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The teachers employed by the Tvind Schools in Denmark formed the Teacher Group in the early years. The Teachers Group or TG is not a legal body, but is way of sharing life and does not have legal personality.
The teachers employed by the Tvind Schools in Denmark formed the Teacher Group in the early years. The Teachers Group or TG is not a legal body, but is way of sharing life and does not have legal personality.
Most of the teachers in the Danish schools in the 1970’ties and in the early 1980’ties pooled their savings and invested these savings in acquisition of the school buildings via the Private Foundation Faelleseje, which became the owners of the buildings.
Most of the teachers in the Danish schools in the 1970’ties and in the early 1980’ties pooled their savings and invested these savings in acquisition of the school buildings via the Private Foundation Faelleseje, which became the owners of the buildings.
The Teachers Group bases its principles along the lines of having a common economy, common time and common distribution (of what actual work position to take up).<Ref>http://www.tvind.dk/TextPage.asp?MenuItemID=45&SubMenuItemID=140</ref>
The Teachers Group bases its principles along the lines of having a common economy, common time and common distribution (of what actual work position to take up).<Ref name="tvind"/ref>


== International work ==
== International work ==

Revision as of 10:37, 29 January 2012

Tvind is the name of an international school centre in the small town of Ulfborg in Denmark, founded in 1970. The school, which claims to have been the driving force behind many pedagogical changes in Denmark, has grown to more than 30 private schools throughout Denmark.[1]

As an alternative to the formal education system in Denmark, the Tvind schools have been controversial in their programs and attitudes to education. In particular, The Necessary Teachers Training College, which educates primary and secondary school teachers, has been very influential over the years.[2]

Tvind has long been embroiled in controversy. Numerous media reports worldwide as well as investigations conducted by several European governments allege that in reality, Tvind is a political cult involved in financial criminal activities (see "Allegations of organised criminal activity and cult status").

History

Tvind began when a group of young Danish teachers got together in the late 1960s with plans to form a traveling folk high school. They wanted to gain knowledge about the Third World and to find solutions for combating poverty. They decided to travel in an old bus to see the world and meet people from other countries and different backgrounds.[3]

This idea developed into The Traveling Folk High School, which is based on the Scandinavian tradition of 'Folk High schools'. Such traditional schools allow for adults to participate in continuing education. In Denmark, these Folk High Schools are public institutions subsidized and supported by the Ministry of Education.[4][5]

As The Traveling Folk High School was created by young people who wanted to learn about the world, it attracted like-minded young people. The school quickly grew, opening similar schools as well as Continuation schools for teens between 13 and 16 years. A Teachers Training college, 'The Necessary Teachers Training college' ('DNS'), domestic science schools, boarding schools for children, a seaman school and 'Small Schools' for mainly youngsters with special educational needs were established as well.[1] Schools were also established in other countries.[3]

Location of Tvind

In 1972 the Tvind base was founded in West Jutland on a plot of farming land called Tvind, where several schools were built as well as a teachers training college. At that time, all of Tvind's schools received public subsidies in accordance with the very liberal education laws in Denmark.[5]

Progression in the 1970s and 1980s

More 'Tvind Schools' began to emerge and after 25 years more than 30 schools have been established all over Denmark and some abroad. An estimated 40,000 children and adults have attended Tvind Schools since the first school was established in 1970. [citation needed]

Tvind soon became a popular center for youth counter culture in the 1970s and 1980s. They undertook social development projects in the third world and developed some groundbreaking social and environmental experiments. The world's largest electricity producing windmill, known as Tvindkraft or Tvind Power, was constructed on the school grounds in Tvind in the mid 1970s in a massive collaboration effort of volunteers, teachers and students.[6]

Danish government subsidies, Special Act and Danish Supreme Court decision

From 1970 to 1996, the Tvind schools received government financial support and supervision in accordance with Danish laws for private schools. Official support of The Necessary Teacher Training College, Tvind's volunteer training school in Denmark, had ended four years earlier, in 1992.[7] [8]

A Special Act passed in 1996 by the Danish Parliament discontinued the official support beginning January 1, 1997. This act prevented the Tvind schools from receiving such support under the general rules, which they otherwise would have been entitled to.[9]

