Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

The Danish VET system and VET policy reform 2015 With a Focus on Participatory Governance

This presentation was given by Jørn Skovsgaard from the Danish Ministry of at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.

  • Login to see the comments

  • Be the first to like this

The Danish VET system and VET policy reform 2015 With a Focus on Participatory Governance

  1. 1. The Danish VET system and VET policy reform 2015 With a Focus on Participatory Governance Governing Education in a Complex World 17 -18 Otober 2016 Senior adviser Jørn Skovsgaard Danish Ministry of Children, Education and Gender Equality Side 1
  2. 2. The Danish VET-system – Key features 1. The Danish VET-system plays a major role for growth and employment – demand for skilled labour will increase towards 2020. 2. VET-programmes qualifies students for the labour market as skilled workers – high performance in terms of transition to employment. 3. Based on the dual education and training principle – alternation between school-based and work based learning in a company (apprenticeship). 4. More than 100 main programmes are offered at three levels of 2, 31/2 and 5 years duration including approx. 300 different certificates. 5. Programmes offering double qualifications in selected fields including VET and general upper secondary exams. Side 2
  3. 3. Side 3 Basic programs 2 x 20 week The dual princple in Danish VET typically 3 - 3½ years School based training: Work based training: Main programs : Training contract
  5. 5. A few figures on VET - 2014 •46.000 enrolled in basic programmes •80.000 enrolled a main programme – Apprenticeships •8.000 enrolled in school based main programme 50.000 new apprenticeship agreements in companies with in a year Side 5
  6. 6. Students in work-based VET (E&T Monitoring report 2014) 19-10-2016 Indsæt note og kildehenvisning via Sidehoved og sidefod Side 6
  7. 7. Pathways in the new VET system Side 7
  8. 8. VET - Programmes Basic programmes Main programmes Specialisations and steps 1 Motor vehicle, aircraft etc. 6 programmes 22 2 Building and construction 15 programmes 38 3 Construction and services 3 programmes 6 4 Animals plants and nature 9 programmes 31 5 Body and style 3 programmes 4 6 Human food 11 programmes 29 7 Media production 7 programmes 10 8 Business 8 programmes 25 9 Production and technology 30 programmes 71 10 Electricity, IT and management 7 prorammes 27 11 Health, care and pedagogy 4 programmes 7 12 Transport and logistics 7 programmes 31 Side 8
  9. 9. Danish Qualifications Framework for Lifelong Learning – Side 9
  10. 10. Overall governance of IVET Ministry of Education  Legislation  Financing  Approve programmes and providers  Monitoring/quality assurance National Council - IVET  Demand for new programmes  Provision and accreditation  Legal framework  Demand for financing 50 Vocational Commitees  Asses demand for training  Develop training programmes  Approve companies for training  Advise national council Provider Provider ProviderProviderProvider Provider Provider
  11. 11. Matching supply and demand in VET Ministry of Education responsibly for: • Central analysis unit assessing demand for vocational education training • Overall planning of provision/accreditation of VET providers to offer programmes • Regulation of in-take of VET-students matching demand for skilled labour National VET Council advise on: • The need for new programmes and closing of programmes • Provision of programmes and in-take of students in school based training • Financial support to skills forecasting and development work • Promotion of apprenticeship Sector training committees responsible for: • Assessing skills demand within their sector – annually report to MOE/Council • Developing or revising programmes on the basis of skills forecasting • Approving companies for apprenticeship and monitoring work based learning.. Side 11
  12. 12. 19/10/2016 Side 12 Quality and financing • Lessons take place in well-equipped workshops / classrooms. • The teachers must acquire a diploma in pedagogical competencies • External assessment organized by the college/trade committiees • Colleges must have a quality system • Colleges are funded by a taximeter system per student by the MOE • Companies recive reimbursement of student salary during training in colleges financed by Employers Fund (AUB)
  13. 13. Rationale for reforming VET • The demand for highly qualified skilled workers on the Danish labour market are expected to increase towards 2020. • A strong need for making VET more attractive for young people but also companies. • Quality to be improved promoting student proficiency and excellence in VET. • A more effective VET-system and making the best use of resources to be enhanced.
  14. 14. Specific challenges for VET • Number of young people in VET has decreased from 32% in 2001 to 19% in 2012. • To many low performers in Danish and Math among many young people who starts on a VET programme – 1 out of 5. • High drop out rates in VET – 28% in basic programmes and 19% in main programmes. • Lack of apprentice placements in many sectors despite a number of initiatives – Initiatives in 2013 to increase placements has been taken. • 1/3 of students in VET is beyond 25 years (adult apprentices) which to some extend is making it more difficult for young people to get apprenticeship contract in companies.
