Education Guide

Education SupplEmEnt

2010

Hørsholm International School is noted for its strong community spirit. Parents, teachers and students are committed to working together and preserving the international atmosphere, being open-minded and respectful of others’ cultures and languages. Through interaction with the Danish department, our students learn about our host country, Denmark.

Overnight excursions, within and outside of Denmark, allow students to broaden their learning, taking it from the classroom to a more global perspective. Classes from Grade 2 and up travel to cities around Zealand and Europe, extending their learning on culture, languages and history.

Community and Service requirement is valued within our International Baccalaureate (IB) curriculum and students are encouraged to serve their community. Events this past year included a fundraising walk for victims of the Haiti earthquake, in which our small community raised 22,000 DKK. Students have also collected items for homeless shelters and asylum centres, visiting these places to see how they can make a difference.

Incentives such as working with the Danish Kidney Association, as a pilot project school, in order to help raise awareness of this silent disease through a variety of learning activities, fundraising, and a circus visit with Crown Princess Mary to name a few, are valuable learn-ing events for all students.

For the past seven years students have contributed to the World Diabetes project through classroom activities and participating in the Global Diabetes Walk.

Hørsholm International School has a large, sunny, tree-filled playground where students from all grades meet and join together in games and chatter, contributing to the strong community spirit.

Community spirit in an international environment

Making a difference is a key part of the curriculum at Hørsholm International School

International Education - clarifying the equation

The number of international school pro-grammes in Denmark has increased in recent years, but many parents are still faced with concerns about finding ad-

equate education for their childrenThe decision to take a position in abroad is seldom just a question of salary and career opportunity, it is also a question of quality of life and opportunities for accompanying family members.But Denmark, despite its high quality of liv-ing and flexible employers who encourage a healthy work-life balance, has trouble attracting and retaining foreign families. Companies across the country seeking to re-cruit and retain more international employees,

report that one of the major considerations repeatedly mentioned by international employees when considering whether to take a position in Denmark is the lack of international schools.In recent years, there have been numerous initiatives to make it easier for parents to find interna-tional schooling for their children, while at the same time new schools have been founded and exist-ing Danish schools have begun offering courses for international students.Common for them all is a focus on providing high quality education in English that children can carry with them to another country. The awareness of the need to cater an employee’s family is a step in the right direction, but even with these new schools, waiting lists and long travelling times for students remain. In some extreme cases the shortage requires parents working in Denmark to live separated from their family and spouses, while still others turn down job offers in order to remain with their families.We applaud the efforts of individuals, schools, businesses and commercial organisations to keep the issue in full view of decision makers. We hope this publication can serve as a megaphone for their message.For parents in Denmark or those considering the country as a possible home – either temporarily or permanently – we hope to provide an adequate introduction to the country’s educational system – both public and private, and from the earliest years on up to university level.

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The Copenhagen Post Education Supplement - 2010

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COPEnHAGEn InTErnATIOnAl SCHOOl (CIS) Director Pe-ter Wellby has a sobering message for Danish schools – adapt or be left behind. In a globalised world, there is no place for insularity in education.

CIS is one of the seven founding schools in the International Bac-calaureate (IB) programme, founded in Geneva in 1968. Wellby, who is retiring from the school after more than 40 years in edu-cation, says that IB schools promote international education with instruction in English and a rigorous academic programme recog-nised by universities worldwide.

After 30 years teaching in the UK and a decade internationally, Wellby draws a sharp distinction between the insularity of some sys-tems and the outward focus of others.

“As we come into a wider world, any school that doesn’t become internationally-minded will produce kids who will not be able to access the international marketplace,” he says. “They will be shut in a box and subject to the divisions we see in many cultures.”

He notes the explosive increase in IB schools around the globe, a compound growth of nearly 20 percent annually. There are now about 2,500 IB schools in more than 130 countries, educating half a million students. In just ten years, the number is expected to grow to 2.5 million students in 10,000 schools.