In 1999, the Danish Supreme Court — in a unanimous, 11 judge ruling — set aside the Special Act on the grounds that it had circumvented the Danish Constitution. The controversial decision was the first time in the history of Denmark's Constitution that the Supreme Court had ever discarded an act as being unconstitutional.[9]

The Court's decision happened to coincide with the 150th anniversary of the Danish Constitution.[9]

Despite the Court's ruling, the Tvind schools never regained financial support from the Danish government.[10] [11] [12]

Tvind today

Fundraising, income generating activities and employment in other enterprises has become a successful part of the curriculum in the schools for adults, “Travelling Folk High Schools” and the “Necessary Teacher Training College".[13] [14] [15] [16] [17]

In the schools for children and youngsters the student base was shifted so that the focus is now on students which had a bad start in life, being subjected to abuse, being involved with alcohol or drugs, being from immigrant or refugee families with conflict ridden background or being orphans etc. Financial support for training and education of such young people are available from the social services of the municipalities in Denmark, which are now providing the funds for the school fees and boarding fees. Those schools were named “The Small Schools” because of many smaller units with different programs.[18]

An estimated 40,000 children, youth and adults have until 1996 attended the Tvind schools since the first school was established in 1970. [citation needed]

School types

The Travelling Folk High Schools

The Travelling Folk High Schools were schools for young adults. The curriculum was the social, political, economical and cultural conditions of the world.[1][3]

The Travelling Folk High Schools did away with the classrooms as the only room for teaching and learning and took in peasants in the fields, workers in the workshops and factories, students and professors in the universities, house wives in their homes, politicians in the parliaments and ministers in the government buildings as teachers for the visiting and asking and investigating students.[1][3]

The schools became known for the travels which took place in old busses converted to classroom, living and study-area, library, kitchen and sleeping room. The busses went from Denmark across Asia to India and across Sahara to West Africa. Later on travels also were made by plane to other parts of the world such as Latin America and Southern Africa.[3]

Upon returning from the travels the students produced slide shows, speeches, lectures, films, books, plays, songs etc. and went on tours bringing all their experiences to the public and having lots of discussions.[3]

The experience and the meetings with the many poor people resulted in new programs at the Travelling Folk High Schools, where preparation for and work as “Development Instructor” on a development project in the Third World became part of the programs of the schools.[3]

Special programs were established in the late '70s and the beginning '80s for young people from the so-called Frontline States in Southern Africa. The programs emphasized on vocational skills. Students from Zimbabwe, South Africa, Mozambique, Angola, Namibia and Guinea Bissau completed such programs.[19]

The Necessary Teacher Training College

The Necessary Teacher Training College was established in 1972. The training leads to diploma as primary and secondary school teacher. The program has 3 praxis areas:

  • The international practice field, where the students learn about the world. The program is similar to that of the Travelling Folk High Schools.[20]
  • The national practice field area, where the students learn about their countries and save money to pay for their education. They work in different enterprises, factories, shops, building sites, cleaning companies, offices etc... In this manner they learned in praxis about the situation of the parents of their future pupils and students.[21]
  • The school practice field where the students half time are in practice as teacher trainees in schools and half time study the traditional teacher training subjects and pass the exams.[22]

The Continuation Schools and the Free Schools

The first Continuation School for students from 14–18 years old was established in Tvind in 1974 and was followed by 6 other continuation schools and 6 international continuation schools with government financial support and supervision. The first International Continuation School received financial support from the EU Commission as well. A Danish Continuation School is a boarding school with the same curriculum and exams as the public schools, but the program may be very different.[1]

The First Free School for pupils from 7–16 years old was established in 1976 and was followed by 6 other Free Schools, 5 of them boarding schools, with financial support and supervision from someone chosen in the general public or from the municipality. A Danish “Free School” has the same basic curriculum as the public school. But the program may be very different.[23] [24]

These two school types were discontinued after the Government withdrew its financial support from 1997.[25]

The Small Schools and The Second Generation School Cooperation

In 1979, the Small Schools started operations.

