1. art and entertainment
2. visual art and design
3. art museums and galleries

Danish Museums’
Learning Potential
Mapping of Danish museums’
Educational activities for primary/lower
secondary schools and upper
secondary programmes
2
xx
H e r i ta g e A g e n c y o f D e n m a r k
7
Introduction
7
8
8
9
The museums’ educational activities
Planning of the survey
The report’s target groups
Reading guide
11
Main conclusions and recommendations
11
12
13
15
16
17
The museums’ educational activities
The museums’ educational resources
Users of the museums’ teducational activities
The museums’ partners
The museums’ strategic deliberations Recommendations
18
The museums’educational activities
18
19
20
22
20
23
25
26
26
28
Educational offers
Target groups
Subjects and academic competences
Educational objectives
Where do lessons take place?
Educational material
Evaluation
Guidance
Work placement schemes
Offers for teachers
31
The museums’ educational resources
31
32
34
35
People responsible for education
Educational staff
Permanent staff
Freelance staff
36
38
39
40
41
42
44
Voluntary unsalaried staff
Student staff
Fully qualified staff
Educational competences
Use of resources
Facilities
Tools and materials
46
Users of the museums’ educational activities
46
50
55
60
62
63
65
Primary and lower secondary schools
Upper secondary schools
Vocational training colleges
Colleges of education
Other user groups
Guidance
Geographic distribution of users
67
The museums’ partners
67
72
73
76
Collaboration with educational institutions
Collaboration between museums
Other partners
Marketing of educational activities
79
The museums’ strategic deliberations
79
80
82
Objectives for educational activities
Development and collaboration with educational institutions
The museums’ proposals for the Heritage Agency
84
Conclusions to the national results
84
85
87
89
The museums’ educational activities
The museums’ educational resources
Users of the museums’ educational activities
The museums’ partners
90
Conclusions for museum categories
91
92
93
Cultural history museums
Art museums
Natural history museums
95
Conclusions about regional differences
95
96
97
97
98
Capital Region of Demark
Region Zealand
Central Denmark Region
Region Southern Denmark
Region Northern Jutland
Appendices
100
102
109
117
Appendix 1: List of museums that have participated in the survey
Appendix 2: Questionnaire
Appendix 3: Tables of national and regional figures
Appendix 4: Tables of national figures and figures distributed
across museum categories
Close-up examination
of 55 million year-old
plant and animal
fossils. The Historical
Museum of Morsland,
2007
6
xx
Introduction
The Heritage Agency of Denmark has mapped the national and governmentapproved museums’ educational activities aimed at primary through upper
secondary schools. The purpose of the survey is to review how the museums
understand and practise education and to highlight the challenges that the
museums face in relation to professional administration of their learning
potential in the 21st century’s knowledge society.
The museums’ educational activities
This report gives an account of the mapping of
the museums’ educational activities. It is a status
image of the museums’ educational activities in
the year 2008. The report includes recommendations on how the museums can develop their role
as knowledge centres and alternative learning
environments.
The survey supports the Heritage Agency’s
initiatives, which are to contribute to the development and quality of education at national
and government-approved museums as well as
strengthen collaboration between museums and
the education sector.
The mapping forms part of the Danish Ministry
of Culture’s Dissemination Plan for national and
government-approved museums, which covers
the period 2007-2011. The survey is included in
the Dissemination Plan’s field of action: Museums and education. The field of action includes a
pool for the development of educational activities
at Danish museums, a pool for qualitative user
surveys, support for research projects about
museum education, and the establishment of
the online service e-museum in collaboration
with the Danish Ministry of Education and the
establishment of a national network for museum
education. The Heritage Agency supports two
new regional centres for museum education east
of the Great Belt. One of these is the Centre for
Museum Education in Region Southern Denmark.
The other is Centre for Museum Education in the
Central Denmark Region and Region Northern
Jutland. The two new centres will collaborate with
School Service Zealand on the development of a
national network for museum education.
The report is published along with ‘Good Practice
– Examples of Danish museum education aimed
at primary, lower secondary and upper secondary
schools’. The examples show how the museums
can contribute with their professional specialist
knowledge and make a difference. It is the intention that both publications should support the
Heritage Agency’s objective that education at
national and government-approved museums
should constitute a significant contribution to
all children and young people’s primary through
introduction
7
upper secondary education. The initiatives are
an important part of the efforts to make cultural
heritage an active resource in society and the
government’s policy about creating equal access
to cultural heritage for all citizens in Denmark.
Planning of the survey
their departments, and as a result, the data material consists of 143 responses. The response rate
for the individual questions is shown in the tables,
which are included as Appendices 3 and 4 in the
report. Appendix 1 contains a complete list of the
museums.
It is based on an electronic questionnaire survey,
which was completed during the period 8 February to 10 April 2008. Museum managers and people responsible for museum education completed
the questionnaire.
The responses have been divided by regions and
museum categories. When the survey was conducted, the number of responses from museums
was distributed across the regions as follows:
• Capital Region of Demark: 37
• Region Zealand: 19
• Region Southern Denmark: 35
• Central Denmark Region: 37
• Region Northern Jutland: 15
The questionnaire was prepared in dialogue
with museum managers and people responsible
for education at eight museums. It consists of
55 questions and open comments fields where
the museums have had the opportunity to add
explanatory comments.
The 143 responses were distributed across the following categories:
• Arts: 37
• Cultural history: 98
• Natural history: 5
• Other: 3
The questionnaire is divided into five areas:
• The museums’ educational activities
• The museums’ educational resources
• Users of the museums’ educational activities
• The museums’ partners
• The museums’ strategic deliberations
The questionnaire is included as Appendix 2.
The category ‘Other’, which is made up of three
museums, has not been dealt with separately in
the report. The museums have been included in
the national and regional results.
The survey was conducted by the Heritage Agency
of Denmark and the research agency Userneeds.
All 130 national and government-approved museums completed the questionnaire. Thus, the
response rate was 100 %. The National Museum
of Denmark and The Museum of Southern Jutland
chose to complete one questionnaire for each of
The report’s target groups
The mapping is the first quantitative survey of
national and government-approved museums’
educational activities.
8
introduction
The results of the mapping of the national and
government-approved museums’ educational
activities are primarily directed at three target
groups:
• Museums
• Educational institutions
• Political decision-makers
The report’s results and recommendations give
rise to reflections and debate among the national
and government-approved museums on how they
can develop their learning potential and teaching
practice through collaboration with educational
institutions.
Furthermore, the report’s results and recommendations serve as tools for the museums’ professional networks for museum education – for the
development of a national network for museum
education.
The report is also aimed at primary/lower secondary schools, upper secondary schools, vocational
training colleges, social education colleges, as
well as universities with a view to inspiring further
collaboration between museums and educational
institutions that will increase the use of the museums’ learning potential.
It is also the intention that the report should
inspire institutions of higher education to develop
educational offers within the field of museum education and to participate in developing a Danish
research tradition concerning museum education.
Last, but not least, the report is directed at political decision-makers in the educational political
and cultural political fields, at municipal, regional
and national levels. It is the intention that the
report should form the foundation for the creation
of joint dedication and responsibility for profes-
sional development of museum education in
Denmark.
Reading guide
The report can be read selectively without studying all details. The report has been designed so
that it can be read at various levels to accommodate readers in different target groups.
The report’s first section: Main conclusions and
recommendations summarises the survey’s conclusions and the Heritage Agency’s primary recommendations for the museums.
The next four sections review: The museums’
educational activities, The museums’ educational resources, Users of the museums’ educational activities,
and The museums’ partners. Every section consists
of analyses, conclusions and recommendations
related to the mapping’s results.
The following section focuses on: The museums’
strategic deliberations. The section reviews the museums’ general objectives for education aimed at
primary/lower secondary schools and upper secondary programmes, distributed across museum
categories, the museums’ strategic deliberations
and the museums’ proposals for ways in which
the Heritage Agency can support the development
of the museums’ educational activities.
The report’s final section, Conclusions, presents
conclusions related to the national results, museum categories and regions.
introduction
9
Main conclusions and
recommendations
The museums are knowledge centres and alternative learning spaces, which constitute a valuable resource in our 21st century knowledge society. The educational
activities at the museums are cross-disciplinary and include a wide variety of
learning forms, which are characterised by being problem-orientated and practicerelated. The educational activities are based on the museums’ areas of responsibility
and research in the fields of cultural and natural heritage and correspond to the
educational institutions’ core areas. The museums’ educational activities are
characterised by a high academic level and social involvement. Therefore,
museum education can constitute a significant supplement to the educational
institutions’ teaching.
The museums’ educational activities
Educational offers
Education is an integrated part of the museums’
practice. This means that the national and government-approved museums have permanent educational offers within their fields of responsibility.
Target groups
The museum education is primarily aimed at
primary/lower secondary schools and in particular
the intermediate years. Only 60 % of the museums offer education for upper secondary schools
and vocational training colleges.
Subjects and academic competences
The museums’ educational activities supplement
core academic competences in the primary
through upper secondary schools. The mapping
accommodate practically all subjects and academic
competences in the primary through upper secondary schools. Most of the educational offers at the
museums are directed at the subjects of history,
Danish, social studies, visual arts, nature/technology, biology and RE. The museums’ educational
offers are characterised by being both multidisciplinary and cross-disciplinary.
Educational objectives
Many museums are aware of teaching objectives
and curricula for primary, lower and upper secondary schools, but only 15 % consistently take
year objectives and curricula into account when
they plan their educational activities.
main conclusions and recommendations
11
u.l.k. Art Labs. National
Gallery of Denmark, 2007
Where do lessons take place?
Lessons primarily take place in the museums’ collection exhibitions and in their special exhibitions.
They are based on objects, works or specimens
depending on the museum category. At many
museums, experiments and practical exercises are
included in the lessons.
Educational material
Educational material – printed or digital – is a
central part of the museums’ educational activities. However, far from all of the museums’ educational offers include educational material.
Evaluation
The museums do not systematically evaluate their
educational activities. The mapping shows that
one third of the museums do not evaluate their
educational activities.
Guidance
Some 80 % of the museums offer guidance for
pupils from primary/lower secondary schools
and upper secondary programmes, and also to
student teachers and university students in connection with project assignments.
Work placement schemes
Some 70 % of the museums have work placement
schemes. Half of the museums have work placement schemes for university students, while only
30 % have work placement schemes for student
teachers. Work placement schemes are a tool for
collaboration and knowledge sharing between
museums and educational institutions.
12
main conclusions and recommendations
Offers for teachers
In general, offers for teachers from educational
institutions are of high priority to the museums.
Courses for teachers and newsletters are the most
commonly used tools for facilitation of teachers,
but the museums have many different offers.
The teachers are the ones who take the initiative
to use the museums’ educational offers, and
therefore, they are a central target group for the
museums.
The museums’ educational resources
People responsible for education
No standards have been established for which
employee should be responsible for education at
the museums. In some cases, the person responsible for education is the museum manager or a
dissemination director.
Educational staff
The museums have many members of staff involved in education, but there is a great variation
in their professional background and their association with the museum. They include full-time
staff, part-time staff, freelance staff and volunteers. Half of the museums have more than four
staff members involved in educational activities.
Permanent staff, freelancers and volunteers
The permanent staff are involved in educational
activities at the museums. Almost half of the museums make use of freelance workers. One third
of the museums have voluntary, unsalaried staff
associated with their educational activities.
Student staff
About 40 % of the museums employ students to
handle education. The museums’ use of student
staff varies greatly across the different regions.
Fully qualified staff
All of the museums have qualified staff who handle education, but their number and the amount
of time they dedicate to education related work
vary significantly.
Educational competences
The staff who handle education at the museums
have very different backgrounds and qualifications. They include people with Master’s degrees
from the humanities, social sciences and science
faculties, qualified teachers, artists trained at the
academies of art, people trained as conservators,
people with training as educators, craftsmen and
students from universities, schools of art and
colleges of education. The museums’ educational
staff represent highly specialised competences
in academic and cross-disciplinary theory, education, artistic subjects and vocational trades. The
museums’ cross-disciplinary groups of staff
constitute a great potential and a prerequisite for
the complex learning processes that the museums
can offer.
Use of resources
The priority given to education varies a lot
depending on the museums’ size and finances.
The greatest expense is related to the practical
conducting of educational activities. In contrast,
the museums as a whole use relatively limited
resources on planning, developing and evaluating
their educational activities.
Facilities
The physical frameworks for the museums’
educational activities are primarily exhibitions of
objects, works or specimen, depending on the
museum category. Many museums also include
workshop facilities, laboratories and lecture halls
in connection with practical and experimental
exercises.
Tools and materials
Drawing is the educational tool that is used by
most museums during lessons. About one third
of the museums use IT equipment, cameras
or video in connection with their educational
activities. So far, only a few museums use mobile
phones, MP3 players and PDAs during lessons.