International Baccalaureate schools have traditionally served ex-pat communities – diplomats and international business people – to provide continuity in education to people who live and work in many countries.

The two-year IB program for high school students is comprised of six academic subjects including a second language, and a required class in the theory of knowledge. There is also a compulsory re-

search essay, as well as numerous short essays and oral presenta-tions. Students are required to participate in creative activities and sports, and to volunteer their time in helping others. CIS students, for example, have worked with handicapped children in Peru and Burmese refugees in Thailand, in addition to service projects closer to home.

There is a perception in Denmark that IB schools are elitist and a threat to the egalitarian society the country has worked so hard to build. But around the world about 50 percent of IB schools are

state-funded.“There is a resistance to change and to any

educational models thought to be un-Danish,” Wellby says. “For years the government strongly opposed the IB and the diploma is still under-recognised by Danish universities. They don’t want the Danish system to be put down, so there’s a tremendous amount of protectionism.”

Wellby notes that lately Denmark, yielding to pressure, is slowly introducing the IB into some schools. For years there was a moratorium on

establishing further IB programs in Denmark, but it has recently been lifted.

Wellby cautions that the IB program is expensive to adopt and maintain, mostly because of the high costs of teacher training. And in Denmark, money spent on IB programs is perceived as money that could be better spent elsewhere. Fees for privately run schools are often high, and there are long waiting lists for admission.

Denmark has more than a dozen IB schools already – including publicly funded ones – and Wellby hopes more will open. Even though demand is high, Denmark has been slow to respond to the increasing need.

“Danish-based international businesses recognise the need for

more international education, but so far they are just talking,” he states.

Wellby says he frequently has to field calls from anxious parents who can’t find schools for their children because of the shortage. But this inward-looking mindset has to change if Denmark wants to be globally competitive and attract top international workers.

“The Danish prime minister wants the economy to be in the top ten in the world in a few years,” Wellby notes. “But without chang-es in their education system, they won’t be able to do it.”

Retiring from education after forty years, CIS Director Peter Wellby says the surge in new international schools in Denmark is long overdue. By Emily Clark

Peter wellby

challEnging an Education mindSEt

“The Danish prime minister wants the economy to be in the

top ten in the world in a few years,” Wellby notes. “But without changes

in their education system , they won’t be able to do it.”

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Denmark prides itself on providing high-quality public schooling and it is compulsory for children to be edu-cated for ten years from August in the year they turn six. Public schools are free and there are no admission

requirements. As a general rule, children enrol in the school clos-est to where they live. However, they may attend another school if there are vacancies. Families with children between six and 16 years-old are automatically sent information on schools when they enrol in the centralised civil registration.

Students with a native language other than Danish are entitled to training in “Danish as a second language” in council-run primary and lower secondary schools. If a student does not speak Danish, the local council must offer a course in Danish language and cul-ture, and native language instruction for children from European Economic Area countries as well as Greenland and the Faroe Is-lands.

local councils also have the option of offering native language courses to children from countries outside these areas. Bilingual students who participate in the regular Danish system, but who are in need of special support, are referred to supplementary lessons.

Danish municipal primary and lower secondary school is known as the “Folkeskole” and consists of a pre-school year (børnehavek-

lasse), nine years of primary and lower secondary education and an optional 10th form. Schooling takes place in classes of approxi-mately 20 students and a class normally stays together for the en-tire duration of Folkeskole.

The pre-school programme is designed to give young children a smooth transition between home life or day-care (børnehave) and primary school, and play is a central element of teaching.

The education in the nine years of primary and lower second-ary school is distributed between three compulsory topic areas including the humanities, science and practical subjects. Students in Grade levels 8 and 9 may also choose electives. The 10th grade form is for pupils who feel they need additional academic qualifica-tions and direction before starting upper secondary education.

This non-compulsory level of education generally caters for 16 to19-year-olds and is divided into two categories. The first is voca-tional or technical education for students wanting to access the la-bour market, and the second is divided into four separate programs that each have a common goal of preparing students for higher education:1. The Gymnasium (STX) (three years), which focuses on general education in the fields of the humanities, natural science and social science.