Many of the students are so-called “difficult” students. They are students with a bad start in life, being left on their own by adults, with backgrounds as runaways, being subject to abuse, criminality in the making, alcohol abuse and violence etc. Such students have often so-called “bad” behaviour, hardly any trust or confidence in adult people and react in many anti-social ways.[26] [27]

Today the Small Schools have developed many different profiles for the programs. And the schools are organized in school centres where the actual “school” is located and where there may be other types of schools, such as the Travelling Folk High School or the Necessary Teacher Training College. The Small School Students live in “care homes”, which are small units in a distance of 10-30 kilometres from the school centre.[28]

Other school types

There were also other school types such as domestic science schools and a seamen’s school approved by the Danish government.[29]

Pedagogical principles, practical work and DMM

Pedagogical principles

The following pedagogical principles have been fundamental in the programs of the schools and their implementation:

  • Interacting in the learning process between practical studies and theoretical studies is indispensable, it is a precondition for learning.
  • The higher degree of reality in education, the more the learning.
  • The greater the context, the greater the overview, and the greater the understanding.
  • Motivation is a structural part of the daily life of the school.
  • To go in depth demands to go more in depth, work demands more work.
  • Autonomy promotes understanding of the situation and makes possible more personal creativity in all areas. Democratic participation is a precoindition for personalnla balance.
  • Collectivity is the partner of aloneness. Collectivity is an element in building a motivated democracy.
  • Liberation in the relationship between conception and action.
  • Mobility as the precondition for the sufficiency of the surface of contact – or in other words: From one spot you see only so far – even if you have eyes on stalks.
  • Knowledge is a precondition for the completion of the experience. Integrate the teacher.[30][31]

Practical work

It has always been a practice in all the schools that the students have participated in and on many cases have had full responsibility for cleaning, maintenance of the buildings, cooking, part of the economy, gardening, repair of cars etc. This has had the consequence that the students have learned to take responsibility for and to handle issues and problems in the daily life, to find solutions and to rely on their own capabilities.[32]

DMM

DMM was developed in 1995. It is a revolutionary educational concept that turns the traditional class room lessons with the teacher at the blackboard and the students listening behind their desks, oin its head. In the DMM system, the student is at the center of his or her own education, planning what to study, at which level to study and when to study the different subjects.[33]

DMM stands for “Determination of Modern Methods”. The main disciplines within the content of learning are Studies, Courses and Experiences. [33]

A digitally designed program was created to facilitate the newly defined educational method by the use if information technology. Each student has his/her own computer. Each school has a server with the digital DMM program with all its content: The School’s Digital Library.[33]

Studies: In the Digital Library are all the subjects to be studied in order to complete the curriculum and pass the exams. Each subject is divided into sections representing different themes and again divided into tasks. Each task has an inspiring introduction and an instruction to the student about what to do. All the tasks include contact with the teacher, sending answers or reports and the final results. Own studies put the students at the center of their own learning. It is not about being present, keeping quiet, listening to the teacher. It is about being in the driver seat yourself. The demands on the personal effort are incontrovertible. It is a system, of education that sets clear demands, but simultaneously gives freedom to develop and exploit one’s own potential. Old barriers that often hindered the strongest and weakest students are gone, because everybody is not forced to work at the same level and at the same speed. A greater learning ability among the whole student body is built up by having the individual student at the center of his or her own learning process. The students learn to become entrepreneurs who are active in shaping a rich variety of skills and functional knowledge and able to solve a broad range of tasks, thus picking up the DMM method can be used not only in learning but in life also, contributing to a good future for themselves and others.[33] Half of the education time is used for studies. [33]

Courses: Courses are lessons involving the whole class. The courses are interdisciplinary lessons led by the teacher. The courses touch all kinds of important matters within politics, science, nature, human life, ethics, philosophy, the universe etc. The courses are where the teacher performs. A quarter for the education time is used for courses.[33]

Experiences: The schools have always valued experiences as part of school life. At the schools many cultural traditions, travels, out of school activities and outreach programs have been part of the yearly school programs ever since the first school started. Being personally stimulated bye a variety of experiences is an important part of a person’s life. Many of the students have not been used to getting new experiences. They need experiences that create a whirlwind of emotions, from happiness to surprise, indignation, anger and a deep wonder about the world with all its living organisms, its life forms and its absurd contradictions. Experiences are not things that just happen. They are part of the program. There is no doubt that experiences have at least as much influence on a student’s life, on his development and his ability to live a full life, as studies and courses. Shared experiences such as sporting events, theater competitions,[34] classical concerts [35] and building actions are part of the educational programs.[33]