The museums’ use of tools and materials vary a
lot. The museums’ professional fields of responsibility, physical frameworks and the priority they
give to the area of education affects the choice
of tools and materials that are included in their
educational activities.
Users of the museums’ educational
activities
Primary and lower secondary schools
The number of classes from primary/lower secondary schools that make use of the museums’
educational offers varies a lot, but 61 % of the
museums have more than 50 classes per year,
while 25 % have between 21 and 50 classes per
year from primary/lower secondary schools.
Upper secondary schools
Only a few classes from upper secondary schools
main conclusions and recommendations
13
make use of the museums’ educational offers.
The largest group of museums have between
1 and 10 classes per year, while only 9 % of the
museums receive more than 50 upper secondary
school classes per year. 14 % of the museums
do not have any upper secondary school classes
receiving education at all.
Vocational training colleges
The number of classes from vocational training
colleges that make use of the museums’ educational offers is limited. 44 % have 1-5 classes,
18 % have between 6 and 20 classes, 4 % have 2150 classes, while 5 % have more than 50 classes
per year. 29 % of the museums do not receive
classes from vocational training colleges.
Colleges of education
Educational offers aimed at student teachers are
an introduction to museum education and can
contribute to strengthening collaboration between
primary/lower secondary schools and museums
and thus increase the primary/lower secondary
schools’ use of the museums’ educational activities.
Only a few classes of student teachers make use
of the museums’ educational offers. 35 % of the
museums have no classes from colleges of education. Only 3 % have more than 50 classes per year.
Other user groups
In general, the museum education is used by
the entire education sector and also by all other
target groups that make use of the museums. The
questionnaire responses show that the museums’
educational activities have a great synergy effect
14
main conclusions and recommendations
on the museums’ other dissemination. Therefore,
the quality and the degree of professionalisation
of the museums’ educational activities are also
decisive for the quality of the museums’ overall
dissemination.
Guidance
The number of pupils/students who make use of
the museums’ offers of guidance in connection
with project work is very limited despite the fact
that 78 % of the museums offer guidance to pupils/students in connection with project work.
Primary/lower secondary school pupils
Only 27 % of the museums have more than 20
primary/lower secondary school pupils per year,
while 31 % have between 1 and 5 primary/lower
secondary school pupils per year; the rest do
not have pupils from primary/lower secondary
schools.
Upper secondary school pupils
44 % of the museums have between 1 and 5 upper
secondary school pupils per year, 10 % have more
than 20 pupils per year, and 26 % do not have any
pupils form upper secondary schools receiving
guidance in connection with project work.
Pupils from vocational training colleges
6 % of the museums have more than 20 pupils
from vocational training colleges receiving guidance. 51 % do not provide guidance for pupils
from vocational training colleges.
Other user groups
44 % of the museums annually provide guidance
for 1-5 pupils from other educational programmes.
These include student teachers, pupils from VUC
(adult training centres), high schools, schools of
art and university students.
Geographic distribution of users
The museums’ users of educational activities are
primarily local/from the immediate municipalities.
On average, 66 % of the museums’ users are local/municipal educational institutions, while the
average of regional users is 22 %, and the average
number of national users of educational offers
at the museums is 10 %. 2 % of the users of the
museums’ educational activities are international
educational institutions.
The museums’ partners
Collaboration with educational institutions
The vast majority of the museums collaborate
with educational institutions on the development
of their educational activities.
Primary/lower secondary schools are the museums’ primary partners as regards development of
educational activities. However, upper secondary
schools, vocational training colleges, colleges
of education and universities are also important
partners in the development of the museums’
educational activities.
If museum education is to constitute an academic
supplement to the educational institutions’
teaching, it is important that the museums know
and take the educational institutions’ year objectives and curricula into account. Conversely, it is
also essential that the educational institutions
are aware of the museum institution and the
museums’ areas of responsibility and learning
potential. Therefore, collaboration between museums and educational institutions is necessary as a
basis for the development of relevant high quality
educational activities at the museums.
Collaboration between museums
Almost half of the museums collaborate with
other museums on the development of teaching
activities.
Strengthened collaboration between national and
government-approved museums may serve to
develop and assure the quality of the museums’
educational activities. I.e.educational activities
that utilise the museums’ special frameworks
to offer formal educational activities in informal
learning environments.
Other partners
Some 40 % of the museums collaborate with public institutions (municipal centres of education,
consultants and children’s culture consultants),
and about 40 % collaborate with cultural institutions other than museums (libraries, theatres,
centres of contemporary art, archives and science
centres etc.). Approx. 20 % collaborate with associations and about 15 % collaborate with private
companies. 40 % indicate that they collaborate
with others, e.g. interest groups and volunteers
from various industries.
The mapping documents that the museums have
a large network of partners and a wide local/municipal anchoring in relation to their educational
activities. The wide collaboration is a good foun-
main conclusions and recommendations
15
Reception class being
taught about the
Bronze Age as part of
dation for developing high quality and relevant
educational activities and creating a sense of
ownership for the museums.
a project on language,
culture and identity.
The National Museum
of Denmark, 2006
Marketing of educational activities
The museums market their educational offers
through many different channels. All of the
museums use their own websites to market their
educational activities. More than half of the museums use their own teachers’ networks, and half
of them use direct mail or e-museum.dk in their
marketing. About 30 % make use of School Service Zealand’s website at www.skoletjenesten.dk. In
addition, the museums use professional journals,
info pamphlets, school visits and a whole string
of other methods to advertise their educational
activities.
The primary channels of communication are
the museums’ own websites and the individual
museum’s own teachers’ network. At the time the
mapping was carried out, half of the museums
had material posted at www.e-museum.dk.
The museums’ strategic deliberations
Objectives for educational activities
The museums’ educational offers are based on
democracy and culture. The objective of the museums’ educational activities aimed at primary/
lower secondary schools and upper secondary
programmes is to strengthen the pupils’ cultural
identity and to create social inclusion and an active sense of citizenship on the basis of current
year objectives and curricula.
16
main conclusions and recommendations
Far from all of the museums have defined concrete objectives for their educational activities.
The museums’ objectives are individual and characterised by involvement. Often, it is the person
responsible for education who phrases the objectives, which are not a part of the museums’ combined basic values and dissemination strategy.
Development and collaboration with
educational institutions
In general, educational activities are an important
focus area for the museums. The museums
indicate that finances and staff resources are the
most important prerequisites for the quality of
their educational activities. However, the museums are also looking for further training offers for
their educational staff and for knowledge sharing
through a stronger organisation of professional
networks.
The museums’ proposals for the Heritage Agency
The museums encourage the Heritage Agency to
demand a professionalisation of their teaching
activities, to support qualifying further training for
the teaching staff at the museums, and to ensure
a continuation of pool funds for the development
of teaching activities.
Recommendations
The Heritage Agency recommends:
• That the museums phrase concrete objectives for their educational activities, so that they become a part of the museums’ dissemina-
tion strategies.
• That the museums strengthen their colabora-
tion with primary through upper secondary schools, vocational training colleges, colleges of education and universities on the develop-
ment of their educational activities.
• That all museums offer education to both primary/lower secondary and upper secondary schools that comply with the educational institutions’ year objectives and curricula.
• That the museums develop digital learning resources that supplement education at the museums.
• That the museums develop a systematic evaluation practice in relation to their
educational activities.
• That the museums develop and make visible their guidance offers to pupils and students in connection with project assignments.
• That the museums develop their work
placement schemes for student teachers and university students.
• That the museums develop their offers for teachers at the educational institutions, so that they can make use of the museums’ learning potential as a supplement to their teaching.
• That the museums collaborate with
universities to strengthen research that
elucidates the museums’ learning potential.
xx
17
The museums’ educational activities
This section maps the museums’ educational offers aimed at primary through
upper secondary schools, which subjects and target groups the offers are aimed
at, and whether the educational offers take curricula and year objectives into
account. The section also reviews the extent to which the museums evaluate their
educational activities and whether the museums offer guidance to pupils in
connection with project work. Furthermore, the section covers the museums’
work placement schemes and offers for teachers.
Educational offers
The mapping of the museums’ educational offers
for primary/lower secondary schools and upper
secondary programmes gives an indication of how
the museums prioritise their educational activities.
97 % of the museums offer education. 3 % have
one educational offer, 6 % have two educational
offers, and 7 % have three educational offers. 66 %
Spørgsmål 5: Hvor mange undervisningstilbud har museerne?
De nationale tal
100%
90%
of the museums have four or more educational
offers. 15 % of the museums only offer individually
adapted courses, which are planned after teachers
from educational institutions make contact with
the museums.
The museums’ comments to the question show
that 50 % of the museums’ educational offers
are seasonal or depend on the museums’ special
exhibitions. Furthermore, about 30 % of the
museums stress that their permanent educational
offers are planned individually in accordance
with the specific school class’ needs based on a
dialogue with the teacher.
80%
70%
58%
60%
50%
40%
30%
20%
15%
10%
3%
3%
Ingen
1
6%
7%
8%
2
3
4
0%
Individuelt tilpassede
undervisningsforløb
18
the museums’ educational activities
Mere end 4
Conclusion
The number of educational offers at the museums
varies. Educational offers are an integrated part
of the museums’ practice, and the vast majority
of the museums have permanent educational offers within their academic fields of responsibility,
collections and special exhibitions. The difference
between the museums who have permanent offers and those who only have individually adapted
courses is primarily that the museums with
permanent educational offers have described the
academic content and advertised it to their users.
Spørgsmål 6: Hvilke målgruppe/-r henvender undervisningstilbuddet/-ene sig til?
De nationale tal
100%
90%
Recommendation
The individually adapted courses offered by a
number of museums may be a barrier to teachers
who do not already know the museums. It may
be difficult for a teacher who is not familiar with
a museum’s field of responsibility to ascertain
which academic competences the museum can
offer.
Therefore, it may be appropriate for museums
that offer individually adapted educational courses
to elaborate descriptions of their educational
offers that explain which subjects, year objectives
and curricula are being accommodated by the educational offers. This would make the museums’
educational offers visible and accessible.
Target groups
The starting point for strengthening the development of the museums’ educational activities is
to create clarity about whom the museums are
offering education to.
80-95 % of the museums offer education to the
early, intermediate and last years of primary/
lower secondary school, while only 63 % of the
museums offer education to upper secondary
programmes. (1) The museums’ comments to
the question show that offers aimed at upper
secondary schools/vocational training colleges are
primarily aimed at the upper secondary schools.
59 % of the museums also offer education
to other educational institutions. These include
95%
85%
80%
80%
70%
63%
59%
60%
50%
40%
30%
20%
10%
0%
Indskoling
Mellemtrin
Udskoling
Ungdomsuddannelser
universities, educators’ colleges, design schools,
academies of music, the Royal School of Library
and Information Science, the academies of art, the
School of Conservation, the social/health worker
programme, high schools, schools of home economics, VUC (adult training colleges), agricultural
colleges, language centres, kindergartens, afterschool centres, special schools and education in
relation to further education.
In geographic terms, Region Southern Denmark diverges, as only 54 % of the museums here
offer education to upper secondary schools/vocational training colleges. In contrast, in the Central
Denmark Region, 71 % of the museums have educational offers for upper secondary programmes.
99 % of the cultural history museums offer
education for the intermediate years of primary/
lower secondary school. This is significantly more
than the art and natural history museums, where
86 % and 80 %, respectively, offer similar education.
There is also a small majority of art museums
the museums’ educational activities
19
Andre
(1) The upper secondary
programmes cover the
upper secondary schools
(the Danish Gymnasium),
HF (Higher Preparatory Examination Course), IB (International Baccalaureate),
HHX (Higher Commercial
Examination), HTX (Higher
Technical Examination)
and the vocational training
colleges.
Spørgsmål 8: Hvilke fag/fagligheder henvender undervisningstilbuddet/-ene sig til?
De nationale tal
100%
89%
90%
80%
76%
70%
65%
60%
54%
51%
50%
45%
40%
30%
30%
19%
20%
22%
21%
25%
23%
19%
18%
14%
12%
10%
0%
Recommendation
It is the assessment of the Heritage Agency
that the museums should give priority to the
development of educational offers aimed at upper
secondary programmes, e.g. through partnerships
with upper secondary schools and vocational
training colleges.
Hvilke fag/fagligheder henvender undervisningstilbuddet/-ene sig til?
Kulturhistoriske museer
97%
100%
90%
80%
70%
68%
Conclusion
The museums give priority to educational offers
aimed at primary/lower secondary schools. The
museums’ educational offers are primarily aimed
at primary/lower secondary schools and in particular the intermediate years. The fact that 99 %
of the cultural history museums offer teaching to
the intermediate years of primary/lower secondary schools may be due to the subject of history
being compulsory at this level. The museums
have a large development potential as regards the
development of educational offers aimed at upper
secondary programmes.