2. The Higher Preparatory Examination (HF) (two years), which is designed for students who have completed 10th grade and focuses on both the theoretic and practical aspects of natural science, so-cial science and humanistic contexts.

3. The Higher Technical Examination Program (HTX) (three years), which is based on technical and natural sciences and allows stu-dents to test the theoretical side of the curriculum in workshops and laboratories.

4. The Higher Commercial Examination Program (HHX) (three years), which concentrates on vocational perspectives and topics including business economics, socioeconomics and foreign languages.

Danish is the normal language of instruction but programmes are also offered in English, German and French. A popular example of this is the internationally-recognised two year International Bacca-laureate (IB) programme, which is offered at a number of upper secondary schools.

EduCation oriEntationDon’t know your HTX from your Folkeskole? The Danish educational system tries to find a place for everyone, including children who don’t speak Danish natively. By Kye Mackey

Pre-Primary, Primary and Lower Secondary Education

Upper Secondary Education

For further information on the Danish school system, visit www.eng.uvm.dk.

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“State versus private school” is not a debate one hears much in Denmark. Private schools are mainly populated by the children of short-term expats such as business people and diplomats, or

by Danes who have lived overseas or are married to non-Danes. Dan-ish children mostly attend state-supported schools.

But the debate over the quality of education in these schools rages on. Approaches to educating children in Denmark form a continuum, with a rigorous academic curriculum at one end and a more laid-back experiential programme at the other. Many parents see value in both approaches, and the challenge becomes how to reconcile the two.

Kate rocque came to Denmark from the Philippines eight years ago when she married a naturalised Danish citizen. Two years ago she brought her two children over and put them into Danish schools. Her daughter quickly adjusted, but her son had a harder time.

“He didn’t adjust to the language or the culture very well, and he was used to a more demanding private school curriculum,” she says. rocque and her husband moved to vallensbæk after a year, and her son was put into an all-Danish classroom after spending more than a year in the integration classes.

“We thought this was healthy, but he just wasn’t happy and strug-gled with the language,” she recalls. last summer her son returned to Manila to live with his father.

Her nine-year-old daughter rapidly adjusted, passing from integra-

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a choicE that makES all thE diffErEncEPrivately funded schools remain uncom-mon in Denmark, but for some parents, they are the natural choice for their chil-dren. By Emily Clark

Bernstorffsvej 54, 2900 Hellerupt +45/ 3962 1053f +45/ 3962 1081email: [email protected]

tion class into the regular Danish classroom in just six months. She is a high achiever who has had to dial down at school.

“The Danish system is not as demanding,” rocque says. “I think they should put more into their curriculum and shouldn’t discour-age kids who are more advanced and eager to learn.”

But rocque appreciates the low-stress environment. Her daugh-ter’s school has lots of field trips and activities that emphasise hands-on learning.

“I like it that Danish schools allow a child to be a child,” she says.Esbjerg, on Jutland’s west coast, is a centre for the Danish en-

ergy industry, and companies like Maersk Oil and vestas routinely bring in workers from other countries. There is an acute need for international education in English, and two years ago the Esbjerg International School opened its doors. This was good news for two

families—one American and one Danish.Carmen Harden and her husband had just moved from the US in

January and enrolled their six-year-old son nnamdi in Grade 1 at EIS. She says the curriculum is similar to his kindergarten in the US.

“nnamdi had a speech delay and was making great progress with a speech therapist in the US,” Harden says. “We were leery of thrusting him into a brand new language because he was eager to learn, and we didn’t want that to suffer.”

She is also appreciative of the individual attention and self-paced learning opportunities the school offers. “It’s almost like a pod sys-tem, so a child can learn at his own level,” she says. The only nega-tive in an international school is the sometimes frequent turnover of students, as parents move on to other jobs in other countries.

John Jørgensen and Malene Sønder Madsen enrolled their son

Thomas at EIS as soon as it opened. He was eight years-old at the time and they were frustrated with the Danish school he attended.

