Search

Vocational education and training is a concept that covers a sandwich-type course in which school-based education alternates with firm-based training. Broader courses in Denmark include simultaneous work at companies and school training. The advantage to this system is that students do not waste time training for an occupation that they may not like. At present, Denmark has 85 vocational education and training courses, but there are approximately 300 different specializations. New ways of teaching are being promoted, especially integrated teaching of the theoretical and the practical knowledge of a subject. The vocational education and training courses usually are high-level and lead to examinations for certification. Vocational education and training can be provided by vocational schools and colleges; requirements for time spent at the schools and on the job vary. Basic subjects as well as personal development and social studies should be included. Educational reform is continuing to ensure that students can choose their courses and their occupations and receive the education necessary to pass examinations to receive their journeyworker's license in their fields. (KC)

Danish adult vocational training activities take the form of specifically targeted initial and continued training for employed and unemployed adults. Planning, development, and adaptation of vocational training programs (AMU programs) are characterized by tripartite cooperation among public authorities and organizations of employers and employees. The 24 independent AMU centers with units spread nationwide have specialized courses and function as residential schools. Technical and business schools also organize AMU training courses. The Vocational Training Council includes representatives of social partners and public authorities who advise the Minister of Labor who has overall responsibility for the adult vocational training programs and for legislation. A committee for continued training, National Labor Market Authority, or training institutions may draw up training programs. The National Labor Market Authority must approve the training institution for offering an officially recognized vocational training activity. The adult vocational training programs include the following: vocational training courses that give participants formal competence, integrated training courses, individual identification of competence, and enterprise-oriented training courses. Ordinary adult vocational training courses are free of charge for participants. User charges have begun to be introduced. The Minister of Labor is also responsible for Danish participation in a number of European Union programs. (YLB)

Each year, almost one-third of adults in Denmark participates in some kind of adult education activity. Danish cultural and educational tradition is based on Folkeoplysning, a process in which personal learning in all areas of life is transformed into both life competence and usable occupational abilities. Increasingly, developments in Denmark's adult education system are being influenced by internationalization and globalization. The Danish adult education and continuing training system is undergoing a process of radical reform designed to meet the education and training needs of individuals with low levels of educational attainment and workers needing to update existing qualifications or acquire new ones. The Danish system consists of a nonqualifying/nonformal component (delivered through university extramural departments, residential and nonresidential folk high schools, production schools, and special education and literacy courses for adults) and a qualifying education component (consisting of a general adult education system, courses for adult immigrants, labor market training, adult vocational education and training, and open education modules). Denmark has several support schemes for individuals participating in education: the Danish State Education Grant and Loan Scheme; leave benefits; education and training allowances for unemployed individuals and for participation in labor market training courses; unemployment benefits; and social cash benefits. Contains a 14-item list for further reading. (MN)

An evaluation examined how the Danish leave schemes, an offer to employed and unemployed persons who qualify for unemployment benefits, were functioning and to what extent the objectives have been achieved. It was found that 60 percent of those taking leave had previously been unemployed; women accounted for two-thirds of those joining the scheme; and it was used frequently by employed persons who had formal vocational education/training. Employers concluded training leave agreements primarily with exceptionally competent and motivated employees. For nearly half who took leave, the principal objective was to improve qualifications and skills used in their present jobs and personal development. The great majority of employees who had been on leave were satisfied. Since a condition for parental leave was having a child under the age of nine, most persons who took it were younger than those who took training leave and were women. Most wanted to spend more time with their children; 80 percent suffered an economic loss by taking leave. A significant number of such leaves were longer than the statutory period. A substitute was recruited in 63-73 percent of the cases. Many substitutes appeared to belong to a permanent pool of temporary workers. Parental leave schemes led to a reduced demand for municipal child care facilities. Leave schemes led to a significant immediate decline in unemployment. A future positive effect could be job rotation; a negative impact would be "mismatch problems" where case workers with no or only a short preceedings unemployment periods behind them use the leave schemes. (YLB)

This report presents the preliminary findings from WHO's (World Health Organization) fourth Health Behaviour in School-Aged Children (HBSC) Study. The study has two main objectives: (1) to monitor health-risk behavior in youth over time in order to provide the necessary background and clear targets for health promotion initiatives; and (2) to provide information to researchers that will enable them to understand and explain the development of health attitudes and behaviors through early adolescence. Approximately 1300 respondents in each of 3 age groups--11, 13, and 15 years--were targeted in 24 countries during the 1993-94 school year. The findings of the survey include: (1) in every country surveyed, the use of tobacco and alcohol increased with age; (2) in most countries, as young people progress from age 11 to 15, they exercise less frequently; (3) there is evidence to suggest that the diet of a significant number of young people in all countries does not conform to current nutritional advice; (4) in only one country, Sweden, did the majority of 11, 13, and 15 year olds rate themselves as very healthy; (5) in nearly all countries, only a small minority of students regularly felt lonely, helpless, or left out, while the majority thought they made friends easily, had at least two close friends, and found it easy to talk to their mother; (6) nearly 30 percent of the respondents reported an injury requiring medical attention during the previous year; this reaffirmed other research findings that unintentional injuries may be the most serious health problem to face school children in western societies; and (7) schools with a hospitable environment and caring teachers appear to contribute positively to students' emotional well-being and social development. Several implications for policy are included. Appendixes include: characteristics of countries, sample design and sampling error, a list of the principal investigators, and a list of HBSC publications. Contains 123 references. (AA)

