AWP 2012 ANNEXes - Naalakkersuisut/media/Nanoq/Files... · Initiatives Focal Area F.A.2011 (€)...

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EC Technical Assistance to the Government of Greenland

AWP report Annexes

ANNEX 1: The yearly budget allocations and projections 2006-2014 in the overall education sector (Million Euros) ______________________________ 85

ANNEX 2: Focal Areas Expenditure _______________________________________________________________________________________________ 86

ANNEX 3: Terms of reference for GEP ____________________________________________________________________________________________ 90

ANNEX 4: Description of the 17 Agreed Indicators ___________________________________________________________________________________ 95

ANNEX 5: Weight for the variable tranche _________________________________________________________________________________________ 107

ANNEX 6: List of targets established for 2012 ______________________________________________________________________________________ 111

85

ANNEX 1: THE YEARLY BUDGET ALLOCATIONS AND PROJECTIONS 2006-2014 IN THE OVERALL EDUCATION SECTOR (MILLION EUROS)

The Education Medium-Term Expenditure Framework 2012-2015

MEDIUM TERM EXPENDITURE FRAMEWORK 2012-2015

(in million €) Exp. 2011

F.A 2012

B.P 2013

B.P 2014

B.P 2015

2011-2015

2011-2015

Total Budget 871,1 881,6 874,9 843,8 844,7

Of which education budget: Base GEP Total Base GEP Total Base GEP Total Base GEP Total Base GEP Total GEP Total

EXPENDITURE

Elementary Education 17,4 3,3 20,7 17,5 3,6 21,0 16,9 3,4 20,3 16,8 3,4 20,2 16,7 3,4 20,1 17,1 102,4

High School Education 23,4 4,4 27,8 23,4 5,2 28,6 22,6 5,6 28,2 22,5 5,8 28,3 22,4 6,1 28,4 27,1 141,3

Vocational Education and Training* 35,8 22,5 58,3 35,9 21,7 57,6 34,6 24,2 58,9 34,5 24,8 59,2

34,3

25,2 59,4 118,3 293,4

Higher Education 33,4 5,2 38,6 33,5 5,8 39,2 32,3 5,6 37,9 32,2 5,8 38,0 32,0 5,8 37,7 28,1 191,4

Buildings: Institutions 1,3 5,0 6,3 1,3 3,3 4,6 1,3 2,7 3,9 1,3 0,0 1,3 1,2 0,0 1,2 11,0 17,4

Buildings: Dormitories 6,8 11,8 18,7 6,8 10,6 17,5 6,6 7,2 13,8 6,6 1,3 7,9 6,5 1,3 7,9 32,3 65,7

Reserve (GEP Fund) 0,0 0,0 0,0 0,0 0,2 0,2 0,0 0,7 0,7 0,0 10,2 10,2 0,0 16,1 16,1 27,2 27,2

Total education budget: 118,1 52,2 170,4 118,4 50,4 168,7 114,3 49,4 163,7 113,9 51,3 165,1 113,1 57,8 170,9

Education in % of Total budget 19,6 19,1 18,7

19,6

20,2

FINANCING

Danish Government Sector Prgr. 0,0 0,0 0,0 0,0 0,0

EU Sector Budget Support FT 80% 21,8 21,8 21,4 21,4** 21,4 107,8

EU Sector Budget Support VT 20% 5,5 5,5 5,4 5,4** 5,4 27,2

Labour Market Contributions 7,6 7,6 7,6 7,6 7,6 38,0

EC SBS in % 16,2% 16,5% 16,5% 16,5% 16,5%

Source: The Finance Act of 2012 and Treasury Accounts 2011 (Exp. 2011). Explanations: "Base" is the original budget projections allocated to the overall education sector prior to the 2004 reform.

* Note: "Vocational Education and Training" includes skills training courses. **Note: The amount of the Budget support for 2014 and 2015 will depend on a new agreement between the

EU and Greenland.

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ANNEX 2: FOCAL AREAS EXPENDITURE

Initiatives Focal Area F.A.2011 (€) Exp 2011 (€) B.P. 2012 B.P. 2013 B.P.2014 B.P.2015

Development of Pilot Projects (GU-reform) 1 0,5 0,5 1,2 0,9 1,1 1,4

50 more apprentices starting pr. Year 1 0,3 0,2 0,1 0,1 0,1 0,1

School training places for double-year school leavers 2008 1 1,8 0,5 0,5 1,3 1,3 1,3

Tilskud til drift af efterskole i Grønland 1 0,9 0,9 0,0 0,0 0,0 0,0

Bridge building: Expansion of the continuation school quota 1 0,0 0,0 0,0 0,0 0,0 0,0

Inerisaavik ”The Good School” 1 0,5 0,5 0,5 0,5 0,5 0,5

1 year high school course in Nuuk 1 0,5 0,5 0,5 0,5 0,5 0,5

1 add. track at the high school in Nuuk from 2006 1 0,5 0,5 0,7 0,9 0,9 0,9

1 add. track at the high school in Qaqortoq from 2008 1 0,5 0,5 0,6 0,7 0,7 0,7

1 add. track at the high school in Aasiaat from 2008 1 0,5 0,5 0,9 1,2 1,2 1,2

2 add. tracks at the high school in Nuuk from 2008 1 0,9 0,9 0,9 0,9 0,9 0,9

Running costs of INUILI 1 0,1 0,1 0,1 0,1 0,1 0,1

1 add. track to the technical high school programme from 2008 1 0,5 0,5 0,5 0,5 0,5 0,5

