Education winter edition 25 01 18

There are many things to consider when getting settled in your new country reestablishing your family life.

If you have young children, you will probably be asking yourself whether day-care is available, and if it is, are there different options? 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.

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?

What is the Danish educational system like?

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.

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There are six stages of education in Denmark:

The Danish school system is considered one of the best in the world. Higher education and training in Denmark ranked 10th in the World Economic Forum’s league table 2014-2015 and 4th in the 2017 Universitas 21 rankings.

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

FREE OR FEE-PAYING?

Before pre-school, most Danish children have attended day-care. After pre-school,

EDUCATION GUIDE F O R A L L A G E S

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.

THE SIX STAGES

HIGH STANDARDS

All children are entitled to free tuition

which is 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.

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.

Sources: weforum.org bit.ly/2wxHJm6 eng.uvm.dk/Education

Bi rke rø d Gy m nas iu m H F, I B & B o ard i ng S cho ol

Study IB at a truly international school a stone’s throw from Copenhagen

Birkerød Gymnasium, HF, IB & Boarding School has been an IB World School since 1991, 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 number of other languages. IB at Birkerød Gymnasium is a unique chance to experience both the international atmosphere of the IB programmes as well as the atmosphere of a Danish national school.

To learn more about IB at Birkerød Gymnasium visit www.birke-gym.dk

In Denmark, both parents normally work, so pre-school facilities are a high priority and there are a number of options available.

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.

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.

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 day-care centres, independent day-care centres, private child-minding, 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 daycare facility under another local authority.

This is also possible.

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.

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.

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PRE-SCHOOL Child-minding in private homes 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.

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.

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.

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.

In agreement with the local authority, daycare centres can be operated as outsourced day-care centres. These institutions must comply with the same requirements as the local authority day-care centres.

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.

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: 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 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.

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.

OURE

GLOBAL SUMMER

Oure Global is a course that hinges in residential school life and offers to teach you about Danish education and culture. You will also receive specific language training and tools to use the Danish language. In week 31 and 32 (July 29 - August 11), you can come visit and try out the different courses we offer at Oure.

Read more about the school and sign up at

www.oure.dk/sommerkurser/oure-global/in-english

Oure College of Sports & Performing Arts will open its doors to a summer course

July 29 - August 11 for 13-17 year-old young people from around the world

Education at the primary and lower secondary level In Denmark, education is compulsory for everyone between the ages of 6 and 16 or 17. 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.

Education here is free, unless you choose a private school or boarding school.

The law guarantees a free choice of public schools within the local authority area where you live. However, 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 20 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 Parliament which lays down the foundations and objectives governing its activities.

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.

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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 In April 2015, new legislation was passed which allowed municipalities to set up international basic schools from the school year 2015/16. The legislation is intended to strengthen local initiatives aimed at recruiting highly-qualified foreign labour and to attract foreign companies.

Municipal international basic schools will be established as free-standing schools outside the framework of the Danish Folkeskole.

Source: bit.ly/2vWjgEg

COME VISIT AAU CPH

UNIVERSITY STUDY PROGRAMMES IN ENGLISH

AAU CPH is an internationally oriented university, with 4 bachelor degree programmes and 18 master degree programmes conducted in English. Read more on en.cph.aau.dk

OPEN HOUSE

ON OPEN HOUSE DAY at our modern campus in the South Harbour of Copenhagen you can meet representatives for all the different study programmes.

Where: A.C. Meyers Vænge 15, 2450 Copenhagen SV

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When: February 7, from 13:00 – 17:00

AAU CPH

FEBRUARY

As a parent, you can really help 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.

This involvement already starts with day-care.

The work of the facility must be carried out in close collaboration with parents. Initiatives taken in relation to individual children must be agreed with their parents, stressing the rule that parents have overall responsibility for the development of their children.

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

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EDUCATION GUIDE F O R A L L A G E S

authority. In addition, the boards are involved in informal communication between parents and informal assessment of school activities.

BY TELEPHONE

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

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.

DIRECT CONTACT

FORÆLDREINTRA

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.

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’.

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.

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

FACEBOOK AND OTHER SOCIAL MEDIA

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.

Some schools use social media such as Facebook to keep parents abreast of news and to create debate on school-related 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.

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 1520 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.

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

G R E NAA G Y M NAS I U M IB • STX • HF • Boarding School

IB Diploma - 2 year pre-university course Boarding School - be close to friends and school!

Information meeting Saturday, January 20, from 1 p.m. - 3 p.m. ”I choose IB at Grenaa Gymnasium because the school has experience with the IB programme and because the school has a good atmosphere.

The boarding school is a great place to live. It is easy to feel at home because of the supportive and accepting enviroment” Karoline, IB-student ”Teachers are engaging and love their subjects, making it more interesting for us as students” Christoffer, IB-student ”The best years of my son’s school life”

Parent in Ireland

www.grenaa-gym.dk

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.

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.

THERE ARE TWO TYPES OF PROGRAMS:

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 socio-economic disciplines, in combination with foreign languages and other general subjects.

1. General education qualifying for access to higher education 2. Vocational or technical education qualifying primarily for access to the labour market.

Students can take several different routes at this level and there are four academically-orientated programs available: 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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The HTX program is focused on technological and scientific subjects, in combination with 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

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.

INTERNATIONAL UPPER SECONDARY SCHOOLS

There are 15 international upper secondary schools in Denmark, most of which offer the International Baccalaureate.