73%
58%
60%
50%
43%
Subjects and academic competences
39%
40%
28%
30%
20%
12%
18%
14%
22%
21%
12%
10%
23%
18%
7%
0%
that offer education at upper secondary level,
as 67 % of the art museums have educational
courses aimed at this level, whereas only 60 % of
the natural history and cultural history museums
have equivalent courses.
20
the museums’ educational activities
The mapping of which subjects and academic
competences the museums’ educational offers
accommodate render the museums’ learning
potential visible.
Result
89 % of the museums’ educational offers are
directed at the subject of history. This is followed
by Danish (76 %), social studies (65 %) and visual
arts (54 %). 51 % of the museums’ educational
offers relate to the subject of nature/technology.
This is followed by the subjects of RE (45 %),
drama (30 %), biology (23 %), philosophy (22 %),
maths (21 %), physics (19 %), media studies
(19 %), music (14 %) and chemistry (12 %).
Hvilke fag/fagligheder henvender undervisningstilbuddet/-ene sig til?
Kunstmuseer
100%
25 % of the museums state that their educational
offers are also aimed at other subjects. As for
educational offers aimed at primary/lower secondary schools, this applies to the subjects of geography, needlework, home economics, woodwork
and outdoor life. As regards upper secondary
programmes, this applies to museology, design,
ancient history, Greek, Latin, Spanish, geography,
natural geography, geology, palaeontology, astronomy, history of technology, contemporary history,
working environment and business studies.
100%
97%
90%
80%
75%
70%
60%
56%
53%
47%
50%
42%
40%
20%
11%
10%
11%
14%
17%
0%
Hvilke fag/fagligheder henvender undervisningstilbuddet/-ene sig til?
Naturhistoriske museer
100%
100%
The cultural history museums’ educational offers
are primarily directed at history and social studies,
whilst the art museums’ educational offers are
primarily directed at the subjects of Danish and
visual arts. The natural history museums’
31%
25%
About 15 % of the museums also offer general
study preparatory courses for upper secondary
schools.
Conclusion
The museums’ academic competences supplement core competences in the primary/lower
secondary and upper secondary schools. The
subjects that most of the museums’ educational
offers are aimed at are history and Danish.
However, as a whole, the museums’ educational
offers accommodate all subjects in the primary/
lower secondary schools and upper secondary
programmes. The museums’ educational offers
are characterised by being multi-disciplinary and
cross-disciplinary.
36%
33%
31%
30%
100%
90%
80%
70%
60%
60%
50%
40%
40%
40%
40%
30%
20%
20%
20%
20%
20%
20%
10%
0%
educational offers are primarily directed at nature/
technology, biology and physics.
the museums’ educational activities
21
20%
Educational objectives
It is a prerequisite for professional development
of relevant educational activities at the museums
that the museums are familiar with year objectives
and curricula for the primary/lower secondary
schools and upper secondary programmes.
Spørgsmål 9: Tager museerne højde for undervisningsmål i de enkelte fag ved tilrettelægningen af
undervisningstilbuddet/-ene?
Recommendation
The Heritage Agency assesses that by focusing
on educational objectives and executive orders
for the different subjects, the museums would be
able to target and improve the quality of their educational offers so that they would become relevant
in primary/lower secondary schools and upper
secondary programmes to a higher degree. In
other words, the museums should accommodate
the users’ requirements and needs.
De nationale tal
100%
90%
80%
70%
60%
50%
43%
40%
27%
30%
20%
Conclusion
The mapping documents that the vast majority of
the museums are aware of educational objectives
and curricula for primary/lower secondary schools
and upper secondary programmes, but only 15 %
consistently consider these when planning their
educational activities.
15%
9%
10%
5%
0%
Altid
I de fleste tilfælde
Kun i enkelte tilfælde
Aldrig
Ved ikke
When the museums plan their educational offers,
15 % always consider the educational institutions’
educational objectives; 43 % consider educational
objectives in most cases, and 9 % never consider
educational objectives.
When it comes to whether the museums consider
educational objectives in connection with their
planning of educational offers, there are geographic variations. In Region Southern Denmark,
only 6 % of the museums consistently consider
the educational objectives of the different subjects. In the Capital Region of Denmark, on the
other hand, 23 % do so.
22
the museums’ educational activities
Where do lessons take place?
Mapping of the physical frameworks within which
the museums’ educational activities take place
helps to document the learning potential inherent
in museum education.
Result
91 % of the museums educate in their collection
exhibitions. 85 % educate in their special exhibitions.
Many cultural history museums also use the
cultural and urban landscapes in their educational
activities. For instance, churches, archaeological
digs, reconstructed environments and buildings,
the museums’ own outdoor areas and city history
archives are used as frameworks for education.
68 % of the museums use workshops,
laboratories or lecture halls in connection with
education.
Spørgsmål 10: Hvor foregår undervisningstilbuddet/-ene?
De nationale tal
100%
90%
In the comments field for the category ‘other
places’, 15 % of the museums indicate that they
solely offer educational activities in separate
rooms at the museum. 5 % of the museums offer
education in the form of digital material, which
is downloaded from the Internet and used at the
educational institutions. 15 % of the museums
offer to provide education at educational institutions, e.g. in combination with education at the
museum.
Conclusion
The museums’ lessons primarily take place in
their collections and special exhibitions. Lessons
are based on objects, works or specimens and
determined by the location, and they often include
practical and/or experimental/problem-orientated
dimensions. Through practical exercises and experiments, the museums are able to offer extensive
educational courses and complex learning processes.
It is characteristic of the museums’ educational
activities that they have both material and immaterial cultural and natural heritage as their subject
matter.
Recommendation
Museums that only offer education in separate
rooms or at educational institutions should consider how they can use their educational resources
most appropriately in terms of being a supplement to teaching at the educational institutions.
91%
85%
80%
68%
70%
60%
52%
48%
50%
40%
35%
30%
20%
10%
0%
It is precisely in the light of the museums’ physical frameworks and academic specialist knowledge
that they are able to constitute an important
supplement to the educational institutions. The
museums will not be able to fill this role if they
take over and copy teaching that takes place at the
educational institutions.
Educational material
Educational material – printed or digital – is a
central part of the museums’ educational offers.
The educational material anchors the education
and knowledge offered by the museums. The
educational material can be included as part of
examination requirements and will legitimise the
priority given to museum education by the educational institutions.
Result
Only 6 % of the museums supplement their
educational activities with printed educational
the museums’ educational activities
23
32%
Spørgsmål 13: Er undervisningstilbuddet/-ene suppleret af undervisningsmateriale i trykt form?
De nationale tal
100%
90%
80%
73%
70%
60%
50%
40%
museums do not supplement their educational
with printed educational material.
28 % of the museums do not supplement
their educational activities with digital material.
Some 46 % of the museums indicate as a comment to their answer that the reason why not all of
their educational offers include printed or digital
educational material is that the elaboration of
such material requires many resources.
30%
22%
20%
10%
6%
0%
Alle undervisningstilbud
Nogle undervisningstilbud
Nej
Spørgsmål 14: Er undervisningstilbuddet/-ene suppleret af undervisningsmateriale i digital form?
De nationale tal
100%
90%
80%
70%
68%
60%
50%
Conclusion
Recent years have seen a significant focus on digital media at both educational and cultural institutions. Technological development presents new
challenges to the museums and opens possibilities for contributing to the 21st century knowledge
society, not least in relation to the development
of the museums’ learning potential. Considering
that 28 % of the museums never prepare digital
educational material, and that 68 % only elaborate
digital educational material for some courses, the
Heritage Agency assesses that the museums have
a huge development potential in the area of digital
educational material.
40%
28%
30%
20%
10%
4%
0%
Nogle undervisningstilbud
Alle undervisningstilbud
Nej
material, and 4 % always supplement educational
activities with digital material. 73 % of the museums supplement their educational activities with
printed material in some cases, while 68 % supplement with digital educational material in some
cases. The survey also shows that 22 % of the
24
the museums’ educational activities
Recommendation
It would be appropriate to give priority to the
development of digital educational material.
Further training for museum teachers in the fields
of digital media and learning may also contribute
to the development and higher quality of museum
education. The Heritage Agency also assesses
that there is a need for qualitative analyses of
already existing educational materials to be carried out. The results may provide the museums
with new tools for providing educational offers of
a higher quality.
Evaluation
Evaluation and quality assurance are prerequisites
for ensuring that the museums’ educational
activities are of relevance to users and that they
are based on the museums’ academic fields of
responsibility and research. The evaluation tools
ensure that staff who handle museum education
have adequate educational competences.
Spørgsmål 20: Evaluerer museerne undervisningstilbuddene?
De nationale tal
100%
90%
80%
70%
60%
50%
45%
37%
40%
Result
30 % of the museums do not evaluate their educational activities, while 37 % respond that they
consistently evaluate their educational activities.
In the comments field, half of the museums who
answer yes to the question of whether they evaluate their educational activities, have indicated that
in their evaluation, they stress the importance of
academic relevance and pedagogical practice and
that the course complies with the educational
objectives.
23 % of the museums evaluate the level of the pupils’ learning. 45 % of the museums evaluate the
teachers’ satisfaction with the educational offers.
In the comments field, about 20 % of the museums
indicate that they use questionnaires, which pupils
and teachers complete immediately after the lessons. At some museums, the educational staff supervise each other and make internal evaluations.
Other museums carry out qualitative evaluations
based on interviews with focus groups. There are
also several examples of external institutions evaluating development projects at the museums. It is
characteristic of the museums that evaluate their
educational activities that it is precisely via the
30%
30%
23%
20%
10%
0%
Nej
Ja, vi evaluerer
Ja, vi evaluerer elevernes
læringsudbytte
evaluation processes and the dialogue with the
users that they develop and improve the quality of
their educational activities.
The museums express a general wish to apply
more resources to evaluations and satisfaction
surveys.
Conclusion
The survey shows that the museums do not carry
out systematic evaluations of their educational
activities, and that one third of the museums do
not evaluate their educational practice at all. The
Heritage Agency assesses that evaluation could
be used as a tool to develop and improve the
quality of the museums’ educational activities,
and that evaluation tools may similarly be applied
to involve users in the development of relevant
educational activities.
Recommendation
The museums should share their knowledge of
the museums’ educational activities
25
Ja, vi evaluerer undervisernes
tilfredshed med
undervisningstilbuddet/-ene
Spørgsmål 15: Tilbyder museerne vejledning til elever i forbindelse med projektarbejde?
De nationale tal
100%
90%
80%
78%
70%
60%
50%
Conclusion
The majority of the museums offer guidance in
connection with project assignments. The survey
does not review how the museums carry out the
guidance in practice. Due to the museums’ crossdisciplinary and multi-disciplinary knowledge, they
have great potential in connection with guidance
in project work.
40%
30%
22%
20%
10%
0%
Ja
Nej
and experience with evaluation and strengthen
the evaluation dialogue with educational institutions. The Heritage Agency recommends that the
museums strengthen the further education of
the people responsible for education as regards
evaluation.
Guidance
The educational institutions apply the project
work form at all levels, and therefore, it is essential that the museums as knowledge centres are
able to accommodate the educational institutions’
need for project guidance as part of their educational activities.
Result
78 % of the museums offer guidance to pupils in
connection with project work. No significant differences are found between the regions; however,
the Capital Region of Denmark has the lowest
percentage of museums offering guidance.
26
the museums’ educational activities
Recommendation
It may be beneficial for the museums to share
knowledge and strengthen the dialogue with educational institutions as to how they can develop
their guidance offers to pupils and students in
connection with project work with a view to getting to a point where all museums are able to
offer guidance.
Work placement schemes
Work placement schemes for students from
universities and educator colleges and colleagues
from other museums may be a rewarding collaboration form through which the museums can
acquire new relevant knowledge that can heighten
the quality of and develop their educational offers.
Work placement schemes are an important tool in
the development of collaboration between museums and educational institutions.
Result
One third of the museums do not offer work
placements. 30 % of the museums offer work
placements for student teachers. 58 % offer work
placements for university students. 12 % of the
museums offer colleagues from national and
international museums the opportunity of a work
placement. 29 % offer placements to students
from other educational programmes. In the comments field of the questionnaire, the museums
indicate that this group is primarily made up of
students from educator and artistic programmes.
Spørgsmål 51: Hvilke målgrupper tilbyder museerne praktikophold?
De nationale tal
100%
90%
80%
70%
34 % of the museums have special courses for
work placement students. In the Capital Region of
Denmark, 48 % of the museums provide special
work placement courses, whereas no museums
in Region Northern Jutland offer this. In the other
regions, between 29 % and 38 % of the museums
have special work placement courses.
Conclusion
There is a great development potential at the museums as regards their offers of work placements
aimed at students from educator colleges and
universities.
