2.1 The Education System

The Danish education system is normally divided into a number of main areas according to level and branch of education. The main areas of the education system is presented below, see also Figures 2.1.1 and 2.1.2.

The basic school (primary and lower secondary school)
Education is compulsory for nine years in Denmark, but there is no compulsory schooling. Compulsory education commences in August in the calendar year of the child's 7th birthday. The municipal Folkeskole is responsible for most of the provision, supplemented by the private school sector, i.e. free elementary schools and continuation schools as well as special schools for severely handicapped pupils. Pupils are normally between 6 and 17 years old.

According to the Act on the Folkeskole, the school must provide the children with both subject-specific qualifications and prepare them broadly for the role as citizens in a democratic society. There is a close co-operation between the school and the parents. The teaching takes its point of departure in the individual pupil's abilities and desires. Pupils are normally taught in classes, and they remain together throughout the entire period of basic school. The teaching is differentiated within the framework of the class.

The basic school as such comprises municipal primary and lower secondary schools (folkeskoler), free elementary schools and continuation schools (efterskoler). The municipal primary and lower secondary schools and the free elementary schools comprise a one-year pre-school class, a nine-year basic school and a one-year 10th form. The pre-school class is voluntary for the pupils but must be offered by the municipalities. Since 1986, it has been possible to integrate parts of the teaching of the pre-school class with that of the 1st and 2nd forms of the basic school. Today, almost all children accept the offer of pre-school education. Also the 10th form is voluntary, but in 1999/2000 45% of the pupils in the basic school (excluding continuation schools) chose to continue in the 10th form. When you look at the entire basic school sector (i.e. the municipal primary and lower secondary schools, the free elementary schools and the continuation schools), a total of 64% chose to continue in the 10th form.

The Folkeskole is responsible for most of the basic school provision. The private school sector offers teaching which compares with that required in the Folkeskole, but the framework for the organisation of the teaching is less restrictive. The private schools are so-called private, self-governing institutions. The municipalities pay contributions to the State for pupils attending free elementary schools. This contribution, which is laid down in the annual Finance Act, constitutes 85% of the State's operational grant per pupil, excluding expenditures for pensions. In 2000, 11.5% of the basic school pupils attended private schools, and 3.4% attended continuation schools.

Continuation schools are boarding schools which normally offer teaching at the 8th to 10th form levels. An increasing proportion of young people complete their schooling with the last year(s) at a continuation school.

Special schools offering extensive special education to pupils with severe handicaps only cater for a small proportion, i.e. 0.6% of all basic school pupils in 2000/01. Almost all pupils who receive special education are integrated into the ordinary classes or attend special classes at ordinary schools.

The pre-school class corresponds to level 0 in the international ISCED97-classification, and the basic school corresponds to levels 1 (1st to 6th forms) and 2 (7th to 10th forms).

Production schools
Production schools are schools for young people under 25 years of age, who have not completed a youth education programme (upper secondary education). It is the aim to enhance the personal development of the participants and improve their possibilities in the education system and in the labour market. The teaching is organised with a view to providing the young people with qualifications that can lead to completion of a vocationally qualifying course of education.

The production schools distinguish themselves from most other school forms in that they have continuous intake and very great variations in the duration of the individual participant's stay. A typical stay is of approx. 6 months' duration, but one fourth of the students attend the production school for less than a month and one fourth for more than 6 months.

Youth education (upper secondary education)
The youth education programmes are primarily academically oriented (i.e. they prepare for further studies) or vocationally oriented (i.e. they prepare for the labour market) or both. As an additional offer for young people, there are the individually organised programmes: the vocational basic training programme (egu) and until 2002 the open youth education programme (fuu).

Irrespective of the branch of education, great emphasis is laid on the development of the pupils'/students' personal qualifications. This is also the main objective behind the individually organised programmes. All young people must be given the offer of a youth education programme and, through a varied supply of programmes, it is largely possible to take into account the abilities and desires of all students. This is among other things to ensure high motivation so that the young people will complete their programmes. Today, around 83% complete a youth education programme.
The normal duration of a youth education programme is approx. 3 years. The duration may however vary between 2 and 5 years. The students are typically between 16 and 19 years of age, but many are older.

