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Secondary education in Denmark

After elementary school, most young people in Denmark take either an upper secondary (high school) education (72%) or a vocational education (20%).

High school in Denmark

In Denmark, there are four different types of high school education. Common to them all is that they are preparatory for further study – i.e. a secondary school diploma allows the student to apply for admission to a programme of higher education. You can read more at Uddannelsesguiden (The Education Guide).

STX is a programme of general education with subjects within the disciplines of the humanities, science and social science. The requirement for admission is a passed 9th grade final examination. The programme lasts three years, and consists of a six-month basic course and a 2½-year study programme.

The HHX programme emphasises mercantile, internationally-oriented and business-oriented educational perspectives. The requirement for admission is a passed 9th grade final examination. The programme lasts three years, and consists of a six-month basic course and a 2½-year study programme.

The HTX programme emphasises technological, scientific and business-oriented educational perspectives. The admission requirement is a passed 9th grade final examination, and the programme lasts three years, consisting of a six-month basic course and a 2½-year study programme.

HF is a general secondary school-level programme that is vocationally and practically oriented. The programme is aimed at providing admission to the vocational colleges and the professional bachelor study programmes. A HF examination with an extended subject package also provides access to the university Bachelor programmes. The requirement for admission is a passed 10th grade final examination. The programme lasts two years, and includes both a number of compulsory subjects and some specialised subject packages on specific themes such as health, environment, pedagogy or economics.

There are a number of international secondary schools in Denmark. An international private secondary school is a programme of secondary school education aimed at students who wish to take an international examination. The international examination in question, such as the International Baccalaureate (IB), must also provide access to programmes of higher education in Denmark. A number of state secondary schools also offer IB.

If you are from another Nordic country and wish to take an upper secondary school programme in Denmark

The Nordic countries have entered into a mutual agreement that provides young people in the Nordic countries with access to secondary (high school) education in all of the Nordic countries on a par with the citizens of their own countries. This means that you can usually obtain admission to a Danish secondary school if you have completed primary school in another Nordic country.  

Vocational programmes in Denmark (EUD and EUX)

A vocational programme is a practical educational programme in which a large part of the teaching takes place at an internship venue, such as a large industrial company, a workshop, a kitchen or a shop.

The programme alternates between school classes and periods of practical work experience, and usually consists of a basic course and a main course. You can choose from 105 programmes with more than 300 stages or specialisations. You can take a vocational programme directly after elementary school, or later, depending on your age and background. Once you have completed a vocational programme, you will be qualified for employment as a skilled worker.

You can take an EUX programme together with the vocational programme. This gives you the same opportunities for admission to higher education as a secondary school examination.

Further information

Please fill in our contact form if you have any questions or if you have encountered an obstacle in another Nordic country.

NB! If you have questions regarding the processing of a specific case or application, or other personal matters, please contact the relevant authority directly.

Related content

Find your education in the Nordic countries

Guide: Studying in Denmark

Nordic education agreements and programmes

Public holidays in Denmark

Electronic ID in Denmark - MitID

1 : Universitet : � University

2 : Kunstnerisk uddannelsesinstitution : � Higher Education Institution within the Arts

3 : Professionsh�jskole : � University College

4 : Erhvervsakademi : � Business Academy

Description: Previous name: Academy of Professional Higher Education

5 : Maritim uddannelsesinstitution : � Maritime Educational Institution

� Pre-Higher Education System

Basic : � Municipal school (Folkeskole), state subsidized private schools (Privat grundskole and Friskole), Continuation school (Efterskole)

Length of program: 10

Age level from: 6

Age level to: 16

Certificate/Diploma awarded at end: Leaving certificate

Upper Secondary : � General upper secondary school (Gymnasium)

Length of program: 3

Age level from: 16

Age level to: 19

Certificate/Diploma awarded at end: Higher General Examination (STX)

Upper Secondary : � General upper secondary school (Gymnasium), vocational college

Certificate/Diploma awarded at end: Higher Commercial Examination (HHX), Higher Technical Examination (HTX)

Upper Secondary : � HF course, Upper secondary school (Gymnasium), Adult education centre (VUC)

Length of program: 2

Age level from: 0

Age level to: 0

Certificate/Diploma awarded at end: Higher Preparatory Examination (HF)

Vocational Secondary : � Vocational college

Length of program: 1�-5�

Age level to: 20

Certificate/Diploma awarded at end: Certificate of vocational education and training / Journeyman's certificate

Basic education comprises a one-year pre-school class (B�rnehaveklasse), nine years of primary and lower secondary education, and an optional Grade 10. Upon completion of Grade 9 or 10, students may go on to upper secondary school. General upper secondary education (STX, HF, HHX, HTX) prepares students for higher education. Vocational Education and Training (VET) prepares students directly for specific jobs, but most VET programmes also prepare students for direct admission to one or more short cycle professional higher education programmes. VET alternates between school and on-the-job training in an enterprise. Primary and secondary education is largely the responsibility of the Ministry of Education, which sets up the framework for curricula. However, the contents of the courses are established by the schools (with their boards) and finalised by the teachers with their students. Vocational education and training is controlled by the Ministry of Education with the social partners as important parties.

� Higher Education System

Higher education is offered by five types of higher education institutions: 1. Business Academies (Erhvervsakademier) offering professionally oriented short cycle and first cycle degree programmes; 2. University Colleges (Professionsh�jskole) offering professionally oriented first cycle degree programmes; 3. Maritime Education Institutions offering professionally oriented first cycle degree programmes; 4. Research universities (Universitet) offering first, second and third cycle degree programmes in all academic disciplines; 5. Higher education institutions in architecture and art. Most of the higher education institutions are regulated by the Ministry of Higher Education and Science (types 1 to 5). The Ministry of Culture regulates a small number of higher education institutions offering first, second and third cycle degree programmes in fine and performing arts (type 5).

Lov om �ben uddannelse (erhvervsrettet voksenuddannelse) m.v. (LBK no. 814/2018) (2018)

Description: Adult and continuing education

Lov om professionsh�jskoler for videreg�ende uddannelser (LBL no. 152) (2018)

Description: Act on university colleges

Lov om akkreditering af videreg�ende uddannelsesinstitutioner (LOV no. 173/2018) (2018)

Description: Accreditation of Higher Education Institutions act

Lov om erhvervsakademier for videreg�ende uddannelser (LBK no. 153/2018) (2018)

Description: Act on academies of professional higher education

Bekendtg�relse om adgang m.v. ved bachelor-og kandidatuddannelser ved universiteterne (BEK no. 107/2018) (2018)

Description: Order on Access to Bachelor's degree programmes (Ministry of Higher Education and Science)

Lov om universiteter (universitetsloven) (LBK no. 172/2018) (2018)

Description: The University Act

Lov om adgangsregulering ved videreg�ende uddannelser (LBK No. 1035/2017) (2017)

Description: Act on the regulation of access to higher education programmes

Bekendtg�relse om adgang til erhvervsakademiuddannelser og professionsbacheloruddannelser (BEK no. 1495/2017) (2017)

Description: Order on access to Academy Profession and Professional Bachelor's programmes

Lov om videreg�ende uddannelse (videreuddannelsessystemet) for voksne (LBK no. 1038/2017) (2017)

Description: Adult/continuing higher education

Lov om erhvervsakademiuddannelser og professionsbacheloruddannelser (LBK no. 986/2017) (2017)

Description: Act on Academy Profession Programmes and Professional Bachelor Programmes

Bekendtg�relse om eksamen og censur ved universitetsuddannelser (BEK No. 1062/2016) (2016)

Description: Order on University Examinations and Grading

Bekendtg�relse om bachelor- og kandidatuddannelser ved universiteterne (BEK no. 1328/2016) (2016)

Description: University programme order

Lov om videreg�ende kunstneriske uddannelsesinstitutioner (LBK nr. 59/2015) (2015)

Description: Act on higher education institutions in architecture and art (Ministry of Higher Education and Science)

Lov om vurdering af udenlandske uddannelseskvalifikationer m.v. (LBK no. 579) (2014)

Description: Assessment and of Foreign Qualifications Order

Bekendtg�relse om ph.d.-uddannelsen ved universiteterne og visse kunstneriske uddannelsesinstitutioner (BEK no. 1039) (2013)

Description: Act on PhD programmes

Bekendtg�relse om masteruddannelser ved universiteterne (BEK No. 1187) (2009)

Description: Act on university master programmes within adult higher education

Danish, English

Non-university level : Academy Profession degree

Description: The Academy Profession degree is a short-cycle degree (EQF level 5) awarded after 90 - 150 ECTS (usually 120 ECTS), including a period of work placement of at least 15 ECTS.

University level first stage : Bachelor's degree

Description: Degrees at bachelor's level, i.e. first cycle degrees (EQF level 6), include: 1) Bachelor's degree from a university, awarded after 3 years of study (180 ECTS); 2) Bachelor's degree within the arts, also awarded after 3 years of study (180 ECTS); 3) Professional Bachelor’s degree, awarded after 180-270 ECTS (usually 180-240 ECTS), including a period of work placement of at least 30 ECTS.

University level second stage : Master's degree

Description: Degrees at master's level, i.e. second cycle degrees (EQF level 7), include: 1) The Master's degree from a university (candidatus/candidata, Danish: kandidatgrad), awarded after 2 years of study (120 ECTS points). A few Master's programmes are longer: Medicine (3 years, 180 ECTS points) and Veterinary Medicine (2� years, 150 ECTS points); 2) The Master’s degree within fine arts, awarded after 120-180 ECTS.

