Territorial Review Copenhagen - Region Hovedstaden

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60 Copenhagen 2005, bringing 380 000 visitors. Copenhagen has a good record of attracting international conferences. It ranks eighth among major European cities, holding more than London, Madrid and Stockholm. Over the last decade, however, the growth in the number of conferences organised has been very slow. 1.4 Determinants of urban competitiveness Copenhagen‘s performance on key determinants for urban competitiveness is addressed in this section. Availability of skilled people, good innovative capacity and entrepreneurship are essential in increasing labour productivity; urban amenities, including infrastructure and environmental quality, help to attract highly skilled people. 1.4.1 Human skills One of the robust findings in study of the economies of cities is the positive impact of human capital on urban economic performance. The rate of higher education appears to be crucial, although the educational system as a whole also plays a part, from primary to secondary education and vocational training, because the number of highly qualified people depends on those who pursue their education after secondary education. Higher education The rate of higher education of Copenhagen‘s population is average when compared to that of other OECD member countries: out of 44 metropolitan areas in the OECD, Copenhagen ranks 25 th . Although Copenhagen‘s population is well-educated by comparison with, for example, Munich, Randstad and Barcelona, it falls behind that of many American metropolitan areas, as well as below Stockholm and Helsinki (Figure 1.16) – even though its population of between 25 and 64 years has spent the highest number of years in education: 13.4 years against an average of 11.9 years in the OECD. This might raise questions about the effectiveness of the Danish education system and the incentives students are given to finish their education efficiently and with a qualification. The progress in human capital formation in Denmark has been surprisingly slow. Among 25-34 year olds, only 86% have at least upper secondary education, the lowest level among the Nordic countries. Denmark has a very large variation in the regional student enrolment rate compared to other countries, which may be a reflection of the fact that universities in Denmark, unlike in most OECD countries, are concentrated in a few regions, most notably the Capital
61 Region. The variation in tertiary education attainment across regions in Denmark is however below the OECD average. This may indicate that students migrate to other regions after attaining their degree (OECD, 2007). There has been concern about dropouts from the educational system. Completion rates in higher education are low: between 40% and 75% of students enrolled complete their bachelor‘s degree, according to some studies (OECD, 2005); 16 and between 70% and 75% according to others (Danish government, 2006). This is a low percentage, especially given that only a small proportion of the age group (18%) enrols at university and that Denmark offers the most generous student financial support in the world (free education and up to six years of grants to support living costs) (OECD, 2005). Projections show that – without policy changes – around 95% of the pupils leaving primary school in 2005 will have started further education, but that only 79% will complete it; only 48% are expected to have attained a tertiary education by 2030, and less than 30% a vocational degree (Uni-C Statistik, 2007). Furthermore, deficits are projected in areas that are key to future competitiveness, such as science. Proficiency in science among 15- year-olds in Denmark is relatively low, and the number of science and engineering degrees as a share of new degrees is below the OECD average and falling (OECD, 2008). The age at which Danish students finish their studies is particularly high. The combination of high taxes in Denmark and the generous student grants encourages students to take extended breaks between secondary and tertiary education and to prolong their studies once they have started. The median age for students starting tertiary education in Denmark is around 23 years, one of the highest in the OECD. Around 40% are still enrolled six years later. This reduces lifetime earnings, leaving fewer years in which the acquired skills can be exercised in the labour market, and much of this loss is carried by public finances in foregone tax revenue. Reducing delays before the beginning of study could help to reduce dropout rates; starting late is correlated with a higher propensity to fail to complete tertiary programs where skills such as mathematics are required (OECD, 2006).