The academically oriented upper secondary programmes comprise the traditional general upper secondary programmes of the Gymnasium and HF (higher preparatory examination) and the more vocationally oriented general upper secondary programmes of HHX (higher commercial examination) and HTX (higher technical examination). These programmes are meant to prepare students for admission to higher education by providing them with the necessary general and theoretical qualifications for pursuing studies at this level. All students, who have received relevant teaching and passed the prescribed examinations, may continue in a general upper secondary education programme unless their previous school finds that they have made their choice on an insufficient or unrealistic basis. In such cases, the students in question will be recommended to sit for an admission test. Access is thus not totally free to the general upper secondary education programmes.

The traditional general upper secondary programmes comprise the 3-year Gymnasium, the 2-year HF-programme and the 2-year adult upper secondary level course (studenterkursus). The individual programmes comprise compulsory subjects and optional subjects. It is therefore to some extent possible to compose programmes individually. The programmes are academically oriented and are completed with the upper secondary school leaving examination (studentereksamen) or the higher preparatory examination (højere forberedelseseksamen/HF-eksamen). Both examinations qualify for admission to higher education, although often dependent on the choice and level of subjects taken as well as the examination results. These qualifications can also be used for entrance to a vocational training placement in a business enterprise.

The vocationally oriented general upper secondary programmes are 3-year programmes offered at business colleges and technical colleges. They are completed with the higher commercial examination (højere handelseksamen - HHX) and the higher technical examination (højere teknisk eksamen - HTX), respectively. There is an intensive 1-year HHX-course for young people who have already completed a Gymnasium- or HF-programme. The vocationally oriented general upper secondary programmes are academically oriented with emphasis on either commercial or technical subjects. These programmes provide general study competence and qualify for admission to higher education. An HHX- or HTX-examination furthermore qualifies for occupational employment in trade and industry - usually in training positions. The special 1-1½-year entrance examination for the engineering programmes is also considered to be general upper secondary programme.

The vocational upper secondary programmes comprise the vocational education and training programmes (VET), the social and health education programmes (SOSU) as well as the other programmes within the areas of agriculture, forestry, home economics and maritime education etc. These programme are to provide the students with solid vocational, personal and general qualifications, which are formally and actually recognised by and in demand in the labour market. They prepare directly for employment in certain branches of the labour market. All vocational upper secondary programmes provide formal vocational competencies. The programmes must also prepare the young people for further studies. The only requirement for admission to a vocational upper secondary programme is normally that the applicant has completed compulsory education.

The vocational education and training programmes (VET) make up the major part of the vocational upper secondary programmes. On 1 January 2001, a new act on vocational education and training came into force. The VET has now been reduced to only having 7 access channels into the basic course which leads to different main courses. The students are to draw up a personal education and training plan, and it is possible to pursue individual courses of education and training. Before the VET-reform, there were 90 different programmes within the commercial and technical areas with a total of more than 200 specialisations. As early as in the autumn of 1999, a pilot period started within the framework of the reform, where almost all students started on the new basic course contained in the reform.

The vocational education and training programmes are of 1-5 years' duration, the most normal, however, being 3½-4 years. It is possible for adults over 25 years of age with occupational experience from a relevant branch of trade to complete a programme in a shorter period of time. Relevant VET-qualifications qualify for admission to a number of higher education programmes, short-cycle and medium-cycle higher education, on a par with the general upper secondary programmes.

A vocational education and training programme starts either at a vocational college or in a practical training place, depending among other things on whether the young person has found a practical training place or not. There is free access to both the voluntary 1st school period (voluntary as from 1996) and to the 2nd school period. A total of approx. 30-50% of the time is spent at school, and 50-70% is spent in the business enterprise or - if it has not been possible to find a practical training place - in school-based practical training organised by the vocational college.
The commercial and clerical programmes are directed at office jobs, e.g. different types of IT- or accountancy-oriented jobs, and at jobs in retail or wholesale trade in shops and businesses. The technical programmes lead to jobs in traditional branches as smiths, bakers, carpenters, agricultural assistants, hairdressers, photographers, electronics mechanics, transport workers and jobs in new IT-related branches such as data communication and digital media.

