CPH Post Education Supplement 2019

GET CLUED UP ON THE DANISH SYSTEM EDUCATION IS NOT ONLY FOR KIDS LEARN ABOUT ON-THE-JOB TRAINING

INTRODUCING THE SIX STAGES OF EDUCATION IN DENMARK The Danish educational system is ranked one of the best in the world

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HIGH STANDARDS

The Danish school system is considered one of the best in the world. Higher education and training in Denmark ranked 6th in the World Economic Forum’s league table 2017-2018 and 5th in the 2018 Universitas 21 rankings.

FREE OR FEE-PAYING?

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

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

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

For some years now, the International Baccalaureate (IB) has also been gaining ground in Danish schools, the diploma giving access to university education in Denmark and all over the world.

ou’ve just arrived in Denmark and if you have young children, you will probably be asking yourself whether day-care is available, and if it is, are there different options?

THE SIX STAGES

For those with older children, the question might be how does the education system function? Is it compatible with the one back home? Is it as good? Then you may need to decide whether to go state or private.

1. Pre-school 2. Primary and lower secondary education 3. Upper secondary education 4. Vocational education and training 5. Higher education 6. Adult learning.

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

There are six stages of education in Denmark:

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

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

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

KEEP ON LEARNING

Denmark has a long tradition for lifelong learning and many Danes participate in adult education. Workplaces also expect staff to upgrade their skills through educational schemes throughout their working careers.

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EDUCATION GUIDE F O R ALL AGES

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Sources: bit.ly/2jZK8Rg bit.ly/2Q1JDSY

WHAT PRE-SCHOOL OPTIONS ARE THERE IN DENMARK? Pre-school facilities are given a high priority All children under the age of six are legally entitled to attend a day-care facility. This term covers institutions such as crèches, day-care institutions, nursery schools and age-integrated institutions.

Initially, they were places to look after children but between 1850 and 1900, private educational institutions appeared that had pedagogical objectives as well.

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

EDUCATION GUIDE F O R ALL AGES

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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.

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

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

SUNRISE INTERNATIONAL PRESCHOOL Sunrise International Preschool in Hellerup, north of Copenhagen,

When a child is admitted to a day-care facility through local authority allocation, the local council subsidises the cost of the child’s place, and the parents make up the difference.

There is also a sibling discount if more than one child in a household is in the same institution.

offers a fun and educationally challenging program for children ages 2 to 6 in English. By creating a safe and nurturing environment in beautiful surroundings we hope to open children’s hearts and minds to the unlimited experiences from the world around them.

Based on the principles of neo-humanist education, we seek to instil

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

an appreciation and respect for other people, animals and the environment in the children .

The children at Sunrise are truly young citizens of the world and as such, we aim to give them the tools to set out on their journeys of discovery with self-confidence and respect for themselves, as well as for others.

Child-minding in private homes

Curriculum and Teaching methods

In the local-authority regime, child-minding takes place in a private home and a child-minder can take care of up to five children. Children are assigned to individual child-minders by the local authority. If two or more child-minders work together, they may be permitted to look after up to ten children.

The teaching methods at Sunrise are based on a child-centred approach to education, tailored to each child’s individual interests and learning styles.

While our pre-school curriculum includes an academic program, our main focus is to provide the necessary environment and educational choices to help the children develop and expand their own interests and unique talents. We also strongly emphasise “learning by doing” and support the children in making their own choices, individually and as a group.

There are also private 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.

The main areas of teaching include physical development and movement through drama, music, dance, outdoor activities and yoga; intellectual development through knowledge and understanding of the world, mathematics, language and communication; social, emotional, and personal development through problem-solving, interaction in circle-time, group projects and daily routines, and creative development through music, arts and crafts and drama.

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Publisher: CPH POST • Editor: Hans Hermansen Journalists: Stephen Gadd, Ben Hamilton • Layout: CPH POST Info: hans@cphpost.dk • Tel: +452420 2411

Norgesmindevej 32 • 2900 Hellerup • Denmark (+45) 3543 2317 • info@sunrisepreschool.dk

www.sunrisepreschool.dk

Day care centres These are institutions such as crèches, nursery schools and age-integrated institutions. They cater for children from birth to school age. They can either be run by the local authority or by private individuals.

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

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

Approved private day-care centres must be licensed by the local authority.

However, the centres themselves decide who to admit and children are not referred to them by the local authority.

