5. Access to and structure of VET programmes

In Denmark education is compulsory for children between the ages of 7 and 16. Tenth grade is optional; approximately 60 per cent of a youth cohort avail themselves of this opportunity. 99 per cent of a cohort completes compulsory education after 9 or 10 years. Currently, 95 per cent make use of the wide range of offers within the post-16 years old system.

The Danish post-16 year old education system is based on three traditions which can still be recognised: the Latin school from which the different forms of the Gymnasium were derived, the old principles of master-apprentice training on which the dual system is based, and a large number of so-called free schools which also provide a practically oriented training.

Access to VET courses is open to all those who have completed compulsory education.

After the reform the VET courses will consist of two parts - initial basic programme and the main programme of vocational specialisations. (see diagram 1 below)

The initial basic programme is college-based and is completed with the issuing of a certificate documenting the subjects and levels which the student has achieved; this certificate forms the basis for entering the main programme.

The main programme of vocational specialisations (85 programmes), which starts with an on-the-job training placement, is alternance-based and comprises education and training in colleges and companies. It is required that the student has signed an apprenticeship contract with a company (or with the college) before starting on the main programme. After signing the training contract the employer pays wages to the apprentice, also during the periods at college. The wages a company pays during attendance at college are reimbursed from the Employers' Reimbursement Fund (AER) for apprentices_ wages. Most students choose to start their education in college before concluding an apprenticeship contract. These students may obtain support through the Danish State Education Grant Scheme during the basic programme phase.

Diagram 1: The structure of VET programmes after the refom

Admission channels into the system

There will be fewer, yet wider access channels into the vocational education system. The new structure offers only 7 access routes (compared with 90 access routes before) to the VET courses - 6 into the technical vocational courses and 1 into the commercial vocational courses. Each of the access channels paves the way to a foundation course covering interrelated vocational programmes. The following access channels have been created:

• Technology and communication
• Building and construction
• Crafts and engineering trades
• Food production and catering
• Mechanical engineering, transport and logistics
• Service industries
• The commercial field - trade, office and finance.

Each access channel opens up to a number of main specialisation programmes which correspond to the 85 VET courses offered in the existing VET system. A completed basic programme gives access to one or more VET programmes.

The basic training phase

The system gives the student a high level of flexibility and variation of duration. Those who have made a clear choice can progress directly and swiftly through the initial basic phase. Students who have not made up their minds are given time and challenges to support their selection of programme, to develop themselves as individuals and to expand their competencies. Thus, the flexible basic programme may vary from 10 to 60 weeks. All students must be offered the opportunity to be able to select supplementary vocational or further study oriented competence elements. VET colleges are required to cooperate to ensure the students access to all basic programmes in all parts of the country.

The obligatory part of the basic programme consists of basic subjects and area subjects supplemented by educational and occupational guidance and counselling. In addition to this, optional subjects and introductory and guidance teaching are also offered. The composition of the final programme depends on the student_s own choice and the requirements set to be able to start a given specialisation programme. The contents of the individual student_s actual study programme has to be formulated in the student_s personal education plan.

A student, who has completed a full basic programme to prepare for a specific VET main programme and who wants to achieve the right to start on another programme within the same group of interrelated programmes, has an assured right to take only the relevant area subjects lasting 5 weeks in a concentrated sequence so that the loss of time is minimised.

The transition from basic programme to the main VET programme

The basic programme is completed with the issuing of a certificate which specifies the subjects studied and educational levels attained as well as a list of the main programmes the student is qualified for. The particular requirements needed to start on a main programme is defined in the regulations of each individual VET specialisation programme. In some programmes specific demands are set concerning the examination results and the levels to be achieved.

Restricted admission to some programmes may be established in accordance with employment prospects in the sector.

During the basic programme the student continuously receives guidance and counselling i.a. on the final choice of education. Special emphasis will be put on the student_s interests, capacities and motivation in relation to the demands of given occupations. This is expected to lead to more realistic educational choices.

The main VET specialisation programmes

The students will be trained to achieve at least the same levels of competence required by the labour market as already covered by the existing VET system. Consequently, the main programmes will follow the established principles, although with a more flexible approach in the field of specialisation.

The Danish VET system is organised as a dual system. Through the dual system, students are always in touch and familiar with typical changes of technology, machines, material, workplace organisation and job functions that occur in the labour market. Training and career paths are therefore matched in an optimum way. A documentation of qualifications and skills in the form of diploma/apprenticeship certificates is important on the Danish labour market. Companies within a certain industry need such documentation when making decisions on new recruitments as it would be very time-consuming and labour-intensive to assess the vocational qualifications and skills beforehand.

The obligatory college part of the alternance-based programmes has a maximum duration of 60 weeks (11/2 years). The VET college curriculum is structured around basic subjects, area subjects, special subjects and optional subjects. The overall balance between these subject categories has not been changed.

A complete main specialisation programme normally has a duration of not more than 31/2 years. The main VET programme starts with a practical training period in a company followed by periods at college and in the company. The students themselves have the responsibility of finding a company and concluding an apprenticeship contract, however with support and guidance from the college.

An innovation is the provision of special subjects which will now be offered in a more flexible way. The student and the training company may choose courses/modules from a joint catalogue designed by the vocational education and training system and the adult labour market training system. This is an important innovation to the training provision structure in Denmark. Normally new qualification needs are first tackled in the continuing training system; however, today's students and apprentices will now be introduced to this system as part of their ordinary VET programme. In the perspective of the need for lifelong learning this may be one of the most valuable elements of the reform.

The main programme is finalised by a "journeyman's test" or a similar examination testing the vocational skills, knowledge and attitudes and is - as in the existing system - monitored by the social partners. The qualifications obtained from vocational education and training are recognised nationally and recognised by enterprises and employees alike, as their own representatives participate in the development and implementation of the curricula, and monitor the examination results. This interaction between government authorities and social partners creates a very effective infrastructure which ensures transparency and comparability.

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