[{"bbox": [154, 104, 1149, 289], "category": "List-item", "text": "their leaving exam. Guidance is a key factor here, and in particular the role of the municipal guidance and upskilling centres – Majoriaq – is pivotal, as these follow pupils immediately after they have left school and also, through outreach guidance, try to rope in those that do not progress after leaving lower secondary school. Transition guidance is also a key area in the lower secondary schools themselves, and the efforts of these two actors need to be coordinated, so that no one is allowed to slip under the radar and left to their own devices. A new Executive Order on guidance services is currently under elaboration to ensure that services appear to users as efficient and coordinated."}, {"bbox": [117, 291, 1150, 557], "category": "List-item", "text": "4. **The chronic shortage of qualified teachers requires innovative thinking.** At present, there are more than 250 positions as teachers in primary/lower secondary education that cannot be filled by qualified staff – especially for remote settlements, where only little more than 50% of those engaged in teaching actually possess a qualification according to international standards. This has consequences for the quality of education offered. One way of addressing this is to develop on-line e-learning and distance learning as integral features of the system. In 2018, the Agency of Education jointly with the Agency of Digitalisation elaborated a digitalisation strategy for primary/lower secondary education, but an update is required, especially as fast and reliable internet connections now cover over 90% of the inhabited areas of Greenland. At the same time, the GoG continues its efforts to increase the supply of teachers and qualified staff available in both pre-school and primary/lower secondary education."}, {"bbox": [117, 557, 1150, 1008], "category": "List-item", "text": "5. **More inclusive educational programmes are required in order to ensure higher figures of enrolment in education and training.** Many Greenlandic learners are – in particular due to social and psychological problems – not robust enough or otherwise challenged to follow mainstream education and training programmes. For this target group of young people with fewer opportunities, it is necessary to create new opportunities within the educational system that allow them to progress. In upper secondary general education, two initiatives have been launched in recent years to enable this target group to engage. The GUX-S and the GUX-P are versions of upper secondary general education (GUX) that have been adapted to specific target groups with special needs, whereas eGUX makes it possible to complete the curriculum entirely through distance learning, enabling the participation of persons from remote locations who for a variety of reasons (e.g. family obligations) are not mobile. In the area of vocational education and training, various initiatives have been set up at local/municipal level that allow young people to get an introduction to a number of trades and acquire basic skills in this respect, that will enable them either to enter the labour market as semi-skilled workers or motivate them to engage in formal VET. An example is the TNI-Flex programme in the field of trade, commerce and administration, which was introduced in 2015. According to the GoG, further initiatives of this nature will be rolled out in more locations in the coming years, even though the exact nature of these is still being discussed. The Danish production schools (providing individualised, non-formal vocational training) have been mentioned as a solution."}, {"bbox": [117, 1032, 1149, 1088], "category": "Text", "text": "These lessons have been incorporated in the last update of the Education Plan II, and where appropriate policy responses and relevant indicators have been developed in order to monitor developments."}, {"bbox": [1040, 1663, 1158, 1688], "category": "Page-footer", "text": "Page 21 of 35"}]