One way to explore how the relationship between schools and the local culture can be enriched and transformed is a fruitful dialogue among different communities. The conference that is reported on in this collection was concerned with using three "talking points" as a platform: democratization, citizenship, and global concerns. The collection is divided into the following four chapters: (1) "Introduction"; (2) "Classroom Processes"; (3) "Curriculum"; and (4) "Autonomy." Articles found in the chapters, include: (1) "Improving Education--How to Get Further in Innovation?" (Knud Jensen; Ole B. Larsen; Stephen Walker); (2) "Sharing Influence with Pupils: Some Theoretical Considerations," (Knud Jensen; Ole B. Larsen; Stephen Walker); (3) "The Democratisation in the Classroom," (A. Rogacheva); (4) "Ungraded Primary School and Education for Citizenship," (Juhani Hytonen); (5) "Gender and Educational Disadvantage: Teenage Girls' Access to Discourses of Desire, Power and Injustice," (Pam Gilbert; Rob Gilbert); (6) "The Music Video as Educational Text," (Susanne V. Knudsen); (7) "Democratization, Citizenship and Action Competence," (Karsten Schnack); (8) "Innovation in Schools and Democratic Action Competence," (Ole B. Larsen); (9) "Citizen Entitlement and Everyday Experience: An Approach to Education for Citizenship, Democracy, and Global Concern," (Rob Gilbert); (10) "Some Questions of the Process of Democracy of Education in Russia," (Helena Kurakina); (11) "Educational Policy in Contemporary Estonia," (Lembit Turnpuu; Matti Piirimaa); (12) "Democratisation, Citizenship and International Education," (Knud Jensen); (13) "The School in Copenhagen. An Introduction to Grondalsvaengets Skole," (Per Flemming Jorgensen); (14) "School No. 825, Moscow" (Vladimir A. Karakovsky); (15) "Holy Trinity R.C. Secondary School, Birmingham" (Tom Temple); (16) "St. Bernadette's R.C.J./I School, Birmingham" (John Mcnally); and (17) "Project Democratisation, Citizenship and International Education" (Stephen Walker). (BT)

In this book, the chosen theme is the democratic school or, more precisely, the democratization of school processes. Democratization as a concept provides a firm basis for concocting a strong antidote to the norms, standards, and uniformity of the application of market logic to educational analysis and policymaking. By pointing the spotlight directly upon the "differences" between people and groups and how these are both something one has to deal with in some way or other and something that provides possibilities for fruitful, creative life chances, the debate is continually forced open about how to define the "three Es" of market principles in education--economy, efficiency, and effectiveness--as a basis for resistance. The book is divided into the following chapters: (1)"Democratic Action Research Entrances"; (2) "How Are Teachers Important?" (3) "Why Not Just Leave the School in Peace?" (4) "How to Create a More Democratic Lifestyle?" (5) "Making Classroom Practice a Theme"; (6) "Who Owns and Runs This Business?" (7) "Who Owns and Runs the Dialogue?" (8) "Teacher-Researcher Relationships--How Close Can They Be?" (9) "Co-operative Roles in Research and in Development"; (10) "How Can the Methods Be Used?" (11) "Sharing Power with Teachers"; and (12) "How to Get Further in Innovation." Contains a 73-item reference list. (BT)

The European Alcohol Action Plan stresses that health care systems, traditionally involved in the management of alcohol problems, must play a greater role in the detection and prevention of alcohol-related harm. Primary health care is seen as an important setting for identifying individuals at risk from heavy drinking and helping them to reduce consumption. It is also the major supporter of families and self-help groups, and acts as an advocate of public health for local communities. The book discusses strategies that can be adopted by primary health care providers in their everyday work with individuals and families, and examines the role of primary health care in providing interventions for hazardous and harmful alcohol consumption. The 14 chapters of the book cover: (1) the potential of primary health care; (2) the risk from alcohol; (3) effectiveness of brief interventions; (4) screening; (5) health education advice; (6) intervention; (7) barriers to implementation; (8) packages and protocols; (9) education and training; (10) family and friends; (11) community action; (12) alcohol policy; (13) targets; and (14) conclusion. Appendices include the "Alcohol Use Disorders Identification Test" (AUDIT) questionnaire and "Health Plan for Catalonia." (Contains 72 references.) (ND)

