Denmark

EUROPEAN UNION ROMANIAN GOVERNMENT

MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND

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European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

EUROPEAN SOCIAL FUND

Sectoral Operational Program Human Resources Development 2007 – 2013

Priority Axis 3 “INCREASING ADAPTABILITY OF WORKERS AND ENTERPRISES”

Key Area of Intervention 3.3 “Development of partnerships and encouraging initiatives for social partners

and civil society”

Project title: “The Network of Competent Authorities for Professional Qualifications in Romania

(IMI PQ NET Romania)”

Beneficiary: the Ministry of National Education

Contract no.: SOPHRD/93/3.3/S/53132

COMPARATIVE STUDY

"CERTIFICATION PROCESSES OF COMPETENCES

CERTIFICATION AND RECOGNITION OF

QUALIFICATIONS IN DENMARK"

Author

Eng. Paula POSEA

Translation in English:

Prof Trad

March 2013



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TABLE OF CONTENTS

Introduction……………………………………………………………………………....

5

I. The process of competences certification in Denmark……………………………... 8

1.1 The education system in Denmark…………………………………………………… 8

1.2 Education of adults in Denmark: systems and trends………………………………… 17

1.3. Evaluation and certification of professional competences acquired in

informal and non-formal context…………………………………………………………. 23

1.4. National Qualifications Framework in Denmark compared to

European Qualification Framework……………………………………………………… 28

II. The process of recognition of professional qualifications in Denmark…………… 30

2.1. The legal and institutional framework of recognition of qualifications acquired in

other EU MS, EEA and Switzerland……………………………………………………... 30

2.2. Regulated professions and competent authorities……………………………………. 39

2.3. IMI statistics on the regulated professions registered in Denmark compared to

those in Romania…………………………………………………………………………. 58

Conclusions………………………………………………………………………………. 62

Abbreviations……………………………………………………………………………. 64

Bibliography……………………………………………………………………………... 65



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INTRODUCTION

The current study, like other similar analysis comparative studies of the processes of

competences certification and recognition of qualifications in Italy, Spain, Germany,

Netherlands, United Kingdom and Czech Republic, is one of the results of the "Network of

Competent Authorities for qualification in Romania (IMI PQ NET Romania) " project,

implemented by the Ministry of National Education (MEN) in partnership with the National

Qualifications Authority (NCA) and the Institute for Social Policy (IPS), co-financed by the

European Social Fund through the Sectoral Operational Programme Human Resources

Development 2007 - 2013 (SOP HRD).

The general objective of the "Network of Competent Authorities for qualification in

Romania (IMI PQ NET Romania)" project is to create and strengthen the IMI network

(Internal Market Information) for professional qualifications in Romania (IMI PQ NET) in

order to support the EC initiative on the development of the Internal Market Information

system, the development of joint initiative in this respect, at national level, aimed at

strengthening social partners capacity (government agencies and organizations, professional

associations) aiming to promote sustainable development through the creation of appropriate

tools and communication channels and mutual consultation, in order to achieve efficient

communication with similar organizations in the European Union and European Economic

Area (EEA) through the IMI platform.

In order to achieve the general objective, MEN (Ministry of National Education), as

beneficiary of the project, aims to achieve the following specific objectives

- OS1 – Creating and developing a national network with the purpose of supporting the

implementation of the Internal Market Information system (IMI). In this regard we propose

the consolidation of the social partners’ capacity through creating new communication and

reciprocal consolidation channels;



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- OS2 – Developing and implementing some common reference terms regarding the

certification standards of the Romanian workers and of recognition of the professional

qualifications of the community citizens;

- OS3 – Involvement of the members of the Network in the exchange of information

intermediated by the IMI platform through the provision of information / data at the requests

addressed through this platform by the organizations / associations from EU/EEA;

In order to realise the comparative studies, the ANC methodological experts have

researched external sources of information at national level (of the country analyzed and

Romania) and community level (comparative studies conducted in the European Union) and

participated to study visits in several Member States (MS) of the EU, where they had the

opportunity to complete their documentation work by exchanging experiences with

representatives of the competent authorities on various professions regulated in those

countries.

The ultimate goal of the studies conducted for the benefit of the IMI PQ NET network

members, as well as of the study visits aim at achieving the specific objectives of the project,

the creation of channels of communication and mutual consultation between members of both

within the national network and also between them and their counterparts in the visited EU

MS, for development and implementation of common terms of reference on standards of

competence certification and recognition of professional qualifications (by taking and

adapting the best practice examples and to better understand them during study visits), of

strengthening the capacity of IMI PQ NET Romania network members to get involved in

information exchange intermediated by IMI platform.

This comparative study was conducted on the basis of a documentation made by

studying some sources of information at the national level (of the analyzed country and

Romania) and at community level (the comparative studies carried out by specialized

institutions in the European Union / CEDEFOP, ETF, etc. ). The study aims to be a useful

instrument for the personnel employed by the competent authorities but also for the citizens

that want to know the situation of regulated professions in Denmark and possibilities for

recognition of qualifications obtained in Romania.



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For the information received during the study visit and for the exchange of experience

realized, the author and the project management team would like to thank the representatives

of the following ministries, competent authorities and social partners in Denmark: National

IMI Coordinator and SOLVIT in Denmark, Danish Agency for Universities and

Internationalisation, Ministry of Children and Education, Trade Committee for Agriculture

Education and Training Programmes, Confederation of Danish Employers, Sector Committee

for Trade, Administration, Communication and Management-HAKL, Danish Working

Environment Authority, Danish Veterinary and Food Administration, Danish National Police.



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I - The process of competences certification in Denmark

1.1 The education system in Denmark

The Danish education system provides high quality education and training at all levels6, as

shown in Figure 1 which shows the structure of the education system in Denmark. Unlike

Romania, where the compulsory education is of 10 years (primary and lower secondary level)

[2], in Denmark this is 9 years. Pre-school education, which is optional, is followed by nine

years of compulsory education in primary and lower secondary school. There is also an

optional tenth grade. Upper secondary education system includes a range of opportunities.

Academic programs allow students entering the higher education. Professional programs are

targeted for the direct entry into the labor market, but also allow access to higher education.

General upper secondary education and vocational upper secondary education

In Denmark, upper secondary education programs (ISCED 3), referred to as youth education

programs can be divided into:

• general upper secondary education programs that prepare, primarily for higher education.

• secondary vocational education and training Programs, that prepare, primarily, trainees for a

career in a particular field of industry.

There are four general upper secondary academically oriented programs:

3-year upper secondary school - high school (STX);

3-year Higher Commercial Examination (HHX)

3-year Higher Technical Examination (HTX)

2-year Higher Preparatory Examination (HF)

All four programs prepare the students for continuing studies, and, at the same time, develop

personal and general competences. The programs aims at improving independent and

analytical competences, as well as preparation students to become social conscious

democratic citizens and with a global perspective.

6 http://eng.uvm.dk/Education/Overview-of-the-Danish-Education-System



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Each of the educational programs has a specific range of compulsory subjects that are

common to all students who attend the program. As regard the STX, HHX and HTX, each

school also offers a number of different specialized studies adapted to the program (packages

normally contain three subjects) and subjects chosen by the students. Specialized studies

program has a duration longer than the basic program.

As regards the HF program, the students choose among optional disciplines offered by the

school.

The curriculum and examinations must meet national standards and are subject to external

evaluation. The HHX and HTX curriculum differ from those of STX and HF, meaning that in

addition to HHX, to some general upper secondary discipline is added also orderly financial

and business discipline, as well as technical subjects (the HTX).

The STX and HF programs are offered by the general upper secondary schools. This type of

school is called Gimnazium. Business and technical colleges offer the HHX and HTX

programs. There are some mixed schools offering different types of programs. Admission

requirements for the STX, HHX and HTX are a graduation certificate of the folkeskole, as

well as certain requirements concerning certain disciplines. For HF, admission requirements

are 10 years of basic school or the equivalent. The STX, HHX and HTX are organized for

young people between 16-19 years, while HF attracts both young and adults. The HF

program can be accessed on a single basis, and is also handed in evening classes.



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Fig. no.1-structure of education and professional training in Denmark

Starting with the 2010/2011 academic year, a new youth program - EUX is provided to the

students. This is a general upper secondary education program in which students can

participate in education and vocational training, while graduating their vocational training

type program. Not all VET programs are able to offer this combination. The program will be

tailored to fit each of the education and vocational training programs in terms of duration and

subjects. EUX provides general access to higher education.

Some key figures for education and training in Denmark [12]

• 82% of the cohort of young people complete their upper secondary general or vocational

education (38% are graduates of vocational and technical education-IVET)

• 44% of the cohort of young people completing higher education

• 30% of the workforce participates annually in adult education, publicly funded

• 60% of employees participate annually in training and on the job training (formal and non-

formal)



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• The total expense of the state for education and training in 2009 was 7.1% of GDP, or 16

billion euros, of which about 1 billion euros for adult education and training

Education and Vocational Training (VET)

Education and Vocational Training (VET) includes a wide range of programs. The duration

varies from 1.5 up to 5 years and a half, typically being 3.5 - 4 years. VET programs are

sandwich type, in which theoretical and practical education at a vocational college (about 1/3

of the time) alternate with practical training in a company or authorized organization (about

2/3 of the time). This training principle provides participants acquiring theoretical, practical,

general and personal abilities, which are required on the labour market.

Education and vocational training consists of a basic course and a main course. The basic

course is flexible in time and depends on individual qualifications previous. The typical

duration of the base course is between 20 and 25 weeks, followed by the main course which

is based on the principle of the alternation. It usually takes 3 to 3.5 years, but it can be shorter

or longer for certain programs. In order to complete the main course, the VET student must

have a training agreement with an authorized company which provide training. The

agreement may cover all or parts of the basic course, but it is mandatory for the main course.

The VET programs are finalized, normally, with an apprentice test or similar examination

testing the professional qualifications and knowledge.

