2025

New initiatives to improve the foreign language education programmes

The Danish Minister for Higher Education and Science implements DKK 68 million to initiatives which aim at improving young people’s foreign language skills and preparing them for a new world order.

The new global situation entails that Europe has become more important for Denmark’s international cooperation and has emphasised the importance of cooperation and the ability to understand each other across the European continent.

In light of this, a new foreign language package contains initiatives to improve foreign language instruction at the primary and lower secondary teacher training programme and the universities so students can practice their foreign language skills to ensure they are better prepared to use foreign languages in their professional life.

In addition, more students should be given the opportunity to supplement their non-linguistic education programme with special foreign language courses. For instance, this entails that the law student can obtain French language skills to work for the EU or the engineering student can benefit from an understanding of German language and culture.

The new foreign language package contains the following initiatives:

• DKK 26 million to increase the number of hours allocated to practical language training at the university education programmes offering German, French, Spanish and Italian.
• DKK 11 million to increase the number of hours allocated to practical language training in the subjects German and French at the primary and lower secondary teacher training programme.
• DKK 4 million as a special grant to establish small French classes at the primary and lower secondary teacher training programme.
• DKK 24 million to improve opportunities for students at the universities to acquire supplementary foreign language skills.
• DKK 3 million to improve the development of didactics within foreign languages at the universities.

For more information (in Danish), please consult the Ministry of Children and Education's website: Nye initiativer på sproguddannelserne skal ruste de studerende til en ny europæisk virkelighed.

Government proposal for a new marking scale

The Danish government proposes to introduce a new marking scale to remove the big leap in the middle of the current marking scale, to remove the current negative mark (-3) and to focus on what the pupils and students can do instead of deficiencies in their performance.

Background

Experts have highlighted a number of challenges with the current 7-point marking scale. For instance, it has been highlighted that children and young people experience that the current marking scale contributes to a zero-error culture.

A central challenge is the big leap from the mark 7 to the mark 10, which entails that pupils and students only regard 10 and 12 as good marks and regard a 7 or 4 as having a negative impact on their total average mark.

A new 8-point marking scale

Therefore, the Danish government proposes to replace the current 7-point marking scale with a new 8-point marking scale without big leaps in the middle of the scale and without minus marks.

The government proposes to:

• Replace the current mark 7 with the marks 6 and 8
• Remove the mark -3 as it represents an unnecessary negative signal to pupils and students. The current -3 and 00 marks will be replaced with 00 and 01.

The new marking scale will still include two ‘fail’ marks to clearly indicate whether a performance is close to or far away from a ‘pass’. The government proposes the following new scale: 00, 01, 02, 4, 6, 8, 10 and 12.

Furthermore, a new marking scale should be able to recognise extraordinary performances by adding a star to the mark 12. The star will not affect the total average mark.

New descriptions

In addition, it is important for the government that the assessment of pupils and students is based on a marking scale that focuses on the positive and what the individual is good at. The marking scale should support a positive learning culture. 

Therefore, the government proposes to adjust the descriptions attached to each mark. It must be clear that the mark is given based on what the pupil or student is good at instead of deficiencies in their performance.

The ensuing process

The government aims to implement the new marking scale at all upper secondary education programmes and all adult and continuing education and training programmes from August 2030 and in primary and lower secondary schools and higher education from the beginning of the school year 2031/2032.

The new marking scale has not been adopted yet. The government will enter into negotiations about the new marking scale.

For more information (in Danish), please consult the Ministry of Children and Education's website: Regeringen præsenterer ny karakterskala, der skal mindske karakterpres.

Agreement on a reform of the professional bachelor education programmes and the academy profession programmes

The Danish government and seven opposition parties in the Danish Parliament have agreed on a reform of the academy profession programmes (short cycle) and the professional bachelor education programmes (first cycle). The reform is part of a comprehensive reform plan for the whole education system.

The main purpose of the reform is to enhance the quality and the academic level at the education programmes.

Quality enhancement at the professional bachelor education programmes and academy profession programmes

To improve the quality of the education programmes and make them more attractive for students, the reform prioritises about DKK 2 billion annually to the education programmes. This will ensure, among other things, that students receive more lessons, more feedback, instruction in smaller classes, more practice-based instruction or workplace and simulation instruction as well as enhanced opportunities for lifelong learning and continuing professional development.

