Ordinance To The Law On Vocational Education And Higher Education (Further Education System) For Adults

Original Language Title: Bekendtgørelse af lov om erhvervsrettet grunduddannelse og videregående uddannelse (videreuddannelsessystemet) for voksne

Subscribe to a Global-Regulation Premium Membership Today!

Key Benefits:

Subscribe Now for only USD$20 per month, or Get a Day Pass for only USD$4.99.
Overview (table of contents)



Chapter 1



Further education system for adults





Chapter 2



Basic education for adults





Chapter 3



Higher education for adults





Chapter 3 (a)



Cancellation of the contract approval





Chapter 3 (b)



Tenders abroad





Chapter 4



Further education system funding, etc.





Chapter 5



Advice





Chapter 6



Complaints, etc.





Chapter 7



Entry into force, etc.



The full text of the Ordinance to the law on vocational education and higher education (further education system) for adults

Hereby promulgated the Act on vocational basic education and higher education (further education system) for adults, see. lovbekendtgørelse nr. 881 of 8. August 2011, with the changes imposed by § 2 of the law No. 1372 of 28. December 2011, section 13 of the Act No. 1373 of 28. December 2011 and § 3 of the law No. 623 of 12. June 2013.

Chapter 1 further education system for adults overall purpose and structure



§ 1. Further education system for adults aims to provide adults with the opportunity to improve employability as well as the personal competence by completing basic education and higher education.

(2). In the content and organisation of education must take account of adult work and life experience and their ability to combine education with attachment to the labour market.

§ 2. Training system includes basic education for adults, see. Chapter 2, and higher education for adults in the three higher education levels, see. Chapter 3.

Chapter 2 basic education for adults the purpose, content and supply



§ 3. Basic education for adults must recognize and develop the participant's professional and personal skills in such a way that they earned a formal, vocational and basic skills in a vocational area.

§ 4. A basic training for adults have the same goal and level as the corresponding vocational school education within the occupational field in question. The end with the same tests and with equivalent qualification as the corresponding vocational upper secondary education and giving the right to the same title as this.

(2). Basic education for adults in the field of vocational training will, in addition, upon approval by the Technical Committee could be organised as an individual course, which includes parts of one or more vocational training, if the adult is not assumed to be able to achieve a completed training, including on predetermined sections of the general vocational training. For these adults determined not a personal training plan under section 8.

(3). Training may be organised as a part-time training.

§ 5. Basic education for adults can be offered by a school or other institution, providing the corresponding vocational secondary education or otherwise professionally competent in the relevant field of study, see. (2).

(2). The Minister approves, on the recommendation of the advisory body for the corresponding youth training schools and other institutions for the provision of basic education for adults and thus to carry out competence assessment, see. § 7, and develop training plan, see. § 8.

(3). A decision on the approval, in accordance with paragraph 2 may, in accordance with the recommendation from the advisory body referred to in article 6. paragraph 2, shall be revoked, if there is no longer a need for the training offered by the school or institution. In addition, a permit shall be revoked, if the institution does not comply with the rules on the training or an order of the Minister to implement the concrete measures for the creation of sound education or educational circumstances.

(4). The Minister may impose educational institutions under the Ministry of education to provide basic education for adults.

§ 6. The Minister shall lay down detailed rules concerning basic education for adults. The rules fixed in accordance with the advice of the Council for the Basic Vocational Education and the Council for vocational adult and continuing education. 1) (2). The Minister may lay down detailed rules 1) on steps in connection with approval of a school or other institution for the provision of basic education for adults, including on criteria for settings, see. § 5 (2) and 2) on the design and preservation, the education issue.

§ 7. Access to basic education for adults is conditional upon the applicant, before drawing up a training plan, 1) is 25 years, 2) has at least 2 years of relevant working experience and 3) have conditions similar to basic school graduation level in subjects that are relevant to education.

(2). School or institution shall undertake an assessment of the applicant's practical and theoretical competence, including conditions of access referred to in paragraph 1 (individual competence assessment), on the basis of the objectives for the corresponding vocational upper secondary education.

(3). Competence assessment is made on the basis of the documentation provided by the applicant and a possible competence-clarifying courses of up to 14 days.

(4). The Minister shall lay down detailed rules concerning the competence assessment and on competence-clarifying courses, including rules, under which a candidate within the area of vet may refer a decision taken by the school or institution relating to the applicant's practical competence for the Technical Committee.