In Denmark, unlike Romania, are provided numerous opportunities for young people to

access vocational and technical education. It is noteworthy the system flexibility and the

ability to adapt to student needs. Most young people begin the VET program with the initial

basic program at a vocational college but some students choose to start with a training period

in the company before entering into the main program. Also, those who prefer practical

training before attending school can start their training in a company that provides practical

training. The student enters into a training agreement with a company and during the first

year it must acquire knowledge and qualifications identical to those who have followed the



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same basic program at a college. This requires a flexible adaptation to the trainees, the

company and the college.

There are 11 sectoral committees that contribute to the vocational training program in the

workplace:

1. Commerce and Communication

2. Buildings and Construction

3. Common industry

4.Metal Industry

5.Agriculture

6.Wood industry

7. Services

8. Restaurants, hotels and meat industry

9. Plant and Energy

10. Education, health and social work

11. Transport

For admission to education and vocational training programs it is necessary the completion of

compulsory education. All internship programs benefit of internship for entering the labour

market as qualified workers. In addition, some programs can benefit from internships for

admission to certain higher education programs.

Basic education and vocational training (EGU)

A special option for young people in a difficult situation (education and employment) is the

basic vocational training program (EGU). EGU is an individually designed program focused

on a particular area, or composed of elements of several occupations / programs. EGU

alternates between school periods and periods of practical training in one or more companies.

Emphasis is placed on practical training and an individual program is designed for each

student according to their needs and interests. Internships are offered individually during the

entire program, for guidance. EGU is an alternative or sandwich type training program in

which the practical training is combined with relevant topics provided in the school, a

program of 1 ½-3-years in which the school program lasts between 20 and 40 weeks. In most



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cases, students completed EGU after two years but it may be extended by up to one year. A

complete EGU provides access to jobs and also allows students to continue a vocational

training program.

Higher education includes:

In higher education it is used the ECTS system, 60 ECTS corresponding to one academic

year.

There are 4 types of higher education institutions:

Higher Education Academy (erhvervsakademier) - offering programs of 90-150 ECTS in

fields such as business, technology, IT. These activities prepare students for practical

activities, professional, which lead to employability in medium management positions. If it

continues with a program of 90 credits it can be obtained the bachelor's degree.

University College - offers bachelor programs of 180-240 ECTS in fields such as business,

education, engineering, health care. They have a strong practical load and include an

internship (practical training in company) period of 30 credits. They provide access to further

studies.

Universities - they are research-oriented institutions and develop programs in all 3 cycles

degree (BSc / BA) (180 credits), Master (MSc / MA) of 120 ECTS, Ph.D. 180 ECTS

University- level institutions. There are a number of institutions covered by the Danish

Ministry of Culture which offers programs on the 3 cycles in the artistic and musical field.

The grading system

The grading system is used since 2006 and is the 7-point grading scale

Table no. 1 The grading system for higher education[13]

Grad

e Description ECTS

Old scale (00-

13)

12 excellent performance A

13

11

10 very good B 10



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7 good C

9

8

4 fair performance D 7

02 minimum acceptance E 6

00 Under minimum acceptance Fx

5

03

-3 unacceptable F 00

02 is the minimum grade for passing an exam.

DEGREES PROVIDED:

ACADEMY PROFESSION DEGREE

-2 Years (120 ECTS)

- Title obtained in a University College or Higher Vocational Education Academy

- Theory and practice in a program

- Internship in Denmark or abroad

- Developed in close collaboration with business and industry

- Small size class and close contact between students and teachers

PROFESSIONAL BACHELOR'S DEGREE

- 3-4 years (180-240 ECTS)

- Title obtained in a University College or Higher Vocational Education Academy

- dedicated to specific profession

- Theory and practice in a program


- Developed in close collaboration with business and industry

- Small size class and close contact between students and teachers

BACHELOR'S DEGREE

- 3 years (180ECTS)

- Research-based education



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- Degree obtained at an university

- mostly theoretical

- Opportunities for periods of study or internships abroad

- Independent studies as projects works

MASTER

- 2 years (120ECTS)

- Degree obtained at the university


- Research-based education

- Opportunities for exchanges at universities around the world

- Access to doctoral studies or on the labour market

DOCTOR

- 3 years (180 ECTS)

- Degree Obtained at the university / research institute

- Research and teaching in Denmark

- International experience and cooperation

- Opportunities for financial support

Danish higher education system is binary and makes distinction between academic education

and higher vocational education. Academic education is based on a distinction between

multidisciplinary research universities and specialized institutions with programs in areas

such as art, music and architecture.

Vocational higher education institutions makes distinction between the one offering short-

term programs (Erhvervsakademier, professional academies) and institutions providing long-

term programs (Professionshøjskole / Academic Colleges). Professional Academies offers 15

programs lasting for 2 years especially in commercial and technical fields. CVU - University

College offers approximately 20 programs lasting for 3.5-4 years ago in the following fields:

engineering, education, welfare, the arts and health care.



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Students with diploma type STX, HF, HHX, HTX meet the criteria for admission to both

higher education type. Some specializations and some programs require an entrance exam or

portfolio of artworks.

In addition, many vocational education programs of 3-4 years may allow access to higher

professional education programs. The access may also depend on specific requirements, such

as choosing a specific discipline of study in the upper secondary education or a certain level

of the graduation grade.

In conclusion, the comparative analysis of education and vocational training systems of the

two countries one can notice the diversity of the offers of vocational training at both upper

secondary and tertiary level (universities). The existence of vocational education offered in

professional academies or colleges, possibility of access differentiated from secondary

vocational training offers young people opportunities to diverse forms of training and rapid

adaptation to market demands.



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1.2 Adult Education in Denmark: systems and trends

Denmark currently is working on strengthening and extending the structural changes

that have been implemented since 2009. The function of Adult Continuing Education Council

(ACE), established in 2009, is to advise the Ministry of Education on important issues for the

field of continuing education and adult education. In May 2010, the Council issued a booklet

"Strategiske fokusområder" (Strategic Focus Areas), which included a forecast which

estimated that within a few years Denmark will face a shortage of skilled workers (with

relevant competences) and simultaneous layoffs among unskilled workers. In 2011, the

Council conducted a follow-up of this work which focuses on the digitization of adult

education and continuing education, on its links with economic and employment policies of

the labour force, and on increasing the supply of AMU training (training for labour market).

Adult education and training in Denmark include general and professional

qualifications as well as non-formal education activities. A wide range of training

opportunities exist for adults in Denmark, both in formal education as well as non-formal

adult learning (AE). General Adult Education Law no. 311 of 30 April 2008 the Ministry of

Education regulates the general educational programs.

Adult vocational training programs have been developed for low skilled workers (unskilled)

and skilled workers. Training programs addressing both employees and residents. Workers

and employees of both private and public sector can participate in these programs.

The unemployed and adults who are not part of the labour force can also participate in

these programs, but funding varies depending on the category in which the applicant is

included. The unemployed, at their request, may benefit from a combination of adult training

programs with a duration of six weeks.

In Figure no.2 are shown in parallel the main system of education, adult vocational

education, general adult education and non-formal adult education in Denmark. Vocational



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training for the labour market is the responsibility of the Ministry of Children and Education

which is advised by the Council for Adult and Continuous Education and the 11 sectoral

committees (see Figure 3).

Fig. no.2- The adult education and vocational training system in Denmark

Statistics regarding the adult vocational training - 2009[3]

Number of participants 1.049.000

Of which women 432.800

Number of full time equivalent

participants

15.500

Number of schools, approximately

100

Number of centres for adult

education and continuing training

(VEU-centres)

13



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Formal adult education (AE)

The AE formal system includes both formal AE vocational training and AE general training,

including:

- Special education for adults with physical or mental disabilities

- Danish Language Courses as a Second Language

- Preparatory Courses AE (FVU): read and write, simple calculation, arithmetic and

basic mathematical concepts

- General Courses AE (AVU) provides relevant qualifications for continuing education

and professional life

- Superior Preparatory Examination / HF: teaching only one topic, preparing students

for continuing studies

- Labour market training (AMU). Vocational training programs, including courses

directly adapted to the competences requests of the company

- Training AE (AVU) and basic AE (GVU) for unskilled workers who wish to become

adult apprentices

- Other AE / VVU: a short course of higher education

- Diploma of education level: medium cycle of higher education

Non-formal education for adults

Currently, non formal education AE pursues the following types of institutions:

- Evening schools (around 1800) provides non-formal AE in order to increase understanding

and general competences of the individual. The local private institutions, most of them part of

the five national associations AE, 4 of which are linked to political parties.

- Extended Danish University: educational instruction and lectures organized by extra-mural

departments (about 100 local committees) of the four Danish universities.

- Daily High school (approx. 50) which provides training for adults with low formal

education, socially vulnerable persons in order to improve their chances of success on labour

market.

- Private institutions: private institutions, some of them related to associations, trade unions

or NGOs.



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- Residential centres providing adult education (folkehøjskole - approx. 80) offers short term

courses (less than two weeks) and long residential courses (over 12 weeks).

'Non-Formal' Learning – Folkehøjskole

These folk high schools (Folk high schools) based on Grundtvig's idea (as in most

Scandinavian countries) form an important part of non-formal learning system. They offer

residential courses, characterized by mutual learning that takes into account previous

experiences, as well as the lack of formal examinations. Training lasts on average 4-5 months

and the topics are very varied, from politics, art, music, or subjects aimed at personal

development, teamwork and nutrition.

Danish Adult Education Association (www.daea.dk ) is the umbrella organization for all

institutions and associations of non-formal education.

Legal and organizational framework

AE is based on several different laws and the jurisdiction is divided between 5 different

ministries. The municipalities are responsible for a part of non-formal AE as well as special

education of adults, while most AE centres have become self-governing state institutions.

The institutions providing non-formal education are listed below. The most important

institutions of formal AE include:

- Language centres,

- Adult Education Centres, (VUC)

- Labour Market Training Centres (AMU)

- Technical schools, business schools, agricultural schools and basic social & health

service schools,

Centre for Higher Education (CVU) and universities are all primarily for young people, but

offers also AE. Most of them are also self-governing state institutions.

Funding and schooling

http://www.daea.dk/



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The self-governing state institutions are financed partly by the state, partly by tuition fees,

which may either be paid by a local public authority or by the participant himself.

