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Norway

2011-07-21T13:48:31Z

Asger Harlung:

This page is a survey of the situation in '''Norway'''.

For a list of entities in Norway relevant to e-learning, see [[:Category:Norway]].

== Experts situated in Norway ==

There are no Re.ViCa partners in Norway. However [[Morten Flate Paulsen]] ([[NKI]] Distance Education) is on the [[Advisory Committee]].

== Norway in a nutshell ==

[[Image:Norway.gif|right]]
(largely sourced from http://en.wikipedia.org/wiki/Norway)

''Norway'' (Norwegian: Norge (bokmål) or Noreg (nynorsk)), officially the '''Kingdom of Norway''', is a constitutional monarchy in Northern Europe that occupies the western portion of the Scandinavian Peninsula. It is bordered by [[Sweden]], [[Finland]], and [[Russia]], while the [[United Kingdom]] and the [[Faroe Islands]] lie to its west across the North Sea.

Norway annexed '''Jan Mayen''' and was given the sovereignty over the Arctic archipelago of '''Svalbard''' (under the Svalbard Treaty). The polar territories of '''Bouvet Island''', '''Peter I Island''' and '''Queen Maud Land''' are external dependencies of the Kingdom of Norway, but not parts of Norway. ''None of these regions are covered in our analysis in this page''.

Norway is now amongst the wealthiest countries in the world. It is the world's third largest oil exporter after Russia and Saudi Arabia and the petroleum industry accounts for around a quarter of GDP. Norway has also rich resources of gas fields, hydropower, fish, forests, and minerals - and is a large exporter of seafood. Other main industries include food processing, shipbuilding, metals, chemicals, mining, fishing and pulp and paper products.

The population of Norway is just over 4.5 million, making it similar in population to many smaller European countries and regions (e.g. [[Scotland]]). Norway has a Scandinavian welfare system and the largest capital reserve per capita of any nation.

Norway was ranked highest of all countries in human development from 2001 to 2006, and came second in 2007 (to fellow Nordic country [[Iceland]]).

Norway is a member of the [[:Category:European Economic Area|European Economic Area]] but not of the [[EU]].

== Education in Norway ==

=== Norway's education policy ===

The school year in Norway runs from late August to mid June the following year. The Christmas holiday divides the Norwegian school year into two terms.

Education in Norway is mandatory for all children aged 6-16.

Ultimate responsibility for the education lies with the [[Norwegian Ministry of Education and Research]]. There is a useful web site for the Ministry - in English - at http://www.regjeringen.no/en/dep/kd.html?id=586

=== Norway's education system ===
(largely sourced from http://en.wikipedia.org/wiki/Education_in_Norway)

'''School system:'''

The Norwegian school system can be divided into three parts:
# Elementary school (Barneskole, age 6-13)
# Lower secondary school (Ungdomsskole, age 13-16)
# Upper secondary school (Videregående skole, age 16-19).

Elementary and lower secondary school are mandatory for all children aged 6-16. (Before 1997, mandatory education in Norway started at the age of 7.) Students almost always have to change school when they enter lower secondary school and upper secondary school, as most schools only offer one of the levels.

'''Higher education system:'''

Higher education is anything beyond upper secondary school, and normally lasts 3 years or more. To be accepted to most higher education you must have attained a general university admissions certificate (generell studiekompetanse). This can be achieved by taking general studies while in upper secondary school or through the law of 23/5 where a person must be above 23 years of age, have 5 years of combined schooling and work experience and have passed exams in Norwegian, mathematics, natural sciences, English and social studies. Some degrees also require special electives in second and third grade (e.g. maths and physics for engineering studies.)

== Schools in Norway ==

'''Elementary school (Barneskole, grades 1-7, age 6-13)'''

In the first year of elementary school, the students are mostly playing educational games and learning social behaviour. In grades 2 through 7, they are introduced to mathematics, English, Norwegian, science, religion, and gymnastics, complimented by geography, history, and social studies in the fifth grade. No grades (marks) are given at this level.

'''Lower secondary school (Ungdomsskole, grades 8-10, age 13-16)'''

When the students enter lower secondary school, at age 12 or 13, they begin getting grades (marks) for their work. The grades they get will determine whether they get accepted at their high school of choice or not. From the eighth grade, the students can choose one elective (valgfag). Typical subjects the students are offered are the languages German, French and Spanish as well as additional English or Norwegian studies. Before the educational reform starting August 2006, students could choose a practical elective instead of the languages.

'''Upper secondary school (Videregående skole, grades VG1-VG3, age 16-19)'''

Upper secondary school (akin to high school) is 3 years of optional schooling, although recent changes to society (few jobs available for the age group) and law (government required by law of 1994 to offer secondary schooling in one form or another to everyone between 16 and 18 who submit the application form) has made it largely unavoidable in practice.

Secondary education in Norway is primarily based on public schools, and is attended by 96% of the students. Until 2005, Norwegian law held private secondary schools to be illegal unless they offered a "religious or pedagogic alternative", meaning that the only private schools in existence were religious (Christian), Steiner/Waldorf and Montessori schools. The first "standard" private upper secondary schools opened in the fall of 2005.

Since the introduction of the reform "Kunnskapsløftet" (knowledge promotion) in autumn 2006, a student will apply for a general education (studiespesialisering) or a vocational studies (yrkesfag) path. Inside these main paths there are many sub-paths to follow. The new reform makes mandatory the incorporation of IT into the schooling, indeed many counties (who are responsible for the public high schools) offer laptops to general studies students for free or for a small fee. Kunnskapsløftet also makes it harder to switch between electives that students take in the second and third year in the general studies path.

Students graduating general studies are called "Russ" in Norwegian.

For Higher Education see next.

== Higher education ==
(again sourced from http://en.wikipedia.org/wiki/Education_in_Norway)

Higher education in Norway is offered by a range of eight universities, nine specialised universities, 31 university colleges, and twelve private colleges. Education now follows the Bologna process model involving Bachelors (3 years), Masters (2 years) and Doctoral (4 years) degrees. Acceptance is offered after finishing upper secondary school with general study competence.

Public education is free, with an academic year with two semesters, from August to December and from January to June.

Higher education is defined in Norway as anything beyond upper secondary school. It normally lasts 3 years or more. To be accepted to most higher education institutions, students must have attained a general studies diploma (generell studiekompetanse). This can be achieved by taking general studies while in upper secondary school or through a law where a person must be above 23 years of age, have 5 years of combined schooling and work experience and have passed exams in Norwegian, mathematics, natural sciences, English and social studies. Some degrees also require special electives in second and third grade of high school (e.g. mathematics and physics for an engineering studies programme.)

Higher education is broadly divided into:

* Universities, which concentrate on theoretical subjects (arts, humanities, natural science). They provide degrees of bachelors (3 years in total), masters (5 years in total) and PhD (8 years in total). Universities also run a number of professional studies programmes, including law, medicine, dentistry, pharmacy and psychology, but these are generally separate departments that have little to do with the rest of the university institution.
* University colleges (høyskole), which supply a wide range of educational choices, including university bachelor degrees, engineering degrees and professional vocations like teacher and nurse. The grade system is the same as it is for universities.
* Private schools, which tend to specialize in popular subjects where there is limited capacity in public universities or university colleges: such as business studies, marketing or fine arts. Private providers do not loom large on the horizon, although the fraction of students attending private providers is now 10% in higher education, compared to 4% in secondary and 1.5% in primary education.

=== Distance education ===

In contrast with campus-based education, there is substantial use of private organisations for distance learning. Distance education is mostly offered as higher educations or vocational courses for adults. Upgrading courses qualifying for higher educations are also offered for adults meeting the 23/5 rule. (See description of higher educationn system under "Norway's education system").

NKI Distance Education (NKI Fjernundervisning) provides courses and study programmes at higher education level, upper secondary level and within the vocational training field. In 2005, 470 courses were offered and the number of course enrolments was 12 217.

Norwegian School of Management (BI) is a non-profit private institution offering courses at higher education (tertiary) level and within vocational training. BI Norwegian School of Management, Distance Education Centre (BI DE) is, as the name implies, a part of this institution. Norwegian School of Management has about 340 academic staff members. A considerable number of these teach at BI DE. BI DE has about 8500 course enrolments per year.

NKS is a provider of distance education that started as a correspondence school in 1914.

Sør-Trøndelag University College (HiST) is a dual mode publicly financed higher education institution with several departments. Large scale e-learning has mainly been done in one of these departments, Department of Informatics and e-Learning (AITeL).

(Mostly sourced from http://www.nettskolen.com/in_english/megatrends/workpackage4.html#Norway)

=== Universities in Norway ===
(courced from http://en.wikipedia.org/wiki/List_of_universities_in_Norway)

In this subsection we list the universities and the specialised universities. All are public universities.

'''Editors!''' ''Note that the abbreviations given are those used in Norway; unless wikified they are '''not''' authorised for use on this wiki.''

# [[University of Agder]] (UiA) (estabishled 2007; previously Agder University College) - a member of [[NVU]]
# University of Bergen (UiB) (Bergen) (established 1948)
# Norwegian University of Life Sciences (UMB) (Ås) (estabishled 1859, university since 2005; previously the Agricultural University College at Ås)
# Norwegian University of Science and Technology (NTNU) (Trondheim) (estabishled 1996; merger of the Norwegian Institute of Technology (NTH), estabishled 1910 and the University of Trondheim, estabishled 1968)
# University of Nordland (established 1994)
# [[University of Oslo]] (UiO) (Oslo) (the country's first university) (estabishled 1811)
# University of Stavanger (UiS) (Stavanger) (estabishled 2005; previously the University College of Stavanger) - a member of [[NVU]]
# University of Tromsø (UiT) (Tromsø) (the world's northernmost university) (estabishled 1972)

The specialised universities are:

# MF Norwegian School of Theology (MF) (Oslo) (private college)
# Molde University College (HiM) (Molde, Kristiansund)
# Norwegian Academy of Music (NMH) (Oslo)
# Norwegian School of Economics and Business administration (NHH) (Bergen)
# Norwegian School of Management (BI) (Oslo) (private college)
# Norwegian School of Sport Sciences (NIH) (Oslo)
# Norwegian School of Veterinary Science (NVH) (Oslo)
# Oslo School of Architecture and Design (AHO) (Oslo)
# School of Mission and Theology (Stavanger) (private college)

===Polytechnics in Norway ===

The word "polytechnic" is no longer used in Norway. Please refer to the subsection on university colleges.

=== Colleges in Norway ===

There are 31 public and 12 private accredited [[university colleges]] in Norway. See http://en.wikipedia.org/wiki/List_of_universities_in_Norway for a complete list of these. At this stage it is not known whether most of them are of significance in e-learning, but four worthy of mention are the university college members of NVU:

* Bergen University College
* Nord-Trøndelag University College
* Stord/Haugesund University College
* [[Sør-Trøndelag University College]], a megaprovider

== Higher education reform ==

The recent higher education reforms in Norway were caused largely by the requirements of Bologna and synchronised with that, so are discussed below.

=== The Bologna Process ===
(sourced from http://en.wikipedia.org/wiki/Higher_education_in_Norway)

'''Old system'''

Prior to 2002 higher education in Norway had a significantly different system of education with roots dating back to the start of higher education in the country. It was based on a 3.5 or 4 year "cand.mag." degree supplemented with a Masters (hovedfag) lasting 1.5 or 2 years. Total study time was five years for science programmes while it was six years within social studies and humanities. Masters degrees were named based on the line of study, for instance "cand.scient." within science, "cand.polit." in political studies or "cand.oecon." within economics. Certain professional studies, such as medicine, law, and some engineering and business administration courses had professional studies that offered full-length degrees (without issuing cand.mag. titles). The titles awarded were "cand.jur." (law, 6 years), "cand.med." (medical doctor, 6 years), "cand.psychol." (clinical psychology, 6 years), "siviløkonom" (business administration, 4 years) or "sivilingeniør" (engineering, 4.5 years). NHH had a monopoly educating siviløkonoms while NTH had a monopoly educating sivilingeniørs. Doctoral studies were offered as follow-on to the masters.

Grading was performed on a 1.0 to 4.0 system, with 1.0 as the best grade and 4.0 the worst grade (to pass). A total of 41 different grades could be awarded with the system. Credits (then called vekttall) were issued based on a nominal study of 20 credits per year (or 10 per semester).

'''New system'''

In 2003 a national reform, called the "Quality reform", was implemented throughout the entire national higher eduaction system. Norway was one of the first countries in Europe to implement the Bologna convention, thus creating a 3+2+3 year system in accordance with the Bologna Process.

A further step was taken in 2005 when the Act Relating to Universities and University Colleges and the Private Higher Education Institutions Act were merged into one common Act, the Act relating to universities and university colleges. The common act ensures greater equality between the public and private higher education institutions, thus focusing more on the quality in higher education than ownership. The evaluation of Quality Assurance Systems at and accreditation of both public and private institutions are handled by a national agency for quality assurance, [[NOKUT]].

'''First Cycle'''

Most students that fulfil the requirements for entrance to higher education in Norway are accepted to three-year Bachelor programmes.

'''Second Cycle'''

Entrance to the two-year Master programmes are based upon the academic qualifications (grades) from the bachelor level.

Some programmes (including architecture, business management at NHH, engineering at NTNU), Master of Dentistry and Master of Laws are five-year programmes (one-tier degrees).

Three types of Master's degrees are offered: Master of Science (science and business), Master of Philosophy (humanities and social studies) and Master of Technology (engineering).

''Professional Degrees''

''Some professional programmes have been granted an exemption from the Bologna system.'' Physicians (cand.med.), veterinarians (cand.med.vet), psychologist (cand.pshychol) and theologians (cand.theol.) are therefore still awarded degrees for six years of study.

'''Third Cycle'''

Doctor of Philosophy degrees (DPhil, PhD) are awarded after three years of research-oriented education. Most programmes also include one year of compulsory teaching as part of the education, making the total length of the programme four years.

'''System of Grading'''

According to the [[ECTS]] system the gradings are given according to scale of six grades, ranging from an A to F, with A being the best and E the worst passing grade. F is a fail.

A normal study progression awards 60 credits (stp) per year (30 per semester); most institutions either use a 7.5 or a 10 credit block system.

Examinations are usually held every semester, in December and June, although exceptions occur.

== Administration and finance ==
(sourced from http://en.wikipedia.org/wiki/Higher_education_in_Norway)

Education in Norway is overseen by the Royal [[Norwegian Ministry of Education and Research]] (Norwegian: Kunnskapsdepartementet, literally Ministry of Knowledge) responsible for education, research and kindergartens. There is a useful [http://en.wikipedia.org/wiki/Norwegian_Ministry_of_Education_and_Research wikipedia entry] and also a [http://www.regjeringen.no/en/dep/kd.html?id=586 site in English]. Its Departments include:

* Department of Early Childhood Education and Care
* Department of Education and Training
* Department of Higher Education
* Department of Policy Analysis, Lifelong Learning and International Affairs

Reporting to it are a number of agencies and companies of which the most relevant for Re.ViCa purposes are:

* [[Norway Opening Universities]], or Norgesuniversitetet: Stimulates cooperation between business and higher education, and to increase life-long learning
* [[Norwegian Agency for Quality Assurance in Education]], or Nasjonalt organ for kvalitet i utdanningen ([[NOKUT]]): Supervises and helps improved the quality of higher education
* Norwegian Centre for International Cooperation in Higher Education, or Senter for internasjonalisering av høyere utdanning: Promotes international cooperation in higher education and research
* [[Norwegian Institute for Adult Learning]], or VOX-læring for arbeidslivet: Promotes adult learning within reading, writing, arithmetic and ICT
* Norwegian State Educational Loan Fund, or Statens lånekasse for utdanning: Grants loans and scholarships to students
* Norwegian Universities and Colleges Admission Service, or Samordna opptak: Coordinates admission to undergraduate courses at state universities and colleges
* [[UNINETT]]: Operate the university/college/research National Research and Education Network ([[NREN]]).

'''Public institutions'''

''There are no tuition fees for attending public higher education in Norway'', as all the costs are covered by the Ministry of Education and Research.

Students are also given the opportunity to apply for financial support (a part loan/part grant) from the Norwegian State Educational Loan Fund. The main requirement for support from Fund is that an applicant is a Norwegian citizen. ''However, foreign citizens may also be entitled to financial support.''

Eligible applicants may be granted financial support (a part loan/part grant) of about NOK 80,000. It is initially given as a a full loan, but upon completion of modules in the education around 40 percent of the amount is transferred to a scholarship/grant if the modules are passed. There is no interest paid by applicants while taking the education.

While studying, all students belong to a student welfare organisation that takes care of such services as housing, on-campus dining, book stores, kindergartens, advisory services and some health care. Part of this is financed through a student fee, typically set at NOK 300-500 per semester.

'''Private institutions'''

There are a number of private higher education institutions in Norway, although the public institutions cover more than ninety per cent of the student population in the country, meaning that less than ten per cent of students attend private institutions.

The private institutions offer primarily programmes and courses within popular fields of study where the number of public places are limited or accelerated courses are offered.

Most of the private institutions are foundations, either autonomous (like the Norwegian School of Management and Campus Kristiania) or part of various religious societies, like the School of Missions and Theology or Queen Maud's College of Early Childhood Education.

Students attending private institutions may have to pay school fees equivalent to the entire cost of operating the education, ''though the Norwegian State Educational Loan Fund will grant loans to cover the tuition fees''.

== Quality assurance ==
(sourced from http://www.enqa.eu/files/workshop_material/Norway.pdf, created in early 2004)

'''Legal and regulatory framework; the "quality reform" (2002)'''

Norwegian higher education is regulated by two laws:

* The Universities and Colleges Act regulates state-owned institutions and their right to establish programmes and award national degrees. This law also regulates the quality assurance of higher education.
* The Private Colleges Act regulates private institutions' right to award national degrees and their access to public funding. Benchmark for the recognition of private higher education has hitherto been corresponding provision in institutions under the Universities and Colleges Act.

Both laws were amended in 2002 in connection with the Government's "quality
reform of higher education". The amendments represented the first stage in a process, completed in 2005, to merge the two laws into one and thus create greater equality between state and private institutions.

The reform process also:
* changed the degree structure in accordance with the recommendations of the Bologna Declaration
* increased institutional autonomy
* imposed a stricter obligation for institutions to follow up students actively
* introduced a system of formal accreditation for all higher education
* imposed stricter demands in the field of quality assurance.

'''Quality assurance at the institutional level: internal quality assurance systems'''

Each institution is responsible for the quality of its own educational provision. There is nothing new in this responsibility as such, but the institutions will now be required to demonstrate how responsibility for quality is followed up with actual quality assurance. After the reform, a prerequisite for status as an accredited institution will be the existence of an internal system of quality assurance that complies with nationally set criteria. The institutions had such systems in place from 1 January 2004.

'''Quality assurance at the national level: NOKUT'''

The Norwegian Agency for Quality Assurance in Education ([[NOKUT]]) takes care of quality assurance at the national level. NOKUT is not a part of the government structure and acts independently inside a given framework of law and a Ministerial Regulation. Its main tasks are to:

* make all accreditation decisions concerning higher education that go beyond the institutions’ self-accrediting powers. These decisions cannot be modified by any other authority.
* evaluate and pass judgement on the institutions’ internal quality assurance through quality audits, carried out in regular cycles and including all accredited institutions. In addition to act as a control mechanism, the audits are supposed to be conducted in a way that is conducive to quality enhancement.
* carry out evaluations with the purpose of revising specific accreditation. Any institution can have accreditations revoked or suspended - for the entire institutions as such, or for individual programmes - following a negative assessment in this type of evaluation.
* carry out other types of evaluations with the general purpose of investigating, assessing and developing the quality of higher education in Norway. The Ministry may instruct NOKUT to undertake such evaluations.
* issue general recognition – or credit count towards national degrees - to higher education from other countries, or to any other education that is not regulated by the Universities and Colleges Act or the Private Colleges Act. This is a power it shares with accredited institutions.

'''Accreditation'''

As from 1 January 2002 accreditation is mandatory and universal for all formally recognised higher education in Norway. Accreditation is not limited to a specified period of time but will be considered as valid until explicitly revoked, following an assessment. The new accreditation formula combines institutional and programme/course accreditation.

For further details see the [[NOKUT]] entry.

== Norway's HEIs in the information society ==

=== Towards the information society ===

(This section is to describe the general level of the information society in Norway. We need to set some standards here for the narrative.)

=== Information society strategy ===

In this section we describe what is happening in universities as facilitated by government, in particular by the [[Norwegian Ministry of Education and Research]]. As usual we discuss any developmental agencies (such as [[NOU]]) and the [[NREN]] ([[UNINETT]]).

