Role models in youth guidance

Policy development
Regulation/Legislation
Denmark
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Timeline
  • 2021Approved/Agreed
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
40945

Background

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

Due to the fact that students in primary school often have limited knowledge of VET, new tools have been launched to solve this problem.

Objectives

Goals and objectives of the policy development.

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.

2021
Approved/Agreed

The existing role model initiative was planned to end in summer 2022 but was prolonged and enhanced. The Ministry of Education has granted nearly EUR 3.2 million (DKK 21 million) for this purpose until 2027.

2022
Implementation

In 2022, according to an evaluation, both teachers and pupils in primary schools expressed their satisfaction with the role modelling initiative 'The Road to Vocational Education and Training'. More pupils considered vocational education and training after a visit from a role model. Every year 10 000 pupils met a role model.

2023
Implementation

The road to vocational education and training as the role models in youth guidance initiative is called was operational and ran as regular practice.

2024
Implementation

In June 2024, the government and the parties in the Danish Parliament reached the Agreement on more skilled workers for the green transition, that, amongst other things, made the initiative The road to vocational education and training permanent.

More specifically, to give pupils in grades 7-10 the opportunity to meet young people from VET who are passionate about their profession, the initiative was made permanent in 2024. The parties to the agreement also want Preparatory Basic Education and Training (FGU) students to have the opportunity to have visits from role models. Therefore, the allocated budget for 2024 of EUR 696 830 (DKK 5.2 million) will be increased by EUR 201 000 (DKK 1.5 million) in 2025, 2026 and 2027 and permanently by EUR 67 thousand (DKK 0.5 million) from 2028 onwards. The initiative consists of a nationwide corps of young role models who are in VET and who can help pupils in, for example, primary and lower secondary schools to make more informed choices regarding their education pathways.

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.

Learners

  • Adult learners

Other

Students in primary school

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.

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Lifelong guidance

This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • VET as an attractive choice based on modern and digitalised provision of training and skills

Subsystem

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

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). Role models in youth guidance: 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/40945