“Thomas has a good head on his shoulders, but he was becoming disruptive in class because he was not challenged,” his father says. “You can get help in public schools for learning problems, but not if you are clever and bored. You are not allowed to be different.”

Jørgensen says that before Thomas enrolled at EIS, it was impos-sible to get him to do his homework. now, he dives right into it. “He’s learning a lot more and taking on more responsibility. He’s also more positive and interactive,” Jørgensen adds.

“The idea of the private school is still a novel one in Denmark,” he says. “But I hope there will be more Danish kids at EIS in the future, because they will be the ones to step forward and put Denmark on the map in a globalised world.”


“I like it that Danish schools allow a child to be a child”

7

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New England Association of School and Colleges

For further information please visit our website www.cis-edu.dk or contact our Admissions Office.

Copenhagen International School

Hellerupvej 22-26, 2900 HellerupT +45 3946 3300 | F +45 3961 [email protected]

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Herlufsholm School is a private, co-educational boarding school with time-honoured Danish traditions and an international outlook. Today the

school’s 580 students are equally divided between day students and boarders, and 30 percent of the boarders come from an international background.

located 80 kilometres south of Copenhagen in the important commercial town of næstved, it has offered the world-renowned International Bac-calaureate (IB) programme in English for several years, and recently introduced a new international line of education for middle school students.

“We noticed that there was a real need for an English-taught middle school programme and found that the best way to prepare students for the IB was to offer the Cambridge IGCSE (Inter-national General Certificate of Secondary Educa-tion),” says Cecilia Karlström, Herlufsholm’s IB co-ordinator.

“The biggest advantage is that students receive an education that is recognised and acknowledged around the world and they can take it with them if their parents are transferred.”

The school sets a high academic standard but also places a great deal of emphasis on leisure time and on promoting values such as responsibil-

ity, kindness, tolerance and health. “We do a lot in terms of extracurricular activi-

ties,” explains Karlström. “Many of our students have just been on expeditions as part of The Duke of Edinburgh’s Award programme, and they came back with such a fantastic glow. It adds a lot to the school community.”

Herlufsholm also encourages its pupils to do international exchanges so that they can learn to view cultures with understanding and tolerance in a globalised world.

While the facilities are modern, Herlufsholm is rich in tradition and maintains long-established customs including festivals such as Trolle-Mor-

gen (a yearly event commemorating the school’s founder) and Fugleskydning (a bird shooting tra-dition dating back to the 19th Century). Students also have their own unique language, known as herlovianersprog, and are required to wear a uni-form.

“Our international students get an insight into some unique aspects of the Danish culture includ-ing the language, food and traditional holidays,” Karlström says. “It gives them a taste of Denmark that they wouldn’t get if they were in a regular in-ternational school.”

For more information about enrolling at Herluf-sholm as an international student, contact the school’s office on +45 5575 3500, the headmaster personally (+45 4027 6097), or CIE Co-ordinator Trine Røntorp ([email protected]). Herlufsholm School is one of the organisers of the “International Schools Forum”, a new initiative to give better information on international education in Denmark. Visitors are welcome to visit our stand and hear more about international education at Herlufsholm.

The Cosmo- International School of Southern Denmark

Vesterbrogade 6 l DK-6000 Kolding l Tel. +45 7552 0500/+45 2052 0549 l [email protected]

www.thecosmo.dkSign up now ...

The Cosmo - International School of Southern Denmark is a private school which attaches importance to professionalism, activity and community spirit set in an international environment using English as the principal language.

The Cosmo o�ers three educational programmes, Cambridge International Primary Programme (CIPP), Cambridge Lower Secondary Programme (CLSP) and the International General Certi�cate of Secondary Education (IGCSE).

The philosophy of The Cosmo

At The Cosmo – International School of Southern Denmark we strive, in collaboration with the parents, to provide a secure atmosphere and caring learning environment as the foundation for the development of the full potential of each individual student.