==== Norway Opening Universities ====
(sourced from http://norgesuniversitetet.no/filearchive/NOU-projects2007.pdf)

[[Norway Opening Universities]] ([[NOU]]) is a national political initiative for the Norwegian Ministry of Education and Research in the field of lifelong and flexible ICT-supported learning in higher education. NOU supports Norwegian institutions of higher education by funding projects for developing ICT supported flexible learning and distance education courses through a yearly application process. The criteria for support are decided by The Ministry of Education after a discussion process with NOU. (Thus in some ways NOU is rather like agencies such as [[JISC]] in the [[UK]], [[SURF]] in the [[Netherlands]], the [[Swiss Virtual Campus]], etc.)

Norway Opening Universities is also to develop and enhance the national knowledge base by analyzing and evaluating activity and experience in the field of flexible learning in higher education in Norway and internationally. Development projects funded by NOU contribute to a large amount of input for the knowledge base by sharing experiences and results.

Some 30 projects have received funding from Norway Opening Universities in 2007. The projects range in content from pedagogical and didactic questions to more administrative and educational themes. Some projects cover relatively
practical subject matter, while others deal with more theoretical analyses. One aspect all of the projects share in common is the use of ICT and digital media, with the purpose of strengthening and further developing flexible learning options for adult students and other student groups in the working community and society in
general.

==== UNINETT ====

The UNINETT group supplies network and network services for universities, university colleges and research institutions and handles other national ICT tasks. The Group is owned by the [[Norwegian Ministry of Education and Research]] and consists of a parent company and four subsidiaries. All the UNINETT companies are located in Teknobyen in Trondheim. The companies are as follows:

* The parent company UNINETT develops and operates the Norwegian research network, which links together Norwegian educational and research institutions and connects them to an international network
* UNINETT ABC supports the Norwegian educational sector with advice and recommendations on ICT solutions
* UNINETT FAS provides technical operation of administrative systems for universities and university colleges
* UNINETT Norid operates the registration service for domain names under the .no domain
* UNINETT Sigma coordinates national infrastructure for computational science.

The UNINETT group offers one of the most advanced network environments in Norway and has international activity via research projects as well as in standardization work within the Internet field. In addition to 71 permanent employees, a considerable number of students and professionals from the entire university and college sector are attached to the enterprise on a project basis. The activity is run non-profit. . Turnover in 2005 totalled NOK 164 million.

==== Major e-learning initiatives in Norway - candidates ====

The following initiatives are described on their own entries:

'''National iniative'''

* [[Norway Opening Universities]], a national initiative

'''Universities''' - evolution of existing institution

* [[University of Agder]], formerly [[Agder University College]], part of the [[Global Virtual University]]
* [[University of Oslo]]
* [[BI Norwegian School of Management]] - with over 8000 enrolments in around 50 online courses

'''University colleges'''

* [[Sør-Trøndelag University College]] - with over 2000 enrolments in over 140 online courses

'''Distance learning providers'''

* [[NKI]] - with over 12000 enrolments in over 400 courses with many delivered online and about 50% of students involved online
* [[NKS]] - with over 100 courses delivered online

'''Networks'''

Mention should also be made of the [[Norwegian Networked University]] ([[NVU]]), which is more of a network and professional association.

== References ==

'''Wikipedia entries'''

* [http://en.wikipedia.org/wiki/Norway Norway]
* [http://en.wikipedia.org/wiki/Education_in_Norway Education in Norway]
* [http://en.wikipedia.org/wiki/Higher_education_in_Norway Higher education in Norway]
* [http://en.wikipedia.org/wiki/List_of_universities_in_Norway List of universities in Norway]

'''Web sites with English pages'''

* [http://www.regjeringen.no/en/dep/kd.html?id=586 Norwegian Ministry of Education and Research]

'''Reports and papers'''

# ''BOLDIC - National report of Norway, Open and distance education in Norway'' (25 pages), http://www.boldic.net/document/Norway/BOLDIC_Norway_report.pdf
# "Out of the Shadow and Into the Spotlight - The Development of Distance Teaching in Norwegian Higher Education", by Gunnar Grepperud, Anne Støkken and Jan Toska, ''International Review of Research in Open and Distance Learning'' Vol. 2, No. 2, January, 2002, at http://www.irrodl.org/index.php/irrodl/article/viewFile/60/125
# "Distance Education in Norway", by Morten Flate Paulsen, Torstein Rekkedal and Morten Søby, ''DEOSNEWS'' Vol. 2 No 19, '''1992''', at http://nettskolen.nki.no/forskning/23/deos2-19.htm
# ''Private distance learning in Norway'', by Morten Flate Paulsen, http://home.nettskolen.nki.no/~morten/pp/CHANEDParis.ppt
# ''Quality Assurance of Norwegian Higher Education'', ENQA, http://www.enqa.eu/files/workshop_material/Norway.pdf
# ''ICT-Projects Funded by Norway Opening Universities 2007-2008'', http://norgesuniversitetet.no/filearchive/NOU-projects2007.pdf

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>>> [[:Category:Norway|Entities in Norway]]
 
 
> [[Countries]]
 
>> [[Main Page]]

[[Category:Norway| ]]
[[Category:Europe]]
[[Category:European Economic Area]]
[[Category:Nordic countries]]
[[Category:Scandinavia]]
[[Category:OECD]]
[[Category:Country reports]]
[[Category:Countries with Programmes]]
[[Category:VISCED]]

2011-06-21T10:37:56Z

Asger Harlung: /* Denmark education policy */

The Virtual Campuses in Danish Higher Education are listed on a separate Re.ViCa wiki page called [[Virtual Initiatives in Denmark]].

== Experts situated in Denmark ==




[http://www.au.dk/en/ Aarhus University]

== Denmark in a nutshell ==
[[Image:Denmark map.gif|thumb|250px|Map of Denmark, originally from the [https://www.cia.gov/library/publications/the-world-factbook/geos/da.html CIA's World Factbook]]]
The '''Kingdom of Denmark''' (Danish: Kongeriget Danmark), commonly known as Denmark, is a country in the Scandinavian region of northern Europe. Its capital is Copenhagen, it is 43,098 km² or 16,639² sq mi wide with a population of 5,484,723* people) , who we call the Danish or the Danes. The official language is Danish, which is close to Swedish and Norwegian with which Denmark has strong cultural and historical ties.

Denmark is a '''constitutional monarchy with a parliamentary system of government'''. Denmark's Constitution originated in the chieftain rule of the Viking Age, it was Absolute Monarchy, followed by Enlightened Absolutism 1660-1848. In 1848, the new King Frederik VII abolished Absolutism and the following year a free Constitution was codified.''

'''Source''': [http://www.netpublikationer.dk/um/6712/html/chapter01.htm Royal Danish Ministry of Foreign Affairs > Denmark - an Overview]

'''Relevant Documents''':
* [http://en.wikipedia.org/wiki/Constitution_of_Denmark Wikipedia's page on Denmark's Constitution]
* [http://www.folketinget.dk/pdf/constitution.pdf Danish Constitution (EN - PDF)], 1999
* [http://www.denmark.dk/en/menu/About-Denmark/Denmark-In-Brief/Denmark-An-Overview/ Denmark.dk > Denmark: an Overview]

Denmark has a state-level government and local governments in 98 municipalities. Denmark has been a member of the [http://europa.eu/ European Union (EU)] (formerly European Economic Community) since 1973, although has not joined the Eurozone (the zone of countries which use the Euro). Denmark is a founding member of [http://www.nato.int/ North Atlantic Treaty Organization (NATO)].

According to official statistics from April 2008, 82.0% of the population of Denmark are members of the Lutheran state church, the Danish National Church (Den Danske Folkekirke), also known as the Church of Denmark. According to article 6 of the Constitution, the Royal family must belong to this Church.

'''*''': July 2008 estimate according to the [https://www.cia.gov/library/publications/the-world-factbook/geos/da.html CIA's World Factbook]

'''Adapted from''': the [http://en.wikipedia.org/wiki/Denmark Wikipedia page on Denmark] and [http://www.denmark.dk/en/menu/About-Denmark Denmark.dk > About Denmark]

'''Note''': also available is an [http://www.um.dk/um_files/Denmark/maps/DK_UK_1.swf interactive map of Denmark where you can hover over the cities and make the public transport routes visible]

'''Regions and municipalities'''

Denmark consists of 443 islands and in 2007 the country created the division of five regions and a total of 98 municipalities, which mostly have a population of at least 20,000 people. This division was a part of the 2007 '''Danish Municipal Reform''' to replace the country's traditional thirteen counties (''amter''). At the same time, smaller municipalities (kommuner) were merged into larger units, cutting the number of municipalities from 270 to 98. The most important area of responsibility for the new regions is the national health service.

The Five Regions of Denmark (descending order of population):
# [http://en.wikipedia.org/wiki/Region_Hovedstaden Hovedstaden] / the Capital Region of Denmark
# [http://en.wikipedia.org/wiki/Region_Midtjylland Midtjylland] / Region Central Jutland
# [http://en.wikipedia.org/wiki/Region_Syddanmark Syddanmark] / Region South Denmark
# [http://en.wikipedia.org/wiki/Region_Sj%C3%A6lland Sjælland] / Region Zealand
# [http://en.wikipedia.org/wiki/Region_Nordjylland Nordjylland] / Region North Jutland

The [http://en.wikipedia.org/wiki/Faroe_Islands Faroe Islands] and [http://en.wikipedia.org/wiki/Greenland Greenland/Grønland] are autonomous provinces of Denmark with home rule, but are not members of the [http://europa.eu/ European Union (EU)].

'''Adapted from''':
* [http://en.wikipedia.org/wiki/Denmark Wikipedia's page on Denmark]
* [http://en.wikipedia.org/wiki/Regions_of_Denmark Wikipedia's page on Denmark’s Regions]

== Education in Denmark ==

* The Church Law of 1539 contains Denmark's first educational legislation with a formal requirement for schools in all provincial boroughs.
* New acts in 1937, 1958, and 1975 reflected the demands of a new age in terms of '''equal access''' to all forms of education.
* Another act that came into force in 1994 stipulated that the ''Folkeskole'' give a student the opportunity to develop as many of their talents as possible. One of the watchwords of the new act is differentiated teaching, or that teaching should be adapted as much as possible to the individual student.

''We can say that the key values in Danish education are intellectual liberty, equality and democracy.''

In 2007 the Danish government decided to strengthen the public's knowledge of the democratic values on which the Danish society is founded by creating a democracy canon. The canon has now been translated into English." --> [http://www.eng.uvm.dk/Aktuelt/News/Eng/080812%20The%20Danish%20Democracry%20Canon.aspx The Danish Democracry Canon (EN)]. Read the complete [http://pub.uvm.dk/2008/democracycanon/ Danish Democracry Canon (EN)].

'''A. Primary and secondary education'''

Danish primary and lower secondary education is based on the '''Danish Education Act'''. In its introduction, it states the following about the aims of primary and lower secondary education:

Section 1.

'''''Together with parents, primary and lower secondary school shall provide pupils with knowledge and skills''' that: prepare them for further study and give them the desire to learn more, make them familiar with Danish culture and history, provide them with an understanding of other countries and cultures, contribute towards their understanding for man's interaction with nature and promote the individual student's all-round development.''

Section 2.

''Primary and lower secondary school must develop working methods and create a framework that promotes experience, absorption and enterprise so that students '''develop their imagination, sense of recognition and self-belief''', thus enabling them to take a position and act.''

Section 3.
''Primary and lower secondary school shall '''prepare the students towards participation, joint responsibility, rights and duties in a free and democratic society'''. School activities must thus be characterised by '''intellectual liberty, equality and democracy'''.''

'''Source''': [http://www.nyidanmark.dk/en-us/citizenship/citizen_in_denmark/7+school+and+education.htm New to Denmark - School and education]

The '''''Folkeskole''''' is the Danish municipal primary and lower secondary school and consists of:
* one year of pre-school class
* nine years of primary and lower secondary education --> '''compulsory education'''
* one-year 10th class''

'''Education is compulsory''' in Denmark for everyone between the ages of 6-7 and 16: so nine years of basic education. It is important to note that education itself is compulsory, not schooling: whether the education is received in a publicly provided school, in a private school or at home is a matter of individual choice, as long as accepted standards are met.

'''Sources''': [http://www.eng.uvm.dk/Uddannelse/Primary%20and%20Lower%20Secondary%20Education/The%20Folkeskole.aspx Danish Ministry of Education - The Folkeskole (EN)]

''As a result, 13% of the children are taught outside the public school system in private independent schools - which receive up to 70% government subsidy – or at home. Practically all education is a free benefit as part of the welfare system.''

'''Source''': [http://www.denmark.dk/en/menu/About-Denmark/Denmark-In-Brief/Denmark-An-Overview/Education/ Denmark.dk > Denmark: an Overview > Education]

''The Ministry of Education is responsible for setting up the framework for curricula at primary and secondary level. However, the contents of the courses are finalised by the teachers themselves, with their students. The Ministry of Education oversees the 1-year pre-school class and the Folkeskole '''in collaboration with the municipal councils'''.''
'''Source''': [http://www.eng.uvm.dk/Uddannelse/Primary%20and%20Lower%20Secondary%20Education/The%20Folkeskole.aspx Danish Ministry of Education - The Folkeskole (EN)]

'''B. Higher Education'''

''Institutions of higher education in Denmark have a long tradition of '''academic freedom and autonomy'''. The Ministries lay down the overall regulations for all institutions of higher education. These include regulations concerning the admission of students, the structure of studies, programmes offered, awarding of degrees and appointment of teachers and academic staff. The individual institutions draw up and update their study programmes, indicating the aims, scope and duration, form and contents of the courses, as well as a description of the syllabus.''

''Technical colleges, business colleges and agricultural colleges are '''independent institutions''' under the overall authority of the '''Ministry of Education'''. Social and health care colleges are run by the county authorities. The labour market training centres (AMU-centre) are administered by the Ministry of Education.''

''As of December 2001, the '''Ministry of Science, Technology and Innovation''' is responsible for university education except for certain higher education programmes, which fall under the responsibility area of the '''Ministry of Cultural Affairs''' (e.g. architecture, music, fine arts, librarianship). The Ministry of Education oversees short- and medium-cycle higher education, in most cases.''

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3630 CIRIUS Online - General organisation of the Danish education system]

The '''Act on Tertiary Artistic Education Institutions under the Auspices of the Ministry of Culture''' stipulates which institutions the Ministry of Culture has authority over, their missions, their programmes and management. (The Act No. 289 of April 27, 1994 was amended by Act No. 142 of March 17, 1999. and consolidated by Consolidation Act No. 889 of September 21, 2000 (in force))

'''Source''': [http://www.kum.dk/sw10009.asp Act on Tertiary Artistic Education Institutions under the Auspices of the Ministry of Culture]

The '''Act on Universities and Other Institutions of Higher Education / ''The University Act''''' about degrees:
#''Within its academic fields, a university can award the bachelor's degree, the master's (candidatus) degree, the PhD degree and the doctoral degree. In addition to the master's degree (candidatus), the university can also award the degree of master under a continuing education scheme.''
#''The Minister lays down the rules concerning the acquisition of the doctoral degree.''

'''Source''': [http://en.vtu.dk/acts/act-on-universities/act-on-universities.pdf VTU - Act on Universities - Part 2. Degree Programmes, Paragraph 6 (EN - PDF)], p.2

'''Relevant Documents''':
* [http://en.vtu.dk/acts/act-on-universities Ministry of Science, Technology and Innovation (VTU)- Act on Universities (EN)]
** [http://en.vtu.dk/acts/act-on-universities/act-on-universities.pdf VTU - Act on Universities (EN - PDF)]
** [http://en.vtu.dk/acts/act-on-universities/explanatory-notes-to-the-draft-bill-on-universities.pdf VTU - Explanatory Notes to the Draft Bill on Universities (EN - PDF)]
** [http://en.vtu.dk/acts/act-on-universities/proposal-for-bill-to-amend-the-legislation-governing-universities.pdf VTU - Proposal for Bill to amend the legislation governing universities (EN - PDF)]

'''C. Lifelong learning'''

The strategy for lifelong learning includes the following objectives:
# ''A coherent education system from pre-school to higher education must provide the opportunity for everyone to acquire excellent basic skills, a qualifying education and a solid foundation for lifelong learning. There must be equal opportunities and room for all.''
# ''The education programmes must be worldclass. The education system is to foster talent and be more accommodating to weak learners. Quality is given pride of place, and education must match the needs of the labour market and the society.''

'''Source''': [http://www.eng.uvm.dk/Uddannelse/General/Denmarks%20strategy%20for%20lifelong/Objectives%20for%20lifelong%20learning.aspx Danish Ministry of Education - Objectives for lifelong learning]

In spring 2007 the Government drew up a report concerning Denmark’s strategy for lifelong learning as part of European cooperation on education. This constitutes the Government’s contribution to the realisation of the common goals in the Lisbon strategy. The strategy ''covers the development of all forms of education, learning and lifelong skills upgrading for all – in the education system, in adult education and continuing training, at work and in the many other settings in which people learn and develop their knowledge, skills and competences.''

''The Government’s globalisation strategy focuses in particular on training and lifelong skills upgrading. A high level of educational attainment and good opportunities for lifelong learning are among the most important preconditions for strong competitiveness and for everyone to be able to actively participate in the labour market and in society. ''

''It is the Government’s aim that Denmark shall have world-class education and that everyone shall participate in lifelong learning.''

'''Sources''':
* [http://pub.uvm.dk/2007/lifelonglearning/lifelong_learning.pdf Denmark's strategy for lifelong learning – Education and lifelong skills upgrading for all, Report to the European Commission (EN, PDF, 37 pages], April 2007.
* [http://www.eng.uvm.dk/Uddannelse/General/Denmarks%20strategy%20for%20lifelong.aspx Danish Ministry of Education - Denmark's Strategy for Lifelong Learning]

The government also set up the '''Tripartite Committee on lifelong skills upgrading and education and training for all in the labour market''' / ''Trepartsudvalget om livslang opkvalificering og uddannelse for alle på arbejdsmarkedet''.
'''Related Documents''':
* [http://www.fm.dk/Nyheder/Pressemeddelelser/2006/02/Rapport%20fra%20Trepartsudvalget%20om%20livslang%20opkvalificering%20og%20uddannelse%20for%20alle%20paa%20arbejdsmarkedet.aspx Tripartite's report (DK)]
* [http://www.oit.org/public/english/employment/skills/hrdr/init/dnk_13.htm Framework of Actions for the Lifelong Development of Competencies and Qualifications - Denmark]
* [http://www.eurofound.europa.eu/eiro/2006/02/feature/dk0602103f.htm News release ''Tripartite committee issues report on continuing training'' (EN)], 2006

'''D. Special Needs'''

''Legislation on education, building, employment and public transport today includes provisions laying down the responsibility of the sector for people with disabilities. The principle of sector responsibility is part of the parliamentary resolution on equal opportunities of 1993 (B43).''
'''Source''': [http://www.clh.dk/?id=1229 The Equal Opportunities Centre for Disabled Persons) / ''Center for Ligebehandling af Handicappede'' - Danish disability policy (EN - online)]
'''Relevant Documents''':
* [http://www.clh.dk/ The Equal Opportunities Centre for Disabled Persons) / ''Center for Ligebehandling af Handicappede''] wrote the [http://www.clh.dk/index.php?id=1228 Danish disability policy], ([www.clh.dk/pjecer/danskhandicappolitik/disabilitypolicy.doc EN - DOC]) and published the [http://www.clh.dk/index.php?id=1228 The Principles of Danish Disability Policy] (EN - PDF / online)
* [http://www.dch.dk/english/index.htm The Danish Disability Council / ''Det Centrale Handicapråd'']

'''Relevant document''': [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/EuryPage?country=DK&lang=EN&fragment=leg Denmark (2007/08) - Legislation (EN)], also in [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/section/DK_EN_CLEG.pdf PDF], containing references to educational Acts in Denmark.

== Denmark education system ==
[[Image:The Danish educational system.gif|thumb|250px|left|Map of the Danish educational system]]
The Danish education system provides access to primary school, secondary school, and most kinds of higher education. Attendance at "Folkeskole" is compulsory for a minimum of 9 years, and a maximum of 10. About 99% of students attend compulsory elementary school, 86% attend secondary school, and 41% pursue further education. '''All college education in Denmark is free.'''

Primary school in Denmark is called "den Danske Folkeskole" ("Danish Public School"). It runs from 1st to 10th grade, though 10th grade is optional, as is the introductory "kindergarten class" ("børnehaveklasse"). Students can alternatively attend "free schools" ("Friskole"), or private schools ("Privatskole"), i.e. schools that are not under the administration of the municipalities, such as Christian schools or Waldorf Schools. The Programme for International Student Assessment, coordinated by the [[OECD]], ranked Denmark's education as the 24th best in the world in 2006, being neither significantly higher nor lower than the OECD average.

