Institutions and Internationalisation - an brief introduction to the Danish VET model with a focus on internationalisation of VET on the institutional level Presentation at WBL Balt Conference Riga, Latvia 25th January 2017

Claus Brandt Kristensen (M.Sc) International Officer Centre for vocational Education Lolland-Falster (CELF) Secretariat for Internationalisation and projects

CELF are localized in NAKSKOV, MARIBO AND NYKØBING

Danish education system Danish apprenticeship program (VET)

Basis course at vocational education college Principle of the Danish apprenticeship program (VET) Main course based on alternating principle. Combination theoretical and practicel work Basis course at vocational education college Student must have training agreement with approved company or be accepted into schoolbased practical training center The structure of the programme Vocational education and training consists of a basic course and a main course. The basic course is flexible in duration and depends on the individual student’s prior qualifications and ambitions. Typical length of such a basic course is usually between 20 to 25 weeks. This is followed by the main course or VET-programme, which is based on an alternating principle. This typically takes 3 - 3½ years, but can be shorter or longer for certain programmes (from 1½ and up to 5 years). In order to complete the main course, the student must have a training agreement with an approved company which offers training. The agreement can cover all or parts of the basic course, but is compulsory for the main course. Vocational education college – basis course part 1 Vocational education college – basis course part 2 Vocational education college – theoretical training - main course Approved company – practicel training - main course

The Dual system – What’s the big deal?

The Vocational Education System in Denmark The battle of “Nørre Fælleden” 1872

The Vocational Education System in Denmark The September Settlement - 5th September 1899 Settlements result was that the employers 'association accepted the right of workers to organize themselves, while unions accepted employers' right to manage and distribute work in “peace time” The settlement was a key condition for the overall development of the labour market in Denmark, and these principles constitutes the regulation of the Danish labour market and is often called ‘The Danish Model' and refers to a labour market where employers and employees enter into voluntary agreements with virtually no government interference.

Main stakeholders in the Danish Dual System Ministry of Education Trade Unions Employers’ Association

Stakeholders in the Danish Dual System The Danish Parliament (Folketinget) Decides general framework for management, structure and objectives by law The VET providers Responsible for school training of education and training (WBL) Guidance of students to get a training agreement. The Companies Offer training agreements Responsible for reaching the practical objectives in the main courses of study Ministry of Education Lay down the content of the education and training programs with ordinances Responsible for quality assurance for VET The Trade Committees Advices the Ministry on the structure and content in the ordinances Lay down the detailed content of each vocational education Approve companies for apprenticeships Local Education Committees Advice the schools about planning and helps develop cooperation with local trade and industry

Setting the Board – The Danish Model in an international context The Copenhagen Process (2002) Maastricht Communique (2004) The Bruges Communique (2010) The Riga Conclusions (2015) New Skills Agenda (2016)

Main stakeholders in the Danish Dual System Ministry of Education Trade Unions Employers’ Association

The Danish Model in an international context –the case of ECVET “Denmark has implemented ECVET for IVET without ECVET points.…However, the prospects for ECVET points are not very optimistic: they do not exist in any of the countries, seven out of 10 do not even foresee them” “ECVET contributes to better recognition of learning outcomes acquired abroad or in another setting, including recognition of intermediate results of learning” “ECVET in Europe”, 2015

Internationalisation at CELF – organisational development 2009: Fusion between CEUS and EUC Lolland – Establishment of the Project Department 2012: Strategy 2012-2017 Internationalisation in the Baltic Sea Preparing students (and staff) for an international labour market Innovation and excellence in VET 2012: Project Department rename Secretariat for Projects and Internationalisation 2012:Performance pay for management level for achieving international goals

Internationalisation in the Baltic Sea 2010: First big cross-border project VET Qualification System (Interreg. Fehmarn Belt) 2014: Strategic Partnership for the development the Dual System (KA2) 2015: Establishment of Education Office in Lübeck 2016: BBVET project – creating a cross-border VET program (Interreg. South Baltic) 2017: BOOST project - capacity building for a common education and labour market (Interreg. DK-DE)

Preparing students (and staff) for an international labour market 2011: First LdV mobility project Language and Intercultural awareness 2014: Implementation of ECVET HansaECVET (EUSBSR) 2014: CELF as a hosting organisation Right skill for the Future (NordPlus) EQVET (KA2) 2015: Innovation and Internationalisation – recognition of Learning Outcomes (LO) SEPLO (KA2) 2015: Staff mobility as part of Competence Strategy

Innovation and excellence in VET 2011: E-bike (LdV partnership) 2012: iEnergy Regio (Interreg Fehmern Belt) 2013:TWIN – E-bike mechanics curricula CVET (LdV ToI) 2014: HansaECVET (EUSBSR) 2015: EIN - Electric car curricula for auto mechanics (KA2) 2016: 50+ back to work 2017(??) - Technological, Pedagogical and Content Knowledge (TPaCK) (KA2) 2017(??) – Preparing preparing VET stakeholders for WBL/Dual System International competition e.g World Skills

Sum Up A clear international strategy for your institution - this is your compass Strong and sustainable project department or team with a diversified competence profile and with a clear mandate from the management that secures some freedom degrees from day to day operations Keep the eye on the target – be critical to which projects you participate in Networking – get close to stakeholders at all levels local, regional, national and international – this takes time! Create your own knowledge base – keep yourself updated on the news in political development and the research in the field of VET. Cedefop is a good place to start.

Thank you for your attention For further information please contact: International Officer Claus Brandt Kristensen +45 61221630 clkr@celf.dk https://www.facebook.com/clausbrandtk