Structure of educational system

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The structure is made by: Majda George, October 2013

 

I created the above map to visualize the structure of the education system in Denmark.

 

Facts about education system in Denmark :

 

4bklasse
Students fromSolbakkeskolen Elementary School,
Jægerspris, Denmark ; image from www.amazing-kids.org/

Pre-school education: Before the age of compulsory education, several options are available to young Danes: day nurseries for children between the ages of 0 and 3, Kindergartens for children between ages of 3 and 7, and a one year pre-school class for children between 5 and 7. Children can also be taken care of by registered child-minders (NCEE, 2006).

Primary and Lower Secondary Education: The Folkeskole Compulsory education in Denmark begins at the age of 7. It takes place in the Folkeskole and lasts nine years. Students can choose to stay in the Folkeskole for an optional tenth year and a large number of students are deciding to do just that (NCEE, 2006).

The public Folkeskoles are run by the municipalities. The Ministry of Education’s role is to set the curriculum framework and the exams. The rest is up to the municipality. About 15 percent of the compulsory schools are privately run, with a large subsidy from the government (NCEE, 2006).

Upper Secondary education in Denmark; image from www.eng.uvm.dk
Upper Secondary education in Denmark; image from www.eng.uvm.dk

Upper secondary education: It typically begins at the end of full time compulsory education. This level divides into: General education qualifying for access to higher education and vocational or technical education qualifying primarily for access to the labour market. Upper secondary education usually caters to 16-19 year olds (The Danish Ministry of Education , 2013).

Higher education: This section comprises the short-cycle higher non-university programmes, the medium-cycle university and non-university programmes as well as the long-cycle university programs (The Danish Ministry of Education , 2013).

Adult education (and continuing training): Denmark has a long tradition of improving the competences of the workforce beyond compulsory stages of education because it is believed that learning is a lifelong occupation. The concept of non-formal education is associated with N.F.S. Grundtvig, and his thoughts concerning free educational opportunities (The Danish Ministry of Education , 2013).

 

Unique features of Danish educational system:

 

Features of Danish educational system and their development differ somewhat from other countries’. Bjerg (1995) lists the features that give a picture of Danish education system:

  • Democratization initiatives by the pupils/students –

This means that pupils/students, teachers, parents and the labour market have had considerable opportunities of exercising influence on specific courses of education.

  • Individual choice of education and institution –

Late specialization and choice of occupational qualifications are the goal. Thus, selection among pupils is not made explicit until after the end of the ninth school year.

  • General education and nature of curriculum –

Danish teacher training takes place at independent colleges of education, where pedagogical and specialist subjects are taught side by side and where all students become qualified to teach Danish and two special subjects (chosen by the students) at all levels in primary and lower secondary education.

  • Freedom of method in organization of teaching 

Curricula and ministerial regulations for the individual courses of education lay down the general framework for the various institutions at various levels. Teachers are responsible, often together with their students/pupils, for the implementation of the requirements.

 

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