Participants may receive National AE Support (SVU) on different sets of conditions. The

finances of non-formal AE institutions are based on tuition fees. Evening schools are

supported, though, by municipalities with 1/3 of expenses for teachers and they assure that

the vacancies are available. Extended University courses are supported with the same

percentage by the state. Certified folk high schools receive a substantial government grant.

AMU financing [12] is ensured by the state budget, supplemented by student fees paid by

participants or employers amounting to 100-150 euros / week. The employer / company are

funding the support grant scheme offering trainees an allowance to compensate for unearned

income by them during training leave. Training of unemployed is funded by the Employment

Public Service.

Adult education and the business sector

The great majority of the educational activities take place within the formal education system

due to the preponderance of small and medium enterprises in Denmark (approximately

330,000 companies[12]). Nevertheless most of the large companies have special education

departments - they often operate in collaboration with vocational training centres on the

labour market.

There are a growing number of private players and a big market of private courses that offer

to the employees, managers and professionals a range of additional options for training and

education.

Globalization contributes to the development of the policies in Denmark.

After a broad political agreement the Danish Parliament voted two new important laws: 1) to

double the number of students FVU (see above [4], 2) for the recognition of prior learning,

for example, non-formal education in the formal education. Ministry of Education has also

introduced a new system for systematic assessment and evaluation of program impact AE [5]



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To meet the requirements of the labour market [12]:

• Training programs are developed by the social partners, it provides relevance to the labour

market and the target group;

• Programs are approved by the ministry, it provides a global approach national standards and

certificates;

• Training is provided by vocational colleges and training centres in order to meet the needs

of the local labour market and companies.

Fig no. 3 Management of adult vocational training - AMU[12]

Ministry of Children and

Education

• Legislation

• Financing

• Approval of training

programs

• Quality assurance

Adult Continuing Education

Council

• Advise the Ministry

• Organize sectoral committees

• Advise the description of new

competences

11 Sectoral

Committees

• Evaluate the need for

training

• Develop training

programs

• Provide training for

trainers

• Provide

recommendations to the

council

Provider

Provider

Provider

Provider

Provider

niznizor

Provider



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1.3. Evaluation and certification of professional competences acquired in

informal and non-formal context

The validation of non-formal and informal learning is increasingly recognized as key to

achieving more lifelong learning. A growing number of European countries have realized the

importance of valuing the learning that takes place outside formal education and training

institutions, namely the work process, of leisure or at home.

Prior learning includes knowledge, skills and competencies that a person has regardless of

how they were obtained.

A common set of principles for identification and validation of non-formal and informal

learning has been adopted by the European Council in May 2004.

European principles for identification and validation of non-formal and informal learning [4]

• Validation should be a voluntary matter

• Privacy should be respected

• Equal access and fair treatment should be guaranteed

• The stakeholders should establish validation system

• The systems should include mechanisms for guidance and counselling of individuals

• The process, procedures and criteria for validation must be fair, transparent and supported

by quality assurance

• Systems should respect the legitimate interests of stakeholders and to seek a balanced



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participation

• The validation process must be impartial and to avoid conflicts of interest

• The professional competences of those who carry out assessments should ensure that

Choices faced by each person (individual) in the validation process [4]

validation stage The choice to be made Remarks

Pre-initiation If it starts or not the process

of serious approach to the

validation

The motivation to start the

process is very important.

Personal reasons may be based

on increasing self-esteem or

economic reasons such as

getting a new job or attending

a recruitment process for a

formal program of training.

Sometimes employers may

initiate the process of thinking

on validation through changes

of the working practices and

presentation of new

opportunities that require

demonstration of competence

initiation Creating a draft of

knowledge and abilities that

have been acquired

Existing standards for a formal

qualification or a job is the

starting point for identifying

Pre-documentation How to discover the

requirements of the

documentation process.

Whether you continue the

documentation

Accurate information, in dEU

time and accessible, advice and

guidance are critical to the

decision to continue the

documentation. It is also

crucial the decision to

undertake additional training

documentation Best modalities to perform

the samples collection and

their binding.

What is obvious in terms of

evidence?

What to do when there is

insufficient evidence? If it is

subject to validation.

From the perspective of the

individual this is the most

substantial part of the

validation exercise. Problems

arising from the process should

be discussed with the expert

councillor (the subject content

or the documentation process).

Decisions about the sufficiency

of evidence will be based on



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these discussions.

Presentation to

validation

The evidence presented

meets the standards for

validation?

How to prepare best for the

interview questions

Independent advice on the

sufficiency of the evidence and

the best ways to oral support

the evidence base is needed.

validation The best way to facilitate a

positive result

Results may include: credit,

partial qualification or full

qualification

Certification Whether to look for a

certification

Advice on the added value of

certification is required

Further

qualification

A decision to be taken for

the next step

It is well known that the

learning and the qualification

is desirable to result in a desire

for more learning and greater

qualification.

The stakeholders in validation - An integrated view on the validation [4]

Who is involved? Which are the results ?

European Level European Commission

and European Council,

European agencies

(CEDEFOP, ETF), the

social partner

organizations, Ministries

of Education and

Training, Labour

Ministries

EQF, Europass, the common

European principles for

validation, Validation European

guide-draft

National Level Ministries,

qualifications

authorities, social

partners, NGOs

qualifications

Education and training

sector

Local governments,

evaluation centres,

vocational schools,

universities, specialized

recognition centres

National curriculum, national

standards, recognition of

participation certificates,

diplomas

Business Environment Company managers,

human resource

managers, union

representatives

Competence profile, working

standard, description of the

workplace

The voluntary sector Communities, NGOs,

projects

Abilities profile

The individual Applicant, employee The motivation to learn, self-



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esteem, evidence

(demonstration of) knowledge

and abilities

Denmark is among the countries with a high level of development of the methods of

validation as a tool to support lifelong learning. The policy paper released by Denmark in

2004, Recognition of prior learning in the education system which follows the one in 2002

Better education action plan, provides the validation a high priority and a very specific

orientation. The policy paper proposes that the recognition of non-formal and informal

learning to be considered throughout the education system and that these initiatives be taken

in adult education and continuous training in order to improve the evaluation and recognition

of non-formal and informal learning. The validation systems for the outcome of non-formal

and informal learning include the general upper secondary education, the vocational

education, adult education and tertiary education. The legislative amendment in 2007 gave

every individual the right to validate prior learning experiences in relation to adult education

and continuous training. New policies focus on individual needs and aim to make the process

more accessible and flexible.

Highlighting and recognition of prior learning of an individual as part of the overall

development of its competence is a way to build on lessons learned on the job, liberal adult

education, leisure activities as well as in educational system. It also helps build a bridge

between different learning environments.

The new regulations indicate that adults have the right to request an educational institution to

assess their previous studies in order to obtain recognition of their competences in the adult

education system and in continuous training.

Prior learning assessment offers individuals the opportunity to:

• Qualification for educational programs

• Educational programs adapted or obtaining a credit for certain classes

• Getting a "certificate of competence" if the competences are the same as those obtained by

completing a part of an educational program

• Getting a “program certificate“ if the competences are the same as those obtained by

completing the entire training program.



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Competences acquired through work experience and non-formal learning and informal

systems can be evaluated and recognized. This can also be helpful if a person is not able to

provide documentation of his qualifications. If there is no documentation about competences

owned then they can be assessed and recognized in particular in the Danish Education System

for Adults.

Depending on the competences owned, a person can access a program of education, may

qualify for exemption for the parts of the program or to obtain a certificate of competency or

a diploma that recognizes either a full program or complete modules of a program.

Individual competences evaluation is provided in the context of:

• Diploma Programs (continuing professional education at bachelor level)

• Adults of short higher education programs (VVU)

• Adult Basic Education (GVU), e.g. education and training

• General Education for Adults (AVU) and topics of general upper secondary education

("almengymnasial")

There are also specific opportunities for refugees and immigrants. They may receive

assistance and guidance by contacting the nearest labour office. Whether a person has a

qualification gained outside Denmark it can address the Danish Agency for Universities and

Internationalisation to be evaluated. The tools listed below helps to build a picture of what a

person knows or has learned during education, at work, in the leisure activities, etc.:

- Application form for assessment of formal Qualifications

- My Competence Portfolio

- Europass CV Curriculum Vitae.



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1.4. National Qualifications Framework in Denmark compared to

European Qualification Framework

Danish National Qualifications Framework [7] (NQF) includes 8 levels. Diplomas (titles) for

higher education are placed at levels 5-8. Primary and secondary education certificates and

certificates of additional qualifications are placed the NQF levels 1-5. Various qualifications

offered in the Danish education and training systems are organized within the national

qualifications framework shown below.

TABLE NO. 2 - CORRELATION TABLE BETWEEN NQF AND EQF LEVELS [7]

Diploma name NQF Level

Denmark

EQF Level

VET Diploma 3-5 2-4

Højere Handelseksamen (HHX)/ higher

Commercial Examination

Højere Teknisk Eksamen (HTX)/ higher

Technical Examination

Studentereksamenbevis (STX)/ high

school graduation certificate

Bevis for Højere/ superior certificate

Forberedelseseksamen (HF)/ higher

preparatory examination

4 4/5

AK- Vocational Academy 5 5

Professional Bachelor’s Degree 6 6

Bachelor’s Degree BA/BSc 6 6

MA/MSc 7 7

Fig No.4 Certificates and grades provided in the education system and vocational

training in Denmark placed in the National Qualifications Framework [9]



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Certificates and grades

Certificates for supplementary

qualifications

Primary and lower secondary

school certificate (9th class)

Preparatory

adult education

certificates

General Adult

Education

certificates

Primary and lower secondary

school certificate (10th class)

Basic

VET

courses

and

single

subject

VET

certificat

es Adult

vocationa

l training

certificat

es

VET

certificates

Other

vocational

certificates

General upper

secondary

certificates

Higher

preparatory

single subject

certificates

Supplementary

upper

secondary

certificates

Academy

Profession degrees

and VVU Degrees

Bachelor and Diploma Degrees

Master’s Degree (Candidatus)

and Master Degrees

PhD Degree

Source:

9Country Module - Denmark © Nuffic | 2nd edition December 2010 | version 2, January 2013

The qualifications framework for lifelong learning was developed through a work done in the

interdepartmental working groups with representatives from four ministries and stakeholders

in the Danish education system. At the End of 2006 the Ministry of Education launched this

process the proposal was approved in 2009, and complete form of the framework was

provided at the end of 2010 [11].