§ 8. School or institution establishes a personal training plan for the applicant, in accordance with article 3. However, section 4, paragraph 2. The plan shall be developed in collaboration with and in accordance with the instructions of the applicant. Within the vocational training school must inform the concerned technical Committee about the plans, the school has laid down. In the personal training plan set the theoretical and practical skills that the school or institution has recognized, and the applicant's total basic training courses are described, including any practical-vocational courses. The plan shall be drawn up on the basis of the objectives of the relevant training, without prejudice. section 4, paragraph 1, and on the basis of competence assessment.

(2). The applicant does not meet the entry requirements, the school must inform about the requirements for the necessary replenishment. If this procedure is small, the school shall prepare at the same time a personal training plan in accordance with paragraph 1.

(3). The education plan for the participant's total education applies, regardless of the school or other institution that occupy the participant during the course. The individual school or educational institution is responsible for the educational element that is implemented at the school or institution.

(4). If the training is not completed within 6 years, lapse the education plan.

(5). The Minister may lay down detailed rules concerning training plans. That can be fixed including rules on adjustment of educational plan in the event that the objectives of the corresponding secondary education will be changed before the programme is completed.

§ 9. The Minister may lay down rules on information and guidance, including on cooperation between schools providing basic education for adults.

Chapter 3 higher education for adult Purposes and content



§ 10. Further education system in higher levels include the following courses: 1) tertiary adult education.

2) diploma.

3) Master training.

§ 11. Higher education in further education system should form an independent rounded educational courses, culminating in a final project that documents the fact that the level of that training is obtained, see. sections 12, 13 and 14.

(2). Education and Minister lays down rules on how the training is measured in accordance with a credit system.

(3). Higher education in further education system can be implemented as 1) an education, as education Minister and lays down rules on the (regulated courses), or as 2) training which is organised in a personalized training plan (flexible course).

(4). Education and Minister may, with the agreement of the concerned minister approve, to higher education, as other Ministers have laid down rules about forms regulated courses in further education system. Those programmes shall be financed in accordance with the rules applicable to education.

§ 12. Higher adult education should, through the development of professional and personal competences to qualify adults to carry out functions on specialist-or middle-ranking.

(2). Higher adult education has a scale equivalent to 1 FTE converted into full-time training, of which the final project have a degree equivalent to at least 1/10 FTE.

(3). Higher adult education, including the final project, implemented at a level corresponding to a vocational college education.

(4). Tertiary adult education confers the right to the designation VVU. Education and Minister may lay down rules on description attached to the concrete training.

§ 13. Diploma programme must, through the development of professional and personal competences to qualify adults to carry out highly qualified functions in companies, institutions, etc.

(2). Diploma programme has a scale equivalent to 1 FTE converted into full-time training, of which the final project have a degree equivalent to at least 1/5 FTE.


(3). Diploma programme, including the final project, carried out at a level that corresponds to a medium higher education or a bachelor's degree.

(4). A diploma gives right to the term Diploma. Education and Minister may lay down rules on description attached to the concrete training.

§ 14. Master training through the development of scientific basis of professional and personal competences to qualify adults to carry out highly qualified functions in companies, institutions, etc.

(2). Master's degree programme usually have a scale equivalent to 1 FTE converted into full-time training, of which the final project have a degree equivalent to at least 1/5 FTE.

(3). Master's degree programme, including the final project, implemented at a level corresponding to a master's degree.

(4). A master's degree gives the right to the designation Master. Education and Minister may lay down rules on description attached to the concrete training.

Access to education and individual competence assessment



§ 15. Access to higher education in further education system is subject to the condition that the applicant has completed a relevant qualifying education of at least the following level, see. However, paragraph 6, nr. 2:1) to the tertiary adult education: secondary education or a basic education for adults.

2) to diploma: A vocational college education, a higher adult education completed as a regulated course or a special entry course to the diploma programme.

3) For master's degree: A medium of higher education, a bachelor's degree or a diploma as a regulated course.

(2). A flexible course may, in accordance with the receiving institution-specific assessment give access to an education at the following levels in the vocational training system.