58%
60%
50%
40%
30%
29%
30%
29%
20%
15%
12%
10%
0%
Ingen praktikophold
Studerende fra
læreruddannelserne
Studerende fra
universiteterne
Uddannelsesinstitutioner i
udlandet
Kollegaer fra museer
nationalt/internationalt
Spørgsmål 52: Tilbyder museerne særlige praktikforløb
til praktikanterne?
De nationale tal
100%
90%
Recommendation
The Heritage Agency recommends that the
museums establish a close dialogue with work
placement guides at the educator colleges and
universities concerning the development of work
placement courses at the museums in order to
strengthen collaboration and partnerships between educational institutions and museums.
80%
70%
66%
60%
50%
40%
34%
30%
20%
10%
0%
Furthermore, the Heritage Agency recommends
that the museums collaborate on developing and
heightening the quality of their work placement
schemes with a view to becoming visible and attractive work placement institutions.
Ja
the museums’ educational activities
Nej
27
Andre grupper
Result
27 % of the museums do not have any offers
aimed at teachers from educational institutions.
Half of the museums offer teacher courses, and
42 % send out newsletters. The museums also
offer seminars, idea-generating meetings, focus
groups and contact teacher schemes.
Spørgsmål 39: Hvilke tilbud har museerne til undervisere fra uddannelsesinstitutionerne?
De nationale tal
100%
90%
80%
70%
60%
50%
50%
42%
40%
30%
29%
27%
32%
19%
20%
9%
10%
12%
0%
37 % of the cultural history museums have no
offers for teachers. 20 % of the natural history
museums have no offers for teachers. This corresponds to one out of the five natural history
museums. Out of the art museums, by contrast,
only 6 % do not have offers aimed at teachers.
The survey does not show how many teachers
participate in the museums’ offers or how the
museums ensure the quality of their offers.
Tilbud til undervisere fra uddannelsesinstitutionerne
Kulturhistoriske museer
100%
90%
80%
70%
60%
50%
40%
37%
38%
32%
30%
26%
20%
10%
27%
14%
8%
Several of the museums that do not have offers
aimed at teachers comment that they strive to
accommodate teachers’ requirements when they
are contacted by teachers. Many respondents also
add that they prepare catalogues of their educational offers, which they send to the educational
institutions.
2%
0%
About 10 % of the museums write that they have
started blogs for experience exchange and knowledge sharing between teachers from educational
institutions and educational staff at the museums.
Offers for teachers
The teachers at the educational institutions are
the ones who take the initiative to make use of the
museums’ educational offers. Therefore, they are
a crucial target group for the museums.
28
the museums’ educational activities
In addition, approx. 20 % of the museums conduct information meetings at municipal school
libraries, which act as ambassadors for the
museums’ educational activities at the schools.
Similarly, 10 % of the museums hold dialogue
meetings with municipal heads of school concerning their educational activities. A number of museums also participate in meetings for new teachers
in the municipalities, where they introduce their
educational offers. 35 % of the museums collaborate with the local educational centres in charge
of procuring educational and library materials for
the schools.
Undervisere fra uddannelsesinstitutionerne
Kunstmuseer
100%
90%
80%
60%
50%
40%
Conclusion
In general, offers concerning facilitation of teachers are an area of great priority to the museums.
Courses for teachers and newsletters are the most
commonly used tools, but there is great diversity
in the offers for teachers. However, there is still
a group with no offers aimed at teachers, and a
large number indicate that their initiatives have
not been very successful.
22%
42%
39%
36%
30%
The museums also mention that in some cases,
they prepare written teachers’ guides to accompany their educational offers. The natural history
museums often prepare compendiums as a supplement to their educational offers.
75%
75%
70%
25%
20%
10%
6%
0%
Undervisere fra uddannelsesinstitutionerne
Naturhistoriske museer
100%
90%
80%
70%
60%
60%
60%
60%
50%
40%
Recommendation
The Heritage Agency assesses that the museums’
facilitation of teachers should be given high priority. It is relevant for the museums in partnership
with the educational institutions to analyse the
development potential in the museums’ offers
aimed at teachers and for the museums to ensure
the quality of those offers. For instance, it may
be appropriate for the museums to develop joint
offers aimed at teachers.
30%
20%
20%
20%
10%
0%
Ingen tilbud
Lærerkurser
Seminarer
the museums’ educational activities
Nyhedsbreve
29
Andet
30
xx
The museums’ educational resources
This section deals with the staff resources that the museums allocate to handle
their educational activities. I.e. planning, conducting and evaluating educational
activities, including guidance, work placement schemes, facilitating teachers,
collaboration and development projects. The mapping encompasses employment
terms and conditions as well as the professional competences of the educational
staff at the museums. This section also describes the museums’ physical resources,
i.e. the physical facilities as well as tools and materials at the museums’ disposal
in connection with their educational activities.
People responsible for education
Spørgsmål 23: Hvor mange personer, lønnede og frivillige (ulønnede), arbejder
med undervisning på museet?
De nationale tal
Result
The results in this section are based on prose text,
and therefore they are without reference to statistical material. Some 90 % of the museums have a
person who is responsible for education, but there
are great variations as to who handles the task. It
may be the museum manager, the chief inspector
or a dissemination inspector. In some cases, the
task is shared by a number of people. There are
also examples of museum education being handled in collaboration with the municipal school
administration. In such cases, it may be e.g. a
primary/lower secondary school teacher who is
responsible for education.
The matter of who is responsible for education depends on the individual museum’s size, internal
organisation and the priority given to educational
100%
90%
80%
70%
60%
52%
50%
40%
30%
20%
9%
10%
13%
14%
2
3
10%
2%
0%
Ingen
1
4
activities. About 20 % of the museums state that
municipal involvement plays an important role in
the museums’ possibilities of allocating resources
to educational activities.
the museums’ educational resources
31
Flere end 4
u.l.k. Art Labs.
National Gallery of
Denmark, 2007
Conclusion
All of the museums have a person responsible for
education, but there are no standards to indicate
which member of staff should handle the task,
and in certain cases, the person is not even employed by the museums.
Museernes lønnede og frivillige undervisningsmedarbejdere
Kulturhistoriske museer
100%
90%
80%
70%
60%
52%
50%
40%
30%
20%
10%
15%
14%
2
3
12%
5%
3%
0%
Ingen
1
4
Flere end 4
Recommendation
In order to strengthen professional development
of museum education it is necessary to create
consensus about terminology concerning reference to staff who handle educational activities at
museums. This will strengthen both the museums
and their relationship to professional partners and
users.
Museernes lønnede og frivillige undervisningsmedarbejdere
Kunstmuseer
100%
90%
80%
70%
60%
50%
There is no consensus as to the title of the person
responsible for education. The lacking consensus
on terminology also applies to the members of
staff who handle education at the museums. They
are referred to as communicators, tour guides,
educational employees, teachers, school service
staff etc.
44%
40%
Educational staff
30%
20%
19%
17%
11%
8%
10%
0%
1
2
3
4
Flere end 4
The number of educational staff at the museums
reflects the museums’ educational resources and
development potential as regards educational
activities.
Result
89 % of the museums have more than one volunteer or salaried employee working with education.
52 % of the museums have more than four and
37 % have 2-4 people handling education.
32
the museums’ educational resources
In the Capital Region of Denmark, Region Zealand
and Region Northern Jutland, approx. 60 % of the
museums have more than four people handling
museum education. Region Southern Denmark is
the region that has the lowest number of people
assigned to handle the task. Only 34 % of the museums in Region Southern Denmark have more
than four people engaged in education.
At the natural history museums, 80 % of the
museums have more than four people handling
education. This corresponds to four out of the
five natural history museums. Among the cultural
history museums, 52 % have more than four
educational staff. At the art museums, only 44 %
have more than four staff members handling
education.
Museernes lønnede og frivillige undervisningsmedarbejdere
Naturhistoriske museer
100%
90%
80%
80%
70%
60%
50%
40%
30%
20%
20%
10%
0%
1
Conclusion
Overall, the museums have many staff members
engaged in education. However, the number of
educational staff varies greatly across the regions
and the museum categories. This is partly related
to the number of educational offers and users.
Recommendation
The number of educational staff at the museums
may be a reason for the museums to focus on
how to ensure internal knowledge sharing between educational staff and the museum’s other
professional staff in order to ensure the development of the educational staff’s competences.
Flere end 4
Spørgsmål 24: Hvor mange af de personer, der arbejder med undervisning
på museet, er fastansatte?
De nationale tal
100%
90%
80%
70%
60%
50%
40%
30%
24%
20%
10%
24%
23%
15%
9%
6%
0%
Ingen
1
2
the museums’ educational resources
3
4
33
Flere end 4
Result
71 % of the museums have one, three or more
than four permanent staff members working with
education. 24 % have one permanent employee,
25 % have three permanent employees, and 23 %
have more than four permanent staff members
handling education at the museum.
Museernes fastansatte undervisningsmedarbejdere
Kulturhistoriske museer
100%
90%
80%
70%
60%
50%
40%
30%
18%
20%
10%
18%
25%
22%
10%
7%
0%
Ingen
1
2
3
4
Flere end 4
Museernes fastansatte undervisningsmedarbejdere
Kunstmuseer
In the Central Denmark Region and Region Northern Jutland, 30 % and 40 % of the museums,
respectively, have more than four employees. In
the Capital Region of Denmark, only 17 % have
more than four permanent employees working
with education. Furthermore, the Capital Region
of Denmark stands out, as 11 % of the museums
have no permanent staff members handling
education. In the other regions, only 3-7 % of the
museums have no permanent educational staff.
100%
90%
80%
70%
60%
50%
42%
40%
30%
22%
20%
10%
14%
8%
6%
8%
Permanent staff
The museums’ comments to this question indicate that educational activities merely constitute
one of several tasks for the museums’ permanent
staff. This means, that in many cases, educational
activities do not constitute full-time activity for the
staff members.
The number of permanently employed staff at
the museums may shed some light on how well
anchored museum education is at the museums.
The situation may be, for instance, that there is
one academic employee responsible for education
0%
Ingen
In relation to the museum categories, the number
of permanent educational employees varies. 25 %
of the cultural history museums have more than
four permanent employees, whilst 42 % of the art
museums only have one permanent employee,
and 60 % of the natural history museums have
three people on their permanent staff working
with museum education.
1
2
34
3
4
Flere end 4
the museums’ educational resources
along with three students employed part-time in
a combination with other inspectors at the museum being drawn in to undertake a few hours of
education-related work.
Museernes fastansatte undervisningsmedarbejdere
Naturhistoriske museer
100%
90%
80%
Conclusion
The museums’ permanent staff are involved in
educational activities at the museums. However,
the museums’ comments to this question show
that educational activities are just one of a multitude of functions undertaken by the permanent
museum staff. As a result, there are great variations in how the permanent museum staff handle
educational functions.
Recommendation
The museums should consider how they could
apply their staff resources most appropriately in
order to develop top quality educational activities.
It is the assessment of the Heritage Agency that it
is necessary for all museums to have a permanent
staff member working full-time as responsible for
the museums’ educational activities.
70%
60%
60%
50%
40%
30%
20%
20%
20%
10%
0%
1
3
Flere end 4
Some 40 % of the cultural history and natural history museums have freelance staff, while 56 % of
the art museums have freelance educational staff.
Spørgsmål 25: Hvor mange af de personer, der arbejder med undervisning
på museet, er freelancemedarbejdere?
Freelance staff
The number of freelance employees handling
educational activities also sheds light on
the museums’ educational resources.
De nationale tal
100%
90%
80%
70%
60%
Result
46 % of the museums have freelance employees
working with education.
In the Capital Region of Denmark, 66 % of the
museums have freelance co-workers, while only
40 % of the museums in Region Northern Jutland
have freelance educational staff at the museums.
54%
50%
40%
30%
18%
20%
13%
10%
4%
7%
4%
0%
Ingen
1
2
the museums’ educational resources
3
4
35
Flere end 4
Furthermore, the museums’ use of freelancers
may also reflect a wish to purchase special professional competences. Additionally, tradition and
the museums’ financial situation play an important role in relation to staff employment terms.
Spørgsmål 26: Hvor mange af de personer, der arbejder med
undervisning på museet, arbejder frivilligt (ulønnet)?
De nationale tal
100%
90%
80%
70%
65%
60%
50%
40%
30%
17%
20%
9%
10%
5%
4%
2
3
0%
Ingen
1
Recommendation
The Heritage Agency assesses that it would be
appropriate for the museums primarily to use
permanent staff for educational activities with a
view to retaining competences and experience at
the institution.
1%
4
Flere end 4
Voluntary unsalaried staff
The number of voluntary, unsalaried staff handling
education at the museums adds to the description
of the museums’ educational staff.
Hvor mange af de personer, der arbejder med
undervisning på museet, arbejder frivilligt (ulønnet)?