  15. 15. Danish VET system reform 2015 Four clear goals: 1. The vocational education and training programmes are to be an attractive first choice for more young people. 25% by 2020. 2. More VET students to complete a vocational education and training programme. 3. Students at vocational education and training colleges to become as competent as possible. 4. Trust in and wellbeing at vocational education and training colleges must be strengthened. Side 15
  16. 16. VET -reform key elements 1. An attractive youth education environment - one year basic programmes for students coming from compulsory school 2. A Simpler and more transparent structure - 4 new broad basic programmes in stead of 12 3. Better opportunities to move on to higher education (NQF 5 and 6) including more VET double qualification programmes 4. New VET programmes for adults +25 years old (short track programmes + recognition of prior learning) 5. Improve quality in education and teaching including interplay between school- and work based learning
  17. 17. Other VET- reform elements 1. Clear admission requirements and offers for all young people to access basic programmes 2. New VET-oriented stream in compulsory school at 10th grade 3. New combined 2 year post compulsory Youth Education 4. Continued efforts increasing training places in companies and promoting the youth guarantee 5. Focusing of guidance activities and efforts Side 17
  18. 18. Clear admission requirements • Minimum mark of 02 in Danish and Math are required from the 9. and 10. grade school leaving exams • Students holding a training agreement with a company Also opportunity to access VET on the basis of: • An admission test including a personal interview and an overall assessment of potential to complete a programme • Pilots with conditional access and supplementary courses New offers for young people who do not fulfil requirements • Vocational oriented 10. grade in primary school provided by VET-colleges • Combined Youth Education – 2 year employment oriented programme
  19. 19. Better opportunities to continue in higher education • All VET programmes at min. level 4 to provide students rights for admission to higher education programmes at level 5 in the national qualification framework. (academy profession programmes). • Combination of vocational education and high level single subjects equivalent to general upper secondary subjects to meet admission requirements in higher education programmes. • Programmes leading to a double qualification (VET+ upper secondary general exam) to be extended to more occupational fields. • Access to professional - and university bachelor programmes on the basis of a VET programme to be clarified and promoted. Side 19
  20. 20. Better quality in teaching 1. More lessons 2. Improvement of teacher’s competences 3. New and improved teaching methods 4. School development 5. Monitoring of VET Side 20
  21. 21. More lessons in VET Minimum number of teaching lessons: 25 hours per week in 2015 and 26 hours from 2016 - overall work load still to be 37 hours pr. week. • Possibilities to acquire higher levels in selected subjects. • More practice oriented lessons and teaching applied to concrete work linking theory and practice . • Guidance and formative evaluation. • More and better student homework support including basic skills with teacher involvement. • 45 minutes of physical exercise every day. Side 21
  22. 22. Better teaching - and at higher levels • General and vocational subjects on different levels. • Talent tracks including high level specialised subjects in all relevant programmes by 2016. • Commitment for teaching differentiation to meet different needs • Linking school and work based learning better by: 1. Introducing competence goals in curricula on student performance in linking theory and practice. 2. Improvement of practice oriented teaching methods promoting applied knowledge, skills and competences. 3. Systematic introduction and feedback by teachers to students on workplace training and learning. • Strengthen the use of digital learning on the basis of a comprehensive strategy for ”Digital VET” at VET colleges. Side 22
  23. 23. Implementation – Support and monitoring Supportive initiatives: • Redesign of all basic and main programmes including innovation by MOE and social partners • School development including continuing training of teachers and school management • National unit of learning consultants supporting schools • Dynamic learning platform ( with learning materials, relevant research findings and inspirational materials. Monitoring implementation: • Development of key performance indicators on reform objectives • A large and long term evaluation programme to bee initiated • Implementation are followed closely by high level ministerial steering committee and national VET council • Implementation of the reform progresses as planned and will be completed by 2016 19-10-2016 Indsæt note og kildehenvisning via Sidehoved og sidefod Side 23
  24. 24. Questions