This type of school can be either private or public. A prerequisite is that the international course offered must be able to provide access to higher education in Denmark.

VOCATIONAL TRAINING

Vocational education and training programs (I-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, accommodating the needs of the labour market. The programs hope to give young people a taste of further education and active participation in society by developing their personal and social skills, instilling a spirit of independence and co-operation and stimulating their awareness of innovation, the environment and internationalisation.

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.

THE COLLEGES

One hundred and seventeen institutions offer basic vocationally-oriented education programs and of these, 97 are technical colleges, commercial colleges, agricultural colleges or combination colleges. In addition, 20 colleges offer social and health care training programs.

As well as the basic vocational education and training programmes, 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.

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.

ADVERTORIAL

FLYING THE IB BANNER IN BEAUTIFUL BIRKERØD Nestled in the quaint green corridor just north of Copenhagen, Birkerød Gymnasium has been a melting pot of 16 to 19-year-old Danish and international students for decades.

With the world increasingly transforming into a global village, the school has long been ahead of its time. It certainly doesn’t lack in pedigree.

Founded way back in 1868, Birkerød Gymnasium accommodates about 1,100 international and Danish students on two national programs and the IB Diploma Programme. In fact, the school has grown into one of the biggest IB schools in Denmark since first becoming an IB World School over two decades ago.

Another interesting aspect of Birkerød Gymnasium is its boarding school, one of just three in Zealand, which houses some 78 students and makes it one of the most unique educational establishments in Denmark. CPH POST sat down with IB co-ordinator Christina Rye Tarp for a short Q&A to delve deeper into the intriguing school.

What makes Birkerød Gymnasium so special?

Having such a large group of international students makes our school unique compared to other Danish gymnasiums. At BG you find an international environment set in a national Danish school setting, along with a great mix of global and local settings.

How did incorporating the IB impact the school?

It has, of course, made Birkerød Gymnasium into an international school, which is also how we now brand ourselves. Especially now, with our more than 300 pre-IB and IB students representing approximately 50 nationalities, the environment at the school feels truly international.

How does the boarding school affect the dynamic of the school?

The 78 boarders, most of whom attend pre-IB and the IB Diploma Programme, see the school as a part of their home. For many, their parents live in another country, and in the case of the boarding school students you often find a Danish/ international mix, which is typical in the IB department at BG. What are the benefits of having Danish and international students at the same school?

It gives the students the opportunity to achieve greater insight into other cultures – to see that people from around the world are different but also in many ways alike. It also gives the students from other countries an insight into Danish society by seeing how a Danish public school is run. The students often establish contact all over the world, such as at the annual Global Culture Fair, which is hosted by the IB students, and through other school activities they participate in.

How has Birkerød Gymnasium adapted to an increasingly globalised world?

Some years ago a few IB students started a MUN

(Model United Nations) club at the school and this initiative has grown into an annual MUN conference in Birkerød. BIGMUN, is now one of the largest MUN conferences in Scandinavia, with schools from all over the world attending. Furthermore, the students can participate in exchange trips to India, Morocco and the USA if they wish for even greater insight into other cultures.

Why is Birkerød such an ideal location for the school?

It is situated north of the centre of Copenhagen, but trains run to/from Copenhagen every 10 minutes. Many of our pre-IB and IB students commute from Copenhagen (a trip which only takes 20 minutes) and other towns north of Birkerød.

BG is situated in a beautiful green landscape close to the largest city in Denmark, so it offers our students the best from both worlds, combining the

ADMISSION TO VOCATIONAL EDUCATION

Admission to the basic VET program is free. Most students start their vocational education with a basic program at a college but they can also start straight away in a company and then take the basic program a little later. There are 111 vocational education and training programs gathered in the following 12 vocational clusters: 1. Motor vehicle, aircraft and other means of transportation 2. Building and construction 3. Construction and user service 4. Animals, plants and nature 5. Body and style 6. Human food 7. Media production 8. Business 9. Production and development 10. Electricity, management and IT 11. Health, care and pedagogy 12. Transport and logistics If a student is unable to obtain a training agreement they can be offered admission to school-based practical training or admission to one of the 3 vocational programs conducted as school-based education without a practical training period.

THE STRUCTURE OF THE PROGRAM

Vocational education and training consists of a basic course and a main course. The basic course is flexible in duration and depends on the individual student’s prior qualifications and ambitions. Typically, a basic course is usually between 20 to 25 weeks. This is followed by the main course or VET-program, which is based on an alternating principle. This typically takes 3-3½ years, but can be shorter or longer for certain programs (from 1½ and up to 5 years).

In order to complete the main course, the student must have a training agreement with an approved company which offers training. The agreement can cover all or parts of the basic course, but is compulsory for the main course.

MARGINAL.DK

ADVERTORIAL

TAKE THE MOST PRESTIGIOUS ENGLISH COURSE IN DENMARK In 1913, Cambridge University instituted an examination program for foreigners who wanted internationally-recognised documentation for their English language capabilities.

ESOL (English for speakers of other languages) has been recognised by the UK ministry of Education as well as 12,000 universities, ministries and work-places worldwide. The Cambridge Institute first came to Denmark in 1975, and is the country’s largest specialised language institute. CPH Post spoke to “Mr. English” Christian Toldam, CEO at the institute.

Apart from content, what is the key element in a language training program?