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II . The process of recognition of professional qualifications in Denmark

2.1. The legal and institutional framework of recognition of qualifications

acquired in other EU MS, EEA and Switzerland

The EU norms on recognition of professional qualifications are established in the Member

States by Directive 2005/36/EC, known as Directive 2005/36/EC of the European Parliament

and of the Council of 7 September 2005 on the recognition of professional qualifications (or

Professional Qualifications Directive). In Denmark the Ministry of Science, Innovation and

Higher Education[18] is the coordinator of the directive on the recognition of professional

qualifications and the LIMIC is contact point (IMI) for the directive, ENIC / NARIC and the

competent authority for teachers and sectoral professions. The law implementing the directive

application is the Law no.189 of 12 February 2010 concerning the right to exercise certain

professions in Denmark / Act on the Right to Exercise Certain Professions in Denmark [17].

In Denmark, is implemented the Directive on recognition of professional qualifications of

nationals in the EU / EEA and nationals of the countries with which the EU has entered into

an agreement on the implementation of the Directive, namely Switzerland.

The Directive on recognition of professional qualifications apply to natural persons who are

fully qualified to practice in another country in the EU / EEA and who want to work in an

employed or self-employed activity in Denmark in a profession that is regulated in the

Denmark.

The Directive on recognition of professional qualifications lays down rules on the practice of

a regulated profession on a permanent basis (establishment) and on a temporary or

occasional basis (services) beyond national borders, within the EU / EEA.

Establishment

Establishment Norms consist of three different sets of rules:

• Rules concerning immediate recognition of qualifications (general rules);



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• Rules concerning automatic recognition of qualifications of doctors, dentists practitioners,

nurses, midwives, pharmacists, veterinary surgeons and architects (sectoral rules);

• Rules for automatic recognition based on professional relevant experience.

Recognition according to the general rules (immediate recognition)

As a general rule, professional qualifications from another EU/EEA state must be approved in

Denmark unless the Danish authorities find that there is a substantial difference between the

statutory requirements regarding professional qualifications that exist in Denmark and

applicant professional qualifications. If this is the case, the applicant will get the opportunity

to prove, by completing an aptitude test or an adaptation period, that you have the necessary

qualifications. If it is not given full access to the pursuit of the profession, the authority must

therefore offer to the applicant the choice between completing an aptitude test or an

adaptation period, in some cases culminating in an examination. For professions whose

pursuit requires special knowledge of Danish law, the competent authority may stipulate

either an adaptation period or an aptitude test. This applies e.g. to the qualification as

lawyer according to the Professional Recognition Directive, to certain auditor professions,

certain management positions and certain specialisation courses within the health professions.

Aptitude test

An aptitude test aims to assess the applicant ability to pursue a particular regulated profession

in Denmark. In order to permit this test to be carried out, the competent authority draws up a

list of subjects which are not covered by the applicant diploma, and which are essential in

order to be able to pursue the profession in Denmark. the applicant may be required to take

the aptitude test in Danish. The competent authority can provide the applicant with

information about preparatory courses and inform the applicant where the test can be taken

and of the enrolment procedure. The applicant must pay all costs related to the aptitude test.

Period of practical work experience/adaptation period

A period of practical work experience/adaptation period is the applicant's pursuit of his/her

profession for a limited period in Denmark under the responsibility of a qualified member of

that profession. The adaptation period is subject to an assessment. The competent authority



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determines the content and duration of the adaptation period and its assessment. It is the

applicant own responsibility to find a place where you can get practical work experience with

or without pay.

Automatic recognition based on minimum training conditions mutually agreed in the EU MS

Seven sectoral professions in the EU are covered by a system for the automatic recognition of

professional qualifications. They are the professions of doctor, dental practitioner, nurse,

midwife, veterinary surgeon, pharmacist and architect. However, the architect profession is

not regulated in Denmark and consequently an authorisation to pursue this profession in

Denmark is not needed. The sectoral professions are characterised by being subject to certain

mutual EU minimum training conditions.

This means that if the applicant have completed training that entitles him to pursue one of

those professions in another EU/EEA country, it is entitled to automatic recognition of your

qualifications, and can automatically gain the right to pursue the profession in Denmark,

regardless of whether he want to work on a temporary or occasional basis or whether he want

to establish yourself permanently.

Automatic recognition under the rules on acquired rights

If the applicant is a doctor, nurse, dental practitioner, midwife, veterinary surgeon or

pharmacist, and do not meet the above minimum conditions, it may be granted exemption

from the conditions if he commenced his training within the profession before a date set out

in the Professional Recognition Directive, and if he has been effectively and lawfully

engaged in the activities concerned for at least three consecutive years during the five years

preceding the award of the certificate.

Automatic recognition on the basis of relevant professional experience

The Danish professions covered by this form of recognition are listed in Annex 2 to Guide to

recognition of foreign professional qualifications-Access to regulated professions in

Denmark- March 2010[14].

Automatic recognition applies in the below situation:



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The profession is listed in Annex IV of the Directive, and pursuit of the profession is

contingent upon possession of general, commercial or professional knowledge, and access to

the pursuit of the profession is regulated by law in the host country.

If are meet these criteria, the applicant are entitled to automatic recognition within one of the

professions set out in Annex 2, if it is able to prove to the competent authority that it is in

possession of relevant professional experience from his home member state of a duration

stated in articles 17-19 of the Directive.

The relevant professional experience is required to have duration of three to six years,

depending on whether it is applied for recognition in an employed or self-employed capacity

or as a manager of an undertaking. It also depends on the profession concerned.

A statement regarding the relevant professional experience must be issEUd by the competent

authority in the home country. In Annex B of the Code of Conduct, one can look up who is

responsible for issuing the above statement in the home member state.

Professions that are included in the systems of the EU / EEA automatic recognition based on

relevant professional experience, cf. Articles 16 and 19 of the Directive on recognition of

professional qualifications [14]

Profession competent authority

Raising of certain animals; deer, ostrich

and fox farming/Creşterea unor anumite

animale: căprioare, struţi, ferme de vulpi

Danish Veterinary and Food

Administration

Gas, Plumbing and Sanitation Fitter /Instalator

de gaze,apă şi canalizare

Danish Safety Technology Authority

Electrical contractor/Contractant electricitate Danish Safety Technology Authority

Sewerage Contractor/Contractant canalizare Danish Safety Technology Authority

For certain persons working in a self-employed capacity, automatic recognition are also

contingent upon the form of activity that is the object of the recognition not having finished

more than 10 years before the date on which you submit the complete application for

professional recognition.



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If the applicant is unable to document the professional experience mentioned, the application

will be considered according to the general rules on immediate recognition of professional

qualifications. In such case it must prove that it possess evidence of relevant formal

qualifications issued in your home member state. If the profession is not regulated in the

home member state, it must provide evidence that it have obtained at least two years of

relevant professional experience during the previous 10 years in the home member state.

Free provision of services in Denmark

In Denmark the Ministry of Business and Growth (Ministry of Business and Growth) is a

Single Point of Contact for the Services Directive, SOLVIT and NIMIC (National IMI

Coordinator) [18].

If the applicant wants to work on a temporary or occasional basis in Denmark based on the

evidence of formal qualifications and certificates issued in your home country, you are a

service provider.

As a general rule, the applicant is entitled to provide services on a temporary or occasional

basis in Denmark if it is legally established for the purpose of pursuing the regulated

profession in another EU/EEA country.

Unless the profession in Denmark is subject to requirements regarding so-called prior check ,

it will pursue the profession with the certificates and evidence of formal qualifications issued

in the country of origin (of establishment).

If the profession is not regulated in your country of origin, the applicant must have worked in

this profession for at least two years during the previous 10 years in that country in order to

benefit from this arrangement. Declaration is required to be made in advance with regard to

some of the regulated professions in Denmark. With regard to foreign professional

qualifications in professions that are deemed to have public health or safety implications, a

prior check requirement is also requested.

Declaration to be made in advance

With regard to certain professions it is required to notify the relevant Danish competent

authority in advance of your intention to provide the service before providing the service for



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the first time. In such case you must submit a written declaration. It is also often required to

submit copies of the relevant documents to prove that it is fully qualified and that is entitled

to pursue the profession in your home country. In this connection it may be requested to

submit the documents mentioned

If the review of the documents shows that there are substantial differences between the

qualifications and the Danish statutory requirements relating to the pursuit of the profession,

the competent authority may request an aptitude test. In Annex 1 of this study can look up

whether the profession is subject to a prior check. There are also cases in which a prior check

is not possible: the sectoral professions comprised by the rules of the Professional

Recognition and professions comprised by the rules concerning automatic recognition based

on relevant professional experience.

Time limits for prior check

If the competent authority has not notified the applicant within one month of receipt of the

documents that the qualifications must be checked, the applicant may commence work.

If the applicant is notified that it must take an aptitude test, the competent authority must

inform it of the test within one month of the competent authority notifying that the

qualifications must be checked.

In case of problems that may delay the decision, the time limit may be extended by one

month.

In any case, the applicant must be able to first provide the service within three months of the

competent authority receiving all the relevant documents.

In fig. 5 is shown the flowchart to be followed for a person who wants to work in Denmark as

temporary or occasional services provider, in the professions listed in Appendix 1 to this

paper.



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Fig. 5 - Provision of services

The list of regulated professions in Denmark, the competent authorities for recognition of

their professional qualifications and contact details are available by visiting the website of the

Danish Agency for Universities and Internationalization - Ministry of Science, Innovation

and Higher Education, Source: en.iu.dk/recognition/danish-legislation. In Annex 2 of this

study there are all the regulated professions in Denmark, with the name in Danish, English

and Romanian, the competent authority and its contact details.