The experiences with DMM are the following:

  • The students become the center of their own education and development.
  • It builds up the student’s ability to learn.
  • It makes the students more productive and creative.
  • It promotes and strengthens their character.
  • It strengthens the students’ humanity and through this the community spirit at the school.
  • It expands the teacher’s capacity.[33]

Tvindkraft World’s biggest windmill

[36] [37] [38] [39] [40] [41] [42] Teachers at the schools in Tvind decided in late 1974 to build the great wind turbine Tvindkraft to produce the energy needed by the schools in Tvind. (Tvindkraft = Tvind Power in English), as the same time as the Swedish Nuclear Power Plant Barsebäck was about to commence production of electricity. Tvindkraft started to produce electricity in 1978 and was the world’s biggest wind turbine with a 53 m concrete tower and 3 wing blades of 27 m length each for a number of years. Tvindkraft continues to produce electricity as planned, while Barsebäck has been closed down. The world has since seen an explosion in the number of really big wind turbines in many countries. The Windmill Team was the group of people who build the windmill. It consisted of some teachers from the schools at Tvind together with different people from all over the country and from abroad, who had come to build the windmill . They all worked under the same conditions. They did not receive a salary, but board and lodging and pocket money. Some of the students joined in from time to time. The building of Tvindkraft served from the outset several purposes:

  • to produce the energy needed for the schools in Tvind,
  • to be a very solid argument in the popular debate at the time for and against introduction of nuclear power,
  • to show the strength and the power of people who have come together to work together to build Tvindkraft – the power of self-reliance,
  • to show that the power from the wind in the long perspective will be rather cheap, because the wind cannot be monopolized.

Tvindkraft has since supplied the energy needed for the schools in Tvind. The building of Tvindkraft inspired and gave rise to a growing wind mill industry in Denmark. The then HQ of Vestas Wind Systems was located only 25 km away. Tvindkraft receives a lot of attention and a lot of guests from Denmark and from abroad for being the first among the really big wind turbine, especially during the building and in the first years of operation. In December 2008, Tvindkraft as part of the schools in Tvind was awarded a European Prize, the Solar Prize, as a recognition of the pioneering effort of the decision to build, as well as actually building, the windmill in the 1970s. Tvindkraft received the award in the category Education. The German organisation Eurosolar awarded the prize and the following is quoted from Eurosolars motivation for the award: “During the years of the oil crisis in the 1970s ... the Danish schools in Tvind set out to build a 2 MW wind turbine in the year 1975. Students and volunteers from numerous countries came to Tvind in order to help the teachers and the students mount the ‘Tvindkraft’ (wind power) turbine. ... Only because of the innovative and the courageous work at the schools in Tvind was it possible to realize the ‘Tvindkraft’ turbine. Congratulations to the schools in Tvind. Winner of the European Solar Prize 2008.” Cite error: The <ref> tag has too many names (see the help page).[43][44][45]

In Denmark, Tvind leaders have been prosecuted for serious financial crimes, with two convictions in separate trials, in 2006 and 2009 respectively.[46][47]

Every year, alleged Tvind-run charities in The United States, Europe and elsewhere are said to receive millions of dollars in governmental and private-sector funding intended for Tvind-related humanitarian programmes in Africa and elsewhere in the Third World. However, The Public Prosecutor for Serious Economic Crime in Denmark alleges that in reality, Tvind members cleverly channelled a portion of funds earmarked for charitable use into purchases of property and luxury items, offshore tax havens and private business investments, all controlled by Tvind's top leaders.[48][49][50]

Tvind was founded circa 1970 by Mogens Amdi Petersen, then a young, radical idealist in Denmark. Handsome, charismatic and driven, Petersen is said to have collected about 40 followers and established an alternative school system for troubled youth in Denmark. Funded by the government, Tvind’s “travelling folk high schools” sent teachers and students together to Third World countries with the ambition of improving living standards of the poor.[45][50]

In 1977, Tvind members founded the Humana People to People Movement to oversee several humanitarian aid projects in the Third World. In Scandinavia the group is known as "Ulandshjælp fra Folk til Folk" (UFF).[45]