Whether a student is learning English for the first time or perfecting it, it is vital that they have the opportunity to spend as much time as possible practicing the language. At Cambridge Institute we have a maximum of 8 students per class. This enables the teacher to focus on every single student and make sure that each participant gets the necessary attention and the full benefit of the program. Classrooms with too many students becomes less personal and lack that vital individual attention.

Does your program cater for students at all language levels?

We offer classes at all levels, with a distinction between the levels on how much time is spent on speaking, listening, writing and reading.

Students have individual needs according to the level they enroll in, so it is important not to

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‘do things by the book’ all the time but keep in mind how to focus on supporting the group; personal attention you could call it.

What is your approach to distance learning?

Regarding self-study programs, it is very important that a student doesn’t feel left alone. The most important aspect of training a language is the feedback and continuity. From March this year we are providing a program that consists of a limited number of in class hours and the rest of the program as self-study. This way we can provide the necessary support at the beginning of a program.

How many levels does language training consist of?

We offer levels that go from 1-6 or A1-C2 at general English and from levels 3-5 at business level. These are also divided into specific focus areas such as conversation, grammar and writing to provide training for specific skills.

What does your offer of a tailor-made business English course entail?

Studying at general levels, the focus is to train or learn the language. At business level you are building on your existing skills and dealing with a more informal language. There is an entry level to get on to the business levels simply because this aims to further develop your language, and the teaching methods are quite different – as is the level of expectation the teacher has of the students. A new business program will be added later this year – the

Business Diploma in Business English – aimed at people at management level looking to improve and strengthen their language skills.

This is our ‘MBA’ of language training programs and is at level C1/C2, which is the highest level in language training.

How do you think people in general should look at English courses and training?

If you want to get ahead in a professional environment in Denmark, mastering English is definitely a ‘must’. A report from Dansk Industri shows that six out of ten of the 376 interviewed companies use English as a standard for both internal and external communication. This also applies for enrolling at universities and business academies. Language training is definitely an area to consider developing, especially if you are looking for new opportunities. A typical Danish mistake “I look forward to meet you” doesn’t really leave a good impression with a potential partner or customer.

www.cis.dk

Before long, you’ll belong THE NEW APPRENTICESHIP SCHEME

Some students prefer practical training to school attendance. The New Apprentice scheme has been set up in order to accommodate those who are more inclined to “learning through doing”. This makes it possible for students to start their vocational education in a company which offers practical training. Under the terms of the scheme, the student enters into a training agreement with a company and during the first year, must acquire the same knowledge as the students who have followed the basic programme at a college.

Approximately 40% of the students in some of the technical vocational programs chose this route. The share is much smaller in other vocational education and training programs.

Settling into a new country can be challenging – especially for the nonworking spouse. We know, from studies and from experience, that a successful posting depends on the happiness of the entire family – and our school is home to a very active, warm and welcoming community.

Our PTA offers a wide range of opportunities: Newcomers Network, Spring Fair, Halloween, Yoga, Art & Culture Tours, Wine and Cheese Evenings, Dads’ Club and Ladies’ Night Out. Dedicated parents coach our sports teams, run our boy scouts and serve on the school Board.

SUPERVISION AND QUALITY

The Ministry of Education is responsible for the overall supervision of vocational education and training programs.

Trade committees approve the companies providing training during an internship and are responsible for monitoring the in-company training.

All colleges are required to carry out continuous quality assessment and development, in which self-evaluation on the basis of the college’s results is part.

The trade committees are required to do the same for the companies offering practical training. In particular, they must keep up with employment developments and supervise the completion of the trainees in close co-operation with the Ministry.

Publisher: CPH POST • Editor: Hans Hermansen, Journalists: Stephen Gadd Layout: All About Digital, Copenhagen • Co-ordinator: Marin Milosavljevic Info: hans@cphpost.dk, Tel: +45 2420 2411

At CIS the whole family finds a place to grow roots and make friends. So to quote one of our parents: “I came for the job, but we stayed for the school.”

What is the Danish Efterskole and how does it work?

The concept of the efterskole is a peculiarly Danish one; the word itself has no real English equivalent, so the rather clumsy ‘Independent boarding school for lower secondary students’ is the closest we can get to a definition of it.

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These residential schools cater for pupils between the ages of 14 and 17 and as of 2017, there were 249 of them spread around Denmark, with around 28,500 students enrolled for the school year 2017-2018. Schools vary in size from 25 to 500 students, but most of them have a minimum of around 100 students. Efterskoles are also open to foreign students.

MARGINAL.DK

INTERNATIONAL BOARDING SCHOOL PREPARE FOR AN INTERNATIONAL FUTURE SKALs is a post-secondary preparatory Danish boarding school with an ambitious and demanding learning environment. We strive to give our Danish and international students both a personal and an educational journey.

FOR MORE INFO SEE: WWW.SKALS-EFTERSKOLE-INTERNATIONAL.DK

NEW IDEAS IN EDUCATION

Historically, the efterskole springs from the theories of two of the greatest educators in Danish history – Christen Kold and N.F.S. Gruntvig. The first one was founded in 1879 in Galtrup, Mors and in the years that followed, several more efterskoles opened in southern Jutland.

Kold and Gruntvig both agreed that education should be geared to producing fully-rounded human beings and should not just be book learning by rote. Efterskoles are self-governing independent institutions that provide for both the educational and personal development of their students. They adhere to the principles of providing a general education, life-long enlightenment and guidance on being a citizen in a democratic society.

