Denmark 2024

The DKQF is operational and has already undergone a review (European Commission & Cedefop, 2022). DKQF/EQF levels are indicated on certificates. There is also a qualifications database.

Including qualifications in the DKQF follows specific principles and procedures. Qualifications and supplementary qualifications at levels 1 to 5 are assigned according to a 'best fit' principle ([10]The learning outcomes of a qualification fit better (in terms of knowledge, skills and competences) with the level descriptors of a given DKQF level than with those of other levels.). The minister for education determines the inclusion of general education and adult general education qualifications into the DKQF. The level of each (adult) VET qualification is assessed by the relevant trade committee, consisting of social partner representatives; the committee then submits its recommendation to the education minister, who takes the final decision on levelling the qualification. Higher education qualifications at levels 5 to 8 are assigned according to the 'full fit' principle ([11]The learning outcomes of a qualification should completely correspond to the level descriptors of a given DKQF level.). The Danish Accreditation Institution examines whether higher education qualifications provide learning outcomes at a given DKQF level and meet the legal requirements set by national authorities and the qualifications framework for higher education ([12]The DKQF page provides detailed information on these procedures.) (European Commission & Cedefop, 2022; 2024).

A two-phase process for including qualifications awarded outside formal education and training in the DKQF, lasting approximately three months ([13]This is a revenue-covered activity.), was established in 2019 and evaluated in 2022. Providers apply to the Danish Accreditation Institution for a level assessment of a qualification. In the first phase, the institution evaluates each qualification against the following requirements:

1. a clear description of the purpose and relevance of the qualification to the labour market and/or an area of culture or leisure;
2. a clear description of the qualification's learning outcomes in relation to the specific DKQF level descriptors (knowledge, skills and competence);
3. the sustainability of the education programme, in terms of the times it is carried out;
4. a description of how teaching evaluation is conducted, including student evaluation;
5. a description of how the learning outcomes are assessed;
6. the issuing of a certificate indicating the achieved learning outcomes, the DKQF level and the study load.

Once the applicant passes the first phase, the institution, in cooperation with an external expert, performs a thorough assessment of whether the qualification's learning outcomes align with the DKQF level applied for, whether the employed teachers hold the necessary academic qualifications, and whether the teaching evaluation is adequate. The procedure follows the best-fit principle, while the requirements are determined by the National Coordination Committee for the DKQF. Inclusion in the DKQF does not provide formal rights to the qualification (e.g. automatic recognition and transfer of credits). An assessment is valid for four years, and the provider can apply for a renewal (Danish Agency for Higher Education & Science, 2024). As of November 2024, 72 applications had been received; 56 had been included in the DKQF, and three were still in progress. Moreover, seven applications for renewal had been successfully completed, while two had been rejected ([14]Source: Internal communication with the Ministry of Higher Education and Science.).

Most VET formal qualifications at levels 1 to 5, including adult VET qualifications, indicate DKQF levels on the certificate or diploma and on the Europass certificate supplement. Formal qualifications at levels 6 to 8 have DKQF and EQF levels indicated only on the diploma supplements. Qualifications awarded outside formal education and training that are levelled to the DKQF have DKQF and EQF levels on the certificates; in some cases, they also have learning outcomes described on diploma supplements (European Commission & Cedefop, 2024).

The communication actions primarily target experts, such as qualification developers and those who use the DKQF in their daily work. The main communication channel disseminating information on the DKQF is its web page, which provides information for national and international target groups, presenting the DKQF and the qualifications it covers. The website for the national database addresses a national target group. This website also provides comprehensive information on the DKQF, explaining the concept of learning-outcomes-based levels and how learners can use them. The Danish Accreditation Institution has a web page explaining the procedures for applying for accreditation of non-formal qualifications. Since 2022, the main focus of communication activities has been on promoting the procedure for including qualifications awarded outside formal education and training in the DKQF (e.g. through online news items). Webinars have been held for providers of such qualifications. Relevant information has also been sent (through letters and emails) to all State-recognised education institutions. The aim was to raise awareness among these institutions of the level and quality of DKQF qualifications to ensure informed decisions regarding credit transfers and the admission of applicants holding these qualifications ([15]Source: Internal communication with the Ministry of Higher Education and Science.) (European Commission & Cedefop, 2022; 2024).