University level third stage : PhD degree

Description: The PhD degree, i.e. third cycle degree (EQF Level 8) is awarded after a total of normally 8 years of higher education and research. The PhD programme itself normally lasts 3 years (180 ECTS points).

University level fourth stage : Doctoral degree

Description: This traditional higher doctoral degree (doktorgrad) may be obtained by mature researchers, usually after a minimum of 5-8 years of individual and original research and public defence of a dissertation. There is no formal study programme for this award.

Teachers in higher education institutions must hold a degree at least equivalent to the level at which they are to teach. In addition, they must hold qualifications for teaching the subjects in question, which may be earned, for example, through research work, professional experience or study periods abroad.

Some programmes of open education are offered as distance education. Students meet with their teachers and co-students for two or three sessions per semester. The educational institution provides the syllabus, exercises and guidance. Distance education may also be Internet-based.

Danish Government Scholarships under the Cultural Agreements with certain countries

Danish government scholarships for highly qualified non-EU/EEA students administered by the individual higher education institution

Uddannelses-og Forskningsministeriet

Role: Responsible for science, innovation and higher education

Street: PO Box 2135

City: K�benhavn K

PostCode: 1015

www: https://ufm.dk

Contacts: Christina Egelund (Head), Job title : Minister

Kulturministeriet

Role: Responsible for parts of higher education in fine and performing arts.

Street: Nybrogade 2

PostCode: 1203

www: https://kum.dk

Contacts: Jakob Engel-Schmidt (Head), Job title : Minister

Danske Universiteter

Role: An organization made up of the eight Danish universities and works to enhance cooperation, visibility and impact.

Street: Fiolstr�de 44, 1. th

PostCode: 1171

www: https://dkuni.dk

Contacts: - Brian Bech Nielsen (Head), Job title : Chair - Jesper Langergaard (Senior Administrative Officer), Job title : Director

Danmarks Akkrediteringsinstitution

Role: Accredits institutions and programmes within the higher education area. Accreditation is used as a means to strengthen the quality assurance work at the institutional level. In addition, they gather and disseminate information about quality assurance, nationally as well as internationally.

Recognition for institution: yes

Street: Tidemandsvej 1

City: Holb�k

PostCode: 4300

www: https://akkr.dk

Contacts: Anette D�rge (Head), Job title : Director

Styrelsen for Forskning og Uddannelse

Role: Danish ENIC/NARIC office providing assessments of foreign qualifications. Competent authority for the recognition of foreign teaching qualifications for primary and secondary school.

Services provided and types of students dealt with: Assessment of foreign qualifications and other information about foreign qualifications recognition.

Recognition for profession: yes

Street: Haraldsgade 53

City: K�benhavn �

PostCode: 2100

www: https://ufm.dk/recognition

Contacts: Mikkel Buchter (Head), Job title : Head of Division

Dansk Institut for Study Abroad - DIS

Role: DIS is a Danish non-profit study abroad institution in Copenhagen offering semester, academic year, and summer programmes taught in English, as well as organising overseas study for Danis students.

Street: Vestergade 7

PostCode: 1456

www: https://disabroad.org

Contacts: - Charlotte Mark (Head), Job title : Chair - Malene Torp (Senior Administrative Officer), Job title : Executive Director

Studenterr�dgivningen

Role: Student advisory body under the Ministry of Higher Education and Science, offering social and psychological support to students.

Street: Dronningens Tv�rgade 30, 2

PostCode: 1302

www: https://srg.dk

Contacts: Thomas Braun (Head), Job title : Director

Danske Studerendes F�llesr�d

Street: Jernbanegade 4, 2, tv.

City: K�benhavn

PostCode: 1608

www: https://www.dsfnet.dk

Contacts: - Julie Lindmann (Head), Job title : President - Jacob Blasius (International Relations Officer), Job title : International Officer

Styrelsen for Institutioner og Uddannelsesst�tte

Role: The agency has primary responsibility for the Danish students' Grants and Loans Scheme - see www.su.dk

Category of students: Danish citizens and a few categories of foreign citizens

Grants: yes

Street: Bredgade 43

PostCode: 1260

www: http://www.su.dk

Role: The areas covered by the agency include EU and global cooperation within education and research, assessment and recognition of foreign education programmes, accreditation, and programmes supporting cooperation and mobility.

� Admission to Higher Education

Almen studentereksamen (Higher General Examination)

Minimum mark: Depending on institution and programme

H�jere Forberedelseseksamen (Higher Preparatory Examination)

Merkantil studentereksamen (Higher Commercial Examination)

Teknisk studentereksamen (Higher Technical Examination)

Requirement for: Depending on institution and programme

Special upper secondary programme for non-Danish speaking students

Individual assessment. For Academy Profession programmes admission is also possible on the basis of a relevant vocational qualification (vocational education and training, at least 3 years) plus adequate general upper secondary courses (e.g. Maths, Physics, English) according to chosen institution and programme.

The Minister for Higher of Education and Science may fix 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.

Depending on the programme, there are often other requirements concerning the entrance qualification, e.g. subject levels and minimum grades.

Individual assessment.

Depending on the programme, there are often other requirements concerning the entrance qualification, e.g. subject levels and minimum grades. H�jere Forberedelseseksamen – HF (Higher Preparatory Examination) gives access to university bachelor's programmes only when addition courses are included.

Definition: A non-Danish citizen with a foreign entrance qualification.

Admission Requirements: The general admission requirement is a qualification that gives access to higher education in the country of origin and which is assessed and found comparable to the Danish entrance qualifications. For many programmes, there are also specific requirements which must be fulfilled. Further information about admission requirements and foreign qualifications accepted for entry to higher education programmes is available at the Study in Denmark website: http://studyindenmark.dk/study-options/admission-requirements

Quotas: Three quotas are fixed annually for applications for first-cycle programmes. Quota 1 is for applicants with a Danish upper secondary qualification and for applicants with an EU/EEA upper secondary qualification which the Danish Agency for Science and Higher Education has assessed as being comparable to a Danish upper secondary qualification. Applicants in quota 1 are assessed solely on the basis of the grade point average in the upper secondary qualification. This means that applicants with the highest grade point averages are admitted until all the seats are taken. Quota 2 is for applicants with the abovementioned upper secondary qualifications who do not have a sufficiently high grade point average to be admitted in quota 1 and who also wish to be assessed on other qualifications such as work experience, extra-curricular activities, living abroad, etc. Each educational institution sets the criteria for admission through quota 2 for each programme. The application is automatically assessed in quota 1 simultaneously in case the applicant meets the required grade point average. Furthermore, quota 2 is for applicants holding non-EU/EEA upper secondary qualifications and residing in Denmark as well as for applicants who do not have an upper secondary qualification, but who have obtained qualifications comparable to an upper secondary qualification (exemptees). Quota 3 is for non-EU/EEA nationals applying for an English study programme on the basis of a non-Danish upper secondary qualification and need a student residence permit to study in Denmark.

Health: Generally speaking, international students have access to the Danish healthcare system. Please refer to the Study in Denmark website for details on healthcare coverage: http://studyindenmark.dk/live-in-denmark/health-safety/healthcare

Language Proficiency: Applicants to English-taught programmes have to prove English proficiency comparable to a specified level in the Danish upper secondary school, depending on the programme in question. For Danish-taught programmes you have to prove speaking and writing proficiency in Danish. Please see the details about language requirements and tests on the website of the higher education institution or Study in Denmark: http://studyindenmark.dk/study-options/admission-requirements.

Entry Regulations: The procedures vary according to nationality. For information on visas, permits, etc., please visit the Study in Denmark website: http://studyindenmark.dk/live-in-denmark/permits-visas-red-tape Students from outside the EU/EEA should be aware that the residence permit must be applied for from your home country and that there are certain financial requirements. If you need help when applying for a Danish residence permit, contact the International Office at the institution you have been accepted to.

Application to Individual Institution: Unknown

Application to Central Body: Yes

� Recognition of Studies

1) Accreditation: Accreditation is mandatory for higher education institutions and a precondition for attaining public funding. The accreditation system is based on institution accreditation with focus on the ongoing systematic work of the educational institution to safeguard and develop the quality and relevance of its study programmes. Institutions with a positive institution accreditation are entitled to establish new study programmes and new offerings of study programmes after these have been pre-qualified and approved and to make adjustments to existing study programmes. Institutions that have not yet obtained a positive institution accreditation must have their study programmes accredited. The Danish Accreditation Agency prepares accreditation reports for the purpose of the Accreditation Council's decisions concerning the accreditation of educational institutions and study programmes. Accreditation takes place on the basis of centrally laid down criteria including learning outcomes as defined by the Danish Qualifications Framework. Institutions are required to set up their own internal quality assurance procedures. The Universities Act specifies the role of deans, heads of department and study boards, respectively, in assuring and developing the quality of education and teaching. Self-evaluation, in which students normally participate, is an integral mandatory part of any evaluation. For more information, please visit the website of the Danish Accreditation Instituiton: https://akkr.dk/en/ 2) Foreign qualifications recognition: The Danish Agency for Science and Higher Education (Danish ENIC/NARIC office) provides assessments of foreign qualifications at all levels for academic as well as professional purposes. Decisions on admission of applicants with foreign qualifications are made by the educational institutions themselves, taking into consideration any assessment by the Danish Agency for Science and Higher Education as far as the level of the foreign qualification is concerned. Decisions on credit transfer of foreign qualifications to replace parts of a Danish study programme are made by the higher education institutions, but foreign qualification holders may appeal the decision to a special complaints board. Decisions on access to regulated professions are made by the competent public authorities. For more information, please visit the website of the Ministry of Higher Education and Science: https://ufm.dk/recognition

For Access to Non-University Post-Secondary Studies: The same as for university-level studies, see below.