(3). In addition to the qualifying training, the applicant must have at least 2 years of relevant work experience after completed qualifying education in order to appear at a higher education in further education system, see. However, paragraph 6, nr. 3. the provisions of paragraph 4. To in paragraph 1, no. 1 and 2, referred to education occupies the institution applicants who have real powers, who after an individual competence assessment is recognised as being equivalent to the conditions of access. The institution can also record applicants who do not meet the conditions of admission, but as the basis of a specific assessment have educational prerequisites, there can be equated with it.

(5). Education Minister shall lay down detailed rules concerning and access to education.

(6). Education and Minister may lay down rules on, 1) to other education programs, including private, can provide access to training in the vocational training system, 2) special access requirements for a training and 3) by way of derogation from the requirement of work experience.

§ 15 a. individual competence assessment aims to give the applicant the recognition of the latter's collective knowledge, skills and competences (real competencies) compared to a higher adult education or a diploma. Recognition of competence is done on the basis of the clarification, documentation and assessment of the participant's individual competencies in relation to admission requirements for training or målbeskrivelserne in training rules.

(2). Recognition of real competencies provided by the institution that has implemented competency assessment in accordance with the applicant's request, see. However, paragraph 6 and paragraph 15 (b) (3).

(3). Recognition must be given in the form of 1) evidence of access to an education or to parts of a training regulation. § 15, 2) proof of parts of a training regulation. section 20, or 3) proof of completed training referred to in article 6. § 21.

(4). Individual competence assessment carried out at the request of the applicant. When the assessment should provide the basis for an application for access to an education, implemented competency assessment prior to admission.

(5). The applicant provides adequate evidence of the competencies to be assessed.

(6). The educational institution may refuse to implement a real competence assessment, if it considers that the applicant's documented competencies are not or only to a limited extent corresponds to the access requirements or objectives for the education or the training components which competencies desired assessed in relation to.

§ 15 b. Competence assessment carried out by the educational institution in relation to the education and any portion thereof, as the institution is authorized to operate, without prejudice. However, paragraph 3.

(2). Persons participating in individual competence assessment is beyond the rules of education objectives not covered by the rules, which applies to students at the institution.

(3). Education and Minister shall lay down detailed rules concerning the competence assessment, including whether the Organization, duration and implementation, as well as about the proof and the rights, the proof provides.

(4). Education and Minister may lay down detailed rules concerning the requirements for the qualifications of persons making individual competence assessment.

Chapter 3 (a) lapse of the contract approval § § 15 c-15 g. (repealed) § 15 h. A tender approval can be canceled if education and forskningsministeren2) finds that there is no longer a need for the training offered by the institution, or if the institution does not comply with the rules on the training or instructions from education-and forskningsministeren3) to implement concrete measures in order to comply with the rules, to be borne by the institution in accordance with the law.

(2). Education and forskningsministeren4) can impose an institution which ceases to provide an education to complete ongoing training session after a plan approved by the Minister of education and. 5) (3). Education and forskningsministeren6) may require an institution to record students who cannot complete their education as a result of the fact that the institution to which the student is accepted at, cease or ceased to offer the training in question. It is a condition, in order to provide injunctive relief after 1. point that the institution is authorized to provide training.

Chapter 3 (b) Tendering abroad. section 15 of the education and Minister approves a business Academy, a University College, an Engineering College and the Danish School of media and Journalism at supply abroad of education institution in accordance with the law on accreditation of higher education institutions can be approved to offer in Denmark.

(2). Approval can only be granted if the Accreditation Council accredited institution or the offer positively.

(3). Education and Minister can, when conditions by tendering abroad necessitates it, decide to derogate from provisions of the Act and the rules thereunder.

(4). Education and Minister lays down rules of supply abroad and may derogate from the provisions of the Act including.

Organisation of training, etc.



§ 16. Higher adult education and diploma education as regulated course shall apply the provisions on the organisation of part-time education in the law on open education (vocational adult education), etc. For Masters courses as a regulated course shall apply the provisions on the organisation, supply, etc. for part-time education in the law on universities (University law).

§ 17. A flexible course can be organised by educational institutions providing higher education for adults in the fields of education and research Minister's area at the same level and within the area of expertise of the project output. The institution shall establish a personal training plan for the applicant. The plan shall be developed in collaboration with and in accordance with the instructions of the applicant and shall describe the applicant's overall educational courses, including the final project.