They also receive a local authority subsidy per child.

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

In agreement with the local authority, day-care centres can be operated as

1. The comprehensive personal development of the child

EDUCATION GUIDE F O R ALL AGES

2.

3.

4.

5.

6.

Social competencies Language Body and motion Nature and natural phenomena Cultural expressions and values

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

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

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

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outsourced day-care centres. These institutions must comply with the same requirements as the local authority daycare centres.

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

Global Mindset - Global Education - Global Life

An International Baccalurette World School

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We welcome students from ages 3 to 18

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We offer the full continuum of International Baccalaureate (IB) programmes: PYP, MYP and DP, as well as Pre-K

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We deliver an excellent, well-rounded education in a caring and supportive learning environment

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We offer exciting trips, electives, and many more activities beyond the classroom

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We have Morning Club and After School Care

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We are affordable and offer scholarships

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Our teachers are passionate and highly qualified

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We pride ourselves on fostering reflective and purposeful learners and responsible global citizens

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We are considerate, form warm relationships and, build and nurture our ISH Community

International School of Hellerup is a Not-For-Profit IB World School with over 500 students representing more than 50 nationalities from around the world.

Find out more about ISH, book a visit or contact us International School of Hellerup Rygårds Allé 131, 2900 Hellerup, Denmark. + 45 70 20 63 68 info@ish.dk

www.ish.dk Copyright ISH 2019 (01.19)

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TAKING YOUR FIRST STEPS UP THE EDUCATIONAL LADDER Education at the primary and lower secondary level

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n Denmark, education is free unless you choose a private school or boarding school. It is also compulsory for everyone between the ages of 6 and 16 or 17.

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.

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.

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

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

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EDUCATION GUIDE F O R ALL AGES

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 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”.

Unlike many other countries, Denmark subsidies private schools heavily.

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

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

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

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

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

MUNICIPAL INTERNATIONAL BASIC SCHOOLS 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 council 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.

Sources: bit.ly/2vWjgEg bit.ly/2Fk0xKn

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Sources: bit.ly/2vWjgEg bit.ly/2Fk0xKn

UPPER SECONDARY EDUCATION IN DENMARK The path to higher education or vocational training goes through the upper secondary school system 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.

school compulsory final examination.

2. Vocational or technical education qualifying primarily for access to the labour market (see separate article).

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

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

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.

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.

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

There are two types of programs: 1. General education qualifying for access to higher education

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

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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.

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EDUCATION GUIDE F O R ALL AGES

ADMISSION

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

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.

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.

International upper secondary schools At present there are 18 international upper secondary schools in Denmark offering the International Baccalaureate.

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GETTING A TASTE OF THE REAL-LIFE WORKPLACE

Vocational training schemes can give young people hands-on experience as well as academic ballast Vocational education and training programs (VET) are alternating or sandwich-type programs where practical training in a company alternates with teaching at a vocational college.

The idea is to motivate young people to complete a training program qualifying them for employment and at the same time, accommodate the needs of the labour market.

Anyone completing VET is immediately eligible to work within the field that the program has focused on. The target group here is not only students coming directly from school but also adults with prior vocational experience.

A number of institutions and colleges

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EDUCATION GUIDE F O R ALL AGES

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

These schools have boarding facilities for students.

ADMISSION TO VOCATIONAL EDUCATION

The vocational education and training system (VET-system) offers more than 100 different types of vocational

educations. For example, you can become a carpenter, hairdresser, gardener, electrician or a member of several other skilled professions that are in demand in the labour market.

The VET consists of a basic program ending with an examination followed by a main program. The basic program is a school-based course, whilst the main program is built upon the dual principle, where students alternate between school and apprenticeship.

All VET programs give graduates access to further education and training. In the VET system one level of qualification provides access to the next. All VETprograms also provide full or conditional access to higher education programs and further adult education programs at EQF level 5 and level EQF 6.

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THE COLLEGES

offer basic vocationally-oriented education programs. As well as the basic vocational education and training programs, the colleges also offer other programs such as HHX, and HTX, as well as further education and training for adults. Courses and programs commissioned by companies are also available in many colleges.

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The Danish VET-system offers a program called Eux which combines a general upper secondary education with vocational education and training. This qualifies students for a job as well as giving them direct access to higher education in a wide range of programs, i.e. leading to a journeyman’s certificate as well as the general upper secondary diploma.