Headquartered in Zimbabwe, Humana People to People claims on its website to be a "network of non-profit aid organizations in Europe, North America, Africa, Asia and Latin America, all working in the field of international solidarity, cooperation and development."[48][51]

But the programmes of several of the organisations Humana People to People claims as its members have been frequently criticised by former volunteers as being ineffective, culturally insensitive, environmentally unsustainable and even abusive towards the volunteers.[52][44][53][54][55]

The Danish media began to suspect Tvind of fraud by the late 1970s.[45] Petersen, growing increasingly paranoid and claiming to be a target for the SIS and the CIA, disappeared one day in 1979, not to be seen again for the next 22 years.[50]

The elusive Dane is alleged to have continued to covertly run his organisation from various locations, subverting Tvind's original 'humanitarian' mission to create a lucrative financial web using standard money-laundering techniques. Petersen's network soon became a business empire based on property and used clothes collection.[50]

Tvind has since then grown into a global conglomerate with numerous profit-motivated enterprises reportedly worth hundreds of millions of dollars. Its interests range from farming and timber to property, retail clothing and furniture, with businesses in Europe, the United States, Brazil, Belize, Ecuador, Malaysia and China.[45]

Alleged Tvind-run organisations have placed tens of thousands of used clothes collection bins — most of these ostensibly for charitable purposes — throughout The United States and Western Europe. Humana People-to-People’s donation bins can be found in many European countries except in Scandinavia, where clothes are collected under the name UFF.[48]

In the UK, clothes collection organisations said to be tied to Tvind include the for-profit companies Green World Recycling[56] and Planet Aid-UK,[57] as well as the charity called Development Aid from People to People UK (DAPP-UK).[58]

Tvind is also said to run the College for International Co-operation and Development (CICD), located in Hull, East Yorkshire, England. This residential college advertises widely on the Internet as providing "training" for young people wishing to volunteer in Africa.[59] However, many former CICD students have complained about poor teaching, low-grade facilities, and being obliged to work long, unpaid hours collecting and sorting used clothes for commercial companies said to be owned by Tvind. CICD has hundreds of clothes collection boxes across Northern England.[60][61][62]

In the United States, the charities Planet Aid[53][63][64][65][66] and Gaia Movement Living Earth Green World Action[67] and the for-profit company USAgain[68][69][70][71] — each said to be controlled by Tvind — have placed thousands of clothes collection bins nationwide.

In addition, there are two other alleged Tvind-run clothes collecting organisations in the U.S. that further claim to train volunteers for humanitarian projects overseas: Institute for International Cooperation and Development (IICD)[72][73] with a regional presence in Michigan and Massachusetts, and Campus California (formerly Campus California TG),[74][75] which claims to have placed over 1,000 of its used clothes donation bins in the San Francisco Bay Area and about 200 bins in Phoenix, Arizona.[76]

In February 2002, FBI agents in the U.S. arrested Amdi Petersen between international flights at Los Angeles International Airport. An arrest warrant on Petersen had been issued in 2000 by the international police agency Interpol. A federal judge extradited the lanky, silver-haired guru to Denmark, where he and his top assistants would face trial for a multi-million dollar tax fraud and embezzlement scheme.[77]

The highly publicised trial began in March 2003. Three years later, on August 31 2006, Petersen, Tvind spokesperson Poul Jørgensen, top aids Kirsten Larsen and Ruth Sejerøe-Olsen, former chairperson for Tvind's 'Humanitarian Foundation' Bodil Ross Sørensen, financial director Marlene Gunst, and lawyer Kirsten Fuglsbjerg (aka 'Christie Pipps') were all acquitted of charges. However, another former chairperson of Tvind's 'Humanitarian Foundation,' Sten Byrner, was found guilty of fraud and given a one-year conditional sentence.[46]

The Public Prosecutor in Denmark immediately appealed the verdict to a higher court. However, the appeal is still pending for Petersen and four of the accused, all of whom fled Denmark shortly after being acquitted by the lower court.[45]

Poul Jørgensen, who had remained in Denmark for the appeal trial, was found guilty of tax fraud and embezzlement in January 2009, and sentenced to two and a half years imprisonment.[47] According to Danish prosecutors, Jørgensen diverted millions of dollars earmarked for charitable use into private businesses owned by Tvind leaders.[48]

