Published on and written by Cyril Jarnias
For a long time, talking about “international schools” in Greenland was almost an oxymoron. This immense Arctic territory of 2.17 million km², mostly ice-covered, has barely 56,000 inhabitants, a quarter of whom live in Nuuk, the capital. Historically, the educational challenge there was first and foremost building a public school system in the Greenlandic language, suited to an Inuit people who transitioned from semi-nomadism to a modern state in a single century.
To provide international education to young Greenlanders and expatriate families while preserving local language and culture, several initiatives are underway. Although there is no large network of classic international schools (IB, British or American curricula on a broad scale), alternatives are developing. These include: strengthening Nuuk as an educational hub, introducing foreign curricula such as Ontario’s (Canada), bolstering Ilisimatusarfik University, and large-scale school projects. Together, these initiatives represent the best options currently available.
A Unique Education System, Between Danish Heritage and Greenlandic Assertion
To understand what “international school in Greenland” can mean, one must look back at the trajectory of its education system. The first schooling was carried out by Lutheran missionaries after 1721, with a clear goal: enabling converted populations to read religious texts. Early on, textbooks were published in Greenlandic, and by 1845, the first teacher training college, Ilinniarfissuaq, was established to train local teaching staff.
Danish influence in Greenland was imposed in stages, through school laws (1905, 1967) and the introduction of Danish (1928). The period of “Danization” (1950-1960) prioritized assimilation to the Danish norm rather than internationalization, leading to tragic experiences such as the forced placement of Inuit children with foster families in Denmark.
The turning point came with the establishment of Home Rule in 1979, followed by enhanced self-government in 2009. The school law adopted after 1979 laid down the principle: the main language of instruction must be Greenlandic. The 1990 reform continued this logic and provided for the integration of Danish-speaking students into Greenlandic-speaking classes starting in 1994/1995. The ambition was clear: to build a distinctly Greenlandic system while maintaining bridges with Denmark and, more recently, with the rest of the world.
That is the total number of municipal schools, divided into 23 city schools and 52 small establishments, according to 2021 data.
In this landscape, the international school is not a dominant model, but rather an additional layer added to this public foundation in certain niches: the capital city of Nuuk, higher education, and digital or curricular collaborations with foreign countries.
Nuuk: A Laboratory for the Future Greenlandic International School
Nuuk concentrates most of the signals of internationalization. As the political, economic, and university capital, it is home to about 20,000 residents, Ilisimatusarfik University, high schools, technical schools, and a major school project presented as the “showcase” of Greenlandic education: Atuarfik Inussuk.
Atuarfik Inussuk: A “World Campus” for Nuuk’s Youth
In the heart of Nuuk, Atuarfik Inussuk (also referred to as Atuarfik Nasasuaq in some sources) is far more than just an elementary or secondary school. The project, entrusted to the Icelandic company Ístak and Danish architects KHR Arkitekter, is designed to accommodate approximately 1,200 children in a complex of seven buildings totaling 16,500 to 18,000 m². The construction contract, signed in 2019 for 615 million Danish kroner, makes it one of the largest educational construction projects on the island.
The school’s architecture is inspired by the three peaks of Mount Sermitsiaq, near Nuuk. It uses aluminum roofs, varied volumes, and patios to create bright, wind-protected circulation spaces. The facility includes sports facilities, an auditorium, workshops, and numerous small learning rooms designed to foster creativity and small-group work.
The stated goal clearly goes beyond compulsory education: Atuarfik Inussuk is designed as a community hub, a living space open to associations and residents, capable of hosting events, extracurricular activities, and cultural events. This approach—iconic architecture, expanded educational functions, and strong integration into the urban fabric—directly reflects an ambition to align with the international standards of major “learning communities.”
Pedagogically, even though no IB or A-Level program is officially mentioned, several elements bring Atuarfik Inussuk closer to the best international schools:
– Project-based pedagogy and interdisciplinarity are emphasized,
– Spaces are organized into “learning clusters” rather than simple corridors of classrooms,
– Strong focus on creativity, collaboration, and digital tools (furniture and equipment provided in partnership with Arctic Import and Lekolar, specialists in Nordic school supplies),
– It operates in a bilingual Greenlandic-Danish environment, with a growing level of English.