EUV

People over 25 have access to VET programs designed especially for adults on the basis of recognition of prior learning and relevant work experience, which leads to the same vocational qualifications.

ADMISSION REQUIREMENTS Admission to VET usually requires completion of compulsory education and a school leaving certificate obtaining the minimum grade 2.0 in Danish and mathematics or the student starts with on-the-job training in a business enterprise if they have signed a training agreement with that enterprise.

People with non-Danish qualifications

can also be admitted to the VETprogram on the basis of a non-Danish qualification comparable to the lower secondary (Folkeskole) leaving certificate.

Before entering VET the student is required to document an exam grade average equivalent to 2.0 or higher in the mathematics and the language of instruction or Danish (in cases where Danish was taught as a first language).

It is up to the vocational college to decide whether the applicant fulfils the entry requirements.

BASIC PROGRAM (THE FIRST YEAR)

Vocational education and training consist of a basic program divided into two basic courses and the main program. VET-students enrolled directly after compulsory school will start on the first basic course, which older students can’t. They enrol directly in the second basis course. The two basic courses are of 20 weeks duration.

Basic course #1

The first part of the basic course (20 weeks) is for students who have just

- Basic Programme ½ year

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The four main subject areas of the Danish VET system are: 1. Care, health and pedagogy 2. Administration, commerce and business service 3. Food, agriculture and hospitality 4. Technology, construction and transportation

Vocational Education and Training

Eux

2. part

2. part

Business programme

Final basic programme test

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2. part

Selection of a VET programme

1. part

Vocational Education and Training including General Upper Secondary exam

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Euv Vocational Education and Training for adults with/out relevant work experience

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Students not ready for VET

Year 4

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Vocational Education and Training including General Upper Secondary exam

Students beyond 25 years

MAIN SUBJECT AREAS

Technical programme

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Students completed lower seconday school more that one year ago

The second part of the basic program takes place within the vocational education and training program that the student has chosen. The course finishes with an examination and is then followed by the main program. The basic program is a school-based course, while the main program is build upon the dual principle, where the students alternate between school and apprenticeship.

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finished compulsory education. The course is designed to give the student a broad vocational knowledge and competences. The student will obtain an overview of the different programs in order to choose the right vocational education and training.

Leads to employment opportunities and further education and training

EUX

Basic programme

Combined Youth Education Production School programme Basic Vocational Education

School

School based learning

Internship

Work based learning

School

Leads to employment opportunities and further education

Internship

Basic programme including upper seconday subjects Competences for further study

Internship

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VET and upper seconday subjects Employment Preparing and training for work

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EDUCATION GUIDE F O R ALL AGES

MAIN PROGRAM Duration

The main program of the Danish VET is based on the alternating principle typically organised as 4-5 periods of school-based education and training at the workplace. The students must therefore have a training agreement with an approved company which offers training. The main program typically takes 3 to 3½ years, but can be shorter or longer. Main programs are offered at EQF level 3 (1½ years), at EQF level 4 (3 years) and some programs at EQF level 5 ( 5 years).

VET-programs normally conclude with a journeyman’s test or a similar examination testing vocational knowledge, skills and competences.

Students who prefer practical training to school can organise their vocational education in a company which offers practical training, also called a ‘New apprenticeship’. The student enters a training agreement with a company and during the first year is expected to acquire the same knowledge and qualifications as the students who have followed the basic program at a VET college. This requires flexibility on the part of the student, the company and the college.

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NEW APPRENTICESHIP

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GOVERNMENT WANTS TO TRIAL NEW TYPE OF SEMI-AUTONOMOUS SCHOOL Do we really need another type of school – the minister thinks so at least In tandem with the government’s scheme to cut red-tape and bureaucracy, the minister of education would like to see a new type of school set up funded by municipalities but with a much higher degree of independence – like private schools.

The education minister, Merete Riisager, wants all 98 municipalities to take part in a trial that would run for the next 10 years, reports Berlingske.

“It’s all about professionalism. The free schools perform better even though they get less money. That applies to all age-groups of students.

It’s obvious that we would like to learn from that,” said Riisager.

NOT ENTIRELY FREE

The new schools would still take part in the national test and obligatory exams as well as not having the power to turn away pupils in their district as private schools can. On the other

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hand, they would not be obliged to live up to the requirements regarding teaching support, help with homework and in-depth subject tuition.