Following graduation from Folkeskolen, there are several other educational opportunities, including Gymnasium (academically oriented upper secondary education), Higher Preparatory Examination (HF) (similar to Gymnasium, but one year shorter), Higher Technical Examination Programme (HTX) (with focus on Mathematics and engineering), and Higher Commercial Examination Programme (HHX) (with a focus on trade and business), as well as vocational education, training young people for work in specific trades by a combination of teaching and apprenticeship.

Gymnasium, HF, HTX and HHX aim at qualifying students for higher education in universities and colleges.

Denmark has several universities; the largest and oldest are the University of Copenhagen (founded 1479) and Aarhus University (founded 1928).

Folkehøjskolerne, ("Folk high schools") introduced by politician, clergyman and poet N.F.S. Grundtvig in the 19th century, are social, informal education structures without tests or grades but emphasising communal learning, self-discovery, enlightenment, and learning how to think.

'''Source of these excerpts''': [http://en.wikipedia.org/wiki/Denmark#Education Wikipedia page on Denmark’s Education]

Students receive points according to a '''7-point grading scale''':
*12: For an excellent performance.
*10: For a very good performance.
*7: For a good performance.
*4: For a fair performance.
*02: For an adequate performance.
*00: For an inadequate performance.
*-3: For an unacceptable performance.

'''Source''': [http://eng.uvm.dk/news/7scale.htm?menuid=05 Ministry of Education - 7-point grading scale] and the [http://www.eng.uvm.dk/Uddannelse/General/Marking%20Scale.aspx Marking Scale in the Danish Education System]

== Higher education ==

[[Image:A diagram to Higher education in Denmark.JPG|thumb|500px|A diagram to Higher education]]
Following a so-called binary structure, the higher education institutions can be grouped into two different sectors:

Higher education institutions in Denmark can be divided into 2 categories (university and non-university) or into three main categories:
* '''Universities''' or university level institutions offering research-based undergraduate and post-graduate programmes (Bachelor's, Master's and PhD)
* '''University Colleges''' ( Professionshøjskoler ) offering 3-4½ years undergraduate programmes (Professional Bachelor's programmes)
* '''Academies of Professional Higher Education''' ( Erhvervsakademier ) offering 2 - 2½ years Academy Profession programmes and joint Bachelor's programmes in co-operation with universities.
Source: [http://studyindenmark.dk Study in Denmark]

'''Background'''
* '''University Colleges / ''Professionshøjskoler'' offering professional bachelor and diploma programmes'''
** In 2000 most colleges offering Professional Bachelor's degrees merged into more comprehensive '''Centres for Higher Education'''/''centre for videregående uddannelse'' (CVUs) which were merged in '''University Colleges''' in 2005.

* '''Vocational colleges offering short-cycle programmes, mainly 2-year Academy Profession degrees '''.
** Most colleges offering Academy Profession degrees have formed '''Academies of Professional Higher Education''' (erhvervsakademier) as a framework for regional cooperation. This was made possible by the 1998 reform of short-cycle higher education. In order to obtain the status of Academies of Professional Higher Education the participating colleges must fulfil a number of quality requirements in terms of scope and level.

Professionally oriented higher education programmes are offered at colleges. Whereas in other countries, similar programmes may be offered by universities, in Denmark they have traditionally been offered by '''specialised colleges'''. Very often these institutions are engaged in theoretical and practical developmental work, and many of them participate in international cooperation, e.g. through the EC mobility programmes.

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education – The College Sector] and '''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education – College Education]

'''Council / Network'''

'''Universities Denmark''' / ''Danske Universiteter'' is the association of the Danish research universities and its purpose is to enhance their collaboration and the visibily of the university sector in Denmark and abroad.

'''Source''': [http://www.rektorkollegiet.dk/ their web site (DK)] with [http://www.rektorkollegiet.dk/internationalt/publications_in_english/ English Publications].

'''HEI in Denmark'''

The following table was adapted from the information found at the [http://studyindenmark.dk/institutions/university Study in Denmark] web site.

{|
|-valign="top"
| 8 Universities:
# [http://www.aau.dk Aalborg University]
# [http://www.cbs.dk Copenhagen Business School]
# [http://www.itu.dk The IT-University of Copenhagen]
# [http://www.au.dk/en University of Aarhus]
# [http://www.ku.dk/english University of Copenhagen]
# [http://www.sdu.dk/?sc_lang=en University of Southern Denmark]
# [http://www.ruc.dk Roskilde University] – [http://www.ruc.dk/ruc_en (EN)]
# [http://www.dtu.dk Technical University of Denmark]
| 10 University colleges:
# [http://www.iha.dk Engineering College of Aarhus ]
# [http://www.ihk.dk Copenhagen University College of Engineering]
# [http://www.phrh.dk The Multidisciplinary University College of Copenhagen]
# [http://www.cvusonderjylland.dk University College South]
# [http://www.ucc.dk University College Copenhagen]
# [http://www.ucl.dk University College Lillebaelt]
# [http://www.ucn.dk University College of Northern Denmark]
# [http://www.ucsj.dk University College Sealand]
# [http://www.viauc.dk VIA University College] – [http://www.viauc.com (EN)]
# [http://www.cvu-vest.dk West Jutland University College ]

|-valign="top"
| 16 Academies of Professional Higher Education:
# [http://www.dalumuc.dk College of Food & Technology / Dalum UddannelsesCenter]
# [http://www.kts.dk Copenhagen Technical Academy and Copenhagen Polytechnic]
# [http://www.e55.dk Erhvervsakademi E55]
# [http://www.aabc.dk Erhvervsakademiet]
# [http://www.ots.dk Erhvervsakademiet]
# [http://www.eanord.dk Erhvervsakademiet Nordsjælland]
# [http://www.eano.dk ErhvervsAkademi NordØstjylland]
# [http://www.ea-vest.dk Erhvervsakademi Vest]
# [http://www.erhvervsakademierne.dk/sw188.asp Erhvervsakademi Vestsjælland]
# [http://www.erhvervsakademierne.dk/vestsjaelland Erhvervsakademi Vestsjælland]
# [http://www.stea.dk Erhvervsakademi Storstrøm]
# [http://www.eam.dk Academy of Professional Higher Education, Midjutland / Erhvervsakademi Midtjylland (EAM)]
# [http://www.brock.dk/en Niels Brock]
# [http://www.noea.dk Nordjyllands Erhvervsakademi]
# [http://www.rhs.dk Roskilde Handelsskole]
# [http://www.sde.dk Syddansk Erhvervsakademi]
| 16 Universities, academies and colleges of arts:
# [http://www.aarch.dk Aarhus School of Architecture]
# [http://www.vmk.dk Academy of Music, Esbjerg]
# [http://www.nordkons.dk Academy of Music, Aalborg]
# [http://www.dfm.dk Carl Nielsen Academy of Music, Odense]
# [http://www.kulturnet.dk/homes/smdd/adr.htm The Danish School for Contemporary Dance]
# [http://www.de-designskole.dk Danish School of Design ]
# [http://english.designskolenkolding.dk/01_NYHEDER/?LANG=EN Designskolen Kolding]
# [http://www.filmskolen.dk The National Film School of Denmark]
# [http://www.rmc.dk The Rhythmic Music Conservatory]
# [http://www.musik-kons.dk The Royal Academy of Music, Aarhus]
# [http://www.karch.dk The Royal Danish Academy of Fine Arts, School of Architecture]
# [http://www.kulturnet.dk/homes.ks The Royal Danish Academy of Fine Arts, School of Conservation]
# [http://www.kunstakademiet.dk The Royal Danish Academy of Fine Arts, Schools of Visual Arts]
# [http://www.dkdm.dk The Royal Danish Academy of Music]
# [http://www.db.dk The Royal School of Library and Information Science]
# [http://www.teaterskolen.dk Statens Teaterskole]
|}

1 Specialised college:
# [http://www.djh.dk The Danish School of Journalism]

''This division was made according to '''[http://studyindenmark.dk/institutions Study in Denmark – Institutions page]'''''

Unlisted HEIs:
# [http://www.aarhusteater.dk Aarhus Teater]
# [http://www.ats.dk Aarhus tekniske Skole]
# [http://www.ceus.dk CEUS School of Business]
# [http://www.dis.dk Danish Institute for Study Abroad]
# [http://www.ucr.dk Danish Meat Trade College DMTC / Uddannelsescentret i Roskilde - Slagteriskolen]
# [http://www.dkds.dk Danmarks Designskole]
# [http://www.eamv.dk Erhvervsakademi MidtVest]
# [http://www.eavest.dk Erhvervsakademi Vest]
# [http://www.eucl.dk ErhvervsUddannelsesCenter Lolland]
# [http://www.eucsjaelland.dk/eng EUC Sjælland]
# [http://www.funenartacademy.com The Funen Academy of Fine Arts]
# [http://www.glasogkeramikskolen.dk The Glass and Ceramic School on Bornholm]
# [http://www.dgh.dk The Graphic Arts Institute of Denmark]
# [http://www.imma.dk/English Interactive Media & Marketing Academy]
# [http://www.djk.nu/eng/index.html The Jutland Art Academy]
# [http://www.odenseteater.dk Odense Teater]
# [http://www.kons.dk The Royal Danish Academy of Fine Arts, School of Conservation]

== Higher education reform ==
'''Bachelor – Master – PhD degrees'''

# As a result of reforms in the late 1980s, Danish higher education has switched '''from a one-tier qualification structure to a two-tier structure''' with Bachelor's, Master's (candidatus) and PhD degrees. Before then, all university study programmes lasted between 4 and 6 ½ years, and led to the award of the candidatus (candidata) degree (Master's degree).
# From 1988, students completing 3 years of a candidatus programme were awarded the Bachelor's degree and could use the title B.A. (Humanities, Theology, Social Science) or B.S. (Natural Science, Health Science).
# The '''1993 university reform''' introduced a general bachelor degree structure. As a result, almost all university programmes now consist of a bachelor programme (BA/BSc), a candidatus programme and a PhD programme. The bachelor programme constitutes a complete programme in itself, but most students still continue in a candidatus programme. As a result of this new degree structure, the 4-year cand.phil. degree within the Humanities was abandoned in 1995/96.
#''' Act on the short-cycle higher educations, 2000'''
#* In August 2000, a new act on the short-cycle higher educations (Act no. 1115 of 29 December 1997) was implemented, '''making the access routes broader and more transparent''', with better possibilities for the students of being awarded credits in a medium- or long-cycle higher education programme.
#* 13 study programmes were set up in the following fields: Agriculture, Textile, Clothing and Design, Food Industry, Hotel and Tourism, Finance, Construction, Technology and Energy, IT and Electronics, Media and Communication, Industrial Production, Laboratory Technician, Retail Trade, International Marketing. The programmes in Computer Science (datamatiker) and Transport Logistics were continued. These 15 programmes replaced the previously existing 70 short-cycle programmes of varying lengths between 1 and 3 years. In many cases, this meant extending the course from 1½ to 2 years.
#'''Act on medium-cycle higher education, 2000'''
#* In 2000, the Act on medium-cycle higher education created a common framework for all of these programmes. One of the main features of this reform was '''the creation of the title of professional bachelor''' (professionsbachelor) indicating, in relation to university bachelor's degrees, a similar level of education combined with a stronger focus on professional practice.
#* Colleges may award the professional bachelor titles on completion of programmes that have been approved to meet a number of criteria. Among other things, the teaching must be rooted in the profession and its development and it must include links to national and international research.
#As a result of a government initiative, the number of universities was reduced from 12 to 8 through a series of '''mergers''' that took effect on 1 January 2007.

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education]

=== The Bologna Process ===
Subsequent legislation has established the structure based on two main cycles in all university disciplines. The most recent arrangements in this context and linked to the Bologna process are specified in the Ministry of Science, Technology and Innovation's Order No. 338 of 6 May 2004 on university Bachelor's and Master's programmes, which was issued under the Universities Act of May 2003, and the June 2004 Ministry of Culture Order on education in the academies of music and the Opera Academy.

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education - Background]

'''The Bologna Follow-up Group'''

In Denmark, the Bologna Process covers education programmes and institutions under several ministries, each of which are responsible for the implementation of the process within their ministerial jurisdictions. It has also been a goal to fully include the ministries’ professional agencies, education institutions and organisations in the implementation process. Therefore, the implementation process is led by a steering group – '''the Bologna Follow-up Group''' –, which has the following members: [http://en.vtu.dk/ Ministry of Science, Technology and Innovation] (chairmanship), [http://www.eng.uvm.dk/ Danish Ministry of Education], [http://www.kum.dk/sw827.asp Danish Ministry of Culture], [http://217.61.44.102/Default.aspx?ID=615&Purge=True/ Danish Evaluation Institute] (quality assurance agency for international education programmes), [http://www.ciriusonline.dk CIRIUS Danmark] (including [http://www.ciriusonline.dk/Default.aspx?ID=3579 Assessment of Foreign Qualifications]), [http://www.rektorkollegiet.dk/english/ Danish Rectors’ Conference "Universities Denmark"], [http://www.dan-eurashe.dk/pages/startside_eng.htm Danish Association of Institutions in Higher Education (DAN-EURASHE)], [http://www.ac.dk/352 Danish Confederation of Professional Associations] and the [http://www.dsfnet.dk/drupal/?q=english National Union of Students in Denmark]

The Bologna Follow-up Group has had the following '''three functions''':
# Contact forum for the parties involved in the process
# Steering group for the projects initiated
#Reference group for international activities

'''Source''': [http://www.bologna-berlin2003.de/pdf/Denmark_2.pdf Implementation of the Bologna Goals in Denmark (PDF, EN, 6 pages)], 2003

'''Relevant Documents''':
* [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/showPresentation?pubid=085EN Focus on the structure of higher education in Europe. National trends in the Bologna Process - Denmark - 2006/07 Edition (EN)]
* [http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_DK_EN.pdf National summary sheets on education systems in Europe and ongoing reforms - Denmark (EN)] ([http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_DK_EN.pdf PDF)]
* [http://www.ubst.dk/uddannelse-og-forskning/internationalt-samarbejde/bologna-processen-1/bologna-processen/ Bologna Process (DK)]

== Administration and finance ==

'''A. Funding for HEI'''

''The self-governing HEIs have two sources of revenue for financing their educational programmes: state grants and their own income from income-generating activities, participant fees and fees paid for unemployed people in activation programmes, etc. The state grants amount to approximately 80 per cent of the total funding and are thus the primary source of revenue for the institutions. Of this amount, '''activity-level determined grants''' (teaching, building and maintenance, or collective expenses taximeters) total approximately 92 per cent, so that by far the greatest part of state funding consists of '''taximeter funding'''. The Ministry of Education is responsible for supervising institutions with income-generating activities. ''

'''Source''': [http://www.eng.uvm.dk/Uddannelse/General/The%20Taximeter%20System.aspx The Taximeter System (EN)], Danish Ministry of Education.

The taximeter system has some advantages as it states direct demands on quantity and indirect requirements on quality in higher education, but it could be improved as ''the basic rates have been repeatedly cut during the last decade and secondly the system has been criticised for lack of balance and a clear rationale in the allocation of resources between the different educational areas.''

The second component of the funding system, the '''basic grants''', is perceived as being of great importance to the budget security of institutions and to enabling them long-term planning, enabling flexibility and important for the quality and outcome of basic research. However, there is a ''lack of use of performance parameters which weakens incentive mechanisms and limits quality assurance, while a large share of basic grants is tied to co-financing of external projects which makes that the factual amount of free funds at HEIs is more limited than assumed.

Finally there is also the third major component of the funding system, the external research grants. Criticism on this component is that it is often focused on areas that are too narrow in scope which makes that the grant does not promote originality, creativity and novelty..

'''Source''': [http://www.oecd.org/dataoecd/20/43/38307998.pdf Funding Systems and Their Effects on Higher Education Systems - Country Study – Denmark (EN, PDF, 25 pages)], November 2006

'''B. Bursaries for students'''

'''State Education Grant and Loan Scheme'''

All Danes over the age of 18 are entitled to public support for his or her further education thus tuition at public and at most private educational institutions is free. Support for the student's living cost is awarded by the '''State Educational Grant and Loan Scheme (SU)''', which is a system managed by the Danish Educational Support Agency / ''Styrelsen for Statens Uddannelsesstøtte'' which operates under the auspices of the Ministry of Education.

''The purpose of the State Education Grant and Loan Scheme Act (danish acronym SU) is to make sure that as many young people as possible quickly receive a sound education. The State Education Grant and Loan Scheme is the Agency's oldest and largest area of activity, with some 300,000 beneficiaries.''

''The ''Statens Uddannelsesstøtte'' is up to DKK 4,852 (approximately 651 EUR) per month, so that no one is precluded from further education because of social or economic status. .. As part of the efforts to increase the workforce, the state educational grant will be adapted to encourage quicker completion of studies. Local authorities and political educational associations offer extensive evening education opportunities for adults.''

'''Source''': [http://www.denmark.dk/en/menu/About-Denmark/Denmark-In-Brief/Denmark-An-Overview/Education/ Denmark.dk > Denmark: an Overview > Education]

'''There are two main support programmes:'''
# one for people over 18 following a youth education programme. Until pupils are 20, their grants depend upon their parents' income.
# one for students enrolled in higher education programmes. Students are entitled to a number of monthly grants corresponding to the prescribed duration of the chosen study programme, plus 12 months.

Inside a maximum of 70 monthly grants, students can change from one programme to another. In combination with both types of grants, students are offered supplementary state loans and about half of all students make use of these state loans. For more information, visit www.su.dk.

Students must start paying back state loans no later than one year after the end of the year in which they graduate or give up their studies. The loan must be repaid within 15 years.

About half of all students make use of state loans.

There is also the '''Act on Transportation Discount for Students Attending Institutions of Higher Education''' reduces transportation expenses for students who live far from the educational institution; they receive a Discount Transportation Card.

'''Sources and related documents''':
* [http://www.ciriusonline.dk/Default.aspx?ID=3828 CIRIUS - State Educational Grant and Loan Scheme]
* [http://www.sustyrelsen.dk/index.html?/in_english/default.html the Danish Educational Support Agency / ''Styrelsen for Statens Uddannelsesstøtte'' (EN)]

'''Equality'''

Folkeoplysning" (liberal education) and folk colleges - Special Needs:
* ''In Denmark, many people receive instruction through youth and adult activities during their leisure time. Participants pay themselves, often, however, with a small subsidy from the State.''
* '''''The Danish Act on liberal education''' permits to grant extended financial support to courses for people with disabilities. To obtain support, a person must sign in on a course that is specifically designed to meet the needs of a whole group of people.''
* colleges may grant compensatory measures to people with disabilities, but the colleges are not subject to any accessibility requirements.''

'''Special needs education for adults''': '''''The Act on Special Education for Adults''' forms the legal basis for compensatory special education for adults with physical or intellectual disabilities. The programmes aim to compensate for the consequences of functional difficulties, by learning how to use certain tools or methods in every-day life.''

'''Source''': [http://tilgaengelighed.emu.dk/tilgaengelighed/English/info.html "Folkeoplysning" (liberal education) and folk colleges]

There are different references to an Act regarding Special Needs, but according to the web site of the Agency, 800 people benefit from the compensations through an Act called the'''Act on Special Educational Assistance in Higher Education''' (Danish acronym ''SPS'').

'''Source''': [http://www.sustyrelsen.dk/index.html?/in_english/default.html the Danish Educational Support Agency / ''Styrelsen for Statens Uddannelsesstøtte'' (EN)]

'''Relevant Documents''':
* [http://www.clh.dk/ The Equal Opportunities Centre for Disabled Persons) / ''Center for Ligebehandling af Handicappede'] wrote the [http://www.clh.dk/index.php?id=1228 Danish disability policy], ([www.clh.dk/pjecer/danskhandicappolitik/disabilitypolicy.doc EN - DOC]) and published the The Principles of Danish Disability Policy (EN - [http://www.clh.dk/fileadmin/templateclh/filer/pjecer/The_principles_of_danish_disability_policy/theprinciplesweb.pdf PDF] / [http://www.clh.dk/index.php?id=1228 online])
* [http://www.dch.dk/english/index.htm The Danish Disability Council / ''Det Centrale Handicapråd'']
* http://www.su.dk Statens Uddannelsesstøtte / State Educational Grant and Loan Scheme]
* [http://www.rektorkollegiet.dk/politik_debat/statistik/testside/universiteternes_statistiske_beredskab/ Universities Denmark network > statistics of Danish universities (DK)] with list of tables linking the statistical preparations for the years 2004/2005/2006/2007 with information about: Incomes / Costs / Personnel / Equity and balance / Buildings / Activity - and marketing information (Students) / Internationalization / Research / Cooperation with the world
* [http://www.rektorkollegiet.dk/internationalt/publications_in_english/ Universities Denmark network > English Publications].

