Executive Order On Education At The Higher Artistic Education Institutions At The Ministry Of Education And Research Area

Original Language Title: Bekendtgørelse om uddannelser ved de videregående kunstneriske uddannelsesinstitutioner på Uddannelses- og Forskningsministeriets område

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



Undergraduate and graduate education purposes





Chapter 2



The organisation, etc.





Chapter 3



Bachelor programmes





Chapter 4



Master degrees





Chapter 5



Tests and exams





Chapter 6



Study scheme





Chapter 7



Merit, complaint, trials and waiver





Chapter 8



Fee to cover the consumption of common materials in design education





Chapter 9



Date of entry into force of





Annex 1



Individual master's programmes



The full text of the Executive order on education at the higher artistic education institutions at the Ministry of education and research area

Under section 10, paragraphs 1 to 3, article 13, paragraph 6, and section 15, paragraph 2, of the law on the higher artistic education institutions, see. lovbekendtgørelse nr. 1673 by 11. December 2013, as amended by Act No. 750 by 25. June 2014, be established under the authority: Chapter 1 Bachelor and master education purpose section 1. Bachelor and master degrees are self-employed training course based on research, artistic development company and practice to qualify the students to independently carry out business functions on the basis of knowledge and methodological skills in one or more disciplines.

(2). A field of study consists of a training element or a group of related programme elements within one of the following areas: architecture, design, crafts, preservation and restoration.

§ 2. The aim of undergraduate education is to 1) introduce the students in one or more sectors of scientific and artistic disciplines, including to or the disciplines ' theory and method, so that the students acquire a broad technical knowledge and ability, 2) the student achieves the professional knowledge and the theoretical and methodological qualifications and competences, so that the students will be able to independently identify , formulating and solving complex problems within the disciplines ' or relevant to constituents, and 3) the student obtains a basis for exercise of business functions and in order to qualify for admission to a master's degree.

§ 3. The purpose of graduate education is to develop the student's professional 1) knowledge and ability and enhance the theoretical and methodological qualifications and competences and independence in relation to the bachelor's degree level, 2) the student achieves a technical contemplation through the use of higher elements in to or the disciplines ' disciplines and methods, including training in scientific and artistic work and method, which further develops the student's competence to perform more specialized business functions as well as to participate in scientific and artistic development work and 3) qualify the students for further education, including for doctoral education.

Chapter 2 Organisation, etc.

§ 4. Bachelor's and master's degree programs are built up of a number of modules.

(2). A module consists of a training element or group of elements, which have as a goal that the student obtains a set of professional skills and competencies within a specified time frame specified in ECTS credits, and culminating in one or more samples in a particular exam dates declared and defined in the curriculum.

(3). Through a training element is defined as a uddannelsesdel with its own learning objectives.

(4). 60 ECTS-points is equivalent to 1 year of full-time studies.

(5). The educational institution may in the curriculum for both undergraduate and graduate education establish rules for when the students at the latest must have completed bachelor's and the master's degree must have completed, at the latest after the student has begun the individual training.

§ 5. The educational institution may set in the curriculum, to the individual education within the set duration of study may include internships, possibly related to areas outside of the educational institution in Denmark or abroad.

(2). A maximum of 30 ECTS credits of internship can be substituted.

Registration for the training elements



§ 6. Before the start of each academic year or every six year of study, see. However, paragraph 3, the educational institution must ensure that students on bachelor's and master's degree programmes will be enrolled in programme elements at the relevant study steps corresponding to 60 ECTS credits or respectively 30 ECTS credits. Registration should be done, regardless of the fact that a student needs to pass the programme elements from the previous academic year.

(2). The educational institution shall lay down in curriculum rules for registering for educational items, including selection criteria for EVS. electives, see. section 10, paragraph 3, and section 13, paragraph 3. The educational institution may not use age or draw as selection criteria.

(3). In those cases where instruction in an educational element first begins in the course of the academic year, registration for the education element, exceptionally happen after the start of each academic year or every six year of study, however, before teaching in the educational element begins.

(4). The educational institution may opt out a student for one or more elements referred to in article 6. (1) where there are exceptional circumstances, or if the student is elite exercise, where the student will not be able to implement on the rated duration of study. If a student has opted out of one or more elements in a year of study, training or education element elements will be included in the inventory of the ECTS-points in accordance with paragraph 1 in the following academic year students.