CLOSE-KNIT AND FREE

Efterskole teachers are responsible both for teaching and the supervision of their students outside school hours. Teachers and students are together all day, from the time the students wake up until they go to bed.

This can foster close, personal and informal relationships between students and teachers.

Efterskoles are self-governing institutions and have a high degree of freedom when it comes to e.g. choice of subjects taught,

teaching methods and educational approach.

These vary in accordance with the school’s political, religious or pedagogical orientation.

This freedom is assured via substantial state subsidies to both schools and students.

Some efterskoles concentrate on specific areas such as sport or music. This can influence the way the curriculum is put together, but it must not be at the expense of the teaching having a broad base and always measuring up to that offered by the folkeskole. Courses should be open to everyone, regardless of sex or previous educational experience.

SQUARE PEGS AND ROUND HOLES If you are a teenager or a parent of teenage children, then the efterskole system is certainly worth considering. Not everyone is able to thrive in the mainstream educational system and an efterskole can turn out to be the road to greater self-confidence, maturity and independence.

By its very nature, a boarding school throws disparate individuals much closer together, and so fosters elements of solidarity and communal responsibility. This can also lead to closer friendships than those made at traditional day-schools.

There are other educational benefits to be gained from a period at efterskole. Using

figures from Danmarks Statistik, a survey of the progress of pupils attending efterskole from 2010 to 2014 shows that pupils taking 10th class at efterskole were academically more advanced than the average and that they take fewer breaks during their further education than pupils from other school systems, regardless of grade averages. So all the more reason to read on and perhaps make a choice that will change your life.

HOW DOES AN EFTERSKOLE WORK? Advocates of the Danish efterskole will tell you that a year spent at an efterskole is like several spent in a more formal Danish educational institution.

When you attend an efterskole, you spend nearly all your time on school premises.

The school becomes your new home, albeit a temporary one, and like a normal home, things happen from early morning until late at night.

As well as ordinary school classes, there are lots of other activities taking place, both during and outside school hours and these might include sports, cooking, games, music, drama etc., which all contribute to establishing a fellowship between the students at the school and the teachers.

THE INTERNATIONAL DIMENSION

If you’ve just moved to Denmark and you are looking for an education in English for your child, an efterskole might well be the answer. A number of them offer an international curriculum based on the Cambridge International Examination (CIE).

Many more ideas can be found by investigating the Efterskole website (http://www.efterskole.dk/da), where under ‘Find din efterskole’ you can sort on ‘All subjects taught in English’, Or ‘Cambridge - English’

HOST FAMILY IN DENMARK

To ease the way for foreign students and ensure that they thrive, some efterskoles are able to provide a ‘host family’ for their students. The host family is a normal Danish family which offers the student hospitality and can act as a ‘reserve family’ while he or she is studying.

The families can share their everyday life, weekends and holidays with students and act as a ‘home-from-home’ for those times when it is not possible for students to remain at school, such as holidays and some weekends, or if the student simply needs to get away from it all and have some time to think.

Sources: bit.ly/2x59VKu bit.ly/2iifz8w

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EDUCATION GUIDE F O R A L L A G E S

Are you looking for an international school in Copenhagen with strong academic programmes and a caring and supportive learning environment?

INTERNATIONAL SCHOOL OF HELLERUP IB World School for students aged 3-19

International School of Hellerup is a not-for profit IB World School for students aged 3 -19. We welcome over 500 students representing more than 50 nationalities and we offer the three main International Baccalaureate (IB) programmes: Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). Our students receive an excellent, well-rounded education from passionate and highly qualified teachers in a caring, supportive and exciting learning environment. We pride ourselves in fostering reflective, purposeful learners and responsible global citizens.

Do you want to learn more about our IB Diploma Programme? We would love to show you around! Join our IB Diploma Programme Taster Day on February 22 to experience our school and get a taste of what life as an ISH Diploma Programme student is really like. Learn more and sign up at ish.dk/taster-day.

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On-the-job training with an internship Denmark is a good place to consider if you are thinking of an internship. It also repeatedly tops polls for being the happiest nation in the world.

Add to that the presence of several 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 onthe-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 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.

The first criterion is that you have to be between 18 and 34 years of age when the authorities make the decision regarding the internship.

Secondly, 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.

Thirdly, 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.

Fourthly, for 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.

Fifthly, 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.

Certain sectors have additional rules for interns and these are described below.

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).

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

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 ones: 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).

THE HEALTH SECTOR

All Danish hospitals are approved to take in interns. As well as conditions 1-6 above, there are some additional conditions for this sector: The upper age limit of 34 does not apply to medical interns.

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

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EDUCATION GUIDE F O R A L L A G E S

THE FOLK HIGH SCHOOL a great Danish concept WHAT IS TAUGHT?

thing about them is not their appearance, but their atmosphere. As a teacher once said: “The task of the schools is to create a climate where culture is a reality”.

Teaching methods are based on dialogue and mutual learning between teachers and students.

The main focus is discovering and strengthening the unique skills of each student in a challenging – yet supportive – social atmosphere.

The schools have a high degree of autonomy to choose the subjects, content and teaching methods, which means that there are great differences between them. The subjects must be of a broad, general nature for half of the time, but the rest of the time can be spent on going into depth, with special subjects and skills. For instance, some high schools concentrate on music and theatre, while in others, the emphasis is on sports, art, politics or philosophy.

