to strengthen the opportunities for entrepreneurs in Denmark;
to create an 'entrepreneurial ecosystem' that continuously develops more talents within the field.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Through the Agreement on the entrepreneurship package, the government and the majority of parties in parliament want to strengthen opportunities for entrepreneurs in Denmark and develop a stronger entrepreneurial culture nationwide.
The agreement parties have agreed to strengthen the entrepreneurial culture through different initiatives within five key action areas. Within the key action area Promoting talents, the agreement allocates funds to strengthen entrepreneurial environments in VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Industry, Business and Financial Affairs
The objective of this policy development are to ensure that students and apprentices know their rights, what they can do and where they can get help if they experience sexual harassment or other offensive actions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Danish Agency for Education and Quality (STUK) took a series of actions (e.g., preparing guidance material for apprenticeship learners, VET providers, teachers and administrative staff at VET schools) as part of an information campaign on the rights of apprentices who have experienced offensive actions, including bullying and sexual harassment.
As part of this campaign, all relevant information is available at all VET schools in Denmark. Through QR codes on posters, students and...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to operate an educational institution outside the major cities;
to allow students across the country access to a wide range of high-quality, sustainable secondary education close to where they live.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Higher commercial examination (HHX) has become an increasingly popular option for Danish youths (upper secondary learners) during the last few years. Simultaneously, because of declining youth cohorts, it has become more difficult to offer higher commercial examination and higher technical examination (HTX) programmes in rural areas. Therefore, the government via the education ministry, together with the parties behind the Finance Act 2024, has allocated a special grant of in total EUR 670...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The goal of the pilot programme is to address the diverse needs and motivations of young people while testing whether a teaching approach focused on connecting lower secondary school learners (or primary school learners in the Danish context) with VET can better support them in completing basic education and applying for VET programmes after grade 9.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The pilot programme is a continuation of the previous framework experiment with EUD 8/9 (VET 8/9), which originated from the political agreement, From primary school to skilled worker - vocational education for the future, in November 2018.
Selected grades 8 and 9 earners may follow a reduced curriculum in lower secondary school (primary school in the Danish context) while also participating in hands-on VET electives. The target group of the programme is learners with special needs who are at...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the plan and its initiatives is to create a more coherent national educational landscape.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The coherent plan for the education system consists of different reforms and initiatives across the entire education system thus targeting a wide array of groups. Although the plan is not an explicit national implementation plan (NIP) measure, many of its initiatives could be considered relevant touching upon various EU priorities. More precisely the intervention areas are the following:
Prepared for the future I - new flexible university paths.This reform aims to provide students with new...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The key objectives are to improve VET provision so that students acquire the right skillset for the green transition; and to enhance VET attractiveness.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Prepared for the future IV - more skilled workers for the green transition agreement is a component of a holistic education reform plan encompassing various education levels. The Prepared for the future IV - more skilled workers for the green transition agreement includes several key elements to ensure more skilled workers for the green transition. It is divided into two main areas: one focusing on the green transition and the other on making VET more attractive.
Making VET more...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The climate vocational education and training (VET) schools in Denmark aim to make sure that VET institutions and students are leading the way for the country's green transition. These schools will:
train skilled workers with the knowledge and abilities needed for key areas like transforming the energy sector, green transportation, climate-friendly farming, and sustainable construction;
serve as hubs for sharing new ideas and practices with all other VET schools in Denmark.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To address the need for skilled professionals with the right competencies for the green transition, three climate VET institutions have been appointed to be key drivers of the green transformation across all vocational schools. These schools will train students to become skilled workers with the knowledge and abilities needed for key areas like transforming the energy sector, green transportation, climate-friendly farming, and sustainable construction. The three climate-focused VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This measure aims to reduce the number of unemployed people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Individuals eligible for unemployment benefits (regardless of their origin, as the right applies to people with foreign qualifications according to applicable provisions) generally have the right to take advantage of this measure.