Kulturhistoriske museer
100%
Result
35 % of the museums have voluntary, unsalaried
staff who handle education. 17 % have more than
four voluntary, unsalaried staff working with education.
90%
80%
70%
60%
54%
50%
40%
30%
22%
20%
10%
10%
8%
5%
1%
0%
Ingen
1
2
3
4
Flere end 4
Conclusion
All regions and museum categories employ freelance workers. There may be a number of reasons
for this. The demand for museum education
varies a lot depending on the seasons and special
exhibitions, and this may be one explanation.
36
the museums’ educational resources
46 % of the cultural history museums have voluntary educational staff, while only 14 % of the art
museums have volunteers handling education.
No volunteers handle education at the natural
history museums.
Conclusion
There is a significant variation in the number of
voluntary educational staff at the museums. Especially the cultural history museums have many
volunteers, whereas the natural history museums
do not have any voluntary educational staff at all.
To quite a high degree, this difference reflects the
museum categories’ different fields of responsibility and different museum cultures.
Hvor mange af de personer, der arbejder med
undervisning på museet, arbejder frivilligt (ulønnet)?
Kunstmuseer
100%
The Heritage Agency assesses that the voluntary
workers constitute an important resource for
especially the cultural history museums, both
in terms of competences and in terms of the
museums being able to save on salary expenses.
The voluntary, unsalaried workers associated with
the cultural history museums also help ensure
the museums’ local anchoring, and at the same
time, the museums are able to contribute to
solving social tasks using voluntary, unsalaried
staff. However, the voluntary workforce can also
represent a burden to the museums in relation to
solving professional tasks.
90%
86%
80%
70%
60%
50%
40%
30%
20%
8%
10%
6%
0%
Ingen
1
Flere end 4
Hvor mange af de personer, der arbejder med
undervisning på museet, arbejder frivilligt (ulønnet)?
Naturhistoriske museer
Recommendation
The museums should consider how they use
voluntary workers in the educational activities. It
is difficult to retain these workers’ competences
and experience within the organisation. They may
also be a barrier in relation to the development of
a professional organisation. The use of volunteers
places special demands on the museums’ management resources.
The Heritage Agency recommends that the
museums use their professional networks to
share experience about the use of voluntary educational staff. It may also be relevant for the museums’ professional education network to have a
look at international experience. Similarly, it may
be relevant for the museums to share knowledge
with sports associations, who have great experience as regards the use of volunteers in their
instruction of children and young people.
100%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Ingen
the museums’ educational resources
37
Student staff members
Students who are associated with the museums’
educational activities may contribute new up-todate knowledge to the museums and strengthen
the museums’ collaboration with the education
sector. This applies not only to universities and
educator colleges, but also to primary/lower secondary schools and upper secondary programmes.
Spørgsmål 27: Hvor mange af de personer, der arbejder med undervisning
på museet, er studerende (lønnet)?
De nationale tal
100%
90%
80%
70%
60%
61%
50%
40%
30%
20%
17%
10%
10%
5%
4%
2
3
2%
0%
Ingen
1
4
Flere end 4
Result
61 % of the museums do not have any student
educational staff. 39 % have students engaged in
education. 17 % of the museums have more than
four students employed to work with education.
80 % of the natural history museums have
employed students to handle education; 50 % of
the art museums have students, and 33 % of the
cultural history museums have educational staff
who are students.
The survey shows a strong majority of student
staff at the museums in the Capital Region of
38
the museums’ educational resources
Denmark, where 74 % have student educational
staff. The lowest number of students employed
to handle education is found at the museums in
Region Southern Denmark, as only 18 % of the
museums there have student educational staff.
Museums with student employees indicate in
the comment field for this question that they
experience a great loss of knowledge because
they are unable to retain the staff once they have
completed their studies.
Conclusion
The museums’ use of student staff varies greatly
across the different regions. When the Capital
Region of Denmark has significantly more student
staff associated with their educational activities
this is due to the fact that School Service Zealand
primarily has part-time student employees at the
museums to conduct the School Service’s educational activities. Students from universities and
colleges of education who are associated with the
museums’ educational activities may contribute
new up-to-date knowledge and strengthen the
museums’ collaboration with the education sector. This applies to both universities and colleges
of education. It also applies to primary/lower
secondary schools and upper secondary programmes, as the graduates have insight into the
museums’ learning potential, and as employees
in upper secondary programmes and in primary/
lower secondary schools, they become users of
the museums’ educational activities and are able
to serve as ambassadors and partners for the
museums. On the other hand, if education at the
individual museum is carried out solely by student
staff, it may create difficulties when it comes to
retaining knowledge and competences at the individual institution, which, in turn, makes it difficult
to maintain a professional quality and development of the museums’ educational activities.
Spørgsmål 28: Hvor mange af de personer, der arbejder med undervisning
på museet har afsluttet en uddannelse?
Nationale tal
100%
90%
80%
Recommendation
The museums should share the knowledge gained
from their experience with employing student
staff to undertake education in the professional
networks for museum education. It is crucial to
the museums that they get a clear idea of how
they can best retain and develop their educational
resources.
70%
60%
50%
40%
30%
29%
18%
20%
15%
10%
1%
0%
Flere end 4
The Heritage Agency recommends that the
museums have students associated with their
educational activities, but that the museums do
not base their education on student staff alone.
Fully qualified staff
It is essential for the quality of the museums’
educational activities that it be based on a
theoretical and methodical foundation anchored
in the individual museum. The prerequisite for
such anchoring and development is that the
museums have permanent staff with educational
and relevant academic qualifications in relation
to the individual museum’s professional field of
responsibility.
Result
All museums have educational staff who have
completed their education. 70 % have 1-4 employees with completed education. 29 % have more
than four employees with a museum-relevant
education.
20%
17%
4
3
2
1
The cultural history and natural history museums
more or less reflect the national figures, whereas
the art museums are the museum category that
has the lowest number of qualified staff. At 31 %
of the art museums, only one qualified staff member works with education.
In the Capital Region of Denmark, 37 % of the
museums have just one qualified member of staff
working with education. In the country as a whole,
20 % of the museums only have one qualified
employee. In the Capital Region of Denmark,
23 % of the museums have more than four qualified educational staff. This is less than the 29 %
at a national level. In Region Northern Jutland, no
less than 47 % of the museums have more than
four qualified employees who handle museum
education.
In the comment field for this question, half of the
museums indicate that the time their permanent
staff spend on educational activities varies.
the museums’ educational resources
39
Ingen
Conclusion
All of the museums have qualified staff who handle education, but their number and the amount
of time they dedicate to education-related work
vary greatly.
who account for 60 %, and staff with teacher’s
qualifications, who add up to 20 %. There is a
great majority of staff with an academic background within the faculties of humanities, science
and social sciences.
It is the assessment of the Heritage Agency that
the prerequisite for anchoring and developing a
theoretical and methodical foundation for the museums’ educational activities is that the museums
have permanent staff with relevant academic/museological as well as educational qualifications. This
is decisive for a professional quality in the museums’ educational offers. Similarly, permanent
educational staff are a prerequisite for knowledge
sharing and collaboration with the museums’
other professional staff, who handle exhibition
work and research.
The subjects most commonly represented among
the academic employees working with education at the cultural history museums are history,
prehistoric archaeology, medieval archaeology,
European ethnology and anthropology. At the art
museums, the main subjects represented are art
history, modern culture and cultural dissemination, Danish and literary history. At the natural
history museums, the hired educational staff
primarily have scientific qualifications.
The educational competences of the staff who
handle education is the foundation for the quality
of the educational activities that the museums are
able to offer.
About 10 % of the academic staff have museology
as their minor or subsidiary subject, and several
museums mention that they have an employee
who has completed the museum dissemination
course at the Association of Danish Museums.
In their questionnaire responses, the museums have not consistently accounted for the main
subjects of the staff members who are qualified
teachers.
The 20 % of the educational staff who have
other qualifications have trained at design
schools, art academies, conservation colleges,
music academies, educator colleges, or they have
vocational qualifications.
Result
The museums state that the educational staff
varies greatly in terms of both academic qualifications and educational competences. The two
dominant professional groups are academics,
Conclusion
The museums have at their disposal highly specialised competences within academic and crossdisciplinary theory, practical and artistic subjects
and education. Combined with the museums’
Recommendation
The Heritage Agency recommends that the museums focus on how to anchor and develop their
educational resources through internal knowledge
sharing and collaboration among their permanent
staff.
Educational competences
40
the museums’ educational resources
physical frameworks, collections and exhibitions,
areas of responsibility and research, this forms
the foundation for the museums to be able to
offer complex and top quality educational offers,
which can supplement the teaching in primary/
lower secondary schools and upper secondary
programmes.
The diversity of staff and their different terms of
employment, however, place special demands on
the museums’ organisation and management.
It is a challenge to the museums to ensure the
internal knowledge sharing to provide cohesion
between the museums’ areas of responsibility,
exhibitions and research and a professional
educational practice. The staff diversity also poses
special challenges to the collaboration between
museums and educational institutions as regards
how the museums and the educational institutions best supplement each other’s academic
competences.
Recommendation
The Heritage Agency recommends that the museums focus on how to anchor and develop their
educational resources through the development
of their institutions as organisations of learning.
It would be appropriate to establish job-switch
schemes among the museums’ educational
staff and teachers from primary/lower secondary
schools and upper secondary programmes in
order to create a mutual understanding of how
educational institutions and museums can collaborate.
It is necessary to include staff diversity in the
planning of further training, so that staff with an
academic and/or museological background are
offered further training in the form of postgraduate teacher training with a focus on pedagogy,
learning and subject matter didactics, while staff
with teaching qualifications, in turn, are offered
training with a focus on museology.
Use of resources
There is a connection between the use of resources
and the professional development of the museums’
educational activities.
Result
It has been difficult for the museums to state
precisely how many man-years they spend on educational activities, and many have not been able to
answer the question. Consequently, no statistical
calculation has been made about this question.
From the comment field for the question, it
appears that on an annual basis, the museums
spend between 100 hours and 20 man-years of
approx. 1,600 hours on education. The museums
indicate that the great differences in their educational staff’s terms of employment are the most
important reason why they are unable to answer
the question. As already mentioned, the staff include full-time and part-time staff, freelancers and
unsalaried co-workers.
About 30 % of the museums express that it is
the practical conducting of educational activities
that accounts for most of the costs. In contrast,
they use relatively limited resources on planning,
developing and evaluating their educational offers. Furthermore, 25 % of the museums have
responded that the use of resources depends on
the museums’ educational resources
41
whether the museum has received grants for development projects. This reflects to a high degree
how the museums find that they lack money for
handling educational activities, and many museums consider museum education development
work.
Spørgsmål 32: Hvilke faciliteter anvendes i forbindelse med
undervisningsaktiviteter på museet?
De nationale tal
100%
99%
90%
80%
73%
70%
60%
60%
50%
46%
45%
40%
30%
20%
11%
10%
10%
0%
Udstilling
Undervisningslokale
Studiepladser
Værksteder
Laboratorier
Spiseområder
Andet
Recommendation
It would be appropriate for the museums and the
professional networks to focus on how educational staff share their knowledge internally at the
museums and how they acquire the right tools
for developing and heightening the quality of a
professional educational practice in correspondence with the museums’ professional areas of
responsibility and research, whilst at the same
time remaining user-orientated in relation to the
educational institutions.
Facilities
The facilities that form the framework for museum
education are a central dimension in the special
learning environments offered by the museums,
and at the same time, they help demonstrate
how museums prioritise the development of their
learning environments.
Museernes fysiske faciliteter
Kulturhistoriske museer
100%
Conclusion
The priority given to education varies a lot depending on the museums’ size and finances. It is
a prerequisite for the museums’ continued development of a professional educational practice that
their use of resources for educational activities is
included as an operating item in their budgets.
99%
90%
80%
77%
70%
63%
60%
47%
50%
43%
40%
30%
20%
11%
10%
6%
0%
Udstilling
Undervisningslokale
Studiepladser
42
Værksteder
Laboratorier
Spiseområder
the museums’ educational resources
Andet
Result
99 % of the museums use their exhibitions in
their educational activities. In addition, the museums mention their magazines, conservation
workshops and museum gardens, local archives,
archaeological digs, the cultural landscape and
listed buildings as part of their educational activities. 60 % use a classroom or a meeting room,
a lecture hall or a cinema. 11 % of the museums
have study places available. 13 % of the museums
also state that they make their libraries available
in connection with the museums’ educational
activities. 73 % of the museums have eating areas
where pupils can sit and eat their packed lunches.
Museernes fysiske faciliteter
Kunstmuseer
100%
100%
90%
80%
70%
There are variations in the different museum categories’ use of facilities in connection with educational activities. The cultural history museums are
in line with national figures. At the natural history
museums, 80 % use a classroom and 60 % use
laboratories in their educational activities. This is
to be compared with the fact that only 10 % of all
museums use laboratories. At 53 % of the art museums, workshops are used. On a national level,
46 % of the museums use workshops.