As part of the quality enhancement effort, the reform also includes initiatives aimed at improving the work placement during the education programmes. This may include the following initiatives:

• Strengthening the cooperation between the training places and education institutions;

• Improving the connection between theory and practice at the education programmes;

• Ensuring more support and guidance for the students during their work placement.

Furthermore, the reform includes a separate effort to enhance the quality of the education programmes that are directed at central functions in the welfare sector such as pedagogues, social workers and nurses.

New organisation of the academy profession programmes

The reform includes a number of changes in the current organisation of the academy profession programmes:

• The current top-up education programmes with a duration of 1.5 years for graduates from the academy profession programmes will be phased out;

• New, three-year professional bachelor education programmes will be established to replace the current separate process where students complete a two-year academy profession programme followed by a top-up education programme;

• Approximately 15-20 per cent of the current number of study places at the academy profession programmes will be rearranged as professional bachelor education programmes.

Flexible pathways to welfare-related education programmes

The reform includes improved opportunities for persons with relevant work experience or academic qualifications to train as a teacher, pedagogue, nurse or social worker through merit-based education programmes that award credit for prior learning. The reform will:

• Remove the tuition fees at the current merit-based pedagogue and teacher training programmes;

• Establish merit-based programmes without tuition fees for nurses and social workers.

Opportunities for practice-oriented continuing and further education and training

From 2030, there will be established new opportunities for tuition-free, practice-oriented continuing and further education and training so graduates can enhance their qualifications later in life. It will be possible to participate full-time while receiving state educational grants or part-time without state educational grants.

Furthermore, the reform establishes two new continuing education and training programmes:

• For graduates from academy profession programmes, the reform establishes new, one-year top-up programmes. By completing the new top-up programme, the graduate can obtain an education at professional bachelor level (first cycle);

• For graduates from professional bachelor education programmes, the reform establishes new, practice-oriented professional master programmes targeted complex tasks in the welfare sector. The professional master programmes will be placed at the same level as master degree programmes at the universities (second cycle).

More international students

To increase the intake of international students, the reform will also enable education institutions to establish 800 new study places at professional bachelor education programmes and academy profession programmes taught in English. The new study places will be established outside the biggest cities and within the STEM/IT area.

The different initiatives in the reform will be implemented gradually towards 2030.

For more information (in Danish), please consult the agreement: Reform af professionsbachelor- og erhvervsakademiuddannelserne i Danmark. 

2024

Initiatives to improve conditions for students with functional impairments and disabilities in higher education

With the political agreement on a reform of the university education programmes, DKK 10 million were set aside annually to improve conditions for students with functional impairments and disabilities. Against this background, the Danish government and four opposition parties have agreed on the following initiatives:

• Improving the guidance at Study and Career Guidance Denmark by establishing guidance options targeted young people with functional impairments and disabilities and organising workshops on the transition to higher education;

• Assigning the Student Counselling Service with a research centre function to strengthen and further develop inclusive learning environments. For instance, by creating tools and concepts to improve learning frameworks for students with functional impairments and disabilities so they can participate in the instruction on equal terms with their fellow students. 

The initiatives are based on recommendations from the work group that has been commissioned to present recommendations on how to implement the DKK 10 million set aside in the political agreement on a reform of the university education programmes. 

The work group’s recommendations are based on their report from 2022, which shows that the number of students with functional impairments and disabilities has increased and that students with functional impairments and disabilities experience challenges such as higher unemployment, higher dropout rates, longer average time of completion, and lower well-being.

The work group consists of representatives for higher education institutions, student organisations, Disabled People’s Organisations Denmark, and the Danish Association of Youth with Disabilities.

For more information (in Danish), please consult the Ministry of Higher Education and Science’s website. 

DKK 45 million to educational projects and activities aimed at improving digital competences

As part of the Danish government’s digitalisation strategy from November 2023, two funds have been set up to support projects and activities by higher education institutions that aim to strengthen digital competences. The purpose of the funds is to support the increasing demand for IT competences at the Danish labour market through higher education.

