NARIC guide on Higher Education Systems in the European Union

It is possible to change to courses at other universities, but, depending on subject areas, it may be difficult to get full credit for
a course taken at another institution. Between non-university institutions and from non-university to university studies it is
more difficult, but credit transfer is a possibility in disciplines which are common to a particular course.
The common part of the courses at the engineering colleges qualifies students to go on to the specialised stages at all the
engineering colleges.
The basic courses at Roskilde University and Aalborg University qualify students for admission to all further study
programmes at the respective university.
Until 1998, the first stage of the course in pharmacy qualified a student for work as a pharmacist’s assistant and also for
admission to the second stage courses. The first stage of the museum curator’s course qualifies a student for work as a
conservation technician and also for admission to second stage courses.
II.3. Final qualifications in higher education
With the exception of a small number of courses, higher education
courses in Denmark are examination-oriented. Courses are not made up of study weeks or points. To achieve the final
qualification, students must complete a large number of examinations/tests, projects, etc. Not all students complete their
studies within the prescribed study period. This
is partly due to employment and family responsibilities. It is possible
for students to take leave from their courses.
II.3.1. Final qualifications in non-university
higher education
Colleges offer a wide range of different courses, including social science courses and three or four courses qualifying students
for teaching, social work, paramedical and technological professions, etc.
Students take examinations in a wide range of disciplines relevant to the course. Major written assignments and project work
may also be required. All courses include practical training. A government notice
covers each study programme and contains stipulations regarding
the objectives and the structure of the course, its content and details of assessment.
The forms of examination and assessment vary from course to course, but in all cases the knowledge gained in the course will
be assessed by means of oral and written tests. These tests may be internal or external. Internal tests are assessed either by
internal examiners or by a combination of internal and external examiners appointed by the educational institution. External
tests are assessed by internal examiners and one or more external examiners who must not be connected with the educational
institution. External examiners are appointed by the Ministry of Education on the recommendation of the institution. At least
one third of the
courses must be tested by means of external examiners.
As a rule, marks are expressed in terms of the 13-point scale (see I.3) or assessments as passed/failed. Exceptions are the
kindergarten teacher training course, the leisure-time teacher training course and the socio-pedagogic course where the
following scale was used until 1994:
A = excellent
B = satisfactory
C = acceptable
E = unacceptable.
On completion of the course, a certificate/diploma is issued, on which the results of the examinations taken are stated: