Ordinance To The Law On Education To The Matriculation Examination (Stx) (Gymnasieloven)

Original Language Title: Bekendtgørelse af lov om uddannelsen til studentereksamen (stx) (gymnasieloven)

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Overview (table of contents)



Chapter 1



Training purposes





Chapter 2



Recording





Chapter 3



Organisation and content of training course





Chapter 4



Compulsory attendance, active participation, promotion, etc.





Chapter 5



Tests and exams





Chapter 6



The school's teachers





Chapter 7



The head teacher's pedagogical tasks and responsibilities





Chapter 8



Oversight, quality system and complaint





Chapter 9



Special forms of education and specially planned course





Chapter 10



Council for secondary Education





Chapter 11



Date of entry into force and transitional provisions



The full text of the Ordinance to the law on education to the matriculation examination (stx) (gymnasieloven)

Hereby promulgated the Act on training for baccalaureate (stx) (gymnasieloven), see. lovbekendtgørelse nr. 860 of 5. July 2010, with the changes imposed by § 1 of lov nr. 613 of 12. June 2013 and § 1 of lov nr. 614 of 12. June 2013.

Chapter 1 section 1 purposes of education. Training for the matriculation examination (stx), (the General gymnasium) is included along with training for higher preparatory examination (hf), the higher commercial examination (hhx) and the higher technical examination (htx) into a single high school system, which is study preparatory and educative, and which provide a basis for higher education.

§ 2. Training for baccalaureate is a 3-year-old youth education, targeting young people with an interest in knowledge, contemplation, perspectives and abstraction, and which mainly aims at higher education. The training constitutes a whole and ends with an exam in accordance with the national standard.

(2). The purpose of the training is to prepare students for higher education, including that they acquire general education, knowledge and skills through training combination of technical breadth and depth and through the interaction between the subjects.

(3). Students should through education and professional and pedagogical progression develop professional insight and study competence. They must achieve familiarity with applying different forms of work and ability to work in a Studio environment where the demands for autonomy, cooperation and attention to seeking out knowledge is central.

(4). Training must have an educational perspective with an emphasis on students ' development of personal authority. Students must therefore learn to behave in a reflective and responsible for their surroundings: fellow human beings, nature and society, and for their own development. Training must also develop students ' creative and innovative skills and their critical faculties.

(5). Education and school culture as a whole must prepare pupils for co-determination, co-responsibility, rights and duties in a society with freedom and democracy. Teaching and the whole school's daily life must therefore build on intellectual liberty, equality and democracy. Students should thus obtain the prerequisites for active participation in a democratic society and an understanding of the possibilities for individually and jointly to contribute to development and change as well as an understanding of both the close as the European and global perspective.

§ 3. Training for baccalaureate is implemented with a focus on the educative and preparatory study. Professionalism is closely linked to the pages of science courses, and students must obtain general education and student competence in the humanities, natural sciences and social sciences in order to be able to carry out higher education.

§ 4. Student course is a condensed, 2-year course, which constitute a whole and ends with the national matriculation examination, as referred to in section 2, paragraph 1, and section 3. The training is targeted at adolescents and adults with an interest in knowledge, contemplation, perspectives and abstraction, and which mainly aims at higher education.

§ 5. High school diploma gives access to higher education in accordance with the rules laid down to that effect.

Chapter 2 Admission § 6. Applicants who have completed 9. class in accordance with the provisions of the Act on the Folkeskole or implemented an education commensurate with what is commonly required in primary school, and which meet the requirements established pursuant to paragraph 4 to prior teaching and tests shall be entered in the General secondary school in direct extension of 9. or 10. class. If Youth guidance after chapter 1 (c) of the Act on guidance on training and professions, as well as a duty to education, employment, etc., have assessed that the applicant does not have the professional, personal and social conditions needed to initiate and carry out the training, and the application searched maintained, shall take the institution with the education decision on admission sought.

(2). Other applicants may, where appropriate on the basis of an entrance examination, shall be recorded in accordance with detailed rules laid down by the Minister for education, see. paragraphs 4 and 5. Applicants who have not taken the mandatory public school graduation tests, must take an entrance examination.

(3). A student who after completing 1. or 2. (g) interrupt teaching in until 1 year after agreement with the Rector, at the beginning of the following school year continue in 2. or 3. (g) at the school where the student is already busy, or at another school. A student who discontinues the teaching of more than 1 year, to be included on new according to the rules laid down in paragraph 2.