The higher education institutions can apply for two different funds to finance projects and activities aimed at strengthening digital competences:

1. Funds for strengthening teachers’ and students’ digital knowledge, understanding, and competences;

2. Funds for supporting the increasing demand for specialised IT competences at the Danish labour market.

The first fund consists of DKK 35 million. The funding is given to projects and activities such as continuing education and training of teachers, development of ordinary education programmes and continuing education and training activities with a focus on digital competences, and cooperation and networking activities aimed at sharing experiences and distributing knowledge about digital competence development.

The second fund consists of DKK 10 million. The funding is given to projects and activities such as continuing education and training targeted IT employees and projects aimed at attracting international students and encouraging them to stay in Denmark after completing their education programme.

The higher education institutions develop and define the concrete projects and activities in their applications for the funds.

The funding will be implemented in 2024.

For more information (in Danish), please visit The Ministry of Higher Education and Science. 

Agreement on the adjustment of student intake at academic bachelor’s degree programmes

In June 2023, the Danish government and four opposition parties agreed on a reform of the Danish university education programmes, which included an adjustment of the intake of students at academic bachelor’s degree programmes. In April 2024, the contracting parties agreed on the degree to which the different universities must reduce their intake of students at academic bachelor’s degree programmes in the period 2025-2029.

The purpose of adjusting the student intake at academic bachelor’s degree programmes is to ensure a more balanced intake of students at the different types of higher education programmes, including more applications for professional bachelor’s degree programmes such as the programmes training nurses, teachers, and pedagogues.

The reduction in student intake at the different universities is determined according to a number of political considerations, mainly the unemployment rates among graduates from the universities. This entails that universities with the highest unemployment rates have to reduce their student intake more than universities with lower unemployment rates.

However, the agreement takes different considerations into account, including the wish to ensure education programmes outside the four biggest cities. This entails that the universities’ regional activities on bachelor’s degree programmes outside the four biggest cities are exempted from the reduction.

The main points from the agreement on adjustment of student intake are:

• In total, the eight universities must reduce their intake of students in the period 2025-2029 by ten per cent compared to the average intake of students in the period 2018-2022. This entails that 2,654 fewer students will be admitted to academic bachelor’s degree programmes in 2025-2029 compared to 2018-2022;

• The eight universities have to reduce their student intake with 6.5 to 14.1 per cent in the period 2025-2029;

• Roskilde University and Aalborg University have to reduce their study places by the largest percentage (14.1 and 9.5 per cent respectively), while the Technical University of Denmark and the IT University of Denmark have to reduce their study places by the lowest percentage (6.5 and 6.7 per cent respectively).

The reduction of student intake will be adapted every five years based on the demographic development to ensure that the number of study places at the universities keep abreast of the number of young people, which is declining.

For more information (in Danish), please visit the Ministry of Higher Education and Science's website. 

2023

Agreement on a reform of the State Educational Grant and Loan Scheme in higher education

The Danish government and three opposition parties in the Danish Parliament have agreed on a reform of the State Educational Grant and Loan Scheme in higher education. The purpose of the reform is to ensure an alignment of the official duration of education programmes and the grant amounts.

The reform will apply to students admitted to a new higher education programme in the summer of 2025 and onwards and will encompass the following initiatives:

• Students can be awarded state education grants for the prescribed period of study for the higher education programme. Currently, students can be awarded 12 monthly study grants in addition to the prescribed period of study;

• The maximum monthly study grants will be reduced from the present 70 monthly study grants to 58 monthly study grants. This means that students can receive state education grants for a maximum of five years and not the current six years;

• All students can take out a ‘final loan’ if they have used all their state education grants and have 24 months or less left of their higher education programme;

• Students with disabilities and students who are a single parent can obtain 12 additional monthly study grants. In total, 70 monthly study grants;

• To ensure more flexibility for students with disabilities, the requirements for active participation in their studies will be adjusted, so the students can reduce their study load without loosing their right to state education grants.

For more information (in Danish), please visit The Ministry of Higher Education and Science's website.

New digitalisation strategy: Improved IT competencies for all education levels

The Danish government has presented a new digitalisation strategy, which includes initiatives at all levels in education. The strategy aims to ensure that the Danes’ digital competencies keep abreast with the rapid technological development.

