Timeline
  • 2021Implementation
  • 2022Implementation
ID number
43053

Background

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

Danish society and the economy are challenged by a high demand for a skilled labour force and seeking to optimise upskilling methods, ways and courses and incentives.

Objectives

Goals and objectives of the policy development.

Job rotation aims:

  1. to upskill employed persons, who can improve their skills by attending a training programme/course;
  2. to assist unemployed persons to acquire experience in real working conditions, additional to skills acquired by attending a training programme/course.

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 job rotation allowance is a subsidy, paid by the local job centre. It covers the employer's total salary and training costs, including the salary of the employee and the temporary worker when an employee participates in continuing training and an unemployed person is temporarily hired in place of the employee who is trained at the time; this person is called a temporary worker. The rules for the job rotation allowance ensue from sections 149-153 of the Act on Active Employment Initiatives (LAB) and sections 9,117-120 of the Executive Order on Active Employment Initiatives (BAB), as approved in 2019. Guidance Note No 10063 of 25 November 2019 includes further provisions and guidelines for the parties involved. The employment ministry is the authority issuing the relevant legal framework.

The job rotation allowance is paid to the employer and amounts to EUR 25.45 (DKK 189.51, 2019 level) for each hour when an employee is in continuing education and at the same time a temporary worker is employed. This is in accordance with the provisions of the so-called ‘hour-to-hour relationship’, as regulated in the guidance note). The amount is adjusted annually on 1 January and announced by the Danish Agency for Labour Market and Recruitment.

It is usually the employer who decides in which private or publicly offered continuing training the employee can participate. However, there are certain requirements:

  1. There must be...

The job rotation allowance is a subsidy, paid by the local job centre. It covers the employer's total salary and training costs, including the salary of the employee and the temporary worker when an employee participates in continuing training and an unemployed person is temporarily hired in place of the employee who is trained at the time; this person is called a temporary worker. The rules for the job rotation allowance ensue from sections 149-153 of the Act on Active Employment Initiatives (LAB) and sections 9,117-120 of the Executive Order on Active Employment Initiatives (BAB), as approved in 2019. Guidance Note No 10063 of 25 November 2019 includes further provisions and guidelines for the parties involved. The employment ministry is the authority issuing the relevant legal framework.

The job rotation allowance is paid to the employer and amounts to EUR 25.45 (DKK 189.51, 2019 level) for each hour when an employee is in continuing education and at the same time a temporary worker is employed. This is in accordance with the provisions of the so-called ‘hour-to-hour relationship’, as regulated in the guidance note). The amount is adjusted annually on 1 January and announced by the Danish Agency for Labour Market and Recruitment.

It is usually the employer who decides in which private or publicly offered continuing training the employee can participate. However, there are certain requirements:

  1. There must be continuing training: following section 149 of the Act on Active Employment Initiatives (LAB) the employee (regardless of age) must obtain strengthened competences through continuing training for use in continuing his employment relationship with this current employer.
  2. Periodic training must be temporary: at the beginning of the course it is assumed, that the employee returns to his workplace with improved skills after completing continuing training.
  3. Continuing training must be publicly or privately offered: the participation must not be limited to employees in a particular company, or organisation. Thus, in-company training organised by an employer cannot be subsidised. It is important for persons outside the company to have equal access to participate in the training. If this is not the case, the continuing training does not qualify for the job rotation allowance; for example, the conditions are not met if a public or private employer arranges and conducts training exclusively for its own employees, which outsiders cannot access. Further, continuing training conducted for specific job tasks (e.g. by a supplier of machines or cleaning supplies, who conducts training for employees at a public or private workplace but for its own specific job tasks) also does not meet not the criteria for the job rotation scheme. The continuing training should help the employee who participates in it to acquire skills that are applicable also to other workplaces. However, the rules do not prevent continuing training from taking place extraordinarily with the employer. This could happen if a private or public employer buys all offered places on a training course offered publicly, so that everyone is able to register, but where it is agreed with the education institution that the training course takes place at a specific workplace for practical, transport or other reasons.
  4. Continuing training must not be part of vocational training: the employer does not receive a job rotation allowance if the employee participates in vocational training in accordance with the Act on Vocational Training, including vocational training for adults (EUV), or the Act on Maritime Education, or it is continuing training, which, following a decision of the Board of Directors of the Employers' Reimbursement System (AUB), can be equated with vocational training.

The employer pays the cost of private continuing training and continuing training with user fees.

The employer cannot receive a job rotation allowance for the part of a continuing training course that consists of an internship, including an internship with the employer.

The following target groups can be employed as temporary workers in job rotation processes:

  1. recipients of unemployment benefits;
  2. recipients of cash benefits;
  3. recipients of training aid;
  4. transitional benefit recipients outside the induction programme;
  5. recipients of self-support and repatriation allowance or transitional allowance covered by the self-support and return programme or the introduction programme;
  6. sickness benefit recipients who are not in employment or self-employment;
  7. persons in job clarification processes who are not in a job or running a self-employed business;
  8. persons in resource flows;
  9. young people not in employment, education or training (NEETs);
  10. migrants and refugees.
2021
Implementation

Job rotation was operational and ran as regular practice.

2022
Implementation

Job rotation 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 Employment
  • Danish Agency for Labour Market and Recruitment

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

  • Young people not in employment, education or training (NEETs)
  • Learners with migrant background, including refugees
  • Older workers and employees (55 - 64 years old)
  • Unemployed and jobseekers
  • Persons in employment, including those at risk of unemployment

Entities providing VET

  • Companies
  • VET providers (all kinds)

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.

Governance of VET and lifelong learning

This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.

This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.

The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.

Engaging VET stakeholders and strengthening partnerships in VET

This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.

In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.

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.

Promotion strategies and campaigns for VET and lifelong learning

This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.

Financial and non-financial incentives to learners, providers and companies

This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).

Providing for individuals' re- and upskilling needs

This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.

Ensuring equal opportunities and inclusiveness in education and training

This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.

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 agile in adapting to labour market challenges
  • VET promoting equality of opportunities

Osnabrück Declaration

  • Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation

Subsystem

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

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Regulation/Legislation
Cite as
Cedefop and ReferNet (2023). Job rotation: Denmark. Timeline of VET policies in Europe. [online tool] https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/43053