(4). The Minister shall lay down detailed rules concerning the admission of students in general secondary school, including the later recording, on the requirements for the prior training and tests whether the school's individual assessment of applicants, about the audition, though, in which case the applicants referred to in paragraph 2 may be included, and that the applicants in connection with the application must indicate their interest in the choice of field of study, etc.

(5). Applicants are admitted to the school of their choice, provided there is space.

§ 7. During the basic course, see. § 9, can a student who totally or partially completed a basic course in a second 3-year upper secondary school education, switch to training for high school diploma without loss of time. Such students are admitted on the basis of merit, including substitution, because it has so far conducted the course.

(2). The Minister shall lay down detailed rules concerning the admission of students, who want to switch to training for baccalaureate.

§ 8. Admission to a 2-year course on student course can take place no earlier than one year after the applicants have completed 9. class in accordance with the provisions of the Act on the Folkeskole or implemented an education commensurate with what is commonly required in the Folkeskole. Course location determines on the basis of an assessment of the applicant's qualifications, whether a candidate can be admitted.

(2). The Minister shall lay down detailed rules concerning the admission of students ' course.

Chapter 3 the organisation and content of training course

Training organisation § 9. The training is organised in a basic course on ½ years common to all pupils, and a subsequent study of direction course at 2 ½ years, chosen by the individual pupil among the courses that the school provider and creates the meaning. § 14.

(2). The General gymnasium's fagrække consists of subjects at secondary C-, B-and A-level, where A is the highest level.

Basic course



§ 10. The basic course should give the students professional insight and understanding as well as an introduction to the secondary working methods and provide the basis for students ' choice and implementation of field of study as well as the basis for the development of pupils ' education.

(2). The basic curriculum consists of Danish, English, 2. foreign languages, history, sport, an artistic subjects, mathematics, one or two science subjects, a science and social studies as well as basic course of General Linguistics and general study preparation, see. However, paragraph 3.

(3). The school may decide that the Danish, English, 2. foreign languages, history and sport first begin at the same time as the study course of direction.

Training for general study preparation



section 10 (a). In the three-and four-year-old organisation of training for baccalaureate must in the overall course of up to 200 hours and used the matriculation examination in the biennial organisation (studenterkursus) 140 hours for general study preparation.

Study of direction gradient



§ 11. Study the course of direction must give students the opportunity for professional immersion and strengthening professionalism. A study of direction course consists of mandatory courses and Studio retningsfag in interaction with each other as well as electives.

(2). At the end of the study course of direction to all pupils have at least four subjects at A-level, normally three subjects at B-level and normally seven subjects on the C-level.

§ 12. The compulsory subjects are in all study courses, within the meaning of the guidelines. However, paragraph 4:1) Danish at A-level.

2) English of at least B-level.

3) 2. foreign languages on a) A-level, if it is a beginner's level, see. However, subparagraph (c), (b)) at least B-level, if it is a continuing language, and (c)) at least B level, if the pupil has maths at A-level in combination with physics and chemistry, where one of these subjects at A-level and the second at least B-level.

4.) Physics of at least C-level.

5) History at A-level.

6) Games of at least C-level.

7) an artistic subjects at least C-level.

8) Mathematics of at least C-level.

9) classical studies on the C-level.

10) Religion on the C-level.

11) social studies of at least C-level.

(2). At least one of the subjects biology, English, French, physics, Greek language continues, chemistry, latin, mathematics, or German language continues to be included in the training and be at A-level.


(3). In addition, at least two of the subjects biology, chemistry and natural geography of at least C-level included in the individual study course of direction. The Rector shall determine in advance which ones.

(4). At least one of the subjects biology, physics, chemistry, mathematics or natural geography must end at least B-level. However, this does not apply to students who have four foreign languages.

§ 13. The school put together study directions, see. paragraph 2, so that each field of study contains three Studio retningsfag, however only two Studio retningsfag, whose Studio direction includes a beginner's or a classical language at A-level with a 3. foreign languages.

(2). Within a field of study, the two study retningsfag at the highest level have natural interfaces and opportunities for cooperation. The following links between these two subjects: 1) Biology, physics, chemistry, or social science at A-level must be combined with mathematics at least B-level.

2) Maths at A-level must be combined with one of the subjects biology, physics, chemistry, or social studies of at least B-level.

3) English at A-level must be combined with either social studies of at least B-level or continue language, beginner or music, all at A-level.

4) continues the language at A-level must be combined with either social studies or English of at least B level, beginner's level or music, all at A-level.

5) A beginner or a classical language at A-level must be combined with another beginner, English, languages, classical languages or music continues, all at A-level.

6) Music at A-level must be combined with another artistic subjects at B-level, with English, a language, a beginner's or continues a classical language, all at A-level, or with maths or physics at least B-level.

(3). The Minister may lay down detailed rules on combinations of the two subjects at the highest level and can depart from the bindings that are provided for in paragraph 2.

(4). The school can introduce local bindings for the mathematical-natural science subjects. The Minister may also, on application from the school accept other local bindings.

(5). The school elects it 3. Studio retningsfag, so that each study retningsfag in a field of study has good opportunities for peer interaction. Subjects from other secondary education can be C-level 3. Studio retningsfag.

(6). The Minister may lay down detailed rules that authorizes the Rector to organise special courses in the form of derogation of the bindings on the study direction for students, who in the course of change of direction training of study or school, and for students who are following a 4-year-old organisation of training, see. § 46.

§ 14. All schools must provide at least four study areas, of which there is at least one study with predominantly humanistic-linguistic study retningsfag, one study with predominantly social science study retningsfag and one study with predominantly natural scientific study retningsfag. The requirement does not apply to institutions in accordance with the law on private secondary schools, matriculation courses and courses for higher preparatory examination (hf-courses).

(2). The Rector decides on the creation of specific fields of study and can including the decision on creation of joint study direction classes.

(3). Each school must, as a minimum, create a single field of study with predominantly humanistic-linguistic study retningsfag and one study with predominantly natural scientific study retningsfag.

(4). The Minister may provide a framework for the creation of the fields of study of the schools. The Minister may also provide that certain fields of study shall be offered or created, and may lay down detailed rules on the subject.

§ 15. The school must offer a number of electives on C-, B-and A-level, which can be selected across fields of study. Subjects from other secondary education electives may be included in the supply. Biology, physics, chemistry, or social science as an elective at A-level must be combined with mathematics at least B-level.

(2). Electives, which on small schools are at least seven pupils and on large schools at least ten pupils, however, must always be created. The Rector decides on the creation of practical electives.

(3). The Minister shall lay down detailed rules about what subjects and levels that can be included in the school's range of electives and may provide a framework for the school's creation of electives.

Excursions and teaching at foreign institutions



§ 16. Parts of the instruction can be organized as field trips, etc.

§ 17. Parts of the teaching can be made by a foreign educational institution for students who have signed up for a special arrangement, where this has been previously planned. Teaching can be mislaid in a semester abroad or after special permission from the Minister of education for up to one year.

(2). If a student despite signing up not participating in the stay in a foreign educational institution, the student's school to ensure that the student can proceed without delay in the regular education at the school where he or she already is busy, or at another school.

Retention of students in training



§ 18. In order to keep pupils in education to the school in cooperation with the Youth guidance provide assistance to the students who need it.

(2). The school must draw up guidelines for the restraint worked, see. paragraph 1, including the reduction of dropout rates and procedures for the conduct of the elections or drop off.

(3). The Rector shall at least once per semester to discuss matters relating to the individual class or an individual student with class teachers.

(4). The Minister may lay down detailed rules on restraint work, see. (1).

Forms of work and evaluation



§ 19. Education shall be organised so that the students through the entire training meetings variety and progression in employment forms.

(2). The teaching must be continuously evaluated, so students and teachers informed about students ' benefit from the teaching. The Minister shall lay down detailed rules on internal evaluation for assessing students ' competence development.

Merit



§ 20. The school gives students credit for teaching upon application and test reporting in subjects, when the pupil before recording in education has completed the course at similar or higher secondary level.

(2). The school may also, on application, give a student merit, including substitution, for teaching or test carried out before recording in training or completed as part of the teaching of the basic regulation. section 17, paragraph 1, when the course after the school's assessment may replace parts of the teaching in training.

