CPH Education Supplement, January 2021

PHOTO: CIS

INTRODUCTION

THE CERTAINTY THAT IS DANISH EDUCATION

Benjamin Franklin wrote in a 1789 letter that “in this world nothing can be said to be certain, except death and taxes”.

football during the great wars, but going to school? Forget about it, kiddo! You best learn your nine times tables – they could be vital for counting the number of tanks in a Panzer division – and it’s never too late for some rudimentary German.

But besides being surprised that his private correspondence was made public and immortalised for all to enjoy over the ensuing centuries, as an esteemed polymath he would have been enthused to know we could start adding another item to the list in the early 20th century: education.

Here to ease your pain That neatly leads us to another great statesman of our time, Winston Churchill, and we’re sure that newcomers to this country would agree with his observation that education in Denmark is a “riddle, wrapped in a mystery, inside an enigma”.

The Brits even cut top flight

Right from the off, international

The reasons to be thankful are numerous

By Ben Hamilton

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

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, although the incredibly cheap fees! (more news on PAGES 4 & 6) are not to be sniffed at.

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 16-17).

For example, as international parents, should you send your infant to an English-speaking daycare facility (PAGES 14-15), there is the danger Publisher: CPH POST • Editor: Hans Hermansen they may never • Layout: CPH POST Info: hans@cphpost.dk • Tel: +45 2420 2411

INTRODUCTION Vocation vs continuing With their elementary schooling out of the way, your child has three choices: leave education, pursue a vocational training or continue onto gymnasium (PAGES 18-19), the upper-secondary school that will prepare them for higher learning (PAGES 20-23).

In an increasingly competitive job market, choosing a vocation has an obvious appeal.

But what happens if the career awakens a curiosity in a subject that can only be properly explored via higher learning. Of all the forks in the road, it is the most treacherous.

But maybe it can be remedied somewhat by taking advantage of the extensive range of adult education (PAGES 24-25) 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.

For some years now, the International Baccalaureate (IB) has also been gaining ground in Danish schools (PAGES 8-11), the diploma giving access to university education in Denmark and all over the world.

Dominic Maher Head of Lolland International School

Lolland International School

You are welcome to contact me if you have any questions: internationalschool@ lolland.dk

Are you an international family in Denmark?

If yes, then Lolland International School is the choice for you!

Lolland International School is Denmark´s first international municipal school. It is a free program, where your children will be taught in both Danish and English in an international environment.

København

The school is centrally placed in the city of Maribo in Lolland, close to both the highway and train connections. The school will open 1 August for grades 0-9.

Check out our website for more information and to register for our next information meeting:

Nakskov

E Maribo

Rødbyhavn

www.lollandinternationalschool.dk

47 Nykøbing Falster

Femern

Eutin Østersøen

Rostock

NEWS

SMARTPHONE USAGE THRIVING AMONG PRE-TEENS

Survey suggests parental resolve to limit devices has steadily weakened over time

By BEN HAMILTON

Some 73 percent of Danish children aged 7-14 owned a smartphone with access to the internet in the spring of 2020, according to an extensive Danish Film Institute survey, which was partly parent-assisted.

The majority of those questioned had two of more devices, and just 6 percent had none (as did 18 percent of all seven-year-olds). However, while 3 percent of the questioned 13-year-olds did not have a device, all of the 14-year-olds did.

cent of all the 10, 11 and 12-year-olds respectively did not have a device, which suggests that the resolve of parents to deprive their kids (until they are 13, for example) is weakening.

Boys have more devices Broken down, 59 percent of the children had an iPad, 48 percent their own computer, 39 percent a games console and 37 percent their own television.

Gender-wise, 39 percent of the boys had at least four devices, compared to 18 percent of girls. Some 59 percent of girls had two or fewer devices, compared to 40 percent of boys.

Furthermore, 2, 1 and 2 per-

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Some 68 percent of the 14-year-olds had at least three devices, compared to 69 percent of the 12-yearolds, again suggesting that usage is growing in general.

Smartphone tendencies While 89 percent of the over-10s had a smartphone with internet access, compared to 47 percent of the under-10s, the figures are flipped for iPad usage, with 63 percent of the under-10s having one, compared to 57 percent of the over-10s.

For all other devices, the over-10s had more, with 64, 44 and 42 percent owning a computer, games console and TV compared to 21, 32 and 29 percent among the under-10s.

Girls are more likely to have a smartphone – by a degree of 0-15 percentage points across the age spectrum – while boys are more likely to have a games console (30-50) and television (3-15).

In love with YouTube The survey also questioned the youngsters about their film and television viewing habits, but perhaps most interesting were the findings about social media consumption – particularly in regard to their fondness for YouTube.

The children revealed they very rarely used the channel to watch television (just 7 percent a week) or films (5 percent). The most pop-

ular genres to watch were YouTubers (57), gaming (41) and pranks (44).

YouTube is the most popular social media platform for all ages up to 14, at which point Snapchat catches up.

Broken down, 62 percent of seven-year-olds watch it weekly, and 76 percent of 14-year-olds.

The only other platform with a comparable fan base amongst the under-10s is TikTok, but its popularity tails off at the age of 11.

Instagram starts to climb in popularity at the age of nine, and Facebook at the age of 11, to the extent that 66 and 59 percent of all 14-year-olds use them.