The database UdannelsesGuiden has a high level of awareness among learners and education stakeholders. Coordinated by the education ministry, it describes all study programmes leading to a DKQF qualification. It provides information in Danish on the awarding institution of each qualification (including a link), the field of study, DKQF/EQF level, credit points, entry requirements, relationship to occupations or occupational fields, possible study grants, related legal documents, and content descriptions (not in learning outcomes), as well as a link to relevant supplements. Providing information on other characteristics of each DKQF qualification is optional, for example, internal and external quality assurance. Some qualifications are registered without a DKQF/EQF level. This applies to a few programmes outside the formal education system that are eligible for study grants ([16]The providers of these programmes can also apply for referencing of their programmes through the non-formal route.). Learning outcomes are described in diploma supplements and Europass certificates. The database is connected to the website for foreign learners, which provides information in English. The database is also an important tool for job centres. The country plans to carry out a feasibility study to explore ways to connect the database with the Europass platform and make it interoperable with the European Learning Model v.3 (European Commission & Cedefop, 2022; 2024).

Uddzoom is a digital tool that enables users to compare up to three programmes (without a reference to the DKQF). For example, it provides information on the mode of delivery, workload, study environment, students' wellbeing, dropout rate, and employment and salary expectations (measured at graduation and 10 years after).

Awareness of the DKQF is very high among those who design study programmes and learning outcomes, including teachers and those working in quality assurance and recognition authorities. It is used in the accreditation process in higher education, while trade committees responsible for the quality of upper secondary VET programmes check the level of learning outcomes and include the relevant qualifications in the DKQF. DKQF/EQF levels are actively used in designing qualifications. Any new qualification must align with the DKQF, and it is used daily in recognising foreign qualifications (European Commission & Cedefop, 2022; 2024). Guidance and counselling practitioners are aware of the DKQF but use it to a moderate extent, mainly to promote international mobility of learners. Learners, workers, and jobseekers are less familiar with the framework. Learners and recent graduates are potentially aware of the level of their qualification as it is mentioned on their certificates. DKQF awareness is very low among workers and jobseekers. Learners use the DKQF mostly for cross-border mobility. Awareness and use of the DKQF are low among labour market stakeholders (employers, trade unions, employment services); it is rarely used in job advertisements. Only trade union representatives involved in developing the framework or in the process of including qualifications in it have high awareness of the DKQF (European Commission & Cedefop, 2022; 2024).

The first evaluation of the framework was completed in 2013, examining its implementation and assessing the need to review it ([17]More information about the qualifications framework's background (in Danish).). In 2022, an evaluation of the process and principles of levelling qualifications awarded outside formal education and training to the DKQF was completed ([18]For more information (in Danish), see Danish Evaluation Institute (2022).). This evaluation involved qualitative interviews with providers that had applied for level-assessing their qualifications, providing positive overall feedback. The key findings were that the level assessment process had a positive impact on the quality of qualifications (one participant described how the process has created an increased focus on internal evaluation), and that it forced providers to use learning outcomes when developing their programmes, thus promoting comparability with formal ones. It also revealed the need to better communicate the DKQF and, more specifically, the impact of levelling these qualifications to the framework. This facilitates progress to the formal system and credit transfer (Danish Agency for Higher Education & Science, 2024).

Both evaluations concluded that information on the DKQF should be better communicated to reach a wider audience, and raise awareness of the framework's purpose and use.

All qualifications must be designed, and learning outcomes written, to adhere to the DKQF. This has promoted the use of the learning outcomes approach, especially in higher education and qualifications awarded outside formal education and training (European Commission & Cedefop, 2022; 2024).

The DKQF has reinforced the transparency of qualifications, and improved understanding of qualification levels and progression pathways in education and training. It has also eased progression - both horizontal and vertical - in education and training, reducing barriers between the formal education sector and non-formal and informal learning. Opening up the framework to qualifications awarded outside formal education and training has increased their transparency and made them more comparable with formal qualifications. Consequently, State-recognised education institutions have a solid basis for making decisions on admission and credit transfer for graduates of non-formal programmes. According to the 2022 evaluation, including qualifications awarded outside formal education in the DKQF often acts as a quality stamp, increasing both internal and external recognition, and attracting more learners to these programmes. This suggests that this procedure can help build trust in these qualifications, improving permeability and parity of esteem between the formal and non-formal education sectors (European Commission & Cedefop, 2022; 2024; Danish Agency for Higher Education & Science, 2024).

The DKQF helps build trust in VPL, as validation results are linked to the DKQF, and validation certificates are identical to those obtained by completing the formal programmes. The DKQF has also supported the international mobility of learners and migrant workers by facilitating the recognition of foreign qualifications and learning outcomes acquired abroad through mobility schemes. Employers can better assess job applicants holding these qualifications. Further, some qualification providers are encouraged to design qualifications at a higher DKQF level, offering more advanced learning outcomes than those typically included in their qualifications (European Commission & Cedefop, 2024; Danish Agency for Higher Education & Science, 2024).