Increasing accessibility of VET programmes across Denmark

Policy development
Practical measure/Initiative
Denmark
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Timeline
  • 2018Approved/Agreed
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Discontinued
ID number
29325

Background

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

As part of a larger agreement on education and jobs for young people, a majority in the Danish Parliament agreed on increasing the supply of vocational education and training programmes throughout Denmark. The parties wanted to ensure possibilities to complete VET in most areas of Denmark, which previously has been a challenge.

Objectives

Goals and objectives of the policy development.

The objective is to ensure that the distance to a VET facility does not prevent young people from choosing VET. On the contrary, choosing upper secondary education should be based on abilities and interests.

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 distance to general upper secondary education is shorter than the distance to a VET school in many areas in Denmark. A part of this initiative is ensuring the geographical accessibility of VET programmes, partially through general upper secondary institutions offering the first part of VET (GF1 - 20 weeks of introduction) in areas where they already operate.

Parliament earmarked EUR 3.3 million (DKK 25 million) for an application pool in the period 2020-23. This amount could be used for creating educational satellite institutions that bring VET closer to young people.It is possible to apply for funding for two different schemes:

  1. The first scheme concerns the possibility for upper secondary schools and adult education centres (VUC) to receive temporary approval to offer basic courses 1 and 2 for certain vocational programmes;
  2. the second scheme focusses on allowing youth education institutions that offer VET, as well as higher commercial examination (HHX) and higher technical examination (HTX) programmes, to establish new programmes in peripheral municipalities and receive subsidies for doing so.
2018
Approved/Agreed

The decision was adopted.

2019
Implementation

In 2019, the decision was being implemented.

2020
Implementation

An evaluation showed a limited effect of the initiative. In the period 2017-20 only 29 students participated in VET programmes (basic courses) in three VET schools that participated in the initiative.

2021
Implementation

New VET satellite schools continued to open across Denmark. The decision was still implemented.

2022
Implementation

The measure was operational and ran as regular practice.

2023
Implementation

The measure was operational and ran as regular practice.

2024
Discontinued

The Danish Agency for Education and Quality evaluated the scheme in 2024. The evaluation showed that no institutions had received pooled funding for the first scheme, i.e. for establishing basic programmes in vocational education at upper secondary schools and adult education centres (VUCs). During the trial period, one application was received for the scheme, which had to be rejected as it did not fulfil the criteria for the allocation of funds. Thus, the scheme never had any effect on the overall demand for vocational education and training (VET).

Of the total pool, approximately EUR 2.7 million (DKK 20 million) was allocated to the part of the scheme where institutions with higher commercial examination (HHX) and higher technical examination (HTX) vocational programmes, could receive grants for establishing new programmes in peripheral municipalities. In total, grants were awarded to 38 new programmes.

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
  • National Agency for Education and Quality (STUK)

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 (15-29 years old)
  • Learners at risk of early leaving or/and early leavers
  • Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)

Entities providing VET

  • 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.

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.

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.

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.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Increasing accessibility of VET programmes across Denmark: 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/29325