to 30,000 pounds a year, leaving many parents with no other option than staying at home to oversee the terrible twos and threes themselves, before gratefully handing their children over to the state system to take care of the fearsome fours.

For many internationals, therefore, it is with unbridled joy that they learn that 70 percent of the costs of daycare are subsidised by the local municipality.

Suddenly the twos and threes are more tiredout than terrible!

A PROUD HISTORY Denmark has a long history of pre-school education stretching back to the 1820s, when the first schools were set up to instruct the children of working families where both parents went out to work.

Initially, they were places to look after

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children but between 1850 and 1900, private educational institutions appeared that had pedagogical objectives as well.

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

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

DAYCARE FACILITIES Because daycare is a legal requirement, the local authority is obliged to provide facilities for any child aged 26 weeks and up to school age. These can be organised in various ways – either as local-authority child-minding, local-authority daycare centres, independent daycare centres, private child-minding, or an approved private daycare centre.

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

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

If parents want their child to attend an approved private daycare centre, they may be able to obtain a financial subsidy to pay for the place. There is also the possibility of obtaining an aided-place subsidy if the parental income is below a certain level.

CHILD-MINDING IN PRIVATE HOMES In the local-authority regime, child-minding takes place in a private home and a childminder can take care of up to five children.

Children are assigned to individual childminders by the local authority. If two or more child-minders work together, they may be permitted to look after up to ten children.

There are also private child-minders whose work is governed by an operating agreement between them and the local authority. The local authority subsidises the individual child and supervises the scheme.

DAYCARE CENTRES These are institutions such as crèches, nursery

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schools and age-integrated institutions. They cater for children from birth to school age.

They can either be run by the local authority or by private individuals.

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

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

In agreement with the local authority, daycare centres can be operated as outsourced daycare centres.

These institutions must comply with the same requirements as the local authority daycare centres.

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

who are also responsible for monitoring its implementation.

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

INTERNATIONAL OPTIONS Since 2017, two facilities in Copenhagen have been offering English-language daycare. The service is tailored towards expats living in the municipality who expect to move away from Denmark again within a few years. At least one of the parents must have a job in Denmark.

1. The comprehensive personal development of the child 2. Social competencies 3. Language 4. Body and motion 5. Nature and natural phenomena 6. Cultural expressions and values

Børnebyen Vandværket, which is near Vesterport Station, offers nursery (0-3) to 12 children and kindergarten (3-6) care to 24. Idrætsinstitutionen Bavnehøj, which is the Sydvest district near Enghavevej, offers kindergarten care with a focus on physical education to 24 children.

The curriculum must also show how the daycare facility works to ensure a good and stimulating environment for the children in its care. This environment must be considered from a child’s perspective and the children’s own experiences of that environment taken into consideration.

And Hellerup also has two English-language facilities: Sunrise International Preschool and Stepping Stone.

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

It’s up to the individual daycare facility to decide on its own approach. The leader of the facility is responsible for preparing and publishing the curriculum and for carrying out an annual evaluation. This includes documenting whether the approaches and activities chosen meet the objectives outlined within the themes. The curriculum must be approved by the local council,

Stepping Stone on Ehlersvej has reopened following its renovation.

Located in a charming manor house it offers a ‘home away from home’ to its young charges.

A focus on learning

I nternational S chool for s tudents ages 3–16 nis-ngg.dk Phone: +45 45 57 26 16 Email: nis@ngg.dk Cirkelhuset, Christianshusvej 16 DK, 2970 Hørsholm

Cambridge International School

E LE MENTARY

LET LOGIC RULE YOUR DECISION

For expat couples an international school makes sense, but it can be a hard sell when your partner is Danish

By Stephen Gadd The international parents you meet are normally split into two groups: the lifers and the expats.

The lifer, more often than not an individual, will normally opt for the Danish public school system for two reasons: affordability and respecting the wishes of their Danish partner.

More than likely they moved to Denmark as a refugee of love and their income is average or lower than average. The result is children who are as Danish as full-blooded peers.

The expats, more likely a couple, will normally opt for an international school for three reasons: again affordability (with the state subsidy, the schools are cheap compared to private options in other countries – see page 12), networking, and language/curriculum concerns given their children are likely to continue their schooling elsewhere. More than likely they moved to Denmark for work.