As the coordinating authority, the Danish Agency for Universities and Internationalization is

responsible for coordinating the activities of the authorities competent to ensure that the

provisions of Directive 2005/36/EC on recognition of professional qualifications are

implemented in a uniform manner for all professions concerned.

In accordance with the current legislation (Law no. 371 of 13 April 2007 on the external

evaluation of qualifications; Order no. 447 of May 10, 2007 (Qualifications Board Order)

Order no. 448 of 10 May 2007 (Assessment of Foreign Qualifications Order ) Law no. 189 of

12 February 2010 on the right to practice certain professions in Denmark (Act on the right to

exercise certain professions in Denmark), Order No. 575 of 1 June 2011 on the recognition of

professional qualifications (Bekendtgørelse om anerkendelse af erhvervsmæssige

kvalifikationer mv) for a number of maritime occupations: Order no. 818 of 22 July 2004 (B

Bekendtgørelse nr. 818 af 22. Juli 2004 anvendelse om af lov om adgang pana udøvelse af

visse erhverv i Danmark på erhverv sub Økonomi-og Erhvervsministeriets (Søfartsstyrelsens)



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Ressort, all foreign qualified people have the right to be evaluated by the Danish Agency for

Universities and Internationalization, with the purpose of taking a job in Denmark. This

applies to qualifications at all levels [10,18].

In Denmark, as well as in other MS / EEA the professions are divided into two categories:

unregulated and regulated. The regulated professions in Denmark can be exercised only by

persons certified following the specific rules of that profession. If the professional title was

obtained in another state, for the legal exercise of the profession concerned is necessary to

obtain recognition of professional qualifications from the Danish competent authority under

Directive 2005/36/EC on recognition of professional qualifications.

At the same time, Denmark has established a system for the recognition of competences

acquired through three types (categories) of learning (formal, non-formal and informal),

defined in this paper.

The deadline for examination of the diplomas recognition file that certify a given professional

training set out in Community and national law and must not exceed three months.

The file must contain the following documents:

Proof of your nationality (e.g. a copy of the ID Card or passport).

Attestation of professional competence or qualifications grades, which provides

access to the profession (where the profession is regulated in the country of origin);

Certificates, diplomas, etc.. Relevant to the profession concerned;

Proof that it was practiced the profession for at least two years in the last ten in the

Member State of establishment, when the profession is not regulated in that country

(e.g. payroll or references from previous employers and documents of identification

of previous professional activity and its duration);

Contact details: name, address, phone and e-mail. If someone sends documents, for

example, a courier company on behalf of the applicant, sender name, address, phone

and e-mail;

medical certificate showing that the applicant is able to exercise a regulated

profession;

seagoing service documentation.



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38

If the applicant is a citizen of a country belonging to the EU or EEA and profession is on the

regulated professions list of the Single Contact Point, one can send documents in electronic

format to the Single Contact Point, even if it is a temporary service provider (when it is

required to submit a declaration and accompanying documents). To find out if it can use this

option the applicant must visit the website: www.businessindenmark.dk (search by

profession).

If the applicant occupation is not on the list of Single Contact Point, it must send the required

documents (see list above) by mail to the competent authority responsible for processing his

application (same applies when applicant is a citizen of a country outside the EU / EEA).

It is very important for the applicant to send certified photocopies of the essential documents

(professional qualification certificates, experience, etc). This means that an authority has

confirmed the authenticity of the originals of essential documents by stamping and signing

each page (copies).

This confirmation can be made by a Danish authority (e.g. local municipality, by employment

agency, etc.), or by the institution / authority that issued the document, or embassy / consulate

in Denmark of the country where the document is issued or by a Danish embassy or

consulate. If the applicant can not submit a certified copy, the competent authority could

control the content and authenticity of the diploma, certificate and / or of personal data.

Standard documents, such as ID cards, passports, etc., should not be sent as certified

translations. Documents issued in English, Norwegian or Swedish should not be translated,

and the documents issued in other languages must be translated into Danish or English. Some

competent authorities also support translations in German and French, this option must

request approval from competent authority. During the exercise of the profession in Denmark

the applicant shall be made aware of the rules governing professional qualification concerned

both professional and administrative, and the definition of the profession, the use of titles and

serious professional malpractice and disciplinary provisions, which are applicable in

Denmark to those engaged in the profession . Danish Agency for International Education has

published a guide for the recognition of foreign qualifications (Guide to recognition of

foreign professional qualifications-Access to regulated professions in Danmark- March

2010[14]), which provides all the information on this topic.



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2.2. Regulated professions and competent authorities

In Denmark, in the EU database (see Figure no. 6) there are 154 professions regulated under

Directive 2005/36/EC.

For Romania (Figure 7) the number of professions recorded as regulated profession is

smaller, only 95.

Of these only a relatively small number of professions are regulated in both countries.

In table no. 3 are shown some of these professions, competent authorities and legislation

governing the practice of those professions. For Romania were considered not only the

professions regulated by Law 200 of 2004, but also regulated profession on the basis other

regulations and administrative provisions.

Figure no. 6



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Figure no. 7

TABLE NO. 3 - COMPARATIVE TABLE OF REGULATED PROFESSION IN

DENMARK AND ROMANIA

DENMARK Romania (similar or equivalent

professions)

IMI

professional

sector title

Professions in the Architecture

and Construction

Occupation title Fochist/Kedelpasser/Boiler

Attendant

Steam and hot water boilers

stoker (Class A);

Steam boiler category E stoker

(Class B);

Hot water boilers and low

pressure steam boilers stoker

(Class C);

Stoker boilers computer driven

(Class D);

Stoker;

Competent

Authority

Autoritatea Daneză pentru

Mediul de Lucru/The Danish

Working Environment

Authority (WEA), Postboks

1228, 0900 øbenhavn C,

Phone: (+45) 70121288, Fax:

(+45) 70121289, Email:

[email protected], Web:

http://www.at.dk/.

State Inspection for Control of

Boilers, Pressure Vessels and

Hoisting (ISCIR)

../../../Emilia/My%20Documents/Downloads/Detail.aspx%3faIdErhverv=28

mailto:[email protected]

http://www.at.dk/



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41

Legislation Executive Order no. 647 of 26

June 2008 on the recognition

of professional qualifications

acquired abroad,

http://synkron.at.dk/sw60042.a

sp.

Order of the Minister of

Economy no. 2.154/2009,

published in the Official Journal

of Romania, Part I, no. 11

bis/08.01.2010 approving the

technical requirements PT CR 4-

2009 "legal persons authorization

to perform work at installations /

equipment" and PT CR 8-2009

"Authorization of servicing

personnel for installations /

equipment and auxiliary servicing

personnel acceptance"

Occupation title Macaragiu/Kranfører / Crane

Driver

crane operator;

crane machinist (crane operator

group E);

Competent

Authority

Autoritatea daneză pentru

Mediu de lucru/ The Danish

Working Environment

Authority, Postboks 1228,

0900 København C, Phone:

(+45) 70121288, Fax: (+45)

70121289, E-mail: [email protected],

Web: http://www.at.dk/



Hoisting (ISCIR)

Legislation Executive Order No. 1109 of

15 December 1992 on the Use

of Technical Equipment,

annex 1, 6.24 and 6.25, cf. art.

§ 17 (1),

http://at.dk/sw12651.asp

Executive Order No. 647 of 26

June 2008 on recognition of

professional qualifications

acquired abroad,


sp

EU Directive on the mutual

recognition of professional

qualifications: 2005/36/EC,

Title III, Chapter I (general

system for the recognition of

training evidence)


Economy no. 2.154/2009,












Occupation title Electrician autorizat/

Autoriseret elinstallatør/

Electrical Contractor

Electricians to design, construct,

verify and operate electrical

equipment in power system


../../../Emilia/My%20Documents/Downloads/DetailEN.aspx%3faIdErhverv=38



http://www.at.dk/

http://at.dk/sw12651.asp

http://synkron.at.dk/sw60042.asp






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42

Competent

Authority

Danish Safety Technology

Authority: Nørregade 63, 6700

Esbjerg, Phone: (+45)

33732000, Fax: (+45)


Web: http://www.sik.dk/

The Romanian Energy

Regulatory Authority

(ANRE)

Legislation Ministerial Order No. 1200 of

October 17, 2007

Ministerial Order No. 1522 of

13 December 2007

Consolidation Act No. 989 of

8 December 2003, as

amended, authorizing certified

electricians.

EC Directive on recognition of


Regulations for licensing

electricians to design, construct,

verify and operate electric power

system installations - Revision 4

Order 90/2009 (Official Journal

847/2009)

Occupation title Instructor in securitate şi

sănătatea muncii în instalaţiile

offshore (Instructor in safety

and health work on offshore

installations, etc.)

Labour protection inspector

Competent

Authority Danish Energy Authority

Amaliegade 44

1256 København K

Phone: (+45) 33926700

Fax: (+45) 33114743

Email: [email protected]

Web: http://www.ens.dk/

Ministry of Labour, Family,

Social Protection and Elderly

Legislation Directive 2005/36/EC, Title

III, Chapter I (General system

for the recognition of evidence

of training

Executive Order No 1506 of

15 December 2010 on

Occupational Health and

Safety Training of Safety

Groups on Offshore

Installations, section 4

Occupation title Pirotehnist pentru focuri de

artificii/

Fireworks Pirotehnist/

Festfyrværker

Fireworks Pirotehnist


http://www.sik.dk/

http://www.ens.dk/



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43

Competent

Authority

Sikkerhedsstyrelsen

URL: www.sik.dk/

Ministry of Internal Affairs

General Inspectorate of

Romanian Police

Phone: +40 212082525

Fax: +4021 3165365


o

URL: www.politiaromana.ro

Legislation . Act no. 193 of 24 May 1972,

as amended. Executive Order

no. 176 of 22 February 2010

and Executive Order no. 1423

of 16 December 2009.

Executive Order no. 1424 of

16 December 2009, as

amended. Executive Orders

no. 1425 and 1426 of 16

December 2009.