Insofar as Greenland does not yet have an extensive network of IB schools or British/US curriculum institutions, Atuarfik Inussuk appears to be the most advanced example of a public school adopting an international school vision and standards while remaining deeply rooted in local language and culture.
Atuarfik Inussuk, a Greenlandic public school
An Urban and Cultural Environment Conducive to Openness
On a Greenlandic scale, Nuuk concentrates almost all the levers that make an international educational offering possible:
– A relatively more educated population: about 18% of residents in the Sermersooq municipality hold a higher education degree (compared to only 6% in Avannaata Kommunia in the north);
– The presence of four major high schools nationwide, including Nuuk’s, which enrolls about 445 students out of a total of 1,017 high school students in the country (2021 data);
– A university, Ilisimatusarfik, which structures an ecosystem of research, student mobility, and international partnerships.
In this context, the boundary between “local public school” and “school with an international dimension” becomes more porous. An institution like Atuarfik Inussuk can offer both immersion in Greenlandic and Danish, English instruction, and perhaps tomorrow modules aligned with foreign curricula (Canadian, Scandinavian, etc.), without renouncing its status as a municipal school.
Ilisimatusarfik: A Higher Education Hub Focused on the Arctic and the World
If we broaden the concept of an “international school” to include higher education institutions, Ilisimatusarfik—the University of Greenland—occupies a central place. The country’s only university, founded from the Inuit Institute established in 1983 and granted university status in 1989, it is located in Nuuk and has a few hundred students (between 500 and 700 in recent years).
A Niche University, but Well-Connected
Ilisimatusarfik is structured into departments focused on the needs of Greenlandic society: Greenlandic Language and Literature, Culture and Society, Administration, and other institutes such as Health & Nature, Society, Economics & Journalism, and Learning, as its training offerings have diversified. It offers Bachelor’s and Master’s programs as well as a doctoral school.
The university stands out for several characteristics that bring it closer to a high-level international institution, despite its small size:
Greenland develops its higher education and research through active partnerships with international universities and specialized study programs.
Active cooperation with Scandinavian and North American universities, including mobility programs for students and researchers.
Partnership with the Technical University of Denmark (DTU) in Sisimiut. Prepares Bachelor’s degrees in Arctic engineering (135 graduates since 2001, majority working in Greenland).
Cooperation with the Institute of Natural Resources, Pinngortitaleriffik. Program that awarded 158 Master’s degrees between 2015 and 2021.
Participation in projects funded by Erasmus+ or Danish research funds, on topics such as depopulation, ecosystem restoration, or Inughuit knowledge.
In certain international rankings focused on the Arctic, Ilisimatusarfik is cited as an innovative university, particularly in Arctic studies, Indigenous issues, Greenlandic language, and climate matters.
An Attractive Campus for International Students
For a foreign student—typically Nordic or European—Ilisimatusarfik offers several typical advantages of good international schools:
The university offers courses in English each semester, particularly in Arctic geopolitics, Inuit history, regional economics, Arctic law, maritime security, or Nordic environmental sciences. The pedagogy is highly interactive, with small class sizes fostering a sense of community and cooperation. Financially, tuition is free for Greenlandic and Nordic students; for others, tuition fees generally remain moderate. The scientific supervision is strong, based on about 1,500 publications by affiliated researchers and growing involvement in international debates on Indigenous peoples, climate, and sustainable development.
The daily life of international students is still marked by the Arctic context: high cost of living (estimated between 3,000 and 5,000 DKK per month for basic food, transport, and personal expenses, excluding housing, with some calculations mentioning about 1,000 USD monthly), imported fresh produce, but relatively low rents in student residences. Housing is managed by the Greenlandic government, mostly in dormitories with private rooms and shared common areas, often with Greenlandic and other international roommates.
