Arctic Yearbook 2014 - Page 335

335 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” ( 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 ( 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