Upper secondary education
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Background

Read more on methods and context of our work within upper secondary education.

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, it is 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.