== Quality assurance ==

'''The Danish Evaluation Institute (EVA) '''

In 1999, the '''Danish Evaluation Institute (EVA)''' / ''Danmarks Evalueringsinstitut'' was established “''as an independent institution under auspices of the [http://www.eng.uvm.dk/ Ministry of Education]. It assesses and develops education and childcare and is the national knowledge center in the field of evaluation. From an international point of view, this institution is quite unique, as it has been given the task to undertake systematic and mandatory evaluations of teaching and learning at all levels of the education system from pre-school to postgraduate level. In order to develop the quality of teaching and learning and to examine whether the educational sector lives up to the objectives laid down, the Evaluation Institute systematically examines the education programmes separately as well as the relations between different programmes. The institute also develops and innovates evaluation techniques and methods and compiles national and international experience with educational evaluation and quality development.''”

''In 1999 the Act on The Danish Evaluation Institute was enforced, which empowers the Institute to initiate evaluations on its own initiative as well as at the request of the Ministry of Education, other ministries, advisory boards, local authorities and education institutions. Requested evaluations are conducted as revenue-generating activities.''

In spring 2005, the [http://www.hsv.se/ Swedish National Agency for Higher Education] / ''Högskoleverket'' was entrusted with the task of [http://217.61.44.102/About_EVA/Quality_assurance_at_EVA/External_evaluation_of_EVA.aspx externally evaluating EVA].

More information on EVA: fact sheet '''[http://eng.uvm.dk/factsheets/quality.htm?menuid=2505 The Danish Approach To Quality Assurance]'''.

'''CIRIUS Online - Qualifications frameworks'''

CIRIUS is an authority within the [http://en.vtu.dk/ Danish Ministry of Science, Technology and Innovation] responsible for supporting the internationalisation of education and training in Denmark. It is the national agency for two EU education programmes, Lifelong Learning and Youth in Action, as well as for other similar programmes, including Nordic and Danish education programmes and initiatives. Furthermore, CIRIUS is also the central institution in Denmark where persons with foreign qualifications can get these assessed and recognised and the information centre concerning '''internationalisation of all the educational sectors'''.

Denmark has had a '''national Qualifications Framework for Higher Education''' since 2003:
[http://www.ciriusonline.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fbologna%2fDanish_QF_Report_2003.pdf Qualifications Framework 2003 (PDF)]. The framework has been widely implemented and used by institutions of higher education. In 2006, the relevant ministries took the initiative to begin a revision of the Qualification Framework (QF).

'''Relevant Documents''':
* [http://ec.europa.eu/education/policies/educ/eqf/eqf08_en.pdf European Qualifications Framework for Lifelong Learning (EQF) (EN - PDF)], 2008
* [http://www.ciriusonline.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fbologna%2fKvalifikationsramme_DK_videregaaende_uddannelse_20080609.pdf New QF ''Kvalifikationsrammen for videregående uddannelser'' (PDF - DK)], 2006.
* [http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/QF-EHEA-May2005.pdf Framework of qualifications for the European Higher Education Area (PDF)], 2005
* [http://www.cvuu.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fbologna%2fDanish_QF_Report_2003.pdf The previous Danish Qualifications Framework (EN - PDF)], 2003
* [http://www.ciriusonline.dk/Default.aspx?ID=3761 CIRIUS Online - Quality assurance]
* [http://www.ciriusonline.dk/Default.aspx?ID=3792 CIRIUS Online - Qualifications frameworks]

''The University Act prescribes internal evaluations at the universities, initiated and supervised by the Study Boards of the respective departments. The frequency of the internal evaluation is not regulated by law, but in overall terms the particular subjects/courses are evaluated by the end of each semester. Self-completion questionnaires to be filled in by the students represent the predominant way of collecting data for the internal evaluations.''
Foreign Qualifications are also handled by CIRIUS where students can find information on two different pages: [http://www.cvuu.dk/default.aspx?id=3596 ''How to get an assessment of your qualifications''] and [http://www.cvuu.dk/default.aspx?id=3601 ''Use your Danish qualifications abroad''].

'''Source''': [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/EuryPage?country=DK&lang=EN&fragment=364 Eurybase - The Database on Education Systems in Europe - 9. Ealuation of Educational Institutions and the Education System (EN)], also in [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/section/DK_EN_C9.pdf PDF]

== Denmark's HEIs in the information society ==
=== Towards the information society ===

"In Denmark two initiatives have been taken to encourage the use of ICT in education in general, and in open education in particular:
*'''1. [http://www.deff.dk/default.aspx?lang=english The Danish Electronic Research Library]'''
** Denmark's Electronic Research Library (DEFF) is an organisational and technological partnership between research libraries co-financed by the Ministry of Science, Technology and Innovation, the Ministry of Culture and the Ministry of Education. DEFF's purpose is to advance the development of a network of electronic research libraries that make available their electronic and other information resources to the patrons in a coherent and simple way.
** E-learning is on of the six DEFF Programme areas
*'''2. [http://eng.uvm.dk/news/dvuni.htm The Danish Virtual University]'''
** Denmark's Virtual University (DVUNI) was a co-ordinating body for Danish universities and higher further-going educational institutions which offer qualifying, academic programmes and post-graduate courses and additional training via flexible, net-based distance learning. (This is also mentioned in the Re.ViCa's wiki page on [[Virtual Initiatives in Denmark]])

'''Source''': [http://www.boldic.net/document/Denmark/BOLDIC_Denmark_report.pdf FLUID – national report Denmark 2003], PDF - 36 pages, which also lists the main features and the obstacles of ODL in Denmark: Discussion of the main features, Blended Learning, Action Learning , Group/team work, The tutor/teacher in ODL – an obstacle of the mind, The Learners, Drop-out rates, The lack of support from the management, Learning materials.

=== Information society strategy ===

The [http://en.itst.dk/ National IT and Telecom Agency] is responsible for central parts of the Government's IT and telecommunications policy [http://en.itst.dk/the-governments-it-and-telecommunications-policy (EN)] and is part of the [http://www.vtu.dk Ministry of Science, Technology and Innovation (VTU)]. It published the Danish report: National strategy for ICT-supported learning - Efforts to promote the use of ICT-supported learning (DK), 2007 ([http://www.itst.dk/e-laering-og-it-faerdigheder/publikationer/national-strategi-for-ikt-stottet-lering/national-strategi-for-ikt-stottet-lering news article] or [http://www.itst.dk/filer/Publikationer/National_strategi_for_IKT-stoettet_laering/index.htm whole online publication (DK)]): "''The aim of the strategy is to increase the use and quality of e-learning to reinforce skills development broadly and to make Denmark a leading country in e-learning.''"

'''Web connectivity'''

The [http://en.itst.dk/ National IT and Telecom Agency] published [http://en.itst.dk/statistics/informationssamfundet-danmark/k Key figures on Information society Denmark (EN)] from 2005 onwards including [http://en.itst.dk/statistics/informationssamfundet-danmark/k/information-society-denmark-2007/information-society-denmark-2007/?searchterm=None Key Figures on the Danish Information Society 2007 (EN - PDF - 74 pages, 2007)] which tells us that in 2006, about 83 per cent of the population had access to the Internet from home. The Key figures report also shows a graphic of the private use of the Internet for courses and education was 19% as a maximum.

'''Relevant documents''':
* [http://en.itst.dk/ National IT and Telecom Agency] and the [http://en.vtu.dk/the-ministry/organisation/national-it-and-telecom-agency Ministry of Science, Technology and Innovation (VTU)'s page on the Agency]
* [http://en.wikipedia.org/wiki/Internet_in_Denmark Wikipedia's page on Internet in Denmark]
* The [http://www.oecd.org/sti/ict/broadband OECD Broadband Statistics] with the [http://www.oecd.org/dataoecd/22/15/39574806.xls Total broadband subscribers by country (XLS - June 2008)]

== Virtual Campus Initiatives in Higher Education ==
Please view the separate Re.ViCa page called [[Virtual Initiatives in Denmark]].

== Lessons learnt ==

== References ==
# [http://www.denmark.dk/en Denmark.dk], the official site of Denmark
# [http://www.uvm.dk/ The Danish Ministry of Education]
# [http://pub.uvm.dk/2008/facts/hel.html#kap07 Ministry of Education - Key Figures in Education 2007]
# [http://videnskabsministeriet.dk The Ministry of Science, Technology and Innovation]
# [http://www.ciriusonline.dk CIRIUS.dk], the Danish Centre for International Cooperation and Mobility in Education and Training
# [http://www.su.dk Statens Uddannelsesstøtte / State Educational Grant and Loan Scheme]
# [http://www.ciriusonline.dk/Default.aspx?ID=4688&M=News&PID=9447&NewsID=1555 The Danish Education System], PDF - 12 pages (823 kB).
# [http://www.eva.dk The Danish Evaluation Institute (EVA)]
# [http://eng.uvm.dk/factsheets/quality.htm?menuid=2505 The Danish Approach To Quality Assurance]
# [http://www.oecd.org/infobycountry/0,3380,en_2649_39263238_1_70372_1_1_1,00.html OECD reports and publications on Higher education and adult learning > Information by Country > Denmark ]
# [http://www.boldic.net/docs/BOLDIC_Denmark_report.pdf FLUID – national report Denmark 2003], PDF - 36 pages
# [http://www.eng.uvm.dk/~/media/Files/Int/PDF08/080923_education_at_a_glance.ashx Education at a Glance 2008 - OECD Indicators], PDF - 525 pages
#[http://www.obhe.ac.uk/cgi-bin/keyresource.pl?resid=25 The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]
#[http://www.ug.dk UddannelsesGuiden / the Education Guide]
#[http://www.hezel.com/globalreport/ Hezel Associates: Global E-learning Opportunities for U.S. Higher Education]: "[[Media:HezelAssociates_Denmark.pdf|A country study - Denmark]]" (free sample PDF uploaded on this wiki)
#[http://www.itst.dk/e-laering-og-it-faerdigheder/publikationer/national-strategi-for-ikt-stottet-lering/national-strategi-for-ikt-stottet-lering National Strategy for ICT-enabled learning in Danish]

----

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Denmark

2011-06-21T10:36:37Z

Asger Harlung: /* Experts situated in Denmark */

The Virtual Campuses in Danish Higher Education are listed on a separate Re.ViCa wiki page called [[Virtual Initiatives in Denmark]].

== Experts situated in Denmark ==




[http://www.au.dk/en/ Aarhus University]

== Denmark in a nutshell ==
[[Image:Denmark map.gif|thumb|250px|Map of Denmark, originally from the [https://www.cia.gov/library/publications/the-world-factbook/geos/da.html CIA's World Factbook]]]
The '''Kingdom of Denmark''' (Danish: Kongeriget Danmark), commonly known as Denmark, is a country in the Scandinavian region of northern Europe. Its capital is Copenhagen, it is 43,098 km² or 16,639² sq mi wide with a population of 5,484,723* people) , who we call the Danish or the Danes. The official language is Danish, which is close to Swedish and Norwegian with which Denmark has strong cultural and historical ties.

Denmark is a '''constitutional monarchy with a parliamentary system of government'''. Denmark's Constitution originated in the chieftain rule of the Viking Age, it was Absolute Monarchy, followed by Enlightened Absolutism 1660-1848. In 1848, the new King Frederik VII abolished Absolutism and the following year a free Constitution was codified.''

'''Source''': [http://www.netpublikationer.dk/um/6712/html/chapter01.htm Royal Danish Ministry of Foreign Affairs > Denmark - an Overview]

'''Relevant Documents''':
* [http://en.wikipedia.org/wiki/Constitution_of_Denmark Wikipedia's page on Denmark's Constitution]
* [http://www.folketinget.dk/pdf/constitution.pdf Danish Constitution (EN - PDF)], 1999
* [http://www.denmark.dk/en/menu/About-Denmark/Denmark-In-Brief/Denmark-An-Overview/ Denmark.dk > Denmark: an Overview]

Denmark has a state-level government and local governments in 98 municipalities. Denmark has been a member of the [http://europa.eu/ European Union (EU)] (formerly European Economic Community) since 1973, although has not joined the Eurozone (the zone of countries which use the Euro). Denmark is a founding member of [http://www.nato.int/ North Atlantic Treaty Organization (NATO)].

According to official statistics from April 2008, 82.0% of the population of Denmark are members of the Lutheran state church, the Danish National Church (Den Danske Folkekirke), also known as the Church of Denmark. According to article 6 of the Constitution, the Royal family must belong to this Church.

'''*''': July 2008 estimate according to the [https://www.cia.gov/library/publications/the-world-factbook/geos/da.html CIA's World Factbook]

'''Adapted from''': the [http://en.wikipedia.org/wiki/Denmark Wikipedia page on Denmark] and [http://www.denmark.dk/en/menu/About-Denmark Denmark.dk > About Denmark]

'''Note''': also available is an [http://www.um.dk/um_files/Denmark/maps/DK_UK_1.swf interactive map of Denmark where you can hover over the cities and make the public transport routes visible]

'''Regions and municipalities'''

Denmark consists of 443 islands and in 2007 the country created the division of five regions and a total of 98 municipalities, which mostly have a population of at least 20,000 people. This division was a part of the 2007 '''Danish Municipal Reform''' to replace the country's traditional thirteen counties (''amter''). At the same time, smaller municipalities (kommuner) were merged into larger units, cutting the number of municipalities from 270 to 98. The most important area of responsibility for the new regions is the national health service.

The Five Regions of Denmark (descending order of population):
# [http://en.wikipedia.org/wiki/Region_Hovedstaden Hovedstaden] / the Capital Region of Denmark
# [http://en.wikipedia.org/wiki/Region_Midtjylland Midtjylland] / Region Central Jutland
# [http://en.wikipedia.org/wiki/Region_Syddanmark Syddanmark] / Region South Denmark
# [http://en.wikipedia.org/wiki/Region_Sj%C3%A6lland Sjælland] / Region Zealand
# [http://en.wikipedia.org/wiki/Region_Nordjylland Nordjylland] / Region North Jutland

The [http://en.wikipedia.org/wiki/Faroe_Islands Faroe Islands] and [http://en.wikipedia.org/wiki/Greenland Greenland/Grønland] are autonomous provinces of Denmark with home rule, but are not members of the [http://europa.eu/ European Union (EU)].

'''Adapted from''':
* [http://en.wikipedia.org/wiki/Denmark Wikipedia's page on Denmark]
* [http://en.wikipedia.org/wiki/Regions_of_Denmark Wikipedia's page on Denmark’s Regions]

== Denmark education policy ==

* The Church Law of 1539 contains Denmark's first educational legislation with a formal requirement for schools in all provincial boroughs.
* New acts in 1937, 1958, and 1975 reflected the demands of a new age in terms of '''equal access''' to all forms of education.
* Another act that came into force in 1994 stipulated that the ''Folkeskole'' give a student the opportunity to develop as many of their talents as possible. One of the watchwords of the new act is differentiated teaching, or that teaching should be adapted as much as possible to the individual student.

''We can say that the key values in Danish education are intellectual liberty, equality and democracy.''

In 2007 the Danish government decided to strengthen the public's knowledge of the democratic values on which the Danish society is founded by creating a democracy canon. The canon has now been translated into English." --> [http://www.eng.uvm.dk/Aktuelt/News/Eng/080812%20The%20Danish%20Democracry%20Canon.aspx The Danish Democracry Canon (EN)]. Read the complete [http://pub.uvm.dk/2008/democracycanon/ Danish Democracry Canon (EN)].

'''A. Primary and secondary education'''

Danish primary and lower secondary education is based on the '''Danish Education Act'''. In its introduction, it states the following about the aims of primary and lower secondary education:

Section 1.

'''''Together with parents, primary and lower secondary school shall provide pupils with knowledge and skills''' that: prepare them for further study and give them the desire to learn more, make them familiar with Danish culture and history, provide them with an understanding of other countries and cultures, contribute towards their understanding for man's interaction with nature and promote the individual student's all-round development.''

Section 2.

''Primary and lower secondary school must develop working methods and create a framework that promotes experience, absorption and enterprise so that students '''develop their imagination, sense of recognition and self-belief''', thus enabling them to take a position and act.''

Section 3.
''Primary and lower secondary school shall '''prepare the students towards participation, joint responsibility, rights and duties in a free and democratic society'''. School activities must thus be characterised by '''intellectual liberty, equality and democracy'''.''

'''Source''': [http://www.nyidanmark.dk/en-us/citizenship/citizen_in_denmark/7+school+and+education.htm New to Denmark - School and education]

The '''''Folkeskole''''' is the Danish municipal primary and lower secondary school and consists of:
* one year of pre-school class
* nine years of primary and lower secondary education --> '''compulsory education'''
* one-year 10th class''

'''Education is compulsory''' in Denmark for everyone between the ages of 6-7 and 16: so nine years of basic education. It is important to note that education itself is compulsory, not schooling: whether the education is received in a publicly provided school, in a private school or at home is a matter of individual choice, as long as accepted standards are met.

'''Sources''': [http://www.eng.uvm.dk/Uddannelse/Primary%20and%20Lower%20Secondary%20Education/The%20Folkeskole.aspx Danish Ministry of Education - The Folkeskole (EN)]

''As a result, 13% of the children are taught outside the public school system in private independent schools - which receive up to 70% government subsidy – or at home. Practically all education is a free benefit as part of the welfare system.''

'''Source''': [http://www.denmark.dk/en/menu/About-Denmark/Denmark-In-Brief/Denmark-An-Overview/Education/ Denmark.dk > Denmark: an Overview > Education]

''The Ministry of Education is responsible for setting up the framework for curricula at primary and secondary level. However, the contents of the courses are finalised by the teachers themselves, with their students. The Ministry of Education oversees the 1-year pre-school class and the Folkeskole '''in collaboration with the municipal councils'''.''
'''Source''': [http://www.eng.uvm.dk/Uddannelse/Primary%20and%20Lower%20Secondary%20Education/The%20Folkeskole.aspx Danish Ministry of Education - The Folkeskole (EN)]

'''B. Higher Education'''

''Institutions of higher education in Denmark have a long tradition of '''academic freedom and autonomy'''. The Ministries lay down the overall regulations for all institutions of higher education. These include regulations concerning the admission of students, the structure of studies, programmes offered, awarding of degrees and appointment of teachers and academic staff. The individual institutions draw up and update their study programmes, indicating the aims, scope and duration, form and contents of the courses, as well as a description of the syllabus.''

''Technical colleges, business colleges and agricultural colleges are '''independent institutions''' under the overall authority of the '''Ministry of Education'''. Social and health care colleges are run by the county authorities. The labour market training centres (AMU-centre) are administered by the Ministry of Education.''

''As of December 2001, the '''Ministry of Science, Technology and Innovation''' is responsible for university education except for certain higher education programmes, which fall under the responsibility area of the '''Ministry of Cultural Affairs''' (e.g. architecture, music, fine arts, librarianship). The Ministry of Education oversees short- and medium-cycle higher education, in most cases.''

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3630 CIRIUS Online - General organisation of the Danish education system]

The '''Act on Tertiary Artistic Education Institutions under the Auspices of the Ministry of Culture''' stipulates which institutions the Ministry of Culture has authority over, their missions, their programmes and management. (The Act No. 289 of April 27, 1994 was amended by Act No. 142 of March 17, 1999. and consolidated by Consolidation Act No. 889 of September 21, 2000 (in force))

'''Source''': [http://www.kum.dk/sw10009.asp Act on Tertiary Artistic Education Institutions under the Auspices of the Ministry of Culture]

The '''Act on Universities and Other Institutions of Higher Education / ''The University Act''''' about degrees:
#''Within its academic fields, a university can award the bachelor's degree, the master's (candidatus) degree, the PhD degree and the doctoral degree. In addition to the master's degree (candidatus), the university can also award the degree of master under a continuing education scheme.''
#''The Minister lays down the rules concerning the acquisition of the doctoral degree.''