(2). The final project carried out by the institution that has prepared training plan. The final project can be implemented on a full-time or part-time basis.

(3). Education and Minister can determine that the individual educational institution cannot organise flexible pathways, if the institution does not comply with the rules on flexible course after this Act or rules laid down pursuant to the law or injunction to implement concrete measures for the creation of sound education or educational circumstances.

(4). If the training is not completed within 6 years, lapse the education plan.

(5). Education and Minister may lay down detailed rules concerning training plans.

(6). In connection with the establishment of the education plan, the institution shall take the necessary arrangements with other educational institutions.

§ 18. In flexible courses included training elements from existing programmes in the field of education and research Minister's area, including programme elements that have already been implemented.

(2). In flexible pathways may also enter into programme elements, including programme elements that have already been implemented, from existing education programs under the purview of other Ministers or local councils, as well as private educational elements. In addition, may contain educational elements of education at foreign educational institutions.

(3). Each educational element implemented and financed in accordance with the rules applicable to the concerned educational element. Each institution is responsible for the educational component of education carried out at the institution.

§ 19. Education and Minister may lay down detailed rules concerning 1) regulated pathways, including


(a) the General rules and the rules for the individual) groups of regulated pathways, and rules about b) special, final training session (påbygningsforløb) and 2) flexible pathways, including laying down the requirements for graduation projects and to the composition of programme elements in the flexible pathways.

Credit is given



§ 20. The educational institution may authorize that the already-implemented programme elements or recognized competences, incidentally, after an individual competence assessment, see. section 15 (a), may replace parts of a regulated course.

§ 20 a. education and Minister may, in respect of one or more diplomas in management lay down rules to the effect that the programme elements that are implemented as part of a public management training at diploma level and certified, in accordance with article 3. paragraphs 2 and 3, replace the modules of the diploma programme.

(2). Minister of education and set up an independent Council to oversee the certification of training elements as part of a public management training at diploma level. The Council, acting on the recommendation of a technical expert Committee decision on the certification of an educational element. Decisions by the Council shall take, can be referred to the Minister of education and when the complaint relates to legal questions. The Council oversees the certified educational elements.

(3). Education-Minister may, in accordance with the negotiation with the Finance Minister and lay down the rules on the certification, the Council and the specialised committees of experts, including on the composition of the Council and the specialised committees of experts, secretariat services to the Council, the Council's treatment of applications for certification, criteria for certification and fee for processing the application for certification.

Training certificates



§ 21. Learners who have completed higher education in further education system or have been assessed and recognised real competencies equivalent thereto, shall have the right to obtain a formal qualification for doing so. The certificate shall be issued by the educational institution, where the final project or real competence assessment is conducted.

(2). Education and Minister may lay down detailed rules concerning the preservation, development and issuance.

Guidance and information



§ 22. Educational institutions must advise and inform the trainees before and during training. Education and forskningsministeren7) can lay down detailed rules thereof and of the cooperation between the educational institutions providing training in the vocational training system.

Chapter 4 advanced training system's financing, etc.

Operating grants, etc. for basic education for adults



§ 23. For the following elements of a training plan for basic education for adults, school or institution receiving grants pursuant to section 6 of the Act on open education (vocational adult education), etc.: 1) single subject from a vocational training.

2) Practical-vocational course, see. § 8, paragraph 1, as well as journeyman's tests, possibly including materials, etc., and reimbursement of the academic Committee expenses to journeymen samples, which would otherwise fall on a work placement company, see. section 33 (4) of the vocational training law.

(2). School or institution can charge you for participation in teaching as well as samples and the other judgement if it follows from section 8 of the Act on open education (vocational adult education), etc.

(3). A school or institution approved for the provision of basic education for adults, see. section 5, paragraph 2, receive grants pursuant to section 6 of the Act on open education (vocational adult education), etc. to the competency assessment, possibly including competence-clarifying courses, and to the guidance and preparation of the training plan.

§ 24. Education elements in a labour market training for the education plan is part of a basic education for adults in accordance with the rules of merit in the corresponding vocational secondary education, shall be financed in accordance with the rules applicable to the education element after the Act on open education (vocational adult education), etc.