For Access to University Level Studies: Information about foreign qualifications satisfying the level requirement for entry to undergraduate studies is available on the website of Ministry of Higher Education and Science: � https://ufm.dk/recognition/entry For admission to undergraduate studies, applicants with foreign credentials should apply through www.optagelse.dk before March 15. However, there may be different deadlines for applicants who are seeking admission to an English-language programme and need a residence permit for that – in that case please ask the educational institution for information about the deadline. To learn more about admission requirements and applications, please visit the Study in Denmark website: � http://studyindenmark.dk/study-options/admission-requirements

For Access to Advanced Studies/Research: Applications should be sent to the relevant institution of higher education.

For the Exercise of a Profession: Approval of foreign qualifications with a view to practising regulated professions is given by the authority administering the regulated profession in question. Applications should be sent directly to the relevant competent authority. More information about access to the regulated professions is available at the website of the Ministry of Higher Education and Science: � https://ufm.dk/recognition/rp For non-regulated professions, the Danish Agency for Science and Higher Education offers assessment of foreign qualifications: � https://ufm.dk/recognition

Nordic Declaration/Recognition of Qualifications Concerning Higher Education (Reykjavik Declaration) (2004)

Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Lisbon Recognition Convention) (1997)

UNESCO Convention on the Recognition of Studies, Diplomas and Degrees Concerning Higher Education in the States Belonging to the European Region. (1979)

European Convention on the General Equivalence of Periods of University Study (1990)

European Convention on the Academic Recognition of University Qualifications. (1959)

European Convention on the Equivalence of Periods of University Study (1956)

European Convention on the Equivalence of Diplomas Leading to Admission to Universities (1953)

Agreement concluded by Denmark, Finland, Iceland, Norway and Sweden on Admission to Higher Education (1996)

ENIC/NARIC recognition portal: http://www.enic-naric.net/denmark.aspx

� Student Life

Is there social security: Yes

Cost/fee (per year): 0 Danish Krone

Details: The Danish healthcare system offers equal and universal access for all residents. As an international student and resident in Denmark you will have access to free medical treatment with some exceptions, such as dental care and physiotherapy. Please visit the Study in Denmark website for more information: http://studyindenmark.dk/live-in-denmark/health-safety/healthcare

By Road: Yes

By Rail: Yes

Available to Foreign Students: Yes

National Students - Min Tuition Fees: 0 Danish Krone

Study Guides (http://studyindenmark.dk/guides)

Author: The Danish Agency for International Education

Year of publication: 2010

� Credentials

Description: The certificate is awarded on completion of the three-year general upper secondary programme "Gymnasium". The programme is academically oriented and aims to provide general education as well as to qualify students for higher education. The curriculum comprises compulsory core subjects and optional subjects at up to three different levels. The students have to sit 10 exams.

Acronym: STX

Entrance exam test at National level: no

Entrance exam test at Institution level: no

Description: The certificate is awarded on completion of a two-year general upper secondary programme. The emphasis of the HF programme is on both the theoretical and the practical. The education programme aims to develop the students’ capacity for in-depth study and their understanding of the connections between the subjects. The students are to attain analytical and critical skills and achieve insight into natural science, social science and humanistic contexts. They are also to develop their linguistic competences. Students sit examinations in all subjects taken. Students can take addition courses as part of the HF programme in order to gain access to university Bachelor's programmes.

Acronym: HF

Description: HHX is a 3-year upper secondary programme aiming to provide general education as well as to prepare the student for higher education, particularly studies in business administration and management. The programme focuses on business and socio-economic disciplines in combination with foreign languages and other general subjects.

Acronym: HHX

Description: HTX is a 3-year upper secondary programme aiming to provide general education as well as to prepare the student for higher education, particularly studies in technological fields. The programme focuses on technological and scientific subjects in combination with general subjects.

Acronym: HTX

Description: (Gymnasiale indslusningsforl�b for flygtninge og indvandrere). One-year upper secondary bridging course for non-native citizens (immigrants and refugees) having completed an upper secondary school-leaving qualification in their home country and wanting to qualify for entry to Danish higher education.

Acronym: GIF

Akademiuddannelse (Academy Profession degree from adult/continuing higher education)

Description: The Academy Profession degree within adult/continuing higher education is awarded after 2 years of part-time study (60 ECTS) at short cycle level. They are development-based and combine theoretical studies with a practical approach. The programmes prepare students for assuming occupational functions at specialist or middle management level and give access to relevant diploma programmes (adult/continuing higher education).

Type of institution where credential is offered: Erhvervsakademi (Business Academy)

Erhvervsakademigrad (Academy Profession degree)

Description: The Academy Profession degree is awarded after 90-150 ECTS, usually 120 ECTS, and includes a period of work placement of at least 15 ECTS. The programmes are development-based and combine theoretical studies with a practical approach. Programmes are, among others, offered within Marketing Management, Computer Science and Chemical and Biotechnical Science. The Danish title is field of study followed by the abbreviation AK and the English title is AP Graduate in [field of study].

Acronym: AP

Credential required for entry: Almen studentereksamen (Higher General Examination) Teknisk studentereksamen (Higher Technical Examination) Merkantil studentereksamen (Higher Commercial Examination) H�jere Forberedelseseksamen (Higher Preparatory Examination) Special upper secondary programme for non-Danish speaking students

Bachelorgrad (Bachelor's degree)

Description: The Bachelor's degree (bachelorgrad) from a university is awarded after 3 years of study (180 ECTS). The programmes are research-based. They do not include any components that could be classified as liberal arts. All programmes include a bachelor's project. The programmes are offered in all scientific fields. The programmes prepare students for occupational functions and for studies for the Master's degree (Kandidatgrad). The titles are: Danish: Bachelor (BA) i [field of study] or Bachelor (BSc) i [field of study]. English: Bachelor of Arts (BA) in [field of study] or Bachelor (BSc) of Science in [field of study]. In business administration, the title HA may be used. Legal studies: Bachelor of Laws (LL.B.).

Acronym: BA/Bsc

Type of institution where credential is offered: Universitet (University)

Diplomuddannelse (Diploma from adult/continuing higher education)

Description: The Diploma degree (diplomuddannelse) is awarded after 2 years of part-time study (60 ECTS). The programmes are development-based and combine theoretical studies with a practical approach. The programmes prepare students for assuming highly qualified occupational functions and give access to relevant Master programmes within adult/continuing higher education.

Type of institution where credential is offered: Professionsh�jskole (University College)

Kunstnerisk bachelorgrad (Bachelor’s degree within the arts)

Description: The bachelor's degree within the arts is awarded after 3 years of study (180 ECTS). The programmes are based on research and artistic research. Programmes are offered within the fine arts: architecture, design, music, etc. The titles are: English: Bachelor of Arts (BA) in [field of study], Bachelor of Music (BMus) [field of study] or Bachelor of Fine Arts (BFA) in [field of study]. Danish title: Bachelor (BA) i [field of study], Bachelor i musik (BMus) [field of study] or Bachelor i billedkunst (BFA) [field of study]. The degree normally gives access to a Master's (candidatus) programme in the same field of the arts.

Acronym: BA/BMus/BFA

Entrance exam test at Institution level: yes

Type of institution where credential is offered: Kunstnerisk uddannelsesinstitution (Higher Education Institution within the Arts)

Professionsbachelorgrad (Professional Bachelor’s degree)

Description: The Professional Bachelor's degree is awarded after 3 to 4� years of study (180-270 ECTS points). In some fields, the degree can also be obtained through a 1� year top-up (90 ECTS) Professional Bachelor programme following a relevant Academy Profession degree. Professional bachelor programmes are offered at a level corresponding to that of university bachelor programmes, but with a stronger focus on professional practice. The programmes provide students with knowledge of theory and the application of theory to professions and industries. They are development-based and combine theoretical studies with a practical approach. They include periods of practical training and require the submission of a project paper. The lead to professions such as nurse, primary and lower secondary school teacher, or engineer. Most programmes give access to further studies in the same field, typically a Master programme within adult and continuing higher education or, on certain conditions, specific university Master's programmes. The Danish title is Professionsbachelor i [field of study] and the English title is Bachelor of [field of study].

Billedkunstner (artist in visual arts)

Description: Qualification awarded by the Funen Art Academy and the Jutland Art Academy after a total of five years' study.

Professionsbachelorgrad (4 yr Professional Bachelor’s degree)

Description: Professional bachelor's degree (professionsbachelorgrad) awarded 4 years study (240 ECTS) and includes a period of work placement of at least 6 months (30 ECTS). Can also be obtained through a top up bachelor’s programme following an Academy Profession degree. "Professional Bachelor" indicates, in relation to university bachelor's degrees, a similar level of education combined with a stronger focus on professional practice. The programmes provide students with knowledge of theory and the application of theory to professions and industries. They are development-based and combine theoretical studies with a practical approach. They include periods of practical training and require the submission of a project paper. Examples of degree holders are nurses, primary and lower secondary school teachers and certain types of engineers. Most programmes give access to further studies in the same field, typically a Master programme within adult and continuing higher education or, on certain conditions, specific university Master's programmes.

Kandidatgrad (Master's degree)

Description: The Master's degree (candidatus/candidata, Danish: kandidatgrad) is awarded after 2 years of study (120 ECTS points). A few Master's programmes are longer: Medicine (3 years, 180 ECTS points) and Veterinary Medicine (2� years, 150 ECTS points). The programmes are research-based and are offered in all scientific fields. Each programme builds on a relevant bachelor's degree. The programmes are completed with a Master's thesis (speciale) of 30 ECTS (or up to 60 ECTS if it is of an experimental nature). The programmes are offered in all scientific fields. The titles are: English: Master of Arts (MA) in [field of study] or Master of Science (MSc) in [field of study]. Danish: Cand. + latin abbreviation of academic area i [field of study], e.g.: cand.mag. (candidatus/candidata magisterii) i [field of study].

