Education Supplement - Autumn 2013

the benefits of education after folkeskole:Gymnasium and efterskole

better quality education for denmark

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Autumn 2014

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The educaTion sysTem: an overviewThe Danish education system provides a very

high standard of education and is free to all

young children and teenagers and mostly

free for university students living in Denmark.

The national Danish Government has made

the provision of educational and vocational

guidance for students in the education sys-

tem and for young people outside the system

a high priority. This is reflected in the 2013

National Reform Programme that focuses on

getting more young people both starting and

completing their education more quickly, as

well as ensuring higher quality and efficiency

in the education system.

Here is an overview of the levels of

education in Denmark:

1. Pre-school

2. Primary and lower secondary education

3. Upper secondary education

4. Vocational education and training

5. Higher education

6. Adult learning

Before starting pre-school most children in

Denmark attend day-care services such as

nurseries and kindergarten. Pre-school, which

is optional, is followed by nine years of com-

pulsory education in primary and lower sec-

ondary school, with an option to complete a

tenth form. The upper secondary education

system includes a range of opportunities for

students to further their basic education at

the higher and vocational levels. Academic

programmes at these levels allow students to

apply for entry to higher education, offered

at university level. Vocational programmes

are aimed at direct entry to the labour mar-

ket.

There is also a strong tradition of lifelong

learning in Denmark. Many Danes participate

in adult education to improve their knowl-

edge and skills in order to advance profes-

sionally or change career.

The workforce is thus constantly upgraded to

meet the needs of the labour market.

In this Education Supplement, not only will

you be guided on the different levels or

forms of education available in Denmark,

but also on the variety or types of schools,

programmes and opportunities available to

students, both Danish and international. As

Denmark attracts many foreign workers to

its kingdom, there is quite a variety of inter-

national schools which cater for student who

are not English or Danish-speaking.

So whether you are a prospective student or

parent investigating the schooling opportu-

nities for your child, this supplement has all

the information you need to make the best of

your or your child’s Danish education.

educaTion suPPLemenT

educaTe yourseLf:schooLing for aLL in denmark

new to denmark, and feeling a little confused by the schooling system? it’s actually as easy as aBc once you understand the basics of education in the country.

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educaTion facTs & figuresDanish Population: 5.4 million (2010)Percentage of a year group completing a youth education programme: 84.4 % (2009)Percentage of a year group completing a higher education programme: 46.6 % (2009)Approximately 55 % of those complet-ing a higher education programme are women (2010)Percentage of total national expenditure spent on education (incl. SU grants): 15.6 % (2009)

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There have been several major changes to

schooling and the education system in re-

cent years. These reforms have been put in

place to better the quality of education and

the percentage of learners who complete

their education and even go on to discover

lifelong learning. In order to achieve these set

out reforms, the Danish government has put

in place several measures to ensure an im-

proved Danish education system.

To this end, Allerslev says that the primary

goal of these reforms is to ensure that learn-

ers in primary schools are better students

when they leave school after ninth or tenth

grade. “We can see that when compared with

other countries, our learners are not as skilled

as students in other countries and for some

reason they don’t get as much knowledge

from the hours they spend in school as they

do in other countries. So the government de-

cided that we would have to implement new

reforms,” she explains.

These new reforms are designed to tackle the

above-mentioned issue by introducing more

hours of schooling per day, more teach-

er-learner time and having the schools co-op-

erate more with their local communities; with

companies, organisations, sports clubs and

all kinds of various fields in the local area. Al-

lerslev says that one of the biggest problems

with the state of current public schools is that

they are very isolated.

It’s early days in the reform process, and

there has already been criticism that teachers

are not getting enough time to prepare while

the longer school days for the children means

that they miss out on recess and after school

activity time.

The challenge now for the deputy mayor

and her committee is ensuring that focus is

placed on the basics of the reform and not to

try and reinvent the system. “So we’ll try to

keep it simple, make it work and try to help

the teachers as much as we can by providing

them with better skills and tools to handle

this dramatic transition. There are also prac-

tical issues that need addressing, but we are

getting there,” Allerslev says.

One of the major challenges the government

has faced has been opposition from teachers

to the new reforms. To this the deputy mayor

says, “We will be spending a lot of time trying

to solve these issues in the future, but I think

that most of the teachers in Copenhagen re-

alise that the reform is here now and they

might as well work with it instead of against

it. Most parents are satisfied and they can

see that their kids will benefit from it, but of

course it’s a difficult transition for the teach-

ers, especially because the reform follows the

recent lockout.”

At present Allerslev says that 50 percent of

the schools are up and running, doing all the

right things, while there is about 30-40 per-

cent which is almost there but still struggling

a bit. The last ten percent are the schools that

have major challenges for a variety of rea-

sons, and will take a lot of hard work over the

next year or so to get up to standard.

BuiLding a BrighTer fuTurefor denmark’s youTh


The copenhagen Post sat down with the city’s deputy mayor for children and youth, Pia allerslev, to discuss the challenges and potential presented by the recently implement-ed new school reform in denmark.

The primary goal

of these reforms is to

ensure that learners in

primary schools are

better students when

they leave school after

ninth or tenth grade.

“

“

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overview of The educaTion sysTemEducation is compulsory in Denmark for

everyone between the ages of six or seven

and 16. The academic year runs from August/

September to June. Whether the education is

received in a publicly provided school, in a pri-

vate school or at home is a matter of individ-

ual choice, as long as accepted standards are

met. It is education itself that is compulsory,

not school.

These levels of schooling are compulsory:➤Pre-school

➤Primary and lower secondary education

➤Upper secondary education

Danish is the medium of instruction in schools.

However, English is a compulsory subject in

the Folkeskole (from Year 3) and in general

upper secondary schools, most university-lev-

el institutions offer various courses and pro-

grammes in English.

After upper secondary education, teenagers may choose to continue their learning by opt-ing for either:➤Vocational education and training

➤Higher education

Before starting pre-school most children in

Denmark benefit from day-care services such

as nurseries and kindergarten. Pre-school,

which is optional, is followed by nine years of

compulsory education in primary and lower

secondary school. There is an optional tenth

form. The upper secondary education system

includes a range of opportunities. Academic

programmes allow students to apply for entry

to higher education. Vocational programmes

are aimed at direct entry to the labour market.

For a detailed explanation of the six levels of

danish schooLing101 easy guide

everything you need to know about getting start-ed with school in denmark


education, turn to page 4. The final level of

education in Denmark comes in the form of

adult learning.

schooL fundingThe education system is financed by the state

or by municipalities. Some institutions are

self-governing, while others are owned by

the state or the municipalities continuation

schools depend on a large degree of state

funding. Pupils at continuation schools do

have to pay a tuition fee but the amount varies

– and is subsidised by the state – depending

on the parents’ income. Average annual tuition

fee (2005) per pupil amounts to DKK 25,000

excluding state subsidies.

characTerisTics of The educaTion sysTemThere are four defining characteristics of the

schooling system in Demark, these are:

High standards: The quality of Danish edu-

cation is assured in many ways. It is mainly

regulated and financed by the state, and all

public educational institutions are approved

and evaluated on an ongoing basis.

