[{"bbox": [85, 106, 435, 132], "category": "Text", "text": "Key objectives of the GEP II relate to:"}, {"bbox": [83, 132, 1170, 186], "category": "Text", "text": "- Quality: increased quality of teaching in the primary/lower secondary educational sector and increased provision of qualified staff in day care and primary/lower secondary educational institutions; increased range of educational options;"}, {"bbox": [83, 186, 1018, 212], "category": "Text", "text": "- Equality: increased percentages of children attending (public) day-care; more inclusive programmes;"}, {"bbox": [83, 212, 1170, 316], "category": "Text", "text": "- Efficiency: more seamless transition between lower secondary education and upper secondary education and training; reduction in numbers of young NEETs; reduction in drop-out rates in upper secondary education and training and higher education; increased rates of students/apprentices completing their formal educational trajectory within the stipulated duration."}, {"bbox": [83, 344, 1170, 399], "category": "Text", "text": "In addition to these overall objectives, also derived objectives of both a quantitative and qualitative nature are formulated, e.g. in relation to guidance provision, IT, student accommodation etc."}, {"bbox": [83, 424, 1170, 558], "category": "Text", "text": "In order to measure results and outcomes of the GEP phase 2, a performance assessment framework (PAF) has been developed by the GoG in consultation with the Commission. Annual Work Plans (AWPs) and Annual Implementation Reports (AIRs) are being produced by the GoG for reporting to the Parliament of Greenland (in Greenlandic) and to the EU (translated to English). Both report types are based on the PAF. The reports are published on the website of the Government for access by stakeholders and the general public⁶."}, {"bbox": [83, 583, 1170, 637], "category": "Text", "text": "During the COVID-19 pandemic schools in Greenland have been closed for varying periods and the curriculum as well as the PAF of the GEP was interrupted to some degrees."}, {"bbox": [83, 662, 1170, 714], "category": "Text", "text": "The AIR 2019 is the latest available report. Currently, the AIR 2020 is to be produced in 2021 documenting the achievements for 2020."}, {"bbox": [83, 741, 1170, 823], "category": "Text", "text": "Following the Parliament elections of April 2021, the new Government has for the time being endorsed the GEP as the continued basis for the education strategy. In the perspective, further reform efforts of the Government and a renewed policy are expected."}, {"bbox": [83, 848, 240, 874], "category": "Section-header", "text": "## Policy relevance"}, {"bbox": [83, 875, 1170, 1088], "category": "Text", "text": "After Greenland became self-governing in June 2009, the importance of the education sector for the Greenlandic society has increased. It is a widely acknowledged political vision that a competent and flexible work force constitutes an essential prerequisite for bringing about sustained economic growth and a balanced development of public finances. The aim of the long-term economic policy of Greenland is to have a self-sustained economy and to phase out the annual block grant from Denmark. As stressed in several reports from the Greenland Economic Council (GEC) this objective will require fiscal discipline, economic restructuring and economic diversification as well as continued real economic growth. There is broad political consensus in Greenland that a continued development of education and training is fundamental to achieving these long-term strategic economic objectives and implied social goals."}, {"bbox": [83, 1113, 1170, 1300], "category": "Text", "text": "In the GEP phase 2 (2014-2024), emphasis is put on pre-school and primary/lower secondary school systems, besides a continuation of the support for vocational education and training and the post-elementary school system in general. The specific objectives are threefold: (a) ensuring a well-functioning pre-school and elementary school system, no matter where the children live; (b) increasing quality of the education system with special emphasis on pre-school and primary/lower secondary schools and an increased share of educated personnel in the system; and (c) increasing efficiency in the education system through reduced drop-out between all stages in the system, increased completion in the post-elementary education system and a decrease in the time spent in the education system before graduation"}, {"bbox": [83, 1325, 1170, 1459], "category": "Text", "text": "So far, the programme has notably achieved significant uptake of TVET (Technical and Vocational Education and Training) and a higher rate of re-integration into education after students dropped out as well as a decrease in the percentage of 16-18-year-old outside education (from 61.6% in 2013 to 57.4% in 2018). Achievements of previous operations have proven to be sustainable: the first phase of the GEP had focused on access to education and inclusiveness; pre-school attendance, a key indicator, continues to increase steadily (from 69% in 2013 to 75% in 2020)."}, {"bbox": [83, 1484, 1170, 1591], "category": "Text", "text": "With regards to the primary/lower secondary education, challenges remain in terms of the quality of education provision, a state of affairs which was clearly indicated in a national evaluation carried out in 2015. These arise from a lack of capacity to tackle problems affecting children ultimately rooted in social, cultural and geographical factors, but also – as a subsequent evaluation of the teacher training system revealed in 2016 – from a poor quality of teacher training. The"}, {"bbox": [72, 1638, 1030, 1663], "category": "Footnote", "text": "⁶ https://naalakkersuisut.gl/da/Naalakkersuisut/Departementer/IKTIN/Publikationer/Partnerskabsaftalen-med-EU."}, {"bbox": [1051, 1663, 1157, 1687], "category": "Page-footer", "text": "Page 8 of 35"}]