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OECD-review: Skills beyond School National Background Report for Denmark

This report was prepared for the Danish Agency for Higher Education and Educational Support as an input to the OECD Review of Postsecondary Vocational Education and Training, Skills beyond School. The document was prepared in response to guidelines the OECD provided to all countries. The opinions expressed are not necessarily those of the national authority, the OECD or its member countries. Further information about the OECD review is available at: www.oecd.org/education/vet Skills beyond School: OECD Review of Post-Secondary Vocational Education and Training – National background report for Denmark Published by: Ministry of Science, Innovation and Higher Education Author: Anne Kristine Andersen for the Danish Agency for Higher Education and Educational Support, Ministry of Science, Innovation and Higher Education Completion: October 2011 (published March 2012)

Danish Agency for Higher Education and Educational Support Bredgade 43 DK-1260 København K Phone: +45 7231 7900 The publication can also be downloaded from: http://www.fivu.dk ISBN: 978-87-92601-18-6

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OECD-review: Skills beyond School National Background Report for Denmark

The Danish Agency for Higher Education and Educational Support, Ministry of Science, Innovation and Higher Education March 2012

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Content >

1. Scope: Programmes 7

1.1. Overview of degrees in the Danish Higher Education System 7

1.2. Post-secondary VET programmes 8

1.3. Academy profession programmes 8

1.4. Professional bachelor programmes 11

1.5. Adult higher education 15

2. Scope: Institutions 17

2.1. Institutional structure in general 17

2.2. University colleges 18

2.3. Academies of professional higher education 19

2.4. Other kinds of institutions 21

3. Statistical overview 23

3.1. Student numbers in different post-secondary VET programmes 23

3.2. The share of students enrolled in post-secondary VET programmes 28

3.3. The make-up of the student population in terms of age, gender, educational background, field of study, and social background 28

3.4. Completion rates 41

3.5. Labour market outcome from post-secondary VET programmes 43

3.6. Trends in demand and supply for different skills 48

3.7. Transition into other educational programmes, including academic tertiary programmes 50

4. Mix of provision 52

5. Workplace training 57

5.1. Duration 57

5.2. Organization 57

5.3. Quality assurance 58

6. Access routes, second chance opportunities and equity 59

6.1. Access routes 59

6.2. Supplementary admission requirements 60

6.3. Second chance opportunities using the separate adult higher education system 61

6.4. Second chance opportunities by recognition of prior learning 61

6.5. Equity function of post-secondary VET 62

6.6. Examination conditions for students with physical or mental impairment 63

6.7. State education grant system 63

7. Transition to the labour market 64

8. Steering and governance 65

8.1. Tools of steering 65

8.2. Collective Agreements on Pay and Working Conditions 67

9. Funding and incentives 68

9.1. Government funding of vocational higher education programmes 68

9.2. Financial incentive mechanisms 69

9.3. The Danish state educational support system (S.U.) 70

10. Social partners 72

10.1. Council of Academy Profession Programmes and Professional Bachelor Programmes 72

10.2. Boards 73

10.3. Educational advisory committees 73

10.4. Developing new programmes 74

10.5. Cooperation with companies and public institutions 74

10.6. Social partners and companies involved in the separate system 74

11. Qualifications framework 75

12. Teaching 77

12.1. Qualification requirements 77

12.2. Teacher shortage 77

13. Career guidance 78

13.1. Guidance in general 78

13.2. Regional Guidance Centres 78

13.3. Guidance in the course of academy profession programmes and professional bachelor programmes 79

13.4. The Education Guide 80

13.5. eGuidance 81

13.6. Training of Guidance Practitioners 81

14. Quality assurance 82

14.1. Programme accreditation 82

14.2. Macro-efficiency check 83

15. Policy development and initiatives 84

15.1. Evolvement over the last 10 years 84

15.2. Developments and initiatives taken place recently or in planning 88

16. Self-assessment: strengths and challenges 91

16.1. Labour market needs and relevance of programmes 91

16.2. Labour market needs and relevance of programmes within the separate adult higher education system 92

16.3. Integration of work placement into the programmes on offer 93

16.4. Career guidance arrangements 94

16.5. The role of funding arrangements in relation to providing the right incentives for different stakeholders 95

16.6. Teachers’ and trainers’ pedagogical skills and practical industry experience 96

16.7. Access to the academy profession programmes and professional bachelor programmes 96

16.8. Engagement of employers and unions, nationally, locally and sectorally, in the planning and delivery of provision 97

16.9. Evaluation of programmes 98

17. Self-assessment in summary 100

17.1. Most important strengths of the Danish post-secondary VET system 100

17.2. Main challenges confronting the Danish post-secondary VET system 101

17.3. Needed lines of policy development 102

References 103

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1.1. Overview of degrees in the Danish Higher Educa tion System In Denmark higher education is offered by four types of higher education regulated by the Ministry of Science, Innovation and Higher Education:

• Academies of Professional Higher Education (erhvervsakademier) and University Colleges (professionshøjskoler) offer professionally oriented short and first cycle degree programmes.

• Research universities (universiteter) offer first, second and third cycle degree programmes in all academic disciplines.

• A number of university institutions offer first, second and third cycle degree programmes in fields such as architecture, design, music and performing arts.

Danish higher education institutions use the European Credit System (ECTS) for measuring study activities. 60 ECTS correspond to one year of full-time study. The ECTS credit point system is mandatory to use for all first and second cycle higher education programmes. The ECTS credit point system is used both as a credit transfer and as an accumulation system, and this is the only national credit and accumulation system in force. Table 1: Danish qualifications levels - higher education

Danish qualification levels

Ordinary higher education degrees

Adult/Continuing higher education degrees

Qualifications Framework for the European Higher Education Area – Bologna Framework

European/National Qualifications Framework for Life-long Learning – EQF/NQF

Academy Profession level

Academy Profession degree (90-150 ECTS)

VVU-degree (60 ECTS)

Short cycle Level 5

Bachelor’s level Professional Bachelor’s degree (180-240 ECTS)*

Diploma degree (60 ECTS)

First cycle Level 6

Bachelor’s degree (within fine arts) (180-240 ECTS)

Bachelor’s degree (180 ECTS)

Master’s level. Master’s degree (within fine arts)

Master degree (60-90 ECTS)

Second cycle

Level 7

Master’s degree (120 ECTS)**

PhD level PhD degree (180 ECTS)

Third cycle Level 8

* Can be obtained through a full regular bachelor programme (180-240 ECTS) or a top up bachelor programme (90 ECTS) following an Academy Profession degree. ** A few master’s programmes are up to 180 ECTS

1. Scope: Programmes >

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1.2. Post-secondary VET programmes This report contains descriptions of the Danish post-secondary VET system, relevant statistics and research information, and a self-assessment of strengths and challenges. In a Danish context focus will be on the two main types of post-secondary VET programmes within the ordinary higher education system, academy profession programmes and professional bachelor programmes, each with well-defined profiles and qualities1 as well as the institutions providing these programmes (academies of professional higher education and university colleges). Higher vocational education programmes are categorized according to level and duration: the short-cycle higher education includes the academy profession programmes and the first-cycle higher education includes among other things, the professional bachelor programmes. These programmes constitute the vocational educational continuation of youth education and provide the students with final vocational qualifications. Furthermore, focus will be on adult higher education with qualifications available at levels corresponding to those of the ordinary (regular) higher education system. These are the VVU-degree (corresponding to an academy profession degree) and diploma programmes (corresponding to a professional bachelor’s degree).

1.3. Academy profession programmes Academy profession programmes are higher education programmes of 90-150 ECTS oriented towards specific professions or job functions. Most programmes are awarded after 120 ECTS. Academy profession programmes exist in fields such as:

• Business and Economics, including Academy Profession Degree Programme in Service, Hospitality and Tourism Management; Academy Profession Degree Programme in Commerce Management; Academy Profession Degree Programme in Financial Management, etc.

• Technology, including Academy Profession Degree Programme in Service Engineering; Academy Profession Degree Programme in Production Technology; Academy Profession Degree Programme in Energy Technology, etc.

• Information technology, including Academy Profession Degree Programme in Nutrition, Dairy, Food and Process Technology; Academy Profession Degree Programme in Multimedia Design and Communication, etc.

1 If not otherwise indicated, descriptions in this report are only valid for academy profession programmes and professional bachelor programmes. Some educational programmes do not belong under the mentioned headings, e.g. programmes within the police force, some programmes within the area of defense and the maritime area, where admission requirements differ between completion of compulsory schooling, VET programmes and relevant experience. These programmes and the institutions providing them will not be part of this background report. However, statistics on the police officer programme and the professional bachelor programme in Technology Management and Marine Engineering is part of the tables below when considered relevant.

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• Laboratory technology, including Academy Profession Degree Programme in Agro Business and Landscape Management; Academy Profession Degree Programme in Chemical and Biotechnical Science; and Academy Profession Degree Programme in Nutrition, Dairy, Food and Process Technology.

• Social sciences, including Academy Profession Degree Programme in Business and Public Administration.

• Design, including Academy Profession Degree Programme in Design, Technology and Business; and Academy Profession Degree Programme in Global Entrepreneurship and Virtual Design & Logistics.

• Health care, including Pharmaconomist, etc. In the summer of 2011 there are 25 vocational academy profession programmes. Furthermore, some programmes have different study programmes of which students have to choose one. Most of the academy profession programmes are offered at the academies of professional higher education. The academy profession programmes provide the graduates with knowledge and understanding of practice within the field of applied theory and methodology to a level that qualifies the students to independently analyze and assess problems as well as perform practice-oriented business functions. Furthermore, the education programme qualifies the student for relevant further education. The aim of the education programmes is described as learning outcomes, defined by knowledge, skills and competences. The academy profession programmes combine theoretical studies with a practically oriented approach in form of mandatory work placement. In the academy profession programmes, workplace training constitutes at least three months. All programmes require the submission of a project paper. Henceforward, each programme will have common national programme regulations. The knowledge base of the academy profession programmes can be described as business and profession-based, as well as development-based. The requirement of a business and profession base implies that the programmes are characterized by a close and dynamic interplay between theory and practice in order to ensure up-to-date and relevant programmes. The education programmes shall be based on the latest knowledge about the key trends in business and professions as well as research. Teachers need to be updated with the latest knowledge gained through participation in development work, skills development and through dialogue and network with employers and research institutions. Development-based programmes imply that education programmes must be based on the institution's experimental and development work. Furthermore, teaching shall include experiences and results from consulting and development work conducted in cooperation with employers, research institutions and other actors. A central element of the development base is to ensure consistency with relevant research in order to ensure that programmes are based on the latest knowledge that can contribute to qualifying for employment. Admission is possible on the basis of either general upper secondary education or relevant vocational education and training, supplemented by adequate general upper secondary courses (e.g. maths, physics, English).

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The programmes prepare the students for performing practical, vocational tasks on an analytical basis. Most academy profession programmes aim at employment in the private sector (see table below). Furthermore, an academy profession programme implies possibilities of more advanced studies. Table 2: Newly graduated (0-1 year) from academy profession programmes distributed on line of business (2009)

Con

stru

ctio

n

Rea

l est

ate

Bus

ines

s se

rvic

e

Fin

anci

ng a

nd

insu

ranc

e

Tra

de,

Tra

nspo

rt, e

tc.

Indu

stry

Info

rmat

ion

and

com

mu-

nica

tion

Cul

ture

and

le

isur

e

Agr

icul

ture

an

d F

ishe

ries

Pub

lic a

dmin

i-st

ratio

n,

educ

atio

n an

d he

alth

U

nkno

wn

Academy profession programmes

3.4% (161)

2.5% (120)

13.3% (627)

6.4% (304)

24.6% (1160)

9.4% (445)

4.3% (201)

2.1% (97)

0.4% (21)

14.2% (671)

19.4%

(914)

Agro business and landscape management

4.3% (6)

- 27.1% (38)

- 13.6% (19)

4.3% (6)

- - 9.3% (13)

20.0% (28)

21.4%

(30)

Chemical and biotechnical science

- - 24.1% (56)

- 3.9% (9)

32.3% (75)

- - - 25.4% (59)

14.3%

(33)

Food technology - - 13.6% (6)

- - 36.4% (16)

- - - - 50.0%

(22)

Dairy technology

- - - - - 90.9% (20)

- - - - 9.1% (2)

Process technology

- - 32.1% (9)

- - 35.7% (10)

- - - - 32.2%

(9)

Design, Technology and Business

- - 8.4% (37)

- 46.9% (207)

4.8% (21)

2.3% (10)

2.0% (9)

- 8.8% (39)

26.8%

(118)

Global Entrepreneurship and Virtual Design and Logistics

- - - - - - - - - - 100,0%

(15)

Computer science

- - 7.8% (10)

10.9% (14)

10.1% (13)

- 41.1% (53)

- - 6.2% (8)

23.9%

(31)

IT Network and Electronics Technology

- - 16.1% (14)

- 10.3% (9)

12.6% (11)

18.4% (16)

- - - 42.6%

(37)

Multimedia design and communication

- - 16.7% (83)

1.0% (5)

23.6% (117)

2.4% (12)

13.5% (67)

3.0% (15)

- 6.3% (31)

33.5%

(166)

Pharmaconomist - - - - 86.6% (123)

3.5% (5)

- - - - 9.9% (14)

Clinical dental technique

- - - - - - - - - 61.5% (8)

38.5%

(5)

Dental Hygiene - - - - - - - - - 81.1% (73)

18.9%

(17)

11

Building Technology

- - 18.5% (5)

- - - - - - - 81.5%

(22)

Mapping and land surveying technics

- - 70.0% (14)

- - - - - - - 30.0%

(6)

Service engineering

49.2% (129)

- 19.8% (52)

- 6.1% (16)

15.3% (40)

- - - - 9.6% (25)

Management technology offshore

- - 26.1% (6)

- - 26.1% (6)

- - - - 47.8%

(11)

Production technology

- - 8.5% (16)

- 8.5% (16)

64.0% (121)

- - - - 19.0%

(36)

Business and public administration

- - - - - - - - - 40.5% (15)

59.5%

(22)

Commerce Management

- - 11.8% (14)

- 63.9% (76)

9.2% (11)

- - - - 15.1%

(18)

Service. Hospitality and Tourism Management

- - 14.8% (43)

- 36.4% (106)

2.1% (6)

- 7.6% (22)

- 7.9% (23)

31.2%

(91)

Financial Management

- 16.5% (107)

12.2% (79)

39.1% (254)

11.9% (77)

1.4% (9)

- 2.0% (13)

- 4.2% (27)

12.7%

(83)

Marketing Management

0.9% (8)

- 14.6% (133)

1.9% (17)

37.4% (342)

6.7% (61)

4.3% (39)

2.7% (25)

- 5.9% (54)

25.6%

(235)

Logistic Management

- - - - 31.0% (9)

17.2% (5)

- - - - 51.8%

(15)

Source: UNI•C Statistics & Analysis Note: Cells with less than five are blank. Persons in cells with less than five persons are included in the category ‘Unknown’.

1.4. Professional bachelor programmes Beginning 2009, professional bachelor programmes are also offered as individual advanced full-time study programmes with duration of at least a year and a half (180 ECTS). The top-up-programmes aim at raising academy profession graduates’ competence level within specific fields of employment. Thus, in most cases, a relevant academy profession degree is prerequisite. Professional bachelor programmes are professionally oriented, qualifying higher education programmes awarded normally after three to four years and a half of study (180-240 ECTS points2) at a level corresponding to that of university bachelor programmes, but with a stronger focus on professional practice. As with the academy

2 A few professional bachelor programmes are 270 ECTS.

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profession programmes, some of the professional bachelor programmes have different study programmes of which the students have to choose one. Professional bachelor programmes exist in the following fields:

• Health care, including Bachelor of Science in Nursing; Bachelor of Radiography; Bachelor of Physiotherapy; Bachelor of Biomedical Laboratory Science, etc.

• Pedagogy, including Bachelor of Education; Bachelor in Social Education; Bachelor of Natural and Cultural Heritage Management, etc.

• Social sciences, including Bachelor of Social Work; Bachelor of Public Administration, etc.

• Business and Economics, including Bachelor’s Degree Programme in International Sales and Marketing; Bachelor of Financial Management and Services, etc.

• Information technology, including Bachelor of Web Development and Bachelor of Software Development,

• Technology, including Bachelor’s Degree Programme of Architectural Technology and Construction Management; and Bachelor of Engineering programmes e.g. in mechanical engineering, information technology, health care technology, etc.

• Media and communication, including Bachelor of Journalism; Bachelor of Graphic Communication, etc.

• Design, including Bachelor’s Degree Programme in Design and Business and Bachelor of E-concept Development.

The professional bachelor programmes provide the graduates with knowledge and understanding of practice within the field of applied theory and methodology to a level that qualifies the students to independently analyze, evaluate and reflect on problems in order to carry out practice-based, complex, and development-oriented business functions. The aim of the education programmes is described as learning outcomes, defined by knowledge, skills and competences. The professional bachelor programmes combine theoretical studies with a practically oriented approach in form of mandatory work placement. All programmes include periods of minimum six months work placement and require the submission of a project paper. Like the academy profession programmes, the knowledge base of professional bachelor programmes can be described as business and profession based, as well as development-based. This implies that programmes are based on new knowledge about central tendencies within the field of the profession as well as new knowledge gained through developmental work. Furthermore, development based knowledge implies that education programmes are based on relevant fields of research. General access requirements are one of the general upper secondary school leaving examinations, or comparable qualifications. Access may also depend on specific

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requirements such as a particular subject combination in upper secondary school or a certain level of grades. Admission to some particular programmes requires entrance examination. The Minister for Science, Innovation and Higher Education may set a maximum number of student admissions within certain fields of study. Apart from that, individual institutions may have restricted admission for certain fields of study. The greater part of the professional bachelor programmes takes place at the university colleges. Most programmes give access to further studies within the same field, typically a Master's programme within adult education and continuing training or, on certain conditions, specific master level programmes. Professional bachelor programmes provide students with knowledge of theory and the application of theory to professions and industries. Traditionally, the larger part of the professional bachelors finds employment in the public sector, for example as teachers, nurses and social workers. Thus 73.2 per cent of newly graduated from professional bachelor programmes find employment within the field of public administration, education and health. However, many of the newer developed programmes are aiming more at the private sector, for example programmes in fields such as engineering, information technology, business and media and communication. Table 3: Newly graduated (0-1 year) from professional bachelor programmes distributed on line of business (2009)

Con

stru

ctio

n

Rea

l est

ate

Bus

ines

s se

rvic

e

Fin

anci

ng a

nd

insu

ranc

e

Tra

de,

Tra

nspo

rt, e

tc.

Indu

stry

Info

rmat

ion

and

com

mu-

nica

tion

Cul

ture

and

le

isur

e

Agr

icul

ture

an

d F

ishe

ries

Pub

lic a

dmin

i-st

ratio

n,

educ

atio

n an

d he

alth

U

nkno

wn

Professional bachelor programmes

1.6% (210)

0.2% (29)

6.1% (819

0.2% (25)

3.4% (450)

3.1% (418)

1.7% (225)

1.0% (134)

0.1% (18)

73.2% (9762)

9.4% (1251)

Graphic communication - -

51.1% (23)

- - - - - - -

48.9% (22)

Photo journalist - - - - - -

50.0% (5)

- - - 50.0%

(5)

Journalist - -

4.0% (7)

- - - 59.5% (103)

5.8% (10)

- 5.8% (10)

24.9% (43)

Media production and management

- - - - - - 16.7%

(5) - - -

83.3% (25)

Bachelor of education

- - 0.9% (26)

- 2.3% (66)

- 0.3%

(9) 1.0% (30)

- 88.2%

(2.534) 7.2% (208)

Social education

0.1% (5)

0.2% (6)

1.2% (46)

- 1.3% (49)

0.3% (11)

- 0.5% (18)

- 88.8%

(3.453) 7.7% (300)

Social work - -

15.4% (120)

- 1.2%

(9) - -

0.9% (7)

- 73.9% (575)

8.6% (67)

Biomedical Laboratory science

- - - - - - - 2.7%

(5) -

86.3% (158)

10.9% (20)

14

Occupational Therapy

- - - - 2.0%

(8) - - - -

86.3% (340)

11.7% (46)

Nutrition and Health

- - 6.6% (17)

- 15.6%

(40) - -

7.0% (18)

- 45.9% (118)

24.9% (64)

Physiotherapy - -

1.2% (6)

- 1.7%

(9) - -

3.3% (17)

- 86.6% (446)

7.2% (37)

Midwifery - - - - - - - - -

91.9% (91)

8.1% (8)

Optometry - - - -

84.4% (76)

- - - - - 15.6%

(14)

Radiography - - - - - - - - -

94.6% (105)

5.4% (6)

Nursing - -

1.8% (36)

- 0.7% (13)

- - 0.5%

(9) -

91.2% (1799)

5.9% (116)

Relaxation and Psychomotor Therapy

- - - - - - - - - 80.6%

(29) 19.4%

(7)

Architectural technology and construction management

20.8% (126)

1.7% (10)

32.2% (195)

- 4.0% (24)

6.1% (37)

- - - 6.6% (40)

28.6% (173)

Bachelors of engineering

6.1% (65)

-

27.2% (291)

0.7%

(8)

8.1% (87)

24.9

% (266)

8.2% (88)

1.0% (11)

1.0% (11)

4.9% (52)

17.8% (190)

Technology management and marine engineering

4.5% (8)

- 13.6%

(24) -

29.4% (52)

44.6%

(79) - - - -

7.9% (14)

Leisure management

- - 41.7%

(5) - - - - - - -

58.3% (7)

Economics and IT

- - - - 42.9%

(6) - - - - -

57.1% (8)

Source: UNI•C Statistics & Analysis Note: Cells with less than five are blank. Persons in cells with less than five persons are included in the category ‘Unknown’. Note: There is not sufficient data to calculate where the graduates from Bachelor of Sign Language and Mouth-Hand System Interpretation find employment.

In relation to numbers of students, the education programme of social education and the programme for primary and lower secondary teachers, respectively, are the two largest professional bachelor programmes. Together with the programme for Bachelor of Science in Nursing, these three education programmes educate professionals primary to the public sector, why they are also object to a lot of political and public attention. The programmes are also characterized by a great extent of regulation. The following links display examples of professional bachelor programmes: For information about the education programme for a bachelor degree in social education: http://eng.uvm.dk/~/media/Files/English/PDF/Fact%20sheets/101221_Bachelor_in_Social_Education.ashx For information about the education programme for primary and lower secondary school teachers: http://eng.uvm.dk/~/media/Files/English/PDF/Fact%20sheets/101221_Teacher_training_B_Ed_programme_for_primary_and_lower_secondary.ashx

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1.5. Adult higher education In 2000/2001 the Danish Ministry of Education3 developed a separate system for adult education. The separate adult higher education system is called “the parallel competence system” and has adult higher education qualifications available at levels corresponding to those of the ordinary (regular) higher education system. The three levels are:

1. VVU-degree/Further adult education (corresponding to academy profession degree)4

2. Diploma programmes (corresponding to professional bachelor’s degree) 3. Master programmes (corresponding to 2 year master degree)

The programmes in the separate adult higher education system are typically part-time programmes, equivalent to one year of full-time study (60 ECTS credits). VVU (Further adult education programmes), diploma programmes (continuing professional education at bachelor level) and Master programmes (second cycle degrees) have been developed as part-time study for adults in job which means that the programmes are more flexible concerning planning and teaching than the regular system and are based on an interaction with the work experience of the students. This makes the separate system more relevant and desirable for adults with a family and a job to take care of simultaneously with further education. The programmes are in such fields as technology, business, education, communication, social work and health-related fields. The public higher education institutions are responsible for providing the courses. Two of the admission requirements for the separate system are being minimum 25 years of age and minimum two years of relevant work experience which means students in the separate system are older, have more work experience and often other family obligations than students in the regular system. Statistic shows that the VVU-degree is often used as a way of further education whereas a great part of participants in diploma programmes already have a bachelor’s degree (see chapter 4 for more information on the make-up of the student population).

3 From October 2011 the field of higher education, including post-secondary VET, is gathered in a new Ministry of Science, Innovation and higher education.

4 VVU programmes and diploma programmes are regulated by the Act on vocational training and higher education (the further education system) for adults (Act no. 881 of 08/08/2011) and the Act on open education (adult vocational training) (Act no. 952 of 02/10/2009). Open education is a wide range of training offered to adults who wish to continue education. Besides programmes within the parallel competence system, open education covers different kinds of single subject courses etc. Open education is in general funded by tuition-fees.