Occupation title instalatorul de gaze, apă şi

canalizare/Gas, Plumbing and

Sanitation Fitter/Gas-, vand-

og sanitetsmester

Authorised fitter for the design,

construction and / or operation of

the objectives / systems in the

field of the natural gas

Competent

Authority

Danish Safety Technology

Authority, Nørregade 63,

6700 Esbjerg, Phone: (+45)

33732000, Fax: (+45)


Web: http://www.sik.dk/

The Romanian Energy

Regulatory Authority

(ANRE)

Legislation Ministerial Order No. 1201 of

17 October 2007


14 December 2006

Consolidation of Law No. 988

of 8 December 2003

EC Directive on recognition of


ORDER no.89 from 12.11.2009

Occupation title Inspector ridicare /Lift

inspector/Elevatormontør

RSVTI operator

Inspector for supervision and

technical inspection of

installations - 311 535

ISCIR Inspector - 311 536

http://www.sik.dk/



http://www.politiaromana.ro/






http://www.sik.dk/






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44

Competent

Authority


Mediul de lucru/ The Danish

Working Environment

Authority, Postboks 1228,

0900 København C, Phone:

(+45) 70121288, Fax: (+45)





Hoisting (ISCIR)

Legislation Executive Order No. 647 of 26



acquired abroad,


sp

Order no. 130 of 10 May 2011

for approval of the Methodology

for authorizing the operator

responsible for the technical

supervision of installations /

equipments in the field of ISCIR

- RSVTI operator

Occupation title Macaragiu instalaţii

offshore/Work as crane driver

on offshore

installations/Arbejde som

kranfører på offshoreanlæg

m.v.

crane operator;


group E);

Competent

Authority

Danish Energy Authority/


energie, Amaliegade 44, 1256

København K, Phone: (+45)

33926700, Fax: (+45)

33114743, E-mail:


http://www.ens.dk/



Hoisting (ISCIR)


July 2009 concerning the

management of Health and

Safety at offshore installations,

etc. Section 25


Economy no. 2.154/2009,













http://www.at.dk/










http://www.ens.dk/



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Occupation title Motostivuitorist şi operator

stivuitor in instalaţii

offshore/Work as fork-lift

truck driver and operator of

fork-lift stacker on offshore

installations/Arbejde som

gaffeltruckfører samt fører af

gaffelstabler på offshoreanlæg

fork-lift operator

Competent

Authority





33926700, Fax: (+45)

33114743, E-mail:


http://www.ens.dk/



Hoisting (ISCIR)


July 2009 concerning the

management of Health and

Safety at offshore installations,

etc. Section 26.


Economy no. 2.154/2009,












Occupation title Operator Stivuitor/Operator of

Fork Stacker/ Fører af

gaffelstabler

fork-lift operator

Competent

Authority

The Danish Working

Environment Authority

/Autoritatea daneză pentru

mediul de lucru, Postboks

1228, 0900 København C,

Phone: (+45) 70121288, Fax:

(+45) 70121289, E-mail:


http://www.at.dk/



Hoisting (ISCIR)









http://www.ens.dk/






http://www.at.dk/



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46




acquired abroad,,


sp


Economy no. 2.154/2009,












Occupation title Operator încărcător

telescopic/Operator of

Telescope Loader/ Fører af

teleskoplæsser


group E);

Competent

Authority

The Danish Working

Environment Authority/


mediul de lucru /, Postboks

1228, 0900 København C,

Phone: (+45) 70121288, Fax:

(+45) 70121289, E-mail:


http://www.at.dk/



Hoisting (ISCIR)




acquired abroad,,


sp


Economy no. 2.154/2009,












Occupation title Reprezentantul operatorului pe

instalaţiile offshore/Operator

Representative on offshore

installations/Operatørens

repræsentant på offshoreanlæg

m.v.

RSVTI operator

Inspector for supervision and

technical inspection of

installations - 311 535

ISCIR Inspector - 311 536








http://www.at.dk/











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47

Competent

Authority



energie , Amaliegade 44, 1256


33926700, Fax: (+45)

33114743, E-mail:


http://www.ens.dk/



Hoisting (ISCIR)

Legislation Executive Order No. 1501 of

15 December 2010 on

emergency response on

offshore installations etc.

Section 17.







- RSVTI operator

Occupation title Sudor pe instalaţii

offshore/Work with welding

on offshore

installations/Arbejde med

svejsning på offshoreanlæg

ISCIR authorized manual welder

with arc with coated electrodes

ISCIR authorized oxyacetylene

flame welder

ISCIR authorized protective gas

welder;

ISCIR authorized submerged arc

wire electrode welder;

ISCIR authorized high density

polyethylene (pe - hd) welder

Competent

Authority

Danish Energy Authority

/Autoritatea daneză pentru



33926700, Fax: (+45)

33114743, E-mail:


http://www.ens.dk/



Hoisting (ISCIR)








http://www.ens.dk/



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48


September 2005 concerning

precautions to prevent the risk

of cancer of working with

substances and materials with

subseqEUnt amendments,

section 26 and Appendix 1 and

2;

Executive Order No. 1502 of

15 December 2010 on the use

of substances and materials

(chemicals) from offshore

installations, etc., subsection 1

of section 77.

Order no. 442 / March 2010

approving the technical

requirements PT CR 6-2010

"Authorization of personnel and

laboratories performing non-

destructive testing and evaluation

of the technical capabilities

laboratories that carry out

destructive examination" PT CR

7-2010 "Approval of welding

procedures for steel, aluminum

and aluminum alloys for high-

density polyethylene (PE-HD)

"and PT CR 9-2010" Approval of

welders who performs welding

pressure installations and lifting

equipment in steel, aluminum,

aluminum alloy and polyethylene

high density (PE-HD) "

Occupation title Expert tehnic pentru inspecţia

cazanelor şi sistemelor de

încălzire/ Technical Expert for

inspection of boilers and

heating systems/ Teknisk

ekspert til eftersyn af kedel- og

varmeanlæg

RSVTI operator

Competent

Authority





33926700, Fax: (+45)

33114743, E-mail:


http://www.ens.dk/



Hoisting (ISCIR)

Legislation Law no. 585 of 24 June 2005

to promote energy savings in

buildings, as amended,


June 3, 2008, Chapter 5 and 6







- RSVTI operator








http://www.ens.dk/



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49

Occupation title Sudor/Welding work/Arbejde

med svejsning

ISCIR authorized manual welder

with arc with coated electrodes

ISCIR authorized oxyacetylene

flame welder

ISCIR authorized protective gas

welder;

ISCIR authorized submerged arc

wire electrode welder;

ISCIR authorized high density

polyethylene (pe - hd) welder

Competent

Authority

Danish Working Environment

Authority/Autoritatea daneză

pentru mediul de lucru,

Postboks 1228, 0900

København C, Phone: (+45)

70121288, Fax: (+45)





Hoisting (ISCIR)


September 2005 was further

amended on measures to

protect workers from the risks

related to exposure to

carcinogenic substances and

materials at work § 26 and

Annex 1 and 2, http://www.at

.dk/sw12472. Asp

Executive Order no. 647 of 26

June 2008 on the recognition

of professional qualifications

acquired abroad,


sp

Order no. 442 / March 2010

approving the technical

requirements PT CR 6-2010

"Authorization of personnel and

laboratories performing non-

destructive testing and evaluation

of the technical capabilities

laboratories that carry out

destructive examination" PT CR

7-2010 "Approval of welding

procedures for steel, aluminum

and aluminum alloys for high-

density polyethylene (PE-HD)

"and PT CR 9-2010" Approval of

welders who performs welding

pressure installations and lifting

equipment in steel, aluminum,

aluminum alloy and polyethylene

high density (PE-HD) "

IMI

professional

sector title

SOCIAL WORK AND CARE

PROFESIONS





http://www.at.dk/





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Occupation title Psiholog autorizat/ Autoriseret

psykolog/ Authorized Psychologist

Psychologist

Competent

Authority

Psykolognævnet/ Danish

Supervisory Board of Psychological

Practice/

Holmens Kanal 22

1060 København K

Phone: (+45) 41851343

Fax: (+45) 33932518


http://www.psykolognaevnet.dk/

Colegiul Psihologilor din România/

Romanian Psychologists College

Phone: +4021- 3115155

Fax: +4021- 3115155


URL: www.copsi.ro


November 2007.

-

Occupation title Psiholog/ Psykolog - beskyttet title/

Psychologist

Psychologist

Competent

Authority

Danish Supervisory Board of

Psychological Practice

Holmens Kanal 22

1060 København K

Phone: (+45) 41851343

Fax: (+45) 33932518


Web:


Colegiul Psihologilor din

Romania/Romanian Psychologists

College

Phone: +4021- 3115155

Fax: +4021- 3115155


URL: www.copsi.ro


November 2007.

PS3 - Diploma of post-secondary level

(3-4 years) , Art. 11 d

IMI

professional

sector title

PROFESSIONS IN THE

MARITIME FIELD

Occupation title Căpitan de marină comercială /

Skibsforer

(master)

Commander

Competent

Authority

SØFARTSSTYRELSEN (

Danish Maritime Authority/

Autoritatea maritimă daneză)

Vermundsgade 38 C

2100 København Ø

Phone: (+45) 39174400

Fax: (+45) 39174401


URL:

www.soefartsstyrelsen.dk

Contact person(s): Rasmus H.

Thomsen (+45)

39174605 [email protected]

Ministry of Transport,Romanian

naval authority

Constanta Port no.1,

Phone. 0241/61.61.24, Fax 0241/

616229

e- mail: [email protected]

Legislation Lov nr. 15 af 13. januar 1997

om skibes besætning med

senere ændringer



http://www.copsi.ro/



http://www.copsi.ro/



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Occupation title Ofiţer secund/ Overstyrmand

>3.000 BT (styrmand af1.