There is opposition to the move from a number of quarters. Thomas Gyldal Petersen, the chair of the local government umbrella group KL, sees it as a move to break down the Danish public school system.

The organisation of headteachers is also not impressed and its chair Claus Hjortdal feels there has been far too much turbulence caused by the previous reforms. He also disagrees with the minister’s reasoning.

“I would dispute in the strongest possible terms that we ought to hold private and public schools up against each other. They have nothing to do with each other, and their fundamental values are based on two completely different things,” said Hjortdal.

PARENTS MORE FAVOURABLE TO FREER SCHOOLS However, parents seem more receptive to the idea of a new kind of school.

Among the freedoms allowed by the scheme proposed by the minister of education outlined above are the right to decide the number of hours of tuition that pupils should receive. DR Nyheder talked to several parents who were optimistic.

Henning Damjjær, who at present has two children in private schools, said: “I think this [the new kind of school] opens up for the idea that you can have a greater focus on the well-being of the child but also, to just as high a degree, the well-being of the teacher.” Damkjær could see himself moving his children from private schools to the new school type if he thought they would thrive better there.

This article first appeared in the CPH POST on 4 September 2018

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EDUCATION NEWS ROUNDUP: NEW INITIATIVE TO BEEF UP HELP TO DYSLEXIC KIDS

In other news, the numbers of private schools and mobile phone bans is rising A government bill passed with the support of the government, Dansk Folkeparti and Socialdemokratiet will ensure there is more help for children with dyslexia at Danish schools, including testing for the condition in the fourth grade.

At present, only three of the country’s 15 teacher training colleges offer courses to educate the students about the best way to teach dyslexic children.

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Most teachers clueless

“Many new teachers know nothing about dyslexia, and if they don’t know what it is, they won’t be able to identify the children who have it,” the Ordblindeforeningen dyslexia association chair Christian Bock told Politiken.

“Right now, there is not even a module in teacher training called dyslexia – that’s a huge problem.”

Late diagnoses

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In many cases, dyslexic students only end up being diagnosed at gymnasium when they are in their late teens.

Ordblindeforeningen would like to see children tested when they are in the third grade, so aged nine or ten. Although official Danish figures suggest 4-7 percent of Danes are dyslexic, it is more likely that around 7-10 percent are.

MORE SCHOOLS BANNING MOBILE PHONES TO ENCOURAGE SOCIAL CONNECTIVITY One in five public schools in Greater Copenhagen has a total ban on mobile phones, according to a DR survey of 78 schools in the municipality. In some cases, the students have to hand in their phones at the start of the day and then wait until they go home to catch up on messages such as “You’ve won a million kroner, but have until lunchtime to claim your prize,” and “I’m putting your cat down – meet you at the vet at 2.”

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Dronninggårdskolen in Rudersdal, which has imposed a ban, told DR that it wanted to work on “students’ ability to immerse themselves, concentrate and focus more on their learning and mutual understanding”. Not only was it important to pay attention in class, but also to not use a phone during breaks and practise social skills instead.

These articles by Ben Hamilton first appeared in the CPH POST on 26 September 2018.

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EDUCATION GUIDE F O R ALL AGES

RISING NUMBERS GOING TO PRIVATE SCHOOL – UP 5 PERCENTAGE POINTS IN DECADE

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Some 17 percent of children leaving kindergarten will go on to private school, according to Danmarks Statistik. In 2017, 51,163 children aged 6-7 started public school, while 10,518 began at private school – the result of a steady rise over the last ten years.

In 2007, only 12 percent chose to go straight to private school.

Andreas Rasch-Christensen, a researcher at VIA University College, called it “an alarming trend that more parents aren’t giving their children a taste of primary school”. Since 2007, some 318 public schools have closed (down 20 percent), while the number of private schools has jumped by 50 (up 10 percent).

Photo: Lovepick

GIVE YOUR CHILDREN A HELPING HAND Experience shows that parents perform a vital role when it comes to education in Denmark 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 policymaking committees.

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

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

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

EDUCATION GUIDE F O R ALL AGES

There are a number of ways in which parents and schools can contact each other:

Direct contact

You can often meet the school staff face-toface and many pedagogues talk to parents when they come and collect their children.

Here, there is an opportunity for an informal chat and an exchange of views on everyday matters such as clothing, packed lunches, doctor’s appointments etc.