Administratively, non-Nordic students must apply for a student residence permit from the Danish agency SIRI, using form ST1. The procedure is free, takes about three months, and requires proof of resources equivalent to the level of Greenlandic scholarships (managed by the USF organization), with the option of using the tuition fee receipt as proof of means. The permit allows part-time work (up to 15 hours per week from September to May, full-time in summer) but does not grant any right of residence in the Schengen area.
Still Partial Internationalization
Despite these elements, Ilisimatusarfik is not strictly speaking an “international university” in the sense that English would be the dominant working language. Most programs are taught in Danish or Greenlandic. Regular admission requires a Greenlandic-language high school diploma, and only a few courses are offered in English for exchange students.
We are therefore dealing with a hybrid model: an institution deeply rooted in its mission of preserving and developing Greenlandic language, culture, and society, yet open internationally through its research programs, university partnerships, and targeted English-language offerings. For a foreign student interested in the Arctic, it is probably one of the best “international schools” in the world, precisely because it is not disconnected from the context it studies.
International Curricula and New Offerings: The Example of the Ontario Program
The internationalization of education in Greenland does not only happen through buildings or universities. It also plays out in teaching content. One of the clearest signals is the growing interest in the curriculum of the Ontario Ministry of Education (Canada), ranked among the best school programs in the world according to PISA assessments (4th globally).
This rigorous program, heavily focused on developing critical thinking, problem-solving, and transversal skills, is brought internationally by a unique actor, Canada Global Academy, which offers the implementation of the Ontario K-12 program and a digital platform outside Canada. Promotional materials indicate that this curriculum is “gaining ground,” including in Greenland.
Canada Global Academy
Even though we do not have specific names of Greenlandic schools already implementing this program in an institutionalized manner, its potential adoption offers several perspectives:
This program offers a globally recognized diploma, facilitating access to North American and international universities. It complements local training with a framework shared with other countries, while allowing instruction in Greenlandic for certain subjects. It also provides digital tools and educational resources, filling a gap in small schools, especially at the secondary level where textbooks in Greenlandic are less numerous than in Danish.
This interest in a non-Danish curriculum marks a form of diversification of the educational horizon. Where, for decades, the “international standard” was synonymous with the Danish model, English-speaking alternatives are now emerging, potentially more flexible and more compatible with the global openness aspirations of younger generations.
Languages and Internationalization: Between Danish, English, and Greenlandic
Any reflection on the “best international schools” in Greenland quickly encounters the language question. English is the reference language for academic internationalization, but Denmark remains the main political, economic, and university partner, and Greenlandic, the sole official language since 2009, is at the heart of identity.
A Strained Trilingual System
Today, school language policy rests on a few pillars:
– Greenlandic is the main language of instruction in compulsory school, in accordance with the 1979 law and the 1990 School Act;
– Danish is taught as a second language from the early school years, with gradual reinforcement, and becomes largely dominant in high school and higher education, except for the subject “Greenlandic”;
– English is introduced in primary school (around 4th grade) and gains importance over the years.
But in practice, the balances are shifting. A 2022 school survey shows that 26% of students consider themselves “good” in English, compared to only 18% in Danish. Preliminary exam results indicate that in 2024, more than half of students are expected to achieve the highest oral marks in English, compared to less than 30% in Danish, while about 30% fail the oral Danish exam (10% in English).
Politically, the four main Greenlandic parties have raised the idea of giving English a status at least equivalent to that of Danish in the school system. Some teachers advocate reducing the role of Danish in favor of English, considering the latter more useful for international studies and careers. Others point out that a very large number of university programs (in Denmark but also in Greenland itself) remain in Danish, and that this language is indispensable for many professions and for access to scientific resources.
In the middle, the Greenlandic language, spoken by about 50,000 people in the country, must be consolidated as a language of knowledge, not just daily life. However, in the upper grades of the school system, textbooks are mostly in Danish, and scientific and technical terminology in Greenlandic is sometimes lacking. Hence an institutional effort through the Greenlandic Language Council and the 2010 language policy to develop lexicons and encourage the production of local educational materials (notably through the publishing house Attuakkiorfik).
