Pedagogy becomes a mandatory part of initial teacher training

Policy development
Regulation/Legislation
Denmark
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Timeline
  • 2015Approved/Agreed
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28151

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

A norm, entitled Better and more attractive vocational education and training programmes, was adopted by the Danish Parliament in June 2014 and came into effect in August 2015. It was mainly aimed at tackling the problems of a decline in VET's attractiveness and non-completion/dropout rates. Its medium-term targets were: to increase the proportion of young people starting a VET programme from 19% in 2015 to 25% in 2020; to reach a completion rate of 60% by 2020. The difficulties in attracting young people to VET are leading to a significant shortage of skilled workers, which could ultimately slow the pace of economic growth. According to one study, Denmark could face a shortage of 70 000 skilled workers by 2025.

Objectives

Goals and objectives of the policy development.

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 may include digital technologies. It is also possible to take final exams in pedagogy for vulnerable groups. This model has now been fully implemented and means that a growing number of VET teachers are reaching diploma level in vocational pedagogy.

2015
Approved/Agreed
2016
Implementation

A new module was developed to enhance VET teacher entrepreneurial skills, 'Professional entrepreneurship in VET'.

2017
Implementation
2018
Implementation
2019
Implementation

The initiative continued in 2019 with some pedagogical adjustments aiming to focus more on VET teachers' practical challenges. Pedagogical experiments have been conducted to enhance VET teachers' skills.

2020
Implementation

Two new modules are under development: a module for pedagogical management for VET and a module for VET teachers aiming to develop STEM didactical competencies.

2021
Implementation

A module for VET teachers aiming to develop STEM didactical competences was developed, along with a module in sustainability in pedagogical practice.Both can be offered to VET teachers.

2022
Implementation

The initiative was operational and ran as regular practice.

2023
Implementation

In 2023, a new module on VET teachers' didactical competence in the field of sustainability and transition, was developed and launched.

2024
Implementation

The initiative was operational and ran as regular practice.

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 Children and Education

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Education professionals

  • Teachers

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Teachers, trainers and school leaders competences

Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.

This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.

The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.

Systematic approaches to and opportunities for initial and continuous professional development of school leaders, teachers and trainers

This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
VET teacher education: Pedagogy as part of teacher training

Country

Denmark

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Regulation/Legislation
Cite as

Cedefop, & ReferNet. (2025). Pedagogy becomes a mandatory part of initial teacher training: Denmark. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28151