With Berlitz, kids from the age of 6, and teenagers learn to speak more confidently and have increased opportunities to progress and master a new language. Berlitz has a wide range of learning options, such as private and group lessons and holiday camps. We also offer international group courses and exam preparation for teens.

copenhagen@berlitz.dk tel: +45 7021 5010

NEWS More English courses The University of Copenhagen has a policy in consultation to provide more English-language tuition to better prepare graduates “for an increasingly globalised job market”. Its main focus will be master’s courses relating to job markets primarily in English. Danish students will accordingly be offered courses to improve their academic English.

Screen time advice The Sundhedsstyrelsen health authority has unveiled new recommendations regarding the use of electronic devices for parents of children aged 0-15. They suggest ways to limit the amount of screentime in the build up to bedtime and during the night, as well as other ways to incentivise activities that don’t involve looking at screens.

Lower SU ambition The government wants to reduce the 520 million kroner it paid out in SU funds to foreign university students in 2019. Back in 2013, it ruled the total shouldn’t exceed 442 million kroner after the EU ruled EU students could receive grants on a par with Danish students – as long as they work 10-12 hours alongside their studies.

Family aid record A record 14,987 single-parent families with children applied to Dansk Folkehjælp for Christmas aid this year by the November 30 midnight deadline – a 2.6 percent rise on last year. Last year, of the 14,600 who applied, 11,400 received the aid.

The Red Cross also aids the needy at Christmas. Last year, it helped out 12,000 families.

Youths out of pocket Young people have seen their disposable income plummet in recent years. Workers under the age of 18 have experienced an 11 percent drop.

Academia: #MeToo Some 698 women from academia have signed a letter confirming they have experienced sexism, or been a witness to it.

Magic pill for STDs A Sex og Samfund survey of 950 upper-secondary students (ages 17-20) reveals that 24 percent think the contraceptive pill protects them against STDs, with 6 percent unsure. Some 20 percent (27 unsure) thought the same of the coil. STD rates are soaring among teens, and Sex og Samfund head Lene Stavngaard blames ‘friend’s for spreading misinformation.

More kids cooking GoCook, a project set up by Coop to teach children kitchen skills, has had a breakthrough year with 170,000 signing up for the courses – 20,000 more than the total number of the previous 13 years. Project manager Bente Svane Nielsen attributed the increase to the effect of the coronavirus.

Stressful childhoods kill According to a University of Copenhagen study, a stressful childhood makes it 4.5 times more likely that somebody will die prematurely between the ages of 16 and 36. The young adults are more likely to kill themselves or have an accident, and there is also a higher risk of them dying from cancer.

Huawei kids channel Huawei is launching a YouTube channel for Danish kids. Tommy Zwicky, a former DR kids’ show host who will host the videos, rejects the notion that the Chinese tech giant is looking to influence Danish children. Instead ‘Tech med Tommy’ just wants to enlighten them about technology.

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International school joy Copenhagen is the most affordable city in Europe for international schools, according to the International Schools Database’s 2020 report. The average fees for a school are 30,200 kroner a year – primarily thanks to huge state subsidies. The three most expensive cities were all Swiss.

Boost for daycare Some 450 million kroner has been earmarked in the 2021 Copenhagen budget to ensure at least one adult for every three kids at nurseries and six kids at kindergartens from 2022, while substantial funds have also been freed up for safer school roads.

Strong work-life balance Copenhagen has ranked third on the 2020 Work-Life Balance Index compiled by Kisl. Among the categories it ranked in the top five for were Social Spending and Happiness, and Culture & Leisure.

More vulnerable Mentally-handicapped kids are three more times likely to be sexually abused, according to a VIVE report based on 8,000 police reports concerning children aged 7-18 between 2001 and 2012.

Going to school alone Nearly half of the country’s preteens (ages 5-12) go to school by themselves, according to the Danish Road Safety Council and TrygFonden. Among the 10-12 age group, the figure is 72 percent.

EDUCATION GUIDE W I N T E R 2 02 1

Study IB at a truly international school a stone’s throw from Copenhagen VIRTUAL OPEN HOUSE Thursday the 21st of January 2021 We look forward to seeing you!

Birkerød Gymnasium, HF, IB & Boarding School has been an IB World School since 1991, offering Pre-IB and the IB Diploma Programme.

A vibrant environment of more than 60 nationalities gives the school a unique international atmosphere in which not only English and Danish are spoken, but also a variety of other languages. IB at Birkerød Gymnasium is a unique chance to experience both the international atmosphere of the IB programme as well as the atmosphere of a Danish national school.

To learn more about IB at BG visit www.birke-gym.dk Follow us on birkegym and facebook.com/birkegym

MAIN FEATURE To truly make a global imprint, you need to find your inner-compass first, and then the rest will follow

By Maria El Youssif

GROWING UP AND THRIVING WITH THE IB: TODDLERS, TEENAGERS, TRAILBLAZERS

As one of the original co-founders of the International Baccalaureate in 1968, Copenhagen International School has much to be proud about.

It is among just a handful of the schools that follow its curriculum in Denmark, guiding their students to become responsible world citizens.

Furthermore, it is the only International Baccalaureate ‘one-stop’ establishment in Denmark, offering all three of the curriculum frameworks – the Primary Years Programme, the Middle Years Programme, and the Diploma Programme – which typically span the ages three to 19.

Seamless studies The International Baccalaureate is lauded the world over, and its global reach is part of its appeal.

Favoured by a growing number of international schools worldwide, its universal curriculum enables the children of expat workers to switch schools at the drop of a hat and seamlessly resume their studies.

Mom’s swapping Malaysia for Madrid! Not a problem. Daddy’s leaving Dubai to return to Denmark and you haven’t spoken Dansk in earnest for seven years, then look no further!

