Youth guarantee and policy
reform in VET in Denmark
Workshop 1
Senior Adviser Mr. Jan Reitz Jørgensen
Ministry of Education
15. October 2014
The Danish VET-system – Key features
1.
The Danish VET-system plays a major role for growth and
employment – demand for skilled labour will increase towards 2020.
2. VET-programmes qualifies students for the labour market as skilled
workers – high performance in terms of transition to employment.
3. Based on the dual education and training principle – alternation
between school-based and work based learning in a company
(apprenticeship).
4. More than 100 main programmes are offered at three NQF levels of 2,
31/2 and 5 years duration.
5. Programmes offering double qualification in selected fields.
Side 2
Key features: continued
1.
Shared responsibility between the state and social partners on:
• Development and provision of programmes
• Legal framework and governance including quality assurance
• Financing and framework for company training (apprenticeship).
2. Programmes are developed by 50 sector skills committees (social
partners) and is approved by the Ministry of Education.
3. Programmes are provided by more than 100 accredited self-governing
VET-colleges (technical, business and social- and health schools).
4. Ministry of Education (Agency for quality and inspection) is
responsible for monitoring the VET-system.
Side 3
Overall governance of IVET
Ministry of Education




Legislation
Financing
Approve programmes and providers
Monitoring/quality assurance
National Council - IVET




50 Vocational Commitees
Demand for new programmes
Provision and accreditation
Legal framework
Demand for financing
Provider
Provider
Provider
 Asses demand for training
 Develop training programmes
 Approve companies for training
 Advise national council
Provider
Provider
Provider
Provider
The dual princple in Danish VET
Basic programmes
Flexible durance
School based training
Main programmes
typically 3 - 3½ years
Work based training
Side 5
ACCES TO PROGRAMMES
Side 6
VET - Programmes
Basic programmes
Main programmes
Specialisations
and steps
1
Motor vehicle, aircraft etc.
6 programmes
22
2
Building and construction
15 programmes
38
3
Construction and services
3 programmes
6
4
Animals plants and nature
9 programmes
31
5
Body and style
3 programmes
4
6
Human food
11 programmes
29
7
Media production
7 programmes
10
8
Business
8 programmes
25
9
Production and technology
30 programmes
71
10
Electricity, IT and management
7 prorammes
27
11
Health, care and pedagogy
4 programmes
7
12
Transport and logistics
7 programmes
31
Side 7
A few figures on VET - 2013
•46.000 enrolled in basic programmes
•80.000 enrolled in a main programmes – Apprenticeships
•8.000 enrolled in school based main programmes
50.000 new apprenticeship agreements in companies with
in a year - still lack of company training placement
Side 8
Key challenges for VET
• Number of young people in VET has decreased from 32% in 2001 to
19% in 2012.
• To many low performers in Danish and Math among many young
people who starts on a VET programme – 1 out of 5.
• High drop out rates in VET – 28% in basic programmes and 19% in
main programmes.
• Lack of apprentice placements in many sectors despite a number of
initiatives – Initiatives in 2013 to increase placements has been taken.
• 1/3 of students in VET is beyond 25 years (adult apprentices) which to
some extend is making it more difficult for young people to get
apprenticeship contract in companies.
Youth guarantee policy initiatives
Policy agreement on better VET programmes and
a strengthened education guarantee, Nov. 2012:
Overall objective:
• Increase number of young people completing a VET-programme (95% target)
3 key elements:
• A reinforced education guarantee promoting more training places including 12
initiatives – 50 Placement Training Centres in VET
• Increase quality in vocational education and training programmes including 7
initiatives • Improve guidance to 15 -17 years young people and bridge building
programmes from compulsory school to upper secondary education including
6 initiatives
Financing: 400 million euro (2013-2016)
Side 10
VET - Placement Training Centres
Overall objectives:
• Provide practical training for VET - students without an apprenticeship
agreement to complete a main programme
• Support VET- students in getting a apprenticeship agreement in a
company
ensures that all VET- students acquires a VET qualification
a school based alternative to an apprenticeship incl. work based learning
provides opportunities for short term agreements in companies.
increase number of companies training apprentices
Side 11
Reform 2015 in the Danish VET system
Four clear goals:
1.
The vocational education and training
programmes are to be an attractive first choice
for more young people.
2. More VET students to complete a vocational
education and training programme.
3. Students at vocational education and training
colleges to become as competent as possible.
4. Trust in and wellbeing at vocational education
and training colleges must be strengthened.
Side 12
VET -reform key elements
1.
An attractive youth education environment - one year basic
programmes for students coming from compulsory school
2. A Simpler and more transparent structure - 4 new broad basic
programmes in stead of 12
3. Better opportunities to move on to higher education (NQF 5 and 6)
including more VET double qualification programmes
4. New VET programmes for adults +25 years old (short track
programmes + recognition of prior learning)
5. Improve quality in education and teaching including
interplay between school- and work based learning
Other VET- reform elements
1. Clear admission requirements and offers for all young
people to access basic programmes
2. New VET-oriented stream in compulsory school at 10th
grade
3. New combined 2 year post compulsory Youth Education
4. Continued efforts increasing training places in companies
and promoting the youth guarantee
5. Focusing of guidance activities and efforts
Side 14
Implementation and supporting initiatives
• VET –reform to bee in force from august 2015
• Implementation in close dialog with social partners and schools
• New framework on performance output and outcome key indicators
• Management and teacher development
• Learning consultants to improve practices and results.
Side 15
Questions