Apprenticeship training has been known in Denmark since the Middle Ages. Along with the breakthrough of industrialization at the end of the 19th century, a dual system evolved with statutory provisions concerning the schooling and training of apprentices in trades and commerce (The Apprenticeship Act of 1889). The Apprenticeship Act of 1956 introduced the education of apprentices at vocational colleges during daytime - typically one day per week - instead of the previous evening or spare-time classes. Subsequent reforms have further strengthened the role of vocational colleges, and in this way, they have ensured broadness and diversity in educational qualifications.

Throughout the 1960s and 1970s, the education of apprentices at vocational colleges gradually took the form of longer periods of block release from training in the workplace.


Computer aided design at a technical college

The extensive reform, in 1991, of Danish vocational education and training programmes resulted in a coherent national system, which both preserves the traditional close ties to trade and industry and provides broadness and flexibility in qualifications by a distinctive strengthening of the theoretical part of the programmes.

The Danish vocational education and training programmes have three main characteristics: 1) programmes based on the sandwich principle, 2) specialized college-based training, 3) close co-operation at all levels with the organizations of the labour market.




The education and training programme for cabinet-makers is an example of how the sandwich principle works. Students may choose to start the programme with a technical introductory course (TI) at a technical college, or they may start the programme directly with a six months' college-based introduction course to a special line. After this, periods of education and training at a college alternate with periods of practical training in a work placement throughout the rest of the programme. Students who are training to be cabinet-makers must thus complete four periods of college-based education and training of in all forty-five weeks during the course of the programme.
Programmes Based on the Sandwich Principle
The individual programme is organized as a sandwich course during which periods of theoretical learning and practical training at a vocational college alternate with periods of practical training in a private enterprise or public institution. Only in exceptional cases does all practical training take place at a vocational college. The sandwich principle combining both practice and theory is what gives the Danish vocational education and training system its special and characteristic strength and profile.

The practical training part is normally the longer part of the programme and is organized as employment with a salary on a contract basis in an apprenticeship. The apprentice takes part in the daily routines of the enterprise, initially together with skilled colleagues, then gradually more independently. Normally the apprentice completes the entire training in one enterprise, but sometimes it happens that several enterprises in co-operation form an apprenticeship for a student.

The college-based education and training periods are spread out evenly during the entire programme, each lasting typically two, five or ten weeks. The number and duration vary from programme to programme. Both specialized and general knowledge are acquired during the programme. Teaching is increasingly based on broad-spectrum interdisciplinary projects that take as their point of departure a practical everyday job situation. Furthermore, teaching programmes and methods aim at a broad development of personality - i.e. key qualifications such as independence, responsibility, quality consciousness and co-operative abilities.

Close Co-operation with the Social Partners of the Labour Market
All vocational education and training programmes are organized in close co-operation with the organizations of the labour market. In this way, the programmes will be able to meet the demands of the market at any time. Wishes for new types of qualifications are instantly registered and can quickly be incorporated in the programmes. The built-in dynamism in the system guarantees students good, useful, up-to-date training and education. In addition, representatives of the labour market have a decisive influence on the running of individual vocational colleges.

Other notable characteristics of the system are its coherent nature and its openness. Students enjoy free choice of college and most courses have free admittance. All teaching is free of charge. Normally the individual programme starts at a vocational college, but it might also begin in an enterprise. The students’ free choice of college and education is secured by the fact that, from the moment they enter into a contract with an enterprise, they are entitled to a salary which makes them financially independent. In addition, technical colleges offer accommodation in special boarding facilities near the college to students domiciled outside the normal catchment area. Approximately 8,000 students take up this special offer each year.

The different programmes have a broad basis and specialize gradually with constant options. Danish vocational education and training offers a total of approximately 90 programmes including more than 200 specialized lines. Before 1991, there were approximately 300 different basic vocational education and training programmes. The openness of the system is also reflected in constant access to the improvement of the individual’s vocational qualifications and professional competence through further (adult) education and training and supplementary courses.

The vocational education and training system plays an important part in connection with the general Danish political goal of Education for Everybody - a goal for industry as well as for social political affairs. To this should be added that students who are physically handicapped or who have learning difficulties are offered special aids, teaching materials and courses, so that they too can follow the training programmes. Approximately 3,000 students take up this special offer each year.

Student Counselling
Each vocational college has a number of counsellors appointed locally among the teachers of the institution, who have received special training to act as counsellors. About one third of their working time is normally devoted to counselling - study and career guidance as well as general personal advice.