A coherent plan for the education system

Policy development
Strategy/Action plan
Denmark
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Timeline
  • 2023Implementation
  • 2024Implementation
ID number
46039

Background

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

The government wants to create an education system that in all educational levels, i.e. from primary school to higher education equips all children and young people with a broad knowledge of their own abilities, aspirations and the opportunities working life offers.

Objectives

Goals and objectives of the policy development.

The objective of the plan and its initiatives is to create a more coherent national educational landscape.

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 coherent plan for the education system consists of different reforms and initiatives across the entire education system thus targeting a wide array of groups. Although the plan is not an explicit national implementation plan (NIP) measure, many of its initiatives could be considered relevant touching upon various EU priorities. More precisely the intervention areas are the following:

  1. Prepared for the future I - new flexible university paths.This reform aims to provide students with new and more flexible pathways to a master's degree, enhance the quality of university education, and improve opportunities for lifelong learning;
  2. Prepared for the future II - freedom and depth. This reform focusses on primary and lower secondary school education. One of the main goals of the reform is to reduce central management in favour of increased local autonomy;
  3. Prepared for the future III - more skilled workers for healthcare and elderly care. This agreement aims to improve the quality of social and health care education (SOSU) and ensure more people enrol in and complete SOSU programmes;
  4. Prepared for the future IV - more skilled workers for the green transition. The aim is to make VET more attractive to young people and also includes significant investments to support the green transition. It includes investments in modern equipment, green teacher competencies, and training programmes in VET based on the latest technology;
  5. Prepared...

The coherent plan for the education system consists of different reforms and initiatives across the entire education system thus targeting a wide array of groups. Although the plan is not an explicit national implementation plan (NIP) measure, many of its initiatives could be considered relevant touching upon various EU priorities. More precisely the intervention areas are the following:

  1. Prepared for the future I - new flexible university paths.This reform aims to provide students with new and more flexible pathways to a master's degree, enhance the quality of university education, and improve opportunities for lifelong learning;
  2. Prepared for the future II - freedom and depth. This reform focusses on primary and lower secondary school education. One of the main goals of the reform is to reduce central management in favour of increased local autonomy;
  3. Prepared for the future III - more skilled workers for healthcare and elderly care. This agreement aims to improve the quality of social and health care education (SOSU) and ensure more people enrol in and complete SOSU programmes;
  4. Prepared for the future IV - more skilled workers for the green transition. The aim is to make VET more attractive to young people and also includes significant investments to support the green transition. It includes investments in modern equipment, green teacher competencies, and training programmes in VET based on the latest technology;
  5. Prepared for the future V - more students in upper secondary education. This is still a proposal. The government aims to create a new youth education landscape, where most young people will attend upper secondary school;
  6. Prepared for the future VI - future-oriented professional and vocational higher education. This is still a proposal. The government will invest significantly in improving the quality of higher VET. The goal is to provide students with more and better teaching, establish flexible education options, and enhance opportunities for lifelong learning;
  7. Agreement on strengthened Preparatory Basic Education (FGU);
  8. Tripartite agreement on long-term investments in adult, continuing, and further education.

The coherent plan is not yet completed, some parts have only been proposed by the government, and more reforms are in the pipeline, while other initiatives in the different intervention areas have been and are being implemented.

2023
Implementation

In March 2023, the Danish government launched its Prepared for the future I initiative, marking the beginning of a comprehensive reform strategy for the education sector. This proposal outlines a new graduate landscape that offers university students greater flexibility in their educational options. Later in 2023, the government launched Prepared for the future II, which is the government's overall proposal for a strengthened primary and lower secondary school.

In September 2023, the government along with social partners signed a tripartite agreement aimed at preparing the workforce for future demands and labour market needs. This agreement focusses on long-term investments in adult education, continuing education, and further training.

Finally, in November 2023, the government and the majority of parties in parliament made an agreement on strengthening Preparatory Basic Education (FGU).

2024
Implementation

In 2024, the government launched Prepared for the future III; IV, V, and VI, which focus on strengthening the education system and the VET system through different initiatives concerning skills for the green transition, the mobility of VET learners, the knowledge centres for VET, the attractiveness of VET and securing more skilled workers for healthcare and elderly care. Some initiatives in the plans started being implemented in 2024, while others were proposed and will be discussed in 2025.

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
  • Ministry of Higher Education and Science
  • Ministry of Employment

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

  • Learners in upper secondary, including apprentices
  • Young people (15-29 years old)
  • Young people not in employment, education or training (NEETs)
  • Learners with migrant background, including refugees
  • Adult learners
  • Older workers and employees (55 - 64 years old)
  • Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)

Education professionals

  • Teachers

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.

Modernising VET infrastructure

This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.

Making VET institutions sustainable and green

This thematic sub-category refers to initiatives where VET institutions or companies providing VET not only ‘teach’ about environmental and social sustainability but implement green and sustainable principles in their physical infrastructure, e.g. using renewable energy, applying organic agriculture on their premises, recycling, using learning and training materials sustainably, etc.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Modernising VET standards, curricula, programmes and training courses

VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.

Developing and updating learning resources and materials

This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.

Integrating green transition and sustainability in VET curricula and programmes

Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.

Reinforcing work-based learning, including apprenticeships

This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.

Supporting Centres of vocational excellence (CoVEs)

This thematic sub-category refers to the establishment and development of Centres of vocational excellence (CoVEs). These centres support the development of VET, including at higher qualification levels (EQF 5-8), cooperation of VET, higher education and research. They build on strong local business investment and support recovery, green and digital transitions, European and regional innovation and smart specialisation strategies. They provide innovative services, such as clusters and business incubators for start-ups, technology innovation for SMEs and innovative reskilling solutions for workers at risk of redundancy. The thematic sub-category is not limited to the centres supported by Erasmus+ funding.

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.

Attractiveness of the teaching and training profession/career

This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.

Supporting teachers and trainers for green transition and sustainability

This thematic sub-category is in line with the EU policy focus on the green transition and sustainability, and refers to professional development and other measures to prepare and support teachers and trainers in raising learners’ awareness of the green transition and sustainable development, and teaching and training them on skills necessary for the green transition. It also covers the development and availability of tools and resources on sustainability and green transition for teachers and trainers.

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.

Permeability between IVET and CVET and general and vocational pathways, academic and professional higher education

This thematic sub-category refers to ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.

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.

European and international dimensions of VET

This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.

Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.

Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and  participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.

Mobility of learners and staff

This thematic sub-category refers to providing opportunities for, implementing and increasing rates of, learning mobility of VET and adult learners and staff, including virtual mobility, apprenticeship placements, long-duration mobility and mobility to third countries, in line with national regulations, collective agreements and health and safety provisions. It also includes the provision of information about mobility, support structures and tools, strengthening the quality of mobility experiences and recognition of learning outcomes acquired abroad, including with the use of relevant EU tools, e.g. memoranda of understanding or learning agreements (ECVET elements).

EU and international skills competitions

This thematic sub-category refers to cooperation with other EU countries and beyond in preparing national teams for international competitions such as WorldSkills and EuroSkills and participation in those.

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
  • Flexibility and progression opportunities at the core of VET
  • VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
  • VET as an attractive choice based on modern and digitalised provision of training and skills

Osnabrück Declaration

  • Resilience and excellence through quality, inclusive and flexible VET
  • Sustainability - a green link in VET

Subsystem

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

Country

Denmark

Type of development

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

Cedefop, & ReferNet. (2025). A coherent plan for the education system: 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/46039