Lifelong learning: Lifelong learning is a key

principle in Denmark. The idea dates all the

way back to the 19th century Danish clergyman

and philosopher N.F.S. Grundtvig, who argued

that a prerequisite for active participation in a

democratic society is education for all citizens

on a lifelong basis.

Active participation: Treating pupils and stu-

dents as independent people with a right to

form their own opinion and a duty to par-

ticipate actively in discussions is a matter of

course in Danish education.

Project work: At all levels of the education sys-

tem, pupils and students attend classes, how-

ever, they also carry out project work, either

on an individual basis or in small groups. In-

terdisciplinary activities are also an integrated

part of Danish education.

Sources: http://studyindenmark.dk/; http://ufm.dk/

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The education system in Denmark should con-

tribute to fostering a learning culture that pro-

motes creativity, independence and responsibili-

ty. There must be cohesion between the various

education pathways and levels such that learn-

ers can obtain qualifications and competences.

The Government has set the following specific

goals for all levels of the education system –

from pre-school to university and level higher

education.

Pre-schooLAll children should have a good start in

school.

Language assessment for all children at the

age of three and again at the age of six

when they start pre-school.

Compulsory education to be extended

from nine to ten years of schooling by

pre-school class being made an obligatory

part of the municipal primary and lower

secondary school.

Curricula to be drawn up in all day-care

facilities.

Subject-based teaching in Danish to be

introduced, in particular reading in the

pre-school class.

Primary and Lower secondary schooL (foLkeskoLe)All pupils must have excellent academic skills and knowledge.The Folkeskole must provide pupils with knowledge and skills, promote creativity and independence and prepare them for further education.The pupils must be among the best in the world in four basic subject areas: reading, mathematics, natural science and English.All young people are to gain knowledge and skills that provide them with the basis for actively taking part in a globalised

world.

goaLs for a worLd-cLasseducaTion sysTem

it is the danish government’s aim that the education system, from pre-school to higher edu-cation, ensures that all young people receive a high-quality education and a solid foundation for engaging in lifelong education.


The education

system should also

contribute to fostering

a learning culture that

promotes creativity,

independence and

responsibility.

“

“

SKIPPER CLEMENT INTERNATIONAL SCHOOL

Skipper Clement Skolen is a fri grundskoler in the centre of Aalborg, Denmark’s third largest city. In 2005, under the direction of its forward thinking School Principal, Per Lyngberg-Andersen, the school decided to modernize and face a global future by taking on the development of the Interna-tional school for Aalborg. The International school had been initiated in 2001 by the local business community, Kommune and Amt and was seen then as a necessary part of the infrastructure needed to encourage overseas investment in Denmark.

Skipper Clement Skolen has made a success of the International department, without the support of any major sponsors. Since the original 4 classes in 2005, the department has grown to a full line of eleven classes by 2014 and over 750 students in the school, making it a good economical business. But there has been a cost. While successful in attracting students and maintaining a body of first class teachers both Danish and International , the school is now over-crowded and lacking in facilities and resources. For the past 10 years attempts by the school to resolve these development problems have come up against the barriers of the need for high capital investment for new build schemes and the tediously slow procedures that must be followed to gain planning permission. Worse still, experience of being located in a small city on the periphery of Europe might lead one to believe that no investor is interested in any development outside Copenhagen.

Whatever happened to all those EU initiatives to develop the peripheral European infrastructure? Where is the political interest in promoting regional Denmark? For many families coming to work in the local hospital, university and high tech businesses, the facilities in the only International school in Aalborg do not compare favourably to those available in schools in their so called ‘third world’ countries.

If the Danish business community wants to see the development of the basic skills needed to support future growth in science and technology, it must invest where it matters, in basic education.

SChooL oF ThE FUTUrE

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youTh educaTionAll young people are to have a qualifying

education. At least 95 per cent of all young

people are to complete a youth education

by 2015.

The education programmes are to be

attractive and of the highest quality.

The general upper secondary education

programmes are to provide pupils with

good academic and general competences

enabling more to complete higher

education.

The vocational education and training

programmes are to challenge the most

talented pupils and provide them with

increased possibilities for higher education.

At the same time, the programmes are to

provide realistic educational and training

possibilities for academically weaker pupils.

higher educaTionAt least 50 per cent of a youth cohort are to

have a higher education in 2015.

educaTionaL reformsIn December 2012 the Government present-

ed a proposal for the reform of the primary

and lower secondary school, to “Make a good

school even better – boosting standards in the

primary and lower secondary schools”. These

reforms included:

✔ A coherent school day where the youngest

pupils attend school for 30 hours a week,

pupils at intermediate level attend school

for 35 hours a week , and the oldest have 37

weekly hours.

✔ More and better teaching in Danish and

Mathematics.

✔ The introduction of ‘activity hours’ focusing

on movement, homework assistance and

play in combination with academic

standards.

✔ Strengthening of English, practical/musical

subjects, science and technical subjects as

well as optional subjects.

✔ Increased focus on the transition to youth

education.

✔ Strengthened continuing education and

training of teachers, managers and social

educators as well as focus on better

application of knowledge concerning good

teaching.

✔ Clear national objectives for the develop

ment of the primary and lower secondary

school: all pupils should be challenged,

confidence in and well-being in the primary

and lower secondary school is to be

strengthened and the significance of social

background is to be reduced.

✔ A simplification of rules and greater

freedom for schools and local authorities.

Other reforms included reform of the state ed-

ucation grant system and framework for high-

er education programmes, strengthening vo-

cational education and training programmes,

service checks of upper secondary education

programmes and better and more adult and

continuing education and training.

Sources: http://ec.europa.eu/; http://eng.uvm.dk/

BuT where do i send my chiLd?choices aPLenTy:

whether you are a danish parent exploring the options for educating your child, or a foreigner looking to make a permanent move to denmark with your family, there are several options to consider when it comes to schooling.

choosing a TyPe of schooLYou have three main options when choosing a school in Denmark for your child; a Danish

public school, a Danish private school or an international school. Let’s consider the op-

tions available to you:

PuBLic schooLsDanish public schools have the advantage of being free. In some areas, they are excellent.

Technically you’re supposed to have ‘free choice’ of public schools, which means you can

choose any school in your kommune that has room for your child. In practice, the best

public schools are often full.

PrivaTe schooLsDanish private schools are becoming more and more popular, however getting into a

prestigious private school can be difficult and the waiting list is usually long for kinder-

garten but often not so much for the higher grades. It is important to note that private

schools in Denmark are not just for the

rich, as many do get a state subsidy per

student, and tuition varies from school to

school.

inTernaTionaL schooLsInternational schools are the default choice

for many foreigners, however as children

who go to an international school may

feel set apart from the local culture. On

the upside, the local international schools

are very good.

from Børnehavn To foLkeskoLeIf you choose to go the public school route,

there are hundreds of pre-primary and

primary and lower secondary schools to

choose from in each municipality.

Pre-Primary schooLAll young children in Denmark have the

option of enrolment in a child care centre.