16

In 2010 a larger revision of the diploma programmes took place. The primary purpose of the revision was to strengthen the position of the diploma programmes as a relevant and suitable supply of adult higher education, which can contribute to the goal of the Danish government saying that at least 60 per cent of a youth cohort completes a higher education in the year 2020. Secondly, the revision should contribute to making the supply of diploma programmes more transparent and to make the flexible opportunities within the diploma programmes more clearly to employees and the employers.

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2.1. Institutional structure in general Vocational higher education (i.e. academy profession programmes and professional bachelor programmes) is organized around two main types of educational institutions. Firstly there are seven university colleges that provide the professional bachelor programmes. Secondly, nine academies of professional higher education provide the academy profession programmes5. Finally, three educational institutions do not follow the previously mentioned forms: the two colleges of engineering and the Danish School of Media and Journalism. Each will be described in greater detail below. University colleges are self-governing institutions, while academies of professional higher education are so-called independent institutions. The main difference is the structure of the institutional board as will be elaborated below. The main political objective of these self-governing institutions is to ensure broad educational environments with range of options for young people in all geographical regions of Denmark. The institutions are intended to be able to bear the independent responsibility for providing educational opportunities and development. There are two main reasons for the use of a decentralized organization. Firstly, educational institutions in remote areas are of great importance for regional business development. Secondly, regionally based educational institutions help to ensure the political objective of providing at least 60 per cent of all young people with a higher education. A primary objective of the Danish institutional structure is to ensure high level educational quality and a broad geographic coverage throughout the country. In case of post-compulsory educational programmes, a key concern is to ensure that these programmes are available locally for all young people, thus removing the need for students to relocate. Regarding the higher educational programmes it is expected that the target group is fairly mobile. At the same time, however, emphasis is placed on achieving regional coverage in terms of educational options for young people in all of Denmark’s five regions.

2.1.1. The legal basis The legal basis of the university colleges is regulated by the Act on University colleges of higher education6. The legal basis of academies of professional higher education is regulated by the Act on Academies of professional higher education7. These acts are the outcome of several political agreements: Firstly, the agreement on

5 It is possible for the university colleges to provide academy profession programmes and for the academies of professional higher education to provide professional bachelor programmes, but it rarely happens (except for a small number of professional bachelor programmes and the academies’ provision of top-up-programmes).

6 Act no. 849 of 08/09/2009.

7 Act no. 850 of 08/09/2009.

2. Scope: Institutions >

18

the future of wealth and welfare and investments in the future dated 20 June 2006; secondly, the agreement on the implementation of the globalization pool dated 2 November 2006; and finally, the agreement on university colleges of higher education dated 2 March 2007 and the agreement on academies of professional higher education from 12 June 2007. These agreements were made by the political parties the Liberal Party of Denmark, the Danish Conservative Party, The Danish People’s Party, the Danish Social Democrats and the Danish Social-Liberal Party.

2.2. University colleges There are seven university colleges, which were established on 1 January 2008. Originally, eight university colleges were established, but two institutions have since merged. A university college of professional higher education is a shared institutional framework for providing first-cycle higher educational programmes, i.e. professional bachelor programmes. The seven university colleges in Denmark are: Metropolitan University College University College Copenhagen University College of Northern Denmark University College South Denmark University College Lillebaelt University College Sealand VIA University College

2.2.1. Aim and task of the institutions The main aim of the university colleges is to offer and develop higher education with a strong relation to practice. University college educations should meet both different students’ interests in a variety of subjects and the need for a qualified workforce in both the private and the public sector. University colleges are expected to contribute to national and regional growth, and the development of sectors and professions. This includes rural areas with fewer people and lower growth potential. University colleges must ensure that the education programmes’ knowledge base is profession-based as well as development-based. This implies that the university colleges must develop new and existing higher education programmes, do research and work as a centre of knowledge to make sure that the higher education programmes are based on the newest knowledge in the field. University colleges also function as regional knowledge institutions in close dialogue with regional stakeholders. These stakeholders could be companies or regional growth forums. University colleges strive to achieve these goals in cooperation with relevant research institutions and universities. Furthermore, it is expected that university colleges participate in the development of technical and mercantile educations in close cooperation with academies for professional higher education in the regional area.

2.2.2. Organization and management of the institutions University colleges are self-governing organizations. The organization of university colleges is based on a vertical management structure with a board. The board has the general and strategic responsibility for the quality and development of educations at

19

the institution. The management of the institution also includes the responsibility for educational activities, efficiency and economy. The board counts 10-15 members. It is expected that the board includes members who have experiences and knowledge from the field of university college educations, insight into labour market needs, or have experiences with management and business. Local and regional government is represented by two people on the board. Furthermore, the students and teachers are represented by two people each. The board has an obligation to establish an educational advisory committee that can advise the board on professional questions. This educational advisory committee is intended to be based on external members. The board also has the competence to facilitate a student council which the board can co-operate with. The board can also establish a staff function that will handle communication with the public and the media. The board has the right to close down educational departments under the university college, but this presupposes an initial dialogue with the board of the regional government. In the final instance, the decision to close an educational institution is the prerogative of the Ministry of Science, Innovation and Higher Education. The everyday operation of the university college is the responsibility of the rector (president). The rector’s management is subject to the directives laid down by the board. The rector of the university college participates in the board meetings, but has no voting rights in the board.

2.3. Academies of professional higher education There are nine academies which were established on the 1 September 2008. An academy of professional higher education has a shared institutional framework for providing short-cycle higher educational programmes, i.e. academy profession programmes. The nine academies of professional higher education in Denmark are: The Copenhagen School of Design and Technology Zealand Institute of Business and Technology Danish Academy of Business and Technology IBA International Business Academy Lillebaelt – Academy of professional higher education Copenhagen Business Academy EA Business Academy South west Business Academy of higher education MidWest Business Academy Aarhus

2.3.1. Aim and task of the institutions The main aim of the academies of professional higher education is to offer and develop higher education with a strong relation to practice, especially in the area of technical and mercantile educations. Work placement is an obligatory part of the student’s education and the student’s experiences in practice is a central part of the education programmes. The dynamic relation between theory and practice ensures the relevance of the education in light of the needs of the actual labour market. Academies of professional higher education provide both educations that qualify the students for

20

international workforce requirements and an attractive educational environment for the students. Academies of professional higher education are expected to contribute to national and regional growth, and the development of sectors and professions. This includes rural areas with fewer people and lower growth potential. Academies of professional higher education must like the university colleges ensure that the education programmes’ knowledge base is business and profession-based as well as development-based. This implies that the academies must develop new and existing higher education programmes, do research and work as a centre of knowledge to make sure that the higher education programmes are based on the newest knowledge in the field. Academies of professional higher education function as regional knowledge institutions in close dialogue with regional stakeholders. These stakeholders could be companies or regional growth forums. Other collaborations could include institutions such as university colleges, engineering schools and universities. Besides academy profession programmes, an academy of professional higher education can provide degrees at the first-cycle level in the area of technical and mercantile educations (primarily top-up-programmes). This requires that the academy of professional higher education enters into a partnership with a university college.

2.3.2. Organization and management of the institutions Academies of professional higher education are independent organizations. An independent organization resembles the self-governing model found in other areas of education such as the organization of university colleges. The main difference between a self-governing and an independent organization is the composition of the members of the institutional board. In the case of academies the members of the boards represent the institutions that comprise the particular academy of professional higher education, i.e. vocational colleges. Members are not disqualified in cases that involve the institution that the members represent. The organization of academies of professional higher education is based on a vertical management structure with a board. The board has the general and strategic responsibility for the quality and development of programmes at the institution. The management of the institution also includes the responsibility for educational activities, efficiency and economy. The members of the board are expected to have experiences and knowledge of academy educations. The board also includes members with insight into labour market needs and with experiences from management and business. The local and regional governments in the region, where the university colleges are located, are represented by two people on the board. Furthermore the students and teachers are represented by two people each. The everyday operation of the academy of professional higher education is the responsibility of the rector (president). The rector’s management is subject to the directives laid down by the board. The rector of the academy of professional higher education participates in the board meetings, but has no voting rights. In 2010, the Ministry of Education did an inspection of the nine academies of professional higher education. The Ministry of Education found that not all academies of professional higher education were established according to the full intentions of the law. According to the law, all academies of professional higher education should either choose to organize the academy by a classic model or a light model.

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The classic model is characterized by the fact, that the vocational schools have decided to split off all of their activities, assets and liabilities related to the academy education and the supplementary training to the academy. As a consequence the academy has its own teachers, class rooms and administration, and the teaching is conducted by teachers employed by the academy. In the light model the vocational schools have maintained their assets and liabilities, and they conduct the teaching at the academy education programmes or the in-service training on behalf of the academy. The teaching takes place in the vocational schools’ class rooms and is conducted by teachers employed by the vocational schools. The students enrolled in these education programmes are, however, enrolled at the academy and not at the vocational schools. Administrative tasks related to the teaching are conducted by the academy. As a consequence of this construction the academy pays some of its taxi-meter funding received from the State to the vocational schools that conduct the teaching.

2.3.3. Evaluation of the academies of professional higher education in 2013 In 2013 the academies of professional higher education will be subject to an external evaluation. The evaluation will focus on the role of the academies of professional higher education as generators for the sector and the academies’ ability to develop technical and mercantile education programmes. The evaluation will focus on questions such as the strength of the short-cycle higher education sector, improvements in admission and the transition between short- and first-cycle educations. It must clarify to which degree new educational offers have been developed, whether more candidates are applying and whether the results are appropriate and sustainable. The evaluation will contribute to further development of the institutions concerning political objectives, such as 60 per cent of all young people having a higher education before 2020 and the objective of more and better education within the technical and mercantile areas. The evaluation will furthermore provide information in order to assure co-operation between the short- and first-cycle education programmes and the technical mercantile education programmes.

2.3.4. The future after 2015 Prior to 1 January 2015 each academy of professional higher education will have to decide if the institution is going to continue as an independent institution. This would mean that the institution will have to hand over its bachelor programmes to a university college. Alternatively, the academy can decide to merge with a regional university college. If the academy and the university college can agree, a merge can take place before 1 January 2015.

2.4. Other kinds of institutions There are two other types of self-governing institutions in Denmark that also provide first-cycle education programmes. These two institutions will be described in the following.

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2.4.1. Copenhagen University College of Engineering and Engineering College of Aarhus It was the plan for the two colleges of engineering in Denmark Copenhagen University College of Engineering and Engineering College of Aarhus, to merge with a regular university college before the end of 2014. The two institutions can, however, choose one of three possibilities: (1) merge with a university college, (2) remain independent or (3) merge with each other into a new unified college of engineering. In the meantime, a political agreement from 31 May 2011 between the political parties: the Liberal Party of Denmark, the Danish Conservative Party, The Danish People’s Party, the Danish Social Democrats and the Danish Social-Liberal Party offers a new possibility. The agreement makes it possible for the engineering colleges to merge with universities. In this case, the engineering colleges have the right to continue to provide bachelor degrees. At the moment, the Engineering College of Aarhus has requested to merge with University of Aarhus. This application is currently being processed.

2.4.2. Danish school of Media and Journalism The Danish school of Media and Journalism provides professional bachelor programmes in the area of media and communication. The Danish school of Media and Journalism is not a part of the university colleges. There are currently no plans concerning institutional changes at this institution.

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3.1. Student numbers in different post-secondary VE T programmes The following chapter includes statistics on higher vocational education programmes within ordinary higher education (academy profession programmes and professional bachelor programmes8) as well as adult higher education (VVU-programmes, diploma programmes) and other open education9. 3.1.1. Ordinary higher education

3.1.1.1. Academy profession programmes Table 4: Total number of students in different academy profession programmes

Education 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009


12691 16679 15886 14172 13576 14266 14763 14987 15809 18787

Automotive Technology

- - - - - - - - - 49

Business and Public Administration

- - - 57 130 151 117 91 68 91

Commerce Management

20 25 30 51 64 105 237 362 421 569

Service, Hospitality and Tourism Management

457 787 735 697 783 905 931 941 934 1120

Computer Science

4975 4601 3500 2375 1656 1409 1175 1248 1451 1553

Global Entrepreneurship and Virtual Design and Logistics

- - - 18 39 68 58 45 51 78

Pharmaconomist 344 395 453 482 488 475 521 539 556 567

Financial Management

271 509 605 719 1024 1456 1726 1814 2039 2297

Service Engineering

510 496 513 529 585 614 629 574 556 663

8 Statistics on the police officer programme (under academy profession programmes) and the professional bachelor programme in Technology Management and Marine Engineering (under professional bachelor programmes) is part of all tables in chapter 4.

9 Open education is a wide range of training offered to adults who wish to continuing education. Besides programmes within the parallel competence system, open education covers different kinds of single subject courses etc. The heading ‘Other open education’ covers other kinds of open education at short-cycle and first-cycle level. These programmes are not all leading to a formal competency.

3. Statistical overview >

24


203 367 359 331 341 317 264 275 281 395

Agro Business and Landscape Management

258 459 408 276 305 350 350 337 348 391

Chemical and Biotechnical Science

770 615 828 941 979 915 863 853 744 826

Marketing Management

1643 2941 3101 2893 2696 2772 2790 2827 2823 3623

Multimedia Design and Communication

1177 2477 2166 1726 1465 1443 1593 1643 2020 2639

Management Technology Offshore

- - - - - 32 44 53 50 54

Police 976 1154 1140 956 987 1140 1209 1107 1160 1167

Nutrition, Dairy, Food and Process Technology

146 281 310 294 231 224 228 219 209 286

Production Technology

299 598 627 573 469 453 468 435 388 501

Clinical dental technique

16 13 21 21 24 23 25 25 24 27

Dental Hygiene 314 341 348 366 377 372 366 369 386 368

Logistic Management

85 78 66 67 94 87 89 129 178 247

Design, Technology and Business

227 542 676 800 839 955 1080 1101 1122 1276

Source: UNI•C Statistics & Analysis Note: If there are less than five in a cell, the figure is not displayed.

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3.1.1.2. Professional bachelor programmes Table 5: Total number of students in different professional bachelor programmes

Education 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Professional Bachelor programmes

64904 66644 68149 67918 67263 66169 65922 65070 63448 65491

Biomedical Laboratory Science

612 674 673 692 697 769 827 879 868 999

Architectural Technology and Construction Management10

1214 1942 2313 2702 2726 3017 3074 3126 3044 3574

Design and Business

- - - - - - - - - 120

Occupational Therapy

1478 1504 1652 1643 1656 1691 1642 1718 1632 1600

Nutrition and Health

621 644 811 1006 1259 1623 1739 1920 2212 2310

Physiotherapy 1802 1853 2093 2091 2051 2092 2079 2223 2274 2521

Graphic Communication

24 52 82 120 141 163 179 229 284 340

Bachelors of Engineering

6554 6447 6590 6670 6343 6191 6066 5983 6247 6578

Animation - - - 24 30 55 77 78 145 166

Software Development

- - - - - - - - - 10

Web Development

- - - - - - - - - 179

Midwifery 245 269 318 331 374 419 488 535 581 611

Photo Journalism

111 111 105 97 90 76 71 65 70 67

Journalism 878 888 866 860 902 928 958 975 993 988

Bachelor of Education

16010 15789 16398 16532 16507 16106 15403 14132 12827 12575

Leisure Management

46 88 109 150 173 192

International - - - - - - - - - 84

10 The professional bachelor programme in Architectural Technology and Construction Management is organised so as to allow for completion of a self-rounded academy profession programme in, respectively, Construction Technology or Mapping and Land Surveying Technics prior to the professional bachelor's level is reached. This implies that data on the academy profession programmes, respectively, in Construction Technology and Mapping and Land Surveying Technics are included in statistics on the professional bachelor programme in Architectural Technology and Construction Management with exception of part 3.5. where statistics on employment and unemployment percentages are shown for each individual programme.

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Hospitality Management

Sport Management

- - - - - - - - - 86

Technology Management and Marine Engineering

562 524 598 707 746 850 870 833 769 944

Natural and Cultural Heritage Management

- - - - - - 20 40 44 45

Public Administration

- - - - - - - - 24 61

Optometry 345 321 325 352 411 466 527 713 655 608

Social Education

20689 21688 21604 20937 20006 18994 18327 17279 16186 15078

Radiography 205 222 234 220 324 387 432 491 482 530

Social Work 2305 2427 2451 2355 2733 2996 3309 3556 3544 3905

Science in Nursing

9355 9338 9227 9146 9243 8590 8956 9340 9404 9537

Sign Language and Mouth-Hand System Interpretation

158 169 166 170 159 148 149 122 134 132

Textile Design, Handicraft, and Communication

1700 1681 1377 849 430 166 204 206 202 201

Export and Technology Management

- - - - - - - - - 13

Financial Management and Services

- - - - - - - - 145 365

International Sales and Marketing

- - - - - - - - - 496

Economics and Information Technology

- - 43 128 86 80 105 98 93 101

Foreign Language and IT-based Marketing and Communication

- - 27 45 31 19 11 - - -

Media Production and Management

18 31 73 77 87 92 87 105 109 122

TV and Media Management

24 62 101 138


18 70 123 164 185 163 187 207 206 201

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Chemical and Biotechnical Technology, Food Technology and Process Technology

- - - - - - - - - 14

Source: UNI•C Statistics & Analysis Note: If there are less than five in a cell, the figure is not displayed. 3.1.2. Adult higher education

3.1.2.1. VVU-programmes Table 6: Number of participants and full time equivalent students in VVU-programmes VVU-programmes 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Participants 1216 5105 12266 17226 26755 27555 24367 23453 26411

Full time equivalent student

250.8 892.3 1740.5 3088.2 4688.7 5297.8 4211.6 4034.0 4277.0

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Note: Full time equivalent student shows the activity in VVU-programmes converted into a full-time student in a year.

3.1.2.2. Diploma programmes Table 7: Number of participants and full time equivalent students in diploma programmes

2000/ 2001

2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Participants 6909 9026 13233 14329 40864 38128 36552 31303 41190


1718.5 1756.6 1782.2 2126.1 5738.3 5872.4 5615.4 4774.1 6381.0

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Note: Full time equivalent student shows the activity in diploma-programmes converted into a full-time student in a year.

3.1.3. Other open education Table 8: Number of participants and full time equivalent students in open education

2000/ 2001

2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Short-cycle higher education

Participants 7502 9519 6003 1927 8371 11602 19618 8115 12466


917.0 1259.1 819.4 289.7 901.0 1204.9 1513.6 782.6 1115.0

First-cycle higher education

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Participants 24880 39876 7004 10425 29614 27648 22594 16047 16191


980.1 1807.0 1271.4 1693.5 4280.8 4334.2 3204.4 2572.5 2554.6

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Note: Full time equivalent student shows the activity in open education programmes converted into a full-time student in a year.

3.2. The share of students enrolled in post-seconda ry VET programmes Table 9: Share of students enrolled in post-secondary VET

Share enrolled in post-secondary VET

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Share 40.9 42.9 43.0 41.9 41.6 41.3 41.0 40.3 39.9 40.9

Source: UNI•C Statistics & Analysis Note: The table illustrates the share of students enrolled in academy programmes and professional bachelor programmes out of all students in higher education. Note: PhDs are not included in the table.

3.3. The make-up of the student population in terms of age, gender, educational background, field of study, and social background

3.3.1. Ordinary higher education

3.3.1.1. Academy profession programmes Table 10: The make-up of student population in terms of field of study – academy profession programmes

Field of study 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009


12691 16679 15886 14172 13576 14266 14763 14987 15809 18787

Business and Economics 2476 4340 4537 4484 4791 5476 5890 6164 6463 7947

Technology 809 1094 1140 1102 1054 1099 1141 1062 994 1267

Information technology 6355 7445 6025 4432 3462 3169 3032 3166 3752 4587

Laboratory technology 1174 1355 1546 1511 1515 1489 1441 1409 1301 1503

Design 227 542 676 818 878 1023 1138 1146 1173 1354

Health care 674 749 822 869 889 870 912 933 966 962

Other 976 1154 1140 956 987 1140 1209 1107 1160 1167


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Table 11: The make-up of student population in terms of age - academy profession programmes

Age 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009


12691 16679 15886 14172 13576 14266 14763 14987 15809 18787

Unknown 47 92 151 182 113 183 144 100 175 571

Age 15-19 516 422 413 418 416 519 615 834 944 1249

Age 20-24 6663 8769 8178 7137 6898 7369 7717 8092 8813 10360

Age 25-29 3315 4607 4428 3926 3779 3792 3753 3565 3605 4008

Age 30-34 1115 1436 1418 1359 1296 1346 1424 1370 1281 1420

Age 35-39 541 709 696 627 577 563 607 533 504 612

Age 40-44 269 342 323 312 287 294 318 310 300 339

Age 45-49 141 200 177 142 150 140 128 126 133 159

Age 50-54 73 81 73 45 41 46 49 47 38 54

Age 55-59 11 19 27 21 12 10 - - 12 13

Age 60-64 - - - - 6 - - 5 - -


Table 12: The make-up of student population in terms of gender - academy profession programmes

Study of field/gender 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009


12691 16679 15886 14172 13576 14266 14763 14987 15809 18787

Business and Economics 2476 4340 4537 4484 4791 5476 5890 6164 6463 7947

Men 950 1715 1908 1941 2101 2422 2683 2837 3082 3848

Women 1526 2625 2629 2543 2690 3054 3207 3327 3381 4099

Technology 809 1094 1140 1102 1054 1099 1141 1062 994 1267

Men 777 1040 1068 1033 983 1014 1061 999 946 1198

Women 32 54 72 69 71 85 80 63 48 69

Information technology 6355 7445 6025 4432 3462 3169 3032 3166 3752 4587

Men 5010 5693 4634 3439 2698 2437 2285 2326 2730 3300

Women 1345 1752 1391 993 764 732 747 840 1022 1287

Laboratory technology 1174 1355 1546 1511 1515 1489 1441 1409 1301 1503

Men 346 482 510 483 492 496 455 444 427 506

Women 828 873 1036 1028 1023 993 986 965 874 997

Design 227 542 676 818 878 1023 1138 1146 1173 1354

Men 25 53 69 98 109 139 143 129 140 160

Women 202 489 607 720 769 884 995 1017 1033 1194

Health care 674 749 822 869 889 870 912 933 966 962

Men 33 45 52 44 43 42 45 48 57 67

Women 641 704 770 825 846 828 867 885 909 895

Other 976 1154 1140 956 987 1140 1209 1107 1160 1167

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Men 783 923 910 765 797 937 997 907 944 953

Women 193 231 230 191 190 203 212 200 216 214

Source: UNI•C Statistics & Analysis

Table 13: The make-up of student population in terms of educational background - academy profession programmes

Highest education completed

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009


12691 16679 15886 14172 13576 14266 14763 14987 15809 18787

Unknown 321 528 809 1056 1035 1173 1471 2171 2955 4064

Primary and lower secondary school

757 972 973 952 908 867 827 753 758 855

Upper secondary education

7807 10217 9320 7852 7598 8248 8602 8634 8879 10069

Vocational education 2915 3853 3770 3345 3072 2958 2920 2633 2469 2979

Academy profession level

412 552 453 437 402 408 376 326 331 376

Bachelor’s level 388 463 446 410 419 476 452 388 343 371

Master’s level 90 94 115 120 142 136 115 82 74 70

Source: UNI•C Statistics & Analysis Note: The table shows number of students broken down on highest education completed before enrolment in current academy profession programme.

Table 14: The make-up of student population in terms of social background – academy profession programmes

Parents’ highest education completed

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009


12691 16679 15886 14172 13576 14266 14763 14987 15809 18787

Unknown 1170 1632 1991 2347 2445 2632 2692 3047 3742 4878


1774 2234 2017 1758 1640 1660 1621 1519 1550 1692

Upper secondary education 195 263 291 258 256 284 303 308 349 444


Academy profession level 813 1076 1048 909 893 929 994 955 1016 1186

Bachelor’s level 2730 3515 3130 2622 2467 2651 2778 2772 2813 3234

Master’s level 803 1058 976 775 729 787 847 854 901 975

PhD level 19 28 30 30 30 19 27 30 35 43

Source: UNI•C Statistics & Analysis Note: Statistics is based on parents’ highest education, i.e. if the father’s highest completed education is an upper secondary education and the mother has an education at bachelor’s level, then parents’ highest level of education is at bachelor’s level.

