Upper secondary education

Our tasks

In the area of upper secondary education our tasks typically divide into two main fields. We conduct evaluations of subjects, innovative aspects of reforms, and efforts - either on our own initiative or on request from the Ministry of Education, shool leader assemblies and others.

The other main field is about building knowledge and competencies on evaluation and quality work locally at schools. We do this through presentations, seminars, project days, and conferences about evaluation and quality issues.

Methods

Our choice of methodology depends on the focus and aim of the individual project. We employ both quantitative and qualitative methods; questionnaire surveys, statistical surveys, observations and interviews. The latter are used in a case context where e.g. head masters, teachers and pupils are interviewed.

Context

In 2001 an ambitious reform of vocational education and training took place, and a radical reform within upper secondary education took effect in 2005. Too, from 2005 following new quality regulations, is it a similar condition for all institutions that they should assure systematic quality work at the institutions. The institutions' quality work is often a focus in our evaluations. 

Politically there is a firm focus on pupils’ completion of youth education programmes – the Government has an objective that 95 % of all young people in Denmark achieve as a minimum this level of education.

The area for upper secondary education has a complex institutional structure with more than 350 institutions. The area includes more than 130 different youth educations where the major dividing line goes between vocational education and training and the different general upper secondary educations.

Further information is available at the Ministry of Education’s website .