Implications for International-Oriented Schools
For a school that aims to be “international,” these linguistic tensions are both a challenge and an opportunity.
For competitive access to international universities, a high level of English is essential. A sufficient level in Danish must also be maintained for studies in Denmark or Greenland. At the same time, strong proficiency in Greenlandic is crucial, both for Indigenous identity and because it aids learning other languages.
The best international schools in Greenland, today or tomorrow, will therefore be those that succeed in articulating these three levels:
– Strong grounding in Greenlandic (language of socialization, culture, and increasingly, knowledge);
– High functional level in Danish, at least for those aiming for Scandinavian university paths;
– English advanced enough to follow courses, read research articles, and interact in a global context.
From this perspective, initiatives like the mother tongue didactics courses at Ilinniarfissuaq, or the teacher training programs at the University of Greenland, play a key role: without teachers trained in these trilingual issues, no school, however well-equipped, can truly rise to the level of a good international school.
Student Mobility and International Recognition of Diplomas
Another quality criterion for an international school is the ability of its graduates to pursue studies elsewhere. In this regard, Greenland has a considerable advantage: the support of its self-government for student mobility.
A Strong Tradition of Departures to Denmark… Then North America
Figures from the early 1990s give an idea of this movement: in 1992, several dozen Greenlandic students studied in Denmark in various fields—37 in engineering, 12 in architecture, 9 in medicine, 21 in law, 42 in economics, 11 in psychology, and 23 in master’s programs in other disciplines. Meanwhile, 17 students were already pursuing studies in North America.
The Greenlandic government funds scholarships, housing, books, and an annual return trip home for students going abroad to study. This policy has made this option legitimate for many high school students, especially in Nuuk.
Declining Higher Education Access Rate, but Secondary Education Progressing
Despite this effort, the system has weaknesses: in 2019, the high school graduation rate (GU) reached about 48%, with an average graduation age of 23 (reflecting often long and non-linear paths). While the number of high school graduates doubled between 2005 (150 graduates) and 2019 (314 graduates), their propensity to enter higher education within two years dropped sharply: 75% in 2008, only 43% in 2017. Meanwhile, 18% of graduates go into vocational training.
School dropout rates challenge the system’s ability to support young people toward higher education, increasing pressure on high schools and international schools to provide academic guidance and a solid foundation comparable to abroad.
International Schools as a Springboard
In this context, a school that formally integrates an internationally recognized curriculum—IB, A-Levels, Ontario, etc.—or draws heavily from one could play the role of a springboard. Not only would it allow students to aim for foreign universities with credentials recognized everywhere, but it would also help structure more continuous pathways, with better support toward higher education.
This is already, to some extent, the case for certain programs at Ilisimatusarfik (notably through Artek or the ASSP), which align their requirements with European standards in terms of ECTS, research quality, and degree recognition.
Technical and Vocational Institutions: Another Form of Internationalization
The internationalization of Greenlandic education does not only pass through general high schools or universities. It is very visible in vocational education, at the intersection of local needs (fishing, mining, construction, maritime) and international standards of safety, certification, and mobility.
Key institutions include:
Greenlandic vocational training institutions offer specialized programs tailored to key sectors of the local and Arctic economy.
Located in Sisimiut, offers technical training in Arctic engineering, construction, and mineral & petroleum resources. Some programs are organized in partnership with Danish schools.
Located in Nuuk, trains students in metallurgy and other industrial techniques.
Business school in Nuuk and Qaqortoq, prepares students for management, commerce, and administration careers.
Maritime center in Nuuk and Paamiut, trains sailors, officers, and technicians according to international polar navigation standards.
Located in Narsaq, specialized in food industry trades.
Even though these institutions do not explicitly display an “international” label, they operate in a global regulatory framework: STCW for navigation, industrial safety standards, ISO quality benchmarks, etc. The best of them can be considered “specialized international schools,” offering their graduates skills that are exportable and recognized far beyond Greenland.