HOW DO I QUALIFY?

“Non-formal adult education” (which includes folk high schools) uses teaching methods and provides educational opportunities that are only part of the formal, public educational system to a limited degree. One major difference is that no particular educational or professional qualifications are required for participation in a folk high school course.

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The concept of “non-formal adult education” is very much associated with the Danish clergyman, philosopher, poet, politician and educational thinker, N.F.S. Grundtvig, and based on his thoughts concerning free educational opportunities for all. His ideas were developed into the folk high school (Højeskole), which is still very much part of the Danish educational system today.

General discussions about important topics are common to all the teaching. The courses vary in length from four days to typically 36 weeks. Short courses are most frequently held during the summer, with participants of all ages. The longer courses are held during the winter and the participants are normally in their early 20s.

FOLK HIGH SCHOOLS

There are approx. 70 folk high schools spread across the country, most of them situated in rural areas or smaller towns. They are typically named after the local district.

Some are quite old, others more recent. Some are large and can accommodate more than hundred students, while others have room for only 30. Some are well consolidated, others less well off. Some are architectural gems. Most are characterised by stylistic confusion. However, the most important

With a single exception, all the folk high schools are residential. They means that they become miniature societies, with students and staff living, eating and sharing the same daily routines for the duration of the course.

THE INTERNATIONAL CLASS

TOUR & INTERVIEW We invite all prospective students and their families to visit our ”efterskole”.

Contact us to arrange a tour & interview or sign up for an information meeting.

Upcomming information meetings: 24 February - 11 March - 2 June

Get the whole ”efterskole” experience - and teaching in English Students joining the international study program participate in all activities and aspects of the daily life at the “efterskole” – the only difference is that most of the subjects are taught in English.

Rejsby Europæiske Efterskole +45 74 75 36 22

Kogsvej 3, Rejsby

kontor@rejsby-efterskole.dk

Friendship and community

DK-6780 Skærbæk www.rejsby-efterskole.dk

Academic development

cond Language Danish or Danish as a Se nguage English as a Second La Mathematics Global Perspectives Combined Science German French ves - and more than 30 electi

DIFFERENT TYPES

There are several different types of folk high school to choose from: Christian or spiritual schools These are Bible schools, or schools with a spiritual approach to human life.

General and Grundtvigian schools Traditional folk high schools with many disciplines on the curriculum, where you can either immerse yourself within a single area or choose between multiple topics.

Gymnastics and sports schools These are folk high schools with a special focus on physical education. About half of the course is dedicated to sports, while the other half will be more general education, where you can choose between various disciplines.

Lifestyle schools Lifestyle schools are folk high schools with a special focus on diet, exercise and personal development. However, they also offer a general education, where you can choose between various disciplines.

Schools for senior citizens Three Folk High Schools have a special status under the folk high school law. They are specifically aimed at an older age-group and are permitted to arrange short courses only throughout the entire year.

Specialised schools Some folk high schools have chosen to focus on a single discipline. However, according to the hight school law, half of the teaching must be of a broad, general nature.

Youth folk high schools (16 to 19 years) There are two schools, which specifically cater to young people. You must be at least 16½ years old, but not over the age of 19 when you start your the stay at the school.

As the students often represent a wide range of backgrounds and live close together, everybody has to contribute to getting the most out of the day. At a folk high school, you live together and experience each other in a number of different situations (for better or worse!). Many folk high schools offer both shared and single rooms. There are usually communal meetings and smaller group meetings every week.

TEACHERS AND STUDENTS

Respect, equality, co-operation, dialogue and tolerance are some of the keywords in making daily life at the folk high schools function. This is not only applicable to the student body. One of the core ideas of the folk high schools is equality and mutual learning between teachers and students. Classes are characterised by free speech, dialogue and an open curriculum, which can be adjusted during the course.

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EDUCATION GUIDE F O R A L L A G E S

THE GREAT SONG TRADITION

Another tradition deeply rooted in the culture of the folk high school is singing together. This goes right back to the birth of this type of school, and the founder of the folk high school movement, Grundtvig, wrote 1,585 psalms himself.

Singing usually takes place every morning - and whenever there is a special occasion.

The folk high schools have their own songbook which contains some of the psalms written by Grundtvig but also many other folk songs. A new edition of the songbook was published in 2006 and now contains 572 songs, both old and new, Danish, English and even a few in German and Swedish, as well as pop and rock songs and psalms.

Over the past few years, an average of 50,000 people have attended a folk high school course.

In other words, every year some 2% of Denmark’s entire adult population go to a folk high school. Most of them sign up for courses lasting only a few weeks, but some 21% a year attend courses lasting several months.

DAY FOLK HIGH SCHOOLS

Day folk high schools offer teaching that has an adult education or employment-creating aim and is organised for adults. Courses normally run for 4 to 18 weeks, and as a rule, the teaching is full time. Many day high schools offer FVU (Preparatory Adult Education).

If the school is organised as an independent, self-governing, institution with its own board and own statute, the local authority may assist by giving the school a grant. The local authority decides the form that the its support is to take, and may lay down further conditions for the grant. Local authorities are required to supervise the schools to which they awards grants.