64%
60%
53%
47%
50%
40%
36%
30%
20%
14%
11%
10%
0%
Udstilling
Undervisningslokale
Studiepladser
Værksteder
Laboratorier
Spiseområder
Andet
80%
80%
Spiseområder
Andet
Museernes fysiske faciliteter
In the Capital Region of Denmark, only 3 % of the
museums have study places. At the museums
in Region Zealand, 5 % of the museums have
study places. In Region Southern Denmark, 6 %
have study places, and only 37 % have workshop
facilities. In contrast, Region Southern Denmark is
above the national average with 80 % of the museums offering eating areas. In the Central Denmark Region, 20 % of the museums offer study
places. In Region Northern Jutland, 67 % of the
museums use workshops in connection with their
educational activities, and 27 % of the museums
have study places available at the museum. 80 %
of the museums in this region have eating areas.
Conclusion
The physical frameworks for the museums’
educational activities are primarily exhibitions of
objects, works or specimens, depending on the
museum category. Many museums also include
Naturhistoriske museer
100%
100%
90%
80%
80%
70%
60%
60%
50%
40%
40%
30%
20%
20%
10%
0%
Udstilling
Undervisningslokale
Studiepladser
Værksteder
Laboratorier
workshop facilities, laboratories and lecture halls
in connection with practical and experimental
exercises. The priority given by the museums to
the area of education means that most museums
have eating areas where pupils can sit and eat
their packed lunches.
the museums’ educational resources
43
Recommendation
It would be appropriate for the museums to focus
on establishing study places at the museums.
It may be worth considering the issue of study
places in connection with the museums’ development of offers of guidance for pupils and students
working on project assignments.
Those 40 % of the museums who have added
comments under the category ‘Other’ indicate
that they use easels and various materials for
artistic activities, musical instruments, equipment
for nature investigations, and copies of original
dress, hand tools and kitchen tools. Only a limited
number use mobile phones, MP3 players and
PDAs.
Tools and materials
Conclusion
The museums’ professional fields of responsibility, physical frameworks and the priority they give
to the area of education affect the choice of tools,
instruments and IT equipment that they use in
the educational activities. The use of tools and
materials vary a lot, but the vast majority of the
museums use drawing in their educational activities. The museums’ responses document that
educational offers at the museums often focus on
the relation between theory/analysis and practice.
The tools and materials used by the museums in
connection with their educational activities have
an influence on the type of learning and the learning processes that the museums are able to offer.
Result
63 % of the museums use drawing as an educational tool in their educational activities. 37 % use
IT. 22 % and 23 %, respectively, use cameras or
video in connection with educational activities.
Spørgsmål 33: Hvilke redskaber og materialer anvendes i forbindelse med undervisningsaktiviteter?
De nationale tal
100%
90%
84%
80%
70%
63%
60%
52%
50%
40%
37%
40%
30%
23%
20%
22%
Recommendation
Drawing is the most commonly used educational
tool in museum education. Consequently, it would
be appropriate for the museums’ professional networks for museum education in collaboration with
a university to initiate a survey that would review
how museums use drawing as an educational tool
to stimulate cognitive processes and highlight
which particular qualities this adds to museum
education with a view to strengthening the museums’ educational competences.
16%
8%
10%
4%
0%
Genstande
Kameraer
Præparater
44
IT-udstyr
Mobiltelefoner
the museums’ educational resources
It is the assessment of the Heritage Agency that it
would be appropriate to strengthen research that
focuses on the museums’ learning potential.
Dissection of a mackerel – fascinating and
repulsive. Natural History Museum Aarhus,
2005
Users of the museums’
educational activities
This section reviews how many users (1) from primary/lower secondary schools
and upper secondary programmes as well as colleges of education make use of
the museums’ educational offers each year. The section also documents how
many pupils use the museums’ offers of guidance in connection with project work.
Furthermore, the section analyses the users’ geographic distribution.
Primary and lower secondary schools
Spørgsmål 34: Hvor mange grundskoleklasser anvender
årligt museernes undervisningstilbud?
The number of classes from primary/lower
secondary schools who use the museums’
educational offers each year helps document the
museums’ current educational resources and
their development potential.
De nationale tal
100%
90%
80%
70%
61%
60%
50%
40%
30%
25%
20%
10%
7%
4%
3%
1-5 klasser
6-10 klasser
0%
11-20 klasser
21-50 klasser
Mere end 50 klasser
Result
61 % of the museums have more than 50 classes
making use of their educational offers each year.
The natural history museums in particular have
many users. All of the natural history museums
educate more than 50 classes per year; 67 % of
the art museums have more than 50 classes per
(1) The museums’ account of the number of classes who
make use of their educational offers per year has been
calculated by dividing the number of pupils by 22.
46
users of the museums’ educational activities
Museernes brugere - Grundskoleklasser
Region Hovedstaden
100%
90%
80%
69%
70%
60%
50%
40%
29%
30%
20%
10%
3%
0%
11-20 klasser
year, while only 57 % of the cultural history museums receive more than 50 classes per year.
21-50 klasser
Mere end 50 klasser
Museernes brugere - Grundskoleklasser
Region Sjælland
The museums who receive more than 50 classes
per year have indicated the specific number of
classes who receive education per year. The highest score is 773 primary/lower secondary classes
per year. The average for the museums that have
more than 50 classes per year is 81 classes.
100%
90%
80%
70%
60%
53%
50%
40%
In geographic terms, the highest number of museums who receive more than 50 classes per year
is in the Capital Region of Denmark, where 69 %
of the museums educate more than 50 classes
per year. Only 3 % of the museums in the Capital
Region of Denmark have less than 20 classes per
year. There are significantly more museums in the
other regions who receive less than 20 classes per
year. In Region Southern Denmark, only 49 % of
the museums have more than 50 classes per year.
30%
21%
21%
11-20 klasser
21-50 klasser
20%
10%
5%
0%
1-5 klasser
users of the museums’ educational activities
47
Mere end 50 klasser
Museernes brugere - Grundskoleklasser
Region Syddanmark
100%
90%
80%
70%
60%
49%
50%
40%
29%
30%
20%
11%
10%
6%
6%
1-5 klasser
6-10 klasser
0%
11-20 klasser
21-50 klasser
Conclusion
There is great variation in the number of primary/
lower secondary classes who receive education at
the museums, but the majority of the museums
have more than 50 classes receiving education
per year. The numbers indicate a great development potential at the museums in relation to their
educational activities. Among the museums that
receive less than 50 classes annually, there may
be a risk that the quality and relevance of their
educational offers is inadequate, among other
things because they do not have sufficient practical teaching experience.
Mere end 50 klasser
Recommendation
The Heritage Agency recommends that the museums that have less than 50 classes per year using
their educational offers focus on how to ensure
the quality and relevance of their educational
activities in relation to primary/lower secondary
schools.
Museernes brugere - Grundskoleklasser
Region Midtjylland
100%
90%
80%
71%
70%
60%
50%
40%
30%
23%
20%
10%
3%
3%
1-5 klasser
6-10 klasser
0%
48
21-50 klasser
Mere end 50 klasser
users of the museums’ educational activities
The museums should make sure to focus consistently on their users when planning their educational activities. This means taking the primary/
lower secondary schools’ subjects and year objectives into account when elaborating educational
offers. If the museums have not described the
specific content and objectives for the education
they offer, this becomes a barrier to the users. It
makes it difficult for the primary/lower secondary
school teachers to legitimise using the museums,
unless they are already familiar with the museums’
professional areas of responsibility.
Museernes brugere - Grundskoleklasser
Region Nordjylland
100%
90%
80%
70%
60%
60%
50%
40%
30%
20%
20%
10%
7%
7%
7%
1-5 klasser
6-10 klasser
11-20 klasser
0%
21-50 klasser
Mere end 50 klasser
Museernes brugere - Grundskoleklasser
Kulturhistoriske museer
100%
90%
80%
70%
57%
60%
50%
40%
30%
26%
20%
10%
5%
4%
1-5 klasser
6-10 klasser
7%
0%
11-20 klasser
21-50 klasser
Mere end 50 klasser
users of the museums’ educational activities
49
Museernes brugere - Grundskoleklasser
Kunstmuseer
100%
90%
80%
70%
67%
60%
50%
40%
30%
25%
20%
10%
8%
0%
21-50 klasser
11-20 klasser
Mere end 50 klasser
Museernes brugere - Grundskoleklasser
Naturhistoriske museer
100%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Mere end 50 klasser
50
users of the museums’ educational activities
Upper secondary programmes
The number of classes from upper secondary
programmes who use the museums’ educational
offers each year helps document the museums’
current educational resources and their development potential.
Result
The largest number of museums, i.e. 39 %, educates 1-5 upper secondary school classes per year.
14 % do not educate any upper secondary school
classes at all. 9 % of the museums educate more
than 50 upper secondary school classes per year.
The average for the museums that have more
than 50 classes per year is 199 classes. The highest scoring museum educates 456 upper secondary school classes per year.
Spørgsmål 35: Hvor mange klasser fra GYMNASIALE UDDANNELSER anvender
årligt museernes undervisningstilbud?
De nationale tal
100%
90%
80%
70%
60%
50%
39%
40%
30%
20%
18%
14%
12%
7%
10%
9%
0%
Ingen klasser
1-5 klasser
6-10 klasser
11-20 klasser
21-50 klasser
Mere end 50 klasser
Museernes brugere - gymnasiale uddannelser
Region Hovedstaden
At a regional level, the Capital Region of Denmark
stands out in a positive sense, as 29 % of the museums have more than 50 upper secondary school
classes per year, while no museums in Region
Northern Jutland have more than 10 classes annually. However, in the Capital Region of Denmark,
the amount of museums that do not educate any
upper secondary school classes is the same as the
national level, i.e. 14 %. On the other hand, there
are fewer museums educating less than 11 classes
and more that educate more classes than the
national average.
100%
90%
80%
70%
60%
50%
40%
29%
30%
20%
20%
14%
17%
14%
10%
6%
0%
Ingen klasser
1-5 klasser
6-10 klasser
11-20 klasser
The art museums have most users from upper
secondary schools. 31 % educate between 21 and
50 classes, while 19 % have more than 50 classes
per year. 20 % of the cultural history museums do
not have any upper secondary school classes at
all, and 64 % receive 1-10 classes per year. Only
users of the museums’ educational activities
51
21-50 klasser
Mere end 50 klasser
5 % of the cultural history museums educate
between 11 and 20 classes annually; 5 % educate
between 21 and 50 classes, and 5 % have more
than 50 classes per year receiving education. 80
% of the natural history museums have between
1 and 10 upper secondary school classes per year,
while 20 % of the natural history museums educate more than 50 classes per year.
Museernes brugere - gymnasiale uddannelser
Region Sjælland
100%
90%
80%
70%
60%
53%
50%
40%
30%
20%
16%
16%
11%
10%
5%
0%
Ingen klasser
1-5 klasser
6-10 klasser
11-20 klasser
21-50 klasser
Museernes brugere - gymnasiale uddannelser
Region Syddanmark
100%
90%
80%
70%
60%
50%
37%
40%
30%
20%
20%
20%
10%
17%
6%
0%
Ingen klasser
1-5 klasser
52
6-10 klasser
11-20 klasser
21-50 klasser
users of the museums’ educational activities
Conclusion
Only very few classes from upper secondary
schools make use of the museums’ educational
offers. In comparison to the figures for the
number of classes from primary/lower secondary schools that use the museums’ educational
offers, the results are striking. For instance, 61 %
of the museums educate more than 50 primary/
lower secondary school classes per year, while
only 9 % of the museums educate more than 50
classes from upper secondary schools per year. It
is paradoxical that the distribution of users across
primary/lower secondary and upper secondary
schools looks like this considering the professional
specialist knowledge that the museums are able
to offer. The unequal distribution of users from
primary/lower secondary and upper secondary
schools, respectively, may also lead to an inadequate quality of museum education for the upper
secondary level, because the educational staff’s
practical experience in educating upper secondary
school pupils is very limited.
Recommendation
The Heritage Agency recommends that the museums focus particularly on developing and improving the quality of their educational activities
for the upper secondary schools. The museums
should collaborate with upper secondary schools
as to which academic competences the museums
have at their disposal and how these can supplement the subjects and curricula of the upper
secondary programmes with a view to increasing
the number of classes that participate in the museums’ educational offers.
The museums should establish job-switch
schemes between upper secondary school teachers and educational staff from the museums in
order to strengthen the museums’ knowledge
of ministerial orders on subjects and curricula
for upper secondary programmes, and in order
to ensure that upper secondary school teachers gain knowledge of the museums’ potential
as knowledge centres and alternative learning
environments. It is relevant for the museums not
only to clarify how their museum education works,
but also how their digital material can be used in
an educational context. They should also look at
possibilities of developing their guidance of pupils
in connection with project work and establishing
study places and project rooms at the museums.