There are a variety of child care options

for from 0-six years of age. Each munici-

pality determines its own overall goals and

framework of child care options. Day cares

and nurseries are suitable for children be-

tween the ages of six months and two to

three years, and are facilitated by a child


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minder at her home. There can be up to four

children, apart from the child minders own chil-

dren. If two child minders decide to work to-

gether, they can take care of up to 10 children.

Most child minders are women. Nurseries differ

from day cares as they are equipped with toys

for children in the different age groups, and

also have outdoor areas with swings, sandpits

etc., and the children are regularly taken on ex-

cursions. Private Day care is also available, and

some municipalities will even subsidise parents

who send their children to these schools. For

more information on private Day care, visit

www.privatdagplejedanmark.dk.

Crèche or Kindergarten is for children aged

three to about six or seven years of age. The

institutions vary in size, but on average there

are six children per kindergarten teacher.

The foLkeskoLeThe Folkeskole constitutes the free, public

school system as well as the individual munic-

ipal schools, that is to say the places where

the teaching takes place. On the national level,

the Danish Folkeskole is regulated by the Fol-

keskole Act, which provides the overall frame-

work for the schools’ activities. The Danish

folkeskole provides nine years of compulsory

education free of charge. It also offers optional

pre-school classes and an optional 10th form.

The aim is to contribute to the all-round ac-

ademic, social, and personal development of

the individual child by providing subject-spe-

cific qualifications and prepare pupils for living

in a democratic society. Pupils and parents or

guardians must accordingly receive informa-

tion about the child’s academic and social per-

formance at school at least twice a year.

The Minister of Education is responsible for

setting the targets of achievement for each

subject taught in the folkeskole; however, local

authorities and schools are free to decide on

how to reach these. The Ministry of Education

provides curriculum guidelines for each subject;

the guidelines are merely recommendations,

and the schools are allowed to formulate their

own curricula as long as they are in accord-

ance with the overall target levels. However

most schools appear to employ the guidelines

articulated by the Ministry.

Sources: http://www.expatindenmark.com/; http://educa-

tion.stateuniversity.com/

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LTT.104x144.Education.090914.indd 1 09/09/14 08.17

In order to be considered an actual interna-

tional school, it is widely agreed that a school

generally follows a national or international

curriculum different from that of the host

country. Additionally, an emphasis is placed

on international education (with such pro-

grammes as the International Baccalaureate)

and global citizenship.

The rapid growth in international schools over

the past few years has corresponded with the

proliferation of the title, “international” placed

on many schools that may possibly have the

veneer of being international in name only.

For example, of the 345 new schools opened

worldwide in 2010, 80 or 23% offer one or

more of the IB programmes (i.e. MYP, PYP,

DP). The question is what about the more

than three-quarters of international schools

that are not offering that programme? Of

course the IB is not the only game in town,

but it raises the question of what sort of in-

ternational programme or curriculum are all

these new schools offering? The Interna-

tional Association of School Librarianship, in

2009, outlined a list of criteria for a school to

be described as an international school. They

noted that although all international schools

may not meet all criteria, a majority of the

eight specified criteria should be met.

whaT makes a schooLinTernaTionaL?

international schools come in many different shapes and sizes and the term itself, includes a variety of school systems encompassing a wide vari-ety of formats and curric-ula, with some being more international than others.

iasL criTeria for inTernaTionaL schooLs1. Transferability of students’ education

across international schools

2. A moving population (higher than in

national public schools)

3. Multinational and multilingual

student body

4. An international curriculum

(i.e. IB - DP, MYP, PYP)

5. International accreditation (e.g. CIS,

IBO, North Eastern ASC, Western Ass.

of Schools and colleges, etc.)

6. A transient and multinational teacher

population

7. Non-selective student enrolment

8. Usually English or bi-lingual as the

language of instruction


The International department of Skipper

Clement was established in the Jutland pen-

insula over ten years ago, and now has a core

of established and experienced teachers. Our

school provides both education in Danish and

English languages, and the curriculum in this

part of the school is guided by Cambridge

International Examinations syllabuses, and

offers up to nine subjects at IGCSE level.

Our goals are to support the development of

our students as citizens of a global world, and

to facilitate the integration of you and your

family into Danish society if you choose to

stay in Denmark. We have known and taught

more than 400 young people from every con-

tinent in the world, and because of this we

have created the best conditions for the per-

sonal and academic development of our stu-

dents in a safe working environment, within a

society in constant change.

For information about our international class-es, visit our website: http://www.aais.dk/

skiPPer cLemenT inTernaTionaL

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disagreemenT on criTeriaNot everyone agrees with the above criteria.

Frank Anderson, Superintendent Emeritus of

Colegio Internacional de Carabobo in Vene-

zuela believes, “It’s not where the students

come from, but how the educational pro-

gramme is delivered.” “If the school’s mis-

sion is to deliver an international education

through a curriculum such as the IB and to

produce global citizens,” than according to

Anderson, “it’s an international school.” An-

derson also believes in giving more leeway

to the accrediting body, noting that in ad-

dition to the international accreditation or-

ganisations, many international schools are

accredited by the host country’s Ministry of

Education.

Connie Buford, Regional Educational officer

for the Office of Overseas Schools at the U.S.

State Department feels that if a school has at

least two of the characteristics noted above, it

should be considered an international school.

Furthermore, she emphasises that the key

point of distinction is that, “No matter what

the make-up of the student population, or

the curriculum employed, the school should

instill an ‘international-mindedness’ among

its students. Buford notes that this is not her

own term, and in fact, it’s what the IBO (Inter-

national Baccalaureate Organisation) claims

sets them apart from other programmes.

According to the IBO, “It is a philosophy stu-

dents will carry with them through the rest of

their lives.”

Buford says that this idea can be distilled into

a very simple goal: “Students should realise

that there’s a big world out there and there’s

more than just your own country and culture.”

varieTy is The sPice of LifeInternational schools come in a wide variety

of organisations, curricula, and approaches,

but they all offer teachers the opportunity

to live and work abroad in a challenging and

stimulating environment.

Just as international schools serve to teach

students that there’s a big world out there

beyond just their own country and culture,

teachers at international schools benefit im-

measurably as they learn the same life les-

sons along with their students.

Source: Cynthia Nagrath - https://www.tieonline.com/

view_article.cfm?ArticleID=87

The education system is defined by six lev-

els or phases of schooling, some compulso-

ry whilst others elective, vocational or even

available to adults wishing to study further.

Pre-Primary educaTionThis is the initial stage of organised instruc-

tion, and is designed primarily to introduce

very young children to a school-type envi-

ronment. This stage comprises kindergartens

and pre-school classes. Upon completion

of pre-primary education, children continue

their education at the next stage (primary

education).

Primary and Lower secondary educaTionThe Danish Folkeskole is a comprehensive

school covering both primary (grades 1 to 6)

and lower secondary (grade 7-9/10) stage

basic education, or in other words it caters for

seven to 17 year-olds. There are three main

types of schools at this level of instruction;

the Folkeskole, private elementary schools

and continuation schools.

