Stakeholder Survey Overview
As part of our research we carried out a survey of Education & Training stakeholders. Find the results of this survey below or download it..
Legislation & Policy Overview
The following section gives an overview of the national PHE environment within Denmark. The profile was completed by European Association of Institutions in Higher Education (EURASHE).
Section A: General Profile of PHE
1. How is PHE defined in your country?
§ 3 Academies of Professional Higher education offer professional higher education programmes and related continuing education. The teaching can be done by the academies themselves or as outsourced teaching. The Academies must meet the demand for skilled workers in both the private and the public sector and the programmes must be at an international level of professionalism. § 5 The academy will: develop existing and new professional higher education programmes and related continuing education; to carry out development and undertake research center functions. The Academy shall – via national and international collaboration, and development of knowledge and skills – contribute to regional and national development and growth of businesses and professions, the remote areas included. Stk. 2 Academies of Professional Higher Education, University colleges, Engineering colleges and Universities must cooperate strategically and concrete. Academy may also cooperate with other relevant research institutions. Academies are also collaborating with the relevant businesses and professions. § 6 Academies of Professional Higher Education may be responsible for – in partnership with a university college in the region where the academy belong – meeting the demand technical and business professional bachelor programs and the related continuing education in the region or part of the region. § 3 A University College is responsible for providing and developing higher education and in-service training, at an international academic level responds to the need for skilled workers in both the private and public sectors. Stk. 3 A university College must ensure that the study programmes are profession-and development-based, inter alia, through collaboration with relevant research institutions in accordance with § 5, paragraph. 2…§ 4 University College shall meet the demand for professional education and in-service training related to the region in which University College belongs. her to cover the region or geographical area needs for one or more vocational education and continuing education. Stk. 4 University colleges must meet student needs for a variety of educational and study environments with different identities and cultures. § 5 University College must develop existing and new professional study programems and continuing education in related activities; carry out development; and undertake research center functions. It shall through national and international cooperation; and knowledge and skills development also contribute to regional and national development and growth of businesses and professions, remote areas included. stk. 2 University colleges and Universities must cooperate strategically and concrete. University College shall also cooperate with other relevant research and with the relevant trades and professions. § 5 a University College may perform the tasks listed in § § 4 and 5, relating to supply and development of technical and commercial professional training and continuing education related, in partnership with one or more Academies of professional Higher Education in the region where the University College belongs, see § 6 of the academies of professional higher education.
1.1 What is your nationally recognised definition of a PHE Institution?
No answer provided.
1.2 Are there any specific requirements towards PHE Curriculum/Course?
§ 2 AP degree programmes must provide the graduates with knowledge and understanding of the disciplines’ practice, applied theory and methodology at a level that qualifies to independently analyze and assess problems. Stk. 2 the study programme must qualify the graduates to undertake practical functions in companies. The study programme must also develop independence, interpersonal skills and ability to innovate and develop the interest and ability to participate actively in a democratic society. The AP degree must qualify to relevant further education. § 3 The Professional Bachelor programme must provide the graduates with knowledge and understanding of the disciplines’ practice, applied theory and methodology at a level that qualifies to independently analyze and assess problems. The programme must also provide a basis for self-reflection on the connection between the subject areas and development based knowledge and professional functions. Stk. 2 the programme must qualify the graduates to undertake practical, complex and development-oriented functions in companies. The education must also qualify to relevant further education, develop the autonomy, interpersonal skills and ability to innovate and develop the interest and ability to participate actively in a democratic society. § 4 The duration of AP degrees are from 1 ½ to 2 ½ years as a full-time study. Programs consist of theory and practice and should be independent study programs. The internship must have a duration of at least 3 months. § 5 Professional Bachelor programs have a duration of 3 and usually 4 years as a full-time programs. The programs consist of theory and practice and should be independently rounded education. The internship must have a minimum duration of 6 months.
2. Which EQF Levels does PHE cover?
EQF Level 5 – Yes
EQF Level 6 – Yes
EQF Level 7 – Yes/No
EQF Level 8 – Yes/No
3. Which governmental bodies are responsible for governance of the PHE sector? Do these differ from the governance of AHE? Is there any engagement of any other public authorities and which, if so?
Higher education institutions can be placed in 4 categories. They are normally under the auspices of the Ministry of Science, Innovation and Higher Education (the former Ministry of Science, Technology and Innovation), which has recently (3rd Oct. 2011) taken over responsibility for a number of Higher Education Institutions that previously was the responsibility of other ministries (The Ministry of Education, the Ministry of Culture and the Ministry of Science, Technology and Innovation). This includes higher education at the professional bachelor’s degree level, including higher education for adults pursuing open education from the former Ministry of Education, as well as other institutions that fall within this area. From the Ministry of Culture, the responsibility has been taken over for the creative higher education institutions (the Royal School of Library and Information Science) including institutions that are covered by the law, as well as creative education that receive grants from the Ministry of Culture. This however does not include the Danish National School of Theatre and Contemporary Dance, the National Film School of Denmark, the Schools of Visual Art or the music conservatories. From the former Ministry of Economic and Business Affairs, the responsibility for cases concerning maritime education has been taken over. However, specialised education programmes within the Danish Defense are managed by the Ministry of Defense and some specialised education programmes within the arts are managed by the Ministry of Culture. The former responsibility of the ministry for the administration of university buildings has been transferred to the new Ministry of Climate, Energy and Buildings. All these areas are a supplement to the responsibility of 8 universities that provide higher education programmes, 7 university colleges that offer professional bachelor and AP programmes and 9 Academies of Professional Higher Education.