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

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

ForældreIntra

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

SCHOOL WEBSITES

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

STUDENT PLANS

Regardless of which class your child is in, at least one student plan for the

child has to be formulated every year.

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

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

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

PARENT-TEACHER MEETINGS

Many schools have a system whereby one of the class teachers (often the Danish or mathematics teacher) call parents in for a meeting to discuss their child’s progress. In some cases, the child might also be invited to participate. These meetings typically last around 15-20 minutes and provide a short status report on the child’s progress. There is also an opportunity for parents to ask questions based on the student plan.

PARENTS MEETINGS

These are typically held at the start of the year for all the parents of children in the class, where the yearly timetable and teaching plan is presented and new subjects introduced. They also

give parents the opportunity to meet each other and the parents of any new children starting in the class. Here, there are opportunities to discuss common rules for the class, class activities, ideas regarding teaching and initiatives that might strengthen the class’s well-being.

FACEBOOK AND OTHER SOCIAL MEDIA

Some schools use social media such as Facebook to keep parents abreast of news and to create debate on schoolrelated themes. The advantage of these types of media is that they are already used by many parents, are easily available and the school can engage in dialogue with many parents at once. Parents are also able to ‘follow’ other parents from other schools and may draw inspiration from their experiences.

Sources: bit.ly/2iAxVlm bit.ly/2wakD3K bit.ly/2xFAnJU Photo: Pxhere

By telephone

Photo: Rawpixel

YOU CAN TEACH AN OLD DOG NEW TRICKS!

In a global world, a small country needs an educated workforce – a fact that Denmark realised long ago Most people in Denmark participate in education of some sort. As well as the normal school system, there is a high uptake in adult education and continuing training, on-the-job competence development and liberal adult education.

From the government side, there has been substantial investment in education. As far back in 2007 the government finalised a report on Denmark’s strategy for lifelong learning in the context of European co-operation. This was followed up by extensive educational reforms designed to increase quality and establish better coherence within the entire system

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WHAT IS LIFELONG LEARNING?

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

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

EDUCATION GUIDE F O R ALL AGES

OBJECTIVES FOR LIFELONG LEARNING

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

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

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

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

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

Systematic competence development in the workplace should be strengthened, both in the public and private sector.

Increased investment in continuing training and competence development for employees should contribute to improving the skills of individuals and strengthening the development of both public and private sectors.

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

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

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

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

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

OTHER MEASURES

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

Professional institutions have also been in the spotlight.

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

More languages – more opportunities If you are interested in learning how to speak Danish, English and German at an advanced level then choose Sankt Petri School.

Sankt Petri School is a private international school providing education from year 1-9 as well as Danish Gymnasium. At the Gymnasium we provide you with the opportunity to take the international German exam – the ‘Deutsche Internationale Abiturprüfung’ (DIAP), which will give you access to study at bachelor level or beyond in either Denmark or Germany.

The Sankt Petri School is a ”Dänisch-Deutsche Begegnungsschule”, which has an exciting learning environment where Danish and German language and culture meet. The school is situated in the heart of Copenhagen, only a 5 minute walk from Nørreport Station.

For more information please call our office on +45 33 13 04 62 or visit us in Larslejsstræde 5, Copenhagen. www.sanktpetriskole.dk

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

Source: bit.ly/2uOdK9d

Annonce Copenhagen Post 01-2019.indd 1

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Photo: Rawpixel

ON-THE-JOB TRAINING THROUGH AN INTERNSHIP Denmark is a good place to consider if you are thinking of an internship Denmark repeatedly comes near the top of polls gauging things like work/life balance, best countries to do business in, best country for cycling etc. Add to that the presence of a number of heavyweight companies such as Lego, Grundfos, Novo Nordic, McKinsey, Danske Bank, Siemens Microsoft and Procter & Gamble and it sounds even more attractive.

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

WHAT DO I HAVE TO DO?

In principle internships are available in most sectors, but there are certain conditions that have to be met before the necessary work and residence permits will be granted. The procedure can be quite complicated, so a degree of

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EDUCATION GUIDE F O R ALL AGES

patience and perseverance is required. It is important to allow sufficient time for all the relevant documentation to be in place before you start your internship.

Certain conditions apply to all internships.

The first criterion is that you have to be between 18 and 34 years of age (18-29 for the Green Sector) when the authorities make the decision regarding the internship.

