1. Diagramme of the Danish VET system
NB: The diagramme does not show all qualifications and all connections between programmes.
2. Description of Danish VET system
Vocational model EQF level 3-5
The upper secondary vocational education and training system in Denmark is roughly divided into short and regular vocational qualifications. The duration varies from 2 to 5½ years, but most programmes have a duration of 3 to 4 years. The qualifications are primarily placed at levels 3 and 4, but a few are also found at level 5 in the NQF/EQF.
One of the cornerstones of Danish vocational education is the principle of alternating between school and practical training as part of an apprenticeship throughout the entire VET programme. Normally, 1/3 of the time is spent at a vocational school and 2/3 of the time is spent on practical training in an approved company or organisation. The VET programmes are divided into a basic programme consisting of two basic courses (grundforløb, GF1+GF2) and a dual main programme (hovedforløb). As a general rule of thumb, the length of the two basic courses is 20 weeks each.
The main programme is typically organised as 4 or 5 periods alternating between school-based education and training at the workplace. The main programme requires an apprenticeship contract with either a company or a vocational school which is recognised by the social partners as a training company or institution. The final exam, which is usually a combination of theoretical and practical exams (svendeprøve), leads to a training certificate (skolebevis) as well as a certificate of completed apprenticeship (svendebrev) upon completion. VET programmes are most often offered by vocational technical colleges, business colleges and social- and healthcare colleges.
The Danish VET system also offers VET programmes combining a general upper secondary education and VET (EUX) which qualifies students for a job and gives general access to higher education. Thus, the programme is completed with both a certificate of completed apprenticeship as well as a general upper secondary certificate.
3. Governance and stakeholders
Parliament sets out the overall framework for VET which is administered by the Ministry of Children and Education (Børne- og Undervisningsministeriet). The ministry has parliamentary, financial and legal responsibility for VET. Hence, laying down the overall objectives for programmes and providing the legislative framework within which stakeholders (including social partners, colleges, enterprises, students and teachers) can adapt curricula and methodologies to labour market needs and students. The ministry is responsible for ensuring that VET programmes have the breadth required for a youth education programme and for allocating resources.
Even though the Ministry of Children and Education has the general responsibility for VET, the social partners (including e.g., trade committees (Faglige udvalg)) also have considerable influence on and great responsibility for VET in regard to duration, structure, learning outcomes, approval of practical training companies as well as complaints regarding school decisions on student admission and dismissal in the school-based part of the course. The Ministry determines the legislative framework on the basis of recommendations from the social partners. The social partners are thus responsible for ensuring that the provision of VET is in line with the needs of the labour market.
4. Types of vocational educational institutions
In Denmark, there are 241 VET schools providing VET qualifications from level 3-5. The complete list of VET schools and programmes offered at each school can be found here: https://www.ug.dk/erhvervsuddannelseskortet/
5. Quality assurance
The Danish parliament has set 4 national educational and institutional goals (clear targets) which every VET institution must meet in its work with quality assurance.
In addition to the national goals, the school sets its own goals to continually develop the quality of the education. An annual self-evaluation must be carried out, which includes at least one area relating to the school’s organisation and implementation of education and teaching. On the basis of the self-evaluation, the school prepares a follow-up plan that determines the need for change, operational goals, strategies and a timetable for the follow-up.
The Danish Ministry of Children and Education monitors the school’s quality work, through different types of supervision, to support the institutions in delivering high-quality education and fulfilling their obligation to meet the vocational education reform’s four clear goals. The supervision must ensure that schools which show signs of persistently poor quality can be identified and acted upon. The implementation of the supervision is discussed with the institutions, together with the expected levels of quality and results. The supervision is based on the fact that quality assurance and regulatory compliance is a local responsibility that must be borne by the management and boards of the individual institutions.
6. National qualifications framework for Lifelong Learning (NQF-LLL)
The Danish Qualifications Framework for Lifelong Learning provides an overview of qualifications levels and shows the level of different qualifications in relation to one another. This underpins lifelong learning.
The Qualifications Framework is also a device making it easier to compare Danish and non-Danish qualifications. This promotes mobility across national borders.