1 Total 7,2 5,8 6,4 7,7 7,9 8,2


Development and improvement of language skills 2 0,1 0,0 0,0 0,0 0,0 0,0

Mining and construction education 2 1,3 1,3 1,3 1,3 1,3 1,3

National competency courses 2 3,2 3,9 3,3 3,3 3,3 3,3

Increase in the Piareersarfiit quota 2 2,3 2,2 2,3 2,3 2,3 2,3

2 Total 6,9 7,5 6,9 6,9 6,9 6,9

87


Social sector 3 0,2 0,2 0,2 0,2 0,2 0,2

Administration programme for social workers 3 0,1 0,1 0,1 0,1 0,1 0,1

Health assistant education 3 0,0 0,0 0,3 0,3 0,3 0,3

Establishment of porter education 3 0,1 0,2 0,2 0,2 0,2 0,2

Specialisation modules 3 0,1 0,1 0,2 0,1 0,2 0,1

Team leader education (Management Academy) 3 0,1 0,1 0,1 0,1 0,1 0,1

Diploma courses for nurses 3 0,1 0,1 0,2 0,2 0,2 0,2

Dental care ancillary staff 3 0,1 0,1 0,1 0,1 0,1 0,1

Design education 3 0,3 0,3 0,4 0,4 0,4 0,4

Development and education within growth sectors 3 0,6 0,2 0,1 0,3 0,3 0,3

Increased activities in fall semester 3 0,7 1,8 0,5 0,5 0,5 0,5

Establishment of health (community) worker education 3 0,3 0,2 0,1 0,1 0,1 0,1

Continuation schools Maniitsoq og Qasigiannguit (current exp.) 3 0,0 0,0 1,6 1,4 1,4 1,4

Converting nursing education to BA programme 3 0,1 0,1 0,1 0,1 0,1 0,1

Two add tracks at ARTEK 3 0,2 0,2 0,2 0,2 0,2 0,2

Health Assistant education 3 0,0 0,0 0,2 0,2 0,2 0,2

VET schools- retention and extra 48 hours week 3 0,4 0,4 0,4 0,4 0,4 0,4

School for Fishing and Hunting 3 0,7 0,7 0,7 0,8 0,7 0,7

Meritudd.- sundhedsmedhj. til sundhedsass. 3 0,3 0,3 0,0 0,0 0,0 0,0

Adjustment of budget allocation (VET schools) 3 0,8 0,8 0,9 1,5 1,5 1,3

NI-Nuuk Management Academy 3 0,1 0,0 0,1 0,1 0,1 0,1

Increased activities-NI-Nuuk 3 0,5 0,5 0,5 0,5 0,5 0,5

Legal case administrator programme 3 0,1 0,1 0,1 0,1 0,1 0,1

Increased activities-NI-Nuuk (current exp) 3 0,0 0,0 0,0 0,0 0,0 0,0

Increased activities NI-Qaqortoq (new education - tourist guide) 3 0,0 0,0 0,1 0,1 0,1 0,1

Increased activities NI-Qaqortoq 3 0,2 0,2 0,3 0,4 0,4 0,4

Added classes health workers 3 0,2 0,2 0,2 0,2 0,2 0,2

Specialisation modules 3 0,2 0,2 0,4 0,2 0,4 0,4

New hospital porter training programme 3 0,1 0,1 0,1 0,1 0,1 0,1

Upgrade of unskilled workers 3 0,1 0,1 0,1 0,1 0,1 0,1

Extension of PI ?? 3 0,0 0,0 0,0 0,0 0,0 0,0

Engineering high school in Sisimiut - dormitory (current exp) 3 0,1 0,1 0,1 0,1 0,1 0,1

Expansion Iron & Metal School 3 0,2 0,2 0,4 0,6 0,6 0,6

Add classes in regional schools 3 0,0 0,0 0,0 0,0 0,0 0,0

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Decentralized education of social workers( Nuuk, Sisimiut, Ilulissat) 3 0,9 0,5 0,6 0,6 0,6 0,6

Extension of social worker education (SPS) 3 0,5 0,3 0,6 0,6 0,6 0,6

Language school, Nuuk branch 3 0,1 0,1 0,1 0,1 0,1 0,1


Social assistant education 3 0,0 0,0 0,2 0,2 0,2 0,2

Education programme of actors 3 0,1 0,0 0,1 0,1 0,1 0,1

3 Total 8,8 8,7 10,7 11,2 11,4 11,2


Increase in study grants due to increased intake – general 4 7,4 7,9 7,9 8,5 9,1 9,7

Increase in study grants due to increased intake because of double school leavers 2008 4 1,2 1,3 1,2 1,2 1,2 1,2

4 Total 8,6 9,2 9,1 9,7 10,3 10,9


Better guidance for reduction in drop-out rates 5 0,8 0,8 0,8 0,8 0,8 0,8

Closer links between schools and business/trades 5 0,1 0,0 0,1 0,0 0,0 0,0

Initiatives to reduce drop-out rates (Greenlandic students in Denmark) 5 0,0 0,0 0,0 0,0 0,0 0,0

5 Total 0,9 0,8 0,9 0,8 0,8 0,8

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Expansion of dormitory capacity in Nuuk (administration) 6 0,0 0,0 0,1 0,1 0,1 0,1