The foLkeskoLeThe Folkeskole is the Danish municipal prima-

ry and lower secondary school, and consists

of one year of pre-school class, nine years of

primary and lower secondary education and

a one-year 10th form. The Folkeskole was

founded in 1814, and, at that time, all children

were given the right to seven years of edu-

educaTion sysTemundersTanding The danish

if you are new to denmark, and unsure at what level to enrol your child into the danish schooling system, we have compiled a need-to-know guide detailing all that is pertinent regarding the different phases of ed-ucation on offer.


About 13%

of all children

at basic school

level (including

the voluntary

pre-school class

and 10th form)

attend private

schools.

“

“

cation. The school subjects that were taught,

were religion, reading, writing and arithmetic.

PrivaTe schooLsDenmark has a tradition of private schools

with a substantial government subsidy. This

tradition mainly originates in the ideas and in-

itiatives of the clergyman, poet and politician,

N.F.S. Grundtvig (1783-1872), and the teach-

er, Christen Kold (1816-1870). On the basis of

their ideas about “a school for life based on

the living word”, the first “folk high school” for

adults was founded in 1844 and the first “free

school” (private independent school) for chil-

dren in 1852. They were in particular meant

to serve the rural population. The ideas of

Grundtvig and Kold had such an impact on

the political thinking of their time that they

were written into the democratic Constitution

adopted by Denmark in 1915. It stipulates gen-

eral compulsory education - not compulsory

school attendance.

About 13% of all children at basic school level

(including the voluntary pre-school class and

10th form) attend private schools. In 2006,

approximately 91 000 children attended 491

private schools, while 690 000 pupils attend-

ed the municipal school, of which there are

approximately 600. Private schools in Den-

mark may be roughly divided into the follow-

ing categories:

Small independent schools in rural districts

(friskoler)

Large independent schools in urban

districts (privatskoler)

Religious or congregational schools

Progressive free schools

Schools with a particular educational aim,

such as the Rudolf Steiner schools

German minority schools

Immigrant schools

The bottom line is that private schools will be

recognised and receive government financing

regardless of the ideological, religious, polit-

ical or ethnic motivation behind their estab-

lishment. Some private schools are very old,

some are quite new, and new ones are still

being added. It is characteristic of private

schools that they are smaller than the munic-

ipal schools.

inTernaTionaL Basic schooLsIn Denmark, there are 22 international ba-

sic schools. International basic schools are

private elementary schools approved by the

Ministry of Education for education in other

languages than Danish – either for the whole

school or for divisions within it. Schools must

apply to become recognised international

schools. Approval is usually granted if the

school or one of its divisions primarily cater

for children with foreign parents, who live in

Denmark and remain in Denmark for a short-

er space of time. See page 6 for a detailed

guide on these types of schools.

uPPer secondary educaTionThis level of education typically begins at the

end of full-time compulsory education. It nor-

mally caters for the 16-19-year-olds and com-

prises:

Gymnasium: The general upper secondary

education provision of the higher preparato-

ry examination or HF-programme, the higher

commercial examination or HHX-programme

and the higher technical examination or

HTX-programme.

Vocational education and training pro-grammes: Including basic social and health

training programmes amongst others.

This level of education is for learners who

what to either, through general education

qualify for access to higher education or for

those wishing to pursue vocational or techni-

cal education qualifying primarily for access

to the labour market.

higher educaTionHigher education typically begins at the end

of upper secondary education, and compris-

es the short-cycle higher non-university pro-

grammes, the medium-cycle university and

non-university programmes as well as the

long-cycle university programmes. There are

a range of world-class higher education insti-

tutions and universities available for those in

Denmark who wish to further their studies.

The higher education sector includes:

Universities (research-based under-

graduate and postgraduate programmes)

University Colleges (professional

Bachelor’s programmes)

Academies of Professional Higher

Education (short-cycle higher education

institutions offering Academy Profession

and joint Bachelor’s degree programmes

aduLT educaTion and conTinuing TrainingThere are a number of opportunities for

adults wishing to receive education and re-

fresh their competences. Denmark has a long

tradition of improving the competences of the

workforce beyond compulsory stages of ed-

ucation. In fact, the notion is very much that

learning is a lifelong occupation. The General

Adult Education Programme for example, is

part of the public education system. The pro-

gramme 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.

Source: http://eng.uvm.dk/

There are a number of international schools

in Denmark where teaching is carried out in

a language other than Danish. Most interna-

tional schools operate according to the rules

for private schools and receive a state subsi-

dy. In addition, a tuition fee is charged, rang-

ing from DKK 15 000 – 80 000 annually.

The students at these international schools

include Danish students who wish to be

taught in a foreign language and foreign stu-

dents who do not speak Danish. Even though

the teaching at these schools is carried out

in a foreign language, non-Danish students

typically receive supplementary instruction in

Danish language and culture. These schools

are located throughout Denmark, although

most are found close to Copenhagen.

making The inTernaTionaL choiceInternational schools may seem the perfect

solution for an expat student (multinational

corporation executives, children of diplomats,

NGO staff) living in Denmark. There may be

some Danish students at these schools, but

they are usually geared for an internation-

al student body. Schools may follow a cur-

riculum model from the US, UK, or France.

Primary instruction may be any language

(and multiple languages are usually taught),

but it is usually in English, French, Spanish,

German, or Japanese. Schools provide simi-

lar standards of schooling around the globe,

providing for an easy transition between

schools whether they are in France or Viet-

nam. Schools also provide internationally ac-

cepted accreditation such as the International

Baccalaureate.

For an expat the decision to enrol your child

in one of the international schools in Den-

mark can be a dilemma. This is because

parents have to choose between their child

learning in their native language (attend-

ing the appropriate international school) or

learning the Danish culture and integrating

into Danish society (attending a Danish pub-

lic or private school).

At an international school students will be

taught Danish as part of the curriculum, yet

the environment will be more international

than Danish. The Danish schools will offer the

student the chance to assimilate into Danish

society and culture quicker, make Danish

friends and learn the language quicker too.

However, since Danish schools will teach in

Danish the student will be forced to learn

more Danish.

Some of the other deciding factors when it

comes to choosing the right school for your

child will be where you live, how long will you

if you are a foreign na-tional living in denmark, and want an international education for your child, you should consider one of the many international schools available in and around copenhagen.

inTernaTionaLschooLing


www.cis.dk

As a parent you don’t want a school with strong academics. You want an international school with strong academics that makes your child happy. A place that offers exciting After School Activities in addition to the renowned IB curriculum. A school where children from all over the world fit in, feel welcome and find new best friends. CIS is such a school. We are a founding member of the IB and we offer the Primary Years Program, the Middle Years Program and the Diploma Program, which gives access to outstanding universities worldwide. For more information please visit cis.dk

We teach the love of learning

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be staying in Denmark, the age of your child and how much you

can afford to spend, as some international schools are not cheap.

The costs of tuition will vary from school to school. It is up to you

to check with the schools for exact prices and possible discounts

for families with more than one child attending, or if you are able

to receive a subsidy from your municipality. There may be a wait-

ing list for some international schools, so plan early if relocating to

Denmark and check with the school for availability and reserve a

spot early.