(2). Single subjects within the general adult education and preparatory study single subject teaching for adults, who after the education plan is part of a basic education for adults in accordance with the rules of merit in the corresponding vocational secondary education, shall be financed in accordance with the law on general adult education and after law on course for higher preparatory exam preparatory study single subject teaching for and about adults, etc. Where single profession partly funded by tuition fees, shall be borne by the participant if the cost to the participant payment according to the conditions that applies to the individual subjects.

Operating grants and tuition fees for higher education



§ 25. Higher adult education and diploma education as regulated courses the institution grants and charges for participation in education in accordance with the provisions of the Act on open education (vocational adult education), etc., see. However, Chapter 3 (a). For Masters courses which regulated pathways receive University Grants and charges for participation in education in accordance with the provisions of the law on universities (University law).

(2). For programme elements in flexible pathways, which are covered by the Act on open education, the institution grants pursuant to section 6 of the Act on open education (vocational adult education), etc., see. However, Chapter 3 (a), and charges for participation in education pursuant to section 8 of the Act on open education (vocational adult education), etc., the institution receives grant for final project, guidance and preparation of the training plan at the higher adult education and diploma education as flexible courses under section 6 of the basic regulation. section 16 of the law on open education (vocational adult education), etc., see. However, Chapter 3 (a), and charges for participation in graduation projects pursuant to section 8 of the Act on open education (vocational adult education), etc.

(3). For programme elements in flexible pathways, which are covered by the law on universities (University law), the institution grants and charges for participation in teaching according to the law on universities (University law). The institution receives grant for final project, guidance and preparation of the training plan at the Masters courses as flexible course and charge for participation in graduation projects in accordance with the law on universities (University law).

(4). The institution receives subsidies and charge for individual competence assessment pursuant to section 15 (a) pursuant to the law on open education (vocational adult education), etc.

section 26. The educational institution will charge in connection with higher adult education and diploma education as regulated pathways payment with the students themselves to cover the costs of organising tests or other assessment in accordance with the provisions of the Act on open education (vocational adult education), etc. For Masters courses which regulated pathways will charge the University payment in accordance with the provisions of the law on universities (University law).

§ 27. Training elements in flexible courses carried out in accordance with other legislation, shall be financed in accordance with the provisions of the relevant legislation.

section 28. Training elements in flexible courses, under the purview of other Ministers or local councils, as well as private educational elements and elements from foreign educational institutions are financed in accordance with the conditions which apply to the individual training. Where educational element in whole or in part be funded by tuition fees, shall be borne by the participant if the cost to the participant payment in accordance with the conditions applicable to the individual training.

Chapter 5 Advice section 29. The Council, which advises the education-and forskningsministeren8) about the individual education and training levels in the educational system, moreover, takes care of the advice of the corresponding courses and levels in further education system for adults.

Chapter 6 Complaints, etc.

section 30. A school's or other institutional decisions after this Act, or in accordance with rules laid down under the Act may be appealed to the Education Minister, and 9) when it comes to legal issues, see. However, paragraph 2.

(2). Education and forskningsministeren10) can lay down detailed rules on access to complaint and can including provide that complaints cannot be challenged before the Minister or other authority for final administrative decision, as well as to retaken and reassessment in connection with complaints about conditions at the samples may result in a lower rating.

section 30 (a). Decisions on recognition of competence in relation to individual competence assessment pursuant to section 7, paragraph 2, and paragraph 15 (a), paragraph 1, may, in so far as the scientific evaluation, be brought before the Qualifying Board established under the Act on the assessment of foreign educational qualifications, etc, see. However, section 7, paragraph 4. The complaint may be brought by the decision relates, within 4 weeks after this has been informed of the decision. The complaint must be in writing and reasoned.

(2). The complaint shall be addressed to the Qualifying Board and sent to the educational institution, which has taken the decision. If the institution maintains the decision, sending the complaint to the institution of formal Committee with an opinion and case documents.

(3). The qualification board shall take the final administrative decision.

(4). The qualification board may, in exceptional cases, dispense with exceeding the time limit in paragraph 1.

(5). Education and forskningsministeren11) can lay down rules about educational institutions dealing with complaints.


section 31. Education and forskningsministeren12) can from schools and training institutions providing training in accordance with this law, obtain information about the degree programmes. Education and forskningsministeren13) can lay down rules to that effect and can including determine the shape and format of the information obtained.