We value cultural diversity, academic excellence and mutual respect, which contribute to the education of future citizens, who weight values as freedom with responsibility and a democratic disposition.

We strive for the students to obtaining basic values such as tolerance, integrity and compassion, which can contribute to the development of the students’ self-con�dence and independence.


An international school firmly rooted in Danish tradition. By Kye Mackey

HerlufsHolm scHool

Herlufsholm – a Danish school, a global viewHERLUFSHOLM IS A SCHOOL WITH TRADITIONS At Herlufsholm we offer your child an academically challenging programme, an international study environment as well as an extensive extracurricular activity programme – all within the school’s unique historical and natural surroundings.

Herlufsholm is Denmark’s largest boarding school with resident teaching staff inthe dormitories. Being a boarder at Herlufsholm is both exciting and challenging,and many students build important networks for the rest of their lives.It is Herlufsholm’s ambition to develop the academic, personal, and social potential of all students.

VISIT US at the school or on our website www.herlufsholm.dk

HERLUFSHOLM SCHOOL HERLUFSHOLM ALLÉ 170 DK - 4700 NÆSTVEDTLF. +45 55 75 35 00 FAX +45 55 75 35 14 [email protected] WWW.HERLUFSHOLM.DK

HERLUFSHOLM SCHOOL OFFERS:• Primary school, 6th-9th grade• 10th grade (optional prepatory year)• Danish National Secondary School

Certifi cate (STX)• Pre-IB and IB (International Baccalaureate)• International exam: Cambridge IGCSE,

8th Grade and 9th Grade (2011)

NEW IN 2010 INTERNATIONAL EXAM

CAMBRIDGE IGCSE, 8TH GRADE AND 9TH

GRADE (2011)

“the biggest advantage is that students receive an education that is recognised

and acknowledged around the world and they can take it with them if their parents

are transferred.”

Established in 1963, and recognised by the Dan-ish Ministry of Education, Copenhagen Interna-tional School provides a complete educational

programme for students aged 3 to 18.One of the five founding-member schools of the Inter-national Baccalaureate (IB) Diploma Programme, CIS is the premier international school in Scandinavia. The student body of 600 comes from more than 50 countries around the world. In a recent graduating class, there were 32 nations represented among the 47 graduates.

LEarning The IB curriculum at CIS offers students a broad-based, challenging and reflective educa-tion with an international perspective. English is the language of instruction throughout the school. The PYP focuses on the development of the whole child: academic, social, physical and emo-tional. It encourages young people to become inquirers, communicators, knowledgeable, principled, open-minded and caring.The MYP encourages students to question and evaluate information critically, to explore links between subjects, and relate classroom content to the real world. The Diploma Programme is for 11th and 12th grade students and all students study the IB subject courses over a two-year period. Graduates achieve both the IB Diploma – a prestig-ious internationally-recognised certificate – and an American high school diploma.

artsIn keeping with the philosophy, “to inspire creativity in each student in its broadest aspect and help to enlarge the human spirit both aesthetically and morally”, the study of the fine and performing arts is provided to all students.

athLEtiCs The school has a comprehensive programme of physical education. Starting in grade 5, foot-ball, volleyball, basketball, softball, swimming, track and field, rugby, and tennis are offered. CIS is also a member of the NECIS, which organises international sports tournaments for Eu-ropean schools.

a CoMMunity for thE EntirE faMiLy Copenhagen International School is a family community of many cultures. Most families with children at CIS are employed by multi-national corporations and embassies, and are on tem-porary assignment in Copenhagen. As a result, nearly a quarter of CIS students are new each year, which contributes to making the school a warm and welcoming environment for the entire family.

10

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Enrolment numbers have boomed at International School Ikast-Brande (ISIB), Denmark’s first in-ternational, independent private school teaching in English, since it opened last August. “We’ve had the chance to develop a truly international school and it’s been fantastic,” head

teacher Helen Pearson says. “We benefit from international education systems and work alongside a Danish host school, so we get the best of both worlds.”

located in the dynamic town of Ikast in the heart of Mid-Jutland, the ISIB is on the same premises as the public vestre Skole and has access to the local school’s facilities.

