The socio economic context and life long learning in Denmark
The Danish image of Denmark:
 Denmark is one of the richest countries in the world.
 Denmark has one of the most expensive educational systems in the world, a system
with equal opportunities for all.
 Denmark is a welfare state providing a lot of service to the citizens and providing a
social safety net for society’s weak.
These are some of the typical reflections of the Danish people, politicians included.
This may be well founded. The Danish economy is good, the educational system is well established
and the unemployment rate is pt the lowest in EU. Some branches of the even have an acute lack of
workes, a lack which will be enhanced by the demographic development over the next decade when
the great number of people born in the last part of the forties and the first part of the fifties will
retreat from the work market.
This means that Denmark at this moment and for the years to come faces great challenges if the
welfare state is to be preserved and Denmark is to cope with the global competition. In this
connection education and especially lifelong education plays an important role.
A few facts about Denmark
 About 5.4 million people live in Denmark – the number is slightly increasing
(distributed on 2.5m households)
 Foreign citizens represent 8.5% of the population (compared to 2% in 1984) - 17%
of these are Europeans.
 Denmark is a constitutional monarchy with a representative democracy.
 The Danish constitution was adopted in 1849.
 The Government is formed from the Parliament (‘the Folketing’) and is
democratically elected for a four-year period – the voting age is 18 years.
 Three levels of government: the central administration in Copenhagen, which
consists of several ministries;
 From January 2007 there is five regions in Denmark.
In outline: Danish social economics from the 1950’es till today
As in other industrialized countries the Danish economy experienced an unique expansion after
WWII with the biggest growth in the sixties. The lack of workers made women join the work force
at a higher rate than before and guest workers were ”invited”1 to Denmark to work in the industry.
1
A euphemism reflecting] the official attitude towards non Danish workers at the time
During this period the Danish welfare state was established as well. The welfare state aimed at
providing better housing (for all), providing more service to the citizens, in form of child care, care
of the elder, health care, education and culture. All this is primarily financed by taxes.
The public sector grows in this years and has kept growing up till 2000.
Education is being focused on because education can be a part of the road to wealth and welfare.
The starting point is education for all and that the state must finance a great part of the education of
those who cannot afford so themselves.
Because of this the ’Statens Uddannelsstøtte’2 system is established providing a monthly allowance
for all students to support their education.
The progress of economy and employment is halted in the seventies, primarily due to the oil crizes.
This results in a growing rate of unemployment lasting well into the eighties. It is especially people
with no or little education and people with university educations who have difficulties finding
employment.
To counter this the ministry of employment together with the ministry of education launches a lot of
educational measures to educate or reeducate the unemployed to the jobs for which there still is a
demand of work force like jobs in the growing ICT section.
In the nineties the economy grows more stable and begins to grow. A significant reason for the fact
that the Danish economy even during the critical seventies and eighties is stable is the flexible work
market in Denmark:
 Every year appr. 600.000, 20% of the workforce, Danish workers change jobs and
250.000 jobs in new enterprises or growing enterprises are established. A similar
amount of jobs disappears due to rationalization, shifting demands and the like.
 It is relatively easy for the enterprises to lay off workers and high unemployment
insurance3 makes it economically safe for employees to quit jobs. Workers without
insurance or means to sustain themselves without an income are entitled to help from
the government.
The socio economic circumstances in Denmark today
Denmark has today, according to the ministry of finances a

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2
Healthy economy
Flexible work market
Broadly based structure of trade and industry
Relatively well educated work force
Well functioning infra structure
Directly translated: The Education Support of the State, which is a system providing every student with a monthly
allowance which together with loans, guarantied by the state, can support the student.
3
90% of the wage or if this exceeds 1.720 €, 1.720 €
 Well developed public sector
Future challenges in Denmark
If the Danish welfare state shall survive and benefit from the globalization, Denmark must counter a
series of challenges like
The ’Elder burden’
During the next 10 to 20 years a great part of the working force will withdraw from the market due
to age, and as there will be fewer left to sustain the growing part of the population not in work4 the
welfare state will be difficult to uphold, unless something is done either to keep the elder in work or
making the remaing workforce more efficient.
The educational system
Denmark has one of the most expensive educational systems in the world and as such, it ought to be
one of the best. In 2006 7.7% of the BNP was used for education.
Never the less there are problems.
There is a tendency to Denmark lacking behind in education: Fewer young people go to university,
and those who do take longer to go through their education than in most of the countries, we
compare us selves with.