'''Source''': [http://en.vtu.dk/acts/act-on-universities/act-on-universities.pdf VTU - Act on Universities - Part 2. Degree Programmes, Paragraph 6 (EN - PDF)], p.2

'''Relevant Documents''':
* [http://en.vtu.dk/acts/act-on-universities Ministry of Science, Technology and Innovation (VTU)- Act on Universities (EN)]
** [http://en.vtu.dk/acts/act-on-universities/act-on-universities.pdf VTU - Act on Universities (EN - PDF)]
** [http://en.vtu.dk/acts/act-on-universities/explanatory-notes-to-the-draft-bill-on-universities.pdf VTU - Explanatory Notes to the Draft Bill on Universities (EN - PDF)]
** [http://en.vtu.dk/acts/act-on-universities/proposal-for-bill-to-amend-the-legislation-governing-universities.pdf VTU - Proposal for Bill to amend the legislation governing universities (EN - PDF)]

'''C. Lifelong learning'''

The strategy for lifelong learning includes the following objectives:
# ''A coherent education system from pre-school to higher education must provide the opportunity for everyone to acquire excellent basic skills, a qualifying education and a solid foundation for lifelong learning. There must be equal opportunities and room for all.''
# ''The education programmes must be worldclass. The education system is to foster talent and be more accommodating to weak learners. Quality is given pride of place, and education must match the needs of the labour market and the society.''

'''Source''': [http://www.eng.uvm.dk/Uddannelse/General/Denmarks%20strategy%20for%20lifelong/Objectives%20for%20lifelong%20learning.aspx Danish Ministry of Education - Objectives for lifelong learning]

In spring 2007 the Government drew up a report concerning Denmark’s strategy for lifelong learning as part of European cooperation on education. This constitutes the Government’s contribution to the realisation of the common goals in the Lisbon strategy. The strategy ''covers the development of all forms of education, learning and lifelong skills upgrading for all – in the education system, in adult education and continuing training, at work and in the many other settings in which people learn and develop their knowledge, skills and competences.''

''The Government’s globalisation strategy focuses in particular on training and lifelong skills upgrading. A high level of educational attainment and good opportunities for lifelong learning are among the most important preconditions for strong competitiveness and for everyone to be able to actively participate in the labour market and in society. ''

''It is the Government’s aim that Denmark shall have world-class education and that everyone shall participate in lifelong learning.''

'''Sources''':
* [http://pub.uvm.dk/2007/lifelonglearning/lifelong_learning.pdf Denmark's strategy for lifelong learning – Education and lifelong skills upgrading for all, Report to the European Commission (EN, PDF, 37 pages], April 2007.
* [http://www.eng.uvm.dk/Uddannelse/General/Denmarks%20strategy%20for%20lifelong.aspx Danish Ministry of Education - Denmark's Strategy for Lifelong Learning]

The government also set up the '''Tripartite Committee on lifelong skills upgrading and education and training for all in the labour market''' / ''Trepartsudvalget om livslang opkvalificering og uddannelse for alle på arbejdsmarkedet''.
'''Related Documents''':
* [http://www.fm.dk/Nyheder/Pressemeddelelser/2006/02/Rapport%20fra%20Trepartsudvalget%20om%20livslang%20opkvalificering%20og%20uddannelse%20for%20alle%20paa%20arbejdsmarkedet.aspx Tripartite's report (DK)]
* [http://www.oit.org/public/english/employment/skills/hrdr/init/dnk_13.htm Framework of Actions for the Lifelong Development of Competencies and Qualifications - Denmark]
* [http://www.eurofound.europa.eu/eiro/2006/02/feature/dk0602103f.htm News release ''Tripartite committee issues report on continuing training'' (EN)], 2006

'''D. Special Needs'''

''Legislation on education, building, employment and public transport today includes provisions laying down the responsibility of the sector for people with disabilities. The principle of sector responsibility is part of the parliamentary resolution on equal opportunities of 1993 (B43).''
'''Source''': [http://www.clh.dk/?id=1229 The Equal Opportunities Centre for Disabled Persons) / ''Center for Ligebehandling af Handicappede'' - Danish disability policy (EN - online)]
'''Relevant Documents''':
* [http://www.clh.dk/ The Equal Opportunities Centre for Disabled Persons) / ''Center for Ligebehandling af Handicappede''] wrote the [http://www.clh.dk/index.php?id=1228 Danish disability policy], ([www.clh.dk/pjecer/danskhandicappolitik/disabilitypolicy.doc EN - DOC]) and published the [http://www.clh.dk/index.php?id=1228 The Principles of Danish Disability Policy] (EN - PDF / online)
* [http://www.dch.dk/english/index.htm The Danish Disability Council / ''Det Centrale Handicapråd'']

'''Relevant document''': [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/EuryPage?country=DK&lang=EN&fragment=leg Denmark (2007/08) - Legislation (EN)], also in [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/section/DK_EN_CLEG.pdf PDF], containing references to educational Acts in Denmark.

== Denmark education system ==
[[Image:The Danish educational system.gif|thumb|250px|left|Map of the Danish educational system]]
The Danish education system provides access to primary school, secondary school, and most kinds of higher education. Attendance at "Folkeskole" is compulsory for a minimum of 9 years, and a maximum of 10. About 99% of students attend compulsory elementary school, 86% attend secondary school, and 41% pursue further education. '''All college education in Denmark is free.'''

Primary school in Denmark is called "den Danske Folkeskole" ("Danish Public School"). It runs from 1st to 10th grade, though 10th grade is optional, as is the introductory "kindergarten class" ("børnehaveklasse"). Students can alternatively attend "free schools" ("Friskole"), or private schools ("Privatskole"), i.e. schools that are not under the administration of the municipalities, such as Christian schools or Waldorf Schools. The Programme for International Student Assessment, coordinated by the [[OECD]], ranked Denmark's education as the 24th best in the world in 2006, being neither significantly higher nor lower than the OECD average.

Following graduation from Folkeskolen, there are several other educational opportunities, including Gymnasium (academically oriented upper secondary education), Higher Preparatory Examination (HF) (similar to Gymnasium, but one year shorter), Higher Technical Examination Programme (HTX) (with focus on Mathematics and engineering), and Higher Commercial Examination Programme (HHX) (with a focus on trade and business), as well as vocational education, training young people for work in specific trades by a combination of teaching and apprenticeship.

Gymnasium, HF, HTX and HHX aim at qualifying students for higher education in universities and colleges.

Denmark has several universities; the largest and oldest are the University of Copenhagen (founded 1479) and Aarhus University (founded 1928).

Folkehøjskolerne, ("Folk high schools") introduced by politician, clergyman and poet N.F.S. Grundtvig in the 19th century, are social, informal education structures without tests or grades but emphasising communal learning, self-discovery, enlightenment, and learning how to think.

'''Source of these excerpts''': [http://en.wikipedia.org/wiki/Denmark#Education Wikipedia page on Denmark’s Education]

Students receive points according to a '''7-point grading scale''':
*12: For an excellent performance.
*10: For a very good performance.
*7: For a good performance.
*4: For a fair performance.
*02: For an adequate performance.
*00: For an inadequate performance.
*-3: For an unacceptable performance.

'''Source''': [http://eng.uvm.dk/news/7scale.htm?menuid=05 Ministry of Education - 7-point grading scale] and the [http://www.eng.uvm.dk/Uddannelse/General/Marking%20Scale.aspx Marking Scale in the Danish Education System]

== Higher education ==

[[Image:A diagram to Higher education in Denmark.JPG|thumb|500px|A diagram to Higher education]]
Following a so-called binary structure, the higher education institutions can be grouped into two different sectors:

Higher education institutions in Denmark can be divided into 2 categories (university and non-university) or into three main categories:
* '''Universities''' or university level institutions offering research-based undergraduate and post-graduate programmes (Bachelor's, Master's and PhD)
* '''University Colleges''' ( Professionshøjskoler ) offering 3-4½ years undergraduate programmes (Professional Bachelor's programmes)
* '''Academies of Professional Higher Education''' ( Erhvervsakademier ) offering 2 - 2½ years Academy Profession programmes and joint Bachelor's programmes in co-operation with universities.
Source: [http://studyindenmark.dk Study in Denmark]

'''Background'''
* '''University Colleges / ''Professionshøjskoler'' offering professional bachelor and diploma programmes'''
** In 2000 most colleges offering Professional Bachelor's degrees merged into more comprehensive '''Centres for Higher Education'''/''centre for videregående uddannelse'' (CVUs) which were merged in '''University Colleges''' in 2005.

* '''Vocational colleges offering short-cycle programmes, mainly 2-year Academy Profession degrees '''.
** Most colleges offering Academy Profession degrees have formed '''Academies of Professional Higher Education''' (erhvervsakademier) as a framework for regional cooperation. This was made possible by the 1998 reform of short-cycle higher education. In order to obtain the status of Academies of Professional Higher Education the participating colleges must fulfil a number of quality requirements in terms of scope and level.

Professionally oriented higher education programmes are offered at colleges. Whereas in other countries, similar programmes may be offered by universities, in Denmark they have traditionally been offered by '''specialised colleges'''. Very often these institutions are engaged in theoretical and practical developmental work, and many of them participate in international cooperation, e.g. through the EC mobility programmes.

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education – The College Sector] and '''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education – College Education]

'''Council / Network'''

'''Universities Denmark''' / ''Danske Universiteter'' is the association of the Danish research universities and its purpose is to enhance their collaboration and the visibily of the university sector in Denmark and abroad.

'''Source''': [http://www.rektorkollegiet.dk/ their web site (DK)] with [http://www.rektorkollegiet.dk/internationalt/publications_in_english/ English Publications].

'''HEI in Denmark'''

The following table was adapted from the information found at the [http://studyindenmark.dk/institutions/university Study in Denmark] web site.

{|
|-valign="top"
| 8 Universities:
# [http://www.aau.dk Aalborg University]
# [http://www.cbs.dk Copenhagen Business School]
# [http://www.itu.dk The IT-University of Copenhagen]
# [http://www.au.dk/en University of Aarhus]
# [http://www.ku.dk/english University of Copenhagen]
# [http://www.sdu.dk/?sc_lang=en University of Southern Denmark]
# [http://www.ruc.dk Roskilde University] – [http://www.ruc.dk/ruc_en (EN)]
# [http://www.dtu.dk Technical University of Denmark]
| 10 University colleges:
# [http://www.iha.dk Engineering College of Aarhus ]
# [http://www.ihk.dk Copenhagen University College of Engineering]
# [http://www.phrh.dk The Multidisciplinary University College of Copenhagen]
# [http://www.cvusonderjylland.dk University College South]
# [http://www.ucc.dk University College Copenhagen]
# [http://www.ucl.dk University College Lillebaelt]
# [http://www.ucn.dk University College of Northern Denmark]
# [http://www.ucsj.dk University College Sealand]
# [http://www.viauc.dk VIA University College] – [http://www.viauc.com (EN)]
# [http://www.cvu-vest.dk West Jutland University College ]

|-valign="top"
| 16 Academies of Professional Higher Education:
# [http://www.dalumuc.dk College of Food & Technology / Dalum UddannelsesCenter]
# [http://www.kts.dk Copenhagen Technical Academy and Copenhagen Polytechnic]
# [http://www.e55.dk Erhvervsakademi E55]
# [http://www.aabc.dk Erhvervsakademiet]
# [http://www.ots.dk Erhvervsakademiet]
# [http://www.eanord.dk Erhvervsakademiet Nordsjælland]
# [http://www.eano.dk ErhvervsAkademi NordØstjylland]
# [http://www.ea-vest.dk Erhvervsakademi Vest]
# [http://www.erhvervsakademierne.dk/sw188.asp Erhvervsakademi Vestsjælland]
# [http://www.erhvervsakademierne.dk/vestsjaelland Erhvervsakademi Vestsjælland]
# [http://www.stea.dk Erhvervsakademi Storstrøm]
# [http://www.eam.dk Academy of Professional Higher Education, Midjutland / Erhvervsakademi Midtjylland (EAM)]
# [http://www.brock.dk/en Niels Brock]
# [http://www.noea.dk Nordjyllands Erhvervsakademi]
# [http://www.rhs.dk Roskilde Handelsskole]
# [http://www.sde.dk Syddansk Erhvervsakademi]
| 16 Universities, academies and colleges of arts:
# [http://www.aarch.dk Aarhus School of Architecture]
# [http://www.vmk.dk Academy of Music, Esbjerg]
# [http://www.nordkons.dk Academy of Music, Aalborg]
# [http://www.dfm.dk Carl Nielsen Academy of Music, Odense]
# [http://www.kulturnet.dk/homes/smdd/adr.htm The Danish School for Contemporary Dance]
# [http://www.de-designskole.dk Danish School of Design ]
# [http://english.designskolenkolding.dk/01_NYHEDER/?LANG=EN Designskolen Kolding]
# [http://www.filmskolen.dk The National Film School of Denmark]
# [http://www.rmc.dk The Rhythmic Music Conservatory]
# [http://www.musik-kons.dk The Royal Academy of Music, Aarhus]
# [http://www.karch.dk The Royal Danish Academy of Fine Arts, School of Architecture]
# [http://www.kulturnet.dk/homes.ks The Royal Danish Academy of Fine Arts, School of Conservation]
# [http://www.kunstakademiet.dk The Royal Danish Academy of Fine Arts, Schools of Visual Arts]
# [http://www.dkdm.dk The Royal Danish Academy of Music]
# [http://www.db.dk The Royal School of Library and Information Science]
# [http://www.teaterskolen.dk Statens Teaterskole]
|}

1 Specialised college:
# [http://www.djh.dk The Danish School of Journalism]

''This division was made according to '''[http://studyindenmark.dk/institutions Study in Denmark – Institutions page]'''''

Unlisted HEIs:
# [http://www.aarhusteater.dk Aarhus Teater]
# [http://www.ats.dk Aarhus tekniske Skole]
# [http://www.ceus.dk CEUS School of Business]
# [http://www.dis.dk Danish Institute for Study Abroad]
# [http://www.ucr.dk Danish Meat Trade College DMTC / Uddannelsescentret i Roskilde - Slagteriskolen]
# [http://www.dkds.dk Danmarks Designskole]
# [http://www.eamv.dk Erhvervsakademi MidtVest]
# [http://www.eavest.dk Erhvervsakademi Vest]
# [http://www.eucl.dk ErhvervsUddannelsesCenter Lolland]
# [http://www.eucsjaelland.dk/eng EUC Sjælland]
# [http://www.funenartacademy.com The Funen Academy of Fine Arts]
# [http://www.glasogkeramikskolen.dk The Glass and Ceramic School on Bornholm]
# [http://www.dgh.dk The Graphic Arts Institute of Denmark]
# [http://www.imma.dk/English Interactive Media & Marketing Academy]
# [http://www.djk.nu/eng/index.html The Jutland Art Academy]
# [http://www.odenseteater.dk Odense Teater]
# [http://www.kons.dk The Royal Danish Academy of Fine Arts, School of Conservation]

== Higher education reform ==
'''Bachelor – Master – PhD degrees'''

# As a result of reforms in the late 1980s, Danish higher education has switched '''from a one-tier qualification structure to a two-tier structure''' with Bachelor's, Master's (candidatus) and PhD degrees. Before then, all university study programmes lasted between 4 and 6 ½ years, and led to the award of the candidatus (candidata) degree (Master's degree).
# From 1988, students completing 3 years of a candidatus programme were awarded the Bachelor's degree and could use the title B.A. (Humanities, Theology, Social Science) or B.S. (Natural Science, Health Science).
# The '''1993 university reform''' introduced a general bachelor degree structure. As a result, almost all university programmes now consist of a bachelor programme (BA/BSc), a candidatus programme and a PhD programme. The bachelor programme constitutes a complete programme in itself, but most students still continue in a candidatus programme. As a result of this new degree structure, the 4-year cand.phil. degree within the Humanities was abandoned in 1995/96.
#''' Act on the short-cycle higher educations, 2000'''
#* In August 2000, a new act on the short-cycle higher educations (Act no. 1115 of 29 December 1997) was implemented, '''making the access routes broader and more transparent''', with better possibilities for the students of being awarded credits in a medium- or long-cycle higher education programme.
#* 13 study programmes were set up in the following fields: Agriculture, Textile, Clothing and Design, Food Industry, Hotel and Tourism, Finance, Construction, Technology and Energy, IT and Electronics, Media and Communication, Industrial Production, Laboratory Technician, Retail Trade, International Marketing. The programmes in Computer Science (datamatiker) and Transport Logistics were continued. These 15 programmes replaced the previously existing 70 short-cycle programmes of varying lengths between 1 and 3 years. In many cases, this meant extending the course from 1½ to 2 years.
#'''Act on medium-cycle higher education, 2000'''
#* In 2000, the Act on medium-cycle higher education created a common framework for all of these programmes. One of the main features of this reform was '''the creation of the title of professional bachelor''' (professionsbachelor) indicating, in relation to university bachelor's degrees, a similar level of education combined with a stronger focus on professional practice.
#* Colleges may award the professional bachelor titles on completion of programmes that have been approved to meet a number of criteria. Among other things, the teaching must be rooted in the profession and its development and it must include links to national and international research.
#As a result of a government initiative, the number of universities was reduced from 12 to 8 through a series of '''mergers''' that took effect on 1 January 2007.

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education]

=== The Bologna Process ===
Subsequent legislation has established the structure based on two main cycles in all university disciplines. The most recent arrangements in this context and linked to the Bologna process are specified in the Ministry of Science, Technology and Innovation's Order No. 338 of 6 May 2004 on university Bachelor's and Master's programmes, which was issued under the Universities Act of May 2003, and the June 2004 Ministry of Culture Order on education in the academies of music and the Opera Academy.

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education - Background]

'''The Bologna Follow-up Group'''

In Denmark, the Bologna Process covers education programmes and institutions under several ministries, each of which are responsible for the implementation of the process within their ministerial jurisdictions. It has also been a goal to fully include the ministries’ professional agencies, education institutions and organisations in the implementation process. Therefore, the implementation process is led by a steering group – '''the Bologna Follow-up Group''' –, which has the following members: [http://en.vtu.dk/ Ministry of Science, Technology and Innovation] (chairmanship), [http://www.eng.uvm.dk/ Danish Ministry of Education], [http://www.kum.dk/sw827.asp Danish Ministry of Culture], [http://217.61.44.102/Default.aspx?ID=615&Purge=True/ Danish Evaluation Institute] (quality assurance agency for international education programmes), [http://www.ciriusonline.dk CIRIUS Danmark] (including [http://www.ciriusonline.dk/Default.aspx?ID=3579 Assessment of Foreign Qualifications]), [http://www.rektorkollegiet.dk/english/ Danish Rectors’ Conference "Universities Denmark"], [http://www.dan-eurashe.dk/pages/startside_eng.htm Danish Association of Institutions in Higher Education (DAN-EURASHE)], [http://www.ac.dk/352 Danish Confederation of Professional Associations] and the [http://www.dsfnet.dk/drupal/?q=english National Union of Students in Denmark]

The Bologna Follow-up Group has had the following '''three functions''':
# Contact forum for the parties involved in the process
# Steering group for the projects initiated
#Reference group for international activities

'''Source''': [http://www.bologna-berlin2003.de/pdf/Denmark_2.pdf Implementation of the Bologna Goals in Denmark (PDF, EN, 6 pages)], 2003

'''Relevant Documents''':
* [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/showPresentation?pubid=085EN Focus on the structure of higher education in Europe. National trends in the Bologna Process - Denmark - 2006/07 Edition (EN)]
* [http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_DK_EN.pdf National summary sheets on education systems in Europe and ongoing reforms - Denmark (EN)] ([http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_DK_EN.pdf PDF)]
* [http://www.ubst.dk/uddannelse-og-forskning/internationalt-samarbejde/bologna-processen-1/bologna-processen/ Bologna Process (DK)]

== Administration and finance ==

'''A. Funding for HEI'''

''The self-governing HEIs have two sources of revenue for financing their educational programmes: state grants and their own income from income-generating activities, participant fees and fees paid for unemployed people in activation programmes, etc. The state grants amount to approximately 80 per cent of the total funding and are thus the primary source of revenue for the institutions. Of this amount, '''activity-level determined grants''' (teaching, building and maintenance, or collective expenses taximeters) total approximately 92 per cent, so that by far the greatest part of state funding consists of '''taximeter funding'''. The Ministry of Education is responsible for supervising institutions with income-generating activities. ''

'''Source''': [http://www.eng.uvm.dk/Uddannelse/General/The%20Taximeter%20System.aspx The Taximeter System (EN)], Danish Ministry of Education.

The taximeter system has some advantages as it states direct demands on quantity and indirect requirements on quality in higher education, but it could be improved as ''the basic rates have been repeatedly cut during the last decade and secondly the system has been criticised for lack of balance and a clear rationale in the allocation of resources between the different educational areas.''

The second component of the funding system, the '''basic grants''', is perceived as being of great importance to the budget security of institutions and to enabling them long-term planning, enabling flexibility and important for the quality and outcome of basic research. However, there is a ''lack of use of performance parameters which weakens incentive mechanisms and limits quality assurance, while a large share of basic grants is tied to co-financing of external projects which makes that the factual amount of free funds at HEIs is more limited than assumed.