Learning by doing The genius of the International Baccalaureate is that the children don’t think they’re working very hard at all. But boy are they learning!

From the age of three, the International Baccalaureate starts to work its magic on the kindergarten class with a heavy emphasis on learning by play.

And that doesn’t stop as they move through the aforementioned programmes, when the emphasis switches to learning by example and learning what your passions are.

It is only by finding your inner-compass, contends the International Baccalaureate, that you can start to navigate this thing we call life.

Curiosity thrilled the pack Essentially, the teaching process begins with the children’s curiosity, which the teachers do their best to spark with thought-provoking material, after which they foster their growth.

If something has meaning, they will learn it; if they learn a skill, they’ll see it as a natural progression, not a chore.

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While some children never really engage with their education, the opposite is true with the International Baccalaureate.

Nitya credits her teachers’ diligence, insight and friendliness with helping her to find her sense of independence.

Making a difference The result is sensible, compassionate citizens of the world, who could really make a difference.

“The International Baccalaureate curriculum aims to make students well-rounded people emotionally as well as intellectually,” she concludes.

They become adults used to asking questions, expressing their opinions and listening to others, who really appreciate their place in the world and the importance of sharing it with others.

Neel: learning vital skills Neel Dalela is a fifth-grader in the Primary Years Programme at Copenhagen International School. Born in France where he lived for two years, before moving to Finland for four years, Neel has lived in Copenhagen ever since.

After all, globalisation and the changing world we live in is at the heart of the International Baccalaureate Curriculum.

Nitya: find your pathway Nitya Khandelwal is an eighth-grader and part of the Middle Years Programme at Copenhagen International School. Prior to residing in Denmark, she lived in India for eight years.

“I think the International Baccalaureate system is a creative framework that allows students to engage with one another and the teacher. It really focuses on each student as an individual learner: a student who is going to create their own pathway,” enthuses Nitya.

“They don’t assess the results we provide, but actually how we achieved those results: the process. Here, the way we learn is different because we understand what we are learning – we don’t memorise it.”

As well as the International Baccalaureate,

He is also a huge fan of the International Baccalaureate, and he can already see how it is helping to shape his future – not least by predominantly using English, which will make it “easier to interact with people from different backgrounds and cultures” and also to study and find a job!

“You learn a ton of things that can help you in the future,” he contends.

“You learn how to research and identify reliable sources, it exposes you to different cultures and beliefs, it teaches you how to look at different perspectives of a situation, and you learn how to organise and present information and thoughts to your classmates at an early age.”

Teacher: Leave those kids alone!

According to Rachel Curle, the Primary Years Programme Co-ordinator at Copenhagen International School, inquiry-based and

MAIN FEATURE concept-based pedagogy, a transdisciplinary approach, and student agency all help in distinguishing an IB classroom from any other.

“The PYP is designed for co-constructed learning — a partnership of learning between students and teachers. Students start from what they already know, and build understanding from there, this is different from other systems,” she reveals.

An International Baccalaureate World School

It’s good to talk!

Building a partnership with the families is key, Rachel contends.

“We do this in many ways: parent conferences, open-door policy, student-led conferences (where students share their learning with their parents) digital portfolios, reporting and also inviting parents into classes to share their expertise, culture or experiences,” she continues.

“Different areas of learning are planned and taught alongside one another to make the strongest possible connections with learning: for example, self-expression taught through poetry in Literacy; through body movement and facial expressions in Drama, and through composition in Music. These teachers all plan together collaboratively to ensure the same understandings are taught in multiple ways, so that knowledge and skills are strengthened across subjects.”

Equipped to succeed But perhaps ultimately, the most important link in the success story is Copenhagen International School itself.

“Within the campus, we are very lucky to have an amazing facility to use – especially our gyms, equipment, access to technology, science labs, design labs, library, music rooms, art rooms, theatres and so on,” continues Rachel.

“We are also lucky to have generously sized classrooms and common, shared, open spaces – allowing for break out groups and flexible learning set up.”

Simon: the freedom to grow In the final years of the IB programme, Simon Pech is in the eleventh grade and attends the Diploma Programme at Copenhagen International School.

Prior to living in Denmark, Simon respectively resided in Romania, Czechia and Lithuania, and today he is particularly appreciative of the importance of the arts, which the International Baccalaureate uniquely prioritises as a significant field of study.

“The IB has provided me with a great opportunity to expand my horizons in life. My prior education never included a subject concerning the exploration of theatrical elements, for example. Despite being initially afraid of Drama, as I have always been an introvert, it was the first time that an important component of one of my classes was helping me be more confident, whilst speaking,” he recalls.

“Looking back I can say that the IB’s focus on letting people choose art subjects - for me it was Drama - has been a crucial part of my education and has helped me become a better more confident person. Similarly, now in the Diploma Programme, the focus on giving students a choice of what to do is a freedom that my Czech friends have never experienced, and one that has certainly let me feel more involved in my studies. The IB curriculum has allowed me to think about studying internationally, with me hoping to get into a university in the UK. Prior to my stay at CIS I had never even thought about that as an option, but now I see that it is becoming a solid possibility.”

Global Mindset - Global Education - Global Life

“We follow a developmentally appropriate curriculum, like all schools.

However, student engagement through concepts and through inquiry, allows for much deeper level learning – far away from surface learning. This is done in many ways: developing open-ended learning engagements, opportunities for engaging with learning in different ways, encouraging questioning, developing research skills etc.”

