24 Spotlight on VET – 2018 compilation
VET in Denmark
Vocational education and training (VET) plays a key
role in the Danish strategy for lifelong learning,
alongside meeting the challenges of globalisation
and technological change. An inclusive and flexible
initial VET system helps ensure that all young people
have the opportunity to acquire competences to
aid smooth transition to the labour market. Adult
education and continuing training respond to
structural and technological changes in the labour
market and provide the workforce with new and
updated skills.
Danish education and training features
a mainstream system providing qualifications at
all levels, from compulsory schooling to doctoral
degrees, and a parallel adult education and continuing
vocational training (CVT) system. Adult education
and CVT are designed to meet the needs of adult
learners, for example through part-time courses. The
two systems offer equivalent qualifications at various
levels, enabling horizontal permeability.
VET jurisdiction is with the Ministry of Education,
which maintains close dialogue with social
partners to respond to labour market needs. Initial
VET is organised into four broad entry routes; care,
health and pedagogy; office, trade and business
services; food, agriculture and ‘experiences’ (an
umbrella term for tourism and recreation); and
technology, construction and transportation.
Programmes are organised according to the dual
principle, alternating between periods of college-
based and work-based learning (apprenticeship
training) in enterprises. A typical initial VET
programme (EUD) lasts three-and-a-half years
with a 2:1 split between workplace and college-
based training, although there is considerable
variation among programmes. Individual study
plans are compiled for all students. VET colleges
and social partners share the responsibility for
developing curricula to ensure responsiveness to
local labour market needs. Qualifications at this
level provide access to relevant fields in academy
profession (KVU) programmes and professional
bachelor programmes at tertiary level.
Alternative routes to VET qualifications include:
--  combined vocational and general upper
secondary education (EUX, an academic
preparation programme), a relatively new
(1) This is the minor pathway and therefore not presented in the VET in Denmark’s education and training system chart.
pathway, which lasts around four years. It
enables highly motivated students to obtain
access to higher education along with
a vocational qualification;
-- ‘new apprenticeship’ (1) (Ny Mesterlære) pro-
grammes, where the entire training takes place
at a company instead of partly at a VET college.
Students with a practical approach to learning
benefit from these programmes;
-- combined post-compulsory education for
people aged 15 to 24 who do not possess the
necessary vocational, personal or social skills to
complete a VET programme;
-- basic VET (EGU) for lower secondary graduates,
with a practical approach to learning. The
programme caters to the young unemployed,
lasts three to four years, and includes at least
75% of work-based learning (WBL).
Adult learning
VET for adults aged 25 or older (EUV) has been
established as a specific track to offer the low-
skilled an attractive and goal-oriented path to
become a skilled worker.
Adults with at least two years of work experience
can receive VET education without the basic
programme and without internship. Adult vocational
training (arbejdsmarkedsuddannelser, AMU)
provides participants with skills and competences
relevant to the labour market and is primarily geared
to specific sectors and jobs. The programmes help
learners either deepen their existing knowledge
in a particular field or develop new knowledge in
related fields. AMU programmes (around 3 000) last
one week on average and are created, adapted or
discontinued in response to labour market needs.
At tertiary level, further VET and adult education
programmes lead to EQF level 5 qualifications.
 
VET in Denmark's education and training system 25

DK

TERTIARY LEVEL NON-FORMAL ADULT EDUCATION

Non-formal
EQF 8 Danish for In-service Liberal education
Doctoral foreigners training adult at
programmes education specialised
ISCED 844 schools

EQF 7
Master
programmes
ISCED 746, 747, 757

EQF 6 EQF 6 EQF 6

Professional Diploma programmes,
Bachelor bachelor some WBL EQF 5 EQF 5
programmes programmes, ISCED 655 Academy professions Further adult education
programmes (KVU), programmes,
some WBL some WBL some WBL
19+ 12+ ISCED 645 ISCED 655 ISCED 551, 554 ISCED 554

SECONDARY LEVEL

EQF 4-5 EQF 3-5 EQF 2-5

20 13
VET programmes,
EQF 4 EQF 3-5 EQF 4
19 12 VET programmes apprenticeships CVET (AMU) for
Higher pre-
General (EUX), WBL 50%, (EUD), Adult VET new skills and
18 11 programmes, WBL 67%, upgrade (•) paratory single
4–4.5 years (EUV) subject
3 years 3-5 years programmes (•) courses (•)
17 10 ISCED 344 ISCED 354 ISCED 353, 354 3-5 years ISCED 244

EQF 2-3 EQF 2

Optional year, 10th grade
Basic VET (EGU) General adult
EQF 2 programmes, EQF 2
16 9 education
WBL at least 75% (AVU) Preparatory
15 8 Lower secondary programmes ISCED 353 ISCED 241 adult education
(FVU)
14 7 ISCED 244 ISCED 241

AGE YEARS in E&T

General education programmes Giving access to tertiary education

VET programmes
Programmes combining VET and general education
Adult education programmes, often part-time or distance education
Officially recognised vocational qualifications
(•)
Qualifications allowing access to the next education level
WBL
Giving access to tertiary education in the previously acquired field
Possible progression routes Access to relevant field of study
Entry through validation of adults' prior learning (formal/informal/non-formal)
End of compulsory education
Entrance from all programmes to acquire the missing competences, duration varies
Work-based learning, either at the workplace or a VET institution

NB: ISCED-P 2011.

NB: ISCED-P
Source: Cedefop and2011.
ReferNet Denmark.

Source: Cedefop and ReferNet Denmark.

 Publication:
Spotlight on VET – 2018 compilation:
vocational education and training systems in Europe.

Access the full publication at:

www.cedefop.europa.eu/en/publications-and-resources/publications/4168

Please cite this chapter as:

Cedefop (2019). VET in Denmark. In: Cedefop (2019). Spotlight on VET – 2018 compilation:
vocational education and training systems in Europe. Luxembourg: Publications Office, pp. 24-25.
http://data.europa.eu/doi/10.2801/009

© Cedefop, 2019