Appr. 12% of the 20-24 year old have only nine years of schooling and those leaving school after
nine years lack the basic skills and are not on par with similar agegroups in other countries in this
respect. This is especially the case for immigrants and descendants of immigrants.
This discrepancy may be due to the fact that the Danish primary school system in many years was
based on the principle of ”learning for life”, that is the development of social competences,
creativity and the like and that we are being compared with systems which are based on principles
of the learning of more concrete skills.
Lack of qualified workers
In some branches there is an acute lack of qualified workers, typically in the health sector, in the
social sector and in the building sector. Especially the outer areas are lacking in this respect.
This gives rise to a great demand of education and continuing education. There is a need of
understanding the importance of integrating immigrants as well, in view of the fact that Denmark
has begun to ”invite” workers from other countries, both people with university educations,
especially doctors, and skilled and unskilled labourers.
The birth rate of the seventies, the eighties and the nineties have been very small – in 1984 the birthrate was only 50%
of the rate in 1948.
4
Integration of marginalized groups
Marginalized groups are handicapped persons, phsycic ill persons and certain immigrant groups.
To let these people into the work market certain measures have been taken. For the handicapped
and phsycic ill persons in the form of ”sparing” jobs, that is jobs with fewer hours and/or lighter
content. The employers are payed by the government to employ people from these groups.
The immigrants are offered Danish language classes and educations. These are especially directed
towards women and young immigrants.
Globalization
For the present measures are taken aiming both at employment and at globalization, like
 Later withdrawal from the work market
 A strengthened effort to bring down the (at present very low) unemployment rate.
The unemployed are to have advice concerning jobs and education and may be
placed in jobs for which the employers get funded by the government. The
unemployed are met with demands concerning their contact with the work market in
the form of a certain number of applications for work to be sent per week and the
obligation to take any kind of work offered.
 Phsycic ill persons and handicapped persons are offered ”sparing” jobs with shorter
working time.
 More immigrants in work
 The young must go through their educations faster.
 Youth educations for all
 Strengthening of adults- and continuing education
 More research and developing
 More innovation and entrepeneurship
 More with an university education
The measures mentioned above are connected with the challenges of globalization as well. The
aims for Denmark, avoiding lacking behind in the international competition and to increase wealth
and be a country without any greater social and economical differences, are
 To make Denmark a leading society of knowledge
 To make Denmark a leading society of entrepeneurship
 To have educations in world class
 To make Denmark the best competitional society in the world.
The wealth of Denmark is to a great extent dependent on the ability to compete in new knowledge
and new ideas used in production and creation of new jobs with a high valuegrowth. This on the
other hand makes demands on better educations and research.
(The Danish government has established a ministerial body whose task it is to concretize the above
mentioned. An advisory body on globalization matters for this ministerial body has been established
as well. The advisory body has members from the organizations of the business world, the trade
unions, the educational and the research institutions).
The globalization first and foremost, together with the technological development, demands highly
educated employees who must also be willing to adapt.. More higher educated people and fewer
people with shorter educations will be demanded. The job opportunities of the non educated will be
fewer – since 1980 the part of non educated jobs in the private sector has fallen with app. 15%.
The Danish system of education – in a life long learning perspective
Fully in thread with the Lissabon strategy Denmark is setting her aims for life long learning in
relation to the global economy.
The Government’s objectives are:
 At least 85% of a year group should complete a youth education in 2010, and 95% in 2015
o Today’s completion rate: c. 80%
 At least 45% of a year group should complete a higher education programme in 2010, and
50% in 2015
o Today’s completion rate: c. 44.5%
 Everybody are being educated all life long.
Key principles – related to the objectives
The main function of the Danish education system is to respond to development and change in
society and at the same time be the bearer of cultural values and key issues such as enlightenment of
the people, vision and understanding of society.
Education for all
Education is regarded as an equality-promoting formative tool, and the overall aim is that as many
as possible receive a qualifying education. To obtain this goal:
 The education system must be comprehensive and coherent, both horizontally and vertically.
 Education programmes must provide professional, general and personal qualifications and
be subject to continuous development and innovation in order to meet new demands and
needs of the labour market.
 The importance of recognition of prior learning must be stressed.
 The education system must offer flexible learning pathways
Therefore the education system is based on the open-door education policy, which makes it
possible for Danish students to change educational direction.
And so it was at one time. o day it is too expensive for the student to change direction and it
is impossible to take more than one education! There is a great gap between reality and the
words.