(3). For students who have received credit in accordance with paragraph 1 or paragraph 2 of this article, the school may organise special courses, which may be shorter than a usual secondary course.

(4). The Minister may lay down detailed rules on merit, including the criteria for what subjects eligible for merit, and to what extent the meritorious subjects may be included in a comprehensive exam.

Special for student course



§ 21. On the students ' course of study and the students choose electives that must begin the 1. year, at the start of the 2-year-old course. Requirements for the General gymnasium's basic course transferred to study the course of direction in a form adapted to the matriculation course.

(2). The Minister shall lay down detailed rules concerning the claims for baccalaureate on student course, including what subjects who are deleted from the mandatory fagrække pursuant to section 12.

Empowering



§ 22. The Minister shall lay down detailed rules on the organisation and content of education organisation, including rules on subjects and study retningers objectives, content and extent at different levels.

Chapter 4 compulsory attendance, active participation, promotion, etc.

§ 23. Pupils have compulsory attendance and the duty to participate actively in the teaching.

(2). The Rector is duty-bound to take action against pupils ' absence. Provisions laid down in the school's study and code of conduct, see. § 24.

§ 24. Rector establishes the school's study and code of conduct, see. However, paragraph 3. The Rector makes students familiar with the study and conduct.

(2). The students are obliged to follow study and conduct. The Rector decides on the introduction of penalties for students who do not follow the school's study and conduct.

(3). The Minister shall lay down detailed rules concerning study and conduct, including on the introduction of penalties for students who do not follow study and conduct.

§ 25. The Rector may, in exceptional cases, to deny a student's promotion to the next grade levels, if it is considered that the student has not achieved a sufficient yield of the so far completed the course. It is a necessary but not sufficient condition for refusing promotion that the pupil has under 2.0 on average.

(2). The Minister shall lay down detailed rules concerning the head teacher's access to refuse a student promotion.

Chapter 5 tests and exams section 26. The baccalaureate is a comprehensive exam, which includes at least nine tries, including a study of the guidelines project.

(2). Baccalaureate may also put together as a single subject exam of the test characters in all compulsory subjects and the required number of optional subjects, see. section 11, paragraph 2, as well as a special project sample.

§ 27. Baccalaureate may include tests in all subjects at the training, except for games at the C-level. The samples can be interdisciplinary.


(2). The Minister shall fix each year, when samples with key assignments take place. The Rector decides when the specimens are held at each school within the deadlines laid down by the Minister for education.

(3). The Minister shall fix each year, in which subjects each student must audition. The Rector makes every year students aware of, in which subjects foreseen sample.

section 28. Rector holds samples and issuing proof of tests and exams.

(2). The samples are individual for each student. It does not apply to samples, where several students ' participation is a prerequisite for a portion of the sample implementation. Each student is assessed individually.

(3). The diploma normally contain sample characters, årskarakterer and character of study guidelines project. The characters on the diploma is included with different weight in the exam result.

(4). After passing the exam the pupil receives a diploma.

section 29. The Minister shall lay down detailed rules concerning tests and exam, including on the issue of the test and diplomas.

section 30. Other than students can set itself to try as an independent student. The Minister shall lay down detailed rules on the subject.

Chapter 6 the school's teachers section 31. Teachers who teach in accordance with this law, must have a teaching qualification (professional and pedagogical competence) in one or more subjects in the secondary education.

section 32. Professional competence is conditional upon a candidate exam passed by a University in one or more subjects in the secondary education. By sibling subjects in a two-course combo training must both be within the high school courses or hf's fagrække. It is furthermore a condition that the candidate's training in its single parts and overall have such a professional and methodological breadth and depth that the candidate could teach professionally defensible in relation to the objectives of the programme to the baccalaureate.

(2). The headmaster assigns professional competence in connection with teacher's employment at the school.

(3). The Minister shall lay down detailed rules concerning the professional prerequisites that must be met as a condition for the award of professional competence on the basis of a master's degree in accordance with paragraph 1 or another adequate training.

(4). The Minister shall lay down detailed rules on the conditions under which persons who are not professionally competent, can achieve teaching competence in accordance with this law.

section 33. A teacher achieves pedagogical competence by completing a diploma in education, see. law on secondary education in secondary education.

§ 34. (Repealed)

Chapter 7 the head teacher's pedagogical tasks and responsibilities section 35. The Rector has the pedagogical responsibility for school classes, tests and exams over for Minister of education.