More information about qualifications frameworks is on the website of the Danish Ministry of Higher Education and Science:
Qualifications Framework for Lifelong Learning
7. Useful links
Uddannelsesguiden provides information regarding recognised educational programmes at all levels in Denmark: https://www.ug.dk/
Landedatabase provides information regarding foreign qualifications and how the Danish Enic-Naric assess selected foreign qualification: https://ufm.dk/uddannelse/anerkendelse-og-dokumentation/find-vurderinger/landehaandbogen/slaa-op
Europass Certificate Supplement describing 200 Danish VET qualifications in Danish and English: https://certsupp.uds.dk/
Legal framework (VET DK): https://www.uvm.dk/love-og-regler
Legal framework (recognition of foreign qualifications): https://www.retsinformation.dk/eli/lta/2014/579
Requirements to be allowed to use the term ‘mester’ in Denmark: https://www.danskindustri.dk/brancher/di-byggeri/nyheder/arkiv/nyheder/2021/8/hvornar-ma-du-kalde-dig-mester/
8. VET system in Greenland
Greenland’s vocational training system is regulated by the Vocational Training Act under the The Department of Education, Culture, Sports and Church in the Self-Government. The system is closely aligned with the Danish VET system, and in practice partly integrated, as many Greenlandic students complete parts of their training in Denmark. With the exception of programmes with a specific Greenlandic/Arctic profile (e.g. snowmobile mechanic), competence targets correspond to Danish qualifications, and Greenlandic certificates are generally equated with Danish ones. Danish examiners are often used in final exams.
The system comprises basic and continuing vocational programmes. Training typically alternates between periods at school and apprenticeships, with apprenticeships making up between half and three-quarters of the programme length. A signed training agreement with a company is required to start a programme. Upon completion, students receive both a school certificate (skolebevis) and a certificate of completed apprenticeship (svendebrev).
VET programmes are offered within eight main study areas: nutrition and foodstuffs; fishing and maritime; crafts and mechanics; office and commercial; art and culture; pedagogy and health; transport and technology; tourism and agriculture. Programmes vary in length from five months (maritime training) to five years (electrician training).
There are six industry-specific vocational schools in Greenland, governed by boards consisting of social partners, regional representatives, staff, students and management. The Department of Education, Culture, Sports and Church sets the overall framework for VET, while social partners have significant influence on programme content, duration, learning outcomes and approval of training companies.
9. VET system in the Faroe Islands
The Faroese education system is closely linked to the Danish one. After 9–10 years of compulsory schooling, students may enter upper secondary school or vocational education. Completed vocational programmes can provide access to Academy and Diploma programmes in the Faroe Islands.
As in Denmark, VET programmes combine school-based learning with apprenticeships. An apprenticeship contract is required for most programmes, which are administered by the National Vocational Careers Service (Yrkisdepilin, www.yrkisdepilin.fo). In addition to apprenticeship-based programmes, there are also vocational qualifications that are entirely school-based. Examples include social and healthcare programmes, where the schools themselves organise practical placements, and certain maritime programmes, where a practical component follows after the period at school. However, the Danish-style school-based practice scheme (skolepraktik), which substitutes for an apprenticeship when no contract is available, does not exist in the Faroe Islands.
There are around 70 approved VET qualifications in the Faroe Islands. Twelve can be completed fully on the islands, while the rest require periods of study in Denmark. All programmes require a Faroese apprenticeship agreement, and the certificate of completed apprenticeship (svendebrev) is issued in Faroese. Programme length varies from 2½ to 5½ years, most lasting four years with one-third school attendance and two-thirds apprenticeship. Approximately half of each youth cohort begins a VET programme.
The programmes are divided into six main vocational areas: construction; food; resources and nature; technology and manufacturing; office and commerce; leisure and service.
The VET system is governed by the Ministry of Children and Education with close involvement of social partners. The Trade Board and Trade Committee, consisting of employer and employee representatives, advise the Minister on changes to programmes, approve training companies, oversee apprenticeship agreements, and issue certificate of completed apprenticeship. the National Vocational Careers Service acts as secretariat and handles most of the practical tasks.