The result is children with an experience under their belt and maybe a second language.

FREE AND COMPULSORY In Denmark, education is free unless you choose a private school or boarding school. It

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is also compulsory for everyone between the ages of 6 and 16 or 17.

Parliament which lays down the foundations and objectives governing its activities.

Whether this occurs in a public school, private school or at home is a matter of individual choice, as long as pre-set standards are met. It is the education itself that is compulsory, not school.

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

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

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

The folkeskole is unstreamed and the formation of classes is based on the child’s age and not in subject-specific proficiency. Classes usually consist of approximately 21 pupils. The number must not exceed 28, although under certain exceptional circumstances, a municipality can give a dispensation for a class of up to 30.

The Folkeskole is governed by an Act of

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

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

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

E LE MENTARY

Unlike many other countries, Denmark subsidises private schools heavily – to the tune of 76 percent of each student’s costs. Approved schools receive the funding regardless of the ideological, religious, political or ethnic motivation behind their establishment.

However, getting into one of the more prestigious ones can be difficult, as the waiting lists are often long.

Private schools categories: 1 Small independent schools in rural districts (friskoler) 2 Large independent schools in urban districts (privatskoler) 3 Religious or Congregational schools 4 Progressive free schools 5 Schools with a particular educational aim (e.g Rudolf Steiner schools) 6 German minority schools 7 Immigrant schools

An International Baccalaureate World School

International basic schools are private elementary schools approved by the Ministry of Education and the teaching is in languages other than Danish – either for the whole school or for divisions within it.

They often teach a curriculum which leads to an internationally recognised accreditation, such as the International Baccalaureate or the Cambridge education system.

MUNICIPAL INTERNATIONAL BASIC SCHOOLS From school year 2015/16, new legislation allowed municipalities to set up international basic schools. Municipal international basic schools admit children subject to compulsory education whose parents are foreigners residing temporarily in Denmark due to their employment and whose parents wish to have their children enrolled at the school.

If there are unfilled places at a municipal international basic school, it may also admit Danish children and other foreign children who live or reside in Denmark, and whose parents wish to have them enrolled at the school.

The local municipality may decide that the education provided at the municipal international basic school should be certified internationally.

It is, however, a precondition that the education continues to be up to what is generally required in the Folkeskole.

Based on the local council’s decision, the language of instruction at a municipal international basic school is English, German or French.

Further information about municipal international basic schools can be had from local school authorities in the municipality.

GETTING INVOLVED Unlike some countries, in Denmark it is usual for parents to be actively involved in their children’s education at all levels. They even sit on national educational policy-making committees.

G lobal Mindset - Global Education - Global Life

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

• We welcome students from ages 3 to 19 • We offer the full continuum of International Baccalaureate (IB) programmes: PYP, MYP and DP, as well as Pre-K • We deliver an excellent, well-rounded education in a caring and supportive learning environment • We offer exciting trips, extra-curricular activities and many more activities beyond the classroom • We have Morning Club and After School Care • We are affordable and offer scholarships • Our teachers are passionate and highly qualified • We pride ourselves on fostering reflective and purposeful learners, as well as responsible global citizens • We are considerate, form warm relationships, and build and nurture our ISH Community The International School of Hellerup is a Not-For-Profit IB World School with over 600 students representing more than 70 nationalities from around the world.

From the early days of daycare, it is stressed that parents have overall responsibility for the development of their children.

All public schools (ages 6-16) have a governing body composed of representatives of pupils, employees and parents and parental representatives comprise the majority on the board.

Contact between parents and pedagogues/teachers is always encouraged, whether it is via the internet, through informal chats or pre-arranged school visits, or at the annual or bi-annual parentteacher meetings.

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

E FTERSKOL E

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

GRADE NINE AND A HALF

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

Every year, around 30,000 students in Denmark embark on their ninth and a half grade – a full year of both academic and vocational pursuits – at one of the country’s 250 independent boarding schools. The majority of the ‘efterskoler’ are recent public school leavers aged 16-17, but some can be as young as 14.

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

Why September 26 is big!

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

No, Efterskolernes Dag is not an apocalyptic thriller in which education ceases to exist.