The right is extended to both skilled and unskilled individuals. Whether someone is considered skilled or unskilled typically depends on their completion of upper secondary education, either general or vocational. However, the key factor in determining a person's...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The initial purpose of this measure/initiative was to make it easier for the unemployed to participate in short, job-oriented training programmes and to provide employers with skilled personnel in line with the particular labour market needs at regional/local levels. This objective is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives of the Tripartite agreement on...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The regional education fund provides grants for municipalities to purchase short vocational training courses. The purpose of the regional education fund is to support more unemployed people being offered guidance and upskilling by the job centre in the form of short, vocational courses from the first day of unemployment. The overarching legal framework for the regional education fund is the Act on Active Labour Market Initiatives (LAB) and it is regulated by the Executive order BEK No 1974...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National Association of the Danish Regions (Danske Regioner)
The purpose of the Job adult vocational education and training (VET) model (Job-VEU model) is to create a better match on the labour market where supply and demand are not matched, as well as to ease the way for education from unskilled to skilled. This is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives set in the Agreement on better and more flexible continuing...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Private companies, education institutions, municipal job centres and actors on the labour market are all involved in the coordination of short training programmes in which both employed and unemployed people (adult learners, low-qualified, persons who belong to minorities or may have any sort of disadvantages) may participate. The bodies responsible for the initiative are the Ministry of Employment and the Danish Agency for Labour Market and Recruitment that develop and monitor the relevant...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the initiative is to reduce the number of unemployed over the age of 30. This is in line with the general objectives of the Danish National implementation plan (NIP) for the 2020 Council Recommendation on VET and Osnabrück Declaration and also with the objectives set in the Agreement on better and more flexible continuing vocational education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Through the education lift scheme, unemployed persons over the age of 30 who are unskilled or skilled with an obsolete education can take part in vocational training while receiving benefits. Since August 2020, there have been two ways of participating in education lift scheme.
Education lift (80% unemployment benefits).
Unemployed persons who receive unemployment benefits can participate in vocational training while receiving 80% of their benefits. Recipients of cash benefits can participate...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the national Training abroad scheme and the Erasmus+ programme is to facilitate access for students to foreign internships, to internationalise vocational education and to equip companies for global competition.
the student acquires international competencies, not least cultural understanding and language skills;
the student develops maturity and independence;
the student acquires experiences with work tools, methods and workplace culture in other countries;
in seasonal...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Training abroad scheme(OPU) is a Danish mobility programme that allows students in Danish VET to gain international experience by completing training periods abroad after finishing their basic course. The trainee/apprentice can spend all or part of their training abroad. The scheme is funded by AUB, the Employers' Reimbursement System (Arbejdsgivernes Uddannelsesbidrag). Depending on whether the trainee has a Danish apprenticeship or not either the Danish employer or the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the job rotation scheme is to encourage companies to upskill their employees and give unemployed people the opportunity to gain work experience and create a network in a real workplace.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the job rotation scheme private and public companies are entitled to receive a job rotation allowance when an employee temporarily participates in continuing education/upskilling and an unemployed is hired as a substitute for the employee during the training period. The company pays the employees their usual salary for the entire training period, as well as any expenses related to the course. The temporary employee must receive a salary according to the labour agreement for the hours...
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Denmark's hosting of EuroSkills 2025 is an ambitious part of the strategy to encourage more young people to choose a vocational education pathway. EuroSkills 2025 is thereby much more than an international competition with medals at stake and ambitions for Danish success on the podium: it is also a way to focus on the more than 100 exciting vocational education programmes in Denmark and the opportunities that VET provides for young people, including ambitions to develop their talent and to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Denmark will be hosting EuroSkills 2025 in the city of Herning from 9-13 September 2025. It will be Denmark's largest educational event in history. Hosting the event is seen as a great opportunity for the National skills team to demonstrate Danish quality and competencies to the whole of Europe, as well as winning medals and being strong role models for other young people. EuroSkills 2025 is regarded as an event that will collectively inspire young Danes and other Europeans to look towards...
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The ambition of the Danish Parliament is that at least 90% of 25-year-olds should complete general or vocational upper secondary education after compulsory schooling (lower secondary programmes, EQF level 2) and the percentage of young NEETs should be reduced by half by 2030. The remaining 10% must be well on their way to completing education later or have a permanent connection to the labour market and therefore be entitled to be assigned a training plan. The goal reflects that society has...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, a committee of experts was set up by the Danish parliament to address the declining number of applications to IVET and to rethink pathways that would facilitate the transition from compulsory schooling to IVET.
