Educational and Vocational Guidance in Denmark

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There is only one guidance course at higher educationlevel; a course in upper secondary education andguidance. The University of Southern Denmark offersthis course once a year. It is aimed solely at guidancecounsellors within the general upper secondaryschool (gymnasium and HF). The course comprisessix modules, and it takes three years on a part-timebasis to complete the course.The Danish University of Education (DPU) and theDanish Institute for Educational Training of VocationalTeachers (DEL) currently consider launching eachtheir own guidance course at the higher educationlevel. The DEL plans include a course that could functionas a superstructure for the adult guidance educationprogramme.A very important player in the field of further educationand training for guidance counsellors is theregional guidance committee (VFU) in each region(see chapter two). The VFUs offer courses in order tosupport and develop the network of guidance counsellorsin their particular region; networks which inturn constitute an essential part of the coordination ofguidance activities throughout the whole country.39
6. Closing RemarksThe purpose of this publication is twofold. It isintended to give foreign guidance counsellors andother readers an overview of educational and vocationalguidance in Denmark. It is also intended to giveguidance counsellors in Denmark a tool in Englishthat can be used to present the Danish guidance systemto foreigners.The present publication presents the structure of educationaland vocational guidance in Denmark, beginningwith a chapter which gives a brief historical outlineand explains the organisation and monitoring ofguidance. The first chapter also explains the purposeof guidance. The decentralised system of educationaland vocational guidance in Denmark obviously callsfor some form of coordination of guidance activities.The two models of coordination, the national and theregional, are introduced in the second chapter.Chapter three gives a brief overview of the Danisheducation system which is relevant since the Danishguidance system to a large extent builds upon theeducation system. In chapter four, the main characteristicsof the 27 Danish guidance services are introduced.Finally, in chapter five, education and trainingcourses for guidance counsellors are introduced, presentingdifferent types of basic courses and furthereducation and training courses.Characteristic of the Danish guidance system is that itis based upon an act of law. Furthermore, it is characteristicthat there are a large number of different guidanceservices (27), and that the system is based oncooperation between the education system and thelabour market area. The Danish guidance system canbe characterised as a decentralised system. Unique forDanish guidance is the legally based agency, theDanish National Council for Educational andVocational Guidance (R.U.E.), that has been establishedto develop and coordinate the guidance effortin Denmark.The regional labour market councils (RAR), theregional guidance committees (VFU) and R.U.E. playan important role in both regional and national coordinationand in the development of guidance activitiesin Denmark.The guidance-specific education of guidance counsellorsin Denmark is characterised by its many, but relativelyshort courses. The courses are offered on adecentralised basis, but most of them are legally regulated.The basic courses are most often compulsory.There is no higher education programme available toguidance practitioners across all sectors. The onlyhigher education programme that currently exists isspecifically aimed at guidance counsellors in the gymnasiumand HF.R.U.E. continuously works for the development andimprovement of the Danish guidance effort. The overallobjectives for the quality of educational and vocationalguidance in Denmark, as outlined by R.U.E.,focus on the following four areas. The quality objectivesare listed in bullets following each of the fourmain areas:1. Access to equal and comprehensive guidance* Meeting the individual’s needs for guidance* Comprehensiveness in guidance* Equal opportunities* Visible guidance offers* Ethics in guidance (respect, independenceopenness, confidentiality, objectivity/impartiality)40
Page 1 and 2: Educational and VocationalGuidance
Page 3 and 4: Educational and Vocational Guidance
Page 6 and 7: PrefaceTo meet the many requests fo
Page 8 and 9: 1. Structure of Educational and Voc
Page 10 and 11: 1.3 Purpose of guidanceThe starting
Page 12 and 13: Organisations involved in coordinat
Page 14 and 15: CompositionR.U.E. is an agency unde
Page 16 and 17: ance practitioners in such a way th
Page 18 and 19: 3. The Education SystemThis chapter
Page 20 and 21: 3 years2 yearsHigher1 2UpperSchool1
Page 22 and 23: 4.1 Primary and lower secondary sch
Page 24 and 25: 4.2 Youth guidanceThis covers:• Y
Page 26 and 27: Group Services Legal Authority Type
Page 28 and 29: • Guidance at production schoolsT
Page 32 and 33: • Educational and vocational guid
Page 36: 4.8 The Prison Service• Guidance
Page 39: where the participants choose subje
Page 43 and 44: Bibliography* Landsarbejdsrådet (2
Page 45 and 46: Confederation of Salaried Employees
Page 47 and 48: Appendix two:Examples of R.U.E. Pub

Educational and Vocational Guidance in Denmark

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