Dormitories - rental (Aasiaat) 6 0,0 0,0 0,0 0,0 0,0 0,0

School Building: Continuation School in Greenland 6 0,0 0,1 0,0 0,0 0,0 0,0

Maintainance (buildings) 6 0,8 0,7 0,8 0,8 0,8 0,8

School Building: Expansion - 2 extra tracks (Nuuk) 6 0,1 0,1 0,0 0,0 0,0 0,0

Dormitory - buildings at the coast 6 0,0 0,0 0,0 0,0 0,0 0,0

Dormitory Buildings - expansion of SPS 6 1,6 1,6 0,0 0,0 0,0 0,0

Dormitories (Nuuk) 6 3,0 8,1 2,5 3,2 0,0 0,0

Dormitories (Sisimiut) 6 2,5 2,5 1,1 0,7 0,0 0,0

Dormitories (Ilulissat) 6 0,4 0,4 1,1 1,1 0,0 0,0

Dormitory Buildings (Narsaq) 6 0,0 0,0 0,0 0,0 0,0 0,0

Dormitories (Qaqortoq) 6 1,2 1,2 1,0 0,5 0,0 0,0

Dormitory Buildings, apprentices in Nuuk 6 0,0 0,0 0,0 0,0 0,0 0,0

Dormitory Buildings, apprentices in Sisimiut 6 0,6 0,6 0,0 0,0 0,0 0,0

Dormitory Buildings, apprentices in Ilulissat 6 0,0 0,0 0,0 0,0 0,0 0,0

Dormitories (Aasiaat) 6 1,0 1,1 0,8 0,7 0,4 0,4

School Building, pre-projekt Qaqortoq 6 0,1 0,1 0,0 0,0 0,0 0,0

School Building (Nuuk) 6 3,2 3,2 2,7 0,0 0,0 0,0

School Building: Mining and Construction 6 0,0 0,0 0,5 0,0 0,0 0,0

School Building: Design education 6 0,0 0,0 0,0 0,0 0,0 0,0

Social Paedagogical School (construction) 6 0,0 0,0 0,0 0,0 0,0 0,0

School Building - Expansion INUILI 6 0,0 0,0 0,0 0,0 0,0 0,0

School Building (Aasiaat) 6 0,7 0,7 3,3 2,7 0,0 0,0

6 Total 15,0 20,1 14,0 9,8 1,3 1,3


To new AC clerk positions for GEP 7 0,1 0,1 0,3 0,4 0,4 0,4

Day care reform (The Good Day Care Institution) 7 0,8 0,8 0,6 0,7 0,7 0,7

Informations and campaigns (influencing attitudes) 7 0,1 0,1 0,1 0,1 0,1 0,1

Development projects (Mobile task force etc.) 7 0,5 0,9 0,3 0,3 0,3 0,3

Development projects (Recruitment centres) 7 0,1 0,1 0,1 0,1 0,1 0,1

ICT and E-learning- running costs + Dev. 7 0,7 0,5 0,7 0,7 0,7 0,7

ICT and E-learning- running costs + Dev. 7 0,1 0,1 0,1 0,1 0,1 0,1

7 Total 2,5 2,7 2,2 2,4 2,4 2,4

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ANNEX 3: TERMS OF REFERENCE FOR GEP

Ilisimatitsissut Memorandum

Uunga

To

The planning steering committee for the education

programme

Assinga uunga

Copy to

The strategic steering committee for the education

programme

Terms of reference for the education programme (the sector programme and the

extraordinary education initiative) – updated December 2010

Update

The background for the present updating of the terms of reference for the education programme is a

number of departmental changes since the terms of reference were adopted. In addition, as the

education programme has now been functional, an amendment seems to be necessary if all relevant

parties to the work to be performed in connection with the education programme are to

have influence.

Background

During the last 30 years Greenland’s education system has been extensively developed.

Right now only between 40 and 50 per cent of a youth year-group complete a qualifying

programme of education, which is not enough. From an international point of view, these

figures are low, and the situation will create problems in relation to benefiting from the

opportunities and meeting the challenges which are expected to be generated by

globalisation, and make it more difficult to fill future attractive jobs in the higher income brackets

with domestic labour. Moreover, a low level of education will result in a large residual group of

unskilled labour, who have a significantly higher risk of being affected by unemployment, and who

therefore risk constituting a major social and economic burden on the country’s limited resources.

The GoG’s contribution in the education area has been the allocation of extraordinary funds in the

budgets, and in the Political-Economic Report for 2005 it was recommended that an increasing

amount of up to DKK 400 million annually was to be reallocated to an extraordinary education and

qualification initiative for the period until 2013.

Since 2005, the education initiative via the extraordinary education initiative has been built up to a

level of about DKK 400 million. Of this amount, about 1/3 of the funds are allocated to the building

of teaching facilities and dormitories.

The budget of the education programme 2009-2013 in DKK million

2009 2010 2011 2012 2013

400 383 373 370 369

Source: The Finance Act 2011

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In 2004, a cross-directorial working group was established with two assignments: describing and

documenting the need for an extraordinary education initiative, and presenting specific and targeted

proposals for the allocation of the above-mentioned funds. The working group subsequently

presented its conclusions to Greenland’s Home Rule Government in the report “Progress through

education and development of competencies”. In this report, which was presented to Greenland’s

Parliament during the autumn session 2004, the challenge was described, and 25 initiatives were

listed whose implementation over the next decade would altogether be expected to result in a

massive increase in the qualifications of persons at the age of employment, in terms of education

and competencies.

In December 2005, based on the above, the Government drafted a concrete proposal for an

extraordinary education initiative, the so-called education programme, which was adopted by

Greenland’s Parliament during the spring session of 2006. The principal objective of the education

programme is that 2/3 of the population should have an education providing them with vocational

skills or academic qualifications, and the programme will be operative in two phases until the year

2020. These terms of reference will be replaced by new terms of reference, to be approved at

permanent under-secretary level, at the end of 2012, when the first phase comes to an end. Due to

changes in competencies in the Government departments and new initiatives, the intention is for the

amendment of the terms of reference to take effect at 1.1.2011, in order to allow for the influence of

all relevant stakeholders.

On the whole, the volume of the education programme (the sector programme and the extraordinary

education initiative) is such, both professionally and economically, that it will need to be anchored

in a steering group at permanent under-secretary level in relation to the strategic level, and on

middle management and case worker level in relation to the planning level.

The strategic steering group

Overall prioritisation and coordination of the education programme are dealt with at the strategic

level.

In relation to the superjacent political level, the strategic steering group will ensure the overriding

correlation between the political objectives and the actual implementation of the education

programme.

The strategic steering group will meet annually at the beginning of the second quarter.

The strategic steering group will have the following participants:

- The permanent secretary from the Ministry of Culture, Education, Research and the Church

(MoCERC), (Chairman)

- The permanent secretary from the Ministry of Finance (MoF)

- The permanent secretary from the Ministry of Health (MoH)

- The permanent secretary from the Ministry of Social Affairs (MoSA)

- The permanent secretary from the Ministry of Fisheries, Hunting and Agriculture (MoFHA)

- The permanent secretary from the Ministry of Industry and the Labour Market (MoILM)

- The Director of the Bureau of Minerals and Petroleum

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The planning steering committee

The planning steering committee is responsible for the continued control, follow-up and

coordination of the implementation of and allocations for all projects under the education

programme.

The planning steering committee is responsible, for each Parliamentary session, for a systematic

debriefing report on the status, progress and proposals to remedy any barriers for the progress of the

education programme. This is done by submitting a report during the autumn sessions that is

oriented towards the coming year, and an in-depth debriefing report on the entire preceding

calendar year during the spring sessions, anchored in the debriefing report on planning from the

autumn of that year.

In addition, the planning steering committee is responsible for providing input to the strategic

steering committee’s annual meeting.

Finally, as regards the external stakeholders (the labour market parties, the Business and

Competency Development Council, the planning steering committee, subjacent educational

institutions, the media etc.) the planning steering committee is to ensure the implementation of:

• Regular status briefings/meetings.

• Communication of the external stakeholders’ proposals/view on the projects.

• Communication of information to the media.

At the planning level, a minimum of one steering group meeting is held each quarter, with four

annual meetings.

The planning steering committee has the following participants:

• The head of department for Culture, Education, Research and the Church (MoCERC),

(Chairman)

• The head of department for Culture, Leisure, the Church and cross-cutting Initiatives

(MoCERC)

• The head of Economics, (MoCERC)

• The commissioner of the Ministry of Finance (MoF)

• A representative from the Ministry of Finance (in charge of EU cooperation) (MoF)

• A representative from the Chairman’s ministry

• A representative from KANUKOKA

• A representative from the Bureau of Minerals and Petroleum

• A representative from the Ministry of Health (MoH)

• A representative from the Ministry of Social Affairs (MoSA)

• A representative from the Ministry of Housing, Infrastructure and Transport (MoHIT)

• A representative from the Ministry of Industry and the Labour Market, (MoILM)

• A representative from the Ministry of Fisheries, Hunting and Agriculture (MoFHA)

• The education programme’s secretariat

Appointed as adviser:

• The Director of Statistics Greenland

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Moreover, working groups can be appointed for the continued work, in accordance with the wishes

of the steering group, on specific subjects of immediate importance prior to the decision of the

steering group.

In addition, additional representatives can be appointed as required.

The secretariat The secretariat of the education programme, and thus the daily coordination of activities under the

education programme, is in the hands of the Ministry of Culture, Education, Research and the

Church (MoCERC).

The secretariat sends out invitations to meetings as well as the agenda and the materials for the

meetings no later than one week before meetings in the planning steering committee. Any requests

to have items included on the agenda, notification of inability to attend, substitutes etc. are to be

reported to the secretariat.

The secretariat prepares the debriefing reports for the Parliament that the planning steering

committee is obliged to submit in connection with the Parliamentary sessions, and also the current

budget and activity follow-up is handled by the secretariat.

In addition, the secretariat is in charge of the administration of the partnership agreement with the

EU.

The responsibility for sector programme debriefing for the Danish Government lies with the

Ministry of Finance, with contributions from the secretariat.

Economy, budgets and budget follow-up

The overall outline of the activities under the education programme is set forth in main account

20.11.61 of the Finance Act: The education reserve.

Budgeting takes place according to the procedure in place for the Finance Act. The planning

steering committee gives priority to initiatives based on 1) the agencies’/ministries’ status regarding

current activities and the budget for the relevant financial year, and 2) a discussion document with a

description and the budget for any new initiatives. The priorities are then communicated to the

Government via the strategic level. The responsibility for the implementation of the individual

activities lies with the ministries and agencies involved.

The agencies/ministries must report regular updates and any major changes of the budget to the

secretariat, so that other projects can benefit from any reduction in spending. Additional spending is

also to be reported to and approved by the planning steering committee.

The partnership agreement between the EU and Greenland is tied to the implementation of the

education programme. Thus the EU contributes almost DKK 200 million (25 million Euros in 2006

prices) annually to the education programme. This is subject to a number of specific targets being

achieved for selected indicators. 80 % of the amount is paid upon conclusion of the Annual

Financing Agreements and submission of the Annual Work Plan for the education programme of

the current year. Payment of the remaining 20 % of the funds depends on whether the objectives of

the indicators have been achieved, which is documented in the Annual Implementation Report.

94

Background materials

For further information on the background of the education programme, reference is made to the

following background documents:

• The report “Progress through education and competency development”, 2004.

• GoG’s education programme proposal, December 2005.

• The semi-annual debriefing reports to Parliament on the education programme.

• The agreement on the sector programme on education and business development between

the Danish Government and Greenland (2005-2007) (2008-2009).

• Political-economic report 2004, 2005, 2006, 2007, 2008, 2009 and 2010.

• The Finance Act 2005, 2006, 2007, 2008, 2009, 2010, 2011 and 2012.

Lise Lennert Olsen

Permanent Secretary

Ministry of Culture, Education, Research and the Church (MoCERC)

95

ANNEX 4: DESCRIPTION OF THE 17 AGREED INDICATORS

Prefatory remarks

The post-graduate Greenlandic educational system is divided into:

- high school education

- vocational education and training

- higher education

Indicators showing “type of education” refer to the categories above. When relevant “higher

education” will be divided further into 1) the first cycle (bachelors’ level) including the short cycle

(academy programmes), and 2) the second cycle (masters’ level). Third cycle (doctors’ level) will

not be included because of the few numbers attending this level of education.

When "place of birth" is indicated, the address of the mother by the time of birth has been used,

since birth place relates to the city, where the birth took place and then indicates the place of

hospitals instead of the actual place of living; city, settlement and foreign. For persons born in

Greenland before 1973 no information on birth place is available.

The data is registered per 31st of December each year unless stated otherwise.

Definition of the indicators

Input indicators measure the financial resources provided and the administrative and regulatory

measures taken (for example, resources allocated, resources used, measures taken, laws passed).

The definition of inputs is very broad; covering in some cases what is often called "process

indicators".

Output indicators measures the immediate and concrete consequences of the resources used and

measures taken (for example, schools built, teachers employed, nurses trained) The definition of

output covers those goods and services "supplied", “produced” or "provided" by the public sector

with the inputs.

Outcome indicators measure the results at the level of beneficiaries (for example, gross enrolment

rates in primary schools, vaccination). The definition covers the outcomes (or results) from the use

and satisfaction of the goods and services produced by the public sector, when supply equals

demand.

Impact indicators measure the consequences of the outcomes in terms of wider objectives (for

example, literacy rates, health improvement). The definition covers the wider effects of the

outcomes but there might also be higher level impacts, related to broader objectives – growth and

income poverty, for example. In order to turn it into a net impact indicator the effect of other

educational programmes and other external effects (not related to GEP) has to be assessed and

accordingly subtracted.

Note: The matrix of the indicators describing the weight of the variable tranche is in the end of the

document.

96

Indicator 2 Implementation of improvements in monitoring system

Composition Description of improvements in the monitoring system

Decomposition -

Source The Ministry of Industry and Labour Market (MoILM); based on the budget in

the Finance Act and the Annual Work Plans.

Additional notes A process indicator where answer will be yes or no.

Baseline -

Type of indicator Input

Variable tranche No

Indicator 1 Public expenditure on education

Composition

1.1 Expenditure on education as a percentage of total public expenditure (in

EURO)

1.2 Expenditure on education (in EURO)

1.3 Expenditure on education, indexed (Index 2005=100)

Decomposition

The budget from the finance act.

Education divided in: Elementary school, vocational education and training

(including courses), high school education, higher education and buildings.

Source The Ministry of Finance (MoF); based on the Finance Act.

Additional notes -

Baseline 2005: € 115.5 million

Type of indicator Input

Variable tranche Yes, from 2008-2013

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Indicator 3 Applicants

Composition

3.1 Students applying for vocational education and training (numbers and

indexed) (Index 2006=100)

3.2 Students applying for high school education (numbers and indexed) (Index

2008=100)

3.3 Students applying for higher education (numbers and indexed) (Index

2008=100)

Decomposition

By gender and age

By place of living at the time of applying (domestic divided into cities and

settlements)

Source The Ministry of Culture, Education, Research and the Church (MoCERC)

1;

based on administrative records from the local educational institutions.

Additional notes -

Baseline

2006: Vocational education and training: 1223 applicants

2008: High school education: 757 applicants

2008: Higher education: 450 applicants

Type of indicator Output

Variable tranche No

Indicator 4 Attendance

4.a Number of students attending vocational education and training and high

school education

Composition

4a.1 Students by type of education (numbers)

4a.2 Students by type of education (relative to total relevant population;

finished with elementary school)

4a.3 Students by type of education, indexed (Index 2005=100)

Decomposition

By gender and age

By place of birth (domestic divided into cities and settlements, and foreign)

By sectors for vocational education and training

Source Statistics Greenland (SG); based on the administrative records from the Study

Grant Administration.

Additional notes Relative to relevant population (1.2) is not possible 2005-2008.

Baseline 2005: 1925 students



1 From 18 March 2011 Ministry of Education and Research following a reorganisation of the areas of resort

responsibilities (MOER)

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4.b Number of students attending skills and competence courses

Composition 4b.1 Participants by type of sector (numbers)

4b.2 Participants by type of sector, indexed (Index 2009=100)

Decomposition By gender and age


Source Based on the administrative records from courses held, to the Ministry of

Industry and Mineral Resources.

Additional notes

Indicator measures participation to PKU-courses, which are aimed to unskilled

workers and AMA-courses, which are aimed at skilled workers. The courses

are classified according to the classification key is that of Statistics Greenland

for classifying enterprises and employment.



Variable tranche Yes, 2011


4.c Number of students attending higher education

Composition 4c.1 Students by type of education (numbers)

4c.2 Students by type of education, indexed (Index 2005=100)





Additional notes Students attending educations abroad without study grants from Greenland will

not be included. Statistics Greenland is planning to improve this with

assistance from Statistics Denmark and other relevant partners.


Type of indicator Outcome


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Indicator 5 Apprenticeships

Composition

Number of apprenticeships in vocational education and training

5.1 Students by sector (numbers)

5.2 Students by sector, indexed (Index 2005=100)



Source Statistics Greenland (GS); based on the administrative records from the Study


Additional notes A few educations beside vocational education and training have

apprenticeships, which are not included, e.g. nurses and teachers, because they

are included within higher educations.

Baseline 2005: 1098 apprenticeships



Indicator 6 Ratio of expenditure on private skills and competence courses with public

subsidies

Composition Ratio of expenditure on private skills and competence courses (with public

subsidies) related to all skills and competence courses

Decomposition -

Source The Ministry of Industry and and Labour Market (MoIaLM) based on

administrative records.

Additional notes -

Baseline 2008


Variable tranche No

100

Indicator 7 Buildings

7a Number of dormitories completed

Composition Number of dormitories completed in relation to GEP

Decomposition

Source The Ministry of Culture, Education, Research and the Church (MoCERC);

based on a yearly survey.

Additional notes Both built and purchased dormitories, which leads to increase in student units.

Baseline -


Variable tranche No


7b New educational institutions completed

Composition New educational institutions completed in relation to GEP

Decomposition -



Additional notes Both built and purchased buildings to new educational institutions.

Baseline -


Variable tranche No


7c Extension of educational institutions completed

Composition Extension of educational institutions completed in relation to GEP

Decomposition -



Additional notes Both built and purchased educational institutions, which add to the existing

building mass.

Baseline -


Variable tranche No

101

Indicator 8 Education

Composition Share of workforce in Greenland with ISCED level 3 in percentage of total

workforce



Source

Statistics Greenland (SG); based on administrative records form The Study

Grant Administration and data collected in cooperation with Statistics

Denmark.

Additional notes

Value presents a minimum estimate for education level, and the purpose is to

obtain a valid picture of the annual development. The indicator value

underestimates the real education level of the workforce, because the used data

source records (Study Grant System) only include educations completed after

1984, and because the indicator value does not totally include those not having

received study grants.

Baseline 2008: 34.6%



Indicator 9 Completion

Composition 9.1 Graduates by type of education (numbers)

9.2 Graduates by type of education, indexed (Index 2005=100)





Additional notes -

Baseline 2005: 581 graduates



102

Indicator 10 Repetition rates: Vocational education and training and high school

education

Composition

10.1 Repeaters attending vocational education and training and high school

education (numbers)

10.2 Repeaters attending relative to total attending students in vocational

education and training and high school education

10.3 Repeaters attending vocational education and training and high school

education, indexed (Index 2005=100)





Additional notes Higher education not included.

Baseline 2005: repetition rate 2.4% (47 students)


Variable tranche No

Indicator 11 Dropout rates

11.a Formal education

Composition

11a.1 Dropout rate by type of education (numbers)

11a.2 Dropout rate relative to total attendance by type of education

11a.3 Dropout rate by type of education, indexed (Index 2005=100)





Additional notes -

Baseline 2005: drop-out rate 23.7% (639 students)



103

Indicator 11 Dropout rates

11.b Skills courses and competence courses

Composition

11b.1 Dropout rate by type of course (numbers)

11b.2 Dropout rate relative to total attendance by type of course

11b.3 Dropout rate by type of course, indexed (Index 2009=100)


Source Based on the administrative records from courses held, to the Ministry of

Industry and Mineral Resources.

Additional notes

Indicator measures participation to PKU-courses, which are aimed to unskilled

workers and AMA-courses, which are aimed at skilled workers. The

classification key is that of Statistics Greenland for classifying enterprises and

employment.

Baseline 2009: drop-out rate 9% (75 course participants)



Indicator 12 Job insertion

12.a Number of graduates from formal educations obtaining a job

Composition 12a.1 Graduates obtaining a job by type of education (numbers)

12a.2 Graduates obtaining a job relative to total graduates by type of education

12a.3 Graduates obtaining a job by type of education, indexed (Index

2009=100)



Source Statistics Greenland (GS); based on administrative records from tax authorities.

Additional notes The indicator measures the number of graduates, who are working the year

following graduation.

Note that graduates, who are employed abroad, will not be included. Statistics

Greenland is planning to improve this with data from Statistics Denmark.

Note that permanent job is defined as non-temporary job.

Baseline 2009: 673 graduates obtained a job (94% of the graduates)



104

Indicator 12 Job insertion / Education enrolment

12.b Enrolment into education after attending Piareersarfiit

Composition 12b.1 Enrolment into education by type of education (numbers)

12b.2 Enrolment into education relative to total graduates by type of education

12b.3 Enrolment into education by type of education, indexed (Index

2010=100)



Source Statistics Greenland (GS); based on administrative records from the

Piareersarfiit centres.

Additional notes The role and functioning of Piareersarfiit centres is increasingly to supply

education services which prepare for formal education, and is hereby diverting

from their initial task as providers of counselling services. Therefore, this

indicator measures the enrolment into education after having followed

Piareersarfiit courses and counselling.

The indicator measures the number of Piareersarfiit participants, who are

registered as enrolled into formal education in September the following year.

Baseline 2010: 172 Piareersarfiit participants enrolled to formal education



Indicator 13 Enterprise start-ups

Composition 13.1 Enterprise start-ups by sector (numbers)

13.2 Enterprise start-ups relative to total enterprises by sector

13.3 Enterprise start-ups by sector, indexed (Index 2008=100)

Decomposition By region

Source Statistics Greenland (GS); based on the administrative records from the

Greenland Enterprise Register (GER).

Additional notes The establishment of the baseline for this indicator is not yet possible. The

Greenland Enterprise Register (GER) is still not fully implemented in

Greenland and because of that, use of the data the GER might provide could be

misleading, because already well established companies have not registered

with the GER yet, and so when they do, will lead to a wrong picture of the

number of new Enterprise start-ups in Greenland in a given year.

Baseline 2008

Type of indicator Impact

Variable tranche No

105

Indicator 14 GDP per capita

Composition 15.1 GDP per capita (EURO)

15.2 GDP per capita relative to EU-average (Index EU-27=100)

15.2 GDP per capita indexed (Index 2006=100)

Decomposition

Source Statistics Greenland (GS).

Additional notes The data on this indicator can only be delivered with a two years delay.

Baseline 2006: € 25.000 per capita


Variable tranche No

Indicator 15 Block grants and other external grants

Composition 15.1 Total external grants by origin (Denmark and EU) (EURO)

15.2 Total external grants in percentage of total public budget

15.3 Total external grants by origin (Denmark and EU) indexed (Index

2005=100)

Decomposition

Source Statistics Greenland (GS).


Baseline 2005: 524.253 Euro


Variable tranche No

106

Indicator 16 Employment rates

Composition 16.1 Employment by sector (numbers)

16.2 Employment rate by sector (percentage)

16.3 Employment by sector, indexed (Index 2005=100)



By employment in cities and settlements.

Source Statistics Greenland (GS); based on the administrative records from the tax

authorities.

Additional notes

Baseline 2006


Variable tranche No

Indicator 17 Health

Composition 17.1 Life expectancy

17.2 Birth rate

17.3 Number of children per household

17.4 Infant mortality

17.5 Rate of suicide

17.6 Main diseases

Decomposition Gender and age

Source Statistics Greenland (GS); the yearbooks.


Baseline 2005

Type of

indicator

Impact

Variable tranche No

107

ANNEX 5: WEIGHT FOR THE VARIABLE TRANCHE

No Indicator Input Output Outcome Impact

(gross)

Included in

the variable

tranche

2008 2009 2010 2011 2012 2013

1 Public expenditure on education

1.1 Expenditure on education as a

percentage of total public expenditure

(in EURO)

1.2 Expenditure on education (in EURO)

1.3 Expenditure on education, indexed

X

X 10% 10% 10% 10% 10% 10%

2 Implementation of improvements in

monitoring system

Description of improvements in the

monitoring system (process indicator

where answer will be yes or no)

X

3 Applicants

Students applying for formal education

3.1 Students applying for vocational

education and training (numbers and

indexed)

X

3.2 Students applying for high school

education (numbers and indexed)

3.3 Students applying for higher

education (numbers and indexed)

4 Attendance X

a) Number of students attending

vocational education and training and

high school education

X 25% 25% 20% 5%

108


(gross)

Included in

the variable

tranche

2008 2009 2010 2011 2012 2013

b) Number of students attending skills

and competence courses X 5%

c) Number of students attending higher

education X 5% 5% 5% 10% 10% 10%

5 Apprenticeships

Number of apprenticeships in vocational

education and training

X X 20% 20% 20% 10% 5% 0%

6 Ratio of expenditure on private skills

and competence courses (with public

subsidies) related to all skills and

competence courses

X

7 Buildings

a) Number of dormitories completed

b) New educational institutions

completed

c) Extension of educational institutions

completed

X

8 Education

Share of adult workforce in Greenland

with ISCED level 3

X X 15% 20% 20%

9 Completion

9.1 Graduates by type of education (numbers)

9.2 Graduates by type of education, indexed

X

X 20% 20% 20% 15% 20% 20%

109


(gross)

Included in

the variable

tranche

2008 2009 2010 2011 2012 2013

10 Repetition rates

Vocational education and training and

high school education

X

11 Dropout rates

X

a) Formal education X 20% 20% 20% 15% 20% 20%

b) Skills courses and competence

courses

12 Job Insertion

X

X

a) Number of graduates from formal

educations obtaining a job 5% 10% 10% 10%

b) Job insertion after attending

Piareersarfiit 5% 5% 10%

13 Enterprise start-ups X

14 GDP per capita X

15 Block grants and other external

grants X

16 Employment rates

16.1 Employment by sector (numbers)

16.2 Employment rate by sector

(percentage)

16.3 Employment by sector, indexed

(Index 2005=100)

X

110


(gross)

Included in

the variable

tranche

2008 2009 2010 2011 2012 2013

17 Health

17.1 Life expectancy

17.2 Birth rate

17.3 Number of children per household


17.5 Rate of suicide

17.6 Main diseases

X

TOTAL 100% 100% 100% 100% 100% 100%

111

ANNEX 6: LIST OF TARGETS ESTABLISHED FOR 2012

Focal

Area

No. Indicator Baseline Results

2011

Targets

2012

Targets 2012,

difference in %

from 2011

Comment

1 Public expenditure on

education

Expenditure on education will be

stable or increase in the coming

years, which have been politically

approved. 4 1.1 Expenditure on education

as a percentage of total public

expenditure

16.1 %

(2005)

19.7 % 19.7 0.1 percentpoint

4 1.2 Expenditure on education

(in EURO)

€ 115.5

million

(2005)

174.0 174.0 -0.5 %

4 1.3 Expenditure on education,

indexed

100

(2005)

151 151 -0.5 %

112

Focal

area


2011

Targets

2012

Targets 2012,

difference in %

from 2011

Comment

2 Implementation of

improvements in monitoring

system

Description of improvements

in the monitoring system

(process indicator where

answer will be yes or no)

Yes

Yes

113

Focal

area


2011

Targets

2012

Targets 2012,

difference in %

from 2011

Comment

3

Applicants

Students applying for formal

education

1 3.1 Students applying for

vocational education and

training (numbers and

indexed)

3.2 Students applying for high

school (numbers and indexed)

3.3. Students applying for

higher education (numbers

and indexed)

1223

(2006)

Index

2006=100

757

(Index

2008

=100)

450

(Index

2008 =

100)

2271

Index:

186

1073

(Index =

142)

648

(Index =

144)

1650

Index

135

1100

(Index =

145)

650

(Index =

144)

-37.6 %

2.5 %

0 %

The number of applications for VET

is increased due to the double year

group finishing continuation school

and we anticipate that a number of

these students will apply for VET.

114

Focal

area

No. Indicator Baseline Results 2011 Targets 2012 Targets 2012,

difference in

% from 2011

Comment

4 Attendance

1 a) Number of students

attending vocational


and high school

education

1925

(2005)

Index

2005=100

2679

Index: 139

2770

Index:144

3.4% Attendance is

expected to increase

as a result of

reduced drop-out

rates and better

guidance.

1 b) Number of students

attending skills and

competence courses

875

867 800 -8 % Numbers are


due to more funds

3 c) Number of students

attending higher

education

775

(2005)

Index

2005=100

1149

Index: 148

1170

Index: 151

1.8 % Only a slight

increase is expected

as there still are

only a limited

number of students

who qualify for

admission to higher

education.

1 5 Apprenticeships

Number of

apprenticeships in


training

1098

(2005)

Index

2005=100

1431

Index: 130

1440

Index: 131

0.6 % The number is

related to attendance

at VET schools. The

number is expected

be at the same level

as in 2010 due to the

continued slow

down of growth in

the private sector.

School traineeships

are not included and

some VET

programmes do not

apply

apprenticeships.

115

Focal

area


difference in

% from 2011

Comment

6 Ratio of expenditure on

private skills and

competence courses

(with public subsidies)

related to all skills and

competence courses

(2008)

There are no

results to add

Target is 0 (zero)

Included to monitor

trends over time.

Traditionally private

sector involvement

is low.

7 Buildings

6 a) Number of dormitories

completed

156 units

completed

58 Investments and

constructions are

ongoing

6

6

b) New educational

institutions completed

0 units

completed

0 units completed

•

The capacity of

dormitories is

expanded by 117

units in 2011 in

Nuuk and Ilullisat.

