Ongoing Debates and future developments

In April 2006 the Danish Government launched a new "Strategy for Denmark in the Global Economy". The strategy contains 350 specific initiatives directed towards improving education, re-search and entrepreneurship and the overall conditions for growth and innovation in the society. The main objectives on the educational front are that all young people should complete a general or voca-tional upper secondary education program, that at least 50 % of all young people should complete a higher education program and that education and training programmes should be top quality at all lev-els. Among the key initiatives in the university sector are:

The basic funds of universities should be distributed according to quality Government research institutions should be integrated in universities

All university programmes should be evaluated according to international standards. A new independent accreditation body will be established for that purpose

Bachelor programmes should lead to better job opportunities Systematic dialogue with employers

The number of PhD scholarships should be doubled Special Master’s programmes for outstanding students

Legislative initiatives have already been taken on several on the above initiatives.

6.3. Specific Legislative Framework

6.3.1. Short- and medium cycle higher education

In general the Ministry of Education is responsible for short- and medium-cycle higher educa-tion. The legislation contains general provisions regarding the aims and framework of education, fund-ing, structure and in some cases curricula, examinations and staffing.

The legislative basis for the short-cycle non-university education programmes (KVU) is the Act on Short-Cycle Education ("29/12/1997 Lov om korte videregående uddannelser (erhvervsa- kademiuddannelser") (the vocational academy programmes) of 1997, which authorises the Ministry to lay down regulations for the programmes.

The legislative basis for the medium-cycle non-university education programmes (MVU) at institutions placed under the Ministry of Education is the new Act on Medium-Cycle Non-University Education of 2000 ("31/05/2000 Lov om mellemlange videregående uddannelser"), which authorises the Ministry of Education to lay down regulations for the programmes.

The act provides the medium-cycle non-university higher education programmes with a com-mon framework. The purpose of the new legislation is to improve the possibilities to develop the qual-ity of the already existing education programmes, and to develop new programmes in order to respond to the changing needs of the employment market.

6.3.2. Long-cycle higher education:

The legislative framework for the study programmes at universities is "the Act of Universities" of 2006 ("LBK nr. 280 af 21/03/2006 – Bekendtgørelse af lov om universiteter"). "The Act of Universities" authorises the Ministry of Science Technology and Innovation to lay down general regulations for the programmes at university, such as titles and admission. "The University Act" does not contain any provisions regarding the structure and content of the programmes. The Act contains general provision regarding the general structure of programmes ie. Bachelor, Master and Ph.D. etc.

"The Act of Universities" is supplemented by a number of ministerial orders, such as " the Min-isterial Order on University Admission" (Adgangsbekendtgørelsen - BEK nr. 362 af 20/05/2005), which lays down the overall conditions for admission on Bachelor and Master level, "the Ministerial order on Bachelor and Master’s programmes (candidates) at universities" (Uddannelsesbekendtgørelsen - BEK nr. 338 af 06/05/2004), which describes the overall objectives for the different Bachelor and Master programmes at university and "The Ministerial Order on University Examinations" (Eksamensbek- endtgørelsen - BEK nr. 867 af 19/08/2004), which lays down the overall conditions for university tests and examinations on Bachelor and Master level.

Provisions concerning the PhD-degree are found in ministerial order no. 114 of 8 March 2002 (BEK nr. 280 af 21/03/2006) on the PhD-degree and in the supplementary provisions, which the indi-vidual faculties and subjects have formulated in general study programmes in each of their respective areas.

6.4. General Objectives

The higher educational system on tertiary level is divided into short-cycle education pro-grammes, medium-cycle education programmes, long-cycle education programmes and institutions for the education in arts. In the following the general objectives of all four divisions will be presented.

6.4.1. Short-cycle higher education

Short-cycle higher education (non-university level) includes programmes mainly in the com-mercial and technical fields. Diplomas in short-cycle programmes are awarded after typically 2-year vocational academy programme erhvervsakademiuddannelse building upon either relevant vocational education and training (plus adequate general upper secondary courses) or general upper secondary education/commercial and technical upper secondary education.

