ERIC ED532256: Spotlight on VET Denmark

2012·2.7 MB·English

by  ERIC

Denmark
European Centre for the Development
Spotlight on VET of Vocational Training
EN
Education and training in figures
Vocational General
Further information
Students 100
in upper secondary 31.2 32.9 41.0 43.6 46.8 50.4 52.7 52.8 69.5
education enrolled 80 Cedefop (2012). Vocational education and training in Denmark: short description. Luxembourg:
Publications Office. Available from: http://www.cedefop.europa.eu/en/Files/5130_EN.PDF
in vocational and
general programmes 60 68.8 67.1 [accessed 14.3.2012] Spotlight on VET
(% of all students 59.0 56.4 53.2 Cedefop ReferNet Denmark (2010). VET in Europe: country report Denmark. Available from:
in upper secondary 40 49.6 47.3 47.2 http://libserver.cedefop.europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DK.pdf
Denmark
education, 2009) 20 30.5 [accessed 8.3.2012]
Danish Agency for Universities and Internationalisation (2011). The Danish education system.
0
http://en.iu.dk/publications/the-danish-education-system-1 [accessed 8.3.2012]
FI NL IT SE DE EU-27 DK PL UK
Danish Ministry of Education (2010). Facts and figures 2009: key figures in education 2009. Available
Source: Eurostat, UOE data collection, date of extraction 8.3.2012.
from: http://www.uvm.dk/factsandfigures2009 [accessed 8.3.2012]
Eurydice. Denmark: overview. In: Eurypedia. Available from https://webgate.ec.europa.eu/fpfis/
Early-leavers 25
mwikis/eurydice/index.php/ Denmark:Overview [accessed 8.3.2012]
from education 18.8 8
0
and training 20 41
Population aged 18-24 14.9 http://eng.uvm.dk/ Danish Ministry of Children and Education EN
with, at most, lower 15 11.9 www.eng.uvm.dk/service/Publications.aspx • publications on IVET and adult education – T
secondary education 10.7 10.3 10.1 9.7 in English I-31
eduacnadti onno to( 2irn 0t rf1au0irn,t hi%negr) 5 5.4 wwwwww..uuvvmm..ddkk//SSeerrvviiccee//PPuubblliikkaattiioonneerr//E rhvervsuddannelser •• ppuubblliiccaattiioonnss oonn IaVdEuTlt i ne dDuacnaitsiohn in Danish -12-543
0 Uddannelse-og-undervisning-for-voksne -EN
-C
IT UK DE DK FI NL SE PL http://en.fivu.dk/ Ministry of Science, Innovation – d
N.B. For Sweden, data are provisional. and Higher Education oi:1
0
Source: Eurostat, labour force survey, date of extraction 8.3.2012. www.uk.bm.dk/ Ministry of Employment .2
8
0
Participation 35 h ttp://en.iu.dk/ DInatenrinsha tAiogneanlicsya ftoiorn U innifvoerrmsiatiteiosn a onnd ed ucation 1/698
in lifelong learning 32.8 and training in Denmark 22
30
Population aged 25-64
www.ug.dk/ Danish Ministry of Children and Education
participating in 25
24.5 guide to education and training [primarily in
education and training 23.0
over the four weeks 20 19.4 Danish, but also including a section on
16.5 programmes taught in English]
prior to the survey
15
(2010, %) www.statbank.dk/statbank5a/default.asp?w=1024 National statistics available at
9.1
5 7.7 StatBank Denmark
6.2
0 www.praktikpladsen.dk/ Information on training placements [in Danish]
IT UK DE DK FI NL SE EU-27
www.fagligeudvalg.dk/index.php?option=com_ Annual status reports from the national trade
Source: Eurostat, labour force survey, date of extraction 28.7.2011.
content&view=category&layout=blog&id=70&Itemid=91 committees [in Danish]
Educational Country ISCED ISCED ISCED
0-2 3-4 5-6
attainment of the
population Italy 44.8 40.4 14.8 ISCED International standard
classification of education
Population aged 25-64 Netherlands 27.7 40.4 31.9 ISCED 0-2 Pre-primary, primary and
by highest level UK 23.9 41.1 35.0 lower secondary education
of education attained Denmark 23.5 42.3 34.2 ISCED 3-4 Upper secondary education European Centre for the Development
in Denmark and and post-secondary education
Finland 17.0 44.8 38.1 of Vocational Training
in selected Member ISCED 5-6 Higher education
States (2010, %) Sweden 18.4 47.4 34.2 Countries listed by the percentage of their Europe 123, 570 01 Thessaloniki (Pylea), GREECE 978-92-896-1087-2
Germany 14.2 59.2 26.6 population educated at least to level 3. PO Box 22427, 551 02 Thessaloniki, GREECE
Poland 11.3 65.8 22.9 Source: Eurostat, labour force survey, Tel. [phone], Fax [phone], E-mail: [email protected]
EU-27 27.3 46.8 25.9 date of extraction 8.3.2012.
