Upper secondary education

Upper secondary education is divided into three main branches and covers two to five years depending on the branch of study undertaken. They normally cater for the 16-19-year-olds and come under the umbrella term youth education programmes (ungdomsuddannelser). The three branches are:

• General Upper Secondary School
• Technical and Commercial Upper Secondary School
• Vocational Education and Training.

More than 60 % of the young Danes who commence youth education after basic school enter either General Upper Secondary School or Technical and Commercial Upper Secondary School.

General Upper Secondary School

The traditional general upper secondary programmes comprise the upper secondary school leaving examination (STX) (including a 2-year adult upper secondary level course) and the HF programme.

These programmes are academically oriented, consist of a broad range of subjects in the fields of the humanities, natural science and social science, and are completed with the upper secondary school leaving examination (Studentereksamen) or the higher preparatory examination (Højere Forberedelseseksamen = HF). Both are qualifications forfor general access to higher education.

Admission

In order to be admitted to the general upper secondary programmes, until 1999, students completing compulsory schooling had to obtain a statement by their previous school confirming that they were qualified to continue at this level and to take the final Folkeskole examination in a number of subjects. If considered only "possibly qualified", they had to pass an entrance examination.

This statement of aptitude was abolished in 1999. Subsequently, all students who have received relevant teaching and taken the stipulated examinations may continue to a youth education programme largely of their own choice. This does not mean, however, that access to general upper secondary education is totally unrestricted. In individual cases, students may be asked to sit an admission test if the schools find that they have made their choice of youth education on an insufficient or unrealistic basis.

Content

Each of the education programmes has its specific range of compulsory subjects that are common for all pupils taking the programme. In STX, HHX and HTX, in addition, each school offers a number of different specialised studies packages (packages normally containing three subjects) and elective subjects for the pupils to choose between. In HF the pupils make their choices from among the electives offered by the school.

All the education programmes also contain multi-subject courses, among other things with the object of strengthening the pupils’ preparedness for further study. This includes the ability to apply knowledge and methods from several subjects to illustrate interdisciplinary themes and problems and the ability to compare the subjects’ knowledge and methods.

Upper secondary school leaving examination (STX)

The focus in the STX programme is on general education and general study preparation. The academic standard is closely linked to aspects of the academic subjects, and the students are to achieve general education and study competence in the humanities, natural science and social science with a view to being in a position to complete higher education.

The gymnasium schools provide 3-year programmes, which aim to prepare students for admission to higher education.

The structure of the programme is based on a ½ year basic programme and a 2 ½ years specialised programme.

All subjects are placed in system of levels, C, B and A (highest), in relation to the subject’s scope and depth. The levels system is as a general rule structured in such a way that C level subjects are allotted 75 periods of 60 minutes, B level subjects have 200 periods and subjects at A level 325 hours. There are a number of exceptions, however, in the individual programmes, in particular as regards B and A levels.

Compulsory subjects and levels: Danish A, English B, a second foreign language B or A, history A, classical studies C, physics C, physical education (PE) C, an artistic subject C, mathematics C, religion C, social science, and in addition at least two of the subjects biology, chemistry and natural geography at C level.

As a main rule, each student must also complete biology, physics, chemistry or natural geography at B level.

The compulsory artistic subject is chosen from among visual arts, drama, media studies or music.

The second foreign language is chosen from among the following: French continued level B and A, German continued level B and A, French beginner language A, Italian A, Russian A, Spanish A or German beginner language A.

Parts of the instruction are implemented as multi-subject courses within the framework of general study preparation, general language understanding and a natural science basic programme.

Apart from the compulsory subjects, each student chooses a specialised study programme and electives, and each student also writes a specialised study project in the third year within two or three subjects of their choice.

Specialised study subjects: Each student chooses a specialised study programme consisting of a package with three subjects or – in certain packages  - of two subjects. The packages, which are drawn up and offered by the individual school, can consist of subjects on the following levels: AAA-, AAB-, AAC-, ABB- or ABC. The number of different programmes as well as the specific content vary from school to school. 

Electives: Each student selects a number of elective subjects. The number varies according to the study field subjects taken by the student.

Workload: Each student completes a minimum of 2470 hours of 60 minutes each. There is, in addition, homework with written assignments, preparation of texts, research etc. as well as time for examinations.

Typical work methods: Various methods of working are employed, for instance classroom instruction, project work, individual and group based written work etc. Up to 25% of the teaching time can be spent on virtually organised teaching, where students and teacher are not necessarily in the same room.

Type of school: The STX is typically offered by general upper secondary schools (Gymnasiums). Some of the schools also offer the higher preparatory examination (HF), and in a few cases schools offer HHX and HTX in addition.