Finally there is also the third major component of the funding system, the external research grants. Criticism on this component is that it is often focused on areas that are too narrow in scope which makes that the grant does not promote originality, creativity and novelty..

'''Source''': [http://www.oecd.org/dataoecd/20/43/38307998.pdf Funding Systems and Their Effects on Higher Education Systems - Country Study – Denmark (EN, PDF, 25 pages)], November 2006

'''B. Bursaries for students'''

'''State Education Grant and Loan Scheme'''

All Danes over the age of 18 are entitled to public support for his or her further education thus tuition at public and at most private educational institutions is free. Support for the student's living cost is awarded by the '''State Educational Grant and Loan Scheme (SU)''', which is a system managed by the Danish Educational Support Agency / ''Styrelsen for Statens Uddannelsesstøtte'' which operates under the auspices of the Ministry of Education.

''The purpose of the State Education Grant and Loan Scheme Act (danish acronym SU) is to make sure that as many young people as possible quickly receive a sound education. The State Education Grant and Loan Scheme is the Agency's oldest and largest area of activity, with some 300,000 beneficiaries.''

''The ''Statens Uddannelsesstøtte'' is up to DKK 4,852 (approximately 651 EUR) per month, so that no one is precluded from further education because of social or economic status. .. As part of the efforts to increase the workforce, the state educational grant will be adapted to encourage quicker completion of studies. Local authorities and political educational associations offer extensive evening education opportunities for adults.''

'''Source''': [http://www.denmark.dk/en/menu/About-Denmark/Denmark-In-Brief/Denmark-An-Overview/Education/ Denmark.dk > Denmark: an Overview > Education]

'''There are two main support programmes:'''
# one for people over 18 following a youth education programme. Until pupils are 20, their grants depend upon their parents' income.
# one for students enrolled in higher education programmes. Students are entitled to a number of monthly grants corresponding to the prescribed duration of the chosen study programme, plus 12 months.

Inside a maximum of 70 monthly grants, students can change from one programme to another. In combination with both types of grants, students are offered supplementary state loans and about half of all students make use of these state loans. For more information, visit www.su.dk.

Students must start paying back state loans no later than one year after the end of the year in which they graduate or give up their studies. The loan must be repaid within 15 years.

About half of all students make use of state loans.

There is also the '''Act on Transportation Discount for Students Attending Institutions of Higher Education''' reduces transportation expenses for students who live far from the educational institution; they receive a Discount Transportation Card.

'''Sources and related documents''':
* [http://www.ciriusonline.dk/Default.aspx?ID=3828 CIRIUS - State Educational Grant and Loan Scheme]
* [http://www.sustyrelsen.dk/index.html?/in_english/default.html the Danish Educational Support Agency / ''Styrelsen for Statens Uddannelsesstøtte'' (EN)]

'''Equality'''

Folkeoplysning" (liberal education) and folk colleges - Special Needs:
* ''In Denmark, many people receive instruction through youth and adult activities during their leisure time. Participants pay themselves, often, however, with a small subsidy from the State.''
* '''''The Danish Act on liberal education''' permits to grant extended financial support to courses for people with disabilities. To obtain support, a person must sign in on a course that is specifically designed to meet the needs of a whole group of people.''
* colleges may grant compensatory measures to people with disabilities, but the colleges are not subject to any accessibility requirements.''

'''Special needs education for adults''': '''''The Act on Special Education for Adults''' forms the legal basis for compensatory special education for adults with physical or intellectual disabilities. The programmes aim to compensate for the consequences of functional difficulties, by learning how to use certain tools or methods in every-day life.''

'''Source''': [http://tilgaengelighed.emu.dk/tilgaengelighed/English/info.html "Folkeoplysning" (liberal education) and folk colleges]

There are different references to an Act regarding Special Needs, but according to the web site of the Agency, 800 people benefit from the compensations through an Act called the'''Act on Special Educational Assistance in Higher Education''' (Danish acronym ''SPS'').

'''Source''': [http://www.sustyrelsen.dk/index.html?/in_english/default.html the Danish Educational Support Agency / ''Styrelsen for Statens Uddannelsesstøtte'' (EN)]

'''Relevant Documents''':
* [http://www.clh.dk/ The Equal Opportunities Centre for Disabled Persons) / ''Center for Ligebehandling af Handicappede'] wrote the [http://www.clh.dk/index.php?id=1228 Danish disability policy], ([www.clh.dk/pjecer/danskhandicappolitik/disabilitypolicy.doc EN - DOC]) and published the The Principles of Danish Disability Policy (EN - [http://www.clh.dk/fileadmin/templateclh/filer/pjecer/The_principles_of_danish_disability_policy/theprinciplesweb.pdf PDF] / [http://www.clh.dk/index.php?id=1228 online])
* [http://www.dch.dk/english/index.htm The Danish Disability Council / ''Det Centrale Handicapråd'']
* http://www.su.dk Statens Uddannelsesstøtte / State Educational Grant and Loan Scheme]
* [http://www.rektorkollegiet.dk/politik_debat/statistik/testside/universiteternes_statistiske_beredskab/ Universities Denmark network > statistics of Danish universities (DK)] with list of tables linking the statistical preparations for the years 2004/2005/2006/2007 with information about: Incomes / Costs / Personnel / Equity and balance / Buildings / Activity - and marketing information (Students) / Internationalization / Research / Cooperation with the world
* [http://www.rektorkollegiet.dk/internationalt/publications_in_english/ Universities Denmark network > English Publications].

== Quality assurance ==

'''The Danish Evaluation Institute (EVA) '''

In 1999, the '''Danish Evaluation Institute (EVA)''' / ''Danmarks Evalueringsinstitut'' was established “''as an independent institution under auspices of the [http://www.eng.uvm.dk/ Ministry of Education]. It assesses and develops education and childcare and is the national knowledge center in the field of evaluation. From an international point of view, this institution is quite unique, as it has been given the task to undertake systematic and mandatory evaluations of teaching and learning at all levels of the education system from pre-school to postgraduate level. In order to develop the quality of teaching and learning and to examine whether the educational sector lives up to the objectives laid down, the Evaluation Institute systematically examines the education programmes separately as well as the relations between different programmes. The institute also develops and innovates evaluation techniques and methods and compiles national and international experience with educational evaluation and quality development.''”

''In 1999 the Act on The Danish Evaluation Institute was enforced, which empowers the Institute to initiate evaluations on its own initiative as well as at the request of the Ministry of Education, other ministries, advisory boards, local authorities and education institutions. Requested evaluations are conducted as revenue-generating activities.''

In spring 2005, the [http://www.hsv.se/ Swedish National Agency for Higher Education] / ''Högskoleverket'' was entrusted with the task of [http://217.61.44.102/About_EVA/Quality_assurance_at_EVA/External_evaluation_of_EVA.aspx externally evaluating EVA].

More information on EVA: fact sheet '''[http://eng.uvm.dk/factsheets/quality.htm?menuid=2505 The Danish Approach To Quality Assurance]'''.

'''CIRIUS Online - Qualifications frameworks'''

CIRIUS is an authority within the [http://en.vtu.dk/ Danish Ministry of Science, Technology and Innovation] responsible for supporting the internationalisation of education and training in Denmark. It is the national agency for two EU education programmes, Lifelong Learning and Youth in Action, as well as for other similar programmes, including Nordic and Danish education programmes and initiatives. Furthermore, CIRIUS is also the central institution in Denmark where persons with foreign qualifications can get these assessed and recognised and the information centre concerning '''internationalisation of all the educational sectors'''.

Denmark has had a '''national Qualifications Framework for Higher Education''' since 2003:
[http://www.ciriusonline.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fbologna%2fDanish_QF_Report_2003.pdf Qualifications Framework 2003 (PDF)]. The framework has been widely implemented and used by institutions of higher education. In 2006, the relevant ministries took the initiative to begin a revision of the Qualification Framework (QF).

'''Relevant Documents''':
* [http://ec.europa.eu/education/policies/educ/eqf/eqf08_en.pdf European Qualifications Framework for Lifelong Learning (EQF) (EN - PDF)], 2008
* [http://www.ciriusonline.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fbologna%2fKvalifikationsramme_DK_videregaaende_uddannelse_20080609.pdf New QF ''Kvalifikationsrammen for videregående uddannelser'' (PDF - DK)], 2006.
* [http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/QF-EHEA-May2005.pdf Framework of qualifications for the European Higher Education Area (PDF)], 2005
* [http://www.cvuu.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fbologna%2fDanish_QF_Report_2003.pdf The previous Danish Qualifications Framework (EN - PDF)], 2003
* [http://www.ciriusonline.dk/Default.aspx?ID=3761 CIRIUS Online - Quality assurance]
* [http://www.ciriusonline.dk/Default.aspx?ID=3792 CIRIUS Online - Qualifications frameworks]

''The University Act prescribes internal evaluations at the universities, initiated and supervised by the Study Boards of the respective departments. The frequency of the internal evaluation is not regulated by law, but in overall terms the particular subjects/courses are evaluated by the end of each semester. Self-completion questionnaires to be filled in by the students represent the predominant way of collecting data for the internal evaluations.''
Foreign Qualifications are also handled by CIRIUS where students can find information on two different pages: [http://www.cvuu.dk/default.aspx?id=3596 ''How to get an assessment of your qualifications''] and [http://www.cvuu.dk/default.aspx?id=3601 ''Use your Danish qualifications abroad''].

'''Source''': [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/EuryPage?country=DK&lang=EN&fragment=364 Eurybase - The Database on Education Systems in Europe - 9. Ealuation of Educational Institutions and the Education System (EN)], also in [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/section/DK_EN_C9.pdf PDF]

== Denmark's HEIs in the information society ==
=== Towards the information society ===

"In Denmark two initiatives have been taken to encourage the use of ICT in education in general, and in open education in particular:
*'''1. [http://www.deff.dk/default.aspx?lang=english The Danish Electronic Research Library]'''
** Denmark's Electronic Research Library (DEFF) is an organisational and technological partnership between research libraries co-financed by the Ministry of Science, Technology and Innovation, the Ministry of Culture and the Ministry of Education. DEFF's purpose is to advance the development of a network of electronic research libraries that make available their electronic and other information resources to the patrons in a coherent and simple way.
** E-learning is on of the six DEFF Programme areas
*'''2. [http://eng.uvm.dk/news/dvuni.htm The Danish Virtual University]'''
** Denmark's Virtual University (DVUNI) was a co-ordinating body for Danish universities and higher further-going educational institutions which offer qualifying, academic programmes and post-graduate courses and additional training via flexible, net-based distance learning. (This is also mentioned in the Re.ViCa's wiki page on [[Virtual Initiatives in Denmark]])

'''Source''': [http://www.boldic.net/document/Denmark/BOLDIC_Denmark_report.pdf FLUID – national report Denmark 2003], PDF - 36 pages, which also lists the main features and the obstacles of ODL in Denmark: Discussion of the main features, Blended Learning, Action Learning , Group/team work, The tutor/teacher in ODL – an obstacle of the mind, The Learners, Drop-out rates, The lack of support from the management, Learning materials.

=== Information society strategy ===

The [http://en.itst.dk/ National IT and Telecom Agency] is responsible for central parts of the Government's IT and telecommunications policy [http://en.itst.dk/the-governments-it-and-telecommunications-policy (EN)] and is part of the [http://www.vtu.dk Ministry of Science, Technology and Innovation (VTU)]. It published the Danish report: National strategy for ICT-supported learning - Efforts to promote the use of ICT-supported learning (DK), 2007 ([http://www.itst.dk/e-laering-og-it-faerdigheder/publikationer/national-strategi-for-ikt-stottet-lering/national-strategi-for-ikt-stottet-lering news article] or [http://www.itst.dk/filer/Publikationer/National_strategi_for_IKT-stoettet_laering/index.htm whole online publication (DK)]): "''The aim of the strategy is to increase the use and quality of e-learning to reinforce skills development broadly and to make Denmark a leading country in e-learning.''"

'''Web connectivity'''

The [http://en.itst.dk/ National IT and Telecom Agency] published [http://en.itst.dk/statistics/informationssamfundet-danmark/k Key figures on Information society Denmark (EN)] from 2005 onwards including [http://en.itst.dk/statistics/informationssamfundet-danmark/k/information-society-denmark-2007/information-society-denmark-2007/?searchterm=None Key Figures on the Danish Information Society 2007 (EN - PDF - 74 pages, 2007)] which tells us that in 2006, about 83 per cent of the population had access to the Internet from home. The Key figures report also shows a graphic of the private use of the Internet for courses and education was 19% as a maximum.

'''Relevant documents''':
* [http://en.itst.dk/ National IT and Telecom Agency] and the [http://en.vtu.dk/the-ministry/organisation/national-it-and-telecom-agency Ministry of Science, Technology and Innovation (VTU)'s page on the Agency]
* [http://en.wikipedia.org/wiki/Internet_in_Denmark Wikipedia's page on Internet in Denmark]
* The [http://www.oecd.org/sti/ict/broadband OECD Broadband Statistics] with the [http://www.oecd.org/dataoecd/22/15/39574806.xls Total broadband subscribers by country (XLS - June 2008)]

== Virtual Campus Initiatives in Higher Education ==
Please view the separate Re.ViCa page called [[Virtual Initiatives in Denmark]].

== Lessons learnt ==

== References ==
# [http://www.denmark.dk/en Denmark.dk], the official site of Denmark
# [http://www.uvm.dk/ The Danish Ministry of Education]
# [http://pub.uvm.dk/2008/facts/hel.html#kap07 Ministry of Education - Key Figures in Education 2007]
# [http://videnskabsministeriet.dk The Ministry of Science, Technology and Innovation]
# [http://www.ciriusonline.dk CIRIUS.dk], the Danish Centre for International Cooperation and Mobility in Education and Training
# [http://www.su.dk Statens Uddannelsesstøtte / State Educational Grant and Loan Scheme]
# [http://www.ciriusonline.dk/Default.aspx?ID=4688&M=News&PID=9447&NewsID=1555 The Danish Education System], PDF - 12 pages (823 kB).
# [http://www.eva.dk The Danish Evaluation Institute (EVA)]
# [http://eng.uvm.dk/factsheets/quality.htm?menuid=2505 The Danish Approach To Quality Assurance]
# [http://www.oecd.org/infobycountry/0,3380,en_2649_39263238_1_70372_1_1_1,00.html OECD reports and publications on Higher education and adult learning > Information by Country > Denmark ]
# [http://www.boldic.net/docs/BOLDIC_Denmark_report.pdf FLUID – national report Denmark 2003], PDF - 36 pages
# [http://www.eng.uvm.dk/~/media/Files/Int/PDF08/080923_education_at_a_glance.ashx Education at a Glance 2008 - OECD Indicators], PDF - 525 pages
#[http://www.obhe.ac.uk/cgi-bin/keyresource.pl?resid=25 The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]
#[http://www.ug.dk UddannelsesGuiden / the Education Guide]
#[http://www.hezel.com/globalreport/ Hezel Associates: Global E-learning Opportunities for U.S. Higher Education]: "[[Media:HezelAssociates_Denmark.pdf|A country study - Denmark]]" (free sample PDF uploaded on this wiki)
#[http://www.itst.dk/e-laering-og-it-faerdigheder/publikationer/national-strategi-for-ikt-stottet-lering/national-strategi-for-ikt-stottet-lering National Strategy for ICT-enabled learning in Danish]

----

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[[Category:Denmark]]
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Denmark

2011-06-21T10:34:02Z

Asger Harlung: /* Partners situated in Denmark */

The Virtual Campuses in Danish Higher Education are listed on a separate Re.ViCa wiki page called [[Virtual Initiatives in Denmark]].

== Experts situated in Denmark ==




== Denmark in a nutshell ==
[[Image:Denmark map.gif|thumb|250px|Map of Denmark, originally from the [https://www.cia.gov/library/publications/the-world-factbook/geos/da.html CIA's World Factbook]]]
The '''Kingdom of Denmark''' (Danish: Kongeriget Danmark), commonly known as Denmark, is a country in the Scandinavian region of northern Europe. Its capital is Copenhagen, it is 43,098 km² or 16,639² sq mi wide with a population of 5,484,723* people) , who we call the Danish or the Danes. The official language is Danish, which is close to Swedish and Norwegian with which Denmark has strong cultural and historical ties.

Denmark is a '''constitutional monarchy with a parliamentary system of government'''. Denmark's Constitution originated in the chieftain rule of the Viking Age, it was Absolute Monarchy, followed by Enlightened Absolutism 1660-1848. In 1848, the new King Frederik VII abolished Absolutism and the following year a free Constitution was codified.''

'''Source''': [http://www.netpublikationer.dk/um/6712/html/chapter01.htm Royal Danish Ministry of Foreign Affairs > Denmark - an Overview]

'''Relevant Documents''':
* [http://en.wikipedia.org/wiki/Constitution_of_Denmark Wikipedia's page on Denmark's Constitution]
* [http://www.folketinget.dk/pdf/constitution.pdf Danish Constitution (EN - PDF)], 1999
* [http://www.denmark.dk/en/menu/About-Denmark/Denmark-In-Brief/Denmark-An-Overview/ Denmark.dk > Denmark: an Overview]

Denmark has a state-level government and local governments in 98 municipalities. Denmark has been a member of the [http://europa.eu/ European Union (EU)] (formerly European Economic Community) since 1973, although has not joined the Eurozone (the zone of countries which use the Euro). Denmark is a founding member of [http://www.nato.int/ North Atlantic Treaty Organization (NATO)].

According to official statistics from April 2008, 82.0% of the population of Denmark are members of the Lutheran state church, the Danish National Church (Den Danske Folkekirke), also known as the Church of Denmark. According to article 6 of the Constitution, the Royal family must belong to this Church.

'''*''': July 2008 estimate according to the [https://www.cia.gov/library/publications/the-world-factbook/geos/da.html CIA's World Factbook]

'''Adapted from''': the [http://en.wikipedia.org/wiki/Denmark Wikipedia page on Denmark] and [http://www.denmark.dk/en/menu/About-Denmark Denmark.dk > About Denmark]

'''Note''': also available is an [http://www.um.dk/um_files/Denmark/maps/DK_UK_1.swf interactive map of Denmark where you can hover over the cities and make the public transport routes visible]

'''Regions and municipalities'''

Denmark consists of 443 islands and in 2007 the country created the division of five regions and a total of 98 municipalities, which mostly have a population of at least 20,000 people. This division was a part of the 2007 '''Danish Municipal Reform''' to replace the country's traditional thirteen counties (''amter''). At the same time, smaller municipalities (kommuner) were merged into larger units, cutting the number of municipalities from 270 to 98. The most important area of responsibility for the new regions is the national health service.

The Five Regions of Denmark (descending order of population):
# [http://en.wikipedia.org/wiki/Region_Hovedstaden Hovedstaden] / the Capital Region of Denmark
# [http://en.wikipedia.org/wiki/Region_Midtjylland Midtjylland] / Region Central Jutland
# [http://en.wikipedia.org/wiki/Region_Syddanmark Syddanmark] / Region South Denmark
# [http://en.wikipedia.org/wiki/Region_Sj%C3%A6lland Sjælland] / Region Zealand
# [http://en.wikipedia.org/wiki/Region_Nordjylland Nordjylland] / Region North Jutland

The [http://en.wikipedia.org/wiki/Faroe_Islands Faroe Islands] and [http://en.wikipedia.org/wiki/Greenland Greenland/Grønland] are autonomous provinces of Denmark with home rule, but are not members of the [http://europa.eu/ European Union (EU)].

'''Adapted from''':
* [http://en.wikipedia.org/wiki/Denmark Wikipedia's page on Denmark]
* [http://en.wikipedia.org/wiki/Regions_of_Denmark Wikipedia's page on Denmark’s Regions]

== Denmark education policy ==

* The Church Law of 1539 contains Denmark's first educational legislation with a formal requirement for schools in all provincial boroughs.
* New acts in 1937, 1958, and 1975 reflected the demands of a new age in terms of '''equal access''' to all forms of education.
* Another act that came into force in 1994 stipulated that the ''Folkeskole'' give a student the opportunity to develop as many of their talents as possible. One of the watchwords of the new act is differentiated teaching, or that teaching should be adapted as much as possible to the individual student.

''We can say that the key values in Danish education are intellectual liberty, equality and democracy.''

In 2007 the Danish government decided to strengthen the public's knowledge of the democratic values on which the Danish society is founded by creating a democracy canon. The canon has now been translated into English." --> [http://www.eng.uvm.dk/Aktuelt/News/Eng/080812%20The%20Danish%20Democracry%20Canon.aspx The Danish Democracry Canon (EN)]. Read the complete [http://pub.uvm.dk/2008/democracycanon/ Danish Democracry Canon (EN)].