9 789289 610872
Denmark
Spotlight on VET
Transition and modernisation The education system in Denmark Characteristics
VET plays a key role in the Danish strategy for lifelong learning and meeting the challenges of globalisation The Danish VET system is characterised by a high level of stakeholder involvement with the social partners,
and technological change. An inclusive and flexible IVET system helps ensure that all young people have an Mainstream education Adult education vocational colleges, teachers and students all involved in developing VET based on the principles of
opportunity to obtain relevant competences for smooth transition to the labour market. Adult education and and training and continuing training consensus and shared responsibility:
continuing training responds to structural and technological change in the labour market and provides the
• at national level, stakeholders play a key role in advising the Ministry of Children and Education on overall
workforce with new and updated skills.
VET policy and determining the structure and general framework for training programmes within their
VET is under the jurisdiction of the Ministry of Children and Education, which maintains close dialogue with
PPhhDD field, by cooperating in national trade committees;
the social partners to respond to labour market needs. Recent VET reforms have concentrated on:
MMaasstteerr • at local level, stakeholders cooperate in developing curricula to respond to local labour market needs.
• making the VET system more inclusive by introducing partial qualifications and alternative pathways aimed
lleevveell An integrated lifelong learning strategy was introduced in 2007 and supported by implementation of a
at weaker learners and additional qualifications for stronger learners; MMaasstteerr
national qualifications framework. It improved horizontal and vertical permeability within the education and
• supporting flexibility through individualised learning pathways, decentralisation of VET curricula and
training system; it also improved guidance services and provided better opportunities for recognition of
continuing training programmes tailored to the needs of enterprises;
non-formal qualifications through standardised procedures for the validation of prior learning.
• increasing cohesiveness by simplifying entry routes and creating fewer, larger institutional providers offering
DDiipplloommaa Denmark has the highest levels of participation in adult education and continuing training in the EU. High
a wider range of VET programmes;
lleevveell participation rates reflect: the national strategy to focus on knowledge-intensive specialist sectors and
• improving transparency by incorporating all VET qualifications within a national qualifications framework;
lifelong learning; the large public sector; and a tradition of strong ties between educational institutions and
• reducing drop-out rates by consolidating guidance services and guaranteeing sufficient apprenticeship PPrrooffeessssiioonnaall AAccaaddeemmyy the social partners.
BBaacchheelloorr
places for trainees; bbaacchheelloorr pprrooffeessssiioonn FFuurrtthheerr
Public financing is central to the VET system. VET colleges receive performance-based block grants.
aadduulltt
• improving responsiveness through partnerships between VET providers and local enterprises, monitoring Apprenticeships and further training of employees are subsidised according to a solidarity principle whereby
eedduuccaattiioonn
and quality assurance mechanisms, as well as research, analysis and forecasting activities. all enterprises, regardless of their involvement in VET, contribute a fixed amount per employee to a
((VVVVUU))
centralised fund. Enterprises are then partially reimbursed for provision of training placements and for
employee participation in continuing training.
Structure AAdduulltt
VVooccaattiioonnaall vvooccaattiioonnaall HHiigghheerr
The Danish education and training system comprises a mainstream system providing qualifications at all GGeenneerraall uuppppeerr sseeccoonnddaarryy ttrraaiinniinngg BBaassiicc pprreeppaarraattoorryy Challenges
levels, from compulsory schooling to doctoral degrees, and a parallel adult education and continuing training uuppppeerr sseeccoonnddaarryy eedduuccaattiioonn pprrooggrraammmmeess aadduulltt ssiinnggllee--ssuubbjjeecctt The main challenge for IVET is improving completion rates. The government has a stated objective that, by
system. The adult education and continuing training system is designed to meet the needs of adult learners, eedduuccaattiioonn aanndd ttrraaiinniinngg ((AAMMUU)) eedduuccaattiioonn ccoouurrssee 2015, 95 % of a youth cohort should complete an upper secondary education programme. Education and
((GGVVUU))
for example by offering part-time courses. The two systems offer equivalent qualifications at the various levels, ((IIVVEETT)) ((hhff--eennkkeellttffaagg)) training are considered key as demand for unskilled labour continues to fall. As a result, IVET is expected
enabling horizontal permeability.