The Danish government asked a committee of experts to describe the problems and opportunities posed by the use of new technologies in Denmark's education system during the 1990s. The committee began by examining Denmark's educational system within the context of changes in the workplace, the economy, and technology. Three scenarios were developed that, together, constitute a framework for technology-supported learning: the time-independent learning model (learners study at home or in the workplace and maintain a continual dialogue with teachers and other learners); the simultaneously distributed learning model (learners can, thanks to satellite systems and videoconferencing) see and hear their teacher and carry on a dialogue with a teacher while studying individually or in groups); and the independent study model (students work alone with subject matter in an organized sequence of modules). The economic consequences of each scenario were analyzed and compared with those of traditional methods of educational provision. The committee concluded that technology-supported models of learning are well suited to meeting a substantial part of Denmark's future needs for lifelong education. (Twenty-four tables/figures are included. Appended are the following: terms of reference, composition, and calendar of the committee and agendas of two seminars conducted by the committee.) (MN)

This report by the Danish Ministry of Education begins with an outline of the Danish education system. The report generally discusses primary and lower secondary education, general upper secondary education, vocational education, and higher education before beginning more in-depth reports. The education system is undergoing constant changes due to the changes in Danish society. The government aims to maintain a high level of flexibility in order for the system to be able to adapt to changes and new goals, and to ensure a high level of educational standards in the population. The remainder of the report is divided into 2 sections. The first section is on the development in the individual major sectors from 1990-92. This section discusses the "folkeskole" or municipal primary and lower secondary school; the gymnasium or upper secondary school; vocational education and training; teacher training; the combined kindergarten, recreation center, and socio-educational teacher training program; and higher education. The second section discusses transversal initiatives including free institutions, open education, educational support, and international activities. (DK)

The Danish education system undergoes constant alterations due to the changes in the Danish society but maintains characteristic features through each educational reform. Section 1 provides a main outline of the education system for primary and lower secondary education, general upper secondary education, vocational education, and higher education. Section 2 describes vocational education and training as a highly developed democratic and dynamic system. Section 3 focuses on higher education and the contributory influence of students and the technical and administrative staff. Section 4 looks at Danish agricultural education, training, extension, and research. The fifth and final section presents internationally promising Danish research and education programs in the environmental area. (CK)

The first schools in Denmark were grammar schools run by the Roman Catholic Church until 1536 when the State took over the responsibility. The education system developed and expanded to include teacher training as well as folk high schools (folkeskole). At the end of the 1980s almost 17 percent of all schools providing primary and lower secondary education were run privately. The responsibility for the education system in Denmark rests with the State, the counties, the municipalities, and private individuals and institutions. The main features of the administration of the education system include Parliament, the Ministry of Education and Research, county councils, municipal councils, and individual educational institutions. Diagrams illustrate the educational system and the organization of the Ministry of Education and Research. Separate chapters present descriptions of each level in the Danish education system: (1) pre-school education; (2) primary and lower secondary education; (3) upper secondary education including general education and vocational education and training; (4) higher education; (5) teacher training; and (6) voluntary youth and adult education. After a description of the 13-point-marking-system used in primary and secondary education, an overview of student grants and loans shows how the State supports youth and higher education courses. Lists indicate three educational bodies with special tasks, the total number of educational institutions in 1987, and the educational courses and employment rates for 1988 and 1989. (CK)

This booklet reviews the past 20 years, during which Denmark has been committed to the inclusion of children with disabilities in normal school environments (Folkeskoles) when parents wish. The booklet notes the school reform measure enacted in 1969 and the situation prior to 1969. It briefly addresses the following topics: first attempts at integration, developments in the 1970s, the development of special education, statistical data, other areas of education, prerequisites of integration, choice of educational method, teacher attitudes, the Danish teaching concept, resources, various groups of students with disabilities, limits to integration, parent rights, and principles of future development. (DB)

Because about 50 percent of the Danish work force have not completed any formal course of vocational education and job training, continuing training efforts are needed. Such training is especially needed by the unemployed. Several research reports have shown that continuing training activities are characterized by proliferation and diversity. The studies have shown that persons who have achieved a higher level of training are more likely to participate in continuing training. However, unemployed people and those workers who have participated only modestly in job training also have a great need for job training, a need that often goes unfilled. Additionally, studies have shown that providing training for present labor markets is not enough; instead persons must be trained for changing conditions and therefore must undergo training continually. Public continuing training efforts should be expanded in the field of further education, with special attention to the needs of small and medium-sized businesses. Such an intensified training effort should be considered as a core element in public policy. There is a special need for better training methods, better coordination of information on training possibilities, strengthening the motivation of those who need training, and cooperation between various companies and agencies in providing training. (An appendix to the report contains a survey of the adult education possibilities in Denmark.) (KC)