Higher preparatory examination (HF)

The emphasis in the HF (Højere Forberedelseseksamen - higher preparatory examination) programme is on both the theoretical and the practical. The education programme aims to develop the students’ capacity for in-depth study and their understanding of the connections between the subjects and to promote the individual student’s responsibility for his or her own and joint results. The students are to attain analytical and critical skills and achieve insight into natural science, social science and humanistic contexts. They are also to develop their linguistic competences.

The HF was introduced in 1967 and is above all directed at young people and adults who have left the education system and wish to return. Courses are provided by gymnasium schools and adult education centres.

The 2-year programme can be entered either on completion of Year 10 of the Folkeskole (having passed the advanced leaving examination in Danish and two of the subjects Mathematics, English and German or French), or at least one year after the completion of the 9th form of the Folkeskole, having matured through employment, travel etc.

Like the Gymnasium, the HF courses offer general education as well as prepare the students for continued studies. A full-time student may complete the course in two years, but for adults the examination can also be taken on a single-subject basis or as a combination of subjects to form a complete examination over a longer period of time.

Single subjects or even a complete HF examination may be taken on a private basis. Such students are offered two lessons of examination guidance per subject.

As well as the compulsory subjects, the student must choose two-four electives, and each student must also complete a major written assignment during the second year within one to three subjects of their choice.

Electives: The students choose from among a number of electives at C, B or A level offered by the schools. The electives can be HF subjects within the practical/musical area or electives common to the other upper secondary programmes for STX, HHX and HTX. The schools can also tone their HF range by offering electives as ”packages” for the students to choose between. The number and specific content of the elective options vary from school to school.

Workload: Each student completes a minimum of 1625 hours of 60 minutes each. There is, in addition, homework with written assignments, preparation of texts, research etc. as well as time for examinations.

Typical work methods: Various methods of working are employed, for instance classroom instruction, project work, individual and group based written work etc.  Up to 20% of the teaching time can be spent on virtually organised teaching, where students and teacher are not necessarily in the same room.

Examination: All HF students take one or more written and/or oral examinations in all the compulsory subjects and in the subject groups within natural science and culture/social science. Examinations are also taken in the electives. An HF examination also includes an individual, major written assignment within one to three subjects and an examination project prepared individually or in groups and which covers two to three subjects. Term marks (end of year marks) are not given in the HF programme.

HTX - The Higher Technical Examination programme

The emphasis in the HTX programme is on subjects within the technical and natural sciences. A special feature of the programme is that students test the theoretical side of the curriculum in workshops and laboratories.

The structure of the programme is based on a ½ year basic programme and a 2 ½ years specialised programme.

Compulsory subjects and levels (A being the highest level): Danish A, technical science A, English B, physics B, chemistry B, mathematics B, technology B, biology C, communication/IT C, social science C and history of technology C.

Parts of the teaching are conducted as multi-subject courses within the framework of the study programme.

Technical science A is selected from among the following options: construction and energy, design and production or process, food and health.

As well as compulsory subjects, the students also choose their specialised study programme and electives, and, in addition, in the third year each student writes a specialised study project within two or three subjects of their choice.

Specialised study subjects: Each student chooses a specialised study programme consisting of a package with three subjects. The typical HTX student selects packages consisting of three A-level subjects or two A-levels together with a third subject at B or C level. However, specialised study programmes can also be offered consisting of one A level subject together with a B level subject and a third subject at B or C level. The packages are drawn up and offered by the individual school, and the number of different programmes as well as the specific content vary from school to school.

Electives: Each student selects a number of elective subjects. The number varies according to the study field subjects taken by the student.

Workload: Each student completes a minimum of 2630 hours of 60 minutes each. There is, in addition, homework with written assignments, preparation of texts, research etc. as well as time spent on examinations.

Typical work methods: A variety of working methods are used, for example classroom instruction, cases, experimental and workshop-based activity, individual and group based written work etc. Project work, which entails the interaction between theory and practice, also plays a particularly important role in the HTX programme. Up to 25% of the teaching time can be spent on virtually organised teaching, where students and teacher are not necessarily in the same room.

Type of school: HTX is typically offered by technical colleges, which as well as HTX also offer short-cycle higher education, vocational education and training etc. However, there are also some mixed school types which also offer HHX, for example. There are, furthermore, a few schools offering STX or HF in addition.

The Higher Commercial Examination Programme (HHX)

The emphasis in the HHX programme is on vocational perspectives. The aim of providing a qualification for academic studies is realised within the areas of business economics and socio-economics combined with foreign languages and other general subjects. The education programme is to develop the students’ capacity for in-depth studies and their understanding of theoretical knowledge as tools for analysing realistic issues.

The structure of the programme is based on a ½ year basic programme and a 2 ½ years specialised programme.