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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, as well as responsible global citizens

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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 500 students representing more than 50 nationalities from around the world.

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

WELCOME TO OUR

HIGH SCHOOL VIRTUAL OPEN HOUSE THURSDAY, 28 JANUARY, 19:00-20:00 Join us online to learn more about our school, discover the benefits of the IB MYP 5 and Diploma Programme at ISH, explore course options and learn more about our scholarship programme.

For more information please visit www.ish.dk/open-house International School of Hellerup Rygårds Allé 131, 2900 Hellerup Præstøgade 17, 2100 København Ø

Copyright ISH 2021 (01.21)

MAIN FEATURE Sandy Mackenzie, the Director of Copenhagen International School, reflects on how the International Baccalaureate fosters critical thinking, inner-learning and creativity

INTERVIEW: DECODING A CURRICULUM WITH ITS SIGHTS SET ON THE FUTURE

By Orsolya Albert

Copenhagen International School was one of the founding schools of the International Baccalaureate and today it is one of the global leaders.

It currently educates children representing over 80 nationalities, from the age of three to high school, all the while facilitating a thriving and creative environment for learning.

Nurturing talent Its unique vision and teaching methods have nurtured talented students, equipping them with the skill set to create a more sustainable and just world.

We caught up with the Director of Copenhagen International School, Sandy Mackenzie, to discuss why the work of the school is as important as ever, and what makes their vision so outstanding in Denmark’s current education landscape.

Copenhagen International School was one of the founding schools of the International Baccalaureate in the 1960s. It’s been quite a journey, hasn’t it?

We have been around for almost 60 years. We were part of a group of schools that started with only the diploma program, before gradually expanding our programs. Our school started with only 30 students and now we are at 900!

I think what shows our success, and why we keep growing, is how our diploma is a premier qualification for university. We hear from universities across the world that they believe that our students are well-prepared and equipped for taking on future challenges.

Of course, that speaks for the quality of the teachers in our diverse school.

We have also moved a few times over the years – most recently to our fabulous campus in Nordhavn in January 2017. It is a wonderful campus designed for creative learning and community building that we are missing quite a bit right now, due to COVID restrictions.

What makes Copenhagen International School particularly stand out from other schools that teach the International Baccalaureate?

We are an International Baccalaureate World School, so we have the full continuum where our students begin with the Primary Years Programme and finish it off with the two-year Diploma Programme in High School. All our programs are inquiry-based, meaning those who go through it develop critical thinking

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about learning, creativity.

about

themselves,

and

In our Diploma Programme, the students take six subjects, of which three are higher level and three are standard level. Those higherlevel subjects really go into depth and some would argue they have a level of university courses. The subjects are a primary language, a secondary language, a humanities subject, a science, Mathematics and Arts.

In the eighth grade all of our students go on a language trip to improve their secondary language, so if they are studying French they go to France. Unlike other schools, as a part of their curriculum they also go on development projects around the world – for example, to Peru to support a home for abused, abandoned and special needs Peruvian children.

Every young person that graduates from our school has an overview across these six subjects. In comparison to other systems, where a 16-year-old might narrowly focus on one subject, our students are learning holistically.

We also believe school is more than the curriculum, so we facilitate sporting events across the world and involve our students in community building through our wonderful theatre program and such.

Why is it important to teach the kids the values and subjects of the International Baccalaureate from such an early age? How do you think Copenhagen International

School prepares its students for the challenges of the real world?

We are fortunate at Copenhagen International School that we have a diverse body of students representing over 80 nationalities.

International mindedness is built into our core values and that is very consistent with our mission and vision. We aim to educate champions of a just and sustainable world, and I believe in our ever-more global society that a focus on international mindedness has to be part of this vision.

We have recently articulated five core values that we feel we stand for. They are Inclusion, Integrity, Passion, Creativity and Growth. Our inquiry-based program allows our students to develop these values and an international mindedness that can help them to make the world a better place.

It has become clear that the world has significant challenges, and I think we see it with the coronavirus: that the world is no longer made up of distinct regions and ideas, but issues that are truly global. We believe in equipping young people with skills to apply knowledge and learn differently while being able to collaborate with other people. So, we are equipping them for being part of society in 2030, 2040 and 2050 and so forth.

This past year has also brought a lot of changes to education because of the COVID restrictions and distance learning becoming the new normal. How has Copenhagen International School coped so far?

2020 was an interesting year for us. The

MAIN FEATURE coronavirus seems to have hit us, in hindsight, very quickly. We had to adapt to remote learning overnight, and I’ve been incredibly impressed by how our teachers and wider community have responded. We continued our education in a balanced way by ensuring our students get a valuable learning experience whilst maintaining their wellbeing and connections to others back home.

Our parent-to-parent buddy family program is going online so they can also continue to grow their communities.

campus successfully! Now, since December, we have returned to remote learning, but we were able to take the experiences from March and make this period better and more successful.

different environment for learning. Two, our community is super important and continues to be. And three, the opportunity digital learning is providing for flexibility and allowing for personalised learning.

We have learned several things. One is the capacity of people to change – that we were able to move overnight to a completely

Hence, in the long-term, we have taken all these lessons and we will continue to make our education even better.

We also hosted a digital Model United Nations conference, where young people came together from different schools across the world and simulated the work of the UN. There were certain things that were lost, but certain things that were gained by doing it digitally. This connectivity across the world allows our students to gain international mindedness and connections across different societies and social structures, I believe.