Instead it is a day when it is possible to find out more about the uniquely Danish educational establishment by visiting one in person.

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

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

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

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

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

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

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

Immersive experience The children are expected to spend the entire week at the efterskole, but are free to leave over the weekend. However, most require them not to leave for the first fortnight, whilst foregoing their mobile phones, in order to embed them into the style of living.

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

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

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

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

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

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

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

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

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

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

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

Others cater to those with learning difficulties, with 18 set up for students with special needs and 20 for dyslexic students.

For more information regarding courses and the subsidies available to students, consult efterskole.dk/en.

EFTERSKOLE: PROS AND CONS

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

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

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

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

Let’s start with the pros As teenagers, we are at our most impressionable.

Passions, once ignited, burn brighter, and many of us end up embarking on life-long journeys: of the heart as well as vocationally!

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

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

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

Learning to look after themselves – whether it is cooking, cleaning or nutritionally – will serve them well for the rest of their lives.

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

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

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

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

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

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

Don’t follow the herd There are cons, though, and here are just a few of them.

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

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

Furthermore, taking on the challenge of starting alone, after ten years of close friendships at public school, will be invaluable as the world opens up to them and they are called to do it again and again. Otherwise,

they run the risk of leading a life stifled by their surroundings.

Also consider the nature of your child’s relationship with the friend/friends they are ‘following’ – is it one-sided and likely to go a bit pear-shaped?

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

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

If your child has always been fast-track, do they really want to end up starting university at the age many are already completing their bachelor.

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

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

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

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FURTHER EDUCATION

FURTHER EDUCATION VS TRUE VOCATION

Making a decision to follow the crowd to gymnasium, or plunge into a career so early, can come back to haunt you

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

Nevertheless, is it true? Theoretically, of course it is, but sometimes reality bites.

Sometimes, to get an education we need an education.

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

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we realise we need the equivalent of a high school diploma to qualify.

This is why the decision we take when we finish elementary schooling at the age of 1517 is probably the most important one we will ever take on our educational journey.

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

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

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

STEPPING STONE TO HIGHER EDUCATION Students can take several different routes at this level and there are four academicallyorientated programs available (see factbox).

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

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

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

FURTHE R EDUCATION

general subjects.

Each of the programs has a range of compulsory subjects. Additionally, in STX, HHX and HTX, each school offers a number of specialised studies packages normally containing three subjects and offers elective subjects for students to choose between. In HF, students choose from among the elective subjects offered by the individual school.

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

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

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

If for some reason a student has not taken the required examinations for admission to STX/ HHX/HTX or HF, an admission test can also be taken. Students who have not attended

a Danish school can be admitted following a concrete assessment as to whether their qualifications correspond to those required by students who have attended a Danish school. They may also be required to take an admission test.

STUDENT INVOLVEMENT The needs and wishes of the students are taken very seriously and they have the right to form a student council and are also represented on the school board.

The school must also ensure that students are involved in the planning of class teaching.

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

CHOICE OF FOUR The 3-year Upper Secondary School Leaving Examination (STX) The 3-year Higher Commercial Examination (HHX) The 3-year Higher Technical Examination (HTX) The 2-year Higher Preparatory Examination (HF) VET PROGRAMS: FOUR MAIN SUBJECT AREAS 1. Care, health and pedagogy 2. Administration, commerce and business service 3. Food, agriculture and hospitality 4. Technology, construction and transportation

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HIGHE R EDUCATION

By Edward Owen It’s no secret that higher education is neither cheap nor free in many parts of the world.

And within the European Union, it’s a mixed bag of free and paid-for education.

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

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

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

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

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

First things first, you need to find a course and a university that is right for you.

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

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

Think ahead Key point: Check the program’s content against the job market If you plan to stay in Denmark or not, you should investigate how you will be able to apply your studies once you have graduated.

Do this before enrolling. The most important thing at this point is not only to think about what you would ‘like’ to do, but also to understand the potential job market.

The Danish job market is competitive and rather keen on overt compatibility between your studies, experience and the role you may be applying for.

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

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MASTER YOUR FUTURE – HIGHER EDUCATION IN DENMARK In Denmark, if you have gone to university, it is the norm to study through to master’s level.