PRIVATE INDEPENDENT BOARDING SCHOOLS The main objectives of courses at private independent boarding schools are the somewhat lofty ones of the interpretation and meaning of life, as well as providing an adult education and generally educating people to function in a democratic society.

While individual subjects and groups of subjects may predominate, this must never be at the expense of the breadth of the teaching.

Schools organise their activities on the basis of their chosen core values.

As the name implies, pupils live at the school, and the courses include both teaching and social interaction. The teachers live close to the school and take part in social life outside class periods, and pupils and teachers also eat several of the fixed meals together. Pupils at many of the schools take part in the dayto-day practical work, such as cleaning and cooking.

The state supports courses at private independent boarding schools by means of taximeter funding per pupil per week. There is a tuition fees for all courses, which can vary according to type of school and length of course. Typical tuition fees for a lengthy course are on average, DKK 1,550 a week, while the shorter week-long courses typically cost around DKK 4,600 but the price can vary due to the nature of the course and the time of year.

Sources: bit.ly/2BYDTSA bit.ly/2Cnc9KI

ADULT LEARNING part of the Danish tradition ‘You are never too old to learn’, as the old saying goes. There are a large number of quality institutions available to facilitate your further education, whether you want to upgrade your existing skills, revisit subjects you missed at school or learn something completely new.

Broadly speaking, the programs fall under three headings: • Adult vocational training • Non-formal adult education and • The General Adult Education Program.

ADULT VOCATIONAL TRAINING (AMU)

The adult vocational training programs (arbejdsmarkedsuddannelser, or AMU) have been designed with three things in mind. Firstly, they contribute to maintaining and improving the vocational skills and competences of the participants in accordance with the needs of the labour market and further competence development of the participants. Secondly, they aim to provide qualified workers in accordance with the changing needs of the labour market, both in the long and short term. Finally, they give adults the opportunity to upgrade their skills for the labour market, as well as improving their personal competences through formally-approved vocational education and training.

Target group

Adult vocational training programs are aimed at both semi-skilled and skilled workers. Anyone can take part in one as long as they are Danish residents or are employed here.

The programs are mainly designed for working people and it doesn’t matter whether you are employed in the private or public sector. The unemployed and adults outside the labour force are also eligible for the programs. However, in such cases, the financing and management is structured differently. Unemployed people can pick a combination of adult vocational training programs of their own choosing lasting for a period of 6 weeks.

An experienced IB World School accredited since 1990, Nørre Gymnasium offers pre-IB classes and the International Baccalaureate Diploma Programme (IB DP) for students in the age group 16-18. In the environment of a Danish public high 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 all over the world.

Visit our comprehensive homepage at www.norreg.dk – and feel welcome to come by, learn more about our programmes and experience the vibrant atmosphere of our school!

NØRRE GYMNASIUM • TEL: +45 4454 4735 • WWW.NORREG.DK

There are also courses specifically developed for immigrants and refugees. These may be combined and supplemented by normal adult vocational training programs with introductory short courses and work placement or courses in Danish. However, if the immigrants and refugees have adequate Danish language skills, they are able to participate in the normal adult training programs.

Employees with higher educational diplomas may join a course together with low skilled and skilled colleagues, i.e. to upgrade the skills of all members of a working group.

NON-FORMAL ADULT EDUCATION The concept of non-formal adult education goes back to the ideas of the Danish philosopher, poet, educational thinker, clergyman and politician, N.F.S. Grundtvig. He developed his thoughts on free education back in the 19th century and the schools following his theories are unique to the Danish educational system.

The system focuses on individual choice and is characterised by a lack of grades and exams. Non-formal learning activities are often based on private initiatives by non-governmental organisations (NGOs).

Non-formal adult education comprises: • • • •

Independent non-formal educational activity: evening schools and voluntary activity in associations University extension courses Day folk high schools Private independent boarding schools (folk high schools, home economics schools, arts and crafts schools, and continuation schools)

No particular educational or professional qualifications are required for participating in liberal adult education.

From the starting point of the activity itself and the fellowship it engenders, learning in associations aims to enhance the participants’ skills and desire to take responsibility for their own lives and to play an active and engaged part in society. Voluntary learning in associations for children and young people encompasses sport and philosophically-related and socially-engaged work with children and young people. There is a fee charged for participation.

PRIVATE INDEPENDENT BOARDING SCHOOLS Private independent boarding schools include folk high schools, home economics and arts and crafts schools and continuation schools.

INDEPENDENT NON-FORMAL ADULT EDUCATION ACTIVITY

Courses at private independent boarding schools are geared towards the interpretation and meaning of life, adult education and general education in democratic values. The teaching must be of a broad-based, general nature. While individual subjects and groups of subjects may predominate, this must never be at the expense of the broader base.

Voluntary non-formal adult education

The individual schools organise their activity on the basis of their particular core values.

Pupils board at the school and the courses include both teaching and social interaction.

The teachers live close to the school and take part in social life outside teaching hours. Pupils and teachers also eat several of the fixed meals together. In many of the schools, pupils take part in the practical tasks of running the school, such as cleaning and cooking.

This type of education is based on fellowship and community and the philosophy of the individual providers. Under this umbrella, we find both voluntary non-formal adult education and voluntary adult learning in associations

Through courses and activities, non-formal adult education aims to increase the individual’s insight and skills and enhance his or her ability and desire to take responsibility for their own life, as well as taking an active and engaged part in society.

