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The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends
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The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.The OECD does not guarantee the accuracy of the data included in this publication and accepts no responsibility whatsoever for any consequence of their use.
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In April 2005, the Government set up a Globalisation Council, with representation from employers, trade unions, major education and research institutions and companies advising the Government on a strategy for Denmark in the global economy. The council came up with a strategy published in April 2006 containing 350 specific initiatives; two thirds of which concern education, training and research.
Teaching and research in Danish universities are of high quality. The number of Nobel prizes awarded to Denmark is outstanding. Danish universities are among the best resourced among OECD countries. But they need to change and develop to respond to rapidly changing demands placed on them. Reforms are particularly needed to strengthen universities’ contribution to society and the economy. This calls for major changes in the area of
View reports relating to a review of higher education institution support of regional development. These reports focus on the Øresund region, which comprises of the eastern part of Denmark and southern part of Sweden.
View reports relating to a review of higher education institution support of regional development. These reports focus on the region of Jutland-Funen, Denmark.
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This activity gathers information about qualification systems in participating countries; examines the impact of different qualification policies on lifelong learning; and helps countries to share know-how and policy experience gained from recent reforms and adjustments of qualification systems.
The PISA 2000 results shook the belief of Danes that theirs was the best education system in the world. Though spending on education in Denmark is high compared to OECD countries, the PISA confirmed that the quality and equity of outcomes are only average.
This major project was carried out to assist governments with designing and implementing teacher policies to improve teaching and learning in schools. View reports on Denmark, one of 25 countries that took part.