This is often referred to as a ‘long education’ .

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

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

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

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

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

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

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

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

In fact, for September admissions, try to apply

by March. For schools that operate a second February, intake will often expect applications by mid-October.

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

Financial support

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

The typical stipulation to be aware of as an EU student is the ongoing requirement that you must be working part-time, 10-12 hours per week, and at least 43 hours per month, for which you will need a CPR number.

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

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

Join an a-kasse while you are still a student.

If you do not have a job immediately after graduation, you can receive financial support whilst you apply for positions.

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

As a student, you will receive a discounted rate of membership for both of these things.

They can offer many services to help during your career.

THE UNIVERSITIES HIGHE R EDUCATION

• Undergraduate: Offers four programs. Two of these are • Specialty/focus: Information technology and English Copenhagen University (KU) taught in Danish, while the other two require ‘academic’ • Postgraduate: A wide range of master’s the digital world • Specialty/focus: Offers a variety of programs in different Danish language skills (see university webpage for definition) programs are available in English subject areas • Postgraduate: Five programs available – all but one are • Undergraduate: Offers four programs. Two COPENHAGEN UNIVERSITY (KU) Undergraduate: All bachelors taught in English. UNIVERSITY (AAU) ofDanish these are taught in taught Danish,exclusively while the inAALBORG ••Specialty/focus: Offers a variety of are programs • Postgraduate: wide range of master’s programs avail‘academic’

• As above – primary Aalborg campus other twoare require in different subjectAareas able in EnglishAll bachelors are taught in Roskilde (RUC) Danish language skills (see university • Undergraduate: webpage for definition) • Specialty/focus: Offers a variety of programs within humani Danish – alltechnologies, social science and science • Copenhagen Postgraduate: Business A wide range of (CBS) master’s • Postgraduate: Five programs School ties, available humanistic but one are taught exclusively in English. programs are avail able in English • Specialty/focus: Takes an international perspective on a • Undergraduate: A good number available taught in English Copenhagen Business Schoolwith (CBS) broad range of subjects a business focus • Postgraduate: A good number available taught in English •• Undergraduate: Specialty/focus: Takes an international Many taught in English ROSKILDE (RUC) perspective on a broad range of subjects with • Specialty/focus: Offers a variety of programs • Postgraduate: Mostly taught in English University of Southern Denmark (SDU) within humani ties, humanistic technologies, a business focus • Specialty/focus: Offers a variety of programs in different social science and science • Undergraduate: Many taught in English Technical University of Denmark (DTU) subject areas • Undergraduate: A good number available • Postgraduate: Mostly taught in English • Specialty/focus: Technical and natural sciences.

• Undergraduate: A good number available taught in English taught in English • Undergraduate: Offers a small number pro- A good (mostly business, social sciences) Postgraduate: number engineering, available TECHNICAL UNIVERSITY OF DENMARK (DTU) of•bachelor grams with only one taught in English.

• Postgraduate: A wide range of master’s programs are avail • Specialty/focus: Technical and natural sciences. taught in English Postgraduate: Master’s level programs •• Undergraduate: Offers a small number ofare taught excluable in English bachelor programs with only one taught in UNIVERSITY OF SOUTHERN DENMARK (SDU) sively in English.

• Specialty/focus: Offers a variety of programs English.

Aarhus University (AU) in different subject areas • Postgraduate: Master’s level programs are Aalborg University – Copenhagen (AAU – CPH) • Specialty/focus: Offers a variety of programs in different • Undergraduate: A good number available taught exclusively in Offers English.a variety of programs • Speciality/focus: in different subject areas taught in English (mostly engineering, subject areas • Undergraduate: Just a handful of bachelors taught in business, social sciences) AALBORG UNIVERSITY – COPENHAGEN (AAU – CPH) • Undergraduate: Over 70 bachelors but just a handful taught range of master’s • Speciality/focus: Offers a variety of programs • Postgraduate: A wideEnglish in differentin subject Englishareas Postgraduate: A wide range of master’s programs are avail programs are avail able•in English Postgraduate:Over Approximately are available with able in English ••Undergraduate: 70 bachelors200 but variants just a handful taught more than half taught in English. AARHUS UNIVERSITY (AU) in English Aalborg University (AAU) of programs • Postgraduate: Approximately 200 variants are • Specialty/focus: Offers a variety available with more than half taught in English. in different subject areas IT University (ITU) • As above – primary Aalborg campus Undergraduate: • Specialty/focus: Information technology and•the digital world Just a handful of bachelors IT UNIVERSITY (ITU)

taught in

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15

ADULT LEARNING

FOR THE ATTENTION OF NIGHT OWLS

From hobby clubs to language classes, we’re spoilt for choice when it comes to after-hours learning

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

By Ester Rose

Learning a language First off, there’s learning Danish.