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3.3.1.2. Professional bachelor programmes Table 15: The make-up of student population in terms of field of study - professional bachelor programmes

Field of study 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Professional bachelor programmes 64904 66644 68149 67918 67263 66169 65922 65070 63448 65491

Business and Economics - - 43 128 132 168 214 248 411 1337

Technology 8330 8913 9501 10079 9815 10058 10010 9942 10060 11096

Media and communication, Information technology

1031 1082 1153 1223 1281 1333 1407 1515 1702 2130

Health care 14681 14895 15456 15645 16200 16200 16877 18026 18314 18931

Pedagogy 38557 39327 39545 38488 37102 35414 34103 31779 29393 28031

Social sciences 2305 2427 2451 2355 2733 2996 3311 3560 3568 3966

Source: UNI•C Statistics & Analysis Note: If there are less than five in a cell, the figure is not displayed. Table 16: The make-up of student population in terms of age - professional bachelor programmes

Age 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009


64904 66644 68149 67918 67263 66169 65922 65070 63448 65491

Unknown 197 223 215 229 214 235 319 355 601 1036

Age 15-19 660 602 664 699 785 875 924 1057 1215 1435

Age 20-24 27586 28008 28328 27955 27661 27385 27937 28969 29396 32082

Age 25-29 20222 20577 20813 21046 20855 20087 19448 18360 16934 16397

Age 30-34 7152 7173 7513 7651 7746 8020 8001 7481 6876 6611

Age 35-39 4567 4967 5208 5056 4870 4627 4388 4215 3951 3739

Age 40-44 2713 2933 3162 3057 3010 2926 2922 2772 2647 2379

Age 45-49 1309 1568 1609 1558 1503 1466 1442 1339 1252 1204

Age 50-54 432 514 549 555 512 453 448 417 473 492

Age 55-59 61 74 83 104 100 89 88 96 92 103

Age 60-64 - - - 8 6 6 5 8 10 12


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Table 17: The make-up of student population in terms of gender - professional bachelor programmes

Study of field/gender 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Professional bachelor programmes 64904 66644 68149 67918 67263 66169 65922 65070 63448 65491

Business and Economics - - 43 128 132 168 214 248 411 1337

Men - - 35 99 73 76 97 105 192 647

Women - - 8 29 59 92 117 143 219 690

Technology 8330 8913 9501 10079 9815 10058 10010 9942 10060 11096

Men 6880 7361 7826 8316 8128 8367 8307 8168 8179 8967

Women 1450 1552 1675 1763 1687 1691 1703 1774 1881 2129


1031 1082 1153 1223 1281 1333 1407 1515 1702 2130

Men 648 689 709 743 752 736 760 815 934 1163

Women 383 393 444 480 529 597 647 700 768 967

Health care 14681 14895 15456 15645 16200 16200 16877 18026 18314 18931

Men 1329 1304 1417 1468 1579 1732 1755 1984 1977 2218

Women 13352 13591 14039 14177 14621 14468 15122 16042 16337 16713

Pedagogy 38557 39327 39545 38488 37102 35414 34103 31779 29393 28031

Men 9404 9374 9495 9489 9688 9565 9309 8594 7790 7470

Women 29153 29953 30050 28999 27414 25849 24794 23185 21603 20561

Social sciences 2305 2427 2451 2355 2733 2996 3311 3560 3568 3966

Men 339 323 285 259 304 341 396 406 394 474

Women 1966 2104 2166 2096 2429 2655 2915 3154 3174 3492

Source: UNI•C Statistics & Analysis Note: If there are less than five in a cell, the figure is not displayed. Table 18: The make-up of student population in terms of educational background – professional bachelor programmes

Highest education completed

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009


64904 66644 68149 67918 67263 66169 65922 65070 63448 65491

Unknown 1406 1535 1657 1791 1980 2238 2574 2878 3300 3939


6820 7314 7255 7105 6652 6260 6087 5655 5291 4969

Preparatory education, etc.

- - - - - - - - - 8


40772 40756 41176 40713 40550 39940 40275 40792 40260 41526



1984 2153 2088 2056 2066 2051 1959 1795 1695 2563

Bachelor’s level 1672 1794 1936 1922 1926 2020 1975 1890 1825 1768

33

Master’s level 262 279 327 363 379 385 366 332 282 279

PhD level - - - - - - - 5 5 5

Source: UNI•C Statistics & Analysis Note: The table shows number of students broken down on highest education completed before enrolment in current professional bachelor programme. Note: If there are less than five in a cell, the figure is not displayed.

Table 19: The make-up of student population in terms of social background - professional bachelor programmes

Parents’ highest education completed

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009


64904 66644 68149 67918 67263 66169 65922 65070 63448 65491

Unknown 5311 5312 5142 5136 5208 5313 5565 5702 5983 6684


10254 10786 10953 10565 9973 9394 8983 8424 7824 7645


691 752 831 967 999 1063 1137 1135 1207 1350



3614 3695 3858 3871 3908 3877 3915 3984 3903 4099

Bachelor’s level 15309 15603 16035 16138 16187 16044 16298 16258 15870 16392

Master’s level 4149 4212 4352 4410 4496 4532 4528 4601 4538 4749

PhD level 116 112 116 123 130 128 145 178 193 220

Source: UNI•C Statistics & Analysis Note: Statistics is based on parents’ highest education, i.e. if the father’s highest completed education is an upper secondary education and the mother has an education at bachelor’s level, then parents’ highest level of education is at bachelor’s level.

3.3.2. Adult higher education

3.3.2.1. VVU-programmes Table 20: The make-up of student population in terms of age – Participants in VVU-programmes

Age 2000/ 2001

2001/ 2002

2002/ 2003

2003/2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 1216 5105 12266 17226 26755 27555 24367 23453 26411

Unknown - - - - 68 79 13 37 74

Age 15-19 6 47 132 168 316 262 376 258 225

Age 20-24 380 1467 3117 5143 6577 6210 5954 5591 5861

Age 25-29 490 2062 4272 5699 8100 8115 6656 6120 6498

Age 30-34 207 902 2111 2734 4772 5270 4391 4120 4324

Age 35-39 84 356 1291 1774 3247 3315 2809 2680 3243

Age 40-44 27 180 697 891 1896 2186 2138 2337 3039

Age 45-49 15 60 431 482 1071 1279 1147 1320 1941

Age 50-54 6 22 161 227 481 565 579 690 877

Age 55-59 - 8 49 91 185 214 241 249 281

Age 60-64 - - 5 11 35 56 59 47 41

34

Age 65+ - - - - 7 - - - 7

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Note: If there are less than five in a cell, the figure is not displayed.

Table 21: The make-up of student population in terms of age – full time equivalent student in VVU-programmes Age 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 250.8 892.3 1740.5 3088.2 4688.7 5297.8 4211.6 4034.0 4277.0

Unknown - - - - 17.9 20.3 2.4 6.4 12.1

Age 15-19 0.9 9.3 15.6 23.5 37.7 37.8 48.7 45.8 42.6

Age 20-24 83.2 286.4 416.8 900.4 1076.6 1183.9 1024.9 948.3 966.9

Age 25-29 98.2 356.6 607.3 987.2 1399.2 1564.3 1163.4 1050.1 1047.9

Age 30-34 42.1 145.1 305.0 491.0 821.1 970.7 736.4 707.8 696.2

Age 35-39 17.2 53.1 190.2 337.2 600.2 643.1 495.9 463.5 525.1

Age 40-44 4.9 28.8 106.2 188.3 377.9 447.1 375.9 407.5 486.7

Age 45-49 3.2 8.0 66.1 95.9 217.0 265.0 208.1 233.9 307.1

Age 50-54 0.9 4.0 25.3 44.3 95.6 113.3 103.0 118.6 139.7

Age 55-59 - 1.0 7.5 17.1 37.3 40.9 42.3 43.4 44.9

Age 60-64 - - 0.5 1.8 7.5 10.7 10.1 7.7 6.5

Age 65+ - - - - 0.8 - - - 1.2

Source: UNI•C Statistics & Analysis Note: The table shows the activity in VVU-programmes converted into full-time students in a year (full time equivalent students). Note: If there are less than five in a cell, the figure is not displayed.

Table 22: The make-up of student population in terms of gender – Participants in VVU-programmes Gender 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 1216 5105 12266 17226 26755 27555 24367 23453 26411

Men 822 3356 7085 10105 15380 15564 13419 12085 12787

Women 394 1749 5181 7121 11375 11991 10948 11368 13624

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year.

35

Table 23: The make-up of student population in terms of gender – full time equivalent student in VVU-programmes Gender 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 250.8 892.3 1740.5 3088.2 4688.7 5297.8 4211.6 4034.0 4277.0

Men 171.1 586.0 979.8 1739.9 2599.1 2889.1 2268.1 2067.2 2074.2

Women 79.7 306.3 760.7 1348.3 2089.6 2408.7 1943.5 1966.8 2202.8

Source: UNI•C Statistics & Analysis Note: The table shows the activity in VVU-programmes converted into full-time students in a year (full time equivalent students). Table 24: The make-up of student population in terms of educational background – Participants in VVU-programmes Highest educa t ion comple ted -

2000/ 2001

2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 1216 5105 12266 17226 26755 27555 24367 23453 26411

Unknown - 25 60 81 145 172 127 136 584


8 62 422 429 1018 1290 1098 1212 1517

Upper secondary education 386 1587 3226 4720 6873 6728 6231 5234 4933

Vocational education 368 1565 4150 5893 9456 10316 9274 8799 10082

Academy profession level 150 634 1397 2132 3277 3437 2833 3688 4551

Bachelor’s level 165 718 1649 2249 3520 2878 2589 2320 2437

Master’s level 133 475 1289 1638 2353 2632 2123 1979 2250

PhD level 5 39 73 84 113 102 92 85 57

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Note: The table shows the total number of students broken down on highest education completed before enrolment in VVU-programme. Note: If there are less than five in a cell, the figure is not displayed. Table 25: The make-up of student population in terms of educational background - full time equivalent student in VVU-programmes Highest education completed

2000/ 2001

2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 250.8 892.3 1740.5 3088.2 4688.7 5297.8 4211.6 4034.0 4277.0

Unknown - 3.4 8.0 14.3 31.5 37.6 21.3 23.6 87.2


1.7 10.0 67.5 91.6 204.6 259.0 196.6 213.5 243.2


79.6 281.3 431.5 768.1 1050.4 1159.3 967.9 881.4 838.9

Vocational education

75.4 266.1 615.2 1173.4 1856.3 2172.7 1716.4 1522.7 1608.5


33.9 112.0 201.4 400.9 586.7 690.6 527.2 657.1 723.8

36

Bachelor’s level 32.7 131.5 230.4 383.7 583.7 521.5 436.4 397.8 395.9

Master’s level 26.0 81.1 177.2 243.6 359.0 441.8 332.0 324.2 369.9

PhD level 1.3 7.0 9.2 12.6 16.4 15.2 13.8 13.7 9.5

Source: UNI•C Statistics & Analysis Note: The activity in VVU-programmes is converted into full-time students in a year (full time equivalent students). Note: The table shows the total number of students broken down on highest education completed before enrolment in VVU-programmes. Note: If there are less than five in a cell, the figure is not displayed.

3.3.2.2. Diploma programmes Table 26: The make-up of student population in terms of age – Participants in diploma programmes Age 2000/

2001 2001/ 2002

2002/ 2003

2003/2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 6909 9026 13233 14329 40864 38128 36552 31303 41190

Unknown - - - 5 20 11 26 24 33

Age 15-19 - - - - - - - 112 109

Age 20-24 267 921 1467 1444 3635 1846 1551 1729 2591

Age 25-29 1327 2802 4537 4340 8769 5871 4663 4382 5352

Age 30-34 1466 1950 2858 3196 7864 7311 6665 5270 6624

Age 35-39 1225 1402 1688 2263 6377 6317 6345 5178 6981

Age 40-44 1143 915 1065 1386 5719 6515 6646 5559 7241

Age 45-49 906 650 887 1007 4906 5527 5449 4613 6096

Age 50-54 470 301 527 529 2640 3453 3813 3086 4190

Age 55-59 98 76 187 148 842 1168 1277 1231 1786

Age 60-64 5 7 14 10 87 104 113 112 180

Age 65+ - - - - 5 5 - 7 7

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Note: If there are less than five in a cell, the figure is not displayed. Table 27: The make-up of student population in terms of age – full time equivalent student in diploma programmes Age 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 1718.5 1756.6 1782.2 2126.1 5738.3 5872.4 5615.4 4774.1 6381.0

Unknown - - - 0.6 2.1 1.4 3.9 3.7 4.7

Age 15-19 - - - - - - - 10.0 14.3

Age 20-24 55.0 176.4 159.4 186.9 399.1 248.7 206.7 250.6 392.1

Age 25-29 303.8 542.6 537.0 595.7 1088.6 811.3 668.6 615.4 793.4

Age 30-34 340.1 361.6 389.9 482.6 1108.2 1137.9 997.9 803.5 1020.4

Age 35-39 317.1 267.2 258.8 357.7 943.3 1004.5 992.7 793.3 1090.7

Age 40-44 301.2 190.1 179.1 217.5 882.4 1027.6 1044.2 871.4 1137.3

Age 45-49 252.6 141.3 142.5 157.7 760.6 881.7 866.3 727.3 964.3

37

Age 50-54 119.7 60.7 86.0 87.7 402.7 551.5 614.0 487.9 656.3

Age 55-59 27.0 14.7 27.1 36.3 130.7 187.3 201.2 192.3 278.0

Age 60-64 1.6 1.7 1.7 3.3 20.1 19.7 19.2 17.2 28.8

Age 65+ - - - - 0.5 0.9 - 1.7 1.0

Source: UNI•C Statistics & Analysis Note: The activity in diploma programmes is converted into full-time students in a year (full time equivalent students). Note: If there are less than five in a cell, the figure is not displayed. Table 28: The make-up of student population in terms of gender – Participants in diploma programmes Gender 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 6909 9026 13233 14329 40864 38128 36552 31303 41190

Men 2301 4210 6669 7503 17981 14419 12676 11081 14599

Women 4608 4816 6564 6826 22883 23709 23876 20222 26591

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Table 29: The make-up of student population in terms of gender – full time equivalent student in diploma programmes Gender 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 1718.5 1756.6 1782.2 2126.1 5738.3 5872.4 5615.4 4774.1 6381.0

Men 516.3 773.5 792.3 1043.7 2342.1 2128.3 1875.8 1627.3 2197.0

Women 1202.2 983.1 989.9 1082.5 3396.2 3744.1 3739.6 3146.8 4184.0

Source: UNI•C Statistics & Analysis Note: The activity in diploma programmes is converted into full-time students in a year (full time equivalent students). Table 30: The make-up of student population in terms of educational background – Participants in diploma programmes Highest education completed

2000/2001

2001/ 2002

2002/2003

2003/2004

2004/ 2005

2005/2006

2006/2007

2007/2008

2008/ 2009

Total 6909 9026 13233 14329 40864 38128 36552 31303 41190

Unknown 16 11 32 37 175 144 116 112 156


354 241 270 310 610 635 601 434 615

Upper secondary education 720 1338 2111 2113 5187 3428 2770 2766 3942

Vocational education 2660 3238 4470 4550 8584 6829 5034 4228 5405

Academy profession level 438 1053 1882 1869 4531 3685 3559 3163 4007

Bachelor’s level 2230 2202 2804 3335 17197 19367 21088 17515 22886

Master’s level 482 901 1620 1996 4391 3856 3247 2984 4029

PhD level 9 42 44 119 189 184 137 101 150

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Note: The table shows the total number of students broken down on highest education completed before enrolment in diploma programmes.

38

Table 31: The make-up of student population in terms of educational background – full time equivalent student in diploma programmes Highest education completed

2000/ 2001

2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 1718.5 1756.6 1782.2 2126.1 5738.3 5872.4 5615.4 4774.1 6381.0

Unknown 4.7 2.2 4.7 8.7 28.0 24.3 17.5 16.5 25.0


76.8 57.5 48.1 54.7 101.2 104.3 99.4 66.6 93.4


156.7 249.8 255.0 297.4 628.7 500.2 396.5 388.9 583.6


553.0 672.8 654.8 700.6 1153.0 1055.2 799.6 662.3 865.2


92.1 198.9 221.5 265.2 582.3 522.9 516.3 464.1 621.3

Bachelor’s level 736.2 417.9 378.0 490.8 2607.8 3033.7 3266.9 2719.9 3559.8

Master’s level 97.4 151.2 214.2 295.4 610.3 601.0 498.3 441.5 610.3

PhD level 1.6 6.4 5.9 13.4 26.9 30.9 20.9 14.3 22.4

Source: UNI•C Statistics & Analysis Note: The activity in diploma programmes is converted into full-time students in a year (full time equivalent students). Note: The table shows the total number of students broken down on highest education completed before enrolment in diploma programmes.

3.3.3. Other open education Table 32: The make-up of student population in terms of age – participants in open education Age 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 32382 49395 13007 12352 37985 39250 42212 24162 28657

Unknown 7 - - - - 156 322 53 98

Age 15-19 37 50 39 11 7 58 48 20 64

Age 20-24 681 950 566 268 323 523 531 256 578

Age 25-29 3109 4880 1764 957 3080 3370 3082 1752 2213

Age 30-34 4063 6033 2194 2252 6699 7424 7514 4145 4755

Age 35-39 4134 6424 2381 2494 7545 7685 8133 4574 5404

Age 40-44 4829 7093 2158 2411 6944 6555 7666 4533 5415

Age 45-49 6006 8975 1773 1861 5342 5516 5902 3573 4244

Age 50-54 5548 8487 1324 1285 4655 4458 4709 2929 3131

Age 55-59 3410 5561 743 774 2841 2856 3229 1714 1995

Age 60-64 513 881 56 37 509 516 921 454 573

Age 65+ 45 59 8 - 40 133 155 159 184

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Note: If there are less than five in a cell, the figure is not displayed.

39

Table 33: The make-up of student population in terms of age – full time equivalent student in open education Age 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 1897.2 3066.0 2090.9 1983.3 5181.9 5539.1 4718.0 3355.1 3669.5

Unknown 0.2 - - - - 10.8 23.5 9.1 13.7

Age 15-19 3.9 6.8 6.1 1.7 1.0 4.7 3.2 1.9 4.7

Age 20-24 82.7 121.1 88.9 43.3 47.7 81.7 67.3 32.9 54.2

Age 25-29 231.5 393.2 273.7 158.1 367.2 395.2 317.3 244.1 259.8

Age 30-34 300.5 471.6 344.7 349.4 981.2 1149.3 905.1 641.9 678.6

Age 35-39 293.4 492.5 393.6 407.0 1144.7 1234.2 1015.0 688.0 766.4

Age 40-44 305.1 480.5 356.9 387.0 1025.1 1066.9 936.9 682.3 744.5

Age 45-49 311.1 502.5 299.9 300.4 771.3 799.6 690.9 511.1 556.4

Age 50-54 239.3 390.4 214.6 212.9 544.6 517.3 442.3 354.9 365.0

Age 55-59 117.3 185.1 103.9 118.7 261.3 234.6 247.8 145.5 171.6

Age 60-64 11.1 21.1 7.8 4.6 34.4 33.8 58.8 31.0 39.7

Age 65+ 1.1 1.0 0.7 - 3.4 11.2 9.9 12.3 14.7

Source: UNI•C Statistics & Analysis Note: The activity in open education programmes is converted into full-time students in a year (full time equivalent students). Note: If there are less than five in a cell, the figure is not displayed. Table 34: The make-up of student population in terms of gender – participants in open education Gender 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 32382 49395 13007 12352 37985 39250 42212 24162 28657

Men 12238 17671 6253 4772 14235 14297 16054 8864 10828

Women 20144 31724 6754 7580 23750 24953 26158 15298 17829

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Table 35: The make-up of student population in terms of gender – full time equivalent student in open education Gender 2000/

2001 2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Total 1897.2 3066.0 2090.9 1983.3 5181.9 5539.1 4718.0 3355.1 3669.5

Men 916.4 1398.7 966.2 751.1 1827.6 1916.5 1720.9 1215.3 1340.2

Women 980.7 1667.3 1124.7 1232.2 3354.3 3622.6 2997.1 2139.8 2329.3

Source: UNI•C Statistics & Analysis Note: The activity in open education programmes is converted into full-time students in a year (full time equivalent students).

40

Table 36: The make-up of student population in terms of educational background – participants in open education (short-cycle programmes) Highest education completed

2000/ 2001

2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Short-cycle higher education 7502 9519 6003 1927 8371 11602 19618 8115 12466

Unknown 91 164 105 37 65 238 393 73 164


1525 2070 1139 237 749 1358 1998 905 2190


1053 1525 943 308 709 1320 1868 749 1141


2681 3308 2207 597 2824 4337 7895 3193 4706


939 1090 796 487 1338 1618 2610 1264 1340

Bachelor’s level 867 982 578 181 1837 1630 2894 1135 1964

Master’s level 343 375 234 78 834 1055 1902 763 943

PhD level - 5 - - 15 46 58 33 18

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Note: The table shows the total number of students broken down on highest education completed before enrolment in open education (short-cycle programme). Note: If there are less than five in a cell, the figure is not displayed. Table 37: The make-up of student population in terms of educational background – Full time equivalent student in open education (short-cycle programmes) Highest education completed

2000/ 2001

2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

Short-cycle higher education

917.0 1259.1 819.4 289.7 901.0 1204.9 1513.6 782.6 1114.9

Unknown 13.4 22.8 19.5 7.9 9.2 21.9 28.2 6.1 13.4


186.1 264.6 152.0 36.6 99.0 141.5 163.5 81.5 180.7


155.6 243.8 156.8 51.4 93.5 150.0 159.1 67.6 99.7


310.2 411.9 286.2 86.1 290.0 425.2 602.8 296.2 410.8


105.1 129.6 96.2 71.1 131.5 155.2 195.5 119.8 120.4

Bachelor’s level 103.1 131.8 76.2 24.4 178.7 187.5 219.2 134.9 202.1

Master’s level 43.0 53.9 32.4 11.9 97.1 116.9 141.1 74.0 86.3

PhD level - 0.7 - - 1.9 6.7 4.3 2.5 1.6

Source: UNI•C Statistics & Analysis Note: The activity in open education programmes is converted into full-time students in a year (full time equivalent students). Note: The table shows the total number of students broken down on highest education completed before enrolment in open education (short-cycle programme). Note: If there are less than five in a cell, the figure is not displayed.

41

Table 38: The make-up of student population in terms of educational background – participants in open education (first-cycle programmes) Highest education completed

2000/ 2001

2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

First-cycle higher education 24880 39876 7004 10425 29614 27648 22594 16047 16191

Unknown 172 350 74 122 252 133 219 166 187


512 907 467 615 1156 935 740 466 594


635 1160 615 1211 2858 2293 1813 1382 1226


657 1263 1203 2000 3649 3530 2660 1617 2059


216 425 432 881 1723 1533 1058 690 698

Bachelor’s level 21832 34444 3354 3802 16491 16104 13888 9967 10115

Master’s level 849 1316 847 1761 3423 3058 2162 1718 1293

PhD level 7 11 12 33 62 62 54 41 19

Source: UNI•C Statistics & Analysis Note: Some persons participate in more than one education programme in the course of a year. A person is counted for each programme or course he/she participated in during the course of the year. Note: The table shows the total number of students broken down on highest education completed before enrolment in open education (first-cycle programme).

Table 39: The make-up of student population in terms of educational background – Full time equivalent student in open education (first-cycle programmes) Highest education completed

2000/ 2001

2001/ 2002

2002/ 2003

2003/ 2004

2004/ 2005

2005/ 2006

2006/ 2007

2007/ 2008

2008/ 2009

First-cycle higher education 980.1 1807.0 1271.4 1693.5 4280.8 4334.2 3204.4 2572.5 2554.6

Unknown 7.4 17.8 13.5 17.6 39.7 20.7 27.7 29.6 36.8


32.5 106.7 119.4 109.9 219.6 195.5 143.8 90.9 124.8


29.9 90.1 117.1 199.3 571.3 503.3 373.5 302.1 280.0


53.7 200.5 292.5 343.9 693.6 773.8 554.5 326.7 430.3


14.6 61.2 94.0 139.7 318.9 356.5 231.0 157.5 159.3

Bachelor’s level 813.0 1258.0 489.1 603.6 1792.7 1858.6 1451.4 1312.2 1275.8

Master’s level 29.0 71.8 144.4 274.3 633.4 614.1 412.3 345.5 244.6

PhD level 0.2 0.7 1.5 5.2 11.6 11.7 10.3 8.0 3.0

Source: UNI•C Statistics & Analysis Note: The activity in open education programmes is converted into full-time students in a year (full time equivalent students). Note: The table shows the total number of students broken down on highest education completed before enrolment in open education (first-cycle programme).