In 2011 new

projects are being

planned in Aasiaat

and Qaqortoq with

expected

finalization in 2012.

c) Extension of educational

institutions completed

1 units

completed 1 unit

116

Focal

area


difference in

% from 2011

Comment

8 Education

Share of adult population

with ISCED level 3 (in

Greenland at least a high

school education degree

or vocational education

and training)

34,6 %

35.5 %

35.8 %

0,3 percent

points

Long-term target:

2/3 of the

population should

have an education in

2020.

Due to lack in the

primary data the

indicator is

primarily giving a

valid pictures of the

development of the

education level over

time.

9 Completion Completion rates

are expected to

increase as

attendance increases

and drop-out rates

decrease. We are

beginning to see the

positive effect of the

initiatives; still the

full effect of

increased

attendance and

decreased drop-out

rates has yet to

show.

9.1 Graduates by type of

education (numbers)

581

(2005)

851

890 4.6 %

9.2 Graduates by type of

education, indexed

100

(2005)

146 153

117

Focal

area


difference in

% from 2011

Comment

10 Repetition rates

Vocational education and

training and high school

education

Repetition rates are

expected to remain

stable or decrease

slightly over time.

5 10.1 Repeaters attending



education (numbers)

47

(2005)

71

80

3.9 %


relative to total attending

students in vocational


and high school education

2.4 %

(2005)

2.7 % 2.9 % 0,2 % - point




education (indexed)

100

(2005)

151 170

118

Focal

area


difference in

% from 2011

Comment

5 11 Drop-out rates

a) Formal education

The drop out rate is

expected to remain

stable in 2011.

Several factors such

as the limited

dormitory capacity

is expected to have

a negative impact

thereby off setting

the various schemes

that are being put in

force to reduce drop

outs..

5 a1) Dropout rate by type

of education (numbers)

639

(2005)

765 827

8.1 %

5 a2) Dropout rate relative

to total attendance by type

of education

23,7 %

(2005)

20.0 %

21.0 %

1 %

5 b) Skills courses and

competence courses

(numbers)

75 85 80 -6 % More expected

activities will raise

the drop out rate

slightly.

119

Focal

area


difference in

% from 2010

Comment

12 Job Insertion

7 a) Number of graduates

from formal educations

obtaining a job

399

(year=2008)

441

485

Job insertion is


with higher

education levels.

2 b) Enrolment into

education after attending

Piareersarfiit

0,24 0,23 0,26 The content of this

indicator has

changed as to reflect

the new role of

Piareersarfiit centres

becoming

increasingly more of

education centres.

13 Enterprise start-ups

13.1 Enterprise start-ups

by sector (numbers)


relative to total

enterprises by sector


by sector, indexed (Index

2008=100)

There is no

baseline for

this

indicator

Gross impact

included to allow

trend analysis in

later stage of the

programme.

120

Focal

area


difference in

% from 2011

Comment

14 GDP per capita €25.000

(2006)

€30.660

€31.321 2.1 % Gross impact

included to allow

trend analysis in

later stage of the

programme

Figures are only

available with two

years delay.

121

Focal

area

No. Indicator Baseline Results 2010 Targets 2011 Targets

2011,

difference in

% from 2010

Comment

15 Block grants and other

external grants

Gross impact

included to allow

trend analysis in

later stage of the

programme

15.1 Total external grants

by origin (Denmark and

EU) (1000 EURO)

From

Denmark:486,057

From

Denmark:

605,936

From Denmark:

594,105

From

Denmark:

0.3 %

From EU: 42,426

Total: 528,483

From EU:

42,280

Total:

563,656

From EU:

42,302

Total:

551,803

From EU:

0.01 %

Total:

0.3 %


in percentage of total

public budget

From Denmark:

48,.4 %

From

Denmark:

40.8 %

From Denmark:

43.7 %

From

Denmark:

- 0.2 %

From EU: 34.2 %

Total: 52.6 %

(2005)

From EU: 3.4

%

Total:

45.0 %

From EU:

3.1 %

Total:

43.7 %

From EU: 0.0

%

Total:

- 0.2 %


by origin (indexed)

2005=100 From

Denmark:

116

From EU:

99.5

Total:

100

From Denmark:

114.5

From EU:

99.7

Total:

113.3

122

2 For a detailed overview of employment rates broken down by sector, age, gender etc see annex 8: Baselines.

3 New calculation method

Focal

area


difference in

% from 2011

Comment

16 Employment rates2

16.1 Employment by

sector (numbers)

Total

(2005):

28743

23,8263

n.a Gross impact

included to allow

trend analysis in

later stage of the

programme.

16.2 Employment rate by

sector (percentage)

16.3 Employment by

sector, indexed

2005=100 106.1

n.a

123

Focal

area

No. Indicator Baseline Results 2010/2011 Targets

2012

Targets 2012,

difference in %

from 2011

Comment

17 Health

17.1 Life expectancy

(2006)

Male: 65,8

Female:71,2

(2010)

Male: 67.8

Female:72.8

Gross impact

included to allow trend

analysis in later stage of

the programme.

17.2 Birth rate (2006)

Male: 13,7

Female: 16,1

(2010)

Male: 8.0

Female: 7.4

Figures are only

available with two years

delay.

17.3 Number of children

per household

(2006)

Male: 0,38

Female: 0,37

Male: 0.34

Female: 0.32


(2006)

Male: 16,9

Female: 14,0

(2008)

Male: 9.1

Female: 10.2

17.5 Rate of suicide4 (2005)

Male: 12,6

Female: 4,1

(2010)

Male: 7.1

Female: 4.1

17.6 Main diseases Reported infectious

diseases in (2006)

(2010)

Hepatitis: 6

Tuberculosis: 73

HIV positive: 5

AIDS: 2

Syphilis: -

Hepatitis: n.a.

Turboculosis: 116

HIV positive: 3

AIDS: n.a.

Syphilis: 0

4 For rate of suicide in age groups see annex 8: Baselines.

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