By 2018, the committee's recommendations were accepted by a majority in parliament, leading to the creation of the Executive Order of the Act on Preparatory Basic Education (FGU). This law provides the framework for education programmes targeted at young people under 25 who...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to modernise and secure the future of the adult, CVET and further VET (EQF 5) system, so that employees, may develop competences that secure their job prospects and remain relevant to labour market needs. The agreement also aims to improve job prospects for the unemployed and unskilled or low skilled people.
With the latest tripartite agreement, the government and parties from the labour market seek to create a stable framework for strengthen continuing and further education...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Tripartite agreement on better and more flexible continuing vocational education was approved in 2017 and implementation started in 2018. The agreement had initially a lifespan until 2021. The main aspects of the agreement are as follows.
The creation of a 'conversion fund': around EUR 53.6 million (DKK 400 million) has been set aside, as of 5 March 2018, for a 'conversion fund', which will enable unskilled and skilled workers to undertake further training on their own initiative. The...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The pool in question aims to strengthen youth education work with green entrepreneurship. The pool must support youth education being prioritised in the green agenda.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An average of EUR 1.33 million (DKK 10 million) is planned to be available for distribution each year from 2021-23. The Ministry of Children and Education is responsible for distributing the funds for supporting courses and action learning activities for teachers and trainers. The aim is to enhance knowledge on green entrepreneurship and contribute to green development.
All youth institutions, including VET, can apply to the pool for funding on projects that aim to support and strengthen...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The tripartite agreement intends to ensure an increase in the number of VET students.
The agreement was intended to ensure that students in vocational education and training programmes (VET) had a more secure and coherent educational pathway.
The main elements of the initiative are:
support students searching for an apprenticeship;
ensure that students get a contract with a company as early as possible;
strengthen coherence in training courses for apprentices;
allow an increased number of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, the government and the social partners signed a tripartite agreement with initiatives worth EUR 66 million (DKK 500 million) annually.
According to the agreement and as from 1 January 2022
Students must not be left on their own when searching for an apprenticeship
The VET institution must provide information on apprenticeships to students who cannot find one; this is to minimise the responsibility that today is placed entirely on the student.
b.Early apprenticeship contracts
VET...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of this policy development is to take forward the work on green transition and sustainability in VET, so that the VET sector can contribute to society's green renewal.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative supports:
competence development and continuing education in relation to green transition and climate response EUR 13.5 million (DKK 100.5 million). The education ministry is responsible for the administration of the funding. Activities will primarily take the form of courses and action learning activities for VET teachers and trainers;
knowledge centres to develop new materials and teaching courses in the green transition and sustainability, to be implemented in VET and the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of this policy development is to enhance the use of role models by doubling their number from 60-80 to 120-160 until 2027.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is a prolongation of an existing system for the use of role models in providing guidance on VET. The use of role models, i.e. using young people from VET as 'counsellors' in primary schools, has shown good results in this respect. The Danish organisation of VET students is responsible for activities such as campaigns and events on VET institutions.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the agreement is to ensure initiatives that will contribute to increased applications to VET programmes in the welfare and service sector, as well as a strengthened retention of students and a long-term solution to the shortage of apprenticeships in the social and health sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, a tripartite agreement was made between the government, Local Government Denmark (KL) (the national association of municipalities), the national association of the Danish Regions and the largest trade union confederation in Denmark (FH).
The agreement outlined several points:
from 1 July 2021, the municipalities commit to employing adult apprentices, aged 25 and above older in social and welfare programmes, from the second part of the basic VET course (the basic course is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Local Government Denmark (KL)
The National Association of the Danish Regions (Danske Regioner)
Danish trade union confederation (FH)
Ministry of Social Affairs, Housing and Senior Citizens
The objective of this initiative is to move the physical-based guidance activities (such as Bridgebuilding) from primary to secondary education and replace info-courses for parents with new and enhanced digital activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This initiative consists of:
enhanced e-guidance for students and parents to deliver guidance on choices in secondary education;
webinars on the options for youth education;
info-letters to parents about the options for youth education (digital);
peer-to-peer guidance among students on the options for youth education.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to ensure that the distance to a VET facility does not prevent young people from choosing VET. On the contrary, choosing upper secondary education should be based on abilities and interests.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The distance to general upper secondary education is shorter than the distance to a VET school in many areas in Denmark. A part of this initiative is ensuring the geographical accessibility of VET programmes, partially through general upper secondary institutions offering the first part of VET (GF1 - 20 weeks of introduction) in areas where they already operate.