Grad(/ Ship’sDeck officer

class II/1stmate

Second engineer officer

Competent

Authority

SØFARTSSTYRELSEN (

Danish Maritime

Authority/Autoritatea

maritimă daneză)

Vermundsgade 38 C

2100 København Ø

Phone: (+45) 39174400

Fax: (+45) 39174401


URL:



Thomsen (+45)


Ministry of Transport,Romanian

naval authority


Phone. 0241/61.61.24, Fax 0241/

616229


Legislation Lov nr. 15 af 13. januar 1997

om skibes besætning med

senere ændringer

Occupation title Marinar /

Skibsassistent/matros

og motormand /Sailor

Navigator

Competent

Authority

SØFARTSSTYRELSEN (

Danish Maritime Authority/

Autoritatea maritimă daneză)

Vermundsgade 38 C

2100 København Ø

Phone: (+45) 39174400

Fax: (+45) 39174401


URL:



Thomsen (+45)


Ministry of Transport, Romanian

naval authority


Phone. 0241/61.61.24, Fax 0241/

616229



May 2006.

Occupation title Şef mecanic/ Marine Engineer

/Maskinmester

Chief engineer



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Competent

Authority

SØFARTSSTYRELSEN

(Danish Maritime Authority

Autoritatea maritimă daneză /)

Vermundsgade 38 C

2100 København Ø

Phone: (+45) 39174400

Fax: (+45) 39174401


URL:



Thomsen (+45)


Ministry of Transport,, Romanian

naval authority


Phone. 0241/61.61.24, Fax 0241/

616229



May 2006

IMI

professional

sector title

FINANCIAL PROFESSIONS

Occupation title Contabil public autorizat de

stat/ Statsautoriseret revisor/

State-Authorised Public

Accountant

authorized accountant

Competent

Authority

Erhvervsstyrelsen /Danish

Business Authority/Autoritatea

daneză de afaceri, Langelinie

Allé 17, 2100 København Ø,

Phone: (+45) 35291000, Fax:

(+45) 35466001, E-mail:


http://www.erhvervsstyrelsen.

dk

Body of Expert and Licensed

Accountants of Romania

Phone: +4021-3308869

Fax: +4021-330 88 88


URL: www.ceccar.ro

Legislation Act no. 468 of 17 June 2008,

as amended.

Occupation title Contabil public înregistrat/

Registered public accountant/

registreret revisor

Expert Accountant



http://www.erhvervsstyrelsen.dk/



http://www.ceccar.ro/





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Competent

Authority

Danish Business Authority/

Autoritatea daneză de afaceri,

Langelinie Allé 17, 2100

København Ø, Phone: (+45)

35291000, Fax: (+45)

35466001, E-mail:


http://www.erhvervsstyrelsen.

dk

Body of Expert and Licensed

Accountants of Romania

Phone: +4021-3308869

Fax: +4021-330 88 88


URL: www.ceccar.ro

IMI

professional

sector title

EDUCATION AND

TRAINING SECTOR

PROFESSIONS

Legislation Profesor liceu / Lærer i de

gymnasiale uddannelser/

Secondary School Teacher

Secondary school teacher

Occupation title Styrelsen for Universiteter og

Internationalisering

Danish Agency for

Universities and

Internationalisation

Phone: +45 3395 1200

Fax: +45 3395 1300


URL: www.ui.dk

Ministry of National Education,

General Directorate for Education

and Lifelong Learning

Phone: +4021 4056343

Fax: +4021 3131013

URL: www.cnred.edu.ro

Competent

Authority

Executive Order no. 139 of 23

February 2011. BKI no. 62 of

14 June 1990.

Law no.1 from 2011

Legislation Profesor scoala primara /

secundara/ Lærer i

Folkeskolen/Folkeskolelærer/

Teacher of the Danish

Folkeskole (primary and lower

secondary school

Secondary school teacher

Occupation title Styrelsen for Universiteter og

Internationalisering

Danish Agency for

Universities and

Internationalisation

Phone: +45 3395 1200

Fax: +45 3395 1300


URL: www.ui.dk

Ministry of National Education,

General Directorate for Education

and Lifelong Learning

Phone: +4021 4056343

Fax: +4021 3131013

URL: www.cnred.edu.ro





http://www.ceccar.ro/


http://www.ui.dk/

http://www.cnred.edu.ro/


http://www.ui.dk/

http://www.cnred.edu.ro/



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54

Competent

Authority

Consolidated Act no. 998 of

16 August 2010, as amended.

Act no. 579 of 9 June 2006, as

amended. Executive Order no.

651 of 29 June 2009. BKI no.

51 of 5 July 1984 and BKI no.

92 of 18 November 1985.

Law no.1 from 2011

IMI

professional

sector title

HEALTH SECTOR

PROFESSIONS

Occupation title Medic stomatolog (medic

dentist) Tandlaege// Dental

Practitioner

Dental practitioner

Competent

Authority

Sundhedsstyrelsen /Autoritatea

Daneză de Sănătate i

Medicina/ Danish Health and

Medicines Authority

Phone: +45 72 22 74 00

Fax: +45 72 22 74 01


URL: www.sst.dk

Colegiul Medicilor Dentişti din

România/ The Romanian College

of Dental Practitioners

Phone: +4021 222 56 71

Fax: +4021 222 56 71


Legislation

Occupation title Tehnician dentar clinic/

Klinisk tandtekniker/ Clinical

Dental Technician

Dental technician

Competent

Authority




Medicines Authority

Phone: +45 72 22 74 00

Fax: +45 72 22 74 01


URL: www.sst.dk

Ordinul Tehnicienilor Dentari din

România/ Romanian Dental

Technicians Order

Phone: +4021-2113037

Fax: +4021-2113032


URL: www.otdr.ro

Legislation Consolidated Act no. 877 of 4

August 2011 for physician,

nurses, midwives, clinical

dental technicians. Executive

Order no. 49 of 13 January

2010.

PS3 - Diploma of post-secondary

level (3-4 years) , Art. 11 d

Occupation title Farmacist/ Farmaceut/

Pharmacist

Pharmacist


http://www.sst.dk/



http://www.sst.dk/


http://www.otdr.ro/



ELDERLY AMPOSDRU



55

Competent

Authority




Medicines Authority

Phone: +45 72 22 74 00

Fax: +45 72 22 74 01


URL: www.sst.dk

Colegiul Farmacistilor din

Romania/The Romanian College

of Pharmacists

Phone: +4021 314 79 55

Fax: +4021 314 79 55


Legislation Pharmacy Act 2008:

lovbekendtgørelse nr. 855 af 4.

august 2008 om

apoteksvirksomhed for

pharmacy.

• Danish Executive Order no.

1275 of 1 November 2007 for

Pharmacy

• Danish Executive Order no.

1215 of 7 December 2005 for

Pharmacy

Directive 2005/36/EC

Occupation title Moaşă / Jordemoder/Midwife

Midwife

Competent

Authority




Medicines Authority

Phone: +45 72 22 74 00

Fax: +45 72 22 74 01


URL: www.sst.dk

The Romanian Order of Nurses

and Midwives /Colegiul

Asistenţilor Medicali şi Moaşelor

din România

Phone: +4021 224 00 55

Fax: +4021 224 00 75

URL: www.oamr.ro

Legislation Consolidation of Law No 877

of 4. August 2011 for doctors,

nurses, midwives, clinical

dental technicians

Occupation title Medic Basic medical training Physician

Competent

Authority


Daneză de Sănătate şi


Medicines Authority

Phone: +45 72 22 74 00

Fax: +45 72 22 74 01


URL: www.sst.dk

The Romanian College of

Doctors

Phone:

+40214138800,+40214138803

Fax: +402124137750


Legislation


http://www.sst.dk/



http://www.sst.dk/

http://www.oamr.ro/


http://www.sst.dk/




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Occupation title Asistent social şi de sănătate/

Social- og sundhedsassistent/

Social and Healthcare

Assistant

Social Assistant

Competent

Authority

Sundhedsstyrelsen /Danish

Health and Medicines

Authority/Autoritatea daneză

pentru sănătate şi medicină

Axel Heides gade 1

2300 København S

Phone: (+45) 72227400

Fax: (+45) 72227411


Web: http://www.sst.dk

Colegiul National al Asistentilor

Sociali/ National College for

Social Assistants

Phone: +4021-3175125

Fax: +4031 817 20 77


URL: www.cnasr.ro


August 2011. Executive Order

no. 49 of 13 January 2010

Law No. 117 of 2008

Law No.446 of 2004

http://cnred.edu.ro/#legislatie-

pentru-recunoastere-profesionala

Occupation title Asistenta specializată /

Specialsygeplejerske / Single

qualified nurse/Specialised

nurse

General Nurse

Competent

Authority

Sundhedsstyrelsen /

Autoritatea Daneză de

Sănătate i Medicina/ Danish

Health and Medicines

Authority

Phone: +45 72 22 74 00

Fax: +45 72 22 74 01


URL: www.sst.dk

Ordinul Asistenţilor Medicali si

Moaselor / The Romanian Order

of Nurses and Midwives

Phone: +4021 224 00 55

Fax: +4021 224 00 75

URL: www.oamr.ro


August 2011. Executive Order

no. 49 of 13 January 2010

Occupation title Tehnician veterinar/Veterinær

tekniker/Veterinary nurse

Veterinary Technician

Competent

Authority

FødevarestyrelsenPhone:

72 27 69 00

Fax: 72 27 65 01


URL: www.foedevarestyrelsen

.dk

Sanitary Veterinary And Food

Safety Authority Phone: +4021

4108815

Fax: +4021 4108815


Legislation Consolidated Act no. 1101 of

30 November 2011. Executive

Order no. 1167 of 4 October

2007, as amended.

http://www.sst.dk/


http://www.cnasr.ro/


http://www.sst.dk/

http://www.oamr.ro/

http://le.iu.dk/Detail.aspx?aIdErhverv=129



http://www.foedevarestyrelsen.dk/





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Occupation title Medic veterinar/

Dyrlæge/Veterinary Surgeon

Veterinary Surgeon

Competent

Authority

FødevarestyrelsenPhone:

72 27 69 00

Fax: 72 27 65 01


URL: www.foedevarestyrelsen

.dk

Colegiul Medicilor Veterinari din

Romania/ The Romanian College

of Veterinary Surgeons

URL: www.cmvro.go.ro

Legislation The Danish Veterinary

Surgeon Act, Act No. 433 of 9

June 2004, which last

amended by Act No. 401 of 21

April 2010 and Act No. 402 of

21 April 2010.

.





http://www.cmvro.go.ro/



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2.3. IMI statistics on the regulated professions registered in Denmark

compared to those in Romania

The Directive 2006/123/EC of the European Parliament and of the Council of

12 December 2006 on services in the internal market stipulates on article 34 Accompanying

measures:

1. The Commission, in cooperation with Member States, shall establish an electronic system

for the exchange of information between Member States, taking into account existing

information systems.

