1. 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

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

3. CELF are localized in NAKSKOV, MARIBO AND NYKØBING

4. Danish education system
Danish apprenticeship program (VET)

5. 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

6. The Dual system – What’s the big deal?

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

8. 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.

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

10. 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

11. 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)

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

13. 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

14. Internationalisation at CELF – organisational development
2009: Fusion between CEUS and EUC Lolland – Establishment of the Project Department
2012: Strategy
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

15. 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)

16. 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

17. 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

18. 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.

19. Thank you for your attention
For further information please contact: International Officer Claus Brandt Kristensen