Museernes brugere - gymnasiale uddannelser
Region Midtjylland
100%
90%
80%
70%
60%
50%
43%
40%
30%
17%
20%
10%
14%
9%
9%
9%
21-50 klasser
Mere end 50 klasser
0%
1-5 klasser
Ingen klasser
6-10 klasser
11-20 klasser
Museernes brugere - gymnasiale uddannelser
Region Nordjylland
100%
90%
80%
70%
60%
60%
50%
40%
30%
20%
27%
13%
10%
0%
Ingen klasser
1-5 klasser
users of the museums’ educational activities
6-10 klasser
53
Museernes brugere - gymnasiale uddannelser
Kulturhistoriske museer
100%
90%
80%
70%
60%
49%
50%
40%
30%
20%
20%
15%
10%
5%
5%
5%
11-20 klasser
21-50 klasser
Mere end 50 klasser
0%
Ingen klasser
1-5 klasser
6-10 klasser
Museernes brugere - gymnasiale uddannelser
Kunstmuseer
100%
90%
80%
70%
60%
50%
40%
31%
30%
25%
19%
20%
14%
8%
10%
3%
0%
Ingen klasser
1-5 klasser
6-10 klasser
54
11-20 klasser
21-50 klasser
Mere end 50 klasser
users of the museums’ educational activities
Museernes brugere - gymnasiale uddannelser
Naturhistoriske museer
100%
90%
80%
70%
60%
50%
40%
40%
40%
30%
20%
20%
10%
0%
1-5 klasser
6-10 klasser
0%
0%
11-20 klasser
21-50 klasser
Mere end 50 klasser
Vocational training colleges
The number of classes from vocational training
colleges who use the museums’ educational
offers each year helps document the museums’
current educational resources and their development potential.
Spørgsmål 36: Hvor mange klasser fra ERHVERVSUDDANNNELSERNE anvender
årligt museernes undervisningstilbud?
De nationale tal
100%
90%
80%
70%
60%
Result
29 % of the museums do not educate classes
from vocational training colleges; 44 % have 1-5
classes receiving education per year; 22 % have
6-50 classes. 5 % state that they educate more
than 50 classes per year.
50%
44%
40%
30%
29%
20%
10%
10%
8%
4%
5%
21-50 klasser
Mere end 50 klasser
0%
Ingen klasser
1-5 klasser
6-10 klasser
11-20 klasser
The Capital Region of Denmark and the Central
Denmark Region are the regions that have the
largest percentage of museums educating classes
from vocational training colleges: 11 % and 9 %,
respectively, of the museums here have more than
50 classes receiving education per year.
users of the museums’ educational activities
55
Museernes brugere - erhvervsuddannelser
Region Hovedstaden
100%
90%
80%
70%
60%
50%
40%
31%
29%
30%
20%
10%
9%
9%
6-10 klasser
11-20 klasser
11%
11%
21-50 klasser
Mere end 50 klasser
0%
1-5 klasser
Ingen klasser
Museernes brugere - erhvervsuddannelser
Region Sjælland
100%
90%
80%
70%
58%
60%
50%
40%
30%
26%
20%
16%
10%
0%
1-5 klasser
Ingen klasser
56
6-10 klasser
users of the museums’ educational activities
Furthermore, 29 % of the museums in the
Capital Region of Denmark have between 6 and
50 classes annually, and in the Central Denmark
Region, 23 % of the museums have 6-50 classes
receiving education per year. In Region Zealand,
58 % of the museums have 1-5 classes per year,
while 16 % have 6-10 classes, and the remaining
26 % of the museums receive no classes at all. In
Region Southern Denmark, 46 % have 1-5 classes
per year, and 14 % have 6-10 classes per year,
while 11 % have 11-20 classes each year. 47 % of
the museums in Region Northern Jutland do not
receive classes from vocational training colleges,
and the remaining 53 % have between 1 and 5
classes per year.
The art museums educate the highest number of
classes from vocational training colleges. 34 % of
the art museums educate 6-20 classes. Only 4 %
of the cultural history museums educate between
6 and 20 classes per year, whereas no natural
history museums educate more than 5 vocational
training college classes per year. 11 % of the art
museums educate more than 50 classes per year,
while 3 % of the cultural history museums educate
more than 50 classes per year. Out of the natural
history museums, 80 % educate between 1 and 5
classes per year. 45 % of the cultural history museums have between 1 and 5 classes, and 36 % do
not have any users from this target group.
Conclusion
The number of classes from vocational training colleges that make use of the museums’
educational offers is very small. In comparison
with the figures for the primary/lower secondary
schools that use the museums’ educational offers,
the results are striking: for instance, 61 % of the
museums educate more than 50 primary/lower
secondary school classes per year, whereas only 5
% of the museums educate more than 50 classes
from vocational training colleges per year. It is
paradoxical that the distribution of users across
primary/lower secondary schools and vocational
training colleges looks like this considering the
professional specialist knowledge that the museums are able to offer. The unequal distribution of
users from primary/lower secondary schools and
vocational training colleges may also lead to an
inadequate quality of museum education aimed
at vocational training colleges, because the educational staff’s practical experience in educating vocational training college students is very limited.
Museernes brugere - erhvervsuddannelser
Region Syddanmark
100%
90%
80%
70%
60%
50%
46%
40%
29%
30%
20%
14%
11%
10%
0%
1-5 klasser
Ingen klasser
6-10 klasser
11-20 klasser
Museernes brugere - erhvervsuddannelser
Region Midtjylland
100%
90%
80%
70%
60%
50%
46%
40%
30%
23%
20%
9%
10%
11%
9%
3%
0%
Ingen klasser
1-5 klasser
6-10 klasser
users of the museums’ educational activities
11-20 klasser
57
21-50 klasser
Mere end 50 klasser
Recommendation
The Heritage Agency recommends that the museums focus particularly on developing and improving the quality of their educational activities aimed
at vocational training colleges with a view to increasing the number of classes that participate in
the museums’ educational offers. The museums
should improve the quality of their communication and collaborate with the vocational training
colleges as to which academic competences the
museums have at their disposal and how these
can supplement the subjects and curricula of the
vocational training programmes.
Museernes brugere - erhvervsuddannelser
Region Nordjylland
100%
90%
80%
70%
60%
53%
50%
47%
40%
30%
20%
10%
0%
Ingen klasser
1-5 klasser
The museums should establish partnerships and
job-switch schemes among vocational training
college teachers and educational staff from the
museums in order to strengthen the museums’
knowledge of ministerial subject orders and curricula for the vocational training colleges. It is
relevant for the museums not only to clarify how
their museum education works, but also how their
digital material can be used in an educational
context. They should also look at possibilities of
developing their guidance of pupils in connection
with project work and establishing study places
and project rooms at the museums.
Museernes brugere - erhvervsuddannelser
Kulturhistoriske museer
100%
90%
80%
70%
60%
50%
40%
45%
36%
30%
20%
8%
10%
4%
3%
3%
11-20 klasser
21-50 klasser
Mere end 50 klasser
0%
Ingen klasser
1-5 klasser
6-10 klasser
58
users of the museums’ educational activities
It would be appropriate for the museums that
have educational offers aimed at vocational training colleges to share their practical knowledge and
experience with the target group in the museums’
professional networks for museum education.
Museernes brugere - erhvervsuddannelser
Kunstmuseer
100%
90%
80%
70%
60%
50%
40%
36%
30%
20%
17%
14%
17%
11%
10%
6%
0%
Ingen klasser
1-5 klasser
6-10 klasser
11-20 klasser
21-50 klasser
Mere end 50 klasser
Museernes brugere - erhvervsuddannelser
Naturhistoriske museer
100%
90%
80%
80%
70%
60%
50%
40%
30%
20%
20%
10%
0%
Ingen klasser
1-5 klasser
users of the museums’ educational activities
59
Colleges of education
Spørgsmål 37: Hvor mange hold fra læreruddannelserne anvender årligt
museernes undervisningstilbud?
The number of classes from colleges of education
who use the museums’ educational offers each
year helps document the museums’ current
educational resources and their development
potential.
De nationale tal
100%
90%
80%
70%
60%
40%
Result
35 % of the museums do not educate classes from
colleges of education, and only 3 % have more
than 50 classes per year.
47%
50%
35%
30%
20%
12%
10%
0%
Ingen hold
1-5 hold
6-10 hold
1%
2%
3%
11-20 hold
21-50 hold
Mere end 50 hold
Museernes hold fra læreruddannelserne
Kulturhistoriske museer
100%
90%
80%
70%
60%
50%
44%
46%
40%
30%
20%
10%
5%
1%
3%
0%
Ingen hold
1-5 hold
60
6-10 hold
21-50 hold
Mere end 50 hold
users of the museums’ educational activities
Out of the natural history museums and the
art museums, 80 % and 75 % of the museums,
respectively, have between 1 and 10 classes receiving education per year. As regards the cultural
history museums, only 51 % of the museums annually educate 1-10 classes of student teachers. As
for the natural history museums and the cultural
history museums, 40 % and 44 %, respectively,
have no student teachers participating in educational activities. Out of the art museums, however,
only 17 % of the museums do not educate student
teachers.
Conclusion
Only very few classes from colleges of education
make use of the museums’ educational offers.
One third of the museums have no users in this
group at all. The educational offers aimed at
student teachers are an introduction to museum
education that gives the future teachers insight
into how the museums’ educational activities
can supplement their teaching. This means that
educational offers aimed at classes from colleges
of education can contribute to strengthening collaboration with primary/lower secondary schools
and increase their use of the museums’ educational activities.
Recommendation
It would be appropriate for the museums to focus
on development and quality assurance of educational offers aimed at colleges of education. In
this connection, the museums could also develop
their work placement schemes for student teachers.
Museernes hold fra læreruddannelserne
Kunstmuseer
100%
90%
80%
70%
60%
53%
50%
40%
30%
22%
20%
17%
10%
6%
3%
0%
Ingen hold
1-5 hold
6-10 hold
21-50 hold
Mere end 50 hold
Museernes hold fra læreruddannelserne
Naturhistoriske museer
100%
90%
80%
70%
60%
50%
40%
40%
40%
30%
20%
20%
10%
0%
1-5 hold
6-10 hold
users of the museums’ educational activities
11-20 hold
61
Other target groups
The other target groups that make use of the
museums’ educational offers illustrate the effect it
has when the museums develop and improve the
quality of their educational activities for primary/
lower secondary schools and upper secondary
programmes.
Result
A large number of other educational institutions
make use of the museums’ educational offers.
Among the educational institutions mentioned
by the museums are universities, academies of
art, the School of Conservation, design schools,
music academies, the Royal School of Library and
Information Science, university extension courses,
schools of needlework, the cabinet maker programme, the educator programmes, agricultural
colleges, the social/health worker programme,
high schools, night schools/adult education associations, hairdresser’s schools, language centres
and tourist guide courses.
The museums also state that their educational
offers are used by private groups of all ages, e.g.
families with children, groups of children and
adults with special needs, senior citizen groups,
private companies and craftsmen’s associations,
arts associations, staff unions and adult day-care
institutions.
Conclusion
The museums’ educational offers are used by
practically the entire education sector and by a
whole string of other, private groups. The questionnaire responses show that the museums’
educational activities have a great synergy effect
62
users of the museums’ educational activities
on the museums’ other dissemination. This
means that the learning processes planned by the
museums for primary/lower secondary schools
and upper secondary programmes often form
the basis for the museums’ other dissemination
initiatives. Therefore, the quality and the degree of
professionalisation of the museums’ educational
competences are also decisive for the quality of
the museums’ overall dissemination. The results
of the mapping are a further incentive for the
museums to make museum education a special
focus area with a view to professionalising the
museums’ dissemination as a whole. This means
that the museums develop their potential as
knowledge centres and learning environments.
Recommendation
The Heritage Agency recommends that the museums focus on developing their learning potential
and educational competences. This could be
done by the museums’ professional networks for
museum education collaborating with universities and educational institutions to develop a
postgraduate teacher training programme for
educational staff at the museums, which would
strengthen the theoretical and methodological
foundation for practice and knowledge of the
education sector.
Guidance
The number of pupils who make use of the
museums’ offer of guidance illustrates how the
museums’ guidance offers work.
Spørgsmål 16: Hvor mange elever fra grundskolerne
modtager vejledning om året?
De nationale tal
100%
90%
Result
97 % of the museums guide primary/lower
secondary school pupils in connection with
project work, but only 27 % guide more than 20
primary/lower secondary school pupils per year.
The majority of the museums, i.e. 31 %, guide 1-5
primary/lower secondary school pupils per year.
