Skip to main content
European Commission logo

Eurydice

EACEA National Policies Platform:Eurydice
Ongoing Reforms and Policy Developments

Denmark

14.Ongoing Reforms and Policy Developments

Last update: 27 November 2023

This chapter provides a thematic and chronological overview of national reforms and policy developments since 2021.

The introduction of the chapter describes the overall education strategy and the key objectives across the whole education system. It also looks at how the education reform process is organised and who are the main actors in the decision-making process.

The section on ongoing reforms and policy developments groups reforms in the following broad thematic areas that largely correspond to education levels:

  • Early childhood education and care;
  • School education;
  • VET and adult learning;
  • Higher education;
  • Transversal skills and employability.

Inside each thematic area, reforms are organised chronologically. The most recent reforms are described first.

Overall national education strategy and key objectives

Provision of high quality education at all levels are essential to ensure competitiveness in today’s global society. Thus, Danish education aims to ensure that all young people acquire knowledge and competencies, which will qualify them to take an active part in society and contribute to its further development.

In Denmark, education is based on a number of fundamental principles, among others equal and free access to tuition-free education for all, lifelong learning, high standards, relevance, active participation, and project work.

With regard to children of the compulsory education age, the Danish constitution specifically states that these children are entitled to tuition-free education in the Danish public school (Folkeskole).

The present government has presented a number of political visions within the area of education.

Overview of the education reform process and drivers

The educational policy-making and reform process in Denmark is most often initiated by the Danish government and carried out in the Ministry of Children and Education, the Ministry of Higher Education and Science and the Ministry of Culture. Input is provided from different stakeholders, including government, regional and local authorities, non-governmental and non-profit organisations, employers and employee unions, and businesses.

References

Bibliography

Ministry of Higher Education and Science, 2022: Principles for education in Denmark. [Accessed 12 October 2022]

Regeringen (the Government), 2021: Denmark can do more I (Danmark kan mere I). [Accessed 12 October 2022]

Regeringen (the Government), 2022: Denmark can do more III (Danmark kan mere III). [Accessed 12 October 2022]

Regeringen (the Government), 2022: DK2030: A greener, more secure and stronger Denmark 2030 (DK2030: Et grønnere, sikrere og stærkere Danmark 2030). [Accessed 12 October 2022]