Language TuTorsIf you cannot get into one of the International Schools in Denmark

or the cost is prohibitive, you may wish to contact your local kom-

mune about getting a tutor, who can help your child with language

and other subjects. These tutors will teach your child in their native

language, so that they can learn with ease.

inTernaTionaL uPPer secondary schooLsInternational upper secondary schools primarily offer the Interna-

tional Baccalaureate, as well as education in languages primarily

including German and French.

These schools offer education designed to give students an inter-

national diploma. There are both private and public international

upper secondary schools, although only the private schools offer

instruction in languages other than Danish and English. The inter-

national courses on offer, must be taught so to enable students to

access higher education in Denmark. In keeping with its status under

Danish law, these school must integrate the study of the native lan-

guage and culture with that of Danish society.

Sources: https://www.workindenmark.dk; http://www.expatindenmark.com/; http://

www.fyidenmark.com/; http://www.lfph.dk/

PreParing fora Life afTer schooL

in line with the danish governments’ life-long education plan, schooling in the form of upper secondary and higher education is on offer to learners after folkeskole.

After lower secondary schooling, learners

qualify for access to higher education and

vocational or technical education. This level

of education prepares them for access to the

labour market and normally caters for the

16-19-year-olds.

uPPer secondary educaTionThis level of education typically begins at the

end of full-time compulsory education, and is

defined by two paths that learners may opt

for;

‘high schooL’Gymnasium is the higher preparatory exam-

ination or HF-programme, the higher com-

mercial examination or HHX-programme and

the higher technical examination or HTX-pro-

gramme. These programmes at gymnasium

level are designed to prepare learners for

higher education, and ensure that they acquire

general education, knowledge and compe-

tences by means of the subjects. STX, HHX

and HTX take three years to complete and

admit young people who have completed nine

years of basic school. HF takes two years and

admits learners who have completed 10 years

of basic school.

This form of upper secondary education is

attended by as many as 53 percent of all

school-leavers and is the most traditional type

of upper secondary school. The programmes

contain a general education in its own right

that also prepares students for higher educa-

tion. Denmark has approximately 295 gymna-

siums and HFs, of which 85 percent are pub-

licly owned; the state covers the cost of these.

The remaining 15 percent are private institu-

tions; the state subsidises 80 to 85 percent of

the costs of these schools.

vocaTionaL TrainingThe second path is vocational education

and other post-basic education training pro-

grammes. Denmark is internationally re-

nowned for its well-developed vocational ed-

ucation system. The educational programmes

are structured as a combination of school

education and practical training in a compa-

ny. The aim of the vocational education pro-

grammes is both to qualify students to work in

a profession and provide the basis for further

education, while also contributing to the stu-

dents’ personal and social development. Vo-

cational training is mainly centred around the

following four industries; mercantile studies,

technical vocational studies, social and health

care studies and agricultural studies.

The danish efTerskoLeThe Efterskole is a unique Danish residential

school, where students from the ages of 14 to

18 can choose to spend one, two or three years

to finish their primary education. Each Efter-

skole is a self-governing independent institu-

tion and they all deal with both the education-

al and personal development of the students.

Compared to public schools the Efterskole

has substantial freedom in terms of choice of

subjects, teaching methods and educational


Compared to

public schools the

Efterskole has

substantial freedom

in terms of choice

of subjects, teaching

methods and educa-

tional approach.

“

“

Reception, Primary and Secondary Classes.

Teacher vacancy: Certified Teacher for IGCSE subjects in Maths and Science.

CAMBRIDGE International School

Skt. Josef´s School is situated 30 km from Copenhagen in the historic centre of Roskilde, close to the Cathedral and beautiful green surroundings.

Skt. Josef´s School, established in 1904, has a long tradition in Primary and Secondary education. Today we have more than 800 students in Danish and International classes.

In August 2012, we welcomed our first group of international students and now we have more than 60 students and continuing to grow. We offer both Primary and Secondary education including IGCSE examinations.

Open House on the 30th of October 2014 from 5-7 pm. Meet the students and the teachers.

Call or e-mail us for further information or visit our website www.sktjosef.dk

Advertisement

approach. These may vary in accordance with the school’s political,

religious or pedagogical orientation. Subsidies are on offer to both the

schools and the students.

The higher educaTion secTorWhether you are interested in a research-oriented programme or

more hands-on vocational training you will have plenty of options

in Denmark. You can choose between several programmes ranging

from degree and exchange programmes to short-term programmes

and summer schools. You can choose between three types of Danish

higher educational institutions:

•Universities

•University Colleges

•Academies of Professional Higher Education

Each institution is responsible for its own admissions. Requirements

vary from programme to programme, but here is what you need

to know about how and when to apply for a higher education pro-

gramme:

Non-Danish citizens who do not have a Danish entrance examination

are eligible for admission if they have qualifications recognised as

being comparable to Danish entrance qualifications. The assessment

briefly states what your qualifications correspond to in Denmark and

will improve your application. The assessment serves only as a guide-

line since the individual institution in Denmark is responsible for its

own admissions.

The institution in Denmark will require certified copies of your edu-

cational qualifications. That is, you must provide copies with original

stamps and signatures, or have two people who are not related to

you sign the back of the copy with their name, address and birth date.

Some institutions require that they receive the documents directly

from the issuing institution. This can often take several months, so be

sure to arrange in time.

All higher education programmes in Denmark require a high stand-

ard of English. Applicants to English-taught undergraduate and post-

graduate programmes must, as a minimum, prove English proficiency

comparable to ‘English B’ at the Danish gymnasium level. Some pro-

grammes require ‘English A’, which is one level higher than ‘English B’.

Sources: http://education.stateuniversity.com; http://studyindenmark.dk/; http://www.

efterskole.dk/

Nyborg Gymnasium & KostskoleSkolebakken 13DK-5800 NyborgTlf +45 65 31 02 [email protected]

International Baccalaureate - an alternative to the Danish ‘Studentereksamen’

• internationally recognized• gives admission to universities all over the world• taught in English

You can stay at Nyborg Gymnasium’s boarding school.

Contact us for more information about the programme and the boarding school.

Deadline for applications: 15th of March

Advertisement

Located in the northern part of Denmark, in

a small town surrounded by open nature and

situated on beautiful historical educational

premises, the school is a result of the local

community and a small group of local vision-

aries’ whose mission it was to continue Ranum

town’s long educational heritage and further

local development.

The slogan for Ranum Efterskole College cap-

tures our underlying philosophies of “Inclusive

Community and Learning” and “Participatory

Democracy” as well as our vision of offering

something more than the conventional. It rep-

resents our unique combination of the Danish

efterskole and the International Cambridge

School, and it reflects our approach to glob-

al society. The international programme with

IGCSE, AS and A levels is an integrated part of

Ranum Efterskole College, and offers learners

the unparalleled opportunity to combine the

Danish efterskole with an internationally ac-

claimed and certified examination (Cambridge

International School).