'''A. Primary and secondary education'''

Danish primary and lower secondary education is based on the '''Danish Education Act'''. In its introduction, it states the following about the aims of primary and lower secondary education:

Section 1.

'''''Together with parents, primary and lower secondary school shall provide pupils with knowledge and skills''' that: prepare them for further study and give them the desire to learn more, make them familiar with Danish culture and history, provide them with an understanding of other countries and cultures, contribute towards their understanding for man's interaction with nature and promote the individual student's all-round development.''

Section 2.

''Primary and lower secondary school must develop working methods and create a framework that promotes experience, absorption and enterprise so that students '''develop their imagination, sense of recognition and self-belief''', thus enabling them to take a position and act.''

Section 3.
''Primary and lower secondary school shall '''prepare the students towards participation, joint responsibility, rights and duties in a free and democratic society'''. School activities must thus be characterised by '''intellectual liberty, equality and democracy'''.''

'''Source''': [http://www.nyidanmark.dk/en-us/citizenship/citizen_in_denmark/7+school+and+education.htm New to Denmark - School and education]

The '''''Folkeskole''''' is the Danish municipal primary and lower secondary school and consists of:
* one year of pre-school class
* nine years of primary and lower secondary education --> '''compulsory education'''
* one-year 10th class''

'''Education is compulsory''' in Denmark for everyone between the ages of 6-7 and 16: so nine years of basic education. It is important to note that education itself is compulsory, not schooling: whether the education is received in a publicly provided school, in a private school or at home is a matter of individual choice, as long as accepted standards are met.

'''Sources''': [http://www.eng.uvm.dk/Uddannelse/Primary%20and%20Lower%20Secondary%20Education/The%20Folkeskole.aspx Danish Ministry of Education - The Folkeskole (EN)]

''As a result, 13% of the children are taught outside the public school system in private independent schools - which receive up to 70% government subsidy – or at home. Practically all education is a free benefit as part of the welfare system.''

'''Source''': [http://www.denmark.dk/en/menu/About-Denmark/Denmark-In-Brief/Denmark-An-Overview/Education/ Denmark.dk > Denmark: an Overview > Education]

''The Ministry of Education is responsible for setting up the framework for curricula at primary and secondary level. However, the contents of the courses are finalised by the teachers themselves, with their students. The Ministry of Education oversees the 1-year pre-school class and the Folkeskole '''in collaboration with the municipal councils'''.''
'''Source''': [http://www.eng.uvm.dk/Uddannelse/Primary%20and%20Lower%20Secondary%20Education/The%20Folkeskole.aspx Danish Ministry of Education - The Folkeskole (EN)]

'''B. Higher Education'''

''Institutions of higher education in Denmark have a long tradition of '''academic freedom and autonomy'''. The Ministries lay down the overall regulations for all institutions of higher education. These include regulations concerning the admission of students, the structure of studies, programmes offered, awarding of degrees and appointment of teachers and academic staff. The individual institutions draw up and update their study programmes, indicating the aims, scope and duration, form and contents of the courses, as well as a description of the syllabus.''

''Technical colleges, business colleges and agricultural colleges are '''independent institutions''' under the overall authority of the '''Ministry of Education'''. Social and health care colleges are run by the county authorities. The labour market training centres (AMU-centre) are administered by the Ministry of Education.''

''As of December 2001, the '''Ministry of Science, Technology and Innovation''' is responsible for university education except for certain higher education programmes, which fall under the responsibility area of the '''Ministry of Cultural Affairs''' (e.g. architecture, music, fine arts, librarianship). The Ministry of Education oversees short- and medium-cycle higher education, in most cases.''

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3630 CIRIUS Online - General organisation of the Danish education system]

The '''Act on Tertiary Artistic Education Institutions under the Auspices of the Ministry of Culture''' stipulates which institutions the Ministry of Culture has authority over, their missions, their programmes and management. (The Act No. 289 of April 27, 1994 was amended by Act No. 142 of March 17, 1999. and consolidated by Consolidation Act No. 889 of September 21, 2000 (in force))

'''Source''': [http://www.kum.dk/sw10009.asp Act on Tertiary Artistic Education Institutions under the Auspices of the Ministry of Culture]

The '''Act on Universities and Other Institutions of Higher Education / ''The University Act''''' about degrees:
#''Within its academic fields, a university can award the bachelor's degree, the master's (candidatus) degree, the PhD degree and the doctoral degree. In addition to the master's degree (candidatus), the university can also award the degree of master under a continuing education scheme.''
#''The Minister lays down the rules concerning the acquisition of the doctoral degree.''

'''Source''': [http://en.vtu.dk/acts/act-on-universities/act-on-universities.pdf VTU - Act on Universities - Part 2. Degree Programmes, Paragraph 6 (EN - PDF)], p.2

'''Relevant Documents''':
* [http://en.vtu.dk/acts/act-on-universities Ministry of Science, Technology and Innovation (VTU)- Act on Universities (EN)]
** [http://en.vtu.dk/acts/act-on-universities/act-on-universities.pdf VTU - Act on Universities (EN - PDF)]
** [http://en.vtu.dk/acts/act-on-universities/explanatory-notes-to-the-draft-bill-on-universities.pdf VTU - Explanatory Notes to the Draft Bill on Universities (EN - PDF)]
** [http://en.vtu.dk/acts/act-on-universities/proposal-for-bill-to-amend-the-legislation-governing-universities.pdf VTU - Proposal for Bill to amend the legislation governing universities (EN - PDF)]

'''C. Lifelong learning'''

The strategy for lifelong learning includes the following objectives:
# ''A coherent education system from pre-school to higher education must provide the opportunity for everyone to acquire excellent basic skills, a qualifying education and a solid foundation for lifelong learning. There must be equal opportunities and room for all.''
# ''The education programmes must be worldclass. The education system is to foster talent and be more accommodating to weak learners. Quality is given pride of place, and education must match the needs of the labour market and the society.''

'''Source''': [http://www.eng.uvm.dk/Uddannelse/General/Denmarks%20strategy%20for%20lifelong/Objectives%20for%20lifelong%20learning.aspx Danish Ministry of Education - Objectives for lifelong learning]

In spring 2007 the Government drew up a report concerning Denmark’s strategy for lifelong learning as part of European cooperation on education. This constitutes the Government’s contribution to the realisation of the common goals in the Lisbon strategy. The strategy ''covers the development of all forms of education, learning and lifelong skills upgrading for all – in the education system, in adult education and continuing training, at work and in the many other settings in which people learn and develop their knowledge, skills and competences.''

''The Government’s globalisation strategy focuses in particular on training and lifelong skills upgrading. A high level of educational attainment and good opportunities for lifelong learning are among the most important preconditions for strong competitiveness and for everyone to be able to actively participate in the labour market and in society. ''

''It is the Government’s aim that Denmark shall have world-class education and that everyone shall participate in lifelong learning.''

'''Sources''':
* [http://pub.uvm.dk/2007/lifelonglearning/lifelong_learning.pdf Denmark's strategy for lifelong learning – Education and lifelong skills upgrading for all, Report to the European Commission (EN, PDF, 37 pages], April 2007.
* [http://www.eng.uvm.dk/Uddannelse/General/Denmarks%20strategy%20for%20lifelong.aspx Danish Ministry of Education - Denmark's Strategy for Lifelong Learning]

The government also set up the '''Tripartite Committee on lifelong skills upgrading and education and training for all in the labour market''' / ''Trepartsudvalget om livslang opkvalificering og uddannelse for alle på arbejdsmarkedet''.
'''Related Documents''':
* [http://www.fm.dk/Nyheder/Pressemeddelelser/2006/02/Rapport%20fra%20Trepartsudvalget%20om%20livslang%20opkvalificering%20og%20uddannelse%20for%20alle%20paa%20arbejdsmarkedet.aspx Tripartite's report (DK)]
* [http://www.oit.org/public/english/employment/skills/hrdr/init/dnk_13.htm Framework of Actions for the Lifelong Development of Competencies and Qualifications - Denmark]
* [http://www.eurofound.europa.eu/eiro/2006/02/feature/dk0602103f.htm News release ''Tripartite committee issues report on continuing training'' (EN)], 2006

'''D. Special Needs'''

''Legislation on education, building, employment and public transport today includes provisions laying down the responsibility of the sector for people with disabilities. The principle of sector responsibility is part of the parliamentary resolution on equal opportunities of 1993 (B43).''
'''Source''': [http://www.clh.dk/?id=1229 The Equal Opportunities Centre for Disabled Persons) / ''Center for Ligebehandling af Handicappede'' - Danish disability policy (EN - online)]
'''Relevant Documents''':
* [http://www.clh.dk/ The Equal Opportunities Centre for Disabled Persons) / ''Center for Ligebehandling af Handicappede''] wrote the [http://www.clh.dk/index.php?id=1228 Danish disability policy], ([www.clh.dk/pjecer/danskhandicappolitik/disabilitypolicy.doc EN - DOC]) and published the [http://www.clh.dk/index.php?id=1228 The Principles of Danish Disability Policy] (EN - PDF / online)
* [http://www.dch.dk/english/index.htm The Danish Disability Council / ''Det Centrale Handicapråd'']

'''Relevant document''': [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/EuryPage?country=DK&lang=EN&fragment=leg Denmark (2007/08) - Legislation (EN)], also in [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/section/DK_EN_CLEG.pdf PDF], containing references to educational Acts in Denmark.

== Denmark education system ==
[[Image:The Danish educational system.gif|thumb|250px|left|Map of the Danish educational system]]
The Danish education system provides access to primary school, secondary school, and most kinds of higher education. Attendance at "Folkeskole" is compulsory for a minimum of 9 years, and a maximum of 10. About 99% of students attend compulsory elementary school, 86% attend secondary school, and 41% pursue further education. '''All college education in Denmark is free.'''

Primary school in Denmark is called "den Danske Folkeskole" ("Danish Public School"). It runs from 1st to 10th grade, though 10th grade is optional, as is the introductory "kindergarten class" ("børnehaveklasse"). Students can alternatively attend "free schools" ("Friskole"), or private schools ("Privatskole"), i.e. schools that are not under the administration of the municipalities, such as Christian schools or Waldorf Schools. The Programme for International Student Assessment, coordinated by the [[OECD]], ranked Denmark's education as the 24th best in the world in 2006, being neither significantly higher nor lower than the OECD average.

Following graduation from Folkeskolen, there are several other educational opportunities, including Gymnasium (academically oriented upper secondary education), Higher Preparatory Examination (HF) (similar to Gymnasium, but one year shorter), Higher Technical Examination Programme (HTX) (with focus on Mathematics and engineering), and Higher Commercial Examination Programme (HHX) (with a focus on trade and business), as well as vocational education, training young people for work in specific trades by a combination of teaching and apprenticeship.

Gymnasium, HF, HTX and HHX aim at qualifying students for higher education in universities and colleges.

Denmark has several universities; the largest and oldest are the University of Copenhagen (founded 1479) and Aarhus University (founded 1928).

Folkehøjskolerne, ("Folk high schools") introduced by politician, clergyman and poet N.F.S. Grundtvig in the 19th century, are social, informal education structures without tests or grades but emphasising communal learning, self-discovery, enlightenment, and learning how to think.

'''Source of these excerpts''': [http://en.wikipedia.org/wiki/Denmark#Education Wikipedia page on Denmark’s Education]

Students receive points according to a '''7-point grading scale''':
*12: For an excellent performance.
*10: For a very good performance.
*7: For a good performance.
*4: For a fair performance.
*02: For an adequate performance.
*00: For an inadequate performance.
*-3: For an unacceptable performance.

'''Source''': [http://eng.uvm.dk/news/7scale.htm?menuid=05 Ministry of Education - 7-point grading scale] and the [http://www.eng.uvm.dk/Uddannelse/General/Marking%20Scale.aspx Marking Scale in the Danish Education System]

== Higher education ==

[[Image:A diagram to Higher education in Denmark.JPG|thumb|500px|A diagram to Higher education]]
Following a so-called binary structure, the higher education institutions can be grouped into two different sectors:

Higher education institutions in Denmark can be divided into 2 categories (university and non-university) or into three main categories:
* '''Universities''' or university level institutions offering research-based undergraduate and post-graduate programmes (Bachelor's, Master's and PhD)
* '''University Colleges''' ( Professionshøjskoler ) offering 3-4½ years undergraduate programmes (Professional Bachelor's programmes)
* '''Academies of Professional Higher Education''' ( Erhvervsakademier ) offering 2 - 2½ years Academy Profession programmes and joint Bachelor's programmes in co-operation with universities.
Source: [http://studyindenmark.dk Study in Denmark]

'''Background'''
* '''University Colleges / ''Professionshøjskoler'' offering professional bachelor and diploma programmes'''
** In 2000 most colleges offering Professional Bachelor's degrees merged into more comprehensive '''Centres for Higher Education'''/''centre for videregående uddannelse'' (CVUs) which were merged in '''University Colleges''' in 2005.

* '''Vocational colleges offering short-cycle programmes, mainly 2-year Academy Profession degrees '''.
** Most colleges offering Academy Profession degrees have formed '''Academies of Professional Higher Education''' (erhvervsakademier) as a framework for regional cooperation. This was made possible by the 1998 reform of short-cycle higher education. In order to obtain the status of Academies of Professional Higher Education the participating colleges must fulfil a number of quality requirements in terms of scope and level.

Professionally oriented higher education programmes are offered at colleges. Whereas in other countries, similar programmes may be offered by universities, in Denmark they have traditionally been offered by '''specialised colleges'''. Very often these institutions are engaged in theoretical and practical developmental work, and many of them participate in international cooperation, e.g. through the EC mobility programmes.

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education – The College Sector] and '''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education – College Education]

'''Council / Network'''

'''Universities Denmark''' / ''Danske Universiteter'' is the association of the Danish research universities and its purpose is to enhance their collaboration and the visibily of the university sector in Denmark and abroad.

'''Source''': [http://www.rektorkollegiet.dk/ their web site (DK)] with [http://www.rektorkollegiet.dk/internationalt/publications_in_english/ English Publications].

'''HEI in Denmark'''

The following table was adapted from the information found at the [http://studyindenmark.dk/institutions/university Study in Denmark] web site.

{|
|-valign="top"
| 8 Universities:
# [http://www.aau.dk Aalborg University]
# [http://www.cbs.dk Copenhagen Business School]
# [http://www.itu.dk The IT-University of Copenhagen]
# [http://www.au.dk/en University of Aarhus]
# [http://www.ku.dk/english University of Copenhagen]
# [http://www.sdu.dk/?sc_lang=en University of Southern Denmark]
# [http://www.ruc.dk Roskilde University] – [http://www.ruc.dk/ruc_en (EN)]
# [http://www.dtu.dk Technical University of Denmark]
| 10 University colleges:
# [http://www.iha.dk Engineering College of Aarhus ]
# [http://www.ihk.dk Copenhagen University College of Engineering]
# [http://www.phrh.dk The Multidisciplinary University College of Copenhagen]
# [http://www.cvusonderjylland.dk University College South]
# [http://www.ucc.dk University College Copenhagen]
# [http://www.ucl.dk University College Lillebaelt]
# [http://www.ucn.dk University College of Northern Denmark]
# [http://www.ucsj.dk University College Sealand]
# [http://www.viauc.dk VIA University College] – [http://www.viauc.com (EN)]
# [http://www.cvu-vest.dk West Jutland University College ]

|-valign="top"
| 16 Academies of Professional Higher Education:
# [http://www.dalumuc.dk College of Food & Technology / Dalum UddannelsesCenter]
# [http://www.kts.dk Copenhagen Technical Academy and Copenhagen Polytechnic]
# [http://www.e55.dk Erhvervsakademi E55]
# [http://www.aabc.dk Erhvervsakademiet]
# [http://www.ots.dk Erhvervsakademiet]
# [http://www.eanord.dk Erhvervsakademiet Nordsjælland]
# [http://www.eano.dk ErhvervsAkademi NordØstjylland]
# [http://www.ea-vest.dk Erhvervsakademi Vest]
# [http://www.erhvervsakademierne.dk/sw188.asp Erhvervsakademi Vestsjælland]
# [http://www.erhvervsakademierne.dk/vestsjaelland Erhvervsakademi Vestsjælland]
# [http://www.stea.dk Erhvervsakademi Storstrøm]
# [http://www.eam.dk Academy of Professional Higher Education, Midjutland / Erhvervsakademi Midtjylland (EAM)]
# [http://www.brock.dk/en Niels Brock]
# [http://www.noea.dk Nordjyllands Erhvervsakademi]
# [http://www.rhs.dk Roskilde Handelsskole]
# [http://www.sde.dk Syddansk Erhvervsakademi]
| 16 Universities, academies and colleges of arts:
# [http://www.aarch.dk Aarhus School of Architecture]
# [http://www.vmk.dk Academy of Music, Esbjerg]
# [http://www.nordkons.dk Academy of Music, Aalborg]
# [http://www.dfm.dk Carl Nielsen Academy of Music, Odense]
# [http://www.kulturnet.dk/homes/smdd/adr.htm The Danish School for Contemporary Dance]
# [http://www.de-designskole.dk Danish School of Design ]
# [http://english.designskolenkolding.dk/01_NYHEDER/?LANG=EN Designskolen Kolding]
# [http://www.filmskolen.dk The National Film School of Denmark]
# [http://www.rmc.dk The Rhythmic Music Conservatory]
# [http://www.musik-kons.dk The Royal Academy of Music, Aarhus]
# [http://www.karch.dk The Royal Danish Academy of Fine Arts, School of Architecture]
# [http://www.kulturnet.dk/homes.ks The Royal Danish Academy of Fine Arts, School of Conservation]
# [http://www.kunstakademiet.dk The Royal Danish Academy of Fine Arts, Schools of Visual Arts]
# [http://www.dkdm.dk The Royal Danish Academy of Music]
# [http://www.db.dk The Royal School of Library and Information Science]
# [http://www.teaterskolen.dk Statens Teaterskole]
|}

1 Specialised college:
# [http://www.djh.dk The Danish School of Journalism]

''This division was made according to '''[http://studyindenmark.dk/institutions Study in Denmark – Institutions page]'''''

Unlisted HEIs:
# [http://www.aarhusteater.dk Aarhus Teater]
# [http://www.ats.dk Aarhus tekniske Skole]
# [http://www.ceus.dk CEUS School of Business]
# [http://www.dis.dk Danish Institute for Study Abroad]
# [http://www.ucr.dk Danish Meat Trade College DMTC / Uddannelsescentret i Roskilde - Slagteriskolen]
# [http://www.dkds.dk Danmarks Designskole]
# [http://www.eamv.dk Erhvervsakademi MidtVest]
# [http://www.eavest.dk Erhvervsakademi Vest]
# [http://www.eucl.dk ErhvervsUddannelsesCenter Lolland]
# [http://www.eucsjaelland.dk/eng EUC Sjælland]
# [http://www.funenartacademy.com The Funen Academy of Fine Arts]
# [http://www.glasogkeramikskolen.dk The Glass and Ceramic School on Bornholm]
# [http://www.dgh.dk The Graphic Arts Institute of Denmark]
# [http://www.imma.dk/English Interactive Media & Marketing Academy]
# [http://www.djk.nu/eng/index.html The Jutland Art Academy]
# [http://www.odenseteater.dk Odense Teater]
# [http://www.kons.dk The Royal Danish Academy of Fine Arts, School of Conservation]

== Higher education reform ==
'''Bachelor – Master – PhD degrees'''

# As a result of reforms in the late 1980s, Danish higher education has switched '''from a one-tier qualification structure to a two-tier structure''' with Bachelor's, Master's (candidatus) and PhD degrees. Before then, all university study programmes lasted between 4 and 6 ½ years, and led to the award of the candidatus (candidata) degree (Master's degree).
# From 1988, students completing 3 years of a candidatus programme were awarded the Bachelor's degree and could use the title B.A. (Humanities, Theology, Social Science) or B.S. (Natural Science, Health Science).
# The '''1993 university reform''' introduced a general bachelor degree structure. As a result, almost all university programmes now consist of a bachelor programme (BA/BSc), a candidatus programme and a PhD programme. The bachelor programme constitutes a complete programme in itself, but most students still continue in a candidatus programme. As a result of this new degree structure, the 4-year cand.phil. degree within the Humanities was abandoned in 1995/96.
#''' Act on the short-cycle higher educations, 2000'''
#* In August 2000, a new act on the short-cycle higher educations (Act no. 1115 of 29 December 1997) was implemented, '''making the access routes broader and more transparent''', with better possibilities for the students of being awarded credits in a medium- or long-cycle higher education programme.
#* 13 study programmes were set up in the following fields: Agriculture, Textile, Clothing and Design, Food Industry, Hotel and Tourism, Finance, Construction, Technology and Energy, IT and Electronics, Media and Communication, Industrial Production, Laboratory Technician, Retail Trade, International Marketing. The programmes in Computer Science (datamatiker) and Transport Logistics were continued. These 15 programmes replaced the previously existing 70 short-cycle programmes of varying lengths between 1 and 3 years. In many cases, this meant extending the course from 1½ to 2 years.
#'''Act on medium-cycle higher education, 2000'''
#* In 2000, the Act on medium-cycle higher education created a common framework for all of these programmes. One of the main features of this reform was '''the creation of the title of professional bachelor''' (professionsbachelor) indicating, in relation to university bachelor's degrees, a similar level of education combined with a stronger focus on professional practice.
#* Colleges may award the professional bachelor titles on completion of programmes that have been approved to meet a number of criteria. Among other things, the teaching must be rooted in the profession and its development and it must include links to national and international research.
#As a result of a government initiative, the number of universities was reduced from 12 to 8 through a series of '''mergers''' that took effect on 1 January 2007.