to accommodate an increasingly heterogeneous student body. The latest projections indicate that 81 % of
Vocational upper secondary education and training, or IVET, includes technical, agricultural, commercial, ultsults ageage those commencing one of the main programmes of IVET in 2010 are expected to complete the programme.
amnodr es oscpieacl iaalnisde dh emalathinc aprreo gprraomgrmamesm aensd. O30rg1a dniifsfeedre nintt ov o1c2a tbiornoaald qeunatlriyfi craotuiotenss,. tPhreoyg rparmovmidees aacrcee osrsg aton i1se0d9 aadduuGlGltte e eennddeeuurrcacaaall ttiioonn n for adn for ad d langud langunersners Ilemaprrnoevrisn gis tah ipso fliitgicuarel pbriyo reitny.suring IVET is an attractive and viable option for both stronger and weaker
aabIrtnhecpediscsptpwio vrloeereiddnnveuisetnniaiclgb lwec ilasositthntoyruki pfpdpot rylhtraor edacvp eeiilnda vdaienneun sglaaod clp i acncirpone eerlgsl inens cctg ceotueiorpmr-p rlrbieprecai,isul leseeleaavdsad l .tt oen fAtor rte anrat niyancasptaiiluninlcd rggaees, l tm aurbIeVldytesh eEtppownTroutoe sngpfe,seh rnios vw tsgheipitrenohaeren mers Vio osmisErd t eTspco or lloaocnofsocsfe talissldecls egtoliahroelalbrneseboag eluelae rb an-v bmandaacd rashi tarhaeekte dileooh tnra sn l letobfee aceyerirtteadniwaalsi nrer.yp sgeQ a pnwrur atpoiantnrghleoidfr rig aascrm apa2strmm:iaho1camen strssieipcn. asalgit.tl ssePePccrrioiommnnadadrarayyrr yyaa neneddddu u llococawawtteeiioorrnn PPrreepap(a(AAdadaVVruruUUaallt)tt)toorryy Special educatioSpecial educatio Danish as seconDanish as seconfor foreigfor foreig sibnueiAItitmtiwanapt beiavrleoeesnv sst irso nasucgienpi aevipntkeelgy rdt topai c ilnsaaadscll l ueepdevmee irmaeimstnae etpn satrdh obis.evil ifitpsryeiro oqfnrbuo leemonmf tVla,y E bcsTuiut tef tfotdihc aeihes ingc athu ernprreur ienmmdtb augerclyora rboteiaofa ln tsfr ioainsnian cnfionucrgri ars elpt uncladtrlciyese niasmt dpheroanolstipst ifo cuiuanrtlt .hep Aenr rimto ewruritpildytri eitbsuneedesced.a outLhfsa peeco kgilt ia coipysf
eedduuccaattiioonn
Basic adult education (grunduddannelse for voksne, GVU) provides qualifications equivalent to IVET. GVU seen as vital in attracting strong learners to VET. Relevant VET qualifications can provide access to the new
is aimed at adults (minimum 25 years old) with at least two years relevant work experience, but without formal ((FFVVUU)) academy profession and professional bachelor degree programmes. However, options remain limited and
qualifications. An individual study plan is designed, which considers and credits prior learning. often require supplementary qualifications. The recent introduction of an upper secondary programme
Adult vocational training (arbejdsmarkedsuddannelser, AMU) provides participants with skills and combining vocational and general upper secondary qualifications may provide a solution. This programme
will allow unrestricted access to tertiary education, including university programmes, while also providing a
competences relevant to the labour market and primarily directed towards specific sectors and jobs. mainstream education general adult education
full vocational qualification.
Programmes may either deepen the participant’s knowledge in a particular field or extend it to related fields.
vocational adult education non-qualifying, non-formal education
AMU programmes (around 3 000) last an average of one week and are created, adapted or discontinued in
Rising unemployment levels, and particularly long-term unemployment among young people with little or
and continuing training
response to labour market needs. no work experience, poses a major challenge for adult education and continuing training. The global
financial crisis has also led to a faster decline in demand for unskilled labour. Substantial upskilling and
reskilling will be necessary to avoid a considerable part of the workforce becoming permanently excluded
Source: Danish Ministry of Children and Education (forthcoming).
from the labour market.