(2). Supply in the training system must be advertised publicly. Education and forskningsministeren14) can impose educational institutions to use a common information system at the announcement.

section 32. Education and forskningsministeren15) can lay down detailed rules on 1) quality control, including on the censor institution, and 2) disciplinary measures against participants, unless pursuant to other legislation is home to lay down rules on the subject.

§ 32 a. education and Minister can empower a government agency under the Ministry or other government authorities after negotiation with the concerned minister to exercise the powers conferred on the Minister by this Act.

(2). Education and Minister may lay down rules on access to appeal against decisions taken pursuant to the authority in accordance with paragraph 1, including that decisions should not be subject to appeal.

(3). Education and Minister may lay down rules governing the exercise of the powers of another government agency after negotiation with the concerned minister will be authorized to exercise under paragraph 1.

Chapter 7 entry into force, etc.

section 33. The law shall enter into force on the 1. January 2001.

§ 34. (Omitted) § § 34 a-34 (b). (repealed) section 35. The law does not apply to the Faroe Islands and Greenland.

Act No. 343 of 16. May 2001 on basic social and health education includes the following entry-into-force provision: 16) section 41. The law shall enter into force on the 1. January 2002.

Paragraphs 2 to 5. (Omitted)

Act No. 297 of 30. April 2003 amending the Act on vocational education and training with several laws (Simplification of Board of education, etc. and the approval of institutions for agricultural education) includes the following entry-into-force provision: 17)

§ 10 paragraph 1. The law shall enter into force on the 1. July 2003.

Paragraphs 2 to 4. (Omitted)

Act No. 401 of 28. May 2003 amending various laws on Ministry area (consequential amendments in connection with University reform) includes the following entry-into-force provision: 18)

§ 7 paragraph 1. The law shall enter into force on the 1. July 2003.

Paragraphs 2 to 4. (Omitted)

Act No. 447 10. June 2003 amending the Act on open education (vocational adult education), etc., Act on compensation arising from participation in vocational adult and continuing education and various other laws (reimbursement for labour market training, etc.) contains the following entry-into-force provision: 19)

§ 7 paragraph 1. The law shall enter into force on the 1. January 2004. § 1, nr. 16, and § 4, no. 1, however, shall enter into force on 1 January. July 2003.

Paragraphs 2 to 4. (Omitted)

Act No. 593 of 24. June 2005 amending the law of production schools, law on support to the educative adult education, voluntary work Association and daghøjskoler as well as educative public University (General education) and various other laws on Ministry area (consequential amendments as a result of local government reform) includes the following entry-into-force provision: 20)

§ 11 paragraph 1. The law shall enter into force on the 1. January 2007.

Paragraphs 2 to 5. (Omitted)

Act No. 556 of 6. June 2007 amending various laws on Ministry area (development of recognition of real competence in the field of adult education and training, etc.) contains the following entry-into-force provision: 21)

§ 7 paragraph 1. The law shall enter into force on the 1. August 2007, see. However, paragraph 2.

(2). (Omitted)

Act No. 561 of 6. June 2007 amending the law on vocational education and training and various other laws and repealing the Act on basic social and health education and law on agricultural education (Youth Education for all) includes the following entry-into-force provision: 22)

section 16 (1). The law shall enter into force on the 1. August 2007, see. However, paragraph 2.

(2). (Omitted)

Act No. 207 of 31. March 2008 on vocational college education and University bacheloruddannelser includes the following entry-into-force provision: 23)

section 39 (1). The law shall enter into force on the 1. April 2008, see. However, paragraph 2.

Paragraphs 2 to 6. (Omitted)

Act No. 536 12. June 2009 amending the law on vocational education and higher education (further education system) for adults (certification of training elements as part of a public management training at diploma level and the establishment of a certificeringsråd) contains the following effective determination: 24)

§ 2 the law shall enter into force on the 15. June 2009.

Act No. 537 by 12. June 2009 amending the Act on vocational college education and University bacheloruddannelser and other laws (the provision of Danish vocational higher education abroad) includes the following entry-into-force provision: 25)

§ 8 Law shall enter into force on the 1. July 2009.

