LANGELINIESKOLEN

Langelinieskolen Holsteingade 41 2100 Copenhagen O Denmark Tel: (45) 31 42 46 97

Principal:  Lene Brandt Jeppersen

The Danish Folkeskole System of Education

Marie Morrissey and Lene Brandt Jeppesen*
University College, Galway and *Langelinieskolen, Holsteingade, Copenhagen.

Langelinieskolen is a large multi classroom school with grades preschool through grade 10, located in the northern suburbs of Copenhagen.

Introduction

In 1995, an educational visit to Denmark was undertaken. During the period spent in the country, a comprehensive education programme was arranged and the various sectors of the educational system were observed. This article is written by the Irish visitor to the country, in conjunction with a Folkeskole principal. The purpose therefore of the paper is to give a brief description of some educational aspects of the Folkeskole, which is the Danish primary and lower secondary school system.

Administration

Danish education has been shaped by a number of historical statues and regulations, and its education policies are enshrined in the Constitution and through legislation. Section 76 of the Danish Constitution stipulates that education shall be compulsory for children between the ages of seven and sixteen years. In 1993, a new Folkeskole Act was introduced and it states: "It shall be the duty of the Folkeskole, in collaboration with parents, to afford pupils the opportunity of acquiring knowledge, skills, working methods and forms of expression that will contribute to the all-round development of the individual pupil'. Sub-section three of this Act goes on to state: "It shall be the duty of the Folkeskole to let the students be familiar with Danish culture and contribute to their understanding of other cultures and the relationship between man and nature. Therefore, the Folkeskole and its whole teaching and education programme is build on intellectual liberty, equality and democracy.

Overall responsibility for the Danish Folkeskole system of education rests with the Minister for Education, currently Ole Vig Jensen. The general objectives of the work in the Folkeskole is formulated centrally. To some extent, a decentralized system exists, where many essential decisions are made by each single municipality and plans for the distribution of lessons and curricula are laid down by each single municipality in conjunction with school boards, but based on specified directives issued by the Minister for Education. However, teachers experience autonomy regarding the planning and organization of their work within the framework guidelines. The Folkeskoles are financed by the county councils and by a block grant from the Government.

While the involvement of parents in educational policy making is seen as important in Denmark, it was obvious that one of the main issues confronting Danish schools in the past was that of greater participation on the part of parents in the educational process. Since the 1975 Folkeskole Act, concurrent efforts were made to strengthen and significantly influence the representation of parents on school boards. This trend has been reinforced in the legislation in the 1993 Folkeskole Act, and on all school boards, parents representatives now constitutes a majority.

A fundamental principle in Danish education is that every individual has a right to education, and that all students who need financial help in order to finance their education should receive assistance. From the start of compulsory schooling to the completion of higher education studies, students in Denmark do not pay tuition fees, and compulsory school students receive free transport, textbooks, school materials, and aids. It is also worth noting that the country has a very comprehensive and efficient health and psychological service, and nowhere is this more evident than in the educational sector.

Compulsory education and curriculum

Education is compulsory in Denmark for everyone between the ages of seven and sixteen years. Most children, (approximately 909k) attend the public education system for their basic nine years learning span with an optional tenth year. The comprehensive concept enables children to remain with the same pupil group from first to the ninth (or tenth) class. Each pupil has the same teacher throughout the whole or greater part of its nine or ten years, and pupils are promoted automatically from grade to grade. Based on the 1975 Folkeskole Act, from eight class, English, German and mathematics, and from the ninth class, Physics and Chemistry were offered at basic and advanced level. Resulting from the 1993 Folkeskole Act, there has been a marked nationwide trend away from the basic and advanced options, and the emphasis is on non-streaming, not only in principle but also in practice. The Government places a lot of emphasis on the provision of remedial teachers and special education is offered to slow learners to ensure satisfactory results of their schooling.

In relation to the pupil-teacher ratio, it is an acknowledged fact that Irish schools have one of the highest pupil teacher ratios in Europe. In contrast, the Danish Department of Education regulations stipulates that the number of pupils per class in the Folkeskole my not exceed twenty eight. Based on visits to various classes within grades one to nine, the average class size was between eighteen and nineteen students. However, In some schools, particularly in large cities, such as Copenhagen, the average class size in grades one and two has increased.

The Minister for Education publishes curriculum-guidelines for individual subjects and schools conform to the centrally prepared aims and guidelines. The range of subjects and their distribution according to grade levels are shown an Table 1. From this Table, it can be seen that the curriculum includes compulsory and optional subjects and in the last three forms, the range of optional subjects increases.

In addition to the ordinary subjects, the timetable must include a weekly discussion period for the following compulsory topics: health and sex education, traffic education, information technology, Norwegian and Swedish, and vocational guidance (7th-9th grades).

Examinations

Examinations at the Folkeskole level are not compulsory, although in general most pupils pursue examinations. The Leaving Examination is taken after ninth or tenth grade and the Advanced Leaving Certificate only after tenth grade. The five compulsory subject in which students are examined in are: Danish, Mathematics, English, German or French, and Physics or Chemistry.

In ensuring uniformity of standards throughout the country, there are compulsory standard rules for examinations and marking. Each examination subject is assessed on its own merit and results cannot be summed up to give an average mark. The Danish marking system operates an 0 to 13 scale: 00, 03, 05, 06, 07, 08, 09. 10, 11, and 13. There is no pass mark; 00 is given for quite unacceptable presentation; 13 is given for the exceptionally independent and excellent presentation. In grades one to seven, there are no marks given, but marks are introduced in eight to tenth grades.

Teachers

Teachers employed at Folkeskole level have completed four years theoretical and practical training at colleges of education. The number of applications exceeds the number of places available, and the predominance of female teachers is a particular feature of the Folkeskole (one-third of the entrants are male and two thirds females (Department of Education, 1993)). Due to the structure and content of the various types of teacher training, in the past it had been difficult for teachers to move from one sector of the educational system to another. In order to create more flexibility within the teaching profession, the introduction of graduate teaching courses has given teachers the option of moving to other levels (for example, upper secondary and vocational).

Regarding the provision of in-service education, from discussions with teachers, it was generally felt that more resources were required to enable teachers to update their skills and knowledge. Many teachers indicated that not sufficient emphasis had been placed on the need to supplement subject qualifications, so as to bring teachers in line with curriculum changes and educational developments. However, and similar to Ireland, there has been an increase in the resources allotted to in-service training. For example, at the Folkeskole level, teachers have the option of two years leave of absence, and teachers pursuing relevant in-service courses have their fees paid and receive 80% of their salary.

Conclusion

It is obvious that Denmark has been able to develop a high degree of material wealth and build up a high standard of social welfare and education. One of the most fundamental principles of all educational policy in Denmark is that everyone, regardless of sex, social or geographical origins, physical or mental handicap, shall have the same access to education and training. This goal certainly seem to have a marked influence on Danish educational legislation. The concept of equality has and still does play a significant role in the debate on the goals and results of educational policy in Denmark. There is no doubt that Irish education has a worldwide reputation. However, according to the Irish co-author, and having studied the educational system at different levels in other Nordic countries (Sweden and Finland), it is true to state that the most obvious differences between the Irish and Nordic system's of education, is in relation to resources. The greater input of funding into all sectors of education in all Nordic countries confirms that education has been a priority by successive governments.

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