3.4. Completion rates

3.4.1. Definition The completion percentage is the proportion of students who have started an education programme and who complete it. The real completion percentage for a cohort cannot be measured until all students who started the programme the year in question have

42

either completed or abandoned their education. Therefore, the completion percentages in this statistic for the recent years have been computed by modelling. Example: In the academy profession education programmes, 77 per cent of the students who started a programme in 2009 are expected to complete (see table below).

3.4.2. Academy profession programmes Table 40: Completion rates - academy profession programmes

Field of study 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Academy profession programmes 70% 65% 62% 66% 69% 69% 69% 70% 74% 77%

Business and Economics 67% 66% 59% 62% 65% 66% 65% 66% 71% 70%

Technology 76% 73% 74% 79% 78% 75% 77% 77% 80% 82%

Information technology 63% 55% 52% 52% 54% 52% 54% 54% 59% 71%

Laboratory technology 73% 69% 61% 66% 64% 64% 65% 66% 71% 77%

Design 76% 73% 77% 77% 85% 82% 79% 84% 86% 88%

Health care 81% 81% 82% 80% 90% 87% 83% 79% 81% 81%

Other 93% 91% 92% 95% 98% 98% 95% 95% 96% 94%

Source: UNI•C Statistics & Analysis

3.4.3. Professional bachelor programmes Table 41: Completion rates - professional bachelor programmes

Field of study 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Professional bachelor programmes 79% 77% 75% 74% 75% 73% 73% 74% 74% 75%

Business and Economics - - 67% 75% 54% 57% 52% 56% 54% 54%

Technology 74% 69% 67% 68% 71% 68% 67% 69% 73% 76%


83% 85% 80% 81% 83% 83% 83% 87% 87% 86%

Health care 76% 74% 72% 73% 75% 76% 76% 76% 75% 75%

Pedagogy 80% 77% 75% 74% 72% 70% 70% 70% 69% 69%

Social sciences 81% 80% 78% 70% 77% 79% 75% 72% 73% 73%


43

3.5. Labour market outcome from post-secondary VET programmes

3.5.1. Academy Profession Programmes Table 42: Employment percentage among newly graduated (academy profession programmes)

Academy Profession programmes 2001 2002 2003 2004 2005 2006 2007 2008 2009


- 50%

(7) 69%

(138) 56% 125)

58% (62)

68% 109)

76% (97)

85% (134)

83% (116)

Chemical and Biotechnical Science 89%

(224) 90%

(384) 97% (87)

78% (159)

84% (184)

83% (194)

86% (181)

89% (225)

88% (204)

Food Technology 85% (82)

80% (74)

72% (72)

71% (41)

56% (33)

67% (24)

86% (30)

75% (38)

66% (29)

Dairy Technology 93% (42)

- 74% (17)

100% (5)

83% (5)

89% (8)

- - 95% (21)

Process Technology - 75% (12)

79% (11)

45% (23)

63% (35)

60% (37)

73% (22)

97% (34)

79% (22)

Design, Technology and Business - - 55% (90)

56% (96)

60% (117)

73% (247)

76% (274)

83% (332)

74% (326)

Global Entrepreneurship and Virtual Design & Logistics

- - - - - 59% (10)

67% (8)

67% (18)

47% (7)

Computer Science 90%

(385) 76%

(391) 54%

(264) 57%

(209) 57%

(195) 66%

(159) 75%

(164) 79% (93)

83% (107)


- - 50% (61)

51% (50)

49% (49)

58% (64)

80% (74)

76% (60)

67% (58)


83% (15)

94% (17)

52% (412)

50% (357)

51% (278)

57% (270)

62% (265)

66% (297)

68% (338)

Pharmaconomist 96%

(104) 99% (92)

94% (97)

98% (112)

92% (117)

94% (157)

99% (135)

97% (131)

94% (133)

Clinical Dental Technique 83% (10)

88% (7)

100% (6)

88% (7)

86% (6)

78% (7)

50% (5)

80% (8)

92% (12)

Dental Hygiene 84% (62)

86% (55)

88% (77)

90% (71)

92% (77)

93% (88)

87% (90)

92% (98)

88% (79)

Building Technology 58%

(101) 59%

(222) 66% (19)

63% (25)

63% (27)

65% (30)

67% (33)

89% (48)

67% (18)

Mapping and Land Surveying Technics

64% (7)

88% (37)

84% (31)

58% (15)

79% (15)

85% (35)

93% (37)

95% (21)

95% (19)

Service Engineering 89%

(119) 89%

(230) 88%

(171) 89%

(170) 91%

(181) 95%

(248) 97%

(223) 97%

(274) 94%

(246)

Management Technology Offshore - - - - - - - - 87% (20)

Production Technology - - 72%

(139) 74%

(139) 64%

(139) 79%

(163) 89%

(157) 91%

(158) 86%

(163)

Business and Public Administration - - - - - 68% (26)

78% (42)

87% (47)

68% (25)

Commerce Management - - - 55%

(6) 100%

(6) 92% (11)

95% (20)

97% (38)

92% (110)


- - 72%

(179) 70%

(184) 73%

(139) 78%

(171) 80%

(195) 80%

(228) 74%

(214)

Financial Management - - 85%

(137) 75%

(137) 78%

(143) 86%

(277) 91%

(393) 93%

(558) 88%

(573)

Marketing Management - - 63%

(601) 67%

(677) 71%

(614) 76%

(641) 78%

(602) 81%

(705) 75%

(688)

Logistic Management 90% (44)

79% (22)

78% (18)

63% (15)

69% (11)

76% (22)

83% (25)

88% (14)

59% (17)

Police officer - 100% (140)

100% (74)

100% (160)

99% (167)

100% (261)

100% (203)

100% (245)

100% (282)

Source: UNI•C Statistics & Analysis Note: This table shows the employment percentage out of a population aged 15-69 years. Data are shown for newly graduated (0-1 year after latest completed education) for the population aged 15-69 years. Note: If there are less than five in a cell, the figure is not displayed.

44

Note: A person's occupational status is defined either as employed, unemployed or outside the workforce. The group of newly graduated outside the workforce includes persons on maternity leave, students, people on sickness benefits, etc. Note: A break in data in 2009 causes a lower level of employment, especially for younger age groups (age 18-29).

Table 43: Unemployment percentage among newly graduated (academy profession programmes)

Academy Profession Programmes 2001 2002 2003 2004 2005 2006 2007 2008 2009


- - 20% (40)

27% (61)

24% (25)

15% (24)

20% (26)

6% (10)

8% (11)

Chemical and Biotechnical Science - 1% (6)

- 15% (31)

11% (25)

8% (19)

8% (16)

7% (18)

3% (8)

Food Technology 8% (8)

13% (12)

26% (26)

16% (9)

34% (20)

28% (10)

22% (11)

25% (11)

Dairy Technology - - 22%

(5) - - - - - -

Process Technology - - - 41% (21)

25% (14)

29% (18)

20% (6)

- -

Design, Technology and Business - - 24% (40)

23% (40)

25% (48)

14% (47)

15% (35)

9% (38)

10% (42)

Global Entrepreneurship and Virtual Design & Logistics

- - - - - - - 22%

(6) 33%

(5)

Computer Science 7%

(31) 17% (90)

27% (133)

29% (107

22% (76)

16% (39)

7% (16)

13% (15)

6% (8)


- - 35% (43)

32% (31)

29% (29)

21% (23)

12% (11)

8% (6)

6% (5)


- - 32%

(256) 36%

(258) 28%

(151) 21% (99)

18% (76)

14% (61)

10% (49)

Pharmaconomist - - 6% (6)

- 5% (6)

- - - -

Clinical Dental Technique - - - - - - - - -

Dental Hygiene 9% (7)

- - 6% (5)

- - - - -

Building Technology 5% (9)

4% (16)

24% (7)

23% (9)

33% (14)

17% (8)

14% (7)

- -

Mapping and Land Surveying Technics

- - - 35%

(9) -

12% (5)

- - -

Service Engineering 4% (6)

- 10% (19)

8% (15)

6% (12)

3% (7)

- - -

Management Technology Offshore - - - - - - - - -

Production Technology - - 22% (43)

24% (45)

29% (63)

17% (36)

8% (14)

6% (11)

6% (12)

Business and Public Administration - - - - - 26% (10)

9% (5)

9% (5)

-

Commerce Management - - - - - - - - -


- - 20% (49)

21% (54)

15% (29)

13% (29)

11% (28)

8% (22)

7% (20)

Financial Management - - 12% (19)

21% (39)

17% (32)

10% (31)

6% (26)

5% (29)

5% (34)

Marketing Management - - 27%

(255) 24%

(242) 18%

(153) 12%

(105) 11% (88)

8% (67)

5% (48)

Logistic Management - 18%

(5) -

33% (8)

31% (5)

- - - -

Police officer - - - - - - - - -

Source: UNI•C Statistics & Analysis Note: This table shows the unemployment percentage out of a population aged 15-69 years. Data are shown for newly graduated (0-1 year after latest completed education) for the population aged 15-69 years. Note: If there are less than five in a cell, the figure is not displayed. Note: A person's occupational status is defined either as employed, unemployed or outside the workforce. The group of newly graduated outside the workforce includes persons on maternity leave, students, people on sickness benefits, etc. Note: A break in data in 2009 causes a lower level of employment, especially for younger age groups (age 18-29).

45

Table 44: Monthly salary for permanent employees in the state sector with a short-cycle higher education in 2009

Monthly salary for permanent employees (DKK) in 2009

Short-cycle higher education 35,124

Communication and business language 33,459

Artistic 36,594

Social science 36,273

Technology 34,635

Food and housekeeping 33,361

Agriculture and fishing 32,770

Transportation 33,499

Health 34,620

Police and defense 35,312

Source: Statistics Denmark. Note: The table includes all short-cycle higher education, i.e. not only academy profession programmes.

3.5.2. Professional bachelor programmes Table 45: Employment percentage among newly graduated (professional bachelor programmes)

Professional bachelor programmes 2001 2002 2003 2004 2005 2006 2007 2008 2009

Graphic Communication - - - 50% (11)

46% (11)

62% (16)

69% (31)

70% (37)

73% (33)

Animation - - - - - - - 83% (19)

-

Photo Journalism 63% (10)

63% (17)

64% (14)

56% (15)

59% (13)

52% (15)

89% (16)

75% (12)

100% (10)

Journalism 86%

(182) 83%

(156) 69%

(138) 71%

(142) 78%

(123) 82%

(143) 93%

(165) 85%

(152) 79%

(136) Foreign Language and IT-based Marketing and Communication

- - - - 80% (12)

69% (11)

86% (6)

78% (7)

-

Media Production and Management

- - - 50%

(9) 71% (10)

76% (16)

79% (23)

82% (14)

57% (17)

Education 95%

(2721)

94% (3060

)

95% (2407

)

93% (2989

)

89% (3091

)

90% (3314

)

92% (3280)

93% (3059

)

93% (2682

)

Social Education 94%

(4378)

94% (4815

)

91% (4953

)

89% (4840

)

87% (4747

)

89% (4557

)

92% (4562)

93% (4328

)

93% (3599

) Sign Language and Mouth-Hand System Interpretation

100% (13)

100% (19)

100% (30)

100% (25)

93% (25)

100% (30)

100% (26)

100% (30)

78% (7)


49% (208)

50% (197)

43% (208)

43% (178)

40% (153)

47% (128)

- - -

Social Work 87%

(506) 91%

(533) 84%

(540) 85%

(585) 87%

(382) 92%

(430) 93%

(582) 93%

(547) 92%

(716)

Biomedical Laboratory Science 96%

(138) 95%

(152) 96%

(161) 96%

(251) 91%

(176) 88%

(164) 94%

(157) 95%

(173) 92%

(169)

Occupational Therapy 79%

(274) 83%

(335) 79%

(181) 79%

(159) 76%

(175) 84%

(298) 84%

(379) 91%

(321) 91%

(359)

Nutrition and Health 71% (83)

65% (82)

66% (84)

74% (105)

76% (81)

76% (109)

77% (206)

83% (187)

80% (205)

46

Physiotherapy 83%

(373) 87%

(384) 88%

(219) 81%

(216) 83%

(217) 90%

(455) 90%

(471) 95%

(391) 93%

(481)

Midwifery 89% (75)

95% (69)

88% (38)

88% (45)

93% (38)

90% (71)

96% (91)

92% 896)

92% (91)

Optometry 99% (84)

93% (69)

99% (74)

97% (37)

100% (65)

98% (53)

100% (63)

98% (59)

89% (80)

Radiography 96% (47)

100% (57)

100% (60)

98% (132)

100% (13)

97% (62)

99% (74)

99% (115)

96% (107)

Science of Nursing 98%

(1018)

97% (964)

98% (976)

96% (1003

)

94% (973)

94% (1643

)

95% (1683)

94% (1777

)

94% (1804

) Relaxation and Psychomotor Therapy

- - - - - 63% (26)

94% (17)

78% (25)

94% (34)

Architectural Technology and Construction Management

- - 68% (83)

68% (129)

73% (182)

87% (398)

92% (519)

88% (482)

73% (441)

Bachelor of Engineering 85%

(1042)

83% (1087

)

71% (867)

67% (852)

74% (981)

81% (963)

87% (1071)

87% (1078

)

83% (882)

Technology Management and Marine Engineering

92% (60)

86% (196)

58% (11)

79% (57)

77% (96)

84% (189)

93% (122)

88% (126)

94% (167)

Leisure Management - - - - - - - - 83% (10)


- - - - 75% (43)

90% (19)

75% (6)

87% (13)

86% (12)

Source: UNI•C Statistics & Analysis Note: This table shows the employment percentage out of a population aged 15-69 years. Data are shown for newly graduated (0-1 year after latest completed education) for the population aged 15-69 years. Note: If there are less than five in a cell, the figure is not displayed. Note: A person's occupational status is defined either as employed, unemployed or outside the workforce. The group of newly graduated outside the workforce includes persons on maternity leave, students, people on sickness benefits, etc. Note: A break in data in 2009 causes a lower level of employment, especially for younger age groups (age 18-29). Table 46: Unemployment percentage among newly graduated (professional bachelor programmes)

Professional bachelor programmes 2001 2002 2003 2004 2005 2006 2007 2008 2009

Graphic Communication - - - 41%

(9) 50% (12)

19% (5)

22% (10)

25% (13)

-

Animation - - - - - - - - -

Photo Journalism 38%

(6) 33%

(9) 36%

(8) 41% (11)

36% (8)

41% (12)

- - -

Journalism 10% (22)

15% (28)

26% (52)

26% (52)

16% (26)

16% (27)

5% (9)

12% (21)

14% (25)

Foreign Language and IT-based Marketing and Communication

- - - - - - - - -

Media Production and Management - - - 44%

(8) - -

17% (5)

- 27%

(8)

Education 2%

(58) 2%

(56) 2%

(42) 3%

(76) 5%

(181) 5%

(185) 4%

(150) 2%

(77) 1%

(43)

Social Education 3%

(133) 3%

(159) 5%

(248) 7%

(301) 6%

(331) 5%

(273) 4%

(177) 2%

8112) 1%

(57) Sign Language and Mouth-Hand System Interpretation

- - - - - - - - -


39% (164)

38% (150)

42% (200)

40% (164)

39% (149)

34% (92)

- - -

Social Work 9%

(51) 5%

(28) 10% (66)

9% (60)

8% (33)

2% (10)

2% (10)

2% (10)

2% (16)

Biomedical Laboratory Science - - 4% (7)

3% (7)

3% (6)

- - - 3% (6)

Occupational Therapy 16% (57)

12% (48)

11% (24)

12% (25)

15% (34)

8% (29)

7% (31)

3% (11)

2% (9)

Nutrition and Health 24% (28)

23% (29)

19% (24)

18% (25)

17% (18)

9% (13)

13% (35)

6% (14)

7% (17)

Physiotherapy 11% (49)

7% (30)

4% (9)

11% (30)

10% (25)

4% (19)

3% (17)

2% (7)

1% (5)

47

Midwifery - - - - - - - - -

Optometry - - - - - - - - -

Radiography - - - - - - - - -

Science of Nursing 1%

(14) 2%

(17) 1%

(11) 2%

(19) 1%

(13) 2%

(31) 1%

(12) 1%

(17) 0% (6)


- - - - - - - - -

Architectural Technology and Construction Management

- - 13% (16)

14% (27)

18% (45)

5% (22)

3% (17)

2% (10)

7% (45)

Bachelor of Engineering 9%

(112) 10%

(136) 15%

(187) 20%

(254) 12%

(160) 10%

(124) 5%

(57) 4%

(53) 3%

(34) Technology Management and Marine Engineering

- 9%

(20) 37%

(7) 13%

(9) 15% (18)

8% (18)

5% (6)

5% (7)

-

Leisure Management - - - - - - - - -


- - - - 12%

(7) - - - -

Source: UNI•C Statistics & Analysis Note: This table shows the unemployment percentage out of a population aged 15-69 years. Data are shown for newly graduated (0-1 year after latest completed education) for the population aged 15-69 years. Note: If there are less than five in a cell, the figure is not displayed. Note: A person's occupational status is defined either as employed, unemployed or outside the workforce. The group of newly graduated outside the workforce includes persons on maternity leave, students, people on sickness benefits, etc. Note: A break in data in 2009 causes a lower level of employment, especially for younger age groups (age 18-29). Table 47: Monthly salary for permanent employees in the state sector with a first-cycle higher education in 2009

Monthly salary for permanent employees (DKK) in 2009

First-cycle higher education 40,399

Pedagogy 38,044

Communication and business language 39,402

Artistic 38,021

Social science 40,802

Technology 45,026

Food and housekeeping 36,081

Transportation 42,777

Health 36,973

Defense 41,329

Source: Statistics Denmark. Note: The table includes all first-cycle higher education, i.e. not only professional bachelor programmes.

48

3.6. Trends in demand and supply for different skil ls Table 48: The youth cohorts 1990-2009 distributed on their expected achieved educational competence, 25 years after having ended 9th grade. All students

1990 1995 2000 2005 2006 2007 2008 2009

Professional competence 70.4 76.8 80.6 78.9 78.8 78.4 77.3 78.1

Vocational education 35.6 33.9 34.3 30.6 30.1 30.1 30.1 28.7

Business studies 16.5 12.2 10.3 8.3 7.8 7.9 8.2 7.9

Technical education 16.1 15.7 17.7 15.7 15.9 16.5 16.3 14.8

Social and healthcare training programmes 2.9 6.0 6.3 6.6 6.4 5.7 5.6 5.9

Higher education 34.8 42.9 46.3 48.2 48.7 48.3 47.2 49.4

Short-cycle higher education 5.6 8.1 9.2 6.9 6.6 6.4 6.1 5.9

First-cycle higher education 18.1 23.6 23 24 23.5 22.3 21.7 22.8

Second-cycle higher education 11.1 11.2 14.1 17.4 18.6 19.6 19.5 20.7

Eligibility for admission 9.1 8.9 7.0 7.4 7.0 6.8 7.2 8.2

No competence 20.5 14.3 12.4 13.8 14.2 14.4 14.7 12.6

Interrupted education 14.1 8.9 8.9 10.6 11.2 11.3 11.5 10.1

Directly from primary and lower secondary school

6.3 5.4 3.5 3.1 3.1 3.1 3.2 2.6

Source: UNI•C Statistics & Analysis Note: The categories ‘Short-cycle higher education’ and ‘First-cycle higher education’ include all short-cycle and first-cycle higher education programmes.

3.6.1. Projection of supply and demand The following calculation scenarios for developments up to 2025 in the supply and demand for labour are shown for three selected public professions: nurses, primary school teachers and educators11. The following calculation scenarios indicate a possible direction for how the relationship between supply and demand may change in addition to any imbalances in the day. There is considerable uncertainty attached to such technical projections and results must be interpreted with caution. The applied projection methods for supply and demand are described briefly below. Table 49: Change in supply and demand since 2008, Bachelor of Education Public employment, 2008 2015 2020 2025 Persons Change in persons Supply 72000 -4600±1300 -4400±1900 -1200±2500

Demand -1500±1300 -2200±1600 -2300±1800

Source: UNI•C Statistics & Analysis and the Danish Ministry of Finance12.

11

At the moment, it is not possible to provide projections on trends in demand and supply for other skills (disaggregated by level and type of study and field of study).

12 Ministry of Finance (8 June 2011): FIU alm. del, endeligt svar på §7 spørgsmål 146 (Answer of the

Minister of Finance to the Danish Parliament).

49

Table 50: Change in supply and demand since 2008, Bachelor in Social Education Public employment, 2008 2015 2020 2025 Persons Change in persons Supply 91000 3200±2300 5200±3200 8200±4200

Demand -300±1300 200±1600 2100±1800

Source: UNI•C Statistics & Analysis and the Danish Ministry of Finance. Table 51: Change in supply and demand since 2008, Bachelor of Science in Nursing Public employment, 2008 2015 2020 2025 Persons Change in persons Supply 53000

1900±800 3700±1200 5900±1600

Demand 2500±1300 4700±1600 7000±1800

Source: UNI•C Statistics & Analysis and the Danish Ministry of Finance.

3.6.1.1. Projection of supply Overall, the projection for each of the three education programmes is done on the basis of population frequencies of the workforce in 2008 by age and gender and projected with the latest information on the influx of new graduates as well as population projection from 2010 from DREAM13 and Statistics Denmark. The influx of graduates is determined based on the average influx by gender and age in 2007-10 (the influx in 2010 is calculated based on total enrolment) and population forecast from DREAM and Statistics Denmark. There is an element of uncertainty about the projections. Therefore, an uncertainty band is incorporated on the basis of the given uncertainties associated with the assumed influx and the figures used for the employment rate and share of public employees.

3.6.1.2. Projection of demand The projection of demand is based on the real growth in government consumption, included in the medium and long term expenditure planning in Denmark’s Convergence Programme 2009. The demand for every education group is estimated to develop in line with the demographic characteristics, where the demographic characteristics are a statement of expected expenses or a statement of the changes in the user population. These applied assumptions could ascribe to the increase in population. This means among other things that any efficiency progress in the public service production will be spent on increasing the standard of service.

13

Danish Rational Economic Agents Model, DREAM. For more information about DREAM: http://www.dreammodel.dk/default_en.html

50

3.7. Transition into other educational programmes, including academic tertiary programmes

3.7.1. Academy profession programmes Table 52: Transition from academy profession degrees into other educational programmes

Education 2000 2001 2002 2003 2004 2005 2006 2007

Academy profession programmes 2062 2437 5385 5927 4813 4763 4503 4746

No transition to other ordinary programmes

1938 2196 4302 4637 3914 3826 3714 3824

Upper secondary education - - 10 15 12 - - -

Vocational education 10 14 203 219 166 168 137 152

Short-cycle education degree 25 47 51 68 53 50 34 65

Profession bachelor’s degree 24 63 236 258 157 169 153 196

Other first-cycle education degrees - - 36 34 38 32 58 59

University bachelor’s degree 44 74 304 430 301 361 250 251

Master’s degree 18 38 243 266 171 156 155 195

Source: UNI•C Statistics & Analysis Note: Point of reference is the year in which the student has completed his/her education. The table shows the number of persons who have begun a new programme within 27 months, e.g. the number of students who completed an academy profession degree in 2006, of these 153 people started a professional bachelor degree within 27 months. Note: The category Professional bachelor’s degree includes all professional bachelor programmes and the category Short-cycle education degree includes all short cycle programmes, not only academy profession programmes. Note: If there are less than five in a cell, the figure is not displayed. Table 53: Transition from academy profession degrees into other educational programmes (per cent)

Education 2000 2001 2002 2003 2004 2005 2006 2007


100% 100% 100% 100% 100% 100% 100% 100%


94% 90% 80% 78% 81% 80% 82% 81%

Upper secondary education - - 0% 0% 0% - - -

Vocational education 0% 1% 4% 4% 3% 4% 3% 3%

Short-cycle education degree 1% 2% 1% 1% 1% 1% 1% 1%

Profession bachelor’s degree 1% 3% 4% 4% 3% 4% 3% 4%

Other first-cycle education degrees - - 1% 1% 1% 1% 1% 1%

University bachelor’s degree 2% 3% 6% 7% 6% 8% 6% 5%

Master’s degree 1% 2% 5% 4% 4% 3% 3% 4%

Source: UNI•C Statistics & Analysis Note: Point of reference is the year in which the student has completed his/her education. The table shows the percentage of persons who have begun a new programme within 27 months, e.g. the percentage of students who completed an academy profession degree in 2006, of these three per cent started a professional bachelor degree within 27 months. Note: The category Professional bachelor’s degree includes all professional bachelor programmes and the category Short-cycle education degree includes all short cycle programmes, not only academy profession programmes. Note: If there are less than five in a cell, the figure is not displayed.