Parallel with the vocational education and training programmes, there are the basic social and health education programmes (SOSU), in which practical training alternates with theoretical education at school. The programme leading to the qualification of social and health care help is of one year's duration. It forms the basis for the 1½-year superstructure programme which leads to the qualification of social and health care assistant. Young people, who come directly from basic school, must start the programme for social and health care helps with an introductory year, which requires a contract with a municipality. Admission to the social and health education programmes requires a training contract with a municipality or a county. The SOSU-programmes replace the former programmes leading to qualifications as home care assistants, practical nurses, nursing home assistants and occupational therapy assistants. As from 1 January 2002, a new reform of the SOSU-programmes came into force which has several elements in common with the new VET-reform.

The social and health education programmes also comprise the programme leading to the qualification of educator assistant (pgu). The pgu-programme is a basic programme, which aims at qualifying the students for pedagogical and care-related work with children, young people and adults. The pgu leads to qualifications as educator assistants, registered child minders and special needs care assistants etc. The programme alternates between theoretical education at school and practical training with a total of 1 year's theoretical education and 6 months of practical training.

In addition to the VET- and SOSU-programmes, there are also a number of agricultural, forestry, home economics and maritime programmes. The maritime programmes lead to such qualifications as able seaman, engineer and telegraph operator. The agricultural programmes are programmes which may be completed with the "green certificate" for farmers.

The individualised programmes are primarily programmes which aim at the personal development of the participants. These programmes are directed at young people who have not yet chosen an educational direction or who prefer to acquire a practical qualification rather than an academic one. A completed vocational basic training programme may provide vocational competence, whereas an open youth education programme is aimed at the development of the young person's competence and at continued education in the broadest sense of the word.

The vocational basic training programme (egu) normally takes 2 years but may be extended by a further year. This programme is not directed at a specific branch of trade but may be composed of elements from one or several programmes/trades. It is required that the individual student enters into a training agreement, an egu-agreement, with the municipality or a vocational college. The programme alternates between school periods and periods of practical training. Students are offered individual guidance during the entire course. Under certain circumstances, the programme may enable the student to continue in a vocational education and training programme or another programme.

The open youth education programme (fuu) was an individualised programme, which was normally made up of at least three different education and training elements. The programme normally took 2 years, but could take 3 years as a maximum. The programme will be phased out in accordance with Act No. 79 from 2002.

The youth education level covers level 3 in the ISCED97-classification.

Higher education
The higher education programmes provide occupational competencies. Generally, the higher education programmes are divided into levels according to their duration, namely short-cycle higher education programmes, medium-cycle higher education programmes, including the bachelor programmes, and the long-cycle candicatus programmes of the universities. To this should be added the PhD programmes.

The higher education programmes build on to a youth education programme. The higher education programmes are theoretical programmes, and some programmes have practical training included in the course. The programmes are of varying duration. Today, 44% of a year group complete a higher education programme, and this proportion has been on the increase.

There is free intake to most higher education programmes, i.e. it is the educational institutions themselves that determine the number of students to be admitted on the basis of such factors as the individual institution's physical capacity, qualified teaching staff and the employment prospects of the graduates. For some programmes, e.g. health and teacher education programmes, the number of students to be admitted is decided at central level.

The admission requirements for the programmes are laid down at central level, whereas the selection criteria (in case of numerus clausus) are decided by the institutions themselves.

The admission requirement for the short-cycle higher education programmes is normally either a general upper secondary or a vocational education and training qualification, supplemented by study competence in typically mathematics and English. The short-cycle higher education programmes are normally of 2 years' duration.

In August/September 2000, the reform of short-cycle higher education (or KVU) led to the establishment of 13 new programmes which all entitle the graduates to place the designation of AK (i.e. Academy) after the educational title. The 13 new programmes replace the former approx. 75 programmes (except for the programmes in advanced computer studies and transport logistics etc.). These programmes give access to relevant diploma programmes.

The medium-cycle higher education programmes are normally of 3 or 4 years' duration. This type of programme may for instance lead to qualifications as diploma engineer, librarian, Folkeskole teacher, journalist, educator, social worker, nurse, occupational and physiotherapist and midwife. The admission requirement is most often a completed examination at general upper secondary level (or parts hereof). Also certain VET-programmes may meet the admission requirements. A completed SOSU-programme may for instance give access to the health education programmes.

The medium-cycle higher education programmes are undergoing reform and are about to be transformed into professional bachelor programmes. This among other things means that the teaching must be based on research affiliation, and that the programmes and the teaching must be more closely linked to the profession. The professional bachelors are to be given access to relevant candidatus programmes (see below).