The strategy addresses a number of future opportunities and challenges and how to overcome these. One of the challenges the new digitalisation strategy addresses is the shortage of employees with specialised IT competencies in the Danish business sector.

The strategy includes the following initiatives in the area of education:

• Introduction of a new optional subject in primary and lower secondary education called Technology comprehension. The purpose of the new subject is to provide the pupils with knowledge about digital tools and practical experience with the technology;

• Technology comprehension as a new core competence among teachers to ensure that the teachers are qualified to teach the pupils in technology comprehension;

• Improving the lecturers’ qualifications and developing the digital curriculum in higher education to improve the graduates’ digital knowledge, understanding and competencies;

• Strengthening the adult and continuing education and training activities within the IT area;

• Ensuring that the international students remain in Denmark after completing their education by strengthening the IT part-time master’s degree programmes, where the student works while studying.

For more information (in Danish), please visit The Ministry of Higher Education and Science. 

61,382 students have been admitted to higher education institutions

61,382 students have been admitted to higher education institutions as of July 28 2023. This represents a two per cent increase compared to 2022. Of the 61,382 admitted students, 82 per cent were admitted to their first priority.

The rise in enrolment can be attributed, in part, to a significant increase in admissions to the STEM programmes (Science, Technology, Engineering and Mathematics). Furthermore, there has been a substantial increase in enrolments for programmes taught in English compared to 2022.

Key trends in the admission to higher education institutions in 2023:

• Enrolments in major welfare-related programmes (Nursing, Teaching, Social Education and Social Work) are generally consistent with 2022 except for a five per cent decrease in the case of the Social Education programme;

• Enrolments have increased by three percent for bachelor’s programmes and six per cent for vocational academy programmes, while enrolments for professional bachelor’s programmes are unchanged;

• STEM programmes have experienced a five per cent increase;

• IT programmes have seen an increase of ten per cent;

• Enrolments in programmes taught in English have risen by 21 per cent;

• Outside the four largest cities, enrolments in higher education programmes have increased by six per cent.

For more information, please visit The Ministry of Higher Education and Science.

Agreement on a reform of the Danish university education programmes

On 27^th June, the Danish government and four opposition parties in the Danish Parliament agreed on a reform of the Danish university education programmes. The reform includes new master’s degree programmes, improved opportunities for further education and more international students.

New master’s degree programmes

The majority of the master’s degree programmes remains as ordinary two-year 120 ECTS master’s degree programmes, while 30 per cent of the programmes are to be restructured. Of the 30 percent:

• 10 percent of the master’s degree programmes are to be restructured as 75 ECTS master’s degree programmes with a duration of one year and three months;

• 20 percent of the master’s degree programmes are to be restructured as 75 or 120 ECTS part-time master’s degree programmes, where the students are employed alongside their studies.

The agreement does not determine which master’s degree programmes that are to be restructured. A committee comprised of representatives from the universities, the students and the Ministry of Higher Education and Science will propose which master’s degree programmes they think should be restructured. The committee is expected to submit its proposals in October 2024.

Adjustment of the intake at academic bachelor’s degree programmes

To ensure a more balanced intake of students at the different types of higher education programmes, the agreement also includes a maximum limit on the number of students admitted to academic bachelor’s degree programmes. According to the agreement, the intake of students to the academic bachelor’s degree programmes will be reduced by eight per cent from 2025.

The objective is, among others, to ensure that more students apply for the professional bachelor’s degree programmes such as the programmes training nurses, teachers, and pedagogues.

Improved opportunities for further education

In addition, the agreement includes improved opportunities for further education for graduates from the 75 ECTS master’s degree programmes. This includes:

• Attractive opportunities for the graduates to return to university and study subjects, modules and specially developed master’s courses;

• Special master’s certificates after completed further education activities at the universities corresponding to 45 ECTS;

• Significantly lower tuition fees within the existing adult continuing education and training system;

• The opportunity to study a new master’s degree programme full-time after two years at the labour market to the extent that there are available study places at the programme.

More international students

The agreement also entails more international students by increasing the number of English student places:

• From 2024 to 2028, the universities can establish 1,100 English study places at the ordinary 120 ECTS master’s degree programmes every year;

• From 2029, the universities can establish 2,500 English study places at the ordinary 120 ECTS master’s degree programmes every year.