Key Data: A System in Transition
To grasp the main outlines of the Greenlandic educational landscape that serves as a framework for internationally oriented schools, a few figures are telling.
Distribution of Schools and Students
| Indicator (reference year) | Value |
|---|---|
| Total population of Greenland | ~56,000 inhabitants |
| Population of Nuuk | ~20,000 inhabitants (2025) |
| Municipal schools (2021) | 75 (23 city, 52 small establishments) |
| Private schools | 1 (in Nuuk) |
| Specialized schools | 1 (school for hearing impaired in Sisimiut) |
| Primary and lower secondary students (2019) | 7,499 (−15% since 2010) |
| Upper secondary students (high schools, 2021) | 4 high schools: Qaqortoq (139), Nuuk (445), Sisimiut (171), Aasiaat (262) |
Teaching and Supervisory Staff (1992/93)
| Category | Greenlandic | Danish |
|---|---|---|
| Tenured teachers | 498 | 270 |
| Hourly instructors | 193 | 26 |
| Principals | 1 | 1 |
| Headmasters/school directors | 6 | 18 |
| Deputy heads | 12 | 14 |
| Leisure coordinators | 5 | 8 |
These figures, though dated, show a system still largely supported by a Danish workforce, but with a gradual strengthening of the presence of Greenlandic-speaking teachers. This dynamic is crucial for the development of genuine local international schools, capable of combining high academic standards with linguistic rootedness.
Toward a Greenlandic Model of International School
Comparing the situation in Greenland with that of other countries where international schools abound (Egypt with Green Land/Pré Vert schools, India with hundreds of international CBSE schools, etc.), one is struck by the difference in scale. Greenland has neither the sufficient local market, the urban density, nor the continuous flow of expatriates needed to support dozens of private IB or Cambridge campuses.
But that does not mean it is condemned to remain on the sidelines. On the contrary, several elements suggest that the country is inventing its own model of “rooted internationalization”:
The Greenlandic education system rests on four key principles: absolute priority to Inuit language and culture, with Greenlandic as the sole official language; maintaining a structuring link with Denmark for access to studies; selective openness to English and certain foreign curricula; and strong territorial anchoring, where institutions are designed as living spaces serving the community.
In this context, the “best international schools in Greenland” will not be recognized by the presence of an IB label or a British uniform, but by their ability to combine:
The foundations of a modern education system rooted in its territory, preparing students for local and global challenges.
A student-centered approach, emphasizing interdisciplinarity, critical thinking, creativity, collaboration, and digital tools.
Balanced learning of Greenlandic, Danish, and English for local and international openness.
Assured pathways to higher education in Greenland, Denmark, Scandinavia, and North America.
A commitment to preserving and integrating Inuit knowledge in key areas such as climate, resources, health, or law.
Atuarfik Inussuk, Ilisimatusarfik, the technical schools in Sisimiut, the high school in Nuuk, and the projects to adopt international curricula like Ontario’s represent the first building blocks of this model. Their success will be measured not only by their ability to send students to Harvard or Copenhagen, but also by their ability to train young people capable of navigating between a 400-kilometer fjord, a seminar room in Tromsø, a laboratory in Copenhagen, and a United Nations conference on the rights of Indigenous peoples—without ever losing the thread of their language and history.
Ultimately, the best international schools in Greenland may be those that best manage to articulate these two horizons: the Arctic as home, and the world as an intellectual playground.
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Cyril Jarnias is an independent expert in international wealth management with over 20 years of experience. As an expatriate himself, he is dedicated to helping individuals and business leaders build, protect, and pass on their wealth with complete peace of mind.
On his website, cyriljarnias.com, he shares his expertise on international real estate, offshore company formation, and expatriation.
Thanks to his expertise, he offers sound advice to optimize his clients' wealth management. Cyril Jarnias is also recognized for his appearances in many prestigious media outlets such as BFM Business, les Français de l’étranger, Le Figaro, Les Echos, and Mieux vivre votre argent, where he shares his knowledge and know-how in wealth management.