Act No. 140 of 9. February 2010 amending various laws on Ministry area (Processing of complaints about the assessment of samples) includes the following entry-into-force provision: 26)

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

Act No. 277 of 5. April 2011 amending avu-law, law on labour market training, etc. and the Act on vocational basic education and higher education (further education system) for adults (waiver of audit provisions relating to individual competence assessment) includes the following entry-into-force provision: 27)

section 4 of the law shall enter into force on the day after publication in the Official Gazette 28) Law No. 1372 of 28. December 2011 on amendments to the law on vocational college education and professional bacheloruddannelser, law on vocational education and higher education (further education system) for adults and University law (legal basis for the provision of engineering education at the University of Aarhus and the merger of the University of Aarhus with the Engineering College of Aarhus) includes the following entry-into-force provision: 29)

§ 4 paragraph 1. The law shall enter into force on the 1. January 2012.

(2). (Omitted)

Act No. 1373 of 28. December 2011 amending various education laws, etc., and repealing the Act on training for advertisment, law on education for nutrition and household economist and law on merging and closing of seminaries (access to the delegation of competence and determination of appeals, etc.) contains the following entry-into-force provision: 30)

section 16 (1). The law shall enter into force on the 1. January 2012.

(2). (Omitted)

(3). § 13, nr. 1, shall not apply to institutions and programmes, such as child-and the Minister has responsibility for the portfolio.

(4). (Omitted)

Act No. 623 of 12. June 2013 on amendments to the University Act, the Act on vocational college education and professional bacheloruddannelser, law on vocational education and higher education (further education system) for adults and the law on research advice, etc. (consequential amendments arising from the law on accreditation of higher education institutions) includes the following entry-into-force provision: 31)

§ 5 Act shall enter into force on the 1. July 2013.

The Ministry of education and research, the 1. June 2014 Sofie Carsten Nielsen/Jesper Schaumburg-Müller Official notes 1) 1. January 2009, the Council changed its name to the Council for adult and Vocational education, see. sections 2 and 6 of law No. 1173 out of 10. December 2008.

2) Education Minister, as regards basic education for adults, see. Chapter 2.

3) Minister of education as regards basic education for adults, see. Chapter 2.

4) Minister of education as regards basic education for adults, see. Chapter 2.

5) Minister for education as regards basic education for adults, see. Chapter 2.

6) Minister of education as regards basic education for adults, see. Chapter 2.

7) the Minister of education as regards basic education for adults, see. Chapter 2.

8) Education Minister, as regards basic education for adults, see. Chapter 2.

9) Minister of education as regards basic education for adults, see. Chapter 2.

10) Minister of education as regards basic education for adults, see. Chapter 2.

11) the Minister of education as regards basic education for adults, see. Chapter 2.

12) Education Minister, as regards basic education for adults, see. Chapter 2.

13) Education Minister, as regards basic education for adults, see. Chapter 2.

14) the Minister of education as regards basic education for adults, see. Chapter 2.

15) Minister of education as regards basic education for adults, see. Chapter 2.

16 Amendment relates to section 33, paragraph). 2.

the amendment relates to section 17) 6 (1).

18 Amendment relates to section 16), section 25 (1), (2), 2. paragraph, and (3) and § 26.

19 Amendment relates to section 23) section 24 (1) and §§ 25 and 26.

20 Amendment relates to section 18), paragraph 2, article 24, paragraph 1 1. paragraph, section 28.

21 Amendment relates to paragraph 7), paragraph 2, the heading to § 15, § 15, paragraph 4, § § 15 a and 15 b, section 18, paragraph 4, the heading to section 20, section 20, article 21, paragraph 1, article 25, paragraph 4, section 30 (a) and section 34 (a).

the amendment relates to section 23) 22 (1) (8). 1.23) the amendment concerns article 12, paragraph 3, article 15, paragraph 1, no. 2, Chapter 3 (a), section 16, article 25, paragraph 1 1. paragraph, article 25, paragraph 2, and section 34 b.

the amendment relates to section 20 (a)) 24.


the amendment relates to section 15 of the 25).

the amendment relates to section 30), 26 (2).

the amendment relates to section 34 (a) 27).

the law was promulgated in the Official Gazette) 28 6. April 2011.

29 consequently, the amendment relates to paragraph 15 (e)), paragraphs 3-5.

Consequently, the amendment relating to paragraph 32 (a)) 30.

the amendment relates to the title of chapter 31) 3 (a), sections 15 c-15 g, § 15 h, paragraphs 1 and 3, § 15 in (1) and (2) and section 34 b.

Related Laws