Parliament earmarked EUR 3.3 million (DKK 25 million) for an application pool in the period 2020-23. This amount could be used for ...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To broaden the scope of VET so it is no longer described as education that only focuses on professional qualifications but also allows better progression of VET graduates into higher education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The change to the definition of the article defining the purpose of VET in the Danish Law on VET came into effect in August 2019. This article now defines VET as giving both professional and study qualifications. With this change the Ministry of Children and Education hopes to enhance VET professionals' opportunities to enrol in higher education. Previously, the employment opportunities have been the most dominant scenario for individuals with a VET background.
Danish VET students are also...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the initiative is to strengthen the quality of VET in Denmark and to give small VET schools better opportunities to deliver EUX programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative - more money for smaller schools to ensure the quality of education - will generally enable better conditions for VET schools to provide quality teaching, particularly small VET schools in geographic areas where the population is sparse. This enables smaller VET schools to provide EUX programmes.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the initiative is to define eight Danish VET programmes as advantage programmes aiming to improve their attractiveness.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is designed so that employers in eight VET programmes guarantee the students that, at least three months after they have finished the second basic course (GF2), they will be given an internship in a company, and that they must have maximally 15% of their practical training in a school-based training centre. Companies able to deliver this will receive funding. A special digital platform will be set up in order to enhance the visibility of these programmes.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The suggested maximum of 10 knowledge centres materialised in 2017 as nine centres with different foci: robotics and automation (two centres), welfare technology (two centres: assisted technologies), process technology, craftsmanship and handicrafts, craftsmanship and design, sustainable building and energy related building renovation, e-business, and data-based service development. Each centre is placed in a VET college, but the centres also have close formal cooperation with knowledge...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 VET reform has changed how key competences are promoted in VET. It set up two basic programmes of 20 weeks each: basic programme 1 (grundforløb 1 - GF1), and basic programme 2 (grundforløb 2 - GF2). Both programmes focus on key competences, but in different ways. GF1 is mainly designed to provide a basic introduction to vocational study, including workplace culture, processes and methods, society and health, Danish and various elective subjects. It is only meant for students...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From January 2016 to April 2017, the Ministry of Children and Education carried out a survey to collect information on tools for assessing school performance. The aim of the survey was to identify initiatives that have proved effective. The survey findings form the basis of recommendations to vocational colleges to develop local initiatives to reach the objectives of the 2015 VET reform. In addition, the education ministry has drawn up an inspiration catalogue for VET colleges to help them...
Bodies responsible
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The objective is to attract more students to VET through restructuring its management and making it less bureaucratic. A stronger focus on practical issues in primary and lower secondary education, reconstruction of the basic course in VET, greater security for internships and reduced dropout rates, a stronger involvement of the municipalities in guidance and a stronger focus on professional VET school boards are all expected to increase the attractiveness of VET. The aim is also to increase...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 22 November 2018, parties in the Danish Parliament concluded an agreement to increase the attractiveness of VET.
The main initiatives under the agreement were:
more professionalism in primary schools: students must also meet practical, creative and artisanal challenges in primary school;
a stronger foundation for choosing youth education: students must be challenged in their choice of youth education;
municipalities must have greater responsibility for young people's search for VET, which...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015-17, NQF and EQF levels continued to be added gradually to qualifications and certificates. The NQF and the levelling of qualifications thus became a visible part of national education databases. The framework is operational and forms an integral part of the Danish education and training landscape. Two (interconnected) websites are available: the nqf. dk website, which targets the international public; and the ug. dk website, which provides the national public with comprehensive...