Apart from theoretical subjects, programmes are usually completed with a three-month project. The fields of study are for example: agriculture, textile and design, food industry, construction, hotel and tourism, computer science, industrial production, laboratory technician, IT and communication and international marketing. Students may, on certain conditions, be awarded credits when they continue in a medium- or long-cycle higher education programme

It is the aim of the programmes to qualify students for the performance of practical, vocational tasks on an analytical basis. The programmes are furthermore to be organized in such a way that they will meet the general needs for vocational qualifications. Furthermore it is the aim of the short-cycle programmes that the graduates find employment at specialist or middle-management level.

6.4.2. Medium-cycle higher education

Diplomas are awarded after a 3- to 4-year programme at a level corresponding to a university Bachelor programme offering professionally oriented programmes (Professional Bachelor):

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The Academy Profession Degree (AP degree) (Danish title: profession +(AK)) is awarded after two years of study (120 ECTS points)

The Professional Bachelor’s degree is awarded after 3 to 4 1/2 years of study (180-270 ECTS points) at the level corresponding to that of university Bachelor’s programmes.

The medium-cycle programmes usually prepare students for a specific profession. Examples are: Teacher training programmes, programmes in social work, journalism, nursing, engineering etc. and gives the title professionsbachelor

The Profession Bachelor degrees are awarded on completion of programmes that meet a number of criteria, such as research and development.

These programmes provide students with theoretical knowledge as well as knowledge of appli-cation of theory to professions and industry. All programmes include compulsory periods of practical training/in-service training and require the submission of a project/project paper.

Most programmes give access to further studies in the same field, i.e. a Master programme or, on certain conditions, a specific Master programme.

6.4.3. Long-cycle higher education

The main objectives of the universities are according to "the Act on Universities" to conduct re-search and offer research-based education at the highest international level. In doing so the universi-ties shall ensure a balanced relationship between research and education, on a regular basis screen for the relevancy of its research and educational disciplines, prioritise and develop them further, and disseminate knowledge of scientific methods and results. The universities shall furthermore collabo- rate with society and contribute to the development of international collaboration. The universities sci- entific and educational findings should in this way contribute to the further growth, welfare and devel- opment of society. Finally the universities shall contribute to ensuring that the most recent knowledge within relevant disciplines is made available to non-research oriented higher education.

6.5. Types of Institution

Higher education comprises a university sector and a college sector, i.e. the professionally ori-ented higher education sector and there are four types of institutions offering higher education pro-grammes:

Academies of professional higher education (offering short-cycle programmes) Colleges (offering medium-cycle programmes)

Universities (offering long-cycle programmes) Institutions for educations in the arts

6.5.1. Short – and medium-cycle higher education

The college sector approximately 100 specialized institutions of higher education.

About one-third offering short-cycle programmes (Academy Profession Degrees). Colleges of-fering Academy Profession degrees have formed Academies of Professional Higher Education

erhvervsakademi as a framework for regional cooperation. Two-thirds offering medium-cycle professionally oriented programmes. Colleges offering professional Bachelor’s Degrees have merged into more comprehensive Centres for Higher Education . Colleges often cooperate closely with each other or with universities. All CVU study programmes are research-affiliated. As from 2005, CVUs fulfilling certain quality criteria may be awarded the label of University College.

Apart from a few exceptions, all further technical and commercial education programmes are offered at technical colleges, business colleges, and agricultural colleges respectively, i.e. the same institutions

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which offer vocational education and training and vocationally oriented general upper sec-ondary programmes (see chapter 5), which generally constitute the foundation of the short-cycle higher education programmes.

6.5.2. Long-cycle higher education

The new university structureincludes 8 universities, 5 of which are multi-faculty universi-ties. The other 3 universities specialize in fields such as engineering (The Technical University of Denmark), information technology (The IT University) and business studies (Copenhagen Business School).

6.5.3. Educations in the arts

Tertary education programmes in the arts are offered at 21 institutions under the auspices of the Ministry of Culture. The institutions are highly diversified, and offer programmes within music, crea-tive art, architecture, dance, theatre etc. The institutions are either self-governing or state-owned.