“We’re able to integrate the children with Danish students and the staff can compare notes on each other’s curriculum,” Pearson says.

The ISIB curriculum is patterned on the Cambridge Education System, an internationally recognised

and accredited standard of education that is prevalent in schools worldwide. Teaching stand-ards are monitored and the resources are similar across international schools, which assists chil-dren who transfer.

“It’s a challenging syllabus and we have high expectations of our pupils,” says Pearson. “It’s im-portant that they’re prepared for future life and that they have a love of learning.”

Pearson and the other ISIB teachers also pro-mote values of respect and tolerance and celebrate the students’ diverse cultures and backgrounds. “Older pupils have a dedicated time where they work with younger students, which teaches them to cooperate and gives them a sense of confidence and responsibility,” she explains.

ISIB currently has three classes: lower school for students aged 5 to 8, middle school for students aged 8 to 13, and upper school for students aged 13 to 16. While teaching children of different ages can be challenging, Pearson believes it’s beneficial for students of all academic levels.

“We don’t look at their ages but rather at their level of learning, so we can differentiate the work according to their academic needs.”

Pearson believes her students’ polite manners are what make them stand out. “They hold doors open for people and we teach them that if they want respect, they have to give respect,” she says.

Unlike most Danish students, ISIB pupils also wear a uniform. “It gives us a sense of identity and promotes equality. Plus, it’s much easier for the parents in the mornings!”

For more information on ISIB and enrolments, visit www.isib.dk or phone +45 9960 4646.

giving StudEntS thE bESt of both worldS

Ikast-Brande International School’s outlook is international, but it hasn’t forgotten that Denmark is its home. By Kye Mackey

thE Cis intErnationaL CoMMunity

11

Herlufsholm – a Danish school, a global viewHERLUFSHOLM IS A SCHOOL WITH TRADITIONS At Herlufsholm we offer your child an academically challenging programme, an international study environment as well as an extensive extracurricular activity programme – all within the school’s unique historical and natural surroundings.

Herlufsholm is Denmark’s largest boarding school with resident teaching staff inthe dormitories. Being a boarder at Herlufsholm is both exciting and challenging,and many students build important networks for the rest of their lives.It is Herlufsholm’s ambition to develop the academic, personal, and social potential of all students.

VISIT US at the school or on our website www.herlufsholm.dk

HERLUFSHOLM SCHOOL HERLUFSHOLM ALLÉ 170 DK - 4700 NÆSTVEDTLF. +45 55 75 35 00 FAX +45 55 75 35 14 [email protected] WWW.HERLUFSHOLM.DK

HERLUFSHOLM SCHOOL OFFERS:• Primary school, 6th-9th grade• 10th grade (optional prepatory year)• Danish National Secondary School

Certifi cate (STX)• Pre-IB and IB (International Baccalaureate)• International exam: Cambridge IGCSE,

8th Grade and 9th Grade (2011)

NEW IN 2010 INTERNATIONAL EXAM

CAMBRIDGE IGCSE, 8TH GRADE AND 9TH

GRADE (2011)


The Cosmo – the International School of Southern Denmark – opened its doors to international and Danish students alike in the seaport city of Kolding in September 2008. After a disappointing start, head of department Simon Mosekjær is thrilled with the rapid increase in enrolment numbers.

“We were expecting a large number of students whose parents worked with an international company but it fell through, so it was a rough beginning,” he admits. “Thankfully things have really picked up and we now have 55 students. The teachers have done a marvellous job adjusting to the changes.”

Classes are taught in English and the Cosmo offers three programs: Cambridge International Primary Programme (CIPP), Cambridge lower Secondary Programme (lSP) and the International General Certificate of Secondary Education (IGCSE) from the University of Cambridge. Checkpoints and IGSCE exams allow students to move onto further studies such as English A-levels or the International Baccalaureate, and the Cambridge approach minimises readjustment issues for international students who change schools.