Denmark was one of the first countries to reopen schools after the lockdown in April and so we implemented a set of processes based on the government’s recommendations, which became known as the Copenhagen Model by international schools all over the world.

In August we found out that many children joined our school based on what their parents had heard about how we had reopened our

DEVELOPING CHARACTER Global Perspectives community

life skills

ambition

leadership

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

critical thinking

creativity

values

sktjosefs.com tel: +45 4635 2526

NEW SCHOOL

FINDING THE MISSING LINK IN FEHMARN COUNTRY The new English-language public school Lolland International School will greatly enhance the region’s recruitment prospects ahead of the ten-year construction of a new road and rail line linking Germany to Scandinavia

By Ben Hamilton Lolland International School, a new international public school located on one of Denmark’s two most southerly islands, isn’t making any bold claims. For example, it doesn’t promise it has the best teachers. Or the best facilities.

But it does have the best views and very possibly the freshest air. And in ten years’ time, it will be the closest Danish international school to the German border.

By 2030, according to most prognoses, the Fehmarn link will be in operation, thus dramatically reducing the travel time by train between Berlin and the Scandinavian capitals of Copenhagen, Sweden and Oslo.

A decade of toil requires vast numbers of foreign workers, and the team behind Lolland International School have done the maths.

The children who relocate with their parents to fulfil Fehmarn will need a school, and Lolland International School will fill the void.

From provincial to pivotal Lolland-Falster, twin islands at the southerly point of Denmark, are perhaps best known in Denmark for the quiet life they offer. Only Bornholm has a lower crime rate, and the islands only ever truly come alive during the tourism season in the summer.

To most Danes, they are a passing curiosity as they pass through them on their way to catching the Rostock ferry from the Danish port of Gedser. Somewhere there is a safari park with retired elephants, they remember, and a hotel featured in a famous TV series.

But Lolland International School is well placed to witness a significant decade in the islands’ development, which is forecast to greatly accelerate in the build-up to the opening of the link.

Free, bilingual program Based in Maribo, the largest town on Lolland, the school has wasted no time since announcing its plans late last year. It has already launched a website (lollandinternationschool.dk), obtained Cambridge Curriculum certification, and held various parent and community information meetings.

It has appointed Dominic Maher, the former vice-principal of Skt Josef’s International School in Roskilde, as headteacher, and it plans to open in August 2021.

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“In the spring, we will be carrying out some light renovations to our school building where we have space for 100 students. We will also be recruiting new and experienced teachers, holding various open-house evenings, and opening up for student enrolment,” Maher told CPH POST. “We will be offering a free, bilingual program where half of the lessons will be taught in English and the other half in Danish. Our aim is to provide quality education in an international setting that adequately prepares children for further study and life here in Denmark. We will open a school that fosters curiosity, develops resilience and connects with community.”

Call it the missing link For the constructors of the Fehmarn Link, Lolland International School might not be the missing piece in the jigsaw, but it will provide an invaluable service.

The school’s existence will greatly enhance their efforts to recruit the international expertise they need to realise the project – as well as those of the outward-looking companies located on the islands.

“The Fehmarn tunnel link will undoubtedly bring in many new families, but there are other development projects coming that will attract foreign workers and their families too,” commented Maher.

“It is very important to establish a free, public, international school for these families whether they are here short-term or desiring to set up permanently in Denmark.”

Everyone is welcome First priority will be given to non-permanent residents on the islands, thus safeguarding a place of education for their children.

And the pool of prospective parents does not end there, as many internationals are already based on the islands working at local companies, as well as Danes seeking a more worldly education for their children – if there are any remaining spaces available.

“The majority of our families will be new to Denmark, but we also have spaces for Danish families returning to Denmark as well spaces for some local families too. Everyone is welcome to contact me for further information,” confirmed Maher.

Lolland International School is the brainchild of the volunteer-run Quality Lolland-Falster (QLF), which was conceived in 2016 to address the lack of qualified workers on the islands, and is in turn an arm of Det gode liv – på Lolland-Falster, Initiated by local women, QLF has largely depended on funding from Landdistriktspuljen under the auspices of the Danish Business Authority.

Tool of integration Lolland International School is not only a place of education, but a tool of integration. It is committed to helping newly-arrived foreign employees to settle in and make the best of their new surroundings.

A combination of events, networking and support services will keep the employees and their families informed about their community, leisure options and jobs – particularly with the accompanying spouse in mind.

“Lolland International School is an important piece in the strategic development of Lolland,” concluded Maher.

“Therefore we want a school with a global outlook that has strong ties to the local community and businesses.”

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.

UNDER 6s 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 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

WHO SAID THE TWOS WERE TERRIBLE? – 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

International high school in Copenhagen

European Baccalaureate Diploma Programme • • • • •

International learning environment Multilingual education High academic standards Flexible subject choices State-of-the-art facilities

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 schools and age-integrated institutions. They

Virtu informatal io evening n 19th Jan uary 2021 from 7-9pm.

UNDER 6s 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.

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: 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 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.

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,

who are also responsible for monitoring its implementation.

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.

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.

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.

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.

ELEMENTARY

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”.

ELEMENTARY 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 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.

A focus on learning

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.

Early Years setting (3-5 year olds) Primary School (5-11 year olds) Secondary School (11-16 year olds) High School (16-18 year olds)

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.

www.nis-ngg.dk Cirkelhuset, Christianshusvej 16 DK, 2970 Hørsholm

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.

Small classes · Support and guidance from dedicated teachers · Sports College · Music Academy · An international learning environment

Cambridge International School

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

FURTHER 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

Teamwork.