The internship has to be a supplement to an educational program which you are already embarked upon in your country of origin or where you are legally resident. Details of the course which you are following will have to be included with your application. You must also include an authorised translation of documentation of your on-going or completed education, including a list of the courses you have followed.

The company in which you serve your internship must be able to provide adequate and relevant training. If the internship is not on an approved list, it

may be necessary to supply information describing the planned trajectory of the internship, information on your supervisor and also information as to whether the company in question has previous experience with interns.

There are also other conditions that apply to specific internship types. Regarding paid internships, salary and employment conditions must comply with the Danish collective agreement for interns. If you work as an unpaid intern, you will have to provide documentation showing that you are able to support yourself for the duration of the internship. You must show that you have at your disposal an amount corresponding to the Danish student grant (SU) multiplied by the amount of months that the internship lasts. The documentation can be in the form of bank statements or papers relating to a student grant or scholarship.

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

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

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

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

AGRICULTURE AND THE ‘GREEN SECTOR’

In order to be granted a residence and work permit as an intern in the agricultural, veterinary, forestry or horticultural field, you must meet the six conditions above and the additional ones below: You must provide documentation that you have passed a language test in Danish, Swedish, Norwegian, English

or German at A2 level or higher. The language test must be listed either on the attachment to the Intern Act or on the list published by the Association of Language Testers in Europe (ALTE).

THE HEALTH SECTOR

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

The upper age limit of 34 does not apply to medical interns.

ARCHITECTURE

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

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

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

All Danish hospitals are approved to take in interns. There are also some additional conditions for this sector:

If you have completed your education, this must have happened recently. If you completed your education more than 18 months ago, an individual assessment of your application will have to be made to determine whether there is a natural relation between your education and the internship. In these cases, information about work you have undertaken since you completed your education will be taken into account The supervising physician must submit a written statement attesting to your capabilities and accepting responsibility for your supervision and for the work you carry out during your internship.

Sources: bit.ly/2eyKKdf bit.ly/2xcaG4y bit.ly/1hGr5hZ

EDUCATION GUIDE FO R AL L AGE S

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Photo: Paul McNamara

AN IRISH STUDENT WHO LEARNED TO APPRECIATE GROUP WORK Studying in Denmark can be an eye-opener in a positive way Paul McNamara is a 35 year-old Irishman who came to Denmark in 2015 to study at the University of Southern Denmark. CPH POST asked him about the advantages and disadvantages of studying abroad.

First of all, could you tell me a little about yourself and your background?

I come originally from County Wicklow in Ireland and had studied my bachelor in UCD in Dublin, where I had majored in Psychology. I was a bit lost after graduating when I realised I

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had absolutely no inclination to work within that field so I went travelling for some time.

A few years later I returned and took a teaching qualification, but soon left Ireland again in the hope of finding inspiration. I spent a long time in the US, but also had stints in Canada, Ă…rhus and Berlin before finally realising that I wanted to do my masters in Copenhagen.

You studied comparative public policy and welfare and the University of Southern Denmark.

What made you choose this particular university?

I guess the travelling I had done did inspire me in some way. When I originally left Ireland I only had a fleeting interest in politics, but the more countries I saw and the more I learnt about how their governments worked, the more I wanted to know.

Denmark’s welfare state is known for being one of the best in the world, and with immigration always being a big topic here, that subject really stood out for me as a topic of interest.

Is there a difference between the way things are taught in Denmark and the way they are taught in Ireland at university level?

What would you say is the main benefit of studying abroad?

Absolutely! For example, group work was something I was really not used to. Additionally, I’d got through 4 years of my bachelor without making a presentation.

And presentations are definitely something important in Danish universities. I think this is fantastic ... but I still really hate them, and am terrible giving them!

Additionally, the style and level of formality between the students and professors was very relaxed. This made them much more approachable and I never felt awkward contacting them for help.

Downsides?

Were you able to get a student grant to study in Denmark and if so, was it from the Danish or Irish government?

I received SU, which I supplemented by working in a bar. There’s absolutely no way I would have been able to do this in Ireland without taking a big loan. And that’s something I will be eternally grateful for to Denmark for.

Was your course in English or Danish?

English, it was very much so an international class, with perhaps only 5 of the students being Danish.

It’s always good to challenge yourself, and getting out of your comfort zone is the best way to do it; if only to get different perspectives on things one can become short sighted or blind to.

No. I would always advise people to go abroad to study if they have the chance.