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3.7.2. Professional bachelor programmes Table 54: Transition from professional bachelor’s degrees into other educational programmes

Education 2000 2001 2002 2003 2004 2005 2006 2007

Professional bachelor programmes 14317 15028 14385 15107 15129 15444 14774 12970


13810 14428 13602 14321 14195 14526 13844 12198

Upper secondary education - - 7 5 - 6 - -

Vocational education 33 52 55 44 50 72 63 41

Short-cycle education degree 49 40 42 33 39 44 29 23

Profession bachelor’s degree 105 66 80 74 90 89 49 40

Other first-cycle education degrees 21 16 90 47 6 - - -

University bachelor’s degree 77 104 76 99 94 104 86 71

Master’s degree 220 313 428 480 647 600 699 588

PhD degree - 5 5 - - - - 6

Source: UNI•C Statistics & Analysis Note: Point of reference is the year in which the student has completed his/her education. The table shows the number of persons who have begun a new programme within 27 months, e.g. the number of students who completed a professional bachelor’s degree in 2006, of these 699 people started a master’s degree within 27 months. Note: The category Professional bachelor’s degree includes all professional bachelor programmes and the category Short-cycle education degree includes all short cycle programmes, not only academy profession programmes. Note: If there are less than five in a cell, the figure is not displayed.

Table 55: Transition from professional bachelor’s degrees into other educational programmes (per cent)

Education 2000 2001 2002 2003 2004 2005 2006 2007

Professional bachelor programmes 100% 100% 100% 100% 100% 100% 100% 100%

Not transition to other ordinary programmes

96% 96% 95% 95% 94% 94% 94% 94%

Upper secondary education - - 0% 0% - 0% - -

Vocational education 0% 0% 0% 0% 0% 0% 0% 0%

Short-cycle education degree 0% 0% 0% 0% 0% 0% 0% 0%

Profession bachelor’s degree 1% 0% 1% 0% 1% 1% 0% 0%

Other first-cycle education degrees 0% 0% 1% 0% 0% - - -

University bachelor’s degree 1% 1% 1% 1% 1% 1% 1% 1%

Master’s degree 2% 2% 3% 3% 4% 4% 5% 5%

PhD degree - 0% 0% - - - - 0%

Source: UNI•C Statistics & Analysis Note: Point of reference is the year in which the student has completed his/her education. The table shows the percentages of persons who have begun a new programme within 27 months, e.g. the percentage of students who completed a professional bachelor’s degree in 2006, of these five per cent started a master’s degree within 27 months. Note: The category Professional bachelor’s degree includes all professional bachelor programmes and the category Short-cycle education degree includes all short-cycle programmes, not only academy profession programmes. Note: If there are less than five in a cell, the figure is not displayed.

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The university colleges and academies of professional higher education have a statutory obligation to cover the need of academy profession programmes and professional bachelor programmes in the specific home region of the institution. All the major programmes within the areas of pedagogical, social, health care, technical and mercantile educations are offered in all five regions of the country with often more provisions within the single region. Furthermore, institutions often choose to provide education programmes as e-learning programmes to compensate for barriers of mobility. Table 56: Mix of provision of Academy Profession programmes14


Programme Institutions providing programmes

Laboratory technology

Academy Profession Degree Programme in Agro Business and Landscape Management (Jordbrugsteknolog)

3

Academy Profession Degree Programme in Chemical and Biotechnical Science (Laborant)

9

Academy Profession Degree Programme in Nutrition, Dairy, Food and Process Technology (Procesteknolog)

5

Design

Academy Profession Degree Programme in Design, Technology and Business (Designteknolog)

4

Academy Profession Degree Programme in Global Entrepreneurship and Virtual Design & Logistics (E-designer)

1

Information technology

Academy Profession Degree Programme in Computer Science (Datamatiker) 13

Academy Profession Degree Programme in IT Network and Electronics Technology (IT-teknolog)

3

Academy Profession Degree Programme in Multimedia Design and Communication (Multimediedesigner)

11

Social sciences

Academy Profession Degree Programme in Business and Public Administration (Administrationsøkonom)

4

Health care

Pharmaconomist (Farmakonom)

1

Academy Profession programme in Clinical Dental Technique (Klinisk tandtekniker)

1

Technology

Academy Profession Degree Programme in Construction Technology (Byggetekniker)

5

Academy Profession Programme in Mapping and land surveying technics (Kort- og landmålingstekniker)

2

Academy Profession Degree Programme in Automation Engineering (Automations-teknolog)

6

Academy Profession Degree Programme in Automotive Technology 3

14

Not all programmes have an official title in English, i.e. not all titles used in this report are official.

4. Mix of provision >

53

(Autoteknolog)

Academy Profession Degree Programme in Management Technology Offshore (Driftsteknolog offshore)

1

Academy Profession Degree Programme in Energy Technology (Energiteknolog)

6

Academy Profession Degree Programme in Service Engineering (Installatør) 9

Academy Profession Degree Programme in Production Technology (Produktions-teknolog)

10

Academy Profession programme in Fishing Technology (Fiskeriteknolog) 1

Business and Economics

Academy Profession Degree Programme in Financial Management (Finansøkonom)

13

Academy Profession Degree Programme in Commerce Management (Handelsøkonom)

7

Academy Profession Degree Programme in Logistic Management (Logistikøkonom)

3

Academy Profession Degree Programme in Marketing Management (Markedsføringsøkonom)

14

Academy Profession Degree Programme in Service, Hospitality and Tourism Management (Serviceøkonom)

10

Table 57: Mix of provision of profession bachelor programmes

Professional bachelor’s degree programmes

Programme Institutions providing programmes

Design

Bachelor’s Degree Programme in Design and Business (Design og business) 3

Bachelor’s Degree Programme in E-concept Development (E-konceptudvikling)

5

Media and communication

Bachelor’s Degree Programme in Animation (Animation) 1

Bachelor in one Foreign Language and IT-based Marketing and Communication (Erhvervssprog og IT-baseret markedskommunikation)

2

Bachelor’s Degree Programme in Photo Journalism (Fotojournalist) 1

Bachelor of Graphic Communication (Grafisk kommunikation) 1

Bachelor’s Degree Programme in Journalism (Journalist) 1

Bachelor’s Degree Programme in Communication (Kommunikation) 1

Bachelor of Media Production and Management (Medieproduktion og ledelse) 1

Bachelor’s Degree Programme in Media and Sonic Communication (Medie- og sonokommunikation)

1

Bachelor of TV and Media Management (Tv- og medietilrettelæggelse) 1

Bachelor’s Degree Programme in Visual Communication (Visuel kommunikation)

1

Pedagogy

Bachelor’s Degree Programme in Christianity, Culture and Communication (Kristendom, kultur og kommunikation)

2

Bachelor of Education (Lærer) 18

Bachelor of Natural and Cultural Heritage Management (Natur- og kulturformidling)

1

Bachelor in Social Education (Pædagog) 26

Bachelor in Sign Language and Mouth-Hand System Interpretation (Tegnsprogs- og mundhåndsystemtolk)

1

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Bachelor of Textile Design, Handicraft, and Communication (Tekstildesign-, håndværk og formidling)

2

Social Sciences

Bachelor’s Degree Programme in International Hospitality Management (International Hospitality Management)

4

Bachelor of Public Administration (Offentlig administration) 6

Bachelor’s Degree Programme in Social Work (Socialrådgiver) 10

Health care

Bachelor of Biomedical Laboratory Science (Bioanalytiker) 5

Bachelor of Occupational Therapy (Ergoterapeut) 7

Bachelor’s Degree Programme in Nutrition and Health (Ernæring og sundhed)

4

Bachelor of Physiotherapy (Fysioterapeut) 10

Bachelor of Midwifery (Jordemoder) 3

Bachelor in Optometry (Optometrist) 2

Bachelor’s Degree Programme in Relaxation and Psychomotor Therapy (Psykomotorik)

2

Bachelor of Radiography (Radiograf) 3

Bachelor of Science in Nursing (Sygeplejerske) 22

Bachelor’s Degree Programme in Dental Hygiene (Tandplejer) 2

Technology

Bachelor’s Degree Programme of Architectural Technology and Construction Management (Bygningskonstruktør)

8

Bachelor of Engineering in Arctic Technology (Diplomingeniør – Arktisk teknologi)

1

Bachelor of Engineering in Bioprocess Engineering (Diplomingeniør - Bioprocesteknologi)

1

Bachelor of Engineering in Business Development Engineering (Diplomingeniør - Business Development Engineering)

1

Bachelor of Engineering in Construction (Diplomingeniør – Bygning) 7

Bachelor of Engineering in Architectual Engineering (Diplomingeniør - Bygningsdesign)

2

Bachelor of Engineering in Sustainable Energy Engineering (Diplomingeniør – Bæredygtig energiteknik)

2

Bachelor of Engineering in Computer Engineering and Information Technology (Diplomingeniør - datateknik og it)

2

Bachelor of Engineering in Global Business Engineering (Diplomingeniør – eksport)

3

Bachelor of Engineering in Export Technology (Diplomingeniør - Eksportteknologi)

1

Bachelor of Engineering in Electronics and Computer Science (Diplomingenør – Elektro)

5

Bachelor of Engineering in Foods Analysis (Diplomingeniør – Fødevareanalyse)

1

Bachelor of Engineering in Global Management and Manufacturing (Diplomingeniør - Global Management and Manufacturing)

2

Bachelor of Engineering in Integrated Design (Diplomingeniør - Integreret design)

1

Bachelor of Engineering in Interaction Design (Diplomingenør - Interaction design)

1

Bachelor of Engineering in Information Technology (Diplomingeniør - it) 5

Bachelor of Engineering in Chemistry (Diplomingeniør - kemi) 4

Bachelor of Engineering in Mechanical Engineering (Diplomingeniør - maskin)

5

Bachelor of Engineering in Material Technology (Diplomingeniør - Materialeteknologi)

1

55

Bachelor of Engineering in Mechatronics (Diplomingeniør - Mekatronik) 1

Bachelor of Engineering in Nanotechnology (Diplomingeniør - nanoteknologi)

1

Bachelor of Engineering in Process and Innovation (Diplomingeniør – process og innovation)

1

Bachelor of Engineering in Production Engineering (Diplomingeniør - Produktion)

2

Bachelor of Engineering in Electrical Power Engineering (Diplomingeniør - stærkstrøm)

3

Bachelor of Engineering in Healthcare Technology (Diplomingeniør – sundheds-teknologi)

2

Bachelor of Engineering in Technology and Economy (Diplomingeniør – teknologi og økonomi)

1

Bachelor of Engineering in Traffic and Transportation (Diplomingeniør – trafik og transport)

1

Bachelor’s Degree Programme in Urban Landscape Engineering (Have- og parkingeniør)

2

Bachelor’s Degree Programme in Agricultural and Environmental Management (jordbrugsvirksomhed)

3

Bachelor’s Degree Programme in Emergency and Risk Management (Katastrofe- og risikomanager)

1

Bachelor’s Degree Programme in Chemical and Biotechnical Technology, Food Technology and Process Technology (Laboratorie-, fødevare- og procesteknologi)

3

Bachelor of Technology Management and Marine Engineering (Maskinmester)

5

Bachelor’s Degree Programme in Product Development and Integrative Technology (Produktudvikling og teknisk integration)

5

Bachelor’s Degree Programme in Dairy Technology (Mejeriteknologi) 1

Bachelor’s Degree Programme in Software Development (Professionsbachelor i softwareudvikling)

7

Bachelor’s Degree Programme in Web Development (Professionsbachelor i webudvikling)

8

Bachelor’s Degree Programme in Forest and Landscape Engineering (Skov- og landskabsingeniør)

1

Bachelor’s Degree Programme in Technical Management Offshore (Teknisk manager offshore)

1

Business and Economics

Bachelor’s Degree Programme in Export and Technology Management (Eksport og teknologi)

2

Bachelor’s Degree Programme in International Sales and Marketing (International handel og markedsføring)

11

Bachelor of Leisure Management (Leisure Management) 2

Bachelor of Economics and Information Technology (Økonomi og it) 1

Bachelor of Value Chain Management (Procesøkonomi og værdikædeledelse) 2

Bachelor of Financial Management and Services (Finans) 4

Bachelor’s Degree Programme in Sport Management (Sportsmanagement) 2

Note: The table includes top-up programmes.

The development of new programmes is primarily initiated by the institutions offering the programmes. The national and regional provision of the academy profession programmes and professional bachelor programmes is approved by the Ministry of Science, Innovation and Higher Education based on the procedures of accreditation of the quality and relevance of the programmes applied for by the regional institutions. For further information about accreditation, see chapter 14 ‘Quality assurance’. An application for approval of existing or new programmes must include a statement from the institution concerning the labour market needs in question. Further, the

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applying institution is obliged to document certain ratios and key indicators to support the relevance of the specific programme in question. The relevant mix of provision of academy profession programmes and professional bachelor programmes and the match of these programmes with the labour market needs is discussed in educational committees within each institution. These committees are established by law with representation of the relevant stakeholders within the specific labour market areas. The purpose of the educational committees is to advise the executive board of the institution of the quality and relevance of the programmes in a regional perspective and the need for development of new and existing programmes. For more information about the educational committees, see chapter 10 ‘Social partners’. As part of the reform in 2008 of post-secondary VET programmes the Minister for Education established an advisory council, Council of Academy Profession Programmes and Professional Bachelor Programmes, (Rådet for erhvervsakademiuddannelser og professionsbacheloruddannelser) consisting of members of the main professional organizations and other central stakeholders in the labour market representing both employers and employees. The council advises the minister in questions concerning the development of the education programmes, the mix of provisions in general and the present and upcoming need for trained manpower in the labour market. For more information about the Council of Academy Profession Programmes and Professional Bachelor Programmes, see Chapter 10 ‘Social partners’.

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The link between theory and work placement is a cornerstone in the professional bachelor programmes and the academy profession programmes. Work placement has been mandatory in all the programmes since August 2009. The primary purpose of making work placement mandatory was to ensure that the programmes were clearly professionally oriented and of relevance for the employers and thus the student as well. Since most of the professional bachelor programmes already had work placement before August 2009, implementing mandatory work placement has mostly been a challenge for the Academies of Professional Higher Education in the form of making new guidelines, adjusting programme regulations, organising and finding work placement agreements.

5.1. Duration All academy profession programmes include minimum three months (15 ECTS) of practical training which most often starts after one and a half year of study. In the professional bachelor programmes there is minimum half a year (30 ECTS) of practical training which most often starts after 2½-3½ years of study. In some programmes there are more periods of work placement during the study.

5.2. Organization The purpose of work placement is that the students get to work with a subject-related problem of relevance to the labour market and that they gain knowledge about a relevant profession. There is great variation in the professional standards, study fields and character of the different academy profession programmes and professional bachelor programmes. This is also reflected in the organization of the practical training for example in relation to length of the period, placement during the educational progress and financing. To ensure a relation to practice, the student needs to have connections to one or more companies during his/her work placement. The connection can take on different forms and the student does not necessarily need to be present in a company every day. Thus work placement can be organized more flexible where project and development work, observation, rotation or more concrete tasks are part of the practical work experience. Having said so, it is still most common for students to be working in a company or a public institution during the placement. School-based practical training is not an option at the academy profession programmes or professional bachelor programmes. Furthermore, students can choose to complete their work placement abroad. In March 2008, with the Act on academy profession education programmes and professional bachelor education programmes, a new framework for a strengthened internationalization of the academy profession programmes and professional bachelor programmes was established. The institutions were among other things charged with arranging the study programmes so that it would be possible for the students to complete parts of the education abroad within the standard duration of the education.

5. Workplace training >

58

For more information about the strategy for enhanced outbound mobility in the academy profession and professional bachelor programmes (Stepping up study and internship abroad): http://uvm.dk/~/media/Publikationer/2010/English/Stepping%20up%20study/Stepping%20up%20study%20and%20internship%20abroad%20til%20web.ashx. Work placement is organized in cooperation between the educational institution, the workplace and the student. All students have a teacher or a supervisor attached with whom, the students as well as the workplace can spar. Most study programmes have practical training, where the students are entitled to a Danish state education grant (S.U) while doing work placement. Only when otherwise defined in the ministerial order on a given programme, students are paid by the companies where the work placement takes place.

5.3. Quality assurance According to the executive order on accreditation, it is required that the work placement is currently quality assured. It is the responsibility of the university colleges and academies of professional higher education to ensure coherence between the theoretical and practical part of a programme. Furthermore, it is the institutions’ responsibility to ensure relevant work placement for all students. The organization of work placement as well as coherence between theory and practice are also evaluated as part of the accreditation process (For more information about accreditation, see chapter 14 ‘Quality assurance’). According to a survey from 2010 by Ramboll Management Consulting about work placement in the academy professional programmes and professional bachelor programmes ordered by the Ministry of Education, quality assurance is mostly handled at the educational level, all though some institutions have made common guidelines across programmes. The survey shows that quality assurance is handled very differently across institutions. However, there is often quality assurance related to tasks before, under and after the work placement period. Before the work placement period starts the educational institutions approve the workplaces, and many institutions choose to prepare work placement agreements, which are entered by the student and the workplace. Work placement agreements are not fixed by law but help to make clear what the students can expect during the course. During the work placement period the educational institutions are in dialogue with the students either by visiting the student, per e-mail, telephone etc. The amount of contact is for the institutions to decide. Finally, an individual examination following the work placement period tests if individual learning outcomes are met (For more information about learning outcomes, see chapter 11 ‘Qualifications framework’).

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6.1. Access routes Students who have completed one of the four types of upper secondary programmes have in principle gained admission to higher education. Since general upper secondary education is not leading to a professional qualification, most students enter higher education. Depending on the right combination of subjects it is also possible for students with vocational competences to enter higher education. Around six per cent of young people with a vocational training background will enter higher education within approximately two years after having finished a vocational education and training programme15. This trend has remained more or less unchanged over the last decade. One of the objectives of the vocational training system in Denmark is to ensure that students acquire competences which will enable them to continue in higher and further education. This is established by teaching both general subjects and trade specific subjects in the vocational training programmes. Vocational training programmes are very different according to both length and contents. The programmes last from two to five years and are ranged from level 2 to level 5 in the National Quality Framework system. Consequently, there are big differences in regard to how many and which general subjects are included in the different vocational training programmes. In recent years a number of initiatives have been taken in order to strengthen the possibilities for young people with a vocational training programme to enter higher education. It is now possible for vocational colleges to offer special and longer programmes for students which include academic subject at a higher level. It is also possible for vocational students through the choice of optional subjects to achieve a higher academic level, which will later on enable them to enter higher education. In 2010 the Danish parliament passed an Act which made it possible to combine a vocational training programme with general upper secondary education. The students following this programme will consequently obtain both vocational competences as well as general academic qualifications admitting these students to higher education. Statistics on students’ educational background show that 53 per cent of students in academy profession programmes have completed an upper secondary programme and 16 per cent a vocational education as highest education before enrolment in current academy profession programme. When looking at students enrolled in professional bachelor programme, 63 per cent have completed an upper secondary programme and

15 Denmark in the global economy - Competitiveness Report 2010 - Danish version.

6. Access routes, second chance opportunities and e quity >

60

16 per cent a vocational education as highest education before enrolment in current programme16.

6.2. Supplementary admission requirements

6.2.1. Supplementary examination courses In spite of the general right of admission to higher education students might have to meet supplementary admission requirements from the specific course of education concerning a specific subject, a specific level or a specific mark. To avoid barriers at this point the Danish school system has developed supplementary examination courses at upper secondary level for students who have completed one of the four types of upper secondary programmes. These courses are also an option for persons with a combination of a vocational training programme and general upper secondary education as described above. The supplementary examination courses at upper secondary level offer short courses especially during the summer period in order to help the students to continue into higher education as quickly as possible. A large number of students use this opportunity. In 2010 about 10.000 courses were attended. Normally students attend one or two courses. The supplementary examination courses at upper secondary level are run by a small group of headmasters (6 headmasters representing different upper secondary programmes and different parts of the country). The adult education centres which are found all over Denmark also offer more or less the same subjects at general upper secondary level and many students use this option in to avoid barriers. The only difference from the supplementary examination courses at upper secondary level is that the students have to pay a fee for participation. At the adult education centres so called clusters of subjects at general upper secondary level, help young people with a certain work experience (validation of non-formal learning) without a diploma to enter higher education courses as for instance bachelor of education and bachelor in social education. This possibility is another way of avoiding barriers.

6.2.2. Admission to bachelor of engineering programmes Students who have completed vocational education at upper secondary level can qualify for bachelor of engineering programmes by completing the admission course to bachelor of engineering programmes. The course is organized and provided by the institutions that provide the bachelor engineering programmes. It has duration of one

16

See table 13 and 18.

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year to a year and a half and includes theoretical subjects at upper secondary level, some of which is optional and allows the student to aim the course towards certain engineering education programmes. The course is completed by an examination that gives admission to the bachelor of engineering programmes. The courses are very popular as they offer the opportunity to people with a vocational education to continue into higher education.

6.3. Second chance opportunities using the separate adult higher education system The separate adult higher education system plays an important role in providing second chance opportunities to people who want to re-enter the system. In 2000/2001 the Danish Ministry of Education developed a separate adult higher education system - the parallel competence system - which has adult higher education qualifications available at levels corresponding to those of the ordinary higher education system. The main reason for developing a separate system was to make a coherent higher education system for adults with professional qualifications or qualification for academic studies. Coherent education paths and transparency in the adult learning higher education system are to contribute to targeted education and lifelong skills upgrading and facilitate the best possible use of public resources. The system was made to provide better and more visible opportunities for adult higher learning without educational “blind allies” or “dead ends” and to provide the educational structure for lifelong learning with a starting point in adults’ professional- and life experience.

6.4. Second chance opportunities by recognition of prior learning In 2007 the Danish Parliament adopted an Act17 amending various legislation within the field of responsibility of the Ministry of Education to enhance the use of recognition of prior learning in the field of adult education and continuing vocational training. The aim of this Act is to create better opportunities for individuals to have their knowledge, skills and competences assessed and recognized within the adult education and continuing training system regardless of where they are acquired. This is to promote the participation by adults in adult education and continuing training and to improve their opportunities in the labour market. The Act of Parliament has introduced the possibility of recognition of prior learning in the adult education and vocational training area where not already existing, and an

17

Act No 556 of 6 June 2007.

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enhanced use of recognition of prior learning in areas where the possibility already existed. Prior learning includes a person’s total qualifications, knowledge, skills and competences, irrespective of where and how they were acquired. Thus, prior learning is the sum of all the things that the citizens know about and know how to do, i.e. not only diplomas and certificates but also what they have learned at work and in their spare time. The task of assessing and recognizing prior learning lies with the educational institutions that provide the desired education or training programme. The individual applicant’s purpose of having prior learning recognized depends on his or her wishes and background/qualifications. The institution’s recognizing of prior learning depends on the purpose of the assessment and, of course, the result of the assessment within the scope of the education or training programme. It may be:

1. To meet the demands for formal educational qualifications for entry to a desired education programme (including having an entry certificate with a view to applying for entry at a later stage).

2. To have a plan for a shortened study and/or individual organization of a particular education or training programme by granting exemptions.

3. To have a certificate issued for the entire education or training programme in accordance with the regulations of the individual programme.

On demand, the educational institution may issue documentation for the recognition of the applicant’s prior learning, for which no certificate etc. may be issued according to the regulations on the education or training programme. This is done in the form of a ‘(real) competence certificate’, in which it is indicated what has been recognized in relation to the objectives, or aims, of the individual programme. For further information about recognition of prior learning, see the publication “National actions for promoting recognition of prior learning”: http://pub.uvm.dk/2008/priorlearning/Realkompetencer_2008_engelsk.pdf.

6.5. Equity function of post-secondary VET The Danish government’s objective is for at least 60 per cent of each youth cohort to complete a higher education by 2020. With the educational behaviour in 2009, 49 per cent of each cohort is expected to complete higher education. The steep increase in the intake of students to higher education in 2010 points to a further rise. The higher vocational educational programmes play an important role in relation to achieving this goal. In 2011 53.6 per cent of the intake of students in higher education was in the academy profession programmes and professional bachelor programmes. Due to the practical dimension, the higher vocational educational programmes can be an alternative for students who would not otherwise consider getting enrolled in a higher educational programme.

