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One of the aims of the Bruges Communique [available in VOCEDplus at TD/TNC 114.342], which defined the strategic objectives for [vocational education and training] VET in Europe until 2020, is to ensure that key competences are adequately integrated in initial VET curricula and that they can be acquired through training opportunities in continuing VET. For the purpose of the Cedefop ReferNet thematic perspectives series on key competences in VET, key competences are defined as: (a) communication in the mother tongue; (b) communication in foreign languages; (c) competences in maths, science and technology; (d) digital competence; (e) learning to learn; (f) interpersonal, intercultural and social competences, and civic competence; (g) entrepreneurship; and (h) cultural expression. The distinctive feature of key competences is that they are not directly relevant to a certain job, but have the ability to be used flexibly in different situations for further learning and the labour market, although some key competences overlap with those directly linked to a specific sector/occupation.

This report for Denmark is part of this Cedefop series. It presents and discusses how key competences in the school-based learning have been embedded in the VET curricula during the last five years. It gives an overview of how their role has developed in light of the comprehensive Danish VET reform agreed to in 2014 and implemented since August 2015.

Edited excerpts from publication with additional information. Show less