Acronym: MA/Msc

Credential required for entry: Bachelorgrad (Bachelor's degree)

Kunstnerisk kandidatgrad (Master’s degree within the arts)

Description: The Master’s degree within the arts is awarded after 2 to 3 years of study (120-180 ECTS). The programmes are based on research and artistic research. The titles are: English: Master of Arts (MA) in [field of study], Master of Music (MMus) [field of study] or Master of Fine Arts (MFA) in [field of study]. Danish: Cand.[latin abbreviation of academic area] [field of study]]. Music Academies offer a specialist degree of 2 to 4 years following the Master’s degree.

Acronym: MA/MMus/MFA

Credential required for entry: Kunstnerisk bachelorgrad (Bachelor’s degree within the arts)

Masteruddannelse (Master degree from adult/continuing higher education)

Description: The Master degree is awarded after 2 (in certain cases 3) years of part-time study (60 ECTS, in certain cases 90 ECTS). The programmes are research-based and prepare students for assuming highly qualified occupational functions. The titles are: English: Master of [field of study]. Danish: Master i [field of study].

Ph.d.-grad (PhD degree)

Description: The PhD degree is awarded after a total of normally 8 years of higher education and research. The PhD programme itself normally lasts 3 years (180 ECTS points) and comprises the following elements: - Conducting an independent PhD project under supervision - Completing a PhD thesis on the basis of the PhD project - Completing PhD courses corresponding to approx. 30 ECTS points - Participating in active research environments, including long-term stays at other, primarily foreign, research institutions, private research companies, etc. - Gaining experience of teaching or other forms of knowledge dissemination. The programme is completed with the public defence of a PhD thesis demonstrating a capacity to carry out a scientific project involving independent application of the scientific methodology of the field in question.

Acronym: PhD

Credential required for entry: Kandidatgrad (Master's degree)

Type of institution where credential is offered: Universitet (University) Kunstnerisk uddannelsesinstitution (Higher Education Institution within the Arts)

Doktorgrad (Doctoral degree)

Description: The doctoral degree is the highest degree, conferred after a variable number of years of study and on submission and defense of a major thesis. There is no formal study programme for this award. Several years' intensive research is necessary to produce a thesis of a sufficiently high standard. The award of the degree is based on a dissertation which is defended at a public, oral defence session. The doctoral degree is awarded in acknowledgement of the author’s considerable scientific insight and maturity, and of the author having contributed substantially to the advancement of science with the dissertation. Doctoral degrees are conferred in fields such as Law (dr. jur), Medicine (dr. med), Humanities (dr. phil), Science (dr. scient), Theology (dr. theol).

Acronym: Dr.

Credential required for entry: Kandidatgrad (Master's degree) Ph.d.-grad (PhD degree)

� Data Provided by

IAU from the Danish Agency for Science and Higher Education, 2018. Bodies updated December 2022.

Updated on 27-08-2019

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Education in Denmark - statistics & facts

Upper secondary education, higher education, key insights.

Detailed statistics

Educational attainment of the population in Denmark 2022

Number of pupils per teacher in primary schools in Denmark 2012-2022

Leading universities in Denmark 2022, by number of students

Editor’s Picks Current statistics on this topic

Education Level & Skills

Number of registered university students in Denmark 2012-2022

Population in Denmark 2022, by level of education and gender

Further recommended statistics

• Premium Statistic Educational attainment of the population in Denmark 2022
• Basic Statistic Population in Denmark 2022, by level of education and gender
• Basic Statistic Number of pupils in primary schools in Denmark 2011-2022
• Basic Statistic Number of pupils per teacher in primary schools in Denmark 2012-2022
• Basic Statistic Number of students in upper secondary education in Denmark 2012-2022
• Premium Statistic Leading universities in Denmark 2022, by number of students
• Basic Statistic Share of students in higher education in Denmark 2022, by type of institution

Highest education completed among the population in Denmark in 2022

Distribution of the population in Denmark in 2022, by level of education and gender

Number of pupils in primary schools in Denmark 2011-2022

Number of pupils in primary schools in Denmark from 2011 to 2022

Pupil to teacher ratio in primary schools in Denmark from 2012 to 2022

Number of students in upper secondary education in Denmark 2012-2022

Number of students in upper secondary education in Denmark from 2012 to 2022

Leading universities in Denmark in 2022, by number of students

Share of students in higher education in Denmark 2022, by type of institution

Share of students in higher education in Denmark in 2022, by type of institution

Primary school

• Premium Statistic Number of primary schools in Denmark 2012-2022
• Basic Statistic Number of primary schools in Denmark 2022, by type
• Premium Statistic Number of pupils in primary school in Denmark 2022, by type of institution
• Premium Statistic Number of teachers in primary schools in Denmark 2013-2023
• Premium Statistic Number of teachers in primary schools in Denmark 2013-2023, by gender
• Premium Statistic Average monthly salary of primary school teachers in Denmark 2013-2021
• Basic Statistic Primary education expenditure per pupil in Denmark 2015-2023

Number of primary schools in Denmark 2012-2022

Number of primary schools in Denmark from 2012 to 2022

Number of primary schools in Denmark 2022, by type

Number of primary schools in Denmark in 2022, by type

Number of pupils in primary school in Denmark 2022, by type of institution

Number of pupils in primary school in Denmark in 2022, by type of institution

Number of teachers in primary schools in Denmark 2013-2023

Number of teachers in primary schools in Denmark from 2013 to 2023

Number of teachers in primary schools in Denmark 2013-2023, by gender

Number of teachers in primary schools in Denmark from 2013 to 2023, by gender

Average monthly salary of primary school teachers in Denmark 2013-2021

Average monthly salary of primary school teachers in Denmark compared to the national average from 2013 to 2021 (in Danish kroner)

Primary education expenditure per pupil in Denmark 2015-2023

Expenditure per pupil in primary education in Denmark from 2015 to 2023 (in DKK)

• Basic Statistic Number of students in upper secondary education in Denmark 2012-2022, by gender
• Basic Statistic Number of students in upper secondary education in Denmark 2012-2022, by origin
• Premium Statistic Number of teachers in upper secondary school in Denmark 2016-2021
• Basic Statistic Number of students per teacher in upper secondary schools in Denmark 2015-2021
• Premium Statistic Distribution of teachers in upper secondary school in Denmark 2021, by gender
• Premium Statistic Average monthly salary of secondary school teachers in Denmark 2013-2021
• Basic Statistic Upper secondary students' future plans before/after COVID-19 2020

Number of students in upper secondary education in Denmark 2012-2022, by gender

Number of students in upper secondary education in Denmark from 2012 to 2022, by gender

Number of students in upper secondary education in Denmark 2012-2022, by origin

Number of students in upper secondary education in Denmark from 2012 to 2022, by origin

Number of teachers in upper secondary school in Denmark 2016-2021

Number of teachers in upper secondary school in Denmark from 2016 to 2021

Number of students per teacher in upper secondary schools in Denmark 2015-2021

Student to teacher ratio in upper secondary schools in Denmark from 2015 to 2021

Distribution of teachers in upper secondary school in Denmark 2021, by gender

Distribution of teachers in upper secondary school in Denmark in 2016 and 2021, by gender

Average monthly salary of secondary school teachers in Denmark 2013-2021

Average monthly salary of secondary school teachers in Denmark compared to the national average from 2013 to 2021 (in Danish kroner)

Upper secondary students' future plans before/after COVID-19 2020

What are your plans after upper secondary school?

• Basic Statistic Number of registered university students in Denmark 2012-2022
• Basic Statistic Number of bachelor and master students in Denmark 2012-2022
• Premium Statistic Number of new doctorate students in Denmark 2010-2022
• Premium Statistic Most popular Quota 2 studies in Denmark 2023, based on number of applicants
• Premium Statistic Foreign exchange students in higher education in Denmark 2022, by region of origin
• Premium Statistic Danish higher education students studying abroad 2022, by destination
• Premium Statistic Average monthly salary of higher education teachers in Denmark 2013-2021

Number of registered university students in Denmark from 2012 to 2022

Number of bachelor and master students in Denmark 2012-2022

Number of bachelor and master students in Denmark from 2012 to 2022

Number of new doctorate students in Denmark 2010-2022

Number of new doctorate students in Denmark from 2010 to 2022

Most popular Quota 2 studies in Denmark 2023, based on number of applicants

Most popular Quota 2 studies in Denmark in 2023, based on number of applicants

Foreign exchange students in higher education in Denmark 2022, by region of origin

Distribution of foreign higher education exchange students in Denmark in 2022, by region of origin

Danish higher education students studying abroad 2022, by destination

Distribution of Danish higher education students studying abroad in 2022, by region of destination

Average monthly salary of higher education teachers in Denmark 2013-2021

Average monthly salary of higher education and university teachers in Denmark compared to the national average from 2013 to 2021 (in Danish kroner)

Students' well-being

• Premium Statistic Pupil well-being in primary schools in Denmark 2014-2023
• Premium Statistic Social and educational well-being among pupils in primary school in Denmark 2014-2023
• Basic Statistic Satisfaction among upper secondary school students in Denmark 2018-2022
• Basic Statistic Student well-being in upper secondary education in Denmark 2018-2022, by type
• Premium Statistic Student loneliness in higher education in Denmark 2020-2021
• Premium Statistic Upper secondary education students who considered dropping out in Denmark 2018-2021
• Premium Statistic Learning profit of secondary education students from online education in Denmark 2021