Non-formal adult education comprises teaching, study circles, lectures, debate-creating activities and flexibly organised activities, and fees are charged for participation. Teaching usually takes place at evening schools.

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Learning associations

EDUCATION GUIDE F O R A L L A G E S

The state supports courses at private independent boarding schools by means of

taximeter funding per pupil per week. There is a tuition fees for all courses, which can vary according to the type of school and the length of course.

DAY FOLK HIGH SCHOOLS

Day folk high schools offer teaching that has an adult education or employment-creating aim and is organised for adults. The courses normally run for 4 to 18 weeks, and as a rule, the teaching is full time. Many day high schools offer Preparatory Adult Education (FVU).

FOLK HIGH SCHOOLS

Folk high schools have a high degree of freedom when it comes to choosing subjects, content and teaching methods, which means that there are great differences between them.

The subjects taught must be of a broad, general nature for half of the time, but the rest of the time can be spent on the in-depth teaching of special subjects and skills. For example, some high schools concentrate on music and theatre, whilst in others the emphasis is on sport, art, politics or philosophy. Common to all schools is that there is a lot of discussion work involved within the class teaching.

Courses vary in length from 4 days to 36 weeks. Short courses are usually held during the Summer, with participants of all ages. The longer courses are held during the Winter and participants are normally in their early 20s.

About 45,000 people a year take part in one of the short courses while the longer courses have approximately 8,000 participants. The minimum age is 17½. Three folk high schools are exclusively for people between the ages of 16½ and 19 and 4 are for pensioners.

HOME ECONOMICS, ARTS AND CRAFTS SCHOOLS These schools offer practical, creative and academic teaching in subjects within home economics, arts and crafts. As part of the tradition of liberal adult education, the schools stress the subjects’ cultural, historical and social perspectives.

Most of these schools offer teaching at 10th form level. The students are both adults and young people (starting at 16½ years of age). The majority of the courses are of 20 or 40 weeks’ duration, but some schools also offer short 1-2 week courses. About 1,000 persons participate in the long courses.

CONTINUATION SCHOOLS

Continuation schools offer courses to pupils between the ages of 14 and 18. Pupils can complete their compulsory education at a continuation school, and the great majority of these schools offer the Folkeskole Leaving Examination on completion of the 9th class.

Approximately 1/3 of the pupils are in the compulsory education bracket and attend 8th or 9th class. In addition, most of the continuation schools offer 10th class with the examinations that follow.

The courses cover a whole school year. There are approximately 265 continuation schools, and approximately 28,000 continuation school pupils. While the average number of pupils per schools is around 100, this figures covers a variation in size from 28 pupils at the smallest school to more than 450 at the biggest.

About 40 continuation schools are earmarked for ‘special needs’ education. These schools have a special teaching program catering for those with reading or writing disabilities or other pupils with general learning difficulties. The other continuation schools are also able to offer special needs education and special educational assistance if required.

GENERAL ADULT EDUCATION PROGRAM (AVU)

The General Adult Education program aims to provide education that will enable young as well as mature adults to improve or supplement their knowledge and skills within general subjects. It also aims to enhance adults’ ability to improve their future job and educational possibilities.

General adult education at lower secondary level (AVU) is provided as single-subject courses. AVU education is equivalent to – but not identical with – the municipal primary and lower secondary school (Folkeskole).

An exception is that the final level within general adult education is D, which is one level higher than the final level of the school-leaving examination of the Folkeskole. Level D provides good academic coherence to the Higher Preparatory Examination program (HF).

Curricula and examinations are adapted to adults.

The teaching leads to an examination which allows admission to further education on a par with the school-leaving certificates obtained after the 9th and 10th classes of the Folkeskole. The target group is young adults, as well older people who have never completed lower secondary education or who wish to improve or supplement their basic education.

ADULT EDUCATION CENTRES (VUC)

General adult education is offered at adult education centres (voksenuddannelsescenter, or VUC) and a few other institutions. There are 30 VUCs in Denmark with a large number of regional satellite departments spread geographically throughout the country. Other kinds of general adult education are also offered at the VUCs:

• • • •

Education for people with reading and writing disabilities (dyslexia) Preparatory education for adults (FVU) Higher preparatory examination courses (HF) Supplementary examination courses at upper secondary level (GS).

Subjects and levels

VUC Teaching is based on a single-subject structure, and the subjects can be combined according to individual taste. It is possible to study one or more subjects at the same time.

A broad range of subjects are available. As well as an introductory course, supplementary differentiated instruction and student counselling, the program consists of core and optional subjects.

The core subjects are Danish, Danish as a second language, English, French, German, history, mathematics and science and social studies.

The core subjects must be offered once a year at every adult education centre. The optional subjects are arts, basic information technology (IT), co-operation and communication, Latin, philosophy, physical education and sport, psychology and public speaking.

Student guidance and counselling

Prior to being admitted, all applicants must be assessed by a guidance counsellor to see whether they have qualifications corresponding to the requirements of the subject they wish to enter. Students are then able to take courses in different subjects at different levels, according to their abilities.

Source: bit.ly/2Cq1wnX

To meet Danes and settle in better, LEARNING DANISH IS ALWAYS A GOOD IDEA...

With a wide range of quality language schools available throughout Denmark, learning to speak the language has never been easier!

