1. Dual Vocational education in Denmark - how does it work
Presentation by Roland Østerlund

2. Labour markets and their TVET systems

5. STAKEHOLDER INVOLVEMENT AND MANAGEMENT
The Danish IVET system is decentralised and characterised by a high degree of stakeholder involvement.
- The Ministry of Education, social partners, vocational colleges, companies, teachers and trainees are involved
in a continuous dialogue about the development of the Danish IVET system.
The Ministry of Education has delegated responsibility and authority to the social partners and the
vocational colleges on the basis of an overall principle of four levels of management-by-objectives:
1. The political level is responsibility for drawing up the framework and ensuring the necessary resources.
2. The social partners are responsible for developing the IVET system and making sure that the content of the
programmes and the acquired qualifications meet the demand of the labour market.
3. The providers (vocational colleges/companies) are responsible for planning and providing the programmes.
4. The students are responsible for their own education and training pathway.
The role of the Ministry of Education
Responsible for education policies.
Lays down the overall objectives for the IVET programmes and provides the framework within which the
stakeholders can adapt the curricula and methodologies to the needs of the labour market and the students.
Responsible for approving new IVET qualifications and approving the colleges providing the IVET programmes.
Draws up the regulations on the individual IVET programmes in co-operation with the trade committees.
Responsible for inspection, monitoring and quality assurance. (NOTE: se evt. slide 11 og slide 13 (del 1))
The role of the social partners
The social partners are active at all levels of the Danish IVET system and are represented in a number of councils and committees acting at local, sectoral and national level:
The Advisory Council for Initial Vocational Education and Training
Aims to advise the Ministry on all matters concerning the IVET system.
Responsible for monitoring labour market trends and the IVET programmes and on this basis make
recommendations for innovation and improvements of the IVET system.
Comprises 20 members from the social partners, school leader and teacher associations and people appointed
by the Ministry of Education
The national trade committees (58 in 2005) – equal representation of employers and employees
Provide advice about specific IVET qualifications relevant to their sector and the content, structure, duration
and evaluation of the programmes.
Responsible for a continuous adaptation and development of the programmes in relation to the needs of the
labour market, at national as well as local levels.
Responsible for approving and inspecting companies that want to take on trainees.
Responsible for the journeyman’s test and for issuing certificates to the trainees in technical IVET programmes.
The local training committees – representatives from local social partners, the college, teachers and students
Assist the vocational colleges in the local planning of the IVET programmes.
Provide advice on all matters concerning training and are responsible for strengthening the contact between
the colleges and the local labour market.

12. Principles of social dialogue – according to the OECD
The national and local trade committees act as “steering groups”, involving social partners as “owners” of the process.
The social partners, VET organisations and the administration share the responsibilities for “tuning” VET into the needs of the future.

13. Principles of social dialogue – according to the OECD 2
High levels of social capital enable the informal adaptability of the system.
It denotes commitment to common values, and often to common objectives.
The good relationships between Employers and Unions are evident.
They share a sense of common ownership of the VET system, and a commitment to maintaining and improving it.

14. Principles of social dialogue – according to the OECD 3
Dominant culture is one of collaboration