Do you intend to study further and if so, would that be at a Danish university?

No, although I’d love to, I’m just not that academically inclined to do a PhD. But I would definitely do it in Denmark if I was, though.

Finally, what would your advice be to anyone who is hesitant to make the jump to study abroad?

You have nothing to be afraid of. New friends, new challenges, new opportunities ... you’re really only here to make memories, so go and do it. I even did it at a relatively advanced age, but you’re never too old to make a change or take a chance.

Did you think it worthwhile to take Danish lessons while you were studying?

Yes, even just for the basic things. Ordering coffee, buying train tickets. Danish people speak fantastic English of course but they do appreciate the little things you say in Danish. It’s also a nice way to meet people that are in a similar position to yourself, and thus make some good friends.

Is there a special atmosphere when classes are comprised of mixed nationalities?

Yes, terrific. It’s fascinating to see how different nationalities come together in group projects – each with their own big personality, ideas and sense of humour. It also creates a very dynamic atmosphere for classroom debates because everyone wants to bring something from their country to the table, or to learn from someone else’s perspective.

A focus on learning

Do you think studying abroad has given you a different perspective on things?

Greatly so. As I said, I was never a fan of group work.

But it’s something that they really push here in the universities compared to home and it makes a lot of sense. Particularly when you see the office culture here.

Back in Ireland when I worked in offices, I was used to getting my workload, and keeping my head down. Now I can see the benefit of group work and discussion, and how it helps to create a better group dynamic to problem solving.

International School for students ages 4–16

NGG.dk - Phone: +45 45 57 26 16 Email: nggi@ngg.dk Cirkelhuset, Christianshusvej 16 DK, 2970 Hørsholm

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AT REJSBY EUROPÆISKE EFTERSKOLE, YOUR WORLD GROWS

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“Travelling is living,” said the famous Danish author H.C. Andersen many years ago.

It is a message that is more important now than ever before.

By Stine Enevold Valentin

Rejsby Europæiske Efterskole is an international school where travel, cultural exchanges and community are at the top of the list of priorities. The school helps shape the students’ futures by supporting them in becoming more globally minded world citizens.

One strong sentiment at the school is the belief that by meeting other cultures firsthand, students will break down preconceptions of other cultures, thus making them stronger human beings. In a constantly changing world, according to the school, it is very important that the youth of the future has a global perspective and views cultural differences as a strength rather than a challenge.

This is why Rejsby Europæiske Efterskole offers an international environment with students from many different places around the world, teachers with English and German as their mother tongue, and an international class where all subjects are taught in English. Additionally, all students take three trips to different European destinations, one being an exchange trip with students of the same age from another school in Europe.

“As a young adult today, it is necessary that you have a global point of view and can react professionally and socially in a world that has expectations regarding

language, knowledge and your ability to interact with people that are different to you,” says Brian Bastiansen, headmaster at Rejsby Europæiske Efterskole. “At Rejsby, we give our students a strong foundation to be able to embrace the world and all its opportunities.”

HIGH ACADEMIC LEVEL The school has a strong background in social studies that, combined with the international environment, suits students who go on to continue their education, helping them navigate an ever-changing world where there is often great pressure on students’ academic results.

Here, not everything is about books and sitting at desks. The classes watch the morning news every day and use current-day themes as a central part of many lessons. Conversation and debate are also integral parts of learning in the classrooms. Education takes place continuously all day long.

STRONG COMMUNITY The most unique aspect of a so-called efterskole is its strong sense of community.

At Rejsby Europæiske Efterskole there is a focus on each individual student’s potential, so that everyone can flourish together as a community. It is the differences, and that special dynamic that is created when students discover the strength in these differences, that are so special from person to person and from culture to culture.

“The openness towards each other becomes gradually apparent as the school year goes on. The students thrive despite their different backgrounds, languages and ages, and that confirms how the community project of an efter-skole binds them together. They become better equipped young adults that are carried by their curiosity and respect for others,” says Bastiansen.

Language

Community

Travel anges & cultural exch

High academic lev

el

Samfundsfag REJSBY EUROPÆISKE EFTERSKOLE OFFERS EXAMS IN COLLABORATION WITH

Rejsby Europæiske Efterskole (+45) 74 75 36 22

Kogsvej 3, Rejsby

kontor@rejsby-efterskole.dk

DK-6780 Skærbæk www.rejsby-efterskole.dk

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