Moreover, and to some extent, more impor-

tantly, it is a guiding principle for how we con-

duct ourselves as a school. It shapes our be-

haviour, informs our decision-making, guides

our policy setting and maintains our focus.

“We have chosen this approach to inclusive-

ness, participation and democracy, because

we ultimately believe the best way to learn

is to experience,” explains Head of school

Joakim Philipsen.

‘non videra son esse – noT To seem, BuT To Be’ We regard it our prime responsibility to ensure

that our learners become competent, confident

and open-minded global citizens. We empow-

er our learners through our community to take

charge of their personal and intellectual de-

velopment, we encourage them to challenge

their fears and facilitate their dreams, and we

establish lifelong friendships and networks.

We believe, that through inclusiveness and

learning, that learners, will dare to Be, rather

than to Seem. “We bring the world to Ranum

every year; international learners, teachers

and guests, but it is as equally important for

us to bring Ranum (learners) to all parts of

the world. To experience, meet and cooper-

ate with young people from other countries

and cultures, we want them to feel prepared

and empowered to share experiences with the

world,” says Philipsen.

gLoBaL Learning and Beyond…Advertorial

Ranum Efterskole Colle ge is a self-governing independent educational institution and a Cambridge International School , established in 2004.

As your child grows...

...we grow with them. At Østerbro International School, the individual comes first, and our primary aim is to iden-tify and appreciate the unique potential of each pupil and develop it to the full in a caring, comfortable and happy

environment. Østerbro International School is an International Baccalaureate (IB) candidate school for both Primary Year Programme (PYP) and the Middle Year Programme (MYP), pursuing authorization as an IB World School.

Østerbro International School • Præstøgade 17 • 2100 Copenhagen Ø • Tel.: +45 70 20 63 68 • Website: www.oeis.dk • E-mail: [email protected]

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BBjørn’s International School aims to give a democratic education to children from all over the world regardless of race, religion or colour

Member of ECIS European Council of International SchoolsCenter for IGSE International General Certificate of Secondary Education

Bjørn’s International School • Gartnerivej 5 • 2100 København Ø • Denmark • www.b-i-s.dk • Phone: +45 39292937 • Fax: +45 39183842 • Email: [email protected]

We have 150 students aged from 6-16 years from 50 different countries.

We have 2 sections. The Danish section (grades 1-9) where students can take the Danish State School leaving examination.

The English-speaking section (grade 1-9) where students can take the International General Certificate of Secondary Education.

Only transit students with a stay in Denmark of 1-4 years in the English speaking section.

We encourage parent co-operation.

We take into consideration the individual needs of the children.

We have small classes.

1

2

3

4

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BJØRN’S INTERNATIONAL SCHOOLAdvertisement

There are more than 260 Efterskoles spread

across Denmark, mostly in rural areas or near

provincial towns. At present approximately

28 500 students attend these schools with

the size of each school varying from 25 to

500 students. The number of students has in-

creased considerably within the last 25 years.

Most Efterskoles offer the same subjects and

final examinations as the public schools, but

many focus on special subjects like physical

education, music or theatre, or offer various

kinds of special education.

The Efterskole is a private self-governing ed-

ucational institution, run by a private school

board with substantial responsibility and au-

thority, whilst schools are superintended by

the Danish Ministry of Education.

Education and boarding fees are charged and

vary from one school to another, in reality

though with only minor differences. The fees

are paid partly by parents and partly by state

and municipal grants. The public financial sup-

port ensures that everybody has a realistic,

free choice of attending an Efterskole.

sPeciaL reLaTionshiPOne thing that is unique about the efterskole is

the teacher-student relationship. The teacher

everyThing you need To know aBouTefTerskoLe

The efterskole is a unique danish residential school, where students from the ages of 14 to 18 can choose to spend one, two or three years to finish their prima-ry education.


DID YOU KNOW?There are more than

260 Efterskoles spread

across Denmark!

DANISHLANGUAGETRAININGIN YOUR FACE

Visit studieskolen.dkLearning Danish can be quite a mouthful. But with a fast-track language course, you will learn it in no time. We have classes up to four times a week in the heart of Copenhagen. We also offer customized corporate language courses, taught where and when it suits you. Call +45 3318 7900.

D A N I S H F O R F O R E I G N E R S

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is responsible for both teaching and supervision outside of school hours. This means

that teachers and students are together all day from the time the students wake up

until they go to bed. This often brings about a close, personal and non-formal rela-

tionship between students and teachers.

What you need to know:

➤All Efterskoles are residential and all students live

at the schools for one or two years of study.

➤Most Efterskoles are situated in the countryside or

near provincial towns.

➤An Efterskole offers general education. It is

regarded as the primary task for the Efterskole to

deal with the entire development of each individual

young student.

➤The Efterskole offers education at 8th - 10th forms,

and you can choose to complete a school year in

the Efterskole, instead of the municipal school

(Folkeskole). You even have the same possibilities

of passing final examinations.

➤Although the Efterskoles fulfil social functions, it is

important to stress that they are schools and not

social institutions.

➤The average size of an Efterskole is approximately

85 students.

Sources: http://www.icye.org/; http://www.efterskole.dk/; http://www.fus.dk/

Admission to higher education programmes

in the Coordinated Admission System (KOT)

in Denmark is regulated by law and regula-

tions, and provides the entry requirements

for the programmes. You must fulfil certain

requirements to apply for higher education

programmes in Denmark. Students are able

to apply for admission to a higher education

programme if you fulfil three types of require-

ments:

✔General entry requirements

✔Specific entry requirements

✔Language requirements

generaL enTry requiremenTsFirst and foremost, as a foreign student, your

foreign certificate must be on a level with a

Danish upper secondary school leaving certifi-

cate. For admission to an Academy Profession

degree programme (short-cycle profession-

al higher education) it may be sufficient that

your foreign certificate is on a level with the

relevant Danish vocational qualification. Your

application will not be taken into considera-

tion if you do not fulfil the entry requirements.

If you do not fulfil the specific entry require-

ments before 5 July, it is possible in most

programmes to pass a supplementary course

to be eligible for admission, if during the sum-

mer holiday you are able to pass the required

do you quaLifyfor a danish higher educaTion?

from the admission pro-cesses to checking if you are eligible for funding– find out if you meet the requirements to further your studies in denmark.


Like applicants with Danish

qualifications, you must meet the specific

entry requirements that apply to the

individual study programme.

““

course. If you are offered conditional admis-

sion, you will only be able to attend the pro-

gramme if you pass the supplementary course

before the programme begins or shortly after-

wards.

sPecific enTry requiremenTsLike applicants with Danish qualifications, you

must meet the specific entry requirements that

apply to the individual study programme. Spe-

cific requirements typically include the level of

the subjects passed, marks (grades) obtained

in individual subjects and the overall average

of marks (grade point average).

Language requiremenTsRequirements concerning your Danish or Eng-

lish proficiency may also apply depending on

the programme you wish to apply for. For pro-

grammes taught in Danish, you must be able to

document sufficient oral and written proficien-

cy in Danish, and must meet such requirements

by the beginning of the study programme. If

the programme is taught in English you must

submit proof of English proficiency equivalent

at least to English B level in Denmark. Educa-

tional institutions may in some cases require

that you take a supplementary test in English.