“There are so many advantages to the Cambridge approach – the teachers are guided and there’s a measure of equality in the marking process,” explains Mosekjær. “It also requires the teachers to be highly accredited, and I think that’s important.”

Before becoming head of department, Mosekjær taught at local Danish school Kolding realskole, which now hosts The Cosmo. “The advantage of being housed in a Danish school is not just that we can use the facilities, but that we also have the opportunity to learn in a stable environment,” he says. “Kolding realskole has lots of

traditions and while we’re starting to establish our own, we like to have a certain level of integration so that our international students get a real taste of Denmark while they are living here.” One of Mosekjær’s key goals is to provide a secure atmosphere for The Cosmo’s pupils. “Many of our international students find it hard adjusting to their new life in Denmark, but we’ve managed to create a safe school environment and have seen them come a long way,” he explains. “I’m going

to sound biased, but I think we have some really exceptional students in that respect.”

pErSiStEncE payS off for upStart intErnationalThe Cosmo school got off to a tough start, but now teachers feel the school is finally making the grade. By Kye Mackey

12

If you’re looking to advance your career in Denmark, there’s no doubt that a degree from a Dan-ish institution carries weight with Danish employers. And if you’re hoping to take your qualifica-tions elsewhere, Denmark’s diverse selection of programmes offered in English, familiarity with the

needs of international students, and low fees make it a good choice for a study abroad experience. All of Denmark’s universities offer degree programmes in English, as well as English-language ver-

sions of their websites and on-campus staff dedicated to supporting international students. Although most university programmes are only offered at the Master and PhD levels, a number of university col-leges and professional academies also offer degree programmes taught in English at the Bachelor level.

A good place to start your search is the website studyindenmark.dk. Here you’ll find a comprehen-sive list of all the degree programmes offered in English throughout Denmark, including programmes at the Bachelor, Master, PhD, and Academy Professional levels. nearly every academic field is repre-sented; however, there are a few notable areas of study such as medicine and psychology that are currently only offered in Danish.

The application process and deadlines vary from institution to institution, but most programmes

begin in August or September with an application deadline of 15 March. A few programmes take in additional students at the start of the second semester in January and February, and application dead-lines are typically 1 September.

Citizens of countries where English is not an official language are generally required to show proof of proficiency in English, usually by submitting scores from a TOEFl test. Applicants must also show that their previous education has prepared them for advanced studies in their given fields.

The Danish Agency for International Education offers a qualification review process to help prospec-tive students determine how their foreign degrees compare to the various levels of degrees in the Dan-ish educational system, clarifying which study programmes an individual is qualified to pursue. More information about the qualification review process is available at en.iu.dk/recognition.

Whether or not you are required to pay a tuition fee depends on your country of citizenship. If you are a citizen of an EU/EEA member state your education in Denmark is free. If you are a citizen of a non-EU/EEA country you will be required to pay tuition fees, which usually range between €6,000 and €16,000. Most institutions run scholarship programmes to help students who are required to pay fees.

guide to danish universities


With approximately 130 degree programmes taught in English, Denmark offers its international community higher education opportunities in a wide range of subjects, with little or no tuition fees. By Kari Lund

13

The international study office at the institution to which you are interested in applying should be able to provide information about

the scholarship application process.low-rent housing options also make Denmark good value for

international students. Student dorms, known as a kollegium in Danish, are not associated with particular institutions but are run independently, housing students from a variety of educational in-stitutions under one roof. residents usually have a private room and bathroom but share a kitchen with a small group of other res-idents, making a kollegium the perfect place to meet Danes and learn about Danish culture.

International students also experience Danish culture in the classroom where students call their professors by their first names, debate is encouraged and many programmes rely heavily on group work. At the same time, the study culture is highly independent, as attendance at lectures is generally optional and the final mark for a course usually rests entirely on the results of a single exam.