Classes are free, but only at the schools that receive the state subsidies: Clavis and UCplus in Copenhagen, Speak in Gentofte etc. Contact your local municipality to find out which one has the subsidy.

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

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

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

Whether it is to improve your work skills, get in shape, make local friends, or just avoid sitting home alone all weekend, joining some type of adult learning activity could be just the thing.

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

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Remember that a reasonably big deposit of 2,000 kroner is required at the start of each module, which is only refundable once you have completed the course.

Or maybe you want to learn another language? Studieskolen. dk teaches 25 different languages, while Berlitz.dk also provides both group, private and online language tuition.

The largest range of languages is found at FOF: Arabic, English, Finish, French, Greek, Hebrew, Hindi, Italian, Japanese, Chinese, Korean,

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Latin, Old Greek, Norwegian, Polish, Portuguese, Russian, Spanish, Swedish, Swahili, Thai, Turkish, German and Vietnamese.

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

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

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

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

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

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

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

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

For kids, meanwhile, elstudio.dk offers quite a variety of classes.

You can also find swing dance at happyfeetstudio.dk or street dance at gamedenmark.org. And for pro dancers look no further than at cph-dance.com.

Walk down sustenance street There are mixed feelings about the local Danish food. Of course, like everywhere, some dishes are an

ADULT LEARNING

acquired taste. But that doesn’t mean that you shouldn’t give all the signature Nordic foods a try.

If you are up for a walking food tour, opt for foodsofcopenhagen.com. Relax, walk around the capital and let the company introduce you to some hidden gem culinary experiences.

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

Inspire your intellect Copenhagen’s universities are the top spots for workshops, lectures and debates. Check out ku.dk and cbs.dk for their schedules.

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

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

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

support and consultation.

Of course it all starts with a pregnancy and a whole swoop of new, weird and exciting firsts that it brings. For general info, jordemoderhuset. com gives classes in both Danish and English, as does prismen.kk.dk And as expecting mums who want to stay in shape, yogamudra.dk and yogaflat.com can take you safely through your workout.

Hi-yo hobby horse!

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

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

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

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

While fof.dk is also regularly updated with options.

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

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

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OPINI ON

By JESSICA ALEXANDER When the pandemic first hit, I feared for how my family would cope in lockdown. I wondered if constantly being together might break us apart. Ironically, it was the Danish concept of ‘fællesskab’ (community) that held us together.

Unity in harmony Fællesskab is a huge part of Danish society. It’s essentially the feeling of unity that comes from being in harmony or a team.

There are two kinds of fællesskab. One is the fun kind that flows easily. This could be the feeling that comes from playing a fun game or collaborating well with people we get along with.

We are effortlessly part of the group and it’s fun and cosy.

The other kind of fællesskab is the feeling of community we get from making an effort to be part of the group even if we don’t always want to be. It is called ‘forpligtelses fællesskab’(communal duty). It’s not something we usually think of to teach, but in Denmark it’s a big part of schooling and family education. It’s ‘we time’, not ‘me time’, and for some individualistic cultures this can be

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a fantastic lesson for the future.

Cherish the chores “You have to give something to receive something from the fællesskab,” explains Kasper Nyholm, the principal of Absalon Skole, which focuses a lot on ‘forpligtelses fællesskab’.

you start the more it becomes a habit, and this may be setting your child up for success in the long run as well.

“Maybe you aren’t getting all what you want in your own way, so you have to make some changes to compromise. Humans are social animals. It takes work to rely on each other, and sometimes that means doing things a little against your own wishes.”