We teach it.

Today’s team players are tomorrow’s global citizens.

With 80 nationalities on campus, our students learn how to leverage each others’ strengths first-hand.

We prepare them to make a real impact in the world.

We offer your child the very best from age 3 to the high school diploma that gives access to outstanding universities worldwide.

Join us

As one of the founders of the International Baccalaureate, we have ensured smooth transitions for global families since 1963.

cis.dk

Copenhagen International School, Levantkaj 4-14, 2150 Nordhavn

HIGHER EDUCATION

MASTER YOUR FUTURE – HIGHER EDUCATION IN DENMARK

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

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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.

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’.

HIGHER EDUCATION THE APPLICATION PROCESS Key point: Don’t wait until the last minute to apply.

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

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.

continue to use STADS to view grades, apply for exams and carry out any other administration.

FINDING ACCOMMODATION Key points: Start searching early and don’t be put off by short-term agreements. Also find a property where your CPR number can be registered (i.e get a contract).

Unfortunately, this can be one of the most difficult aspects of attending university in Denmark – especially for international students.

Copenhagen is the most competitive – no surprise given the concentration of schools.

Your first port of call should always be your university to see if they have any specific recommendations – like exclusive access to student dorms or ‘kollegier’.

There are many online portals for accommodation. These usually offer access to adverts and listings for a small fee, but be sure to read exactly what you’re signing up for. You should also join every relevant group you can find on social media.

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.

There is a high degree of turnover with shortterm lets. These may not seem ideal, but can be a good option to get started. As you meet more people at university, a good social network often leads to more opportunities.

Once you are enrolled and are studying, you will

Deposits can be quite expensive with landlords

Y

asking for up to three months in rent.

Beware of scams. Use common sense and avoid paying deposits in cash or via services where the transaction cannot be reversed, like Western Union. Be vigilant when making enquiries from overseas.

Look for a property to which you can register your CPR number (social security). If you want to check who owns a property, go to boligejer.dk.

GETTING A CPR NUMBER Key point: You cannot work or open a bank account without a CPR number.

The Central Person Register (CPR) is the Danish equivalent of a social security or national insurance number. To get one, you will need proof of your enrollment, accommodation (contract/agreement) and registration certificate/residence permit.

Whilst EU/EEA or Nordic citizens are not legally required to have one for a stay of up to three months, the CPR is absolutely crucial to life in Denmark as it enables you to work and open a bank account (check borger.dk).

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

our international school in the heart of Copenhagen

Since 1990 a solidly established IB World School, Nørre Gymnasium offers pre-IB classes and the International Baccalaureate Diploma Programme (IB DP) in English for students in the age group 16-19. In the environment of a Danish public high school (a day-school with free tuition), we combine Scandinavian values with the spirit of multiculturalism, striving for academic excellence and diversity. Our international education lines are targeted at a highly motivated student clientele seeking academic challenge on a global level to gain the prestigious IB Diploma granting them access to universities in Denmark and all over the world.

Visit our comprehensive homepage at www.norreg.dk /IB World School – and feel welcome to address us, come by for our Visiting Days and Information Evening*, and experience the vibrant atmosphere of our school!

The application deadline for the new academic year is 1 March 2021; relevant forms can be accessed via our homepage.

Looking forward to including you in our IB Community! *subject to Corona-stipulations

WWW.NORREG.DK • NØRRE GYMNASIUM • MØRKHØJVEJ 78 • 2700 BRØNSHØJ • TEL: +45 4454 4735

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

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.

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.

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

TEACHING STYLE Key point: Don’t expect to just sit in class and listen.

Each university will have a particular ethos, but generally speaking you can expect a significant amount of group work and participation in class. The onus will be on you as individuals and as a class to really engage.

Whether studying at undergraduate or postgraduate level, students are usually encouraged to take charge of the direction of projects and to use the teacher as a consultant

in a collaborative learning process.

It may depend on the subject you study, and class sizes, but generally speaking you should expect to make regular contributions in class.

EXAM FORMAT Key point: The ‘defence’ style exam is alien to many internationals. Don’t be shy, speak up and practise beforehand.

All kinds of exams are in use: formal presentations, random question and answer, take-home essays, semester-long group projects and so on. Traditional timed exams are less common.

The most likely candidate to catch you offguard, is the ‘defence’ style exam.

This is normally used as a way of confirming grades for semester-long group projects or a thesis. Despite handing in a written report as a group, you will also make a presentation in which each individual contributes, and then face extensive questioning as a group. These exams can last for several hours.

It is customary for students to bring refreshments such as drinks and snacks, but do not be fooled by the laid-back vibe. This is

THE UNIVERSITIES

Technical University of Denmark (DTU) • Specialty/focus: Technical and natural sciences.

• Undergraduate: Offers a small number of bachelor programs with only one taught in English.

• Postgraduate: Master’s level programs are taught exclusively in English.

Aalborg University – Copenhagen (AAU – CPH) • Speciality/focus: Offers a variety of programs in different subject areas • Undergraduate: Over 70 bachelors but just a handful taught

in English • Postgraduate: Approximately 200 variants are available with

more than half taught in English.

IT University (ITU) • Specialty/focus: Information technology and the digital world

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Raise your hand, speak up and know your project inside out.

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.

• Undergraduate: Offers four programs. Two of these are taught in Danish, while the other two require ‘academic’ Danish language skills (see university webpage for definition) • Postgraduate: Five programs available – all but one are taught exclusively in English.