It is, of course, perfectly possible to live comfortably in Denmark without ever picking up an English-Danish dictionary. In a city boasting an international community as vibrant as Copenhagen, one can easily get by without any Danish skills whatsoever, and

24

considering that to most foreign ears, Danish sounds a rather peculiar language, learning it can seem a little unnecessary.

However, for anyone who wishes to immerse themselves in Danish culture, excel in the job market and make Danish friends, learning the language is a must.

It’s also nice to be able to keep up with current affairs by reading a Danish paper or watching the Danish news on t.v.

EDUCATION GUIDE F O R A L L A G E S

A ONE-STOP SHOP

A good place to start is The Danish Language Centres (De Danske Sprogcentre). On one easy-to-use website, the DDS brings together all state-approved language schools in Denmark so that prospective students are able to decide which institution will suit them best.

The language centres’ core service is teaching Danish to adult foreigners. Many of the language centres also offer a wide range of other courses and depending on a foreigner’s residential status, one of the following is offered: • Labour market-oriented Danish – a 250-hour course for beginners • Danish 1, 2 or 3 – programmes divided into 6 modules

I n t e r n a t I o n a l

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LANGUAGE SCHOOLS

There are more than 50 language schools throughout Denmark. At these, adult foreigners are taught Danish from beginner to advanced level. The courses are typically free for students, as Danish law ensures that all newly-arrived adult foreigners have a right to free Danish lessons.

The vast majority of language centres admit students on an ongoing basis and offer instruction as day, evening or Saturday courses. The courses are often planned in co-operation with job centres and companies to ensure that students are afforded the necessary time to learn the language.

In addition to classroom instruction, many of the language centres offer the option of learning Danish through on-line courses. On-line courses can be completed with module testing and can be taken individually or in groups. With on-line courses, students can learn Danish when it fits in best with their work, family and school schedules, regardless of time and location.

ASSESSING YOUR SKILLS

Before you start on a course, you will be assessed on your language skills to ensure that the level of tuition provided is commensurate with your ability.

The Danish courses are divided into three programs and each program has six modules, which all conclude with a test. The final module of each program ends with a state-administered Danish exam, which is a pre-requisite for obtaining permanent residency and Danish citizenship.

Danish 1

A course designed for students with little or no previous schooling and students who have not learned to read and write in their native language, or who have no knowledge of the Latin alphabet.

Danish 2

This is designed for students who have a limited educational background from their home country.

Danish 3

A program designed for students who, as a minimum, have a medium-length or higher educational background from their home country. The program consists of five modules and concludes with a final exam which is considered the sixth module, and is required for admission to higher education programs.

Labour market-oriented Danish

For those about to enter the labour market, there is a special beginners’ course which is designed especially for foreign workers, accompanying spouses, students and au pairs. The course comprises up to 250 hours of instruction over a maximum period of 18 months and is divided into five 50-hour courses. Upon completion of the course, students have the right to enrol in a normal Danish language course program, finishing with an exam in Danish.

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EDUCATION GUIDE F O R A L L A G E S

Denmark’s most effective Danish courses! www.kiss.dk

GO OUT AND USE IT!

When you have started your course, it is important that you go out and speak the language.

You can really boost your skills by interacting with the Danes. Don’t be shy, and remember to be patient – not everyone speaks Danish like your language teacher. In real life, people talk too fast, they mumble, use slang and slur their words. Speaking Danish with the natives is definitely a great opportunity to learn the language from the true experts – the people who speak it every day.

Don’t be afraid of using your Danish language skills – be chatty, make mistakes, laugh when you do, and learn from it. You can also make a deal with yourself and with family and friends to speak only Danish at certain times and situations, for instance, at the weekend or during dinner. You may end up in both funny and awkward situations, but these will only serve to increase your vocabulary. In time, keeping the conversation going will become easier and easier.

Some schools also offer language and homework cafes where it is possible to speak Danish with native Danish speakers as well as with other students, and to get help with homework in your native language.

Sources: dedanskesprogcentre.dk/en/sprogkurser bit.ly/2B4CA3q

ADVERTORIAL

HELP AT HAND TO TEACH FOREIGN CHILDREN DANISH Up to now, foreign children coming to Denmark have had to adapt to the language as best they can, as there has not been much in the way of teaching material geared specifically to them.

Two Danish educationalists, Shirley Jacobsen from Rygaards International School and Karen Bøttger from NGG International School, spotted what they saw as a gap in the market for a book that can be used to teach young children Danish. They approached the publisher Alfabeta, who normally produce books for adults, to see whether they would be willing to do something for children. The envisaged book would tackle everyday themes familiar to children, such as going to the shops or reading a railway timetable.

A group of Danish teachers identified the themes that they thought most relevant and the writing was undertaken by Eja Klai, also a teacher at Rygaards International School. The

result was unveiled in November 2017 as a new book entitled ‘Skal vi tale dansk?’

One of the most important considerations was to produce a book that allows the reader to begin to converse in Danish from day one. On top of that, the book is profusely illustrated, so it is not necessary to introduce an intermediary language in order to use it. There are a set of lessons and objectives laid out at the beginning of each chapter, making it easy to monitor learning progress.

As well as it being a useful tool for learning the language quickly, the team behind ‘Skal vi tale dansk?’ hope that the book will be of benefit to all children coming to Denmark who speak no Danish – as well as those needing to brush up and revise their basic Danish.

Skal vi tale dansk? by Eja Klai is published by Alfabeta. Recommended rice 189 kr

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