At the same level as the medium-cycle higher education programmes, we find the academic bachelor programmes of the universities. Their officially stipulated duration is 3 years. Such programmes exist within the social sciences, the humanities, the natural sciences etc.

The present structure of the university programmes (bachelor 3 years + candidatus 2 years + PhD 3 years) was adopted in 1993. Prior to that time, all programmes consisted of one unbroken course up to the candidatus-degree, which was the first academic degree. Today, almost all university programmes consist of a bachelor programme, a candidatus programme and the possibility of a subsequent PhD-programme.

The admission requirement for the bachelor programmes is normally a qualification at general upper secondary level with specific subject requirements as for the other higher education programmes. The bachelor programme constitutes a complete programme in itself, but it may also give access to the candidatus programme.

The candidatus programmes are higher education programmes normally of 2 years' duration in continuation of a bachelor programme - i.e. a total of 5 years of studies. A few candidatus programmes are however still organised as one unbroken course without the bachelor level, e.g. the programmes in pharmacy, dentistry, architecture and land surveying.

The candidatus programmes consist of programmes within the following areas: humanities, pedagogy, engineering, social sciences, natural sciences, health sciences, veterinary and agricultural sciences etc.

As a superstructure building on to the candidatus programme, a researcher programme has been introduced which is completed with the award of a PhD-degree. This programme is of an officially stipulated duration of 3 years.

The higher education level covers level 5 in the ISCED97-classification. The short-cycle higher education programmes which are of a duration of less than 2 years do however belong under level 4 in the ISCED97-classification. Under level 4, we may also find supplementary examination courses at general upper secondary level.

The PhD programmes are considered to be level 6 in the ISCED97-classification.

Adult education
In Denmark, there is a long and strong tradition of liberal adult education (folkeoplysning) and adult education. The adult education dealt with here is publicly financed and regulated by law, but in addition to this there is a wide range of private offers.

Adult education can be divided into three categories: courses that are leading to formal qualifications, courses that are not leading to formal qualifications and private courses etc.

The courses that are leading to formal qualification among other things comprise general adult education (avu), single-subject HF, labour market training courses (AMU/short courses directed at a specific branch of trade), adult vocational education and training (special adult courses within ordinary VET-programmes) and adult education.

The so-called "parallel adult education system" furthermore comprises preparatory adult education (FVU), which replaces the former literacy courses for adults, and further adult education (VVU), which corresponds to the level of short-cycle higher education in terms of competency. The system furthermore consists of diploma and Master programmes which lead to competencies corresponding to the levels of the bachelor and candidatus programmes, respectively.

Courses that are not leading to formal qualifications are among other things found at evening schools, folk high schools (folkehøjskoler)and day folk high schools (daghøjskoler).

The adult education courses may be publicly and/or privately financed, but in principle a certain level of user payment has been introduced. At the adult education centres (VUC) and the day folk high schools, the participants for instance pay a fee, which is smaller than that charged in open education and by folk high schools.

The extent of the teaching within the various types of adult education varies from a few hours to complete full-time courses of several years' duration. The teaching normally takes place on a part-time basis.

The further education system for adults
Figure 2.1.2 gives a presentation of the further education system for adults where youth education and mainstream education is placed at the levels of adult education and continuing and further education and training.

Some of the teaching in open education is now carried out in the form of distance learning.

In principle, adult education extends from level 2 to 5 in the ISCED97-classification.

Adult education is not included in international surveys of education in Denmark.

Figure 2.1.1
The Danish Mainstream Education System - 2000

1)International Standard Classification of education.

Note:The age is the theoretical minimum age for the formal courses of education,i.e.excluding adult education.After basic school,the pupils are often older due to sabbaticals, waiting time,change of study programme etc.The arrows illustrate general connections between basic school,upper secondary and higher education but not all actual transitions. Moreover,see section 2.1.

Source: The Danish Ministry of Education's Statistics and Information Division.

Figure 2.1.2
The further education system for adults - 2000

Abbreviations:
KVU: Short-cycle higher education.
MVU: Medium-cycle higher education.
EUD: Vocational education and training etc.
VVU: Further adult education.
GVU: Basic adult education.
AMU: Labour market training.
hf: Higher preparatory examination course.
avu: General adult education.
FVU: Preparatory adult education.