 Education must be free of charge and, instead, be financed mainly by public means.
Lifelong learning
A key principle in Denmark that goes back to the ideas of the 19th century Danish clergyman,
author and philosopher N.F.S. Grundtvig.
He emphasised that “a prerequisite for active participation in a democratic society is to provide
education for all citizens on a lifelong basis”.
High-quality education
Danish education aims to ensure that all young people acquire high-quality knowledge and
competencies that will qualify them to take active part in the Danish knowledge society.
And quality assurance at all educational levels is one of the main priorities in the Danish education
system.
International outlook
 Strong emphasis is put on both preserving the values and principles within the Danish
education system and, at the same time, keeping an international outlook in order to learn
from other countries.
 More and more institutions at all educational levels are getting involved in international
cooperation activities.
Active participation
 Treating students as independent people with a right to form their own opinions.
 The duty to participate actively in discussions.
Guidance
Guidance and counselling in relation to the completion of an education programme as well as to
future choices of education, job and career is emphasised at all educational levels - at the
educational institutions, by external guidance counsellors and through national guidance webportals.
Partnerships
Partnerships between educational institutions and companies - especially applied within the Danish
vocational education and training system.
Appendix A: About the Danish education system
 The Danish mainstream education system:about 1.1m students enrolled
 A comprehensive system with multiple horizontal and vertical options.
Compulsory education
Education is compulsory for 9 years, from the age of 7, and is provided by municipal schools
(Folkeskoler) and free elementary (private) schools - attended by 88% and 11% of a year group
respectively.
Also, parents can choose to teach their children at home (approx. 1% of a year group). (2002).
In addition, basic schools comprise a pre-school year and an optional 10th year – the latter is
attended by approx. 61% of a year group.(2003).
Pupils in forms 8 to 10 can choose to attend a continuation school – boarding schools which put
great emphasis on social learning, sports, music etc. in addition to the normal subjects.
Youth education
80.3% of the 2003 year group will finish a youth education programme.
In Denmark, education programmes at upper secondary level are called youth education
programmes. Students must have completed compulsory education in order to continue in a youth
education programme.
General or vocational upper secondary education programmes
Completion rate: 43.3% (2003)
 Academically oriented and qualify primarily for higher education.
 General upper secondary programmes:
o The three-year Upper Sec. School Leaving Examination (STX)
o The two-year Higher Preparatory Examination Course (HF)
 Vocational upper secondary programmes:
o The three-year Higher Technical Examination (HTX)
o The three-year Higher Commercial Examination (HHX)
Vocational education and training (VET) programmes
Completion rate: 25.8% (2003)
 Vocationally oriented and primarily aimed at preparing students for a career in a specific
trade or industry.
 Four overall categories of VET programmes:
o Technical or Business oriente
o Social and Health Care oriented
o Agricultural, maritime etc.
o Vocational basic training.
Duration varies from two to five years.
Higher education
52.5% of the 2003 year group will move on to higher education programmes.
 Comprises the university sector offering research-based programmes at undergraduate
and postgraduate level:
o the three-year Bachelor programmes
o the two-year Candidatus programmes
o three-year PhD.
 A parallel sector of higher education institutions offer short-cycle Academy Profession
programmes and medium-cycle Diploma and Professional Bachelor programmes.
These programmes include a practically oriented approach in addition to the theoretical
courses.
Access requirements:
The general or vocational upper secondary school leaving examinations, but also some
VET-programmes.
Access may depend on a specific subject combination and a certain level of grades.
Most higher education institutions offer courses and even whole programmes in English.
ISCED
EN INDLEDENDE SÆTNING HER
• The International Standard Classification of Education – classification of educational levels
developed by UNESCO.
Adult education and continuing training
- a tradition of lifelong learning, now with the Lissabon strategies perspective
Adult education and continuing training includes programmes ranging from non-formal liberal adult
education activities to qualifying general and vocationally oriented adult education and training
programmes – both basic and further education as well as continuing training.
In this way, the Danish adult education and training system can be divided into two parts according
to whether it leads to formal qualifications or not:
1) FORMAL ADULT EDUCATION AND TRAINING – a parallel to the mainstream
education system:
 General adult education (lower/upper sec. level + special offers at levels that cannot be
indicated precisely)
 Preparatory Adult Education (FVU)  Aims to offer all adults (18+) the possibility to
improve their basic literacy and numeracy skills in order to be better equipped for the
labour market and for further education and training.