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According to law, university colleges and academies of professional higher education are obliged to cover the need for provision of professional bachelor programmes and academy profession programmes as well as adult higher education programmes in their regional area. This implies that training places cannot just be limited to the largest cities of Denmark, as it is the case with the universities. In this way, the professional bachelor programmes and academy profession programmes can also be an opportunity of getting a higher education for less mobile people. Furthermore, some educational programmes are offered as distance learning.

6.6. Examination conditions for students with physi cal or mental impairment The Consolidated Act on tests and examinations in vocational education states that educational institutions should offer special test conditions to examinees with physical or mental disabilities, to examinees with similar difficulties and to examinees with a native language other than Danish, when the institution assesses that this is necessary in relation to placing these examinees on an equal footing with other students during the examination. It is a prerequisite that the test level does not change.

6.7. State education grant system The Danish educational support system provides a combination of grants and loans to students. Every student enrolled in a higher education course is entitled to a number of monthly grants corresponding to the prescribed duration of the chosen study, plus 12 months. Inside a maximum of 70 grants students can change from one course to another. If a student has used all study grant portions, it is possible to get a completion loan. The completion loan is given in the last year of the studies. Students in higher education (under a time limitation) have the choice of using these grants later or to prolong their studies (for instance, to prepare for re-examination after a failed exam). In special situations - mainly sickness and childbirth - students can apply for extra monthly grants. In the case of child birth mothers are eligible for 12 and fathers for six extra monthly grants under certain stipulations. Altogether the rules account for a more flexible system. Students have the option of organizing their studies according to their personal preferences and earnings. At the same time, however, they incur a measure of personal accountability for managing their financial situation. For more information about the state education grant system, see chapter 9 ‘Fundings and incentives’.

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Table 58: Average grants towards running cost per field of education financed by public funding, 2008 (Converted into 2009 prices) Average grant Calculated per unit

Academy Profession degree 87,000 DKK Student full time equivalent

Professional bachelor’s degree 73,000 DKK Student full time equivalent

Master’s degree 68,400 DKK Student full time equivalent

Source: Danish Ministry of Education (2010): Facts and Figures 2009 – Key Figures in Education 2009 (Danish version). Note: Whereas data for academy profession programmes and professional bachelor programmes are compatible, it is not possible to compare these data to average grants regarding master programmes. This is among other things due to the following: 1: The unit subsidy for academy profession programmes and professional bachelor programmes consists of taximeter funding and R&D funds. 2: The unit subsidy for master programmes consists of taximeter funding and R&D funds as well as research funds. These research funds are not included in the unit subsidy, but since not all research funds are narrowly targeted, universities may choose to prioritize some of the funds for their education programmes, while research being carried out by itself is expected to give a certain "spill over" to the programmes as teachers will often use their research in teaching. 3: Finally, there is a difference in the proportion of the unit subsidy in connection with building grants. The universities receive higher building grants than the university colleges and academies of higher professional education.

7. Transition to the labour market >

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8.1. Tools of steering The institutions offering academy profession programmes and professional bachelor programmes are governed by state law. The relation between the state and each institution is characterized by on the one hand a decentralization of the responsibility and the priority of the use of resources regarding staff, buildings, facilities, development projects etc. and on the other hand a central governmental steering to support the fulfilment of political goals. In recent years different tools of steering in relation to the university colleges and academies of higher education has been introduced. The background for a new paradigm of steering is the institutional reforms being implemented during recent years, where the structure of the institutions has developed from a wide range of relatively small institutions to a significant reduced number of large and more autonomous institutions. The purpose of these reforms has been to strengthen the professional and economic institutional frame for offering the academy profession programmes and professional bachelor programmes of high quality and efficiency. Tools of steering include:

• Development contracts • Resource accounting • Accreditation • Contracts of performance pay

The tools of steering together set out the ambition to support the fulfilment of four key goals of the vocational higher educational programmes: 1) High quality of education. 2) Education for more students. 3) Institutional orientation towards development. 4) Efficient institutions. 8.1.1. Development contracts As a part of the institutional reform of the institutions for higher education in 2008 it was decided by law that the Ministry of Science, Innovation and Higher Education and each institution should agree to a development contract. The aim of the development contracts is to set up goals according to the key goals of the vocational higher educational programmes through a focus on:

• Quality assurance in higher education. • Correlation between political goals and the performance of each institution. • Openness and documentation of performance and achievements by

institutions. • Managerial focus on meeting ministerial demands in relation to political goals. • Dialogue between the ministry and each institution on priority of goals,

strategies and monitoring of fulfilment of demands. Within the framework of the key goals the institutions commit themselves to fulfil a number of demands, formulated in the form of indicators and milestones. Some indicators are centrally formulated and are thus obligatory for every institution. Others

8. Steering and governance >

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are formulated locally. The indicators form a base for documentation of effects on sector level and furthermore create the opportunity to benchmarking. Each contract is discussed and agreed upon in a dialogue-based process between each institution and the Ministry of Science, Innovation and Higher Education. Every year in the contract’s three-year duration the institutions send in a status of current fulfilment levels of the contractual demands. There are no economic consequences if the institution does not fulfil the contractual demands. However, the law offers possibilities for follow up in general if an institution fails to meet the expectations and demands agreed upon in the development contracts. 8.1.2. Resource accounting Each of the academies of higher education and university colleges is obliged to report an annually resource accounting of a range of key performance indicators (20 indicators) within the four key goal areas. The purpose for the ministry is to provide a systematic overview of the performance and also the possibility to make relevant benchmarking. The resource accounting also addresses the internal economic priorities within the single institution. The aim is to provide a basis for analysis of relevant correlations between use of resources and achieved results. The ambition is that data generated from the resource accounting will form a significant basis for setting goals in the development contracts and the documentation submitted by the institution in the process of accreditation. 8.1.3. Accreditation Since 2008 all higher education programmes are subject to an accreditation of quality and relevance. The accreditation is assigned by an independent national board of accreditation on basis of a report made by an independent institution approved by the European Association for Quality Assurance in Higher Education (ENQA). The Ministry of Education has set up a range of criteria for quality and relevance which the programme or place of provision has to meet to achieve a positive accreditation as a condition for the provision of the programmes in question. The criteria largely include performance and supporting efforts to fulfil the four main goals mentioned above. Furthermore, the ambition is to provide a basis for using existing data and benefit of the possibility to support the primarily qualitative accreditation report with quantitative data already registered in the context of the resource accounting. For further information on accreditation, see chapter 14 ‘Quality Assurance’. 8.1.4. Contracts of Performance Pay Each president of the university colleges or academies of higher education enters into a contract of performance pay with the institution’s board. The purpose is to support the dialogue of the need of fulfilment of the goals and demands set out in the development contract with the ministry and other strategic goals within the institution.

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Furthermore, the obvious possibility for the institutions is that the contracts of performance pay also include goals and targets on the basis of the documented performance in the annual report on the resource accounting.

8.2. Collective Agreements on Pay and Working Condi tions The Danish labour market is, to a great extent, regulated by the various players in the labour market themselves, as opposed to by legislation. Under the Danish model, employers and employees reach voluntary collective agreements on pay and working conditions. The trade unions play a pivotal role in the Danish labour market, and there is a high level of union membership among Danish workers. For the university colleges and academies of professional higher education the allocation of resources is regulated by central and to high extent local agreements. The Danish government is working for less regulative agreements in order to enhance the managements´ possibilities to prioritize the resources. On the other hand there are strong traditions for extensive regulation through the local agreements. An example of the challenges for resource allocation is the agreement that for every lesson given in class there has to be a fixed amount of time for preparation. The preparation time is not differentiated according to the level of the lesson given or the experience of the teacher. Another example is the agreed way of calculating the working hours. The working hours for each teacher are calculated every three months and overtime accounts for 50 per cent extra in the inventory. The amount of work varies during the year which means that a considerable amount of the resources is used on paying for overtime.

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9.1. Government funding of vocational higher educat ion programmes In general academy profession programmes and professional bachelor programmes are public funded without student funding, whereas vocational higher education programmes such as part time education, VVU-programmes and diploma programmes etc. (for people with working experience and various vocational education or vocational higher education) are partly public funded and partly funded by tuition fees. Table 59 shows student activity in the fully public funded programmes and the partly public and tuition fee funded programmes and training such as part time education, diploma programmes and VVU-programmes. The fully public funded academy profession programmes and professional bachelor programmes are by far the largest of the total vocational higher education activity. Table 59: Student activity – vocational higher education programmes

Year 2006 2007 2008 2009 2010

Annual student activity


10.696 10.960 10.896 11.048 12.604


48.615 55.270 55.584 52.097 56.411

Part time education or open education, diploma programmes, VVU etc.

13.504 12.359 12.690 13.799 14.388

Total 72.815 78.589 79.170 76.944 83.403

Source: Ministry of Science, Innovation and Higher Education. Note: Total figure is the actual student activity level per annum. The above total figure differs from statistical figures on total enrolled population of students per annum.

For part-time education and open education, the balance between public funding and tuition fee funding varies and is not set by law. Each higher educational institution defines its own student fees according to its actual expenses of providing these various programmes with public funding and tuition fee funding. A common fact for these programmes is that they are public funded and tuition fee funded. Part time education or open education, VVU-programmes, diploma programmes etc. have a share of approx. 17.3 per cent of the total student activity of post-secondary VET in 2010. Part time education or open education is a possibility to sign up for a single subject and not a full study programme. People can sign up for single subjects either on academy profession programmes or professional bachelor programmes (the subjects range from five to 30 ECTS).

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The public funding is lower for part time education compared to ordinary academy profession programmes or professional bachelor programmes because of the tuition fee funding. There is no difference between public funding for vocational programmes and academic programmes though there are tuition fees for a range of the vocational programmes. Some post-secondary VET programmes such as some diploma programmes or VVU with tuition fee are provided by private companies and they get the same payment pr. activity as public provided post-secondary VET. Private companies can have incentives to provide post-secondary VET to make a profit but training or programmes are continuously controlled whether they actually provide post-secondary VET according to general rules. For more information on the Taximeter System: http://eng.uvm.dk/Uddannelse/General/The%20Taximeter%20System.aspx

9.2. Financial incentive mechanisms In a Danish perspective a wide range of vocational higher education is public funded and tuition fee funded. It is not possible to separate whether individuals or employers pay the tuition fee when speaking of vocational higher education. Overall, individuals could have more incentives to engage in vocational higher education if the training or programmes are free of charge or employer funded. But on the other hand individuals could have incentives to pay the tuition fee to upgrading their skills with possibilities to get a job if out of job, or a new function if at current position, or just a new job. In these cases it could be less of a problem if vocational higher education is student funded by tuition fees. When firms sign employees up for higher education programmes their expenses equal salary payment for the employee minus the student fee subsidies (S.V.U.). In this way firms get a refund for some of their salary expenses while their employees attend VVU or diploma programmes. This funding arrangement could serve as a financial incentive mechanism to encourage employers to upgrade and train their employees’ skills. The tuition fees are the same whether you are signed up as an individual or through your company. Thus, employers could have incentives to pay the tuition fee for a vocational higher education if specific competences are needed and the employee has a key function. Upgrading employees with vocational higher education could increase companies output but on the other hand there is a risk that the employees see it as an opportunity to move on? Seen from the individuals’ and employers’ perspective encouragement to engage in vocational higher education depends at some level on tuition fees but not least on the cyclical economic situation.

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Providers (the state) have incentives to provide vocational higher education to keep upgrading the skills of the workforce because it increases the GNP in the long term perspective. In a Danish perspective, vocational higher education activities tend to increase when there is a downturn in the economy, as more individuals (because they among things are dismissed) choose to engage in vocational higher education, especially if there is no tuition fee. This increases expenditures. Therefore, in times of limited resources and focus on impact of the money spent, the state can have direct short term incentives to cut provision of vocational higher education. Higher vocational education supports the potential students’ demand for education by means of public funding and students are fee subsidised (S.U. or S.V.U.) if entitled to it. In regards to adult higher education, S.V.U. ensures that employers are encouraged to upgrade employees’ skills because the employers get refunded up to a certain point.

9.3. The Danish state educational support system (S .U.) In general Danish students are entitled to public support when entering upper secondary education, vocational education and higher education. The public support is called the State Educational Grant and Loan Scheme (Danish acronym: S.U.). There are two types of S.U.: For students above the age of 18 and enrolled in upper secondary education or vocational education and training, and S.U. for students enrolled in higher education programmes or training. Students above the age of 18 attending a youth education programme i.e. a general upper secondary, vocational upper secondary or vocational education and training programme must attend classes, sit examinations and in other ways demonstrate that they are active in their educational programmes in order to receive S.U. No time limits are placed on this type of support. Students are entitled to support for any number of courses, with the exception of certain upper secondary programmes. Until students are 20 years of age, their grants depend upon their parents' income, the higher the income the lower S.U. (ending in a minimum grant) and vice versa. Students enrolled in higher education programmes are entitled to a number of monthly grants corresponding to the prescribed duration of the chosen study, plus 12 months. Within a maximum of 70 (monthly) grants students can change from one programme or training to another. If a student attends a higher education programme and has used all entitled study grants, it is possible to get a completion loan for the last year of the study programme. All students living with their parents are entitled to a lower grant than students living on their own.

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Table 60: Types of grants for students enrolled in higher education courses and monthly amount

Grant Monthly grant

S.U. (parents) 2.728 DKK

S.U. (lodging) 5.486 DKK

S.V.U. 13.200 DKK

Source: The Danish Ministry of Education.

It is possible for students attending higher education to save grants and use the grants later, if they prolong their studies (for instance, to prepare for re-examination after a failed exam). In combination with both types of grants, students are offered supplementary state loans (grants two thirds, loans one third of total support). Over 300,000 Danes benefit from these two types of educational support every year. The annual budget amounts to over 11 billion DKK. If students have finished their education and started working and wish to attend a higher education programme, it is possible to get a type of grant, which is different from S.U. (Danish acronym S.V.U.). The purpose of S.V.U. is for people who work to be able to upgrade skills and qualifications. In order to receive S.V.U. you have to be in occupation. There are no rules for the distribution of S.V.U. between the employee and the employer. In 2010 85 per cent of the total S.V.U. budget was paid to the employers and 15 per cent was paid directly to the employees. This indicates that the main part of the employers pay full wage to the employees, while they are enrolled in further education. In 2011 the total budget for S.V.U. is approximately half a billion DKK.

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The social partners play an important role in the Danish education system as they are involved both in developments of new courses and programmes as well as in the on-going work, advising about the existing programmes.

10.1. Council of Academy Profession Programmes and Professional Bachelor Programmes The Council of Academy Profession Programmes and Professional Bachelor Programmes was set up by the Minister for Education in April 2008. The board has maximum 21 members of which 18 members represent the following parts according to law:

• Two members appointed by the Minister for Science, Innovation and Higher Education after jointly nomination by The Danish Construction Association, The Danish Chamber of Commerce, Confederation of Danish Industry, HTS and TEKNIQ: Danish Mechanical and Electrical Contractors’ Association

• One member appointed by the Minister for Science, Innovation and Higher Education after nomination by the Danish Employers’ Association for the Financial Sector

• One member appointed by the Minister for Science, Innovation and Higher Education after nomination by The Danish Association of Managers and Executives

• One members appointed by the Minister for Science, Innovation and Higher Education after nomination by the interest group Danish Regions

• Two members appointed by the Minister for Science, Innovation and Higher Education after nomination by the interest group Local Government Denmark (LGDK)

• Three members appointed by the Minister for Science, Innovation and Higher Education after nomination by FTF - Confederation of Professionals in Denmark

• Two members appointed by the Minister for Science, Innovation and Higher Education after nomination by LO, The Danish Confederation of Trade Unions

• One member appointed by the Minister for Science, Innovation and Higher Education after nomination by The Danish Society of Engineers, IDA

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• Two members jointly appointed by the Minister for Science, Innovation and Higher Education after nomination by the students’ organizations

• One member appointed by the Minister for Science, Innovation and Higher Education after nomination by the University Colleges

• One member appointed by the Minister for Science, Innovation and Higher Education after nomination by the Academies of Professional Higher Education

The Council may guide the Danish Minister for Science, Innovation and Higher Education about the development of the programmes, mix of provision, adult education, quality assurance, quality enhancement, etc. The Council meets six times a year. An important part of the council’s work is the report, which the council makes each year about the council’s work. The report takes stock of the educational sector and sets out new initiatives for academy profession programmes, professional bachelor programmes and the adult education within the separate system. According to the Act on academy profession education programmes and professional bachelor education programmes, the social partners can furthermore establish educational committees (§ 19 committees), that assist the council within specific fields of education. At present one educational committee is established, which assists the council within the field of construction.

10.2. Boards The social partners may also be represented on the boards of the university colleges and academies of professional higher. Thus, the majority of the board members must be people with experience and insight into bachelor programmes aimed at private and public business and professions and with experience and insight into the needs of the private and public labour market for vocationally oriented higher education pro-grammes, specifically in regional areas. There are to be people with extensive experience from public as well as private work in strategic leadership, organization and finance. For more information about board work, see chapter 2 ‘Scope: Institutions’.

10.3. Educational advisory committees As stakeholders the social partners may also be represented in the educational advisory committees which the institutions set up within the various disciplines of their education programmes, offered by an institution. This is the case both with the regular programmes and the adult education programmes. The educational advisory committee advises the president/vice president, the director’s board and management concerning development of new educational profiles, quality and relevance of existing and future educational programmes.

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The educational committee has 10-12 members with knowledge and qualifications within the educational area and labour market.

10.4. Developing new programmes The social partners are involved when university colleges and academies of professional higher education develop new study programmes both within the regular and separate system. When study programmes are accredited, it is assessed whether the programmes fulfil predefined criteria for quality and relevance. This is done to make sure that new courses and programmes correspond to business and labour market needs. During the assessment process the applying institutions have to report, how new programmes are developed in cooperation with interested parties. Among other things, employers should be involved in estimating the requirement of work placement and the future need for the specific programme. For more information about the accreditation system, see chapter 14 ‘Quality assurance’.

10.5. Cooperation with companies and public institu tions On behalf of the Ministry of Education, a survey made by Ramboll Management Consulting from 2010 on the status of workplace training shows that in general there is an extensive and rewarding cooperation between the educational institutions and relevant companies. This cooperation is considered very important for the study programmes in general and in particular regarding work placement both in relation to the quality of content and getting the necessary workplaces involved in the practical training. Companies also contribute to the content of the study programmes, for example by providing case studies, as visiting lecturers or participating in joint vocational-oriented developmental work.

10.6. Social partners and companies involved in the separate system The Danish government and the social partners agree on an enhanced effort in adult education and continuing training to be a shared responsibility for employers, employees and the public authorities. Beside involvement in educational advisory committees and developing new programmes, the social partners and companies in particular play an informal but important role in relation to VVU-programmes and diploma programmes: only programmes which the companies demand will continue to exist. In other words, if the activity on specific programmes is too low, the institutions cannot keep up the provision. Thus, the demand-mechanism becomes a way of ensuring the quality of the programmes, where only the relevant programmes continue to exist.

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Approved by the Minister for Education and the Minister for Science, Technology and Innovation, the qualifications framework for higher education came into force on 1 July 2008 as part of The Bologna Process. The Qualifications Framework for Higher Education has been implemented in the Danish accreditation legislation. All new and existing higher education programmes, including short cycle programmes, are subsequently accredited according to international standards. From May 2011 the Danish Qualifications Framework for Lifelong Learning refers to the European Qualifications Framework (EQF). This makes it easier to compare qualifications from different countries. The new Qualifications Framework is a comprehensive, systematic overview, divided by levels of qualifications that can be acquired within the Danish education system – from primary and lower secondary to university level and within the area of adult and continuing education and training. The Qualifications Framework has eight levels. Each level in the Qualifications Framework is associated with a level descriptor. The level descriptors express learning outcomes in terms of knowledge, skills and competence, which are further subdivided into more detailed subcategories (e.g. knowledge field, understanding, evaluation, decision-making, communication, collaboration, responsibility and learning). The level descriptors cover degrees and certificates in the formal Danish education system:

1. Certificates and degrees – from the certificate for the Leaving Examination of the Primary and Lower Secondary School to the PhD degree.

2. Certificates for supplementary qualifications, for example certificates for Higher Preparatory Single Subject courses, basic courses at Vocational Education and Training (VET), Adult Vocational Training, or preparatory courses.

Degrees and certificates are placed at one of the eight levels on the basis of learning outcomes. For a more detailed description of the eight levels, look at the homepage of the Danish Qualifications Framework: http://en.iu.dk/transparency/qualifications-frameworks/types The degrees and certificates covered by the framework are acquired by means of education and training programmes offered in accordance with Danish Acts and executive orders and which are subject to officially validated quality assurance. It is possible to acquire certain degrees and certificates by other methods than by completing whole education programmes and courses. Certain types of degrees and certificates can be acquired through recognition of what one has learned in working life or activity in associations, for example, on the basis of an assessment of prior learning. The Qualifications Framework does not cover either private education programmes or municipal and state regulated education and training programmes that do not form part of the formal Danish education system and which have not been validated and quality assured in accordance with Acts and executive orders.

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The Danish Agency for International Education is the contact point for questions regarding the Danish Qualifications Framework for Lifelong Learning and the European Qualifications Framework (EQF). For more information on The Danish Qualifications Framework for Lifelong Learning, look at the homepage of The Danish Qualifications Framework for Lifelong Learning http://en.iu.dk/transparency/qualifications-frameworks?searchterm=Danish%20Qualifications%20Framework

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12.1. Qualification requirements Teachers and trainers at academies of professional higher education and university colleges are required to have qualifications on a higher level than the final level of the education in which they are teaching. Teachers and trainers at professional bachelor education thus must have qualifications at master level or above while teachers and trainers teaching at academy profession programmes must have qualifications at bachelor level or above. The qualifications are attained through theoretical education or practical experience. The qualifications consist of pedagogical competences, theoretical and professional or vocational competences. Teachers and trainers at academies of professional higher education are offered pedagogical training at the academies immediately after appointment. The organization of the training varies, from rather informal supervision to formal courses or study programmes. Teachers and trainers at university colleges (lectures) are obliged to engage in a pedagogical and didactical qualifying course immediately after appointment to lecturer. The course takes four years and includes responsibilities within teaching and research and development. The outcome of the course is evaluated by a committee which is appointed by the Ministry of Science, Innovation and Higher Education. The lecturer must demonstrate teaching ability, including the ability to develop, organize and conduct professional or vocational education. In addition, the lecturer must demonstrate ability to:

• Include professional or vocational elements and reflections upon these, and clarify the connection between theory and practice.

• Include insight into the profession or vocation. • Independently engage in development of higher and further education at the

institution. • Include national and international research and development within the

profession or vocation. If the committee finds the work of the lecturer sufficient, the lecturer is appointed senior lecturer.

12.2. Teacher shortage Some institutions experience teacher shortage within certain fields. Teacher shortage appears to be geographically conditioned and related to business cycles in the industry and in the society in general. Methods to prevent teacher shortage include recruitment of free-lance teachers or attempts to attract qualified teachers through economic benefits.

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13.1. Guidance in general Educational and vocational guidance is given high priority in Denmark. The overall structure and seven national targets in the field of guidance are defined in the Act on guidance, which was adopted by the Danish parliament in April 2003. Subsequently, the 2003 Act of guidance has been amended several times since latest in 2010. The Ministry of Science, Innovation and Higher Education is responsible for continuous supervision and development of guidance services in the educational sector. The Act on guidance is primarily targeted at young people up to the age of 25 years but it also concerns services for adults wishing to enter a higher education programme. The Division for Guidance in the Danish Ministry of Education is actively involved in international cooperation in the field of guidance, and the main aims and elements of the Danish guidance reform are very much in line with the EU Resolution on Lifelong Guidance and with EU and OECD recommendations on guidance policies and practices. Denmark is an active member in the European Lifelong Guidance Policy Network – ELGPN.18

13.2. Regional Guidance Centres Seven regional guidance centres are responsible for:

• Guidance related to the transition from youth education programmes to higher education

• Provision of information on all higher education programmes in Denmark • Provision of information on the possible occupations or professions that

higher education programmes may lead to.

The regional guidance centres' main target groups are:

• Pupils in youth education programmes • Young people and adults outside the education system wishing to enter a

higher education programme.

