Vocational education and training in Denmark has embarked on a process of modernisation aiming at, primarily, increasing flexibility, and individualisation, quality and efficiency. Assessment and recognition of informal and non-formal learning, competence-based curricula, innovative approaches to teaching, and increased possibilities for partial qualifications are factors that bring Danish education and training closer to learners. Recent introduction of new apprenticeship and EUX programmes increase flexibility of various pathways in vocational upper secondary education and training--IVET--and reflect an overall educational policy trend towards more differentiated and individualised working methods. The latter programme is particularly relevant in improving progression of IVET students to higher education, which is still rather limited and is currently a political priority in Denmark. Public financing of VET is a central feature of the system. The government attaches great importance to improving quality and efficiency of the Danish education and training system to equip all individuals with the skills required for a modern workforce in a knowledge-based society, permit career development, and reduce skills mismatches. Annexed are: (1) Role of social partners in matching provision with labour market needs in mainstream education; (2) Historical background; (3) Danish qualifications framework for lifelong learning; (4) Legislative framework; and (5) Glossary. (Contains 14 tables, 4 figures, 3 boxes, 9 resources and 47 footnotes.) [For related report, "Spotlight on VET Denmark," see ED532256.]