Pupil well-being in primary schools in Denmark 2014-2023

Share of pupils with a high level of well-being in primary schools in Denmark from 2014 to 2023

Social and educational well-being among pupils in primary school in Denmark 2014-2023

Share of pupils in primary school with a high level of social and educational well-being in Denmark from 2014 to 2023

Satisfaction among upper secondary school students in Denmark 2018-2022

Satisfaction among upper secondary school students in Denmark from 2018 to 2022

Student well-being in upper secondary education in Denmark 2018-2022, by type

Student well-being in upper secondary education in Denmark from 2018 to 2022, by type

Student loneliness in higher education in Denmark 2020-2021

Share of higher education students who felt lonely during COVID-19 pandemic in Denmark in 2020 and 2021

Upper secondary education students who considered dropping out in Denmark 2018-2021

Share of upper secondary education students who considered dropping out in Denmark in 2018 and 2021

Learning profit of secondary education students from online education in Denmark 2021

Upper secondary education students learning profit from online education during COVID-19 in Denmark in 2021

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Upper secondary education

Upper secondary education programmes, also referred to as youth education programmes, can be divided into:

• General upper secondary education programmes, which primarily prepare students for higher education: – Higher General Examination Programme (STX Programme) – Higher Technical Examination Programme (HTX Programme) – Higher Commercial Examination Programme (HHX Programme) – Higher Preparatory Examination Programme (HF Programme)
• Vocational upper secondary education and training (VET) programmes, which primarily prepare students for a career in a specific trade or industry.

EUX combines general upper secondary education and vocational education and training, giving access to higher education as well as to skilled jobs.

General upper secondary education

Information about general upper secondary education:

• Danish Ministry of Children and Education: Upper secondary education programmes
• Eurydice: Denmark

Vocational upper secondary education

Information about vocational education and training:

• Danish Ministry of Children and Education: Vocational education and training

Information about specific vocational qualifications:

• Certificate Supplements
• Adult education and continuing training
• Danish Qualifications Framework for Lifelong Learning: Types of certificates and degrees

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Vocational education and training in Europe

Eu member states.

• September 2021

Please cite as:

Cedefop; University College Copenhagen (2019). Vocational education and training in Europe: Denmark [From Cedefop; ReferNet. Vocational education and training in Europe database]. https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/denmark

General themes

VET in Denmark comprises the following main features:

• a mainstream system providing qualifications at all levels, from compulsory schooling to doctoral degrees;
• a parallel adult education and continuing training (CVT) system.

Adult education and continuing training 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.

Distinctive features ([ 1 ]):

The Danish VET system is characterised by a high level of stakeholder involvement. Social partners, vocational colleges, teachers and learners are all involved in developing VET based on consensus and shared responsibility. Stakeholders play a key role in advising the Ministry of Education on overall VET policy and determining the structure and general framework for training programmes within their field, cooperating in national trade committees. At local level, stakeholders cooperate in developing curricula to respond to local labour market needs.

Denmark has the highest participation in adult education and continuing training in the EU. High participation rates reflect the national strategy to focus on knowledge-intensive specialist sectors and lifelong learning, the large public sector and a tradition of strong ties between education institutions and social partners.

An integrated lifelong learning strategy was introduced in 2007 and supported by the implementation of a national qualifications framework. This improved horizontal and vertical permeability within education and training. It also improved guidance services and provided better opportunities for recognition of non-formal learning and qualifications through standardised procedures for validation of prior learning.

Public financing is central to the VET system, with colleges receiving performance-based block grants. Apprenticeships and employee further training are subsidised according to a solidarity principle, coordinated in the AUB system ( Arbejdsgivernes Uddannelses Bidrag ). Within this system, all enterprises, regardless of their involvement in VET, contribute a fixed amount per employee to a central fund. Enterprises are then partially reimbursed for providing training placements and for employee participation in continuing training.

Education and training are considered a key area. As demand for skilled labour continues to increase, IVET is expected to accommodate an increasingly heterogeneous learner population. Two reforms have had significant influence on VET development. The VET reform (2014) established VET learners’ minimum entrance requirements. Requirements for VET teachers were strengthened in 2010, since when all VET teachers must have a pedagogic diploma (60 ECTS) at EQF level 6. Both initiatives are expected to increase VET quality. Social assistance reform (2014) makes it mandatory for unemployed people under 30, receiving social benefits, to participate in education and training. This will increase the number of weaker learners entering VET.

The 2014 VET reform has four main objectives for improving VET quality:

• more learners must enter VET directly from compulsory schooling: from 18% in 2015 to 30% by 2025;
• completion rates in VET must be improved: from 52% in 2012 to 67% in 2025;
• VET must challenge all learners so they reach their full potential;
• employer and learner satisfaction with VET must gradually be increased by 2020.

A lack of suitable training placements in enterprises is frequently cited as a primary reason for learner dropout. Several policy initiatives seek to address the problem, but the global financial crisis has further widened the gap between training place supply and demand. Implementation of 50 practical training centres (2013) and the planned 1 000 new placements in Vækstplan 2014 (growth plan, 2014) are expected to alleviate this problem.

Unemployment, and particularly long-term unemployment, among young people with little or no work experience poses challenges for adult education and continuing training. Substantial upskilling and reskilling is necessary to avoid a considerable part of the workforce becoming permanently excluded from the labour market. The 2014 growth plan includes funding for the unskilled to become skilled workers through targeted adult VET programmes.

Data from VET in Denmark Spotlight 2016 ([ 2 ]).

Population in 2018: 5 781 190 ([ 3 ])

It increased since 2013 by 3.2% due to positive natural growth and a higher immigration than emigration rate ([ 4 ]). The fertility rate of 1.75 in 2017 is well above the EU average.

As in many EU countries, the Danish population is ageing.

The old-age dependency ratio is expected to increase from 29 in 2015 to 45 in 2060 ([ 5 ]).

Population forecast by age group and old-age-dependency ratio

Source : Eurostat, proj_15ndbims [extracted 16.5.2019].

An increasing proportion of the total population is made up of foreign immigrants and their descendants. In January 2018, this group accounted for 13.4% of the Danish population.

Providing education and training opportunities to those with a non-Danish ethnic background in order to ensure their integration into the labour market is a policy focus. At the beginning of 2016 the government launched a new VET training programme for immigrants ([ 6 ]).

Denmark is increasingly becoming a multicultural society. Currently, 13.4 % of the population has an immigrant background.

Consequently, there are a growing number of VET-related programmes for immigrants.

Most companies are micro- and small-sized.

Employment by sector/main economic sectors in 2016:

• trade and transport;
• other business services;
• public administration, education and health;
• agriculture, forestry and fishing.

Exports comprise mainly agricultural products, food, medicine and green tech.

Source : Statistics Denmark [extracted 6.11.2017].

The Danish labour market is highly regulated. Only low skilled jobs are available without a diploma.

Total unemployment ([ 7 ]) (2018): 4.2% (6.0% in EU-28); it increased by 1.6 percentage points since 2008 ([ 8 ]).

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18

NB: data based on ISCED 2011; breaks in time series; low reliability for ISCED 5-8, age 15-24. ISCED 0-2 = less than primary, primary and lower secondary education. ISCED 3-4 = upper secondary and post-secondary non-tertiary education. ISCED 5-8 = tertiary education. Source : Eurostat, lfsa_urgaed [extracted 16.5.2019].

Unemployment rates of people aged 15-24 are higher than among people aged 25-64 for all education levels, with low qualified (or not qualified) people scoring the highest unemployment rates.

Among 25-64 year olds, economic crises had hit more low-qualified and high-qualified people than those with medium-level qualifications, including most VET graduates (ISCED levels 3 and 4).

Employment rate of 20 to 34-year-old VET graduates remained stable from 2014 (86.1%) to 2018 (88.6%) ([ 9 ]), which was above the EU-28 average.

Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4)

NB: Data based on ISCED 2011; breaks in time series. ISCED 3-4 = upper secondary and post-secondary non-tertiary education. Source : Eurostat, edat_lfse_24 [extracted 16.5.2019].

The employment rate of all ISCED level graduates has increased to 81.2% (+2.3 percentage points) in 2014-18. In the same period, the employment rates of 20 to 34-year-old VET graduates increased by 2.5 percentage points ([ 10 ]).

The share of the Danish population aged 25 to 64 with higher education (ISCED 5-8) is 38.3%, which is above the EU-28 average of 32.2%. The share of people holding medium-level qualifications (ISCED 3-4) is also high (40.4%).

Population (aged 25 to 64) by highest education level attained in 2018

NB: Data based on ISCED 2011. Low reliability for ‘No response’ in Czechia, Iceland, Latvia, and Poland. ISCED 0-2 = less than primary, primary and lower secondary education. ISCED 3-4 = upper secondary and post-secondary non-tertiary education. ISCED 5-8 = tertiary education. Source: Eurostat, lfsa_pgaed [extracted 16.5.2019]

Share of learners in VET by level in 2017

NB: Data based on ISCED 2011. Source : Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 16.5.2019].

Share of initial VET learners from total learners at upper secondary level (ISCED level 3), 2017

NB: Data based on ISCED 2011. Source : Eurostat, educ_uoe_enrs04 [extracted 16.5.2019].

With a 38.9% share of IVET learners in the total population of upper secondary learners in 2016, Denmark is below the EU-28 average of 47.2%.

In general, there are more male than female learners in VET: 68% and 32% in 2017.