Copenhagen University (KU) • Specialty/focus: Offers a variety of programs in different subject areas • Undergraduate: All bachelors are taught in Danish • Postgraduate: A wide range of master’s programs are avail able in English Copenhagen Business School (CBS) • Specialty/focus: Takes an international perspective on a broad range of subjects with a business focus • Undergraduate: Many taught in English • Postgraduate: Mostly taught in English

an exam like no other and your performance as an individual will affect your grade (from at the top score of 12 to 10, 7, 4, 02, 00, and finally -3).

Roskilde (RUC) • Specialty/focus: Offers a variety of programs within humani ties, humanistic technologies, social science and science • Undergraduate: A good number available taught in English • Postgraduate: A good number available taught in English University of Southern Denmark (SDU) • Specialty/focus: Offers a variety of programs in different subject areas • Undergraduate: A good number available taught in English (mostly engineering, business, social sciences) • Postgraduate: A wide range of master’s programs are avail able in English Aarhus University (AU) • Specialty/focus: Offers a variety of programs in different subject areas • Undergraduate: Just a handful of bachelors taught in English • Postgraduate: A wide range of master’s programs are avail able in English Aalborg University (AAU) • As above – primary Aalborg campus

ADVERTORIAL

5 WAYS TO MOTIVATE CHILDREN TO LEARN A LANGUAGE Research has shown that childhood is the best time to learn a language as we have greater abilities to learn and assimilate certain information when we are children

A common misconception held is that by the time a child is a teenager, they would have developed their speech, language, and communication skills completely. However, they continue to develop as they learn approximately 7-10 new words a day.

With fewer inhibitions than adults, children can absorb a foreign language’s nuances and often speak with a near-native accent. Early childhood is the period to form the sounds, and the child can identify them and distinguish them easily.

The infant’s brain has a greater ability to make synapses and organize content.

Moreover, contact with a foreign language is life-enriching; it positively affects intellectual growth and mental development. Therefore, many parents choose to have their children learn a second language during this period.

In this phase, stimulation from a second language enables the child to think logically in the new language and pronounce closer to a native speaker. However, a native speaker at 4 is not the same as a native speaker at 14.

While a child in first grade may have between 8,000-14,000 words, a high school graduate may have upwards of 80,000. And while a 6-year-old can follow commands and describe what they see, a 14-year-old can understand jokes based on double meanings.

We selected the following tips to help your child to be interested in language learning.

1) Expose the child to be in contact with a foreign language through films, music, books of short stories/tales, and electronic games. These are playful and fun ways to engage and motivate children to learn, arousing their interest.

2) It is an excellent stimulus for children to associate language learning with fun activities along with their parents as a group, like watching movies or drawing.

3) Make these stimulating learning moments something fun. It motivates children to learn and helps them break down barriers.

4) Remember that all the positive responses to these moments should come with words of support and encouragement from the parents, in recognition of their interest and positive response to the stimulus.

5) Take advantage of holiday celebrations, such as typical holidays from different countries, that encourage, challenge, and engage students to learn more about the language.

With Berlitz, kids and teenagers learn to speak more confidently and have increased opportunities to progress and master a new language.

Berlitz has a wide range of learning options, such as private and group lessons and holiday camps.

Partnered with educational brands like National Geographic Learning, we help young learners understand the world and give them essential skills to connect and collaborate with different cultures.

EDUCATION GUIDE W INTE R 2 02 1

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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

By Ester Rose

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.

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

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

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

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.

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

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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

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the city. Try kayakrepublic.dk!

offers quite a variety of classes.

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

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.

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

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

ADULT LEARNING 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.

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.

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

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.

And as expecting mums who want to stay in shape, yogamudra.dk and yogaflat.com can take you safely through your workout.

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.

Hi-yo hobby horse!

It would be impossible to list all the hobbies

Learning a new lingo Want to learn a new language? Studieskolen. dk teaches 25 different languages, while Berlitz.dk also provides both group, private and online language tuition.

While the largest range of languages available was found at FOF: Arabic, English, Finish, French, Greek, Hebrew, Hindi, Italian, Japanese, Chinese, Korean, Latin, Old Greek, Norwegian, Polish, Portuguese, Russian, Spanish, Swedish, Swahili, Thai, Turkish, German and Vietnamese.

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IB DP) COMES TO NORTH ZEALAND INTERNATIONAL SCHOOL Students, teachers and leaders at North Zealand International School were delighted recently when North Zealand International School (NIS), a part of Nordsjællands Grundskole and Gymnasium (NGG), passed the rigorous authorisation process and so can now offer the prestigious International Baccalaureate Diploma Programme (IB DP) from August 2021.

“We are so pleased to be able to offer the IB DP and Pre IB to our students and students from the local area. With small classes and lots of support from teachers, we will offer something unique. Our IB DP combined with the NGG Sports College and Music Academy provides added extras for our students including becoming a ski instructor, training to a high level in football or fitness or opportunity to develop musical passions” said Karen Bøttger, Head of the International School.

How the NIS IB DP will benefit our students By keeping classes small, the students who attend NIS will benefit from plenty of support and guidance from our international teaching team. Our in-house careers advisor will provide ongoing advice throughout the 2 years to ensure our students enrol at the university of their choice.

What our students love about NIS - The best part of NIS is the teachers; they are very qualified and are very good at teaching. Joep , Dutch - The benefits of studying IB at NIS will be the openness, the small classes and more one on one.

Theo, Danish - I think NIS is a very welcoming community, the teachers and students will be willing to help you.