With so many courses and programmes taught in English, low tuition and housing fees, and good support for foreign students, Denmark’s higher educational system is ready to welcome the in-ternational community.

WHERE To LooK FoR STUDENT DoRMS IN DENMARK:

• www.kollegierneskontor.dk – Sign up for dorms in the

Copenhagen area

• www.ungdomsboliger.dk – Find student dorms located

all over Denmark

• www.ciu.dk – Be prioritised if you live far from your

study institution

DENMARK’S EIGHT TRADITIoNAL UNIvERSITIES:• Aalborg University

• Aarhus University

• Copenhagen Business School

• IT University of Copenhagen

• roskilde University

• Technical University of Denmark

• University of Copenhagen

• University of Southern Denmark

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To learn more about how we create the country’s most talented innovators and generate return on innovation with the MMT eMBA programme visit

business.dtu.dk – and get ready for a new dimension in your career.


14

Esbjerg, on Jutland’s west coast, is a base for Denmark’s oil and gas industries, and home to many international families working for multinational companies such as Maersk and ves-tas. An international school had been needed in the city for some time and since its opening in 2008, Esbjerg International School (EIS) has enrolled students from 15 different countries.

“Our students come from many diverse cultures and we make a point of celebrating different international events, such as Chinese new Year and World Peace Day,” says teacher Danny Glover. “We try to recognise the dif-ferent cultures of the students who currently attend the school, but at the same time we want to be a mul-tinational place so we also celebrate the cultures of countries our stu-dents aren’t familiar with.”

EIS prides itself on providing stu-dents with a respectful, multicultur-al environment and on its firm com-mitment to establishing effective communication between parents, teachers and students. Trinidadian parent nyla ramkalawan couldn’t be happier with the school.

“EIS has definitely been an incentive for us to extend our stay in Denmark,” she says. “Apart from the academic ad-vancement, students enrolled at the EIS have the advantage of interacting with various cultures, which can only aid their social development in a very positive manner.”

Teaching at EIS is in English and it uses the internationally-transferable Cambridge International Curriculum for students aged 5-17, which is a key consideration for families such as the ramkalawans.

“It’s very important that our children receive their educa-tion from internationally accredited institutions to facilitate smooth transfer to other schools,” says nyla.

EIS has connections with a local Danish private school and many EIS students attend their after school care programme. While the pupils are encouraged to mix with local Danish chil-dren, Glover believes that coming from a non-Danish back-ground can be challenging for international families.

“At times Denmark can be a very monocultural country,” he says. “It’s not easy to become part of the Danish community if you don’t speak the language, and that can be difficult for our students and their parents when they first get to Denmark. At EIS we offer them a place where they can share their experi-

ences, so it’s a community environ-ment and like a big family in some ways.”

Parents John Jørgensen and Malene Sønder Madsen are Danish, but decided to enrol their ten-year-old bilingual son, Thomas, in EIS as soon as it opened. “The school has an international outlook of the world and we like the fact that Tho-mas is in contact with people of dif-ferent races, cultures and religions,” says mother Malene. Thomas, who could read Harry Potter at the age

of eight, was increasingly under-stimulated in a local Danish school.

“Thomas was bored and frustrated at his old school – EIS is different in that it caters for students at their individual level of ability, so now we have a happy child. He also went from a class where there were 20 students to a class of six. So in our opinion it’s well worth the money.”

Australian parent Alison Amos also values the small class sizes at EIS. “This is the best school for my girls and the small class sizes means they are learning at a phenomenal rate,” she says. “EIS offers high standards of education across a broad range of subjects – Esbjerg families now have a real choice of excellence in education for their children.”

EiS - an Educational family

At EIS, international families form a caring educational environment. By Kye Mackey

at times denmark can be a very mono-cultural country,” he says. “it’s not easy to become part of the danish community if you don’t speak the language, and that

can be difficult for our students and their parents when they first get to denmark. at EiS we offer them a place where they

can share their experiences, so it’s a community environment and like a

big family in some ways.”

“


15


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