List of some Tvind schools

Den Rejsende Højskole (DRH) (The Travelling Folk High School)

Other schools

  • KNEC, Durban, South Africa
  • TCDG, Sikkim, India
  • YID (Yunnan Institute of Development), Yunnan, China

Teams from Travelling Folk High Schools

DAPP Zambia Team 32

Tvind offices in Africa

DAPP Zambia

Notes

  1. ^ a b c d e "Building Tvind"; DNS-Tvind / The Necessary Teacher Training College website; Ulfborg, Denmark; accessed December 27, 2011.
  2. ^ Thomas Bredsdorff in the Danish daily Politiken, 23 February 2002, p. 4 under the heading "Tab og Tvind med samme sind"
  3. ^ a b c d e f g "DRH Movement"; website of the Institute for International Cooperation and Development (IICD), Williamstown, MA, USA; accessed December 27, 2011. Cite error: The named reference "DRH Movement" was defined multiple times with different content (see the help page).
  4. ^ Konsulent Klavs Østergaard in the Danish daily Aktuelt, 14 June 1996, p. 21 under the heading "Tvind vil overleve".
  5. ^ a b Danish News Agency Ritzaus Bureau, 28 August 1997 under the heading "For 25 år siden kom de første studerende til Tvind".
  6. ^ http://www.eurosolar.de/en/index.php?option=com_content&task=view&id=316&Itemid=24 "Appreciation Tvind School"]; Website for The European Association for Renewable Energy; Bonn, Germany; accessed December 27, 2011
  7. ^ Explanatory note to Bill No. 506 (Official report of Parliamentary Proceedings 1995/1996) read by Danish Parliament Folketinget, under the heading "Økonomiske og administrative konsekvenser" shows a grant of 103 million DKK (app. 17 million USD) from the Ministry of Education to 31 Tvind Schools for the year of 1995 only.
  8. ^ The act itself is made public at https://www.retsinformation.dk/Forms/R0710.aspx?id=81616.
  9. ^ a b c Press release dated 19 February 1999 with Judgment passed on the same day by the Supreme Court; made public at http://www.thybo.dk/tvind.htm.
  10. ^ Danish daily Aktuelt, Copenhagen, 7 October 1999, under the heading "Tvinds socialpædagogik", p. 10.
  11. ^ Journalist Ulrik Dahlin in the Danish daily Information, Copenhagen, 21 March 2002, under the heading "Tvinds 'fodringsmaskine'", p.3.
  12. ^ Journalist Ulrik Dahlin in the Danish daily Information, Copenhagen, 4 May 2002, under the heading "Tvind har sat sig tungt på socialpædagogisk marked", p.4.
  13. ^ http://www.cicd-volunteerinafrica.org/TextPage.asp?MenuItemID=20&SubMenuItemID=186
  14. ^ http://iicd-volunteer.org/page_view.php?page=23&title=Clothes%20Drive
  15. ^ http://www.dns-tvind.dk/The-economy-of-DNS/what-does-saving-up-mean.html
  16. ^ http://www.dns-tvind.dk/The-economy-of-DNS/common-economy.html
  17. ^ http://www.dns-tvind.dk/The-economy-of-DNS/where-does-the-money-go.html
  18. ^ Danish daily Aktuelt, Copenhagen, 2 February 1998, under the heading "Tvind trives", and the Danish daily Aktuelt, Copenhagen, 4 February 1998, under the heading "Tidligere Tvind-skoler langt nede i den kommunale bunke"
  19. ^ http://www.petkommissionen.dk/fileadmin/bind/pet_bind9.pdf 'PET Kommissionen', an official Danish Commission of Enquiry into the Intelligence Service of the Danish police, Copenhagen 2009, reports on page 351 of volume 9 as follows (translated from Danish): ”According to PET (Abbreviation for the Intelligence Service of the Danish police) DAPP arranged courses in Denmark to assist the Africans to live a better live in the refugee camps. When the white regime in South Rhodesia fell, and the country became Zimbabwe, DAPP had built an expertise about the country, which likely would pave the way for that the organisation to establish itself as a local partner of cooperation for a number of donors. DAPP extended its field of activity in Africa throughout the 1980’s