 General Adult Education (AVU)  Lower secondary level single subject courses for
adults (18+). Parallel to, but not identical with, the upper classes of mainstream
compulsory education. Syllabus and examinations are adapted to the experiences and
interests of adults. Completion gives access to upper secondary education.
 Single subject courses leading to Higher Preparatory Examination at upper secondary
level (HF)  Identical to the courses in mainstream upper secondary education. All
qualified adults can participate.
 Various courses at levels that cannot be indicated precisely are provided for adults with
special needs.For instance ‘Danish as a Second Language’ aiming to support integration
in Denmark, and ‘Special Education for handicapped adults’.
Adult vocationally oriented education (from IVET-level to the highest academic level)
 Adult Vocational Training Courses (AMU)  aim to improve and develop the
qualifications of the Danish labour force. Mainly designed for skilled and unskilled
adults in employment.
 Adult VET  adult vocational education and training programmes leading to
qualifications at IVET level.
Targeted adults (25+) who can document relevant formal and non-formal prior learning
that may be recognised and accredited as part of the programme, thus, reducing the
study/training period. A training contract is needed.
 Basic Adult Education (GVU)  An additional option for adults leading to
qualifications at IVET level. Based on a personal education and training plan without a
training contract, because it consists only of courses, single subjects and/or a final exam.
Aimed at adults (25+) with a minimum of two years of relevant work experience.
 Higher education for adults (Further Adult Education (VVU), Diploma and Master’s
Level)
Part-time relatively compact programmes (60 ECTS) at levels comparable to the levels
of mainstream higher education, although not identical. Two years of relevant work
experience is required, based on formal educational qualifications. Contents and
teaching methods are to a high degree based on the acquired work experiences of the
participants. The aim is to offer job and career relevant development.
2) NON-FORMAL LIBERAL ADULT EDUCATION ACTIVITIES
A wide range of different schools operates within the framework of liberal and non-formal adult
education. The courses do not lead to recognised formal qualifications, the aim being personal
development.
 The Folk High Schools are the most well known ones. These are residential schools
providing general and liberal education. Courses last up to 36 weeks and are attended by
adults of all ages. The courses are meant to broaden general, social and democratic
competencies.
 Other possibilities are offered by Evening Schools, Day Folk High Schools and
University Extension Courses.
NB:
ISCED - The International Standard Classification of Education – classification of educational
levels developed by UNESCO. Not all adult education and training programmes correspond to
ISCED.
Appendix B: Statistics
Education and the labour market – key figures
A high participation rate of 76.6% in 2004
 Of the Danish population of 5.4 million, the labour force constitutes about 2.8 million. (the
labour force being the total number of employed and unemployed people)
 Of the population group of working age (16-66 year-olds), the labour force makes up 76.6%.
 - The remaining 23.4% is primarily people enrolled in education without work, people
taking early retirements and husbands and wives at home.
Thus, the Danish labour market is characterised by a high participation rate – the highest
among the EU member states (EU average in 2004 being 63.3%).
Thereby, Denmark fulfils the EU objective of an employment rate of 70%.
 73.4% of the 16 to 66 year-old Danish women are working – the EU objective is a
participation rate of 60% for women. Denmark has one of the highest participation rates for
women in Europe.
Unemployment
 The unemployment rate was 6.4% in (2004), and 2,3% today - represents unemployed
persons as a percentage of the labour force.
 Unskilled persons are generally most affected by unemployment.
E.g. in 2003, the unemployment rate for unskilled people was 6.7% compared to 3.8% for
people with a vocationally qualifying education. The lowest unemployment rate was 2.2%
for people with a completed medium-cycle higher education.
The Danish labour market and gender differences – equity between men and women
 There have always been more men than women on the Danish labour market, but today the
difference is much smaller than previously.
 Today, men make up only slightly more than half of the labour force, i.e. 52.5%.
 The unemployment rate is almost the same for both genders – 5.8% for men and 7.0% for
women.
Business and occupational structure
 Approximately 32% of all employed people in Denmark are working in public companies,
whereas 68% are working in private companies.
 Danish companies are primarily small companies with less than 50 employees. This goes for
private as well as public companies.
Bibliography
Memorandum om livslang læring, UVM (: Danish Ministry of Education) (pdf file on
www.uvm.dk)
Livslang læring – Danmarks strategi for livslang læring, UVM, 2007 (pdf file on www.uvm.dk)
Publications from the Ministry of Finance (www.fm.dk)
PowerPoint presentation from EUC Nord (on the platform).