However, the distribution is uneven in various branches. In commercial training and social and healthcare training, for example, there are more female apprentices, while the opposite applies to technical training ([ 11 ]).

The share of early leavers from education and training has decreased significantly from 11.3% in 2009 to 10.2% in 2018. It is above the national objective for 2020 of not more than 10%, and below the EU-28 average of 10.6%.

Early leavers from education and training in 2009-18

NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training; break in series. Source : Eurostat, edat_lfse_14 [extracted on 16.05.2019] and European Commission, https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en [accessed 14.11.2018].

In 2012, the completion rate in VET was only 52%. The proposal for a reform of the Danish VET system was ratified by Parliament in 2014, with one of its objectives being to improve completion rates to at least 60% by 2020 and at least 67% by 2025.

Lifelong learning offers training opportunities for adults, including early leavers from education.

Participation in lifelong learning in 2014-18

NB: Share of adult population aged 25 to 64 participating in education and training; break in series. Source : Eurostat, trng_lfse_01 [extracted 16.5.2019].

Denmark has the highest participation in adult education and continuing training in the EU, regardless of levels of educational attainment. In 2017, the share of participation in education and training among the population aged 25-64 was 26.8% compared with EU-28 average of 10.9%. These figures refer to all forms of education and training activity, both formal and non-formal.

The high participation rate reflects several specific characteristics, such as the national strategy to focus on knowledge-intensive specialist sectors and lifelong learning, a large public sector and a tradition of strong ties between education institutions and social partners. Adult vocational training programmes ( Arbejdsmarkedsuddannelser, AMU), offering short vocational training programmes to skilled and unskilled workers, as well as to the unemployed, have a significant role to play in this regard.

Learners in mainstream education, October 2017

The main age group in VET is 18-20, but there is a significant group of VET-learners aged 30-40.

Source . Statistics Denmark [accessed 8.4.2019].

The education and training system comprises:

• primary and lower secondary education (basic schooling); (ISCED levels 1-2);
• upper secondary education; (ISCED level 3);
• post-secondary education (ISCED levels 4-5);
• higher education;(ISCED levels 6-8).

Children participate in mainstream education from the age of six and progress through the system during their youth into adulthood. Adult education and continuing training (CVT) mirrors the qualifications provided within the mainstream system but is designed specifically for adults. It also provides opportunities to acquire supplementary qualifications. As such, the two parallel systems combined provide a framework for lifelong learning.

Basic schooling is compulsory from the ages of 6 to 16, that is, from pre-school class to ninth grade. In 2017 ([ 12 ]), 46.2% of the youth cohort decided to continue to the optional 10 th grade rather than enter an upper secondary programme directly. The 10 th grade is an option for young people to acquire academic competence and clarity about their choices before entering youth education (either general or vocational upper secondary education). 2015 VET reform combines the 10 th grade and VET programmes into a programme called EUD10.

Primary and lower secondary education is generally integrated into, and located within, the comprehensive Danish Folkeskole ([ 13 ]), although other types of institution, such as private independent schools, also exist. Of the youth cohort, 80.0% attended the comprehensive Danish Folkeskole in the school year 2016/17. There is a tendency to move towards private compulsory schooling. In the same school year (2016/17), 15.9% attended a private school. Of the rest of the youth cohort, 4.1% attended special programmes. Primary and lower secondary education is completed by taking an examination providing access to upper secondary (youth) education.

Within the adult education and continuing training system, there are two programmes at EQF level 2. Preparatory adult education (FVU) provides courses in basic literacy and mathematics, as well as courses for those with learning difficulties or with Danish as their second language. General adult education (AVU) is provided to adults who, for whatever reason, did not complete lower secondary education or need supplementary education in particular subjects. Qualifications at this level are equivalent to the ninth or 10 th grade leaving examination.

Upper secondary education consists of both general upper secondary education and vocational upper secondary education and training ( erhvervsuddannelse, EUD). General upper secondary education programmes usually last three years and prepare learners for higher education at tertiary level. Five different qualifications result from five corresponding programmes:

• upper secondary leaving qualification ( studentereksamen , STX) (EQF 4);
• higher preparatory examination ([ 14 ]) ( højere forberedelseseksamen, HF) (EQF 4);
• higher commercial examination ( højere handelseksamen, HHX) (EQF 4);
• higher technical examination ( højere teknisk eksamen , HTX) (EQF 4);
• combined vocational (journeyman’s test) and general upper secondary leaving qualification ( EUX ) (EQF 5).

The adult education (age 25 and above) and continuing training system includes three types of programme at upper secondary level:

• higher preparatory single subjects ( enkeltfag , HF) (EQF 4);
• basic (vocational) adult education ( Erhvervsuddannelse for voksne , EUV) (EQF 3-5), which is equivalent to EUD;
• and adult vocational training programmes ( Arbejdsmarkedsuddannelser , AMU) (EQF 2-5).

In broad terms, higher education comprises:

• professionally oriented short- and medium-cycle programmes where the short-cycle programmes lead to an academy profession degree and are offered at academies of professional higher education, while the medium-cycle programmes lead to a professional bachelor degree and are offered by university colleges;
• research-based long-cycle programmes offered at universities where most learners continue to a master degree programme after completing a bachelor degree. The former can then provide access to doctoral programmes.

There are corresponding programmes within the adult education and continuing training system: short-cycle further (vocational) adult education (VVU), medium-cycle diploma programmes, and long-cycle master programmes. As part-time courses, these programmes allow participants to combine education with a working career, as well as improving the integration of the individual’s professional and life experience.

The Danish VET system is divided into IVET and CVT.

The IVET system is for learners aged up to 25 and the CVT for learners aged 25 and above.

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. CVT is 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 programmes are organised according to the dual principle, alternating between periods of college-based and work-based learning (apprenticeship training) in enterprises. The college-based learning will typically comprise practice based learning in workshops.

When learners complete a VET programme they can enter the labour market as skilled workers, or can apply for CVT in the form of professional academy programmes ( Erhvervsakademier ).

Learn more about apprenticeships in the national context from the European database on apprenticeship schemes by Cedefop: http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/apprenticeship-schemes/scheme-fiches

The Danish VET system can best be characterized as a unified VET system based on the dual principle.

Although VET programmes are offered in several variations in Denmark, building on different legal frameworks, there is no doubt that the main pathway through VET is the dual-based apprenticeship programme, founded and developed from the beginning of VET education and training in Denmark.

More than 95% of participants in Danish VET are involved in this kind of VET programme, leaving only a small percentage for “alternative” VET pathways, such as the ‘new master apprenticeship programme’ ( ny mesterlære ), in which the dual system is normally put in parentheses, or the few college-based VET programmes without work-based learning in a company.

VET programmes organised according to the dual principle, alternate 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.

Adopted from the Spotlight on VET – 2018 compilation ([ 15 ])

Parliament sets out the overall framework for VET, which is administered by the Ministry of Education. The Ministry has overall parliamentary, financial and legal responsibility for VET, laying down the overall objectives for programmes and providing the legislative framework within which stakeholders, social partners, colleges and enterprises are able to adapt curricula and methodologies to the needs of both learners and the labour market.

Social partners play an institutionalised role at all levels of VET, from the national advisory council on vocational upper secondary education and training (Rådet for de grundlæggende Erhvervsrettede Uddannelser), which advises the Ministry of Education on principal matters concerning VET, to playing an advisory role at the local level through local training committees comprising representatives of the social partners who advise colleges on local adaptations of VET. Their most important role is to ensure that VET provision is in line with the needs of the labour market.

Stakeholder involvement in Denmark

Source : www.uvm.dk

The national advisory council consists of 31 representatives from the social partners. In its advisory capacity, the council monitors developments in society and highlights trends relevant to VET. The council makes recommendations to the Ministry regarding the establishment of new VET programmes and the adaptation, amalgamation or discontinuation of others.

National trade committees ( faglige udvalg ) are the backbone of the VET system. Approximately 50 trade committees are responsible for 106 main programmes. The committees normally have between 10 and 14 members and are formed by labour market organisations (with parity of membership between employer and employee organisations). They are financed by participating organisations.

Among their core responsibilities, national trade committees:

• perform a central role in the creation and renewal of VET courses by closely monitoring developments in their particular trade. They also have a dominant position in formulating learning objectives and final examination standards based around the key competences that are deemed to be required in the labour market;
• conduct relevant analyses, development projects, etc., and maintain close contact with relevant stakeholders;
• decide the regulatory framework for individual courses within boundaries set by the legislative framework. They decide which trade is to provide the core of the training, the duration of the programme and the ratio between college-based teaching and practical work in an enterprise;
• approve enterprises as qualified training establishments and rule on conflicts which may develop between apprentices and the enterprise providing practical training;
• function as gatekeepers to the trade, as they are responsible for issuing journeyman’s certificates in terms of content, assessment and the actual holding of examinations.

Local training committees are affiliated to each vocational college and ensure close contact with the local community, thus improving responsiveness to particular local labour market needs. They consist of representatives of local employers and employees appointed by national trade committees, as well as representatives of staff, management and learners appointed by colleges. Training committees work closely alongside colleges in determining the specific curriculum of colleges, including which optional subjects are available. They assist and advise national trade committees in approving local enterprises as qualified training establishments and in mediating conflicts between apprentices and enterprises. Finally, training committees help to ensure that enough suitable local training placements are available.