The regional guidance centres focus on the transition from youth education programmes to higher education. The regional centres organize a wide variety of careers education and careers guidance activities for pupils in upper secondary education at the pupils' schools. This includes workshops, seminars, careers fairs, and

18

http://ktl.jyu.fi/ktl/elgpn

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individual- and group-guidance sessions. Furthermore, clients from both of the abovementioned target groups are welcome to call, e-mail or visit the centres to get information or to make an appointment for a guidance session. The seven regional guidance centres have been selected after a call for tenders. Most of them are consortia of different higher educational institutions. The regional guidance centres are obliged to cooperate with relevant partners in their region to ensure a coherent guidance system and a regular exchange of experiences, knowledge and best practice. Relevant partners include:

• Youth education institutions • Higher education institutions • The social partners • The municipalities

13.3. Guidance in the course of academy profession programmes and professional bachelor programmes The academies of professional higher education and university colleges are obliged to support students in a way that enables them to complete their education. Students enrolled in an academy profession programme or professional bachelor programmes will therefore need support from the school staff such as teachers, guidance counsellors or other professional staff supporting students in various ways. The institutions are free to choose their methods and choose the appropriate staff to support students in completing their education. Example: Student centred career approaches at the Engineering College of Aarhus

1. Students core engineering and business oriented skills development: • All studies are “C-D-I-O defined and described” and executed with real work

cases in cooperation with the industry (for further reading; www.cdio.org) • Integrated engineering traineeships for all students during studies • Between 80-90 per cent of all theses written in cooperation with one or more

industrial partners • Student job offers, project involvement etc. through a professional job

application pro-cess with well-established industrial partners

2. Students personal skills development: • Personal interviews with all students as an integral part of their admission • Study tactic courses for all students • Need oriented counselling offered to all students • Integrated engineering traineeships for all students during studies • “Internal older students mentoring program” offered to all students from

admission to 4th semester • “External industry mentor program” offered to all students from 4th semester

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• “stud_PULS” - an individual HR profile offered to all students during 2nd and 6th semester as an integral part of developing professional engineer behaviour. Every student involved receives a personal profile and report showing his/hers own personal traits, whereas the Engineering College of Aarhus receives a sum up profile and report on class level only. Every stud_PULS evaluation is followed by interviews at class level with possible personal follow up interviews centred on optimizing e.g. personal study strategies and personal development.

• CV courses and other personal growth oriented activities executed by industrial partners.

Students who want to change their choice of career will have the possibility of individual guidance at the regional guidance centre. Students on a vocational higher education programme wanting to interrupt their education will be referred to the regional guidance centre.

13.4. The Education Guide The aim of the national guidance portal (the Education Guide) is to supply updated information for everyone seeking information on job, education and career. The portal has two main target groups:

• Young people and adults looking for information about education, training and careers

• Guidance practitioners/counsellors, teachers, educational and career consultants.

The portal provides comprehensive and up-to-date information on:

• Youth education and training programmes • Higher education programmes • Occupations/professions • Labour market issues • Study programmes taught in English at Danish colleges and universities.

Furthermore, the portal includes a guidance toolbox containing different on-line tools facilitating the choice of education, occupation and careers. Additional facilities include:

• A virtual resource centre for guidance counsellors, which includes an electronic news service, on-line journal and information about best practices, recent research activities, surveys and analyses within the field of guidance.

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For a description of programmes19 at the Educational Guide, see: http://www.ug.dk/Programmes.aspx

13.5. eGuidance In January 2011 the new call centre for eGuidance opened. It provides guidance by phone, e-mail, chat, and sms. eGuidance is for everyone in need of guidance or information about education, job and career. The eGuidance centre is meant to be a supplement to the existent guidance system.

13.6. Training of Guidance Practitioners Quality in guidance is a topic that is continuously debated in Denmark. One way of enhancing the quality of guidance provision is to improve the qualifications of the guidance practitioners. Five university colleges in Denmark offer a one-year modular common training programme at diploma level for guidance practitioners across sectors. Furthermore, the Danish University of Education offers a one-year Master of Education programme in guidance counselling. Both the diploma and the master programme are further training programmes that are offered within the framework of the Danish adult education and training system. I.e., they are aimed at and adapted to adults who already have another higher education degree and who have at least two years of relevant work experience. In Denmark, guidance practitioners have many different professional backgrounds. The majority is teachers; others are social workers or have experience from the social, the educational and/or the labour market sector. With an amendment in 2007 of the 2003 Act on guidance, it is now a requirement that guidance practitioners working in the education system complete the diploma programme or, alternatively, that they – through assessment and recognition of prior learning – can document that they hold the required qualifications. For more information about training programmes in guidance counselling, see: http://eng.uvm.dk/Uddannelse/Educational%20and%20vocational%20guidance/Training.aspx For more information about educational and vocational guidance in Denmark, see: http://eng.uvm.dk/~/media/Files/English/PDF/090526_guidance_in_education.ashx

19 Only programmes which are taught in English are described in English.

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Higher education institutions are legally required to establish internal quality assurance procedures and are required to conduct systematic quality assurance of their provision of education. The quality assurance of study programmes is conducted via different types of quality systems, but typically includes course evaluations, feedback from external examiners, strategies for further education and training of teachers, and regular interaction with stakeholders. While the institutions can independently decide which approach and method they want to apply, they are legally obliged to make evaluation results publicly available on their websites, and their internal quality work will be assessed through accreditation procedures. The internal quality assurance procedures should link to the criteria used in the systematic accreditation of the offered higher education programmes. The internal quality assurance procedures must be set up in order to assure that the level of quality and relevance of the programmes offered meets the standards used in the external accreditation. Systematic accreditation of all higher education programmes (ex ante and ex post) was introduced in Denmark as mandatory external quality assurance in 2007. By April 2008 the short and first cycle programmes also became subject for accreditation. Accreditation takes place at programme level. The focus of the accreditation is on quality and relevance of individual programmes, but includes criteria concerning the institutional quality assurance procedures.

14.1. Programme accreditation Accreditation of academy profession programmes and professional bachelor programmes is based on predefined criteria, specified by a ministerial order. A small number of programmes under other ministries (the Ministries of Justice and Defence and the Danish Maritime Authority) are also accredited in accordance with these criteria. Two main types of accreditation are carried out: one for new programmes and new provisions of programmes and one for existing provisions of programmes. Final decisions of accreditation are made by the Accreditation Council, while the accreditation processes themselves are carried out by Danmarks Evalueringsinstitut – EVA (the Danish Evaluation Institute). EVA uses a generally accepted methodology for quality assurance in the European Higher Education Area with a self-evaluation, submitted by the unit under review, appointment of a panel of experts including students, a site visit and a report, which is published on EVA's website. For new programmes site visits are not included, nor are there any student members in the panels. There are also fewer criteria, none, of course, relating to achieved learning outcomes. All reports contain the expert panel's assessment of the extent to which the programme and the provisions of the programme fulfil the pre-defined criteria and also a recommendation for a decision. The accreditation of provisions of existing programmes is undertaken on a cyclical basis. The length of validity of accreditation of academy profession programmes and professional bachelor programmes is set to six years. In the case of conditional

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positive accreditation, existing programmes are subject to re-accreditation within one year, the process concentrating on those criteria where their quality has been questioned. The main stakeholders are asked to nominate candidates for the expert panels used in the accreditation process.

14.2. Macro-efficiency check For new academy profession programmes and professional bachelor programmes a macro-efficiency check (screening) takes place before the initial accreditation procedure. Institutions that receive public funding should submit an application for a macro-efficiency check regarding a new programme to the Ministry of Science, Innovation and Higher Education. Only after a positive macro-efficiency decision, institutions can submit applications for initial accreditation to EVA. The macro-efficiency check concerns the issue whether a proposed new programme should be funded by the national authorities. The following questions play an important role during this procedure: Is the same or a similar programme already offered in the country, region or city? Is there a demand by the professional field to offer this programme? Is there a demand in the labour market for additional graduates from this programme? Several other elements are of course also taken into consideration.

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15.1. Evolvement over the last 10 years In the following the most important policy developments over the last 10 years are briefly described.

15.1.1. Reform of vocationally-oriented further and higher education (2000) In 2000 with the reform of the act20 on short-cycle higher education the number of short-cycle higher education programmes was reduced. The purpose of the reform was to gather and reduce the number of education programmes in the study fields of technology and business and economics. The reform should ensure the quality of the programmes and the nation-wide homogeneity of each programme. Furthermore, both students, who have completed an upper secondary education programme, and students with vocational competences gained access to the education programmes on equal terms.

15.1.2. Introduction of the Sector of Centre of Higher Education and the Professional Bachelor’s degree (2000) In 2000 the Danish parliament agreed to pass a new act, which established a new kind of institution, Centres of Higher Education (Centre for Videregående Uddannelse, (CVU'er)), which gather the existing institutions for higher education (first cycle) and construct common independent institutions. The aim of gathering the educations in Centres of Higher Education was to develop attractive higher educations in strong institutions. The professional bachelor’s degree was introduced in 2000 with the Act on first-cycle higher education (Lov om mellemlange videregående uddannelser - MVU-loven).

15.1.3. Introduction of public funding by completion (2002) With the political agreement on "Better educations" (Bedre uddannelser mv.) dated 1 November 2002 (an agreement between the political parties: the Liberal Party of Denmark, the Danish Conservative Party, the Danish People’s Party and the Social-Liberal Party) a part of the public funding of the institutions of higher education was relocated as funding for the completion of study (færdiggørelsestaxameter). The public funding for the completion of study includes all students finishing a higher education. The aim of public funding for the completion is to create an incentive for the institutions of higher education to reduce the student drop-out rate.

15.1.4. Strategy for Denmark in the Global Economy (2006) In April 2006 the Danish government launched a strategy to gear Denmark for the future. The strategy contained 350 initiatives and has entailed extensive reforms in the

20

The new act on short-cycle higher education (Lov om korte videregående uddannelser) was adopted in 1997.

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fields of education, training and research as well as substantial improvements in the framework conditions for growth and innovation in all areas of society. It was thus a specific objective for the Danish government that 50 per cent of a year group of young people would complete a higher education programme in 2015. The government’s objectives for world top level short-cycle and first-cycle higher education were:

• The quality of short-cycle and first-cycle higher education programmes should be comparable to world top performers.

• Short-cycle and first-cycle higher education programmes should have a content that reflects the needs of society.

• All young people should complete an education programme with a global perspective.

• Many more Danish students should go abroad to study, so that they can acquire international insight and a greater understanding of other cultures.

Some of the key initiatives in the strategy to meet those objectives which are interesting for the later reforms of the higher educations were:

• New, multi-disciplinary university colleges with a greater range of programmes.

• Short-cycle higher education programmes should be gathered at fewer schools and colleges.

• An independent accreditation body should evaluate all education programmes according to international standards.

• Compulsory periods of work experience placements. • Strengthened cooperation between educational institutions and companies. • Educational institutions should set objectives for internationalization. • Better opportunities for internationalization of the short-cycle and first-

cycle higher education programmes.

Furthermore, the strategy put forward several initiatives to meet the objective that everyone should engage in lifelong learning. For more information about the strategy and the initiatives please see: http://www.globalisering.dk/multimedia/Pixi_UK_web_endelig1.pdf

15.1.5. The Agreement on Future Prosperity, Welfare and Investments in the Future (2006) The government proposed a series of reforms of the Danish welfare system in April 2006. The proposals drew, among other things, on work that had been launched earlier (i.e. the 2005 Convergence Programme):

• The Welfare Commission’s analysis and proposals concerning changes in the Danish welfare system, and the debate fostered by the Commission’s work.

• The government’s globalization strategy, encompassing a total of 350 concrete initiatives and building on the work of the Globalization Council.

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• The work of the Tripartite Committee on life-long learning concerning retraining and adult education for all in the labour market.

On the basis of the reform proposals, parties representing a large majority in the Parliament reached an Agreement on Future Prosperity, Welfare and Investments in the Future (The Welfare Agreement) in June 2006. The cornerstone of the Welfare Agreement is long-term sustainability of public finances.

For more information about the agreement please see: http://uk.fm.dk/Publications/2006/Denmarks%20Convergence%20Programme%202006/2%20Agreement%20on%20Future%20Prosperity%20Welfare%20and%20Investments%20in%20the%20Future.aspx

With the political agreement, the initiative “Earlier Study Completion” (Hurtigere gennem uddannelserne) was launched. Young people, who start tertiary education no later than two years after their qualifying exam (typically high school), will have their grade average multiplied by a factor of 1.08 and will in this way have easier access to those studies where the number of study places are limited.

15.1.6. Lifelong learning (2007) Lifelong learning and training opportunities has been strengthened further with the creation of a national framework for recognition of prior learning. In April 2007 Denmark presented a strategy for lifelong learning. The strategy covered the development of all forms of education, learning and lifelong skills upgrading for all – in the education system, in adult education and continuing training, at work and in many other settings in which people learn and develop their knowledge, skills and competences. The national strategy for lifelong learning was mainly based on the Government’s globalization strategy: http://pub.uvm.dk/2007/lifelonglearning/lifelong_learning.pdf The Ministry of Education had the main responsibility for the coordination at a national level together with The Danish University and Property Agency (DUPA) and for the implementation of the initiatives displayed in the strategy for lifelong learning.

15.1.7. Recognition of prior learning (2007) The Danish parliament adopted an Act amending various legislation within the field of responsibility of the Ministry of Education (Act No 556 of 6 June 2007) in order to enhance the use of recognition of prior learning in the field of adult education and continuing vocational training. The Act came into force on 1 August 2007. The aim of the act was to create better opportunities for individuals to have their knowledge, skills and competences assessed and recognized within the adult education and continuing training system regardless of where they are acquired. This is to promote the participation by adults in adult education and continuing training and to improve their opportunities in the labour market (for more information see chapter 6 ‘Access routes, second chance opportunities and equity’).

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15.1.8. The legislative reforms and continued internationalization of the Danish system of Higher Education (2008) The legislative reforms and continued internationalization of the Danish system of Higher Education aimed at strengthening the competitiveness and strong social cohesion so that Denmark would continue to be an inclusive as well as an affluent society. These aims were clarified in the strategy for Denmark in the Global Economy launched by the Danish government in May 2008. Institutions providing professionally oriented first-cycle higher education (Professional Bachelors' degrees) have been merged into seven multidisciplinary, regionally based university colleges, two engineering colleges and one School of media and Journalism in order to create stronger and more modern study environments. In addition, institutions providing professionally oriented short cycle higher education (Academy Professions degrees) have also joined in nine academies of professional higher education in order to strengthen short cycle programmes and join the university colleges in strengthening and developing programmes in the economic and technical areas. The legal basis of the university colleges is regulated by the Act on University colleges for higher education. The legal basis of academies of professional higher education is regulated by the Act on Academies of professional higher education. (For further information see chapter 2 ‘Scope: institutions’). Furthermore, the link and flexibility between short-cycle programmes and first-cycle professional programmes have been strengthened through the legislative reform of the professional bachelors' and academy profession degrees passed in the spring of 2008. The framework gives academy profession graduates easier access to professional bachelor programmes as well as to new combinations of programmes and flexible learning paths towards a professional bachelor degree. The reform also includes the introduction of compulsory periods of work experience placements (internships). The link between theory and work placement is a cornerstone in the professional bachelor programmes and the academy profession programmes and work placement has been mandatory in all the programmes since August 2009. (For further information see chapter 5 ‘Workplace training’). The existing quality assurance system for higher education was supplemented and improved by the establishment of a national accreditation system in the fall of 2007. All new and existing higher education programmes are subsequently accredited according to international standards. The Danish Qualifications Framework, which has been revised in 2008, is incorporated in the quality criteria of the accreditation system. (For more information, see chapter 14 ‘Quality assurance’). A key characteristic of the university college and academy profession sector is the integration and transfer of the latest national and international knowledge, research and development, which must be applied and developed in all programmes and activities as well as in professional practice. This was emphasized in the recent legislative reform of the professional bachelors' and academy profession degrees,

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which introduced the term "development based programmes". Development based programmes are characterized by having a strong knowledge triangle integrating professional practice, research and education and training. The Act on academy profession education programmes and professional bachelor education programmes has established a new framework for a strengthened internationalization of the academy profession and professional bachelor programmes. The institutions were among other things charged with arranging the study programmes so that it would be possible for students to complete parts of their education abroad within the standard duration of the education. In order to further the opportunities for Danish students to study abroad and increase the outward mobility, a new scholarship programme for Danish students of higher education has been implemented. The scholarship programme covers fully or partially tuition fees of the foreign institutions for a period of up to two years. There has also been an increase in the number of available scholarships for international students as well as further developments of frameworks for joint/double degrees and international institutional cooperation. For more information about the strategy for enhanced outbound mobility in the academy profession and professional bachelor programmes (“Stepping up study and internship abroad”): http://uvm.dk/~/media/Publikationer/2010/English/Stepping%20up%20study/Stepping%20up%20study%20and%20internship%20abroad%20til%20web.ashx

15.2. Developments and initiatives taken place rece ntly or in planning A new Danish government was formed on 3 October 2011. The new government has presented a thorough work plan that is to be further developed and implemented in the coming time. The work plan includes the following policies and initiatives in the field of higher education

15.2.1. Higher education and research on a high level In the future there will be a shortage of qualified labour. Therefore, it is important to expand and improve higher education. The current objective that at least 50 per cent of each youth cohort must complete a higher education is almost met. But estimates show that this is not enough to meet the future demand for qualified labour. A long-term plan for the expansion and improvement of higher education is needed. An increase in the number of study places is needed to meet the demand for qualified labour. And the quality of programmes must be improved, if drop-out rates are to be reduced. Therefore, the government will raise the current objective for the percentage of each youth cohort to complete a higher education to 60 per cent by 2020.

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At the same time the government will introduce a new objective for at least 25 per cent of a youth cohort to complete a master’s degree. Thus, the government will increase the number of study places. The government will expand and improve higher education in Denmark, so more young people begin a higher education and fewer drop out. To that end the government will bring together all sectors of higher education in one ministry. The government will

• Provide 10,000 extra study places by 2020. The extra study places will be phased in from 2012. The initiative will form the basis for reaching the 60 per cent objective by 2020.

• Strengthen the quality of higher education programmes on Academies of Professional Higher Education, University Colleges and Universities.

• Change the steering and allocation system for universities and other higher education institutions in order to provide more autonomy and less detailed regulation as well as better opportunities to focus on the quality of education and research.

• Evaluate the accreditation system and ensure the best possible provision of programmes across the sectors of higher education.

• Implement the long term agreement for the artistic higher education sector. The government will especially focus on the ambition to ensure more internationalization of programmes and institutional activities and the link to the rest of the educational landscape.

• Improve the transition from one sector to another, e.g. from professional bachelor’s programmes to the master’s programmes at the universities.

• Strengthen the university colleges and thereby the quality of the welfare service in Denmark, by ensuring that high level education programmes for the welfare sector support an innovative public sector and contribute to the development of welfare technology. The University Colleges will to a certain extent, and in collaboration with universities, have the opportunity to get a share of the research funds and build stronger knowledge centres. It is also important to ensure the interaction between welfare programmes and the more technical and mercantile oriented programmes both at University Colleges and between Academies of Professional Higher Education, University Colleges and Universities.

15.2.2. Faster completion of programmes Danish students take significantly longer to complete their higher education degrees than young people in many other countries. The government will give young people an incentive to start and complete their education faster. The government believes that the grants system provide good opportunities for everyone with relevant qualifications to complete a higher education regardless of their social background. Therefore, the government will not change the grants system in its current form, but study possible positive incentives within the state education grant system that can get

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young people to start their education earlier and complete their degree faster than today. It will also be examined whether it is possible and secure to organize programmes differently so that the programmes can be completed in a shorter span of time – e.g. by shorter holidays and a transition from two to three annual semesters. Regardless of how programmes are organized, the level of programmes must be maintained or lifted. Finally, better guidance and new forms of admission are to ensure a reduction in dropout rates.

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16.1. Labour market needs and relevance of programm es The purpose of the reform of the short-cycle and first-cycle programmes in 2008 has been to ensure practice-based and relevant programmes that on an international level meet the need for qualified trained manpower in the private and public sector. The most important task for the academies of professional higher education and the university colleges is to offer programmes of high quality and relevance. The obligatory practical training as part of all academy profession programmes and professional bachelor programmes supports the bridging between the theoretical parts of the programmes and the practice based preparation for entering into the labour market. It is without doubt necessary to focus intensely on the involvement of the external stakeholders of the academy profession programmes and professional bachelor programmes in the development of existing and new programmes and the regional environments for education. Systematic contact and dialogue between the academies of professional higher education and the university colleges on one hand and the public and private labour markets one the other is of crucial importance for the quality, relevance and utility of the national and regional resources invested in education. The quality and relevance of these programmes determine the quality and development of welfare and health care performance in the public sector and the growth and innovation in the private sector. The impact of the quality and relevance of the academy profession programmes and professional bachelor programmes is reflected in the numbers of newly graduated students obtaining a job following their graduation. The latest data (from 2009) shows that the share of graduating students obtaining a job within 12 months after graduation is 85-90 per cent. Considering that a part of the remaining group of graduates is not in job because of their choice to continue studying on a higher level, this level is considered satisfactory. However, the documentation of past efforts of the institutions to involve the stakeholders in the development of the programmes shows difficulties concerning the level of sufficient representativity and extent of the involvement. For example, too often a statement of labour market relevance in relation to an application from an institution to offer a new programme is based on only a few single recommendations from a company or a trade association or similar. Furthermore, the accreditation reports reflect a tendency of institutions having a too fragmented and sporadic contact with working places in the relevant labour markets to obtain the necessary feedback on the relevance of the education and the skills of employed graduates. In relation to this matter there seems to be a need for the institutions to address their choice of approach for the involvement of the stakeholders in order to obtain the most relevant input to the development of the programmes in offer. The Ministry of Education has pointed out the significant potential of keeping contact with newly graduated employees in the companies from a viewpoint that these employees have

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the most recent and qualified assessment of the match between the programmes and labour market needs. On this basis the Ministry of Education has urged the institutions to implement a more systematic approach to the involvement of the relevant stakeholders in the labour market, i.e. the different professions and public and private companies, in the necessary development of new and existing programmes in order to match the need for trained manpower. The Ministry of Education has in close cooperation with the institutions as a preliminary initiative outlined specific guidelines for a systematic involvement of the relevant stakeholders. The implementation of these guidelines is incorporated in the development contracts from 2011.

16.2. Labour market needs and relevance of programm es within the separate adult higher education system The main reason for a separate system for adult learning within higher education is to make a coherent higher education system for adults with professional qualifications or qualification for academic studies21. Coherent education paths and transparency in the adult higher education system are to contribute to targeted education and lifelong skills upgrading and facilitate the best possible use of public resources. The system is to provide better and more visible opportunities for adult higher learning without educational “blind allies” or “dead ends” and to provide the educational structure for lifelong learning with a starting point in adults professional- and life experience. The programmes in the separate adult higher education system are typically part-time programmes, equivalent to one year of full-time study (60 ECTS credits) enabling students to receive supplementary education or training while holding a job (for more information about the separate adult higher education system, please see chapter 1 ‘Scope: programmes’). The Government and the social partners agree that an enhanced effort in adult education and continuing training is a shared responsibility for employers, employees and the public authorities. The institutions develop new courses and programmes in the separate system in relation to business and labour market needs. For more information on this process, see ACE Denmark’s report on accreditation in Denmark: http://www.acedenmark.dk/fileadmin/user_upload/dokumenter/Engelske_tekster/Accreditation_in_Denmark_2009.pdf The institutions have educational advisory committees within the different disciplines of the education programmes offered by an institution. The educational committee advises the principal/vice chancellor, the director’s board and management concerning

21 As for the Danish legislation see https://www.retsinformation.dk/Forms/R0710.aspx?id=126363. No English version available.

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development of new educational profiles, quality and relevance of existing and future educational programmes. A report from the Danish Evaluation Institute from 2009 on the level of further adult education confirmed a great satisfaction with the VVU-degree. The report showed that taking a VVU-degree had a positive effect on the job, wage, career and the wish to educate oneself further. For further information on the report, contact Danish Evaluation Institute, Division for Adult education and continuing training http://english.eva.dk/adult-education-continuing-training The Ministry of Education in 2011 has just finished a revision of the structure and management of the diploma programmes. The purpose of the revision is to make the flexible opportunities within the diploma programmes more clear to employees and employers, and to make a more transparent system for the diploma programmes. The Danish Evaluation Institute has emphasized the room for improvement within the diploma programmes in a report from 2007.