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The objective of this initiative is to give adults the opportunity to obtain a VET education based on a combination of prior learning, work experience and a VET programme.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
EUV is a VET programme for adults (aged 25+) that builds on the work experience and prior learning the adult already possesses. EUV was introduced in the 2015 reform. EUV gives adults with at least two years of relevant work experience the option to take part in VET-equivalent education without having to follow a basic programme or undertake an internship. The programme is State-funded, costing EUR 3.49 million (DKK 26 million) in 2015 and EUR 9.39 million (DKK 70 million) in 2016. From...
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The objective of this initiative is to enhance the attractiveness of VET through the opportunity to gain both vocational qualifications providing direct access to the labour market and general qualifications giving access to general tertiary education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, EUX was highlighted as a priority and a strategic focus to enhance the attractiveness of VET. The reform emphasised that EUX programmes must be implemented in as many different VET fields where it makes sense and where the trade committee supports it.42 different technical VET fields (approximately half of all programmes) and all business programmes are implementing EUX. It is implemented in social and health care since the second semester of 2016 and, in total, in 46 different VET...
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Helping learners prepare to meet admission requirements for VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET system has been restructured and made simpler. 12 existing access channels have been merged into four (care, health and pedagogy; office, trade and business service; food, agriculture and experiences; technology, construction and transportation. All VET programmes are now structured according to these four areas, giving learners a simpler first choice of specialisation.
A new study regime was established in compulsory school in tenth grade (EUD 10) to help learners prepare to meet...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 19 December 2018, the Ministry of Finance presented a new policy action targeted at giving young people more room in choosing their education pathway or in changing pathways. Aspects of the initiative include:
a new subsidy and taximeter system: the current grant and taximeter system in youth education does not in itself motivate schools to focus on quality and has become too opaque. The government will therefore initiate a review to implement changes and simplify the system;
better...
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Giving Danish citizens an overview of their competences when applying for education courses or jobs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new version of the RPL tool, the My competence folder (Min kompetencemappe), was launched in 2017.
Bodies responsible
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Ensuring each student undertakes a systematic reflection of his or her educational choices based on self-awareness, knowledge and experience.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, a new initiative was launched by the Ministry of Children and Education: the Portfolio of educational choice. The portfolio aims to strengthen thinking on educational choice at primary school (folkeskole). From the 2017/18 school year, students in the eighth grade of compulsory education must have their training plan attached to a personal portfolio showing how they have taken advantage of the guidance they have received. It must be clear from the portfolio how, following the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to develop VET teachers' professional competences to deliver more practice-related VET teaching.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Children and Education encouraged VET colleges to cooperate with local enterprises to secure teacher placements. Between February 2015 and February 2016, a pilot conducted by the Metropolitan University College and the Danish Technological Institute with 23 VET institutions investigated how internships could benefit VET teachers in respect of, for instance, research and developmental projects.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the initiative is to give experienced VET teachers who do not have pedagogical training a 10 ECTS module of vocational pedagogics.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This continuing professional development (CPD) requirement for VET teachers is based on a competence needs analysis carried out by the ministry to accommodate the goals of the 2015 reform. Training focuses on: learning processes and learners' progression; related classroom management; planning and differentiated teaching; practice-related teaching and helping learners to link college-based and company-based learning; activating learners; use of ICT in teaching and learning. Training modules...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of this initiative is to offer pedagogical/counselling training of trainers in companies or public institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Social partners have decided that training should not be compulsory for in-company trainers. However, the latter can follow ten-day or six-week courses of public labour market training (AMU) leading to formal qualifications at EQF levels 2 to 5, such as for coaching or pedagogical guidance. These courses are primarily used in the social and health care sector.
The courses can also deliver competences for professionals from different sectors when they assess quality in journeyman tests.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of this initiative is to enhance the level of VET teachers' pedagogical competencies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the norm of 2015, legislation requires that VET teachers start their studies in vocational pedagogy normally one year after being recruited and complete their studies at least four years after recruitment at the bachelor or diploma level (60 ECTS - European credit transfer and accumulation system, EQF level 6). Four of the seven modules are mandatory and focus on teaching and learning, planning and didactics, pedagogical science theory and a final thesis. The three elective modules...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