117 VET colleges offer basic vocationally oriented education programmes. 97 of these are technical colleges, commercial colleges, agricultural colleges or combination colleges. In addition, 20 colleges offer social and healthcare training programmes. A number of the colleges offer their programmes through local branches at locations other than the main college. As self-governing institutions, vocational colleges are led by a governing board with overall responsibility for the administrative and financial running of the college and educational activities in accordance with the framework administered by the education ministry. The board consists of teachers, learners and administrative staff representatives, as well as social partner representatives. The board takes decisions regarding which programmes are offered at the college and their capacity, imposes local regulations and guidelines, guarantees responsible administration of the college’s financial resources, including approval of budgets and accounts and hires and fires the operational management (director, principal, dean or similar). The operational management, meanwhile, is responsible for implementing the overall objectives and strategies set out by the governing board.

A publicly financed system of basic, secondary and further education and training that recognises relevant non-formal and informal competences and practical work experience is a fundamental characteristic of the system.

Mainstream (‘youth’) VET is based on alternative models where training takes place in turn at college and in an enterprise. The state finances training at colleges, while enterprises finance on-the-job training; apprentices receive an apprentice’s salary while in the company, as laid down in the collective agreements.

In 2018, the state spent a total of DKK 7 173 3 million (EUR 963 million) on VET basic courses and main programmes (see table below). A considerable proportion of these funds was distributed to colleges in accordance with the ‘taximeter’ principle, whereby funding is linked to some quantifiable measure of activity, for example, the number of full-time equivalent learners, with a set amount awarded per unit. Among other things, this system provides an incentive for colleges to increase retention within the system.

Besides the ‘taximeter’ rate, VET providers also receive an annual fixed grant for the maintenance of buildings, salaries, etc. The total state grant is provided as a block grant which institutions use at their own discretion within the boundaries of the legislative framework and specific institutional objectives.

Expenditure on main youth education pathways (2018)

Source : National budget 2018.

When it comes to financing training in companies, all employers, both public and private, pay a sum into the ‘employers' reimbursement scheme’ (Arbejdsgivernes Uddannelsesbidrag), regardless of whether or not they provide apprenticeship placements. This fund finances VET both for young people and adults. From 2018, all employers will be obliged to pay an annual contribution of DKK 2 702 (EUR 362) per full-time employee. These funds are then allocated to workplaces that take in apprentices so that they do not bear the cost of training alone. These employers receive reimbursement for wages paid during apprentices’ periods of college-based training.

VET for adults (AMU) is largely publicly financed. Providers receive ‘taximeter’ funding and must negotiate budgets and targets with the Ministry of Education annually.

In VET, there are:

• general subject teachers;
• vocational subject teachers;
• in-company trainers;

General subject teachers are usually university graduates with a professional bachelor degree in teaching.

Vocational subject teachers usually have VET education background and substantial experience in the field (normally, at least five years is required).

The job of a VET teacher is considered demanding, and the motivation for applying for these jobs is of the highest level, when jobs in the private sector are hard to find.

Colleges and training centres have autonomy in staff recruitment. The Ministry of Education is not involved in teacher recruitment procedures, and teachers are not civil servants entering the system through tests.

There are no requirements for teachers to have a pedagogical qualification prior to their employment.

Pedagogical training ( Diplomuddannelsen i Erhvervspædagogik ) is part-time in-service training based on interaction between theory and practice. This programme was introduced for all teachers employed in VET and adult education (AMU) recruited after 15 January 2010 and replaces the previous teacher training course ( Pædagogikum ). The objective is to improve teaching skills to a level equivalent to teachers in compulsory education with a professional bachelor degree. The programme is the equivalent of one year of full-time study (60 ECTS) and the acquired qualification is placed at EQF level 6. It is, however, generally conducted as a part-time study to root training in practical teaching experience. New teachers must enrol in the programme within one year of gaining employment at a VET college or AMU centre. The programme must be completed within a period of six years. The programme was developed by the Danish National Centre for the Development of Vocational Education and Training (Nationalt Center for Erhvervspædagogik, NCE), a centre of excellence collecting, producing and disseminating knowledge on VET based at University College Copenhagen (UCC). The programme was developed in cooperation with an advisory group consisting of representatives of teacher associations and college management organisations, as well as the Ministry of Education. There are three compulsory and five optional modules, as well as a final examination project. Both NCE and other providers at different university colleges offer the programme ([ 17 ]).

In-company trainers play an important role in VET, given the dual training principle characteristic of all VET. There are different types of trainers with different responsibilities: planners, training managers and daily trainers. However, there are very few legal requirements to become a trainer.

Trainers in enterprises who are responsible for apprentices must be craftsmen. They must have completed a VET programme, for which they have received a ‘journeyman’s certificate’, and have work experience.

Once qualified to teach in VET, there is no general legislation on in-service training. Individual teachers are obliged to keep their subject-specific and pedagogical knowledge up-to-date. The college is required to draw up a plan for the competence development of the teachers at the college. On this basis, and in cooperation with the teacher, the college determines the individual’s professional in-service training plan. Courses are offered locally by many providers in accordance with market conditions. A certificate is normally awarded to participants, but a recognised qualification is not generally awarded. The new VET reform requires skills updating for teachers and leaders in VET institutions at a level equivalent to 10 ECTS points. The updating will continue until 2020, and DKr 400 million (EUR 53 million) has been granted for it.

There are also no in-service training requirements or control mechanisms for in-company trainers. Quality assurance, beyond that undertaken voluntarily by the enterprise, is restricted to informal contacts between the VET college and the enterprise. The adult education (AMU) systems provide a number of courses of one to two weeks duration to support the training of trainers. The courses are not mandatory and are mostly used by the social care and healthcare professions.

More information is available in the Cedefop ReferNet thematic perspective on teachers and trainers ([ 18 ]).

See also Cedefop’s skills forecast ([ 19 ]) and European Skills Index ([ 20 ]).

Social partners play an institutionalised role at all levels of VET, from the national advisory council on vocational upper secondary education and training (Rådet for de grundlæggende Erhvervsrettede Uddannelser), which advises the Ministry of Education on the main issues concerning VET, to playing an advisory role at the local level through local training committees comprising representatives of the social partners who advise colleges on local adaptations of VET. Their most important role is to ensure that VET provision is in line with the needs of the labour market.

Various approaches to quality assurance of vocational colleges are implemented. Self-assessment remains the primary mechanism, but external monitoring is increasing in importance. Since the 1980s, a shift has taken place from detailed regulation of input to framework regulation of output. The aim of output regulation is to increase the focus on results and quality so that institutional practices meet political objectives, including adaptation to the needs of regional and local business sectors for education and competence development ([ 21 ]).

Monitoring is conducted at two levels:

• system level: the assessment is on the effectiveness of the more than 100 different main programmes in terms of employment frequency among graduates. The education ministry then enters into dialogue with national trade committees about any programmes which fail to reach their targets in order to assess their relevance in terms of labour market needs and possible steps for improvement;
• institutional level: at this level, monitoring can be divided into content monitoring and financial monitoring. The first concerns the degree to which a vocational college is providing its programmes in accordance with the legislative framework. The second monitors the college’s compliance with budgetary constraints as laid down by the education ministry.

Completion, dropout and examination pass rates also form part of the quality appraisal of a vocational college. Within companies, the social partners supplement ministerial monitoring through national trade committees and local training committees, appraising the quality of graduates, curricula, apprenticeships within enterprises, etc.

Quality assurance mechanisms are also part of the

validation process when it comes to including new qualifications in the Danish qualification framework. Only officially recognised, validated and quality-assured programmes are included in the qualifications framework. Informal and non-formal learning are only recognised to the extent that they are formalised though a process of validation of prior learning corresponding to one of the qualifications included.

In terms of VET, trade committees (at the upper secondary level) and further education and training committees (adult VET) assess programmes and make recommendations for their placement in the framework to be approved by the education ministry. For each educational field, guidelines have been produced to aid committees in their assessment and are quality-assured through consultation with independent experts. Procedures and criteria for including VET qualifications in the framework are the subject of an evaluation report compiled by the Danish Evaluation Institute ([ 22 ]).

Competence assessment for young people

A young person participating in VET will have his or her competence assessed in the initial period of the education. The competence assessment should clarify what is required by the learner in relation to the education they want. The competence assessment is based on previous education or employment. The goal is to ensure that the education programme that the college offers the learner allows him or her to start at the right level and to avoid duplicating education. The college should allow the competence assessment to be included in the preparation of the learner’s individual education plan, so that the learner is credited with relevant parts of the programme ([ 23 ]).

Competence assessment for adults

Adults can have their competences assessed in relation to adult vocational courses and adult vocational education. In respect of short courses, this is an option known as Individual Competence Assessment ( Individuel Kompetence Vurdering, IKV). Individual citizens have a right to this assessment and can even obtain financial compensation from the job centre for the time spent in this process, which takes between half a day and five days, provided by the relevant educational institution.

Recognition of prior learning results in an individual plan for education and a competence document listing formal qualifications, the individual’s prior experiences and learning equivalents, or a course certificate depending on the relevance and validity of his or her former experiences ([ 24 ]). When applying for adult vocational education, it is compulsory to have one’s prior learning and experiences assessed before enrolment, which means that every adult above 25 years of age who intends to embark on vocational education should participate in Recognition of Prior Learning (so-called realkompetencevurdering , RKV, or RPL). This process takes between half a day and five days and leads the participant to one of three learning options:

• adult vocational education 1 (EUV 1): the learner has at least two years of relevant workplace experience. This means that the practice-based periods of the course and its initial part/ introductory basic programmes are left out (Basic Course 1; Grundforløb 1 ). In the case of mercantile vocational education, the primary part is included in the adult version;
• adult vocational education 2 (EUV 2): the learner has less than two years of relevant workplace experience. An education plan should be drawn up reflecting the participant’s experiences, which will usually exclude the initial part and shorten the other parts;
• adult vocational education 3 (EUV 3): the learner has no relevant workplace experience. Adults should follow the same education plan as young people, but should not have the initial part (Basic Course 1; Grundforløb 1, GF 1) ([ 25 ]).