Important dates to remember:1 February: The website Optagelse.dk opens for

applications to higher education programmes

15 March: Deadline for quota 2 applications

5 July: Deadline for quota 1 applications

30 July: The applicants will receive a decision

letter.

sTaTe educaTionaL granT and Loan scheme (su)As a Danish student, you are entitled to public

support for your further education - regardless

of social standing. Tuition at Danish public and

most private educational institutions is free for

Danish students and for EU/EEA students as

well as for students participating in an exhange

programme.

There are Two main suPPorT Programmes:For people over 18 following a youth educa-

Private catholic school – ages 5-16

InstitutSankt JosephCopenhagen | www.sanktjoseph.dk/en

New International Bilingual Department

Dag Hammarskjolds Allé 17 | 2100 København Ø | +45 35 38 47 35

close to

ØsterPort station

interculturallearning environment....

An Bilingualstudents learn more; – faster

english andDanish a steaching languages

A progressive catholic school with a 150 year tradition

of humanistic education

worldDiscover the

every day!

First class CambridgeBilingual education

Advertisement

tion programme: For example, a general upper secondary, vocational upper secondary or

vocational education and training programme. Students must attend classes, sit examina-

tions and in other ways demonstrate that they are active in their educational programmes.

No time limits are placed on this type of support. Students are eligible for support for any

number of courses, with the exception of certain upper secondary programmes.

For students enrolled in higher education courses: Every student enrolled in a higher ed-

ucation course is entitled to a number of monthly grants corresponding to the prescribed

duration of the chosen study, plus 12 months. Inside a maximum of 70 grants students can

change from one course to another. If you are taking a higher education programme and

have used all your study grant portions, you can get a completion loan. You can receive a

completion loan in the last year of your studies.

Sources: http://ufm.dk/; http://www.su.dk/

Last year, in June 2013, 204 students graduat-

ed from three different upper secondary pro-

grammes. This school year we have in total

721 students, our largest student body in the

school’s history. Our vision is to give every stu-

dent maximum opportunities for development,

as we are committed to working to actively

ensure that everyone is able to get an educa-

tion regardless of their social background.

In 2003 our Gymnasium was authorised as

an IB World School, and since then we have

offered the International Baccalaureate Diplo-

ma Programme. This attracts students to our

school from many different parts of the world,

the majority of whom are English-speaking

and stay at our Boarding School, which pres-

ently houses 90 students.

The uPPer secondary Programmes aT grenaa gymnasiumGrenaa Gymnasium is well-known for its good

teaching environment. Our teachers have high

academic standards and are ambitious on be-

half of our students. We strive to get our stu-

dents to see and make use of their academic

potentials, whilst remaining respectful of the

differences between our students. We set out

to strengthen their knowledge using innova-

tive and interesting teaching methods. The

programmes on offer, include; STX (3 years),

HF (2 years) and IB Diploma (2 years + pre-

IB). All of these programmes are aimed at

general education and general study prepara-

tion, therefore enabling our students to contin-

ue their further and higher education.

oTher faciLiTies and ProgrammesWe are very aware that a school is more than

lessons and teaching. The social environment

is crucial for the wellbeing of our students. The

school also offers extra-curricular activities

from talent development, optional creative

activities to parties and student based cultur-

al activities. These include optional art, sport

and music/choir – we’ve very recently inaugu-

rated our new wing for music and visual arts.

It houses, apart from bright and friendly class

rooms, a recording studio of high technical

standard.

For more information on our school visit our

website, www.grenaa-ib.dk

weLcome To iB aT grenaa gymnasiumAdvertorial

Grenaa Gymnasium was estab-lished in 1961, and three years later in 1964 the first graduation ceremony was held for around 50 students.

“The Science-Fair” at Skt. Josef’s School Roskil-

de is a huge success every year. Students from

both Primary and Secondary in the Interna-

tional Department prepare and work intensely

with different science topics over a couple of

weeks. During two open-house arrangements

in June, the students presented their fantastic

projects to their families and teachers. Some

of the parents and representatives from DTU-

Risø were appointed as judges. One by one,

the students presented their projects, which

were a variation of all kinds of science topics

such as “Our Solar System”, “Muffin Experi-

ments”, “Sweaty Science”, “Hovercraft Test”

and many other exciting projects. This year

the judges were impressed by the high level

of ambition, knowledge and creativity of the

students.

sTudenTs aT skT. Josef’s inTernaTionaL schooL in roskiLde have greaT fun wiTh science

Advertorial

The bilingual module employed by the school in Østerbro means that the children are taught half of their weekly lessons in English (Science, English and Maths) and the other half in Dan-ish (Art, History, Danish and Religion).

“The children beginning on the bi-lingual line are all aged 5-12, so primary school,” Thomas

Mulhern, the schools international department head, told the Copenhagen Post.

“There is native teaching in both languages, so the teachers that teach in English are native English speakers and vice versa.”

Next year, the school will expand the line into secondary and reach tenth grade over the next four years, where it will culminate with the Cambridge IGCSE examinations or, because it’s bi-lingual, the Danish lower secondary graduation exam Folkeskolens afgangsprøve.

That provides flexibility for the students and security for the parents who may move their children abroad at a later stage. But mean-while, the kids are being integrated into the Danish society, learning Danish, making Dan-ish friends and have the option of staying in Denmark down the road.

“We’ve identified the niche,” Mulhern said.

“Families with multicultural backgrounds, ex-

pat families that want to stay in Denmark but

also want that flexibility if they move abroad

and Danish families that have lived abroad

and return home.”

And it’s already looking like a success. Accord-

ing to Mulhern, when starting an international

department, most schools in Denmark usual-

ly begin with about 25-35 kids. Sankt Joseph

is starting with 75 out of its total of 675. The

school also has a straight Danish line.

“These families have noticed right way that

what we are providing is precisely what they

have been lacking,” Mulhern said.

If their student waiting list for the coming

years is any indication of the potential that

the bi-lingual program holds, it already looks

like a massive success... or ‘en kæmpe succes’

på Dansk.

sankT JosePh’s schooL in øsTerBro oPensdenmark’s firsT Bi-LinguaL Program

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As Copenhagen continues to become a more multi-cultural melting pot , the private Catholic school Institut Sankt Joseph has become the first school to launch a fully international bi-lin-gual programme in Denmark.

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on-The-JoB TrainingInternships are a popular method of on-the-

job training, frequently utilised by students

and recent graduates to kick-start their pro-

fessional careers. Internships are designed

to provide a connection between a student’s

theoretical knowledge and the real business

world, they are without pay, and are either

full-time posts or part-time. Students can ex-

pect personal interviews with the prospective

employer.

Internships commonly involve elements of

tutoring and/or supervision from the side of

the employer, and are typically comprised of

tasks that are linked to the requirements of

entry-level posts. A supervisor will often be

specifically assigned to an intern, designating

his/her specific work tasks and providing an

evaluation of the interns overall contribution.

