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Arctic Yearbook 2014
progress and establish a knowledge-based economy. Only by making economic progress can
Greenland pursue its long term goal of becoming financially independent from Denmark. In order
to become financially independent it does not only need to diversify its economy, but also localise
the benefits of the (new) economic activities by participation of Greenlanders (Naalakkersuisut
2014). Participation can only take place if people have the right skills and qualifications.
Creating a critical mass of human capital for a knowledge-based economy is challenging. In 2006
only one third of the potential workforce (15-62) had acquired an educational level that would
qualify them for jobs above unskilled level (European Commission 2007). However, the total
number of graduates from post-primary education in Greenland has increased by 64% during the
first phase of the “Greenland Education Program” (www.nanoq.gl) and is promising. As drop-out
rates have remained roughly the same, it can be concluded that more people have obtained postprimary education. This forms a positive basis for phase two, to increase the amount of people that
have received higher education and thereby can contribute to the development of a knowledgebased economy.
Most of the higher education institutes are located in Nuuk, of which the University of Greenland is
currently the largest institute of higher education in Greenland. The enrolment of students to this
university has risen steadily over time (European Commission 2013), however the curriculum of the
university remains limited. It includes, amongst other, cultural & social sciences, theology and
language, but is missing (natural) science as a subject. The lack of (natural) science in the University’s
curriculum should not necessarily have to do with the country’s small population size, since also the
University of the Faroese Islands has a small population and has got science in its curriculum
(European Commission 2013). Science is crucial in relation to economic progress and industrial
activities, since it will educate highly-skilled (natural) scientist, that could well be needed by the
currently developing natural resource activities. Developing this type of knowledge locally remains a
challenge for Greenland, but partnerships like the ones existing in the Faroe Islands could be a
solution.
Next to the University there are also a number of other institutes for higher education in Greenland,
such as the Building School, Sanaartornermik Ilinniarfik, in Sisimiut. This institute includes a School
of Minerals and Petroleum (Råstofskolen) and a Centre for Arctic Technology (ARTEK), which all
have strong links with the Technical University of Denmark (DTU). It is the ambition of these
institutes to become the technical powerhouse of Greenland. The School of Minerals and Petroleum
in Sisimiut has been established in 2010 (www.sanilin.gl) and illustrates the need to build practical
capacity and knowledge in the field of mineral resources by the Greenland society. The School
provides training on a practical level and aims at providing Greenlanders with the right set of skills
and qualifications to be able to apply for jobs in these industries. The School of Minerals and
Petroleum cooperates closely with the Colorado School of Mines (United States), Ole Vig Upper
Secondary School (Norway) and the Northern Centre for Advanced Technology in Sudbury
(Canada) (Bell 2011). In this way “brain circulation” is being initiated and developed, supporting
human capital building in Greenland.
The Challenges & Opportunities for Microstates in Developing an Energy Sector