16.3. Integration of work placement into the progra mmes on offer Since August 2009 work placement has been mandatory in all professional bachelor programmes and academy profession programmes to help ensuring that the programmes are clearly professionally oriented and of relevance to the labour market. All academy profession programmes include a minimum of three months of practical training which most often starts after one and a half year of study. In the professional bachelor programmes there is a minimum of half a year of practical training which most often starts after two and a half to three and a half years of study. Thus, work placement plays a very important role in the education programmes. Integrating work placement has mostly been a challenge for the academies of professional higher education, since most of the professional bachelor programmes already had integrated work placement into the programmes before August 2009. Thus, integrating work placement fully into the programmes is still in the process. One way of securing that work placement is well-integrated in the education programmes is individual learning outcomes. The Qualifications Framework uses the term learning outcome in connection with a qualification. The learning outcome of a qualification is what a person with a given qualification is expected to know and able to do. A concrete description of a learning outcome states the knowledge, skills and competence a person with a given qualification is expected to have. An individual examination following the work placement tests if the individual learning outcomes are met. In 2010 Ramboll Management Consulting carried out a survey about work placement in the academy profession programmes and professional bachelor programmes ordered by the Ministry of Education.

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The survey shows:

• Organizing work placement is most often done in relation to the individual programmes at the individual place of provision. This implies that individual work placement agreements with companies are mostly established decentralized. Some institutions, however, are working on or have already established more centralized models of organization.

• About half of the education programmes found that it is a challenge to find work placement for all students.

• Collaboration with employers is extensive and rewarding in relation to work placement. This is the case both in relation to substance and getting the necessary amount of work placement agreements.

• Quality assurance is handled very differently across institutions, but most often quality assurance is related to tasks before, under and after the work placement period. Quality assurance is mostly handled at the educational level, all though some institutions have made common guidelines across programmes.

It is the responsibility of the University Colleges and Academies of Professional Higher Education to ensure coherence between the theoretical and practical part of a given programme. All though work placement often plays an important role in relation to the students’ bachelor projects and final papers; it remains a challenge to ensure the on-going integration of theory and practice during the programme.

16.4. Career guidance arrangements Educational and vocational guidance is given high priority in Denmark, and focus is on continuous supervision and development of guidance services in the educational sector: Among other things, the establishment of seven regional guidance centres, a national guidance portal and a call centre for eGuidance supply updated information for everyone seeking information on job, education and career. The academies of professional higher education and the university colleges are obliged to support students in a way that enables them to complete their education. By change of legislation August 2010 types of guidance in relation to completion of an academy profession programme or professional bachelor programme became voluntary for institutions. What institutions, however, must do is to have strategies to secure that students complete their education, and they must refer students with a wish to drop out or change career to the Regional Guidance Centre. The Ministry of Science, Innovation and Higher Education does not have any precise evidence for career guidance in relation to academy profession programmes and professional bachelor programmes at the moment, and no knowledge of whether it has a certain effect on students’ career-readiness, career-maturity or persistence regarding completion of the chosen education programme. However, statistics on drop-out rates gives an indication about the quality of career guidance arrangements. Based on the institutions’ annually reports in relation to the development contracts, 85 per cent of students enrolled in professional bachelor

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programmes and 78 per cent of students enrolled in academy profession programmes were still enrolled after one year of study. With the free choice of education, students' choice of education determines to a high degree, which types of employees the companies have access to. More people with a higher education need to find employment in the private sector in order to ensure growth and prosperity in Denmark. Thus, it remains important to strengthen students’ prerequisites for making a choice of education which will lead to completion and relevant employment.

16.5. The role of funding arrangements in relation to providing the right incentives for different stakeholders Overall strengths in terms of incentives for stakeholders could be that most short-cycle and first-cycle programmes such as academy profession programmes and professional bachelor programmes are free and students are fee subsidised (S.U. or S.V.U.) if eligible. The vocational short-cycle and first-cycle programmes support the potential students’ demand for education such as funded academy profession programmes and professional bachelor programmes because they are public funded and students are fee subsidised (S.U. or S.V.U.) if entitled to it. On the other hand, individuals could have fewer incentives to make an effort if there are no sanctions and no risk of losing money when engaging in vocational short-cycle and first-cycle programmes. Tuition-fee based programmes within the parallel system partly equalize such incentives. Higher tuition fees could qualify demand because individuals have to invest and risk money when engaging in vocational short-cycle and first-cycle programmes. On the other hand, you risk losing poor or social disadvantaged individuals if you raise tuition fees. S.V.U. ensures that employers are encouraged to upgrade employees’ skills because they get partly refunded. When firms sign up employees for vocational short-cycle and first-cycle programmes their expenses equal salary payment for the employed minus the student fee subsidies. In this way firms do not pay the full tuition fee when they sign up an employee for a VVU-programme or a diploma programme. This funding arrangement supports employers demand for further education.

In the wake of the global financial crisis, Denmark is like other countries in a situation where sound public finances are more important than ever. The Danish government has a strong focus on creating growth and future-proof the Danish economy and welfare. In this context it is also necessary to look at whether public investments in education can be used more efficiently.

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16.6. Teachers’ and trainers’ pedagogical skills an d practical industry experience Teacher and trainers at academies of professional higher education and university colleges sometimes lack practical experience as well as pedagogical skills when appointed. At academies the problem is handled immediately after appointment through courses or supervision. Sometimes teachers and trainers loose connection to the profession or vocation after appointment. Some academies thus find it difficult to maintain teachers and trainers insight into the profession or vocation. This problem is handled through means like job swop or company visits. At university colleges teachers and trainers are obliged to engage in a pedagogical and didactical qualifying course immediately after appointment to lecturer. The course takes up to four years and includes responsibilities within teaching and research and development. It is expected that the course in future will include elements of practical experience with the profession.

16.7. Access to the academy profession programmes a nd professional bachelor programmes The Danish government’s objective is for at least 60 per cent of each youth cohort to complete a higher education by 2020. With the educational behaviour in 2009, 49 per cent of each cohort is expected to complete a higher education. The higher vocational education programmes play an important role in relation to achieving this goal by 2020. Access to the academy profession programmes and professional bachelor’s programmes is granted and secured in many ways:

• Students who have completed one of the four types of upper secondary programmes have in principle gained admission to higher education.

• Depending on the right combination of subjects, student with vocational competences are granted access to higher education.

• It is possible for students to combine a vocational training programme with general upper secondary education and hereby obtain both vocational competences as well as general academic qualifications admitting these students to higher education.

• Supplementary examination courses at upper secondary level offer short courses, especially during the summer period in order to help students to continue into higher education as quickly as possible.

• Admission course to bachelor of engineering programmes. • Recognition of prior learning in the field of adult education and continuing

vocational training. • University colleges and academies of professional higher education are

obliged to cover the need for provision of professional bachelor programmes and academy profession programmes as well as adult higher education programmes in their regional area. This implies that training places cannot just

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be limited to the largest cities of Denmark. (For more information about the above mentioned initiatives, please see chapter 6 ‘Access routes, second chance opportunities and equity’).

It is part of the government policy that more young people with vocational training background shall enter and complete a higher education. In recent years a number of initiatives have been taken to strengthen the possibilities for young people with a vocational training programme to enter higher education. As an example it is now possible for vocational colleges to offer special and longer programme for stronger students which include academic subjects at a higher level or for students to achieve a higher academic level through the choice of optional subjects. Around 5 per cent of the young people with a vocational training background enter higher education within approximately two years after ended vocational education and training. This part has been more or less unchanged over the last decade. Thus, there is still a large potential getting more students with a vocational background to enter and complete a higher education.

16.8. Engagement of employers and unions, nationall y, locally and sectorally, in the planning and delivery of provisi on Employers and unions are to a high extent engaged both in developing new courses and programmes as well as in the on-going work advising about the existing programmes. The social partners are engaged in the planning and delivery of the programmes through a number of different forums:

• Social partners are represented in the Council of Academy Profession Programmes and Professional Bachelor programmes. The council may guide the Danish Minister for Science, Innovation and Higher education on the development of the programmes, mix of provision, adult education, quality assurance, quality enhancement, etc.

• Social partners can establish educational committees (§ 19 committees) that assist the Council within specific fields of education.

• Social partners may be represented in the boards of the university colleges and academies of professional higher education.

• Social partners may be represented in the educational advisory committees which the institutions set up within the different disciplines of the educations programmes, offered by an institution.

• Social partners are involved in developing new study programmes both within the regular and separate system.

• The academies of higher education and the university colleges co-operate with employers both in relation to work placement and the content of the programmes, for example by providing case studies, visiting lecturers or participating in joint vocational-oriented developmental work. (For more information about the above-mentioned forums, see chapter 10 ‘Social partners’).

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Strong relations between the educational institutions and employers and unions are central in order to secure the quality of the programmes as well as the necessary innovation of programmes. All though, already strong ties exist between on one hand the academies of higher education and university colleges and the social partners on the other, it is still possible to improve the contact and make it more systematic. This could be the case in regard to evaluation of work placement, involvement in educational advisory committees, accreditation and co-operating on projects of relevance to the education programmes.

16.9. Evaluation of programmes The academy profession programmes and professional bachelor programmes are evaluated in different contexts:

• In the annually resource accounting, the institutions report on key performance indicators within the single programme on offer. (For more information, see chapter 8 ‘Steering and governance’).

• In the annually report on development contracts, the institutions report on the

specific demands and indicators, which consist of data concerning institutional goals relating to quality, relevance and efficiency as well as programme specific indicators. (For more information, see chapter 8 ‘Steering and governance’).

• The accreditation of existing programmes provides data on a wide range of

criteria on quality and relevance. These data represent the basis of the ministerial quality assurance and formal approval of the single programmes. (For more information, see chapter 8 ‘Steering and governance’ and chapter 14 ‘Quality assurance’).

These annually reports on performance and achieved results form together the basis of bilateral dialogue based on meetings between the Ministry of Science, Innovation and Higher Education and the education institutions. These meetings address the fulfilment of the goals set in the development contracts etc., and on that ground set out the goals and specific demands for the next annually period. Furthermore, these annually reported data is submitted to the advising council on the academy profession programmes and professional bachelor programmes (Rådet for erhvervsakademiuddannelser og professionsbacheloruddannelser) as part of the analytic basis for the discussions in the council and their annually published report and recommendations to the Minister for Science, Innovation and Higher education. For more information about the council, see chapter 10 ‘Social Partners’. A significant challenge in this effort to provide data for monitoring and measuring the quality and relevance of the academy profession programmes and professional bachelor programmes is to set up a procedure that ensures a systematic follow up on the data generated so that the data production not just stands as an effort in itself but form the basis for evaluation and prospectively progression in the development of quality within the institutions and programmes.

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This challenge should be understood in the light of the quite recently introduced new paradigm of steering and governance with its focus on measurable goals and quantitative indicators. It has been and still is a relatively complex effort to establish and organize the basis for this new paradigm of steering and at the same time also to ensure the necessary understanding and support from the institutions and other stakeholders as a crucial condition for a successful implementation. In relation to this there seems to be an obvious potential for international coordination in the sector of vocational higher education22. This common challenge optimizes the usefulness and meaningfulness of a ‘context-based’ version of a New Public Management inspired paradigm of steering. A concrete point here seems to be the need for and potential of developing measurable indicators that point out and illuminate the specific characteristics of the practice-based programmes in this sector.

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E.g. in the European Network for Universities of Applied Sciences (UASNET).

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17.1. Most important strengths of the Danish post-s econdary VET system

• Mandatory work placement Mandatory work placement plays a very important role in the academy profession programmes and professional bachelor programmes. The combination of theory and practical training strengthens the students’ learning and contributes to the fulfilment of individual education programmes’ learning outcomes. During the work placement students deal with professionally relevant problems and get to know relevant professions. All academy profession programmes include minimum three months of practical training and the professional bachelor programmes include minimum half a year of practical training. The vocational profile of the academy profession programmes and professional bachelor programmes appeals to a broader audience than the academic oriented higher education programmes. Hereby, the vocational higher education programmes help to ensure a larger intake in the higher education system and in the end a more qualified working force.

• Strong ties with social partners Strong ties between the university colleges and academies of higher educations on one hand and the social partners on the other hand, are clearly a strength. The academy profession programmes and professional bachelor programmes are developed in cooperation with social partners in local educational advisory committees, boards and in the system of counselling. Furthermore, employers are regularly involved in relation to work placement. Through this ongoing contact between education institutions and companies and public institutions, as well as the more systematic contact with the social partners, new education programmes are developed and existing programmes regulated and developed to reflect market demand. In the end this helps to ensure growth locally, regionally and nationally.

• The parallel competence system – a separate system for adult education The development of a separate system for adult education is an important strength. VVU-programmes, diploma programmes (continuing professional education at bachelor level) and Master programmes (second cycle degrees) have been developed as part-time studies for adults in job and are based on an interaction with the work experience of the students. The programmes are more flexible concerning planning and teaching than programmes in the regular system. This makes the separate system more relevant and desirable for adults with a family and a job to take care of simultaneously with further education. The parallel competence system plays an important role in regard to ensuring lifelong learning.

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17.2. Main challenges confronting the Danish post-s econdary VET system

• Still room for more flexibility in the higher education system

It is significantly that the education system supports the student’s opportunities and abilities to get a higher education. Thus, it should be possible to study and shift between different types of education without prolonging the length of study. New top-up programmes at the level of professional bachelor programmes strengthen the vocational education pillar, thus there is direct transition from vocational education and training to the academy profession programmes and professional bachelor programmes (top-up programmes). This makes the vocational education pillar a solid alternative to the academic education pillar. Whereas flexibility in the transition from academy profession programmes to professional bachelor programmes is improved, it is, however, still a challenge to ensure the necessary flexibility in transition to the academic education programmes provided by the universities. Flexibility needs to be strengthened without losing the programmes’ individual specialization. Summer schools or other forms of organizing teaching outside of periods where students are normally taught can also help to ensure flexibility and reduce duration of finishing an education as well as reduce drop-out. Furthermore, there is still room for flexibility in the parallel competence system. To ensure lifelong learning through the parallel competence system, it is important that the system is flexible and adaptable. However, the provision and development of new programmes are very different depending on lines of business. For instance, the activity is low within the technical field compared to the pedagogical or commercial field.

• Creating a ‘bridge of knowledge’ across education, research and professions

The knowledge base of academy profession programmes and the professional bachelor programmes can be described as business and profession-based, as well as development-based. This implies knowledge dissemination and knowledge production across education, research and profession to ensure the academic quality of the education programmes. The education programmes need to be open to new input and ideas. It still remains a challenge to ensure and strengthen relations across education and professions, where teachers are placed in the centre in relation to joint vocational projects, adult education and getting new and innovative knowledge from professions and research integrated into the programmes. A better match between the supply of higher vocational education and the demand of business for high-qualified employees will contribute to the growth in society. A newly decided initiative to strengthen the practice-based research in the area of the Danish primary school could turn out to be an exemplary model for the production and usefulness of bringing new research-based knowledge into the practice of the post-secondary VET programmes. This initiative sets out specific demands of cooperation between universities and the post-secondary VET institutions in order to gain access to significant state financed research

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funds, including a demand that PhDs linked to specific research projects are committed to teach in the relevant post-secondary VET programmes, i.e. the bachelor of education programme, as an integrated part of the research project. Furthermore, the ambition here will be to support an increase in general of the number of PhDs employed as teachers in the bachelor of education programmes in the post-secondary VET institutions.

• Targets, documentation and evaluation In relation to monitoring and measuring the quality and relevance of the academy profession programmes and professional bachelor programmes, it remains a challenge to set up a procedure that ensures a systematic follow up on the data generated so that the data production forms the basis for the evaluation and development of quality within the institutions and programmes. This challenge should be understood in the light of the quite recently introduced new paradigm of steering and governance with its focus on measurable goals and quantitative indicators. There seems to be a need and potential for developing measurable indicators that point out and illuminate the specific characteristics of the practice-based programmes in this sector.

17.3. Needed lines of policy development For information about initiatives in the planning, see 15.2. ‘Developments and initiatives taken place recently or in planning’.

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ACE Denmark (2009): Accreditation in Denmark: http://acedenmark.dk/fileadmin/user_upload/dokumenter/Engelske_tekster/Accreditation_in_Denmark_2009.pdf Act on short-cycle higher education (in Danish) Act no. 1115 of 29 December 1997: http://eng.uvm.dk/~/media/Files/English/PDF/090526_guidance_in_education.ashx Act on first-cycle higher education (in Danish) Act no. 481 of 31 May 2000: http://eng.uvm.dk/~/media/Files/English/PDF/090526_guidance_in_education.ashx Act on amending various legislation within the field of responsibility of the Ministry of Education (Enhancing the use of recognition of prior learning in the field of adult education and continuing vocational training). (In Danish) Act no. 556 of 6 June 2007: https://www.retsinformation.dk/Forms/R0710.aspx?id=25349 Act on University colleges of higher education (in Danish) Act no. 562 of 6 June 2007: https://www.retsinformation.dk/Forms/R0710.aspx?id=25353 Act on Academies of professional higher education (in Danish) Act no. 850 of 8 September 2009: https://www.retsinformation.dk/Forms/R0710.aspx?id=125520 Act on open education (adult vocational training) (in Danish) Consolidation Act no. 952 of 2 October 2009: https://www.retsinformation.dk/Forms/R0710.aspx?id=127240 Act on vocational training and higher education (the further education system) for adults (in Danish) Consolidation Act no. 1049 of 9 November 2009: https://www.retsinformation.dk/Forms/R0710.aspx?id=137884 Agreement on Future Prosperity, Welfare and Investments in the Future Political agreement between the political parties the Liberal Party of Denmark, the Danish Conservative Party, the Social Democratic Party, the Danish People’s Party and the Social-Liberal party, April 2006: http://uk.fm.dk/Publications/2006/Denmarks%20Convergence%20Programme%202006/2%20Agreement%20on%20Future%20Prosperity%20Welfare%20and%20Investments%20in%20the%20Future.aspx Agreement on the future of wealth and welfare and investments in the future (in Danish) Political agreement made by the political parties the Liberal Party of Denmark, the Danish Conservative Party, The Danish People’s Party, the Danish Social Democrats and the Danish Social-Liberal Party, 20 June 2006: http://www.fm.dk/db/filarkiv/15159/velfaerdsaftale.pdf

References >

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Agreement on the implementation of the globalization pool (in Danish) Political agreement made by the political parties the Liberal Party of Denmark, the Danish Conservative Party, The Danish People’s Party, the Danish Social Democrats and the Danish Social-Liberal Party, 2 November 2006: http://www.fm.dk/db/filarkiv/15938/Globaliseringspuljen_samlet_aftale.pdf Agreement on university colleges of higher education (in Danish) Political agreement made by the political parties the Liberal Party of Denmark, the Danish Conservative Party, The Danish People’s Party, the Danish Social Democrats and the Danish Social-Liberal Party, 2 March 2007: http://www.uvm.dk/For%20institutioner/Struktur%20og%20udbud/Institutioner/Institutioner%20for%20videregaaende%20uddannelser/Professionshojskoler/Tidl,-d-,%20nyhed/Aftale%20om%20videre.aspx Agreement on academies of professional higher education (in Danish) Political agreement made by the political parties the Liberal Party of Denmark, the Danish Conservative Party, The Danish People’s Party, the Danish Social Democrats and the Danish Social-Liberal Party, 12 June 2007: http://www.uvm.dk/~/media/Files/Aktuelt/PDF07/070612%20aftaletekst.ashx Better educations Political agreement between the political parties the Liberal Party of Denmark, the Danish Conservative Party, the Danish People’s Party and the Social-Liberal party, 1 November 2002: http://www.fm.dk/Publikationer/2002/Aftaler%20om%20finansloven%20for%202003/5%20Aftale%20mellem%20regeringen%20V%20og%20KF%20DF%20og%20RV%20om%20Bedre%20uddannelser%20mv%201%20november%202002.aspx Cirius (2008): Guidance in Denmark – the educational guidance system in Denmark: http://eng.uvm.dk/~/media/Files/English/PDF/090526_guidance_in_education.ashx Danish Agency for International Education (2011): Danish Qualifications Framework for Lifelong Learning: http://en.iu.dk/transparency/qualifications-frameworks?searchterm=Danish%20Qualifications%20Framework Danish Agency for International Education (2011): Types of certificates and degrees: http://en.iu.dk/transparency/qualifications-frameworks/types Danish Ministry of Education: Programmes in English: http://www.ug.dk/Programmes.aspx Danish Ministry of Education (2007): Denmark’s strategy for lifelong learning – Education and lifelong skills upgrading for all: http://pub.uvm.dk/2007/lifelonglearning/lifelong_learning.pdf Danish Ministry of Education (2008): National actions for promoting recognition of prior learning: http://pub.uvm.dk/2008/priorlearning/Realkompetencer_2008_engelsk.pdf

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Danish Ministry of Education (2008): The Taximeter System: http://eng.uvm.dk/Uddannelse/General/The%20Taximeter%20System.aspx Danish Ministry of Education (2008): Training of Guidance Practitioners: http://eng.uvm.dk/Uddannelse/Educational%20and%20vocational%20guidance/Training.aspx Danish Ministry of Education (2010): Facts and Figures 2009 – Key Figures in Education 2009. (Danish version): http://www.uvm.dk/~/media/Files/Stat/Tvaergaaende/PDF10/100624_tal_der_taler2009_ny.ashx Danish Ministry of Education (2010): Stepping up study and internship abroad – a strategy for enhanced outbound mobility in the academy profession and professional bachelor education programmes: http://www.uvm.dk/~/media/Publikationer/2010/English/Stepping%20up%20study/Stepping%20up%20study%20and%20internship%20abroad%20til%20web.ashx Description of the education programme for a Bachelor Degree in Social Education: http://eng.uvm.dk/~/media/Files/English/PDF/Fact%20sheets/101221_Bachelor_in_Social_Education.ashx Description of the education programme for primary and lower secondary school teachers: http://eng.uvm.dk/~/media/Files/English/PDF/Fact%20sheets/101221_Teacher_training_B_Ed_programme_for_primary_and_lower_secondary.ashx EVA (2009): Videregående voksenuddannelse (VVU) – Brug af VVU I forhold til job og videregående uddannelse (Evaluation of Further adult education (VVU) – Use of VVU in regards to work and further education) (in Danish): http://www.eva.dk/projekter/2009/vvu/rapport/videregaaende-voksenuddannelse-vvu-brug-af-vvu-i-forhold-til-job-og-videreuddannelse/view Ministry of Economic and Business Affairs Denmark (2010): Denmark in the global economy - Competitiveness Report 2010 (Danish version): http://www.oem.dk/resources/oem/publications/F10C134D32284295B41BCDAF2D5698B8/ker_2010/978-87-786-2324-9.pdf Ministry of Finance (8 June 2011): Svar på Finansudvalgets spørgsmål nr. 146 (Alm. del – §7) af 15. marts 2011 (Answer of the Minister of Finance to the Danish Parliament) (in Danish): http://www.ft.dk/samling/20101/almdel/fiu/pgf/7/spm/146/svar/812809/1008468.pdf Ramboll Management Consulting (2010): Praktik i erhvervsakademi- og professionsbacheloruddannelser. (Report about work placement in the academy profession programmes and professional bachelor programmes) (In Danish): http://uvm.dk/~/media/Files/Udd/Videre/PDF10/100202_praktik_erhvervsakademi_professionsbachelor.ashx

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Supplement to the agreement on university colleges of higher education of 2 March 2007 (in Danish) Political agreement made by the political parties: the Liberal Party of Denmark, the Danish Conservative Party, the Danish People’s Party, the Danish Social Democrats and the Danish Social-Liberal Party, 31 May 2011 (in Danish): http://www.uvm.dk/Uddannelse/De%20videregaaende%20uddannelser/Om%20de%20videregaaende%20uddannelser/Nyheder/Videregaaende%20uddannelser/Udd/Videre/2011/Jun/110601%20Enighed%20om%20at%20imoedekomme%20fusion%20i%20Aarhus.aspx The Danish Government (2006): Progress, Innovation and Cohesion Strategy for Denmark in the Global Economy - Summary: http://www.globalisering.dk/multimedia/Pixi_UK_web_endelig1.pdf The Danish Government (2011): Denmark, standing together (in Danish): http://www.stm.dk/publikationer/Et_Danmark_der_staar_sammen_11/Regeringsgrundlag_okt_2011.pdf

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