4. Quality assurance: Please provide information on quality-related legislation (national QA/accreditation system, regulations concerning QA at institutional level etc.). Are there any specific QA criteria for PHE? If so, which (if necessary, refer to specific EQF levels or institutions)?
For all higher education programmes, accreditation is mandatory and a precondition for attaining public funding. According to the Accreditation Act, the Accreditation Council is the specific unit which makes the decisions regarding accreditation of all higher education study programmes. Decisions are made on the basis of accreditation reports prepared by two accreditation operators: 1) For university study programmes, the Accreditation Agency ACE Denmark prepares the accreditation reports; 2) For HE study programmes from university colleges and academies of professional HE, the Danish Evaluation Institute (EVA) prepares the accreditation reports. The Accreditation Council and ACE Denmark enjoy a full membership of ENQA. As of 18th November 2010, ACE Denmark has been included in the European Quality Assurance Register for Higher Education (EQAR). On the 1st of January 2011, ACE Denmark became the 17th member of ECA – the European Consortium for Accreditation. EVA is a founding and current board member of ENQA.
5. Are there any specific funding mechanisms/principles/criteria for PHE, different from general HE principles?
In Denmark, the education system is financed by the State and by the regions/municipalities.
6. Are there any formal requirements for stakeholders, in particular from the part of the professional sphere/employers’ representatives concerning their engagement in PHE steering and provisions? If so, in which areas (governance, quality assurance, curriculum development, students’ placement etc.)?
Yes – governance.
7. Are there any other legislative differences between PHE and other HE institutions (e.g. partnership with enterprises, regional involvement etc.)?
PHEI must cover the demand for professional higher education on regional basis. HEI must cooperate with the surrounding society.
8. Is PHE limited to some specific branches and/or fields of study? If yes: Which ones?
Under the Ministry of Science, Innovation and Higher Education. AP degrees exist in the following fields: -Bio and laboratory – Design – IT – Political Sciences – Health and welfare – Technical – Economics and business. Professional bachelors exist in the following fields: -Design – Media and communication – Pedagogical – Political Sciences – Health and welfare – Technical – Economics and business.
Section B: Teaching & Staffing
1. Are there any formally set requirements for academic staff teaching at different levels in PHE (e.g their qualification, expertise, selection & appointment)? Are they different from AHE?
“Instructors’ qualifications and competences must overall be adequate in relation to level and goals for learning outcomes and the teacher group must be updated with the latest knowledge on key trends in business or professions and relevant research.
2. Are there any specific requirements for PHE staff work (teaching/research) arrangements and workload? If so, which? How do they differ from AHE?
No answer provided.
3. Are there requirements to include non-academia (professionals) to teach in PHE institutions? What qualifications must they have if any?
Section C: Curriculum
1. Are there any specific requirements as regards contents/structure (e.g. percentage of practically oriented modules) as regards PHE? If so, which? What are the differences with respect to AHE?
AHE § 5. Bachelor- og kandidatuddannelser skal tilrettelægges som heltidsuddannelse, sådan at den studerende kan fuldføre bacheloruddannelsen på 34 måneder, ved studiestart i forårssemestret dog 36 måneder, og fuldføre kandidatuddannelsen på 24 måneder i de tilfælde, hvor kandidatuddannelsen fortsætter i umiddelbar tilknytning til bacheloruddannelsen. Fortsætter kandidatuddannelsen ikke i umiddelbar tilknytning til bacheloruddannelsen skal kandidatuddannelsen tilrettelægges sådan, at den studerende kan fuldføre kandidatuddannelsen på 22 måneder ved studiestart i efterårssemestret og 24 måneder ved studiestart i forårssemestret. § 6. Bachelor- og kandidatuddannelserne opbygges af et antal moduler. Stk. 2. Et modul er et fagelement eller en gruppe af fagelementer, der har som mål at give den studerende en helhed af faglige kvalifikationer og kompetencer inden for en nærmere fastsat tidsramme angivet i ECTS-point, og som afsluttes med en eller flere prøver inden for bestemte eksamensterminer, der er angivet og afgrænset i studieordningen.
2. Are there any specific requirements as regards practical elements of PHE study programmes (e.g. work experience/Practical placements/Internships)? If so, which? What are the differences with respect to AHE?
No answer provided.
3. Are there any other legal requirements specific for PHE programs?
No answer provided.
Section D: Research & Technology Transfer
1. What is the involvement of PHE in R&D&I&TT activities? Are there any formal differences at different levels/institutions of PHE?
2. Are public research programs restricted to some types of HEIs (e.g. academic sector)? If so, what are the criteria?
Section E: Recognition & Credit Transfer
1. Are there formal differences in the enrolment process into PHE and AHE?
2. Are there formal paths for transfer from PHE into other HE programmes (for graduates, during the study)? Are there automatic transfers for students between PHE and AHE? Do students need bridging programmes or other means of transition?
Yes for students who have graduated from AP degree in the business and IT area path ways are defined. Students need to participate in bridging programmes .
3. Are there any specific regulations concerning employment of PHE graduates? Do you need to justify delivery of certain PHE studies? e.g provide evidence of labour market needs or collect data on employability of graduates).
Yes for accreditation.