(5). The educational institution may exempt from registration rules laid down pursuant to paragraph 2, if there are exceptional circumstances.

§ 7. The educational institution can enroll students who are admitted to and enrolled in a bachelor's degree by the educational institution, to the programme elements and samples for up to 30 ECTS credits in a master's degree, if the educational institution determines that the student has the academic prerequisites for implementing and pass bachelor's degree programme and at the same time implementing educational elements on the master's degree.

(2). Students who have completed the programme elements on a master's degree in accordance with paragraph 1, shall have the right to be entered on that master's degree at the same institution in direct extension of a completed bachelor's degree.

(3). Programme elements, as an undergraduate student enrolled in a graduate program, see. paragraph 1 shall not be included in the inventory of the ECTS-points pursuant to section 7 (1) of the student's registration for courses at the bachelor's degree programme.

Chapter 3 BA § 8. Bachelor's degree programme is rated to 180 ECTS credits.

§ 9. A bachelor's degree in the field of design and architecture gives the right to the term bachelor's (BA) with subsequent declaration of education subject title. The English-language title: Bachelor of Arts (BA), followed by the occupation training in English.

(2). A bachelor's degree in the field of preservation and restoration gives right to the term bachelor's (BSc) with subsequent declaration of education subject title. The English-language title: Bachelor of Science (BSc) followed by education subject title in English.

§ 10. Bachelor's degree programme should be a rounded education in which the student obtains a basis for further studies at the master's degree. Bachelor's degree programme can also serve as a basis for the pursuit of business functions.

(2). The educational institution shall organise training in such a way that the technical coherence and progression.

(3). The educational institution shall lay down in the curriculum for each bachelor's degree following: 1) Constitutive elements of education and general professional competence and identity and other mandatory educational elements corresponding to at least 120 ECTS credits. Of these must be contained a bachelor project of at least 10 ECTS credits and a maximum of 30 ECTS credits.

2) whether training includes optional elements. If there are optional elements, these can constitute between 10 ECTS credits and a maximum of 60 ECTS credits. Optional elements can be used for the student to obtain the opportunity to qualify the study and employability through toning and perspectives within areas that broadly relates to the core areas of education.

(4). Bachelor project is placed on education 3. academic year and are required to document the student's understanding of and ability to reflect on the main areas. Problem formulation for the bachelor thesis formulated by the educational institution or the student. The educational institution approves the task formulation and sets a deadline for the project at the same time.

Chapter 4 master programmes § 11. Master's degree programme is rated for 120 ECTS credits.

§ 12. A master's degree gives the right to use the term cand. (candidatus or candidata) followed by the Latin term for the individual training of the basic regulation. Annex 1, unless there is a different name in annex 1. Education and occupation are given with the following. The corresponding English-language title is Master of Arts (M.A.) or Master of Science (MSc) followed by the vocational title in English, as set out in annex 1, unless there is a different name in annex 1.


§ 13. The master's degree should be a rounded course develops the knowledge and acumen, as the students have acquired in the bachelor's degree programme. The master's degree to qualify for doctoral training.

(2). The educational institution shall organise training in such a way that the technical coherence and progression. Education module construction must ensure that the student can normally choose between competency profiles, targeting different business functions.

(3). The educational institution shall lay down in the curriculum for each master's degree the following: 1) Constitutive elements of education and general professional competence and identity and other mandatory educational elements equivalent to at least 90 ECTS credits. Of these must be contained in a master's thesis on the 30 ECTS points, however, must master thesis for conservator training be between 40 and 60 ECTS credits.

2) whether training includes optional elements. If there are optional elements, these can constitute between 10 ECTS credits and a maximum of 60 ECTS credits. Optional elements can be used for the student to obtain the opportunity to qualify the study and employability through toning and perspectives within areas that broadly relates to the core areas of education.

(4). Master thesis finishes education and must demonstrate skills in applying artistic and/or scientific theories and methods while working with a professionally delimited topic. The educational institution may, however, grant a derogation from that thesis concludes the training, when it is justified by exceptional circumstances.

(5). Problem formulation for the master thesis formulated by the students. The educational institution approves the task formulation for master's thesis and at the same time sets a deadline for thesis and a plan for specialized guidance of the student.

