Training for trainers in companies

Policy development
Practical measure/Initiative
Denmark
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Timeline
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28152

Background

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

This initiative (started in 2007/08) is put in place to strengthen pedagogical competences of trainers in companies, aiming to create a better learning environment for VET students in the company-based part of their dual VET programme.

Objectives

Goals and objectives of the policy development.

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.

2019
Implementation

The initiative continued. A search on amukurs.dk showed that six courses were available.

2020
Implementation

A new training module was developed in the business/administration sector aiming to deliver pedagogical training for trainers in this field.

2021
Implementation

The activities continued as a regular practice.

2022
Implementation

In 2022, there were 14 educational packages and 10 courses.

2023
Implementation

In 2023 there were 6 courses.

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.
  • Social partners

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

  • Trainers

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.
The homepage of amukurs.dk - search for Praktikvejleder

Country

Denmark

Type of development

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

Cedefop, & ReferNet. (2025). Training for trainers in companies: Denmark. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/lv/tools/timeline-vet-policies-europe/search/28152