Compulsory subjects and levels (A being the highest level): Danish A, English A, second foreign language B or A, business economics B, marketing B, international economics B, contemporary history B, mathematics C, commercial law C and social science C. Parts of the teaching are conducted as multi-subject courses within the framework of the study programme.

Two foreign languages are selected from among the following options: French at continued level B and A, German at continued level B and A, French beginner language A, Italian A, Russian A, Spanish A or German beginner language A.

As well as compulsory subjects, the students also choose their specialised study programme and electives, and, in addition, in the third year each student writes a specialised study project within two or three subjects of their choice.

Specialised study subjects: Each student chooses a specialised study programme consisting of a package with three subjects or – in certain cases – two subjects. The typical HHX student chooses packages consisting of two A-level subjects and a third subject at B or C level. However, specialised study programmes can also be offered consisting of one A-level subject together with a B-level subject and a third subject at B or C level. The packages are drawn up and offered by the individual school, and the number of different programmes as well as the specific content vary from school to school.

Electives: Each student selects a number of elective subjects. The number varies according to the study field subjects taken by the student.

Workload: Each student completes a minimum of 2470 hours of 60 minutes each. There is, in addition, homework with written assignments, preparation of texts, research etc. as well as time for examinations.

Typical work methods: Various methods of working are employed, for instance classroom instruction, project work, individual and group based written work etc. Case-based teaching programmes also play a significant role in the HHX programme. Up to 25% of the teaching time can be spent on virtually organised teaching, where students and teacher are not necessarily in the same room.

The HHX is typically offered by business colleges, which as well as HHX also offer short-cycle higher education, vocational education and training etc. However, there are also some mixed school types which for example also offer HTX. There are, furthermore, a few schools also offering STX or HF.

1-year HHX programme

There is an intensive 1-year HHX programme for young people who have already completed a gymnasium or HF programme.

The obligatory subjects in this programme are: business economics (B level), sales (B), information technology (B), international economics (B) and commercial law (C). In addition to this, the student must choose two optional subjects. The examination in the subjects mentioned is the same as that of the 3-year programme.

Vocational Education and Training (VET) (Erhvervsuddannelser)

The VET programmes make up the major part of the vocational upper secondary programmes. They have three main characteristics:

1. the dual training principle
2. specialised college-based training
3. close cooperation at all levels with the organisations of the labour market.

The objective of vocational education and training programmes is to motivate young people to complete a programme of training that can qualify them for employment and at the same time accommodate the needs of the labour market. The programmes aim to give the young people a taste of further education and active participation in society by developing the students’ personal and social skills like instilling a spirit of independence and cooperation and stimulating their awareness about innovation, environment and internationalisation.

VET programmes are of 2 to 5 years' duration, the most typical being 3 ½ to 4 years. Adults over 25 years of age with occupational experience can complete a programme within a relevant branch of trade in a shorter period of time.

All programmes qualify students for labour market entry as skilled workers. In addition, most programmes qualify students for direct admission to one or more short-cycle professional higher education programmes. Finally, through add-on electives they can grant general access to most programmes.

The VET programmes may be used as a basis for further studies leading to, for instance, a technician's qualification and/or a degree in engineering.

117 institutions offer basic vocationally oriented education programmes. 97 of these are technical colleges, commercial colleges, agricultural colleges or combination colleges. In addition, 20 colleges offer social and health care training programmes.

The dual training principle ensures that the students acquire theoretical, practical, general and personal skills in demand of the labour market.

A total of approximately 30-50% of the time is spent at college and 50-70% is spent on work placement. Students normally attend vocational college for a maximum of 80 weeks. In-company training takes place in a company (or, in some cases, more companies) approved by the Trade Committee responsible as a training enterprise.

This in-company part of the programme is organised 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 cooperation 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. Instruction during college-based periods comprises general subjects as well as practical disciplines, often organised in interdisciplinary projects and based on 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 cooperative abilities.

There is free admission to the basic VET programme. Normally, the only requirement for admission to a vocational upper secondary programme is that the applicant has completed compulsory education.

Most students commence their vocational education with a basic programme at a college, but they can also start directly in a company and take the basic programme after a period of time at the company.

There are approximately 120 vocational education and training programmes. From August 2008 the basic programmes have been gathered in the following 12 vocational clusters leading to the related vocational programmes.

Basic courses (Number of programmes in the cluster)

1. Motor vehicle, aircraft and other means of transportation

2. Building and construction

3. Construction and user service

4. Animals, plants and nature

5. Body and style

6. Human food

7. Media production

8. Business

9. Production and development

10. Electricity, management and IT

11. Health, care and pedagogy

12. Transport and logistics

The students have a guarantee that, if they are admitted through one basic access channel, they will have the opportunity to complete one of the programmes within that channel (educational guarantee), if they make their own contribution to the programme. If a student is unable to obtain a training agreement, the educational guarantee means that they can be offered admission to a school-based practical training (a practical training period conducted by a college) or admission to one of the 3 vocational programmes conducted as school-based education without a practical training period.

