[{"bbox": [85, 179, 1145, 310], "category": "Text", "text": "Overall, more women graduate with a completed education than men⁵, so action on gender equality must have a specific focus on strengthening support also for boys and young men. Fixed gender patterns exist regarding which fields of education men and women chose. GoG points out that men lean toward natural sciences and 'other fields of education traditionally oriented toward men', while women seek healthcare or service professions. To date there are no visible outcomes to limit this division."}, {"bbox": [85, 313, 1145, 367], "category": "Text", "text": "Identification of main stakeholders and corresponding institutional and/or organisational issues (mandates, potential roles, and capacities) to be covered by the action:"}, {"bbox": [85, 378, 1145, 618], "category": "Text", "text": "The Ministry of Education of Greenland is the main implementing partner of the action. Additional key duty bearers are the five Greenlandic municipalities since they have the responsibility for implementing pre-school provisions and primary and lower secondary education. For vocational education and training, trade unions and employers' associations are important interlocutors. The Greenland Business Association has for instance been consulted for the development of curricula targeting entrepreneurship and innovative skills, and the present action will pick up on this by proposing formalised consultation structures with employers' and workers' organisations to make the output of the education sector more relevant for Greenland's labour market needs. Moreover, parents are crucial rightsholders to instil a culture of lifelong learning. The ultimate beneficiaries are the Greenlandic women and girls, boys and men constituting the territory's youth and the entire society."}, {"bbox": [85, 629, 1145, 738], "category": "Text", "text": "Municipalities have recently been included in the regular EU-Greenland policy dialogue linked to the budget support operation, building on the establishment of a common forum for coordination in education – a key deliverable of the 2021 budget support programme. In addition, coordination with other actors active in the sector, such as philanthropic foundations (mostly from Denmark) or the US government can be envisaged."}, {"bbox": [85, 763, 498, 791], "category": "Section-header", "text": "## 2.3 Additional Areas of Assessment"}, {"bbox": [85, 808, 286, 836], "category": "Section-header", "text": "### 2.3.1 Public Policy"}, {"bbox": [85, 851, 1152, 1064], "category": "Text", "text": "The Government of Greenland has re-affirmed the goal of raising education levels through an inclusive and coherent educational system from pre-school to higher education. The current Greenland Education Programme II (GEP) covers the period until 2024. A new education strategy is being developed and is expected to be adopted in the second half of 2023. The Government of Greenland's continuous commitment towards the sector is reflected in an increase in the national budget for education from an average of 25% in the previous years to 26.3%. The upcoming education strategy will likely reform the apprenticeship system, which has a shortage of positions within enterprises. The anti-bullying and suicide prevention strategies of the government will be the entry point of an increased focus on students' well-being."}, {"bbox": [85, 1075, 1152, 1289], "category": "Text", "text": "The new education policy has been under development for the last three years, facing several delays. The new strategy will describe the government's visions for the educational sector towards 2030. A seminar on the topic of education was held in the beginning of 2022. Actors related to the educational system from all over Greenland were invited to discuss how to develop flexible solutions that support a more sustainable educational system. Following this seminar, the government has decided to focus on improving cooperation between actors in the educational sector and improving educational standards across Greenland with a special emphasis on vocational education and training. This is in line with the GoG's ambition to increase availability of an educated workforce to support its policy goals in other sectors."}, {"bbox": [85, 1327, 242, 1353], "category": "Section-header", "text": "#### Policy relevance"}, {"bbox": [85, 1353, 922, 1380], "category": "Text", "text": "The ongoing policy (Greenland Education Programme II) has the following key objectives:"}, {"bbox": [85, 1380, 1152, 1459], "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": [85, 1459, 1021, 1487], "category": "Text", "text": "- Equality: increased percentages of children attending (public) day-care; more inclusive programmes."}, {"bbox": [85, 1487, 1152, 1539], "category": "Text", "text": "- Efficiency: more seamless transition between lower secondary education and upper secondary education and training; reduction in numbers of young people not in education, training or employment (NEETs); reduction in"}, {"bbox": [85, 1569, 1143, 1621], "category": "Footnote", "text": "⁵ CEDAW/C/DEN/Q/6/Add.1 para 35–39, CEDAW/C/DEN/7 p. 88 & Annex to State party report for the eighth periodic review p. 6."}, {"bbox": [1038, 1682, 1144, 1707], "category": "Page-footer", "text": "Page 6 of 32"}]