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education]

=== The Bologna Process ===
Subsequent legislation has established the structure based on two main cycles in all university disciplines. The most recent arrangements in this context and linked to the Bologna process are specified in the Ministry of Science, Technology and Innovation's Order No. 338 of 6 May 2004 on university Bachelor's and Master's programmes, which was issued under the Universities Act of May 2003, and the June 2004 Ministry of Culture Order on education in the academies of music and the Opera Academy.

'''Source''': [http://www.ciriusonline.dk/Default.aspx?ID=3764 CIRIUS Online - Higher Education - Background]

'''The Bologna Follow-up Group'''

In Denmark, the Bologna Process covers education programmes and institutions under several ministries, each of which are responsible for the implementation of the process within their ministerial jurisdictions. It has also been a goal to fully include the ministries’ professional agencies, education institutions and organisations in the implementation process. Therefore, the implementation process is led by a steering group – '''the Bologna Follow-up Group''' –, which has the following members: [http://en.vtu.dk/ Ministry of Science, Technology and Innovation] (chairmanship), [http://www.eng.uvm.dk/ Danish Ministry of Education], [http://www.kum.dk/sw827.asp Danish Ministry of Culture], [http://217.61.44.102/Default.aspx?ID=615&Purge=True/ Danish Evaluation Institute] (quality assurance agency for international education programmes), [http://www.ciriusonline.dk CIRIUS Danmark] (including [http://www.ciriusonline.dk/Default.aspx?ID=3579 Assessment of Foreign Qualifications]), [http://www.rektorkollegiet.dk/english/ Danish Rectors’ Conference "Universities Denmark"], [http://www.dan-eurashe.dk/pages/startside_eng.htm Danish Association of Institutions in Higher Education (DAN-EURASHE)], [http://www.ac.dk/352 Danish Confederation of Professional Associations] and the [http://www.dsfnet.dk/drupal/?q=english National Union of Students in Denmark]

The Bologna Follow-up Group has had the following '''three functions''':
# Contact forum for the parties involved in the process
# Steering group for the projects initiated
#Reference group for international activities

'''Source''': [http://www.bologna-berlin2003.de/pdf/Denmark_2.pdf Implementation of the Bologna Goals in Denmark (PDF, EN, 6 pages)], 2003

'''Relevant Documents''':
* [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/showPresentation?pubid=085EN Focus on the structure of higher education in Europe. National trends in the Bologna Process - Denmark - 2006/07 Edition (EN)]
* [http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_DK_EN.pdf National summary sheets on education systems in Europe and ongoing reforms - Denmark (EN)] ([http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_DK_EN.pdf PDF)]
* [http://www.ubst.dk/uddannelse-og-forskning/internationalt-samarbejde/bologna-processen-1/bologna-processen/ Bologna Process (DK)]

== Administration and finance ==

'''A. Funding for HEI'''

''The self-governing HEIs have two sources of revenue for financing their educational programmes: state grants and their own income from income-generating activities, participant fees and fees paid for unemployed people in activation programmes, etc. The state grants amount to approximately 80 per cent of the total funding and are thus the primary source of revenue for the institutions. Of this amount, '''activity-level determined grants''' (teaching, building and maintenance, or collective expenses taximeters) total approximately 92 per cent, so that by far the greatest part of state funding consists of '''taximeter funding'''. The Ministry of Education is responsible for supervising institutions with income-generating activities. ''

'''Source''': [http://www.eng.uvm.dk/Uddannelse/General/The%20Taximeter%20System.aspx The Taximeter System (EN)], Danish Ministry of Education.

The taximeter system has some advantages as it states direct demands on quantity and indirect requirements on quality in higher education, but it could be improved as ''the basic rates have been repeatedly cut during the last decade and secondly the system has been criticised for lack of balance and a clear rationale in the allocation of resources between the different educational areas.''

The second component of the funding system, the '''basic grants''', is perceived as being of great importance to the budget security of institutions and to enabling them long-term planning, enabling flexibility and important for the quality and outcome of basic research. However, there is a ''lack of use of performance parameters which weakens incentive mechanisms and limits quality assurance, while a large share of basic grants is tied to co-financing of external projects which makes that the factual amount of free funds at HEIs is more limited than assumed.

Finally there is also the third major component of the funding system, the external research grants. Criticism on this component is that it is often focused on areas that are too narrow in scope which makes that the grant does not promote originality, creativity and novelty..

'''Source''': [http://www.oecd.org/dataoecd/20/43/38307998.pdf Funding Systems and Their Effects on Higher Education Systems - Country Study – Denmark (EN, PDF, 25 pages)], November 2006

'''B. Bursaries for students'''

'''State Education Grant and Loan Scheme'''

All Danes over the age of 18 are entitled to public support for his or her further education thus tuition at public and at most private educational institutions is free. Support for the student's living cost is awarded by the '''State Educational Grant and Loan Scheme (SU)''', which is a system managed by the Danish Educational Support Agency / ''Styrelsen for Statens Uddannelsesstøtte'' which operates under the auspices of the Ministry of Education.

''The purpose of the State Education Grant and Loan Scheme Act (danish acronym SU) is to make sure that as many young people as possible quickly receive a sound education. The State Education Grant and Loan Scheme is the Agency's oldest and largest area of activity, with some 300,000 beneficiaries.''

''The ''Statens Uddannelsesstøtte'' is up to DKK 4,852 (approximately 651 EUR) per month, so that no one is precluded from further education because of social or economic status. .. As part of the efforts to increase the workforce, the state educational grant will be adapted to encourage quicker completion of studies. Local authorities and political educational associations offer extensive evening education opportunities for adults.''

'''Source''': [http://www.denmark.dk/en/menu/About-Denmark/Denmark-In-Brief/Denmark-An-Overview/Education/ Denmark.dk > Denmark: an Overview > Education]

'''There are two main support programmes:'''
# one for people over 18 following a youth education programme. Until pupils are 20, their grants depend upon their parents' income.
# one for students enrolled in higher education programmes. Students are entitled to a number of monthly grants corresponding to the prescribed duration of the chosen study programme, plus 12 months.

Inside a maximum of 70 monthly grants, students can change from one programme to another. In combination with both types of grants, students are offered supplementary state loans and about half of all students make use of these state loans. For more information, visit www.su.dk.

Students must start paying back state loans no later than one year after the end of the year in which they graduate or give up their studies. The loan must be repaid within 15 years.

About half of all students make use of state loans.

There is also the '''Act on Transportation Discount for Students Attending Institutions of Higher Education''' reduces transportation expenses for students who live far from the educational institution; they receive a Discount Transportation Card.

'''Sources and related documents''':
* [http://www.ciriusonline.dk/Default.aspx?ID=3828 CIRIUS - State Educational Grant and Loan Scheme]
* [http://www.sustyrelsen.dk/index.html?/in_english/default.html the Danish Educational Support Agency / ''Styrelsen for Statens Uddannelsesstøtte'' (EN)]

'''Equality'''

Folkeoplysning" (liberal education) and folk colleges - Special Needs:
* ''In Denmark, many people receive instruction through youth and adult activities during their leisure time. Participants pay themselves, often, however, with a small subsidy from the State.''
* '''''The Danish Act on liberal education''' permits to grant extended financial support to courses for people with disabilities. To obtain support, a person must sign in on a course that is specifically designed to meet the needs of a whole group of people.''
* colleges may grant compensatory measures to people with disabilities, but the colleges are not subject to any accessibility requirements.''

'''Special needs education for adults''': '''''The Act on Special Education for Adults''' forms the legal basis for compensatory special education for adults with physical or intellectual disabilities. The programmes aim to compensate for the consequences of functional difficulties, by learning how to use certain tools or methods in every-day life.''

'''Source''': [http://tilgaengelighed.emu.dk/tilgaengelighed/English/info.html "Folkeoplysning" (liberal education) and folk colleges]

There are different references to an Act regarding Special Needs, but according to the web site of the Agency, 800 people benefit from the compensations through an Act called the'''Act on Special Educational Assistance in Higher Education''' (Danish acronym ''SPS'').

'''Source''': [http://www.sustyrelsen.dk/index.html?/in_english/default.html the Danish Educational Support Agency / ''Styrelsen for Statens Uddannelsesstøtte'' (EN)]

'''Relevant Documents''':
* [http://www.clh.dk/ The Equal Opportunities Centre for Disabled Persons) / ''Center for Ligebehandling af Handicappede'] wrote the [http://www.clh.dk/index.php?id=1228 Danish disability policy], ([www.clh.dk/pjecer/danskhandicappolitik/disabilitypolicy.doc EN - DOC]) and published the The Principles of Danish Disability Policy (EN - [http://www.clh.dk/fileadmin/templateclh/filer/pjecer/The_principles_of_danish_disability_policy/theprinciplesweb.pdf PDF] / [http://www.clh.dk/index.php?id=1228 online])
* [http://www.dch.dk/english/index.htm The Danish Disability Council / ''Det Centrale Handicapråd'']
* http://www.su.dk Statens Uddannelsesstøtte / State Educational Grant and Loan Scheme]
* [http://www.rektorkollegiet.dk/politik_debat/statistik/testside/universiteternes_statistiske_beredskab/ Universities Denmark network > statistics of Danish universities (DK)] with list of tables linking the statistical preparations for the years 2004/2005/2006/2007 with information about: Incomes / Costs / Personnel / Equity and balance / Buildings / Activity - and marketing information (Students) / Internationalization / Research / Cooperation with the world
* [http://www.rektorkollegiet.dk/internationalt/publications_in_english/ Universities Denmark network > English Publications].

== Quality assurance ==

'''The Danish Evaluation Institute (EVA) '''

In 1999, the '''Danish Evaluation Institute (EVA)''' / ''Danmarks Evalueringsinstitut'' was established “''as an independent institution under auspices of the [http://www.eng.uvm.dk/ Ministry of Education]. It assesses and develops education and childcare and is the national knowledge center in the field of evaluation. From an international point of view, this institution is quite unique, as it has been given the task to undertake systematic and mandatory evaluations of teaching and learning at all levels of the education system from pre-school to postgraduate level. In order to develop the quality of teaching and learning and to examine whether the educational sector lives up to the objectives laid down, the Evaluation Institute systematically examines the education programmes separately as well as the relations between different programmes. The institute also develops and innovates evaluation techniques and methods and compiles national and international experience with educational evaluation and quality development.''”

''In 1999 the Act on The Danish Evaluation Institute was enforced, which empowers the Institute to initiate evaluations on its own initiative as well as at the request of the Ministry of Education, other ministries, advisory boards, local authorities and education institutions. Requested evaluations are conducted as revenue-generating activities.''

In spring 2005, the [http://www.hsv.se/ Swedish National Agency for Higher Education] / ''Högskoleverket'' was entrusted with the task of [http://217.61.44.102/About_EVA/Quality_assurance_at_EVA/External_evaluation_of_EVA.aspx externally evaluating EVA].

More information on EVA: fact sheet '''[http://eng.uvm.dk/factsheets/quality.htm?menuid=2505 The Danish Approach To Quality Assurance]'''.

'''CIRIUS Online - Qualifications frameworks'''

CIRIUS is an authority within the [http://en.vtu.dk/ Danish Ministry of Science, Technology and Innovation] responsible for supporting the internationalisation of education and training in Denmark. It is the national agency for two EU education programmes, Lifelong Learning and Youth in Action, as well as for other similar programmes, including Nordic and Danish education programmes and initiatives. Furthermore, CIRIUS is also the central institution in Denmark where persons with foreign qualifications can get these assessed and recognised and the information centre concerning '''internationalisation of all the educational sectors'''.

Denmark has had a '''national Qualifications Framework for Higher Education''' since 2003:
[http://www.ciriusonline.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fbologna%2fDanish_QF_Report_2003.pdf Qualifications Framework 2003 (PDF)]. The framework has been widely implemented and used by institutions of higher education. In 2006, the relevant ministries took the initiative to begin a revision of the Qualification Framework (QF).

'''Relevant Documents''':
* [http://ec.europa.eu/education/policies/educ/eqf/eqf08_en.pdf European Qualifications Framework for Lifelong Learning (EQF) (EN - PDF)], 2008
* [http://www.ciriusonline.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fbologna%2fKvalifikationsramme_DK_videregaaende_uddannelse_20080609.pdf New QF ''Kvalifikationsrammen for videregående uddannelser'' (PDF - DK)], 2006.
* [http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/QF-EHEA-May2005.pdf Framework of qualifications for the European Higher Education Area (PDF)], 2005
* [http://www.cvuu.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fbologna%2fDanish_QF_Report_2003.pdf The previous Danish Qualifications Framework (EN - PDF)], 2003
* [http://www.ciriusonline.dk/Default.aspx?ID=3761 CIRIUS Online - Quality assurance]
* [http://www.ciriusonline.dk/Default.aspx?ID=3792 CIRIUS Online - Qualifications frameworks]

''The University Act prescribes internal evaluations at the universities, initiated and supervised by the Study Boards of the respective departments. The frequency of the internal evaluation is not regulated by law, but in overall terms the particular subjects/courses are evaluated by the end of each semester. Self-completion questionnaires to be filled in by the students represent the predominant way of collecting data for the internal evaluations.''
Foreign Qualifications are also handled by CIRIUS where students can find information on two different pages: [http://www.cvuu.dk/default.aspx?id=3596 ''How to get an assessment of your qualifications''] and [http://www.cvuu.dk/default.aspx?id=3601 ''Use your Danish qualifications abroad''].

'''Source''': [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/EuryPage?country=DK&lang=EN&fragment=364 Eurybase - The Database on Education Systems in Europe - 9. Ealuation of Educational Institutions and the Education System (EN)], also in [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/section/DK_EN_C9.pdf PDF]

== Denmark's HEIs in the information society ==
=== Towards the information society ===

"In Denmark two initiatives have been taken to encourage the use of ICT in education in general, and in open education in particular:
*'''1. [http://www.deff.dk/default.aspx?lang=english The Danish Electronic Research Library]'''
** Denmark's Electronic Research Library (DEFF) is an organisational and technological partnership between research libraries co-financed by the Ministry of Science, Technology and Innovation, the Ministry of Culture and the Ministry of Education. DEFF's purpose is to advance the development of a network of electronic research libraries that make available their electronic and other information resources to the patrons in a coherent and simple way.
** E-learning is on of the six DEFF Programme areas
*'''2. [http://eng.uvm.dk/news/dvuni.htm The Danish Virtual University]'''
** Denmark's Virtual University (DVUNI) was a co-ordinating body for Danish universities and higher further-going educational institutions which offer qualifying, academic programmes and post-graduate courses and additional training via flexible, net-based distance learning. (This is also mentioned in the Re.ViCa's wiki page on [[Virtual Initiatives in Denmark]])

'''Source''': [http://www.boldic.net/document/Denmark/BOLDIC_Denmark_report.pdf FLUID – national report Denmark 2003], PDF - 36 pages, which also lists the main features and the obstacles of ODL in Denmark: Discussion of the main features, Blended Learning, Action Learning , Group/team work, The tutor/teacher in ODL – an obstacle of the mind, The Learners, Drop-out rates, The lack of support from the management, Learning materials.

=== Information society strategy ===

The [http://en.itst.dk/ National IT and Telecom Agency] is responsible for central parts of the Government's IT and telecommunications policy [http://en.itst.dk/the-governments-it-and-telecommunications-policy (EN)] and is part of the [http://www.vtu.dk Ministry of Science, Technology and Innovation (VTU)]. It published the Danish report: National strategy for ICT-supported learning - Efforts to promote the use of ICT-supported learning (DK), 2007 ([http://www.itst.dk/e-laering-og-it-faerdigheder/publikationer/national-strategi-for-ikt-stottet-lering/national-strategi-for-ikt-stottet-lering news article] or [http://www.itst.dk/filer/Publikationer/National_strategi_for_IKT-stoettet_laering/index.htm whole online publication (DK)]): "''The aim of the strategy is to increase the use and quality of e-learning to reinforce skills development broadly and to make Denmark a leading country in e-learning.''"

'''Web connectivity'''

The [http://en.itst.dk/ National IT and Telecom Agency] published [http://en.itst.dk/statistics/informationssamfundet-danmark/k Key figures on Information society Denmark (EN)] from 2005 onwards including [http://en.itst.dk/statistics/informationssamfundet-danmark/k/information-society-denmark-2007/information-society-denmark-2007/?searchterm=None Key Figures on the Danish Information Society 2007 (EN - PDF - 74 pages, 2007)] which tells us that in 2006, about 83 per cent of the population had access to the Internet from home. The Key figures report also shows a graphic of the private use of the Internet for courses and education was 19% as a maximum.

'''Relevant documents''':
* [http://en.itst.dk/ National IT and Telecom Agency] and the [http://en.vtu.dk/the-ministry/organisation/national-it-and-telecom-agency Ministry of Science, Technology and Innovation (VTU)'s page on the Agency]
* [http://en.wikipedia.org/wiki/Internet_in_Denmark Wikipedia's page on Internet in Denmark]
* The [http://www.oecd.org/sti/ict/broadband OECD Broadband Statistics] with the [http://www.oecd.org/dataoecd/22/15/39574806.xls Total broadband subscribers by country (XLS - June 2008)]

== Virtual Campus Initiatives in Higher Education ==
Please view the separate Re.ViCa page called [[Virtual Initiatives in Denmark]].

== Lessons learnt ==

== References ==
# [http://www.denmark.dk/en Denmark.dk], the official site of Denmark
# [http://www.uvm.dk/ The Danish Ministry of Education]
# [http://pub.uvm.dk/2008/facts/hel.html#kap07 Ministry of Education - Key Figures in Education 2007]
# [http://videnskabsministeriet.dk The Ministry of Science, Technology and Innovation]
# [http://www.ciriusonline.dk CIRIUS.dk], the Danish Centre for International Cooperation and Mobility in Education and Training
# [http://www.su.dk Statens Uddannelsesstøtte / State Educational Grant and Loan Scheme]
# [http://www.ciriusonline.dk/Default.aspx?ID=4688&M=News&PID=9447&NewsID=1555 The Danish Education System], PDF - 12 pages (823 kB).
# [http://www.eva.dk The Danish Evaluation Institute (EVA)]
# [http://eng.uvm.dk/factsheets/quality.htm?menuid=2505 The Danish Approach To Quality Assurance]
# [http://www.oecd.org/infobycountry/0,3380,en_2649_39263238_1_70372_1_1_1,00.html OECD reports and publications on Higher education and adult learning > Information by Country > Denmark ]
# [http://www.boldic.net/docs/BOLDIC_Denmark_report.pdf FLUID – national report Denmark 2003], PDF - 36 pages
# [http://www.eng.uvm.dk/~/media/Files/Int/PDF08/080923_education_at_a_glance.ashx Education at a Glance 2008 - OECD Indicators], PDF - 525 pages
#[http://www.obhe.ac.uk/cgi-bin/keyresource.pl?resid=25 The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]
#[http://www.ug.dk UddannelsesGuiden / the Education Guide]
#[http://www.hezel.com/globalreport/ Hezel Associates: Global E-learning Opportunities for U.S. Higher Education]: "[[Media:HezelAssociates_Denmark.pdf|A country study - Denmark]]" (free sample PDF uploaded on this wiki)
#[http://www.itst.dk/e-laering-og-it-faerdigheder/publikationer/national-strategi-for-ikt-stottet-lering/national-strategi-for-ikt-stottet-lering National Strategy for ICT-enabled learning in Danish]

----

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