For more information about arrangements for the validation of non-formal and informal learning please visit Cedefop’s European database ([ 26 ]).

Salary for apprentices

Danish VET learners are entitled to receive financial support during their education and training. If the VET learner signs a contract with a company, he or she will receive a salary during the education and training period. The salary is DKK 9 500 -12 500 per month (EUR 1 275 - 1 675) and increases each year.

If the VET learner does not have a contract with a company, he or she is entitled to receive financial support from the Danish learners' grants and loans scheme ( Statens Uddannelsesstøtte , SU) when the learner is enrolled in the basic course (GF1 and GF2).

If the learner is living with his or her parents, the monthly amount is DKK 946 (EUR 125). If the learner is living away from his or her parents and is 20 years of age, the monthly amount is DKK 6 090 (EUR 800).

Loans and grants

A learner receiving financial support from the SU is also entitled to take out a loan with the SU. The monthly amount of the loan is normally DKK 3 116 (EUR 420). Loans must be repaid at 4% interest during the period of education and at the national discount rate of +1% after finishing that period.

Participants of VET for adults (AMU) are entitled to a fixed allowance: the State grant system for adult training (godtgørelse, VEU). In 2018, the amount available was DKK 4 300 (EUR 578) per week, corresponding to the maximum unemployment insurance benefit rate. As most participants are employed and receive a full salary during the training period, this allowance is primarily paid to employers as partial reimbursement of wages. As with apprenticeship training (EUD), expenditure for the allowances is covered by the employers’ reimbursement scheme, to which all enterprises contribute a fixed amount regardless of levels of participation in adult education and continuing training activities.

Participants may also receive a transport allowance and financial support for board and lodging ([ 27 ]) if programmes are offered at a considerable distance from the participant’s home.

Employers’ reimbursement scheme

All employers, both public and private, pay a sum into the ‘employers' reimbursement scheme’ ( Arbejdsgivernes Uddannelsesbidrag ), regardless of whether or not they provide apprenticeship placements. This fund finances VET for both young people and for adults (AMU). From 2018, all employers will be obliged to pay an annual contribution of DKK 2 702 (EUR 362) per full-time employee. These funds are then allocated to work places that take apprentices so that they do not bear the cost of training alone. These employers receive reimbursement for wages paid during apprentices’ periods of college-based training.

The latest tripartite agreement of August 2016 has launched a couple of new incentives for Danish companies aiming to establish more contracts with apprentices. The overall goal is to establish 10 000 new contracts in 2025.

Primarily, companies will be able to provide a much clearer picture of themselves as education operators, giving them the option of assessing whether they are in line with political expectations.

Fines and stimulations for companies

Companies that fail to sign the necessary number of contracts must pay a fine of DKK 27 000 (EUR 3 620) for each missing contract relative to the size of the company. On the other hand, companies that meet the standard number of contracts will receive a 7.4% higher refund from AUB ( Arbejdsgivernes Uddannelsesbidrag , the employers reimbursement scheme,) to motivate them to sign the expected number of contracts.

In some Danish regions, public employers have laid down rules concerning the involvement of private companies in projects, underlining that the company cannot be engaged in public activities if the number of apprentices is below the standard.

Wage compensation scheme

Among the incentives promoting companies’ interest in having their low-skilled workers participate in adult vocational education is the wage compensation scheme. Companies are partly compensated for the wages they pay to their employees who are participating in education at a rate, in 2018, of DKK 4 300 (EUR 4 300) a week, equivalent to the highest level of unemployment benefit ([ 28 ]). The companies should pay for the courses. In 2018 the payment will be between 590 DKK (EUR 79) and DKK 950 (EUR 127) per person per week ([ 29 ]).

Please see:

• guidance and outreach Denmark national report ([ 30 ]);
• Cedefop’s labour market intelligence toolkit ([ 31 ]);
• Cedefop’s inventory of lifelong guidance systems and practices ([]).

Vocational education and training system chart

• Download PDF

Programme Types

Basic VET (EGU)

programmes,

WBL at least 75%

VET programmes (EUX),

4-4.5 years

VET programmes,

apprenticeships (EUD),

ISCED levels 353 and 354

Adult VET (EUV)

ISCED 353, 354

CVET (AMU) for

new skills and upgrade

Further adult education

Academy professions

programmes (KVU),

Professional bachelor

Source: Statistics Denmark, 2018.

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Informatics (available from September 2023)

Top-up degree of informatics, 60 ects, description, career opportunities .

• Competent computing professionals, with the ability work effectively in the computing/IT industry worldwide, or as facilitators in any industry requiring computing/IT expertise.
• Competent to undertake research at Masters level building on the knowledge gained in the Bsc Informatics.
• Competent to work in the multicultural environment and project teams.

About the degree

• Web API Development
• Information Technology and Global Development
• Agile Development
• Games and AI
• Open Source Development
• Individual Project

Admission  

Autumn | eu/eea/swiss students, application date, autumn | non-eu/eea/swiss students, international business academy (iba), ea kolding, iba.

The address is Havneparken 1 – alongside the flowing stream in Kolding. Close to the harbour. Close to the town centre.The building is a part of Campus Kolding. IBA moved in in the summer of 2019. The building is 9,000 m2, spread over seven floors. It houses over 4.000 students, 130 teachers and administrative staff and 75 freelance teachers. The heart of the academy is the ‘steps of knowledge’, linking up the various different universes within the building. These steps can be seen from the outside.The slats around the building’s exterior are made of anodized aluminium, of a nuanced golden-brown colour which shimmers in tone. Parking: the new building also comes with an adjacent parking area. Cycle parking: bikes can be parked right up close to the building – ensuring easy, direct access to IBA. Inside: when you come in through the main entrance, you can clearly see though up to the floors above.

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What Is Post Secondary Education?

P ost-secondary education (or higher education ) is the stage of learning that follows the completion of high school or secondary education. This level of education captures a range of institutions and programs designed to prepare individuals for personal and professional development and active contribution to civil society.

Are you ready to pursue a new academic chapter? Post-secondary education is a big component for anyone planning to build an academic pathway and or a career, so let’s dive deeper into the pros and cons.

Types Of Post-Secondary Institutions

Post-secondary education includes various types of institutions, each offering different kinds of programs, degrees and credentials:

Universities: Universities offer undergraduate and graduate programs leading to bachelor’s, master’s, and doctoral degrees. They provide a broad range of disciplines, from liberal arts and sciences to professional fields like engineering, medicine, and law.

Colleges : Colleges, particularly community colleges, offer associate degrees, diplomas, and certificates. These programs typically take two years to complete and can be a stepping stone to a four-year university or provide specific vocational training.

Vocational and Technical Schools : These institutions focus on practical, skill-based training for specific careers, such as automotive technology, culinary arts or healthcare. Programs often lead to certifications or diplomas.

Online and Distance Learning: Many universities and colleges offer online programs, allowing students to complete courses remotely. This flexibility is beneficial for working professionals and those with other commitments.

The Benefits Of Post-Secondary Education

Pursuing post-secondary education offers numerous benefits, both personal and professional:

Career Opportunities: Higher education opens doors to a wider range of career opportunities. Many professions require at least a bachelor’s degree, and advanced degrees can lead to specialized and higher-paying roles.

Earning Potential: Statistically, individuals with post-secondary education tend to earn higher salaries than those with only a high school diploma. This increased earning potential can lead to a better standard of living and financial stability.

Skill Development: Post-secondary education helps develop critical thinking, problem-solving, and communication skills. It also provides specialized knowledge and technical skills pertinent to specific careers.

Personal Growth: The experience of higher education fosters personal growth, independence, and a deeper understanding of the world. It encourages lifelong learning and intellectual curiosity.

Networking Opportunities: Colleges and universities provide opportunities to build professional networks through interactions with peers, faculty, and industry professionals. These connections can be invaluable for career advancement.

The Challenges Of Post-Secondary Education

While post-secondary education offers many advantages, it also presents challenges and requires careful consideration:

Cost : Higher education can be expensive. Tuition, fees, and living expenses add up, leading to potential student debt. It’s important to explore financial aid options, scholarships, and grants.

Time Commitment : Earning a degree requires a significant time investment. Balancing studies with work, family, and other responsibilities can be challenging.

Choosing the Right Path: With so many programs and institutions available, choosing the right one can be overwhelming. Prospective students should consider their career goals, interests, and the specific strengths of different institutions.

Job Market Alignment: It’s crucial to research the job market and ensure that the chosen field of study aligns with current and future employment opportunities.

Steps To Pursue Post-Secondary Education

For those ready to embark on the journey of post-secondary education, here are some key steps:

Research : Investigate different types of institutions and programs. Consider factors such as location, cost, program length, and available resources.

Prepare : Meet the admission requirements, which may include standardized tests (like the SAT or ACT), high school transcripts, and letters of recommendation.

Apply : Submit applications to chosen institutions. Be mindful of deadlines and required materials.

Finance : Explore financial aid options. Fill out the Free Application for Federal Student Aid (FAFSA) if you’re in the United States, and look for scholarships, grants, and work-study opportunities.

Enroll and Engage : Once accepted, enroll in your chosen institution and actively engage in your studies and campus life. Take advantage of support services, internships, and extracurricular activities to enhance your experience.

6.7 Organisation of Post-Secondary Non-Tertiary Education

No such programmes at this level exist in Denmark.