For the future A Harvard Grant study – one of the longest running longitudinal studies in history – found that one of the key factors that contributes to professional success in life comes from doing chores as a child. Children who regularly do chores are able to better deal with frustration, delay gratification, have higher self-esteem and be more responsible than those who don’t do chores.

One of the ways to encourage fællesskab at home is by doing chores together as a family.

Some 99 percent of parents in Denmark think that children must participate in the household.

This could be cooking together, cleaning together or even baking together.

So the next time you are about to give an ultimatum to your child to clean up their room or else - – or you are going to do the shopping and cooking by yourself – see if you can’t find a way to work together to create that feeling of ‘fællesskab’ instead.

Fællesskab is about being more inclusive rather than giving orders or doing everything on your own. It’s a way of seeing everyday activities as an opportunity rather than an obstacle to spending time together. The good news is that the earlier

You may find that seeing your family as a team, and treating them as such, will be a big win for everyone in the future.

FIRST PUBLISHED IN DEC 2020

OPINI ON

By ADRIAN MACKINDER I’ve hosted many events in my time. From big spaces to intimate venues, I’ve MC’d major corporate events, stand-up clubs, cabaret nights, festivals, countless weddings, new act competitions and a great many quizzes.

Tough crowd I’ve handled rowdy drunk punters, battled indifferent audiences and roused empty rooms, but this month I hosted the most intimidating and terrifying gig of my career: the cake auction at my son’s nursery summer party.

We were fortunate to get the Tiny Dictator into a small vuggestue in the heart of the city. To do this we held out until he was a little bit older than average to begin nursery, but it was worth it.

With fewer kids per teacher, and smaller groups overall, resources go further and they get more attention and care. It’s a relatively quiet place and surprisingly calm.

But that humid Friday afternoon, the place was rammed.

Party of the damned A nursery summer party is a curious spectacle to be a part of. If you were having a party, chances

are your list of invitees wouldn’t include people you didn’t know and the under-fives – parents with nothing in common except a basic need for childcare awkwardly shuffled around the playground trying to make small talk.

All around, various fun activities were being run by volunteers who now clearly regretted volunteering. At one end, a lethal bout of dodgeball threatened to decapitate the slower children; in one corner, two toddlers came to angry blows over who deserved victory in the paddling pool fish pond; and in another, overexuberant face-painters were transforming kids into extras from ‘Dawn of the Dead’.

Hopped up on fruit juice and sweets, they all ran amok like a swarm of massive wasps, while mums sipped wine in plastic cups and dads pretended their lukewarm Tuborg actually tasted nice. Which, of course, it doesn’t.

playground and, because I quite like being the centre of attention, I was genuinely happy to help. But the fact I was not doing so in Danish made me nervous.

You’d think three years in that I would have mastered the language, but no. They had told me beforehand it was fine that I host the auction in my native tongue, but I still felt guilty. I will go back to lessons, I swear. Just as soon as life stops getting in the way.

He was not amused Anyway. Half an hour later it was over. And it went well. Some parents clearly loved the idea of a bidding war over homemade treats, and enough were game to make it a fun little endeavour. By the end we’d raised a healthy sum and everyone was happy – except my son who was confused as to why all these people were in HIS playground.

Cake, the money and run Round about 5pm it was my turn to shine. And by ‘shine’, I mean haul myself up onto the climbing frame with the grace of a tranquilised panda, then scream currency at a group of bewildered Danes … in English.

After a few chats with some of the parents, I left feeling more a part of a community, which is always good if you’re an expat.

The money was being raised to upgrade the

FIRST PUBLISHED IN JULY 2018

I was told they’d happily invite me back next year.

Maybe I’ll do it in Danish. Maybe.

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LEARNING DANISH DOESN’T COST

THE WHITE OUT OF YOUR EYES [ “The white out of your eyes” is a strange Danish way of describing expensive things ] Nothing’s free in this world - and neither are we, at Studieskolen.

But when you consider the quality of our lessons, the skills and experience of our teachers and our international profile in the centre of Copenhagen, you’ll probably come to the same conclusion: Studieskolen is very fairly priced, and doesn’t cost ‘the white out of your eyes’.

Find out more about our new courses for beginners, intermediate or advanced learners at studieskolen.dk.