(6). If the student does not return the thesis within the time limit laid down in paragraph 5, shall approve the educational institution a changed task formulation that must be within the same subject area, and at the same time sets a new deadline of 3 months. If the student does not return the thesis within the new time limit, the students get a third attempt by the same rules that apply for the second attempt.

Chapter 5 tests and exams section 14. The training must include the external tests that are required pursuant to the notice of examination and evaluation by higher artistic education under the Ministry of education and research. Education may, in addition, contain internal tests. Training shall include at least the following three tests: 1) an internal or external sample, which is before the end of the 2. semester, and which must prove that the student has achieved the learning objectives set out for 1. year of study.

2) an external sample in bachelor project.

3) an external sample in the master thesis.

Chapter 6 the curriculum section 15. The educational institution shall lay down within the framework of this Ordinance arrangements for training in a curriculum.

(2). The curriculum for the bachelor's degree programme shall contain the following: 1) Education designation on Danish and in English, see. § 9.

2) standardisation specified in ECTS credits, see. § 8.

3) academic profile, describing a) training purposes, b) training programme elements see. section 10, and (c)) training targets for learning outcomes.

4) rules on modules, programme elements and, where appropriate, optional training elements, see. sections 4 and 10, including a) learning outcomes in terms of knowledge, skills and competencies, b) extent specified in ECTS credits, c) teaching and learning methods, d) temporal location, and e) prerequisites for participation.

5) rules on written assignments and project work, including bachelor project and its scope, see. § 10.

6) rules on merit, including the option of choice of modules included in another training at an educational institution in Denmark or abroad, see. § 19.

7) any rules about internships, see. § 5.

8) Any rules, when the student must have completed training after being started this, see. § 4 (5).

9) any rules about requirements about reading of texts in foreign languages and an indication of which knowledge of the foreign language or foreign languages this requires (3). The curriculum for the master's programme shall contain the following: 1) admission requirements.

2) Education designation in latin, Danish and English, see. § 12 and annex 1.

3) standardisation specified in ECTS credits, see. § 11.

4) academic profile, describing a) training purposes, b) education educational elements, see. section 13, and (c)) training targets for learning outcomes.

5) rules on modules, programme elements and, where appropriate, optional training elements, see. § 4 and § 13, paragraph 3, including a) learning outcomes in terms of knowledge, skills and competencies, b) extent specified in ECTS credits, c) teaching and learning methods, d) temporal location, and e) prerequisites for participation.

6) rules on written assignments and project work, including master's thesis and its scope, see. § 13.

7) rules on merit, including the option of choice of modules included in another training at an educational institution in Denmark or abroad, see. § 19.

8) any rules about internships, see. § 5.

9) Any rules, when the student must have completed training after being started this, see. § 4 (5).

10) any requirements about reading of texts in foreign languages and an indication of which knowledge of the foreign language or foreign languages this requires.

(4). In addition to the rules laid down in pursuance of this Ordinance to the curriculum include rules laid down pursuant to the Ordinance on access to undergraduate courses at the higher artistic education institutions at the Ministry of education and research area, Decree on access to master's programmes at the higher artistic education institutions, Decree on the examination and evaluation by higher artistic education under the Ministry of education and research, and executive order on the grading scale and the other judgement by certain educational institutions under the Ministry of culture (karakterskala order).

(5). It must be reflected in the curriculum, the educational institution may grant derogations from the rules in the curriculum, which alone is provided by the educational institution, when it is justified by exceptional circumstances.

§ 16. Academic regulations and significant amendments thereto shall enter into force upon a studieårs start.

(2). Academic regulations and significant amendments thereto shall contain the necessary transitional rules.

(3). Applicable curricula must be publicly available on the educational institution's home page.

§ 17. The purpose of a coherent educational structure of bachelor's and master's degree programmes can the educational institution within the Executive framework establishing common rules on the content and organisation of education and the educational institution.

Chapter 7 Merit, complaint, trials and exemption to section 18. Successful programme elements under this Ordinance ækvivalerer corresponding programme elements by other educational institutions providing the same training in accordance with this Ordinance.