Samuela, Uganda

Want to join the us?

NIS has a virtual open evening on the 20th January at 8pm and a taster day on the 28th January.

Find out more on our website: www.ngg.dk/international/highschool or follow us on Facebook: NIS - High School.

This is sponsored content

EDUCATION GUIDE W INTE R 2 02 1

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OPINION

THE ART OF THREADING THE NEEDLE

By Thomas Mulhern The more families I speak to – whether they are located in Copenhagen, San Francisco or Shanghai – the more I am convinced that providing bilingual education (Danish/English) in Denmark provides a unique platform for giving expat and repat families mobility, continuity, stability and flexibility in one swoop.

This has a direct impact on mitigating the factors that make moving to and from Denmark less attractive.

Decades of research have documented the gift that bilingual education is. Students participating in bilingual education have improved memory function, greater awareness of the nature of language itself, the ability to identify ambiguity to a greater degree, and improved inter-cultural skills.

With benefits like these, why hasn’t bilingual education taken on a more widespread role in Europe?

Time to go Dutch!

It has! Bilingual education is certainly not a new

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idea in the educational sector. It is spreading in countries like Sweden, Italy and Spain. In addition, the Netherlands has over 150 bilingual schools with instruction both in Dutch and English.

However, to date, Denmark has not overseen the spread of bilingual education as a viable alternative to standard monolingual education.

This lack of choice has put many expat, repat and multicultural families in the difficult position of having to choose between a Danish or an international school.

Many times, this choice has felt like, and has been, a choice between assimilation or segregation in the expat bubble. This has the consequence of making it more difficult for Danes to internationalise and global Danes and expats to integrate.

Breaking down barriers The question then becomes: how can Danish society break down these self-erected barriers that stand in the way of authentic integration and global mobility?

The short answer is to launch a national and international bilingual education movement, taking inspiration from what the Dutch have done so successfully. This hybrid model offers a unique recipe that calls for simultaneous integration and internationalisation for the diverse groups that make up Danish society.

What does simultaneous integration and internationalisation look like? These concepts taken together can be seen as the process whereby people from diverse backgrounds can learn, form meaningful relationships, and participate in a fuller way.

To integrate fully in Denmark, one needs to cultivate Danish skills, but this does not need to be at the expense of one’s English language competencies.

To be international in Denmark, one needs to cultivate a global perspective, but this does not need to occur at the expense of understanding and participating in the Danish culture.

First published in October 2020

OPINION

HOW MUCH DO ELECTIONS HAVE TO DO WITH PARENTING?

By Jessica Alexander Ahead of the 2019 Danish elections, it struck me how differently America and Denmark view politics and how much this may be tied to our upbringing.

Authoritarian rules In America, there are four basic parenting styles: authoritarian, authoritative, permissive and uninvolved. While we don’t have exact statistics on how common each one is, we do know that the authoritarian style is prevalent.

Authoritarian parents are strict, quick to punish and low on empathy towards their children.

It’s the ‘my way or the highway’ approach. It’s often infused with fear-based tactics to evoke submission. Children are not encouraged to ask why. They are encouraged to do as they are told because Daddy knows best. Authoritarian parenting, like all parenting styles, is often passed down from generation to generation.

For a lot of Americans, Trump’s rhetoric resonates as familiar and perhaps even comforting.

He is powerful and often threatening, but many find this appropriate and effective. Even if they

don’t agree with everything he says, truth or lies, as long as he takes care of business, they don’t question his authority, words or actions.

Closer in collaboration In Denmark, on the other hand, the prevalent parenting style is based on mutual respect not fear. There is a major focus on teaching empathy to children, and there is a low power differential between people in general. Rules are explained, and children are encouraged to ask questions.

Danish parents try to avoid power struggles, ultimatums and ‘I win’ mentalities. It doesn’t matter how rich and powerful you are, it matters more how you treat others and what you stand for as a person.

Moreover, 60 percent of schoolwork in Denmark is done in teams, and collaborating is far more important than competing to be a winner.

As way leads on to way, Denmark’s politics reflect this. They have many parties in politics, not just two represented by one candidate as we do in the US. When a party comes into power it must collaborate with other parties and listen to the people or it loses its influence. Again,

this is a very clear reflection of the values they grew up with as children.

Taking a quantum leap It’s extraordinary to think that by simply focusing on our parenting practices – by teaching more empathy and collaboration, for example – we could drastically change the future of society.

There is an expression that ‘when we replace “I” with “we”, even illness becomes wellness’, and this could very well be true for politics as well.

It might take another generation or two to challenge the unfettered belief that rugged individualism, being rich and winning isn’t the American Dream, but it starts with parenting and education leading us on a different path. If we raise our children with more empathy, for example, they will be the ones to change the system.

Who wins the Danish election or the American presidency next time around is anyone’s guess, but if the US ever wants to top the World Happiness Reports, Denmark might be able to offer some examples we could all learn from.

First published in May 2020 EDUCATION GUIDE W INTE R 2 02 1

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Three-week Summer School, July 2021

Learn Danish Language and get insights into the Danish Culture and Society

• • • • • •

Three intensive weeks with 56 Danish language lessons Language classes optimised to all levels Only 8-12 students in each language class Experience Denmark together with students from all over the world Meet locals and understand the Danish culture Less than 600 DKK per day – everthing included (excursions, meals, lessons, room etc.)

ipc.dk

It is possible to get a full refund up to one day prior to the course begins if you cancel your participation because of Covid-19 reasons.