2.2 Young People's Journey through the Education System

79.5% of the 2000-youth year group are expected to complete a vocationally qualifying education programme.

Young people's journey through the education system gives a general view of the flows in the education system and can be briefly described as the end result arrived at by a given year group at the 8th form level, if for the next 25 years they display a behaviour corresponding to that of their older fellow students in the course of that year, and at the same time the education system will be frozen in the structure that applied to year 2000.

The figures show the situation in 2000 with regard to student flows and reflect the changes of the year in study preferences, educational structure etc. The flow through the education system has become more effective. 79.5% of the 2000-year group are expected to complete a vocationally qualifying programme. At the beginning of the 1980s, this proportion was only approx. 60%.

The proportion of young people, who do not continue with a qualifying programme after basic school, is still low. 4% do not commence a qualifying upper secondary programme, but around 1% (does not appear from the figure) will however start on a higher education programme later on. Of the remaining 3%, there will even be a great part, who will attend a non-qualifying course of education, e.g. egu, production schools etc.

20.5% finish without a vocational competency. Of these, 13% even finish without a competency to pursue studies at further levels.

Of the 2000-year group, 83% will complete upper secondary education, distributed with 32% with a vocational upper secondary qualification, 38% with a general upper secondary qualification and 13% with both qualifications. To this should on a rough estimate be added a couple of per cent with: egu, production school etc.

10.5% of the year group will complete a commercial vocational education and training programme, 19% a technical vocational education and training programme and 6% will complete a basic social and health education programme.

44% of a year group will complete a higher education programme. Of these, 9% will complete a short-cycle, 23% a medium-cycle and 12% a long-cycle higher education programme.

Figure 2.2
A year group's journey through the education system after basic school 2000. Graduation from basic school = 100%

1) Persons who never start on an upper secondary education programme.

Note that the sum of students entering and leaving the individual boxes may deviate due to rounding up/down.

Source: Statistics Denmark and model calculations made by the Ministry of Education's Statistics and Information Division.

2.3 Financing of the Education System

In Denmark, the education system is financed either by the State, the counties or the municipalities. Some institutions are independent and self-governing, while others are owned by the State, counties or municipalities.

Figure 2.3 does not cover all educational institutions. It only covers some selected groups of institutions with a view to illustrating the sources of funding and forms of ownership. Some of the groups belong under the responsibility of other ministries. In addition to the public financing, there are tuition fees at for instance the free elementary schools and user payment for a number of the adult education programmes.

Municipal primary and lower secondary schools (folkeskoler) as well as youth schools are owned and funded by the municipalities, whereas the free elementary schools and continuation schools are independent, self-governing institutions which receive grants from the State.

Vocational colleges, private Gymnasiums and production schools are all independent, self-governing institutions funded by grants from the State. The other Gymnasiums, the adult education centres, the special education centres as well as the social and health centres are owned and funded by the counties. Maritime schools and schools of marine engineering are State institutions belonging under the Ministry of Business and Industry.

The institutions governed by the Act on Universities etc. (e.g. universities and business schools) are owned by the State. On 1 January 2001, however, the Technical University of Denmark became an independent, self-governing institution. As from November 2001, the universities belong under the responsibility of the Ministry of Science, Technology and Innovation. Design schools and academies of music are State institutions, which belong under the Ministry of Cultural Affairs. The colleges of education and educator training colleges are typically independent, self-governing institutions which receive funding from the State. Some of these are now part of centres for higher education (CVU).

In the area of adult education, institutions such as the folk high schools (folkehøjskoler), the day folk high schools (daghøjskoler) and the AMU-centres are independent, self-governing institutions which are primarily funded by the State. Evening schools etc. and language schools on the contrary receive funding from the municipalities.

In addition to the above, there are a number of private educational institutions, of which some are approved by the State Education Grant and Loan Scheme Agency (SU).

Figure 2.3
Survey of funding forms for selected educational institutions - 2000

1) The vocational colleges also offer short-cycle higher education programmes.
2) Partially funded by the municipalities.
3) Funded by the counties until 1 January 1999.

Note: The survey only covers selected educational institutions.

Source: The Danish Ministry of Education's Statistics and Information Division.

This page is a part of the publication "Facts and Figures". Chapter 2 of 5.
© Undervisningsministeriet 2002