Outside of being a smart and practical way

to gain relevant industry experience regard-

ing the knowhow of a business, it is common

practise for employers to offer the best in-

terns a permanent, paid position at the end of

their trial time, or subsequent to their gradua-

tion. This benefits employers, as they gain an

experienced colleague needing little, if any,

training once appointed.

inTernshiPs indenmark

would you like to get an in-ternship in denmark? if you have the right foundation, you may be able to apply for an internship position from popular employers like iBm, L’oreal, siemens, novo nordisk & køben-havns kommune in many different career paths.


Denmark’s most effective

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foreign students may be permitted

to apply for an internship in denmark.

For those students who do not have an internship included in

their academic programme, summer internships are surely a

good way of gaining professional experience during your break

and they might be an invaluable experience.

Do you have what it takes? If you think that you do, visit

www.graduateland.com for your one-stop-shop to find the per-

fect Internships to kick-start your career today! The different

internships are spread across many cities in Denmark including

København, Grenaa, Silkeborg and Odense.

foreign sTudenTs and inTernshiPsForeign students may be permitted to apply for an internship

in Denmark. There are many practical issues related to interna-

tional placements that need to be taken care of either by the

trainee or the host company. It is important to allow enough

time for all the arrangements and the necessary formalities.

Training organisations, educational institutes and home and

host organisations will be able to help with the formalities.

SUPPLEMENT YOUr STUDIESIn Denmark, it is quite normal for young people to work

whilst they study. Many students wish to earn a little ex-

tra by having a job alongside their studies – and some

even take on their first student job at the age of 15. A

student job can be anything from unskilled labour to a

job within the student’s field of study that allows them to

use their academic skills.

Many young Danes find that having a student job is an

important way to prepare for a professional career af-

ter graduation – because it allows them to supplement

their academic skills with real workplace experience. An

academically relevant student job can also strengthen

the student’s network and pave the way for permanent

employment.

Sources: http://graduateland.com; http://businessculture.org/; https://

www.workindenmark.dk

The London Toast Theatre is one of the

most successful English theatre companies

in Europe, playing regularly to audiences of

more than 60 000 a year at its home base

in Copenhagen, and to many more theatres

throughout Denmark and other European

countries.

In 1982, Vivienne McKee together with her

husband, established a theatre company,

the English Theatre of Copenhagen - calling

it The London Toast Theatre, with the spe-

cific aim of providing English-speaking the-

atre productions to a Danish audience. The

theatre company is today a well-known and

highly respected part the professional Danish

Theatre world. Vivienne herself is successful

in British theatre, television (including such

long-running TV series as Coronation Street and Crossroads) and films (including Slipper and the Rose with Richard Chamberlain). Vivi-

enne directs or acts, (or both!) in all of the

English-language productions produced by

her theatre companys shows range from

Shakespeare to new modern writers and to

light entertainment

Every year since 1982, the company presents

an enormously successful Christmas show in

English, which contains all the elements of

British pantomime blended with Monty Py-

thon, Old Time Music Hall, Dario Fo, Come-

dia Del Arte, stand-up comedy and Danish

humour. The show is written and directed by

Vivienne and attracts sold-out houses for its

entire run, and now has an almost cult-like

status on the Danish theatre scene. In ad-

dition to its theatre work, the theatre offers

corporate entertainment including cabarets,

international stand-up comedians and Mur-

der Mystery entertainment in castles and

hotels in Denmark and Sweden. The theatre

also assists local Danish schools and teach-

ers with the provision of training materials for

theatre education.

aTTenTion, Teachers, ParenTs and oTher educaTors!With the training material on offer from Lon-

don Toast Theatre, we hope to make some

of our plays, such as, Don’t Mention Heming-way more than just an interesting night out

for you and your students. We suggest var-

ious angles on the play and try to combine

interesting and educational discussions with

challenging writing exercises. We also aim to

include more general discussions of subjects

such as representation and discourse in or-

der to give our teaching material a broader

relevance.

This teaching material is meant as inspiration

for the teacher. We encourage teachers to

use the different parts of the material in the

order that suits their teaching needs; there is

no set order.

We hope you and your students find the fol-

lowing interesting and relevant. Should you

have any comments, please do not hesitate

to contact us on [email protected].

For more information on London Toast Theatre, visit www.londontoast.dk

suPPorTing The danish arTs ProgrammeLondon ToasT TheaTre


NGG INTERNATIONAL SCHOOLWE WANT TO CREATE INTERNATIONALLy mINdEd, pRINCIpLEd LIfELONG

LEARNERS WHO ARE CONNECTEd TO THE SCHOOL ANd GLObAL COmmuNITIES.

NGG International (NGGId) is part of Nordsjællands Grundskole and Gym-nasium (NGG and is one of the largest private schools in denmark.

NGG International students have full ac-cess to all facilities the school has to offer, e.g., a large sports hall and purpose built multi court, well equipped science labora-tories, art, music and computer rooms.

NGG International, which has been at the forefront of international education since 1996, boasts a highly qualifed and cultur-ally diverse staff of almost 30 teachers, who between them hold many years of interna-tional experience enabling them to devel-op, enrich and enhance students’ learning. NGG International is a dedicated school which offers a balanced curriculum giving students a firm foundation into further ed-ucation.

Students from 4 – 11 years old follow the International Primary Curriculum (IPC) and Students 11-16 years follow Cambridge In-ternational Exams (CIE).

Christ ianshusvej 16 dK 2970 Hørsholmphone: +45 45572616e-mail: [email protected] more: www.nggid.dk

WELCOmE TO

Live, Learn & Laugh!

WWW.GRENAA-GYM.DK

”I chose IB at Grenaa Gymnasium because ”I chose IB at Grenaa Gymnasium because ”I chose IB at Grenaa Gymnasium because it has experience with the IB and because it has experience with the IB and because it has experience with the IB and because the school has a good atmosphere. the school has a good atmosphere. the school has a good atmosphere. The Boarding School is a great place to live. The Boarding School is a great place to live. The Boarding School is a great place to live. It is easy to feel at home because of the It is easy to feel at home because of the It is easy to feel at home because of the supportive and accepting environment. supportive and accepting environment. supportive and accepting environment. The teachers at the school are encouraging The teachers at the school are encouraging The teachers at the school are encouraging with their generally competent and enthuwith their generally competent and enthuwith their generally competent and enthu--- siastic lessons. There is good interaction siastic lessons. There is good interaction siastic lessons. There is good interaction between the IBbetween the IBbetween the IB---classes and a very classes and a very classes and a very friendly feeling”friendly feeling”friendly feeling”

Karoline, IB2Karoline, IB2Karoline, IB2

”Teachers are engaging and love their subjects, making it more interesting for us as students”

Christoffer, IB-student

”The Boarding School - a synonym for freedom, learn-spirit, comfort and home”

Radu, IB-student

G R E N A A G Y M N A S I U M I B * S T X * H F * K O S T S K O L E

Documents

Education Supplement - Autumn 2013