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Territorial Review Copenhagen Preli
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3 Acknowledgements This Review was
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5 Table of contents Chapter 1: The
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7 Assessment and Recommendations Co
Page 9 and 10: 9 Its international ranking is mixe
Page 11 and 12: 11 The lack of skill is of paramoun
Page 13 and 14: 13 qualifications of immigrants and
Page 15 and 16: 15 more than twice average full-tim
Page 17 and 18: 17 Commercialisation of research co
Page 19 and 20: 19 surpassed only by Spain and Swed
Page 21 and 22: 21 in the suburban periphery, while
Page 23 and 24: 23 emissions by 25% since 1990 and
Page 25 and 26: 25 and the other municipalities in
Page 27 and 28: 27 instruments at its disposal. A s
Page 29 and 30: 29 Chapter 1: The competitiveness o
Page 31 and 32: 31 Figure 1.2. Map of Copenhagen an
Page 33 and 34: 33 other areas in Denmark are more
Page 35 and 36: 35 Figure 1.5. Map of Copenhagen an
Page 37 and 38: 37 Figure 1.7. Regional GDP in % of
Page 39 and 40: 39 Copenhagen plays a crucial role
Page 41 and 42: 41 Figure 1.8. Monthly unemployment
Page 43 and 44: 43 Figure 1.10. Co-patents between
Page 45 and 46: 45 Table 1.4. Employment and value-
Page 47 and 48: 47 Table 1.6. Overview of studies o
Page 49 and 50: 49 capital. As Table 1.7 shows, the
Page 51 and 52: Rank Total Accounting Advertising F
Page 53 and 54: 53 Potential of a more integrated
Page 55 and 56: 55 Figure 1.12. Economic growth in
Page 57 and 58: 57 If a broader definition of econo
Page 59: 59 …but is only moderately succes
Page 63 and 64: 63 Education and skills Education o
Page 65 and 66: 65 Øresund as part of the solution
Page 67 and 68: 67 Under-utilisation of immigrants
Page 69 and 70: 69 Figure 1.18. Share of foreign-bo
Page 71 and 72: 71 the countries that attract the m
Page 73 and 74: 73 both the public and private sect
Page 75 and 76: 75 figures in the THES rankings of
Page 77 and 78: 77 (FORA, 2008). This is in line wi
Page 79 and 80: 79 most other OECD countries (OECD,
Page 81 and 82: 81 Several OECD countries score bet
Page 83 and 84: 83 fewest procedures in the world f
Page 85 and 86: 85 recorded in the OECD (OECD, 1999
Page 87 and 88: 87 50 000 population; New Zealand:
Page 89 and 90: 89 ensuring that these 38 000 dwell
Page 91 and 92: 91 progress has been made - the lev
Page 93 and 94: 93 the region‘s groundwater aquif
Page 95 and 96: 95 rising sea levels (which could r
Page 97 and 98: Car theft per 1000 inhabitants (200
Page 99 and 100: 99 challenges, such as delays and c
Page 101 and 102: 101 Figure 1.34. Congestion in sele
Page 103 and 104: immigrants and students, who enter
Page 105 and 106: 105 8 Copenhagen metropolitan regio
Page 107 and 108: 107 ranking rates 200 universities
Page 109 and 110: 109 32 One notable exception is the
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111 44 Københavns Energi (Copenhag
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114 governments and the majority of
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116 main challenges for the region
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118 Box 2.1. Economic linkages betw
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120 technicians. Since the Structur
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122 Figure 2.1. Denmark’s plannin
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124 by openness, quality consciousn
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126 2.3 Skills policies Recent labo
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128 exams. This system gives univer
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130 municipality, which in principl
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132 intention of developing and spr
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134 highly skilled migrants. Such p
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136 the effectiveness of innovation
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138 they suggest that exploratory r
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140 bureaucratic. First-tier fundin
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142 The priority on high-growth ent
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144 Creative entrepreneurship Preli
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146 therefore be targeted at these
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148 A current constraint in busines
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150 2009 will provide some first in
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152 Box 2.4. Ørestad development-I
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154 dealing with the expected incre
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156 but it does not have clear prio
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158 In designing a detailed scheme
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160 of demand management tool in th
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162 elasticity of short-distance lo
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164 bridge construction but for stu
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166 The consequence of the Fehmarn
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168 Local and national housing poli
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170 increased by approximately 40%
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172 disproportionately affected. Th
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174 in Denmark (Andersen, 2008). Mu
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176 Given the diversity of the buil
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178 them from implementing more pro
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180 guidelines in the forthcoming C
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182 A wide range of environmental i
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184 Denmark's National Board of Hea
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186 conditions, and natural ventila
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188 mandated to integrate respect f
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190 with a further EUR 220 million
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192 inter-linkages between economic
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194 Although these national framewo
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196 schools, teachers and pedagogue
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198 17 In 1997, the average price f
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200 literature and case law that mu
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202 eco-project that will be showca
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205 Chapter 3: metropolitan governa
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207 regional level, the 16 existing
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209 and education. Expenditure for
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211 Administrative boundaries do no
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213 Figure 3.5. Dominance of the co
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215 airport, a new metro line betwe
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217 instruments, it has funds at it
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219 Box 3.3. Relations between metr
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221 Figure 3.6. Under-representatio
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223 Authority, set up to deal with
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225 providing services to other mun
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227 municipalities in Copenhagen wa
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229 3.4 Political leadership The Ci
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231 mayors; permitting only the eco
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233 While international migration m
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235 Human resources management in t
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237 developed, notably by the natio
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This governance framework poses cha
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241 Annex 1: Conceptual Framework T
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243 over 1980-2003, confirm the pre
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245 efficiency of the labour market
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247 population growth was strongly
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249 specialised places are better s
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251 trend can mainly be explained b
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253 partnerships between firms and
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255 workers. Even though relative p
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257 indicators such as GDP per capi
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259 institutional proxies of commun
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261 Bibliography Acs, Z. and C. Arm
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263 Bikes Belong (2008), ―Bicycli
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265 CBS (2005e), A Mapping of Danis
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267 City of Vancouver (2007), ―Re
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269 Demographia (2008), ―4th Annu
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271 Faugert, S. et al. (2004), ―E
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273 Gyourko, J. and J. Tracy (1989)
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275 Konkurrencestyrelsen (2004), Ko
Page 277 and 278:
277 Meijiers and Romeim (2003) ―R
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279 OECD (1996), Innovative Policie
Page 281 and 282:
281 Rappaport, J. and J. Sachs (200
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283 Statistics Denmark (2008) ―IN
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