Furthermore, it is the ambition of the political parties behind the agreement that half of the study places at the part-time master’s degree programmes are to be filled by international students.

The agreement also describes how the implementation of the reform will be financially supported including investments.

For more information (in Danish), please consult the Ministry of Higher Education and Science’s website and the agreement.

New educational programme is to contribute to more pedagogues

From the summer of 2023 it is possible to attend a new pedagogue training programme with award of credit for prior learning (meritpædagoguddannelse via sporskifte) at University College of Northern Denmark in Aalborg. It is a so-called sporskiftemodel, where the students can build upon their academic education with a pedagogue training programme while simultaneously working in a day-care centre or a school.

The programme’s target group is adults over the age of 25 with a higher education qualification at bachelor’s level as a minimum that wishes to change profession. The programme has a duration of two and a half years, which is one year less than the ordinary pedagogue training programme.

At the programme, students work 30 hours a week in a day-care centre or a school. In this way, the students obtain practical experience with the profession while studying. The students are paid for their work and are not entitled to state educational support for adults. The students pay tuition fees.

The sporskiftemodel was first introduced in Copenhagen in 2021 at University College Copenhagen. Today, the programme is offered in Copenhagen, Aarhus and Odense where it is in demand.

The purpose of the sporskiftemodel is to recruit more pedagogues in a time with shortages of qualified staff in the day-care centres and schools.

The University College of Northern Denmark expects to educate 25-30 pedagogues a year with the new pedagogue training programme (meritpædagoguddannelse via sporskifte).

For more information (in Danish), please visit The Ministry of Higher Education and Science.

Government green paper on a reform of the master’s degree programmes at the universities

The Danish government has presented a green paper on a reform of the master’s degree programmes at the universities. The proposal is part of a comprehensive reform plan for the whole education system.

The objective of the reform proposal is to future-proof the Danish education system.

Presently, the focus is on reforming the master’s degree programmes at the universities. Later on, the government will present green papers on a reform of, among others, the primary and lower secondary education, the vocational education and training programmes and the professionally oriented education programmes, including the welfare education programmes (that is the programmes training nurses, social workers, teachers and pedagogues).

New and more flexible master’s degree programmes

The government proposes new and more flexible paths through university with varying lengths, different degrees of specialisation and new opportunities for further education.

The government proposes the following four new master’s degree programmes:

1. Master’s degree programmes with a duration of one year and three months with a clear labour market focus;

2. Master’s degree programmes with a duration of two years with a higher degree of specialisation;

3. Master’s degree programmes with a duration of two and a half years to three years with a high degree of specialisation;

4. Flexible part-time master’s degree programmes with varying lengths where the students are employed alongside their studies.

The new master’s degree programme with a duration of one year and three months are to be offered within all branches of study. The majority of the new study places is to be offered within humanities and social science, whereas a lesser part is to be offered within natural science, health science, and technical studies.

Improved opportunities for further education

In addition, the government wishes that more people participate continuously in education throughout their work life.

To ensure this, the government proposes developing new continuing education and training courses at master’s level, which are organised so that the students’ life situation is taken into consideration. For example, the courses can be organised as evening classes or take place during weekends. The government also proposes improved opportunities for further education for graduates from the new master’s degree programme with a duration of one year and three months. The government proposes the following:

• Graduates can return to university and participate in subjects, modules, special master’s courses or a new master’s degree programme;

• Significantly lower tuition fees within the existing adult continuing education and training system;

• Graduates can complete a second master’s degree programme on full-time after two years at the labour market.

More international students

Furthermore, the government proposes to increase the number of international students in areas where the Danish business world calls for a highly educated labour force. The government proposes the following:

• The universities establish 1,100 English study places every year from 2024 to 2028 and 2,500 study places every year from 2029;

• The universities establish part-time master’s degree programmes in English within areas where it is possible to recruit highly qualified foreign labour.

The development of the master’s degree programmes will take place in cooperation with the relevant stakeholders, including the universities, the artistic higher education institutions, the students, and the business sector.

For more information (in Danish), please consult the green paper: Forberedt på fremtiden I.