Basic programme

Students who know which programme they wish to take from the beginning, can take a targeted basic programme with a view to realising their wishes.

Other students who need to try out their skills and interests can typically take a broader basic programme where they can identify their wishes. Some students need to brush up their knowledge from basic school, while others wish to choose higher levels in the general subjects to be able to continue to higher education afterwards. The students have the option of prolonging the basic programme for up to a total of 40 weeks. Likewise, a basic programme can be shorter for students with prior learning, which can give credits. There is, normally, ongoing intake to the basic programme.

Students who prefer practical training to school attendance can commence their vocational education in a company which offers practical training. In the New Apprenticeship the student enters a training agreement with a company and during the first year must acquire the same as the students who have followed the basic programme at a college. This requires flexible adaptation on the part of the student, the company and the college. This option has been introduced to make access easier for students who are more inclined towards learning through practical methods.

Around 40% of the students in some of the technical vocational programmes have chosen this route. The share is very small in other vocational education and training programmes. 

Main programme

After the basic programme, the students are admitted to the VET main programme, i.e. the student must enter a training agreement with a company. It is in the main programme that the most important part of the practical training takes place.

50-70 per cent of the training period takes place in a company and 50-30 per cent during the school-based programme.

The students alternate between learning in a company that offers practical training and at the college, according to the principles of a sandwich-type programme, as the school-based periods are organised as blocks of between 5 and 10 weeks. 

Previous reforms

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. During the 1960s and 1970s, college-based training gradually took the form of longer periods of block release from workplace training. Later reforms have increased the importance of the college-based periods.

Basic Vocational Education (Erhvervsfaglig Grunduddannelse, EFG) was introduced in 1972, and reform acts were implemented in 1977 and 1989. Until 1991, EFG coexisted with traditional apprenticeship training (lærlingeuddannelse). Whereas apprenticeship programmes started in the company, EFG started at technical or commercial college gave more emphasis to college-based training. As in the present system, both types of programme consisted basically of practical training alternating with courses at technical or commercial college.

The EFG programme was divided into two parts. The first stage was a 1-year course completed in school, which included general and vocational subjects, and practice as well as theory, within one of 8 vocational fields. This part was followed by all students in each field. During the first year, students chose their specialisation and applied for practical training placements.

Part 2 of the programme lasted 1½ to 4 years consisting of in-company training and short periods of college-based training.

The EFG programmes lead to the award of a certificate (uddannelsesbevis) giving the same rights as the svendebrev or lærebrev of the apprenticeship programmes.

A system similar to EFG was available within the maritime trades.

In 1991, all of the vocational education and training programmes were incorporated into a single national system. The 1991 reform reduced the number of main programmes from approximately 300 to some 90 by integrating related programmes into fewer programmes with later specialisation. There continued to be more than 200 specialisations. Students could enter the programme either through a 20-week period of college-based training or through in-company training, if they had already signed an agreement with an employer.

Special options for young people in a difficult educational or employment situation

Vocational basic training (EGU) (Erhvervsgrunduddannelsen)

Individually designed programme options – depending on the needs and interests of the individual – focused on a specific trade or composed of elements from several trades/programmes. The EGU contains much practical training and only little theory.

There is an alternation between school-based periods and periods of workplace training.  The main focus is on workplace training.

Individual guidance is offered during the entire programme.

Duration is of two years in most cases, but can be extended by up to one more year.

Completion of an EGU programme gives vocational qualifications and, also, allows the participant to continue in an VET programme with credit given for the qualifications already obtained.

Production schools

The target group is young people under the age of 25 who have not completed a youth education programme. Applicants must be endorsed by one of the 46 youth guidance centres.

Aims:

- to enhance the participant's personal development

- to improve the participant's future possibilities in the education system and on the labour market.

Continuous intake – participants typically stay for five months (30% for more than six months).

The teaching is comprised of practical work in workshops combined with theory, general education and social and cultural activities.

Strong emphasis is put on individual guidance on a day-to-day basis in order to help the participant clarify his/her future choices of education, training and job.

There are no examinations and does not lead to formal qualification but prepares the participant for undertaking a vocationally qualifying education programme.

In 2005, 6,294 participated in a programme at a Production school.

The subjects are comparable to gymnasium subjects as to level, but differ somewhat in content. A number of optional subjects, however, are identical in both types of education. Some of the HF subjects may be chosen at two levels, and in some subjects there is a possibility of taking the examination at a level corresponding to the high level of the equivalent Gymnasium-subject.