(2). The Rector is the school's daily leader, and the Rector directs and distributes the educational work among the school's staff.

(3). The Vice-Chancellor shall take all practical decisions regarding the school's students, unless otherwise provided by this Act or rules thereunder.

Chapter 8 oversight, quality system and complaint section 36. The Minister has overall responsibility for and oversees education, tests and examinations in accordance with this law.

(2). The Minister may give notice issued to the Rector in educational affairs.

section 37. The Rector shall establish a system for quality assurance and performance evaluation in connection with training and education.

(2). The Minister shall lay down detailed rules on the subject.

section 38. The Minister may obtain all necessary information from the schools of education, pupils and staff, including the schools organize visits, with a view to the implementation of the monitoring and compilation of statistics and may lay down detailed rules on the subject.

(2). The Minister may lay down rules on electronic communications between the institution and the Ministry of education, including on the form and format and on the application of digital signature in connection with delivery of information. The Minister may also establish requirements for control and security measures.

§ 39. A student may appeal to the Minister of education of the head teacher's decisions when the complaint relates to legal questions. The Minister may lay down detailed rules on the subject.

(2). The Minister shall lay down detailed rules on appeal against decisions in connection with the tests and exams, including to retaken and reassessment may result in a lower rating.

Chapter 9 special forms of education and specially planned course of section 40. Disabled students who need special education or other special educational assistance, must have quotes on the subject.

(2). The Rector may, in exceptional circumstances, organise the 3-year-old course over 4 years for pupils on the grounds of disability is unable to follow the teaching in the normal way.

(3). The Minister shall lay down detailed rules thereof, including customized test and exam courses.

§ 41. Students who temporarily due to sickness for a longer period of time cannot follow the regular tuition to have offers of medical education.

(2). The Rector may, in exceptional circumstances, organise courses over a 4-year period for pupils who, because of serious illness or equivalent for any length of time is unable to attend classes in the normal way.

(3). The Minister may lay down detailed rules concerning in particular organized teaching in accordance with paragraph 1, including the school's duty to make representations to the pupil, as well as on custom test and exam sessions, see. (2).

§ 42. The school offers pupils voluntary teaching.

(2). The Minister may lay down detailed rules on the subject.

section 43. To create secondary supplementary courses (GSK) in order to ensure that students who have completed an upper secondary school education, subsequent can acquire sufficient prerequisites to be able to be admitted to and implement a higher education.

(2). The Minister shall lay down detailed rules on the supplementary secondary school courses, including the location of such courses at institutions that offer secondary education.

§ 44. Establishment of secondary integration courses for speakers of other languages (GIF) for students in their home country have taken an exam that can be equated to a Danish high school diploma.

(2). The Minister shall lay down detailed rules on the subject.

§ 45. The Minister may, in special cases make exceptions to the law, if it happens to promote experimental work and pedagogical development work. It is a condition that the experimental and development work not detract from students ' opportunities to make use of their upper secondary education as the Foundation for advanced studies or rights in other respects.

(2). The Minister may derogate from the provisions of this Act, where a secondary school provider education, aiming at a similar international exams, which is qualifying for higher education in Denmark.

(3). The Minister can also make exceptions to the law for a single student, where special circumstances prevail.

(4). The Minister may provide grants for experimental and development work, for training and for other purposes.

§ 46. The Minister may approve, to training for the matriculation examination organised in a 4-year course for elite athletes, which in addition to the usual entry requirements to high school sports meets the right criteria, established by the institution for the promotion of Danish Elite sport (Team Denmark).

(2). The Minister may also approve that the training is organised in a 4-year course for students who are admitted to the Musical basic course (MGK) or equivalent course in Visual Arts.

(3). The Minister may lay down detailed rules on the specially planned course in accordance with paragraphs 1 and 2, including customized test and exam courses.

Chapter 10 the Council of secondary Education section 47. The Minister shall establish a Council for secondary education. The Council is advisory to the Minister on all matters relating to upper secondary school.

(2). The Council consists of a Chairperson and 16 members. The Minister shall appoint the Chairperson. Other members of the Council are appointed by the Minister as follows, without prejudice to article. However, paragraph 3:1) 1 member on the recommendation of the regional councils of the Association.