(2). The students are obliged to inform about carried out educational elements from another Danish or foreign higher education likely to be able to give credit. The educational institution shall, in each case or by rules of curriculum merit on the basis of completed training elements, commensurate with educational elements and training parts. The decision shall be taken on the basis of a technical evaluation.

§ 19. The students have prior approval of the study stay in Denmark or abroad duty to after finishing study to document the approved study residence completed and successful educational elements. The student must be in the context of ex-ante approval consent to that educational institution after completing the study, can obtain the necessary information.

(2). In the case of approvals in accordance with paragraph 1 shall be deemed to be training element for successful, if it is passed in accordance with the rules of the relevant training.

(3). The educational institution must publish on its website a statistics of decisions on merit, including prior merit.

§ 20. The educational institution's decisions under this Ordinance may be brought before the Agency for higher education of the complaint (the complainant), when the complaint relates to legal questions. The closing date for the submission of the complaint is 2 weeks from the day the decision is communicated to the complainant.

(2). The complaint shall be submitted to the educational institution, which shall deliver its opinion. The complainant shall be given the opportunity to comment on the educational institution's opinion within a time limit of at least 1 week. The educational institution shall forward the complaint to the Agency attached to the opinion and the complainant's comments.

§ 21. Agency for higher education may allow derogation by Decree as part of trials. During experiments at the same time, the experiment duration and fixed reporting form.

(2). Agency may exempt from the Ordinance, when it is justified by exceptional circumstances.

Chapter 8 fee to cover the consumption of common materials in design education


§ 22. Kolding School of design and the Royal Danish Art Academy Schools of architecture, Design and conservation can, in the case of design education, charge a fee from their students to cover consumption of common materials.

(2). The fee makes up in 2015 500 DKK per student per semester, however, is the fee at 2,750 DKK DKK 2,200 and per student per semester within product design on glass and ceramics, line by line, respectively the Royal Danish Art Academy Schools of architecture, Design and conservation.

(3). The amounts referred to in paragraph 2, shall be adjusted by the consumer price index.

Chapter 9 entry into force of section 23. The notice shall enter into force on the 1. January 2015.

(2). For undergraduate and graduate students at Aarhus School of architecture and the Royal Danish Art Academy Schools of architecture, Design and conservation, see § 6 application from the academic year 2015-16.

(3). Executive Order No. 1524 by 16. December 2013 on education at the higher artistic education institutions under the Ministry of education and research shall be repealed.

Agency for higher education, the 12. December 2014 Nils Agerhus/Pernille Olesen Mønnike



Annex 1 the individual master's programmes

The master's programmes are located within one of the following areas: architecture, design or preservation and restoration.

1. Master's degree programme in architecture (MSC arch.)

-Master of science in architecture aims to qualify the students for on an artistic and scientific basis for employment as an architect in the public and private sector.

-Architect training can give the student the opportunity for specialization within the main architectural areas:

1) planning

2) architecture

3) (Architectural) design

-Master's degree programme gives the right to the designation MSC arch. (candidatus/candidata architecturae). In English: Master of Arts (MA) in Architecture.

2. Master's degree programme in design (URcand.des.)

-Master's degree programme in design aims to qualify the student to achieve academic knowledge, methodical skill and professional competence in the design integrity of the disciplines for the purpose of employment within the design area, including handicrafts.

-Master's degree programme develops on an artistic and scientific basis the student's abilities of aesthetics, innovative design and problem solving in an alternation between concrete, material close approaches and abstract, theoretical approaches, so the student is qualified to solve both practical, theoretical and abstract design tasks.

-Master's degree programme gives the right to the designation URcand.des. (candidatus/candidata designii). In English, Master of Arts (MA) in Design.

3. Master's degree programme in preservation and restoration (MSC. cons.)

-Master of science in conservation and restoration aims to qualify the student to carry out business functions on the basis of scientific and artistic studies in the field of preservation and restoration of cultural and natural heritage.

-The master's degree must develop the student's skills in areas such as active and preventive conservation, restoration, faghistorie, relevant neighbouring Humanities and natural sciences, relevant crafts and relevant art, then the candidate will have relevant skills and competencies, as well as in selected areas a knowledge that is based on the highest levels of international research.

-Master of science in conservation and restoration gives the right to the designation MSC cons. (candidatus/candidata scientiae conservandi). On the English Master of Science (MSc) in Conservation and restoration.

Related Laws