Based on this directive IMI has been enacted in Denmark the Regulation no. 1024/25 October

2012[15] , which specifies the formal creation of IMI, the functions and the responsibilities,

the provisions on personal data, the scope and future expansions.

IMI structure in Denmark can be illustrated by the following diagram (Figure No. 8):

Fig. 8 IMI structure in Denmark [15]

Where:

1. Services Directive Legislative Coordinator

IMI National

Coordinator

1

LIMIC

2

LIMIC

3

LIMIC

5

LIMIC

4

LIMIC

6

DIMIC



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59

2. Professional Qualifications Directive Legislative Coordinator, Agency for Universities and

Internationalization

3. Posting of workers Directive (pilot) Legislative Coordinator, Work Environment Authority

4. SOLVIT Legislative Coordinator

5. e-Commerce Legislative Coordinator (Competition and Consumer Authority)

6. Delegated Qualifications legislative coordinator - Authority for Health and Medicine

The statistics regarding the two countries, Romania and Denmark, provides information

about the speed of requests solving, responding in the agreed deadlines, response speed, etc..

Overall, Romania is slightly better than Denmark and both countries better than the EU

average. In the event of delays in processing applications, one can appeal to SOLVIT.

SOLVIT [16] is an on-line problem solving network in which EU Member States work

together to solve without legal proceedings problems caused by the misapplication of Internal

Market law by public authorities

SOLVIT deals with cross-border problems between a business or a citizen on the one hand

and a national public authority on the other, where there is possible misapplication of EU

law.

Two examples of quick resolution of an application for recognition of qualifications through

SOLVIT are presented below:

A citizen from Chile would want to be recognized in Denmark the dental practitioner

qualification obtained in the country of origin and equated by Spanish authorities

where he had previously worked. Since the procedure for recognition of owned

qualifications as well as the equivalence trials take a long time SOLVIT role was to

speed up this process, so the request was resolved in two weeks.

Another case in which SOLVIT intervened was that of recognition in Italy of a

Danish sworn translator diploma. The Italian authorities were delaying the recognition

process requesting more details and translated version of the diploma. SOLVIT role



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60

was to quickly unlock the situation by determining the Italian authorities to use IMI

and help Danish citizen to work in Italy.

By analyzing the information provided by the EU website on the mobility of professionals

having as host country Denmark, it results watching the chart on the fig. 10 that in 2007-

2012 the top 5 countries providing qualified personnel for Denmark were Germany, Poland,

Sweden, UK and the Netherlands. Exchanges between Denmark and Romania are not

significant for either establishment or temporary or occasional mobility, as shown from the

Figure 11.

It is obvious the presence of the aforementioned countries as main providers of qualified

personnel in Denmark: Germany, Poland, Sweden, UK, Netherlands (Figure 10).

One of the professions in which mobility has significantly manifested is the installer gas,

water and sanitation installer, for which the examination situation is shown in Figure No. 9.

Fig. 9 Situation of mobility for gas, water and sewerage installer



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Figure No.10-The top five countries that provide professional for Denmark

Figure no. 11-



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62

CONCLUSIONS

Education and vocational training system in Denmark is an articulate, flexible system and

meets the needs of beneficiaries and the identified labour market needs. There is, unlike in

Romania, a good correlation and correspondence between general and vocational upper

secondary education with the academic and vocational higher education. As a result, young

people are attracted to technical and vocational education, 38% of the cohort of graduates one

year completing IVET.

Education and vocational training include a broad range of programs for both youth and

adults. Adult education and vocational training offers training programs concluded with

certificates and diplomas at almost all levels of the National Qualifications Framework in

Denmark (Level 7 to 8).

Relevance for the labour market of the vocational training programs is ensured through the

involvement in this process the social partners (employers, trade unions, professional

organizations) that are organized into sectoral committees coordinated by the Council for

continuing adult education, an advisory body of the Ministry of Children and education.

In Denmark the assessment, certification, validation and recognition of competences acquired

in non-formal and informal is regulated, but unlike Romania, this process is not carried out in

competence assessment centres, but in the professional colleges and training centres

accredited by the Ministry of children and education.

Unlike Romania, which does not yet have defined and legislated a national framework of

qualifications in relation to the European Qualifications Framework, in Denmark it was

established this framework which is operating since the end of 2010. The Danish NQF has

eight levels and include all qualifications offered by the entire education and training system

(undergraduate, university academic and vocational, continuous education and vocational

training and of the adults, etc.).



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63

Education and vocational training are based on two pillars that ensure the quality and

relevance of training to the labour market. These are the Ministry of Education and the social

partners, organized into sectoral committees. Identified competences needs on the labour

market are transmitted to the Ministry of Education which take over and describes the

qualifications, it provides, evaluates and certify the students.

Quality of the processes of education and training is ensured by adequate funding from both

the state budget and the contribution of the social partners, stakeholders, etc. through the fund

for new competences.

Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on

the recognition of professional qualifications has been taken and implemented in Denmark

partly by Law nr.189/12.02.2010 on the right to exercise certain professions in Denmark,

which allowed retention of specific national elements. Thus, although in all EU the architect

profession is a regulated profession belonging to the 7 sectoral professions, in Denmark this

profession is not regulated profession, Danish people considering it a "brand".

Both the statistics as well as the meetings carried out in the study visit shows that Denmark

does not use IMI frequently, but it however, at national level, the demands of recognition of

qualifications and diplomas from other Member States of the European Union are quickly

resolved through national coordinator IMI SOLVIT centre.

In Denmark the professional and the human activity are characterized by three essential

characteristics: simplicity, responsibility, mutual trust, compliance with which ensures proper

functioning of the society and the prosperity of its citizens.



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ABBREVIATIONS

MEN – Ministry of National Education

ANC – National Qualifications Authority

IPS – Institute of Social Policy

CE- European Commission

MS- Member State

CA- Competent Authority

EQF- European Qualifications Framework

SEE/EEA -European Economic Area

CNRED- National Centre for Recognition of Diplomas

ECTS- European Credit Transfer and Accumulation System

ISCED- International Standard Classification of Education

IMI- Internal Market Information

PQ-Professional Qualifications

EPT– Education and Professional Training

VET- Vocational Education and Training

NIMIC- IMI national Coordinator

LIMIC- IMI legislative coordinator

DIMIC- delegated IMI coordinator

AE-Adult Education

AVU- AE General Courses

FVU- AE Preparatory courses

AMU- Vocational training for the labour market (qualification-requalification)

VUC- Adult Education Centres

CVU- higher education centres

GVU- basic courses for adults

VVU- short-term higher education for adults



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BIBLIOGRAPHY

1. http://eng.uvm.dk/Education/Overview-of-the-Danish-Education-System

2. National Education Law no.1/2011

3. http://eng.uvm.dk/Fact-Sheets/Adult-education-and-continuing-training/Adult-vocational-

training

4. www.nordvux.net/download/593/vux_utb_dk_eng.pdf )

5. AEA Country Report on Adult Education in Denmark: Helsinki, 2011

5. CEDEFOP-Validation of non-formal and informal learning in Europe, Luxembourg, 2008

6. European Commission- DG Education and Culture and Cedefop, 2007

7. http://fivu.dk/en/education-and-institutions/recognition-and-transparency/recognition-

guide/competence-assessment

8..http://en.iu.dk/transparency/qualificationsframeworks/National_report_Referencing_DK_

Qualifications_Framework_to_EQF.pdf

9. Country Module - Denmark © Nuffic | 2nd edition December 2010 | version 2, January

2013

10. http://en.iu.dk/recognition/danish-legislation.

11.Vocational education and training in Denmark, ISBN 978-92-896-1085-8, Luxembourg:

Publications Office of the European Union, 2012 – VI, 85 p.

12.Adult Education and Training in Denmark- Senior Adviser Jan Reitz Jorgensen, Special

Advisor Hong Quang Ha-Ministry of Children and Education-PPT presentation

13. http://fivu.dk/en/education-and-institutions/the-danish-education-system/grading-system

14. Danish Agency for International Education, Guide to recognition of foreign professional

qualifications-Access to regulated professions in Denmark, March 2010

15. IMI: Implementation and administration in Denmark, Heads of section - Sofie Freilev and

Peter Emil Engedal ,PPT presentation

16. http://ec.europa.eu/solvit/site

17. http://en.iu.dk/recognition/danishlegislation/Consolidated_Act_189_12_February_2010.pdf

18.How it is organized in Denmark-PPT presentation, Tatiana Milcevic

http://eng.uvm.dk/Education/Overview-of-the-Danish-Education-System

http://eng.uvm.dk/Fact-Sheets/Adult-education-and-continuing-training/Adult-vocational-training

http://eng.uvm.dk/Fact-Sheets/Adult-education-and-continuing-training/Adult-vocational-training

http://www.nordvux.net/download/593/vux_utb_dk_eng.pdf

http://fivu.dk/en/education-and-institutions/recognition-and-transparency/recognition-guide/competence-assessment

http://fivu.dk/en/education-and-institutions/recognition-and-transparency/recognition-guide/competence-assessment

http://en.iu.dk/recognition/danish-legislation

http://fivu.dk/en/education-and-institutions/the-danish-education-system/grading-system

http://ec.europa.eu/solvit/site

http://en.iu.dk/recognition/danish-legislation/Consolidated_Act_189_12_February_2010.pdf

http://en.iu.dk/recognition/danish-legislation/Consolidated_Act_189_12_February_2010.pdf



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