2) 1 member, upon a proposal from the Association of head teachers at the technical Schools.

3) 1 member on the recommendation of the the schools Superintendent and Inspector Trade Association.

4) 1 member on the recommendation of the Secondary schools ' Rector ' Society Board of Directors.

5) 1 member on the recommendation of the Superintendent, the Association for VUC's Board.

6) 3 members on the recommendation of the academic Central organisation.

7) 1 member on the recommendation of the salaried employees and civil servants ' Permanent Joint Council.

8) 2 members on the recommendation of the Vocational School Student Organization, the Association of Danish upper secondary school pupils, pupils ' Handelsskole Association high school students ' National Organization and National Association of course students in association.

9) 1 member on the recommendation of the Council compulsory schooling.

10) 2 members on the recommendation of the Council for the Basic Vocational Education.

11) 2 members on the recommendation of the Central Council of higher education in the Association.


(3). If the interests of the Council's advisory firm the need arises to expand the composition of the Council, the Minister may appoint an additional 1-2 members from organizations that do not have to issue guidelines in accordance with paragraph 2.

(4). The members are appointed for a 3-year period. The following paragraph 2, nr. 8, appointed members are appointed only for a 1-year period. The members of the Council can be re-designated.

(5). Appointment of members is done according to the rules laid down in the legislation on gender equality.

(6). Sets the preference eligible not members in accordance with paragraphs 2, 4 and 5, the Minister may decide that the Council can function without the members concerned.

(7). The Council shall adopt its rules of procedure.

(8). The Ministry of education shall fulfil the secretariat functions.

Chapter 11 entry into force and transitional provisions § 48. The law shall enter into force on the 1. August 2005, see. However, paragraphs 2 and 3.

(2). The law shall take effect for students who begin teaching the 1. August 2005 or later, and for students who begin teaching on student course the 1. August 2006 or later.

Paragraph 3-7. (Omitted) § 49. The law does not apply to the Faroe Islands and Greenland but may by Royal Decree be put into force for Greenland of the variances, as the special Greenlandic conditions warrant.

Act No. 590 of 24. June 2005 includes the following entry-into-force provisions:

section 14 (1). The law shall enter into force on the 1. January 2007, see. However, paragraphs 2 and 3.

Paragraphs 2 to 8. (Omitted)

Act No. 573 of 9. June 2006 includes the following entry-into-force provision:

§ 3 the law shall enter into force on the 1. August 2006.

Act No. 577 of 9. June 2006 includes the following entry-into-force provisions:

§ 7 paragraph 1. The law shall enter into force on the 1. August 2006. (Omitted)

(2). (Omitted)

Act No. 475 by 17. June 2008 includes the following entry-into-force provisions:

§ 19 para. 1. The law shall enter into force on the 1. August 2009.

(2). (Omitted)

(3). (Omitted)

(4). (Omitted)

Act No. 547 of 17. June 2008 includes the following entry-into-force provision:

§ 2 the law shall enter into force on the 1. August 2008. Article 12, paragraph 4, as amended by this Act, section 1, no. 3, has, however, also impact on the training course, which is started but not completed before the 1. August 2008.

Act No. 1526 by 27. December 2009 includes the following entry-into-force provisions:

§ 4 paragraph 1. The law shall enter into force on the 1. August 2010.

(2). The law has effect for pupils and students who commence a training for the matriculation examination (stx), higher commercial examination (hhx), higher technical examination (htx) or the biennial hf 1. August 2010 or later.

(3). The law shall take effect for students that the 1. August 2010 or later follows one of the training courses referred to in paragraph 2 shall be organized as a single subject. (Omitted)

Act No. 140 of 9. February 2010 includes the following entry-into-force provision:

§ 16 Law shall enter into force on the 1. September 2010.

Act No. 641 of 14. June 2010 includes the following entry-into-force provisions:

§ 9 (1). The law shall enter into force on the 1. August 2010, see. However, paragraph 2.

(2). (Omitted)

(3). (Omitted)

Act No. 613 of 12. June 2013, includes the following entry-into-force provision:

section 4 of the law shall enter into force on the 1. August 2013.

Act No. 614 of 12. June 2013, includes the following entry-into-force provision:

section 4 of the law shall enter into force on the 1. August 2013.

The Ministry of education, the 4. September 2013 Christine Antorini/Mads B