and started projects in Zambia and Guinea Bissau. The so-called Frontline Institute became established in Denmark in 1983 where both Africans and Europeans became trained to build up Front Line Village Centres to function as examples of the positive development in Africa. Tvind’s commitment in Africa should be seen in the light of the Danish foreign policy which from the end of the 1960’s focused increasingly on the independence and the development of the developing countries, and the activities of Tvind may be seen to a certain point as an extension of the official Danish policy in the development aid area.” It is noted at page 352 that 110 ‘ZANU partisans’ had visited the Tvind Schools “to learn to govern their country”.
  20. ^ http://www.dns-tvind.dk/A-substantial-discription-of-DNS/the-training-in-details-1-year.html
  21. ^ http://www.dns-tvind.dk/A-substantial-discription-of-DNS/the-training-in-details-2-year.html
  22. ^ http://www.dns-tvind.dk/A-substantial-discription-of-DNS/the-training-in-details-3-year.html
  23. ^ http://www.tvind.dk/TextPage.asp?MenuItemID=55&SubMenuItemID=165
  24. ^ The Continuation Schools and the Free Schools are named in section 6 and section 7 of the above mentioned special act, which is made public at https://www.retsinformation.dk/Forms/R0710.aspx?id=81616.
  25. ^ The Danish News Agency Ritzaus Bureau, Copenhagen, 28 August 1997 under the heading "For 25 år siden kom de første studerende til Tvind" with an outline of developments in a news report to Danish media.
  26. ^ The Danish News Agency Ritzaus Bureau, Copenhagen, 20 March 1996 under the heading "Tvinds småskoler - redningsplanke eller skraldespand?" with an outline of a Tvind Small School and some general information about small schools in a news report to Danish Media.
  27. ^ http://www.tvind.dk/sporvogn/new_page_5.htm.
  28. ^ http://www.tvindportalen.dk
  29. ^ https://www.retsinformation.dk/forms/R0710.aspx?id=133228, Explanatory note to Bill 39 of 2010 read by The Danish Parliament Folketinget, See section "2.1. De maritime uddannelser".
  30. ^ http://www.dns-tvind.dk/The-history-of-DNS/pedagogical-principles.html
  31. ^ Elin Hansen: ”Skoleerfaringer”, Volume I, Ulfborg 1978, ISBN 87-87429-26-8
  32. ^ Building weekend: http://tvindnewsupdate.blogspot.com/2011_04_01_archive.html
  33. ^ a b c d e f g h http://tvind.dk/files/om%20dmm.pdf
  34. ^ Art Association of Tvind: http://www.tvindskunstforening.dk
  35. ^ http://www.tvindskunstforening.dk
  36. ^ http://da.wikipedia.org/wiki/Vindkraftv%C3%A6rket_Tvindkraft
  37. ^ http://www.tvindkraft.dk/default.asp
  38. ^ http://waymarking.com/waymarks/WM2FG8
  39. ^ http://www.tvind.dk/TextPage.asp?MenuItemID=55&SubMenuItemID=160
  40. ^ http://ing.dk/artikel/32805-tvindmoellen-koerer-stadig
  41. ^ http://www.folkecenter.net/dk/rd/vindkraft/48017/tvindmollen/
  42. ^ http://windsofchange.dk/WOC-tvind.php
  43. ^ "Charity faces ongoing cult accusations", The Copenhagen Post, December 17, 1998; accessed convenience link December 3, 2011.
  44. ^ a b Wakefield, Rebecca. "Trouble From Denmark", Miami New Times; March 21, 2002; accessed June 26, 2011.
  45. ^ a b c d e f Waterman, Michael. "Mysterious Danish Group Builds Exotic Compound on Baja Coast", San Diego Reader; February 3, 2010; accessed June 26, 2011.
  46. ^ a b "Danish court convicts 1, acquits 7, in fraud case involving humanitarian groups", International Herald Tribune; August 31, 2006; accessed convenience link June 26, 2011.
  47. ^ a b "Humanitarian Fraudster Convicted", Jyllands-Posten (a newspaper in Denmark); January 20, 2009; accessed June 26, 2011.
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Tvind websites

Criticism

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