74 % of the museums guide upper secondary
school pupils in connection with project assignments. The majority of the museums, i.e. 44 %,
guide 1-5 upper secondary school pupils per year.
20 % guide 6-20 pupils per year. 26 % of the museums do not guide pupils at the upper secondary
level in connection with project work.
Only 49 % of the museums guide students from
vocational training colleges in connection with
project work. 27 % guide 1-5 students from the
vocational training colleges. 16 % guide 6-10 students and only 6 % annually guide more than 20
vocational training college students.
80%
70%
60%
50%
40%
31%
30%
16%
10%
3%
0%
0
1-5
6-10
11-20
Mere end 20 elever
Spørgsmål 17: Hvor mange elever fra GYMNASIALE UDDANNELSER
modtager vejledning om året?
De nationale tal
100%
90%
80%
70%
60%
50%
44%
40%
30%
26%
20%
73 % of the museums guide students from other
educational programmes. These include student
teachers, pupils from VUC (adult training centres), high schools, schools of art and university
students. 44 % annually guide 1-5 students from
other educational programmes. 22 % guide 6-20
students and 7 % annually guide more than 20
students from other educational programmes.
27%
24%
20%
14%
10%
6%
10%
0%
0
1-5
6-10
users of the museums’ educational activities
11-20
63
Mere end 20 elever
Spørgsmål 18: Hvor mange elever fra ERHVERVSUDDANNELSERNE
modtager vejledning om året?
De nationale tal
100%
90%
80%
70%
60%
51%
50%
40%
30%
27%
20%
16%
10%
6%
0%
0
1-5
6-10
Mere end 20 elever
Spørgsmål 19: Hvor mange elever fra ANDRE UDDANNELSESINSTITUTIONER
modtager vejledning om året?
De nationale tal
100%
90%
80%
70%
60%
50%
44%
40%
30%
27%
20%
16%
10%
6%
7%
11-20
Mere end 20 elever
0%
0
1-5
6-10
64
users of the museums’ educational activities
Conclusion
The number of pupils/students who make use
of the museums’ offer of guidance in connection
with project work is very limited despite the fact
that the vast majority of the museums offer such
guidance. The project work form is used at all levels throughout the education system, and therefore it is rather conspicuous that so few pupils/
students receive guidance. There is great potential
for development and improved quality of the
guidance function at the museums. By developing
the guidance function, the museums could make
themselves more accessible as knowledge centres
and alternative learning environments.
Recommendation
The Heritage Agency recommends that the museums develop and improve the quality of their
guidance offers. In this connection, it might also
be relevant for the museums to focus on study
places and project rooms at the museums, as well
as the possibility of giving students and pupils
access to the museums’ digital databases. The
development of guidance offers at the museums
should take place in partnership with the educational institutions, and the museums should
discuss development potential and share their experience in the professional networks for museum
education.
Geographic distribution of users
Brugernes geografiske spredning
The geographic distribution of users demonstrates
the museums’ anchoring at municipal, regional
and national levels and can be an incentive for
focusing on attracting new user groups.
Result
For most of the museums, the questionnaire
responses about the users’ geographical distribution across local (municipal), regional, national
and international educational institutions are
based on estimates.
66 % of the users of the museums’ educational
offers come from local/municipal educational
institutions. 22 % of the users come from educational institutions within the museums’ own
region, and 10 % of the users come from educational institutions from other regions. 2 % of
the users of the museums’ educational activities
come from international educational institutions.
A number of museums mention in the comment
field that if the museums’ educational offers are
to be accessible regionally and nationally, it is
necessary to secure financial support for transport
schemes, so that educational institutions can
make use of educational offers in other areas of
the country.
2%
Lokale/kommunale
brugere
10%
Regionale brugere
22%
Nationale brugere
66%
Internationale brugere
boundaries, and therefore, there is great potential
for the museums’ educational offers to be used by
educational institutions at a regional and national
level. Access to the museums by means of public
transport is of great importance to users from
educational institutions and may be a barrier for
the museums’ accessibility.
Recommendation
The Heritage Agency recommends that the museums use their professional networks to focus on
how their educational offers can be made accessible to regional and national users, e.g. by making
themselves known to regional and national users.
Conclusion
The vast majority of the users of the museums’
educational offers are local people. This illustrates
the museums’ solid local anchoring and their
great significance for the local community. However, the museums’ professional fields of responsibility are also relevant beyond local
users of the museums’ educational activities
65
The museums’ partners
This section shows which partners the museums collaborate with to develop
their educational activities.
The mapping focuses in particular on educational institutions, other museums
and cultural institutions.
The section also shows how the museums market their educational activities.
Collaboration with educational
institutions
The collaboration between museums and educational institutions concerning development of the
museums’ educational offers is essential when it
comes to ensuring the relevance and quality of the
museums’ educational activities. Collaboration
creates mutual insight into how museums and
educational institutions can supplement each
other.
Spørgsmål 46: Hvilke uddannelsesinstitutioner er undervisningsaktiviteterne
udviklet i samarbejde med?
De nationale tal
100%
90%
80%
60%
50%
40%
67 % collaborate with primary/lower secondary
schools in connection with development of educational offers; 27 % collaborate with upper secondary schools, while only 9 % collaborate with
vocational training colleges. 20 % collaborate with
colleges of education, and 19 % collaborate with
universities on the development of educational
33%
30%
20%
Result
83 % of the museums collaborate with educational
institutions on the development of their educational activities.
67%
70%
27%
20%
19%
Læreruddannelse
Universitet
17%
9%
10%
0%
Vi samarbejder ikke
Grundskole
Gymnasiale
uddannelser
Erhvervsuddannelse
activities. 33 % collaborate with other educational
institutions. Among the other educational institutions, those that are mentioned most frequently
are academies of art, schools of architecture, design schools and the School of Conservation.
Reception class being
taught RE as a part of
a project on language,
culture and identity.
The National Museum
of Denmark, 2006
the museums’ partners
67
Andre
Samarbejde mellem museer og uddannelsesinstitutioner
Kulturhistoriske museer
100%
90%
80%
67%
70%
60%
50%
40%
31%
30%
20%
23%
19%
19%
13%
7%
10%
0%
Vi samarbejder ikke
Grundskole
Gymnasiale
uddannelser
Erhvervsuddannelse
Læreruddannelse
Universitet
Andre
Samarbejde mellem museer og uddannelsesinstitutioner
Kunstmuseer
100%
90%
Both among the cultural history museums and
among the art museums, 67 % collaborate with
primary/lower secondary schools, which reflects
the national figures. 23 % of the cultural history
museums collaborate with an upper secondary
school, while the figure for the art museums is
36 %. Only 7 % of the cultural history museums
collaborate with vocational training colleges, while
11 % of the art museums collaborate with such
colleges. 19 % of the cultural history museums
collaborate with colleges of education, and 17 %
of the art museums collaborate with colleges of
education. 13 % of the cultural history museums
collaborate with universities on the development
of their educational activities, while 31 % of the
art museums collaborate with universities. In addition, 31 % of the cultural history museums collaborate with other educational institutions, and
42 % of the art museums collaborate with other
educational institutions.
80%
70%
67%
60%
50%
42%
40%
36%
31%
30%
20%
17%
17%
11%
10%
0%
Vi samarbejder ikke
Grundskole
Gymnasiale
uddannelser
Erhvervsuddannelse
Læreruddannelse
Universitet
Andre
All natural history museums develop their educational offers in collaboration with other educational institutions. 60 % collaborate with primary/
lower secondary schools; 40 % collaborate with
colleges of education, and 40 % collaborate with
universities. Only 20 % of the natural history museums collaborate with upper secondary schools,
and 20 % collaborate with vocational training colleges. This means that one out of the five natural
history museums collaborates with upper secondary schools and vocational training colleges.
In the Capital Region of Denmark, 51 % of the
museums collaborate with primary/lower secondary schools; in Region Zealand, the figure is 68 %,
and in the Central Denmark Region, 66 % of the
68
the museums’ partners
museums collaborate with primary/lower secondary schools, while 77 % of the museums in Region
Southern Denmark and as many as 80 % of the
museums in Region Northern Jutland collaborate
with primary/lower secondary schools about their
educational activities.
Samarbejde mellem museer og uddannelsesinstitutioner
Naturhistoriske museer
100%
90%
80%
70%
60%
In the Capital Region of Denmark, 29 % collaborate with upper secondary schools, whereas only
11 % of the museums in Region Zealand have
such collaboration. The Central Denmark Region
is the region where the largest percentage of museums collaborates with upper secondary schools.
Here, 37 % collaborate. In Region Southern Denmark, 23 % collaborate, and in Region Northern
Jutland, 27 % collaborate with an upper secondary
school.
60%
50%
40%
40%
40%
30%
20%
20%
Gymnasiale uddannelser
Erhvervsuddannelse
20%
20%
10%
0%
Grundskole
Læreruddannelse
Universitet
Andre
Samarbejde mellem museer og uddannelsesinstitutioner
Region Hovedstaden
In terms of regional differences between the museums’ collaboration with vocational training colleges, 11 % of the museums in the Capital Region
of Denmark, the Central Denmark Region and
Region Southern Denmark collaborate, whereas
only 5 % of the museums in Region Zealand collaborate with vocational training colleges, and no
museums in Region Northern Jutland collaborate
with vocational training colleges.
100%
90%
80%
70%
60%
51%
50%
43%
40%
30%
29%
29%
20%
11%
14%
11%
10%
Region Zealand has the largest percentage of
museums collaborating with colleges of education. The figure is 26 %, while the figures for the
Central Denmark Region and Region Southern
Denmark are 23 %. In the Capital Region of Denmark, the figure is 14 %, and in Region Northern
Jutland, 13 % of the museums collaborate with a
college of education.
0%
Vi samarbejder ikke
Grundskole
Gymnasiale
uddannelser
Erhvervsuddannelse
Lærerusddannelse
As regards the museums’ collaboration with
universities, there are regional differences, too.
Region Zealand has the largest percentage of museums collaborating with a university, i.e. 32 %, while
26 % of the museums in the Central Denmark
Region have such collaboration. 14 % in Region
the museums’ partners
69
Universitet
Andre
Southern Denmark, 13 % in Region Northern Jutland and only 11 % of the museums in the Capital
Region of Denmark collaborate with universities.
Samarbejde mellem museer og uddannelsesinstitutioner
Region Sjælland
100%
90%
80%
68%
70%
60%
50%
42%
40%
32%
30%
26%
20%
10%
11%
5%
5%
0%
Vi samarbejder ikke
Grundskole
Gymnasiale
uddannelser
Erhvervsuddannelse
Læreruddannelse
Universitet
Andre
Samarbejde mellem museer og uddannelsesinstitutioner
Region Syddanmark
100%
90%
77%
80%
70%
60%
50%
40%
Conclusion
The vast majority of the museums collaborate
with educational institutions on the development
of educational activities. The distribution of
the museums’ collaboration with educational
institutions corresponds to the distribution of
users from primary/lower secondary schools and
upper secondary programmes. The primary/lower
secondary schools are the museums’ primary
partners as the majority of the users of the museums’ educational offers come from primary/lower
secondary schools.
34%
30%
23%
23%
20%
10%
In the Capital Region of Denmark, 29 % of the
museums do not collaborate with an educational
institution, and in the Central Denmark Region,
23 % do not collaborate. In Region Zealand, the
figure is just 5 %, in Region Southern Denmark,
9 %, and in Region Northern Jutland, the figure
is 13 %.
14%
11%
9%
0%
Vi samarbejder ikke
Grundskole
Gymnasiale
uddannelser
Erhvervsuddannelse
Læreruddannelse
Universitet
Andre
The survey has not looked at how the museums
collaborate with educational institutions in concrete terms. The statistical material documents
that some museums have established a good
foundation for developing collaboration based on
a relational and dialectic relationship between the
museums and the educational institutions.
If museum education is to constitute an academic
supplement to educational institutions’ teaching,
70
the museums’ partners
the museums need to take the educational institutions’ year objectives and curricula into account.
These are the foundation for the educational
institutions’ teaching. Similarly, the educational
institutions need to know about the museum
institution and its learning potential.
Samarbejde mellem museer og uddannelsesinstitutioner
Region Midtjylland
100%
90%
80%
70%
66%
60%
The results indicate that it would be appropriate
for the museums to strengthen their collaboration
with educational institutions, not least the upper
secondary programmes, so that the educational
institutions can influence, help develop and thus
improve the quality of the museums’ educational
offers.
Recommendation
It would be appropriate for the museums to focus
on communication and collaboration with the
educational institutions. The Heritage Agency
recommends that the museums focus particularly
on collaboration through which the museums’
educational offers are developed in relation to
the educational institutions’ year objectives and
curricula, so that they accommodate the needs
of the educational institutions. Collaboration can
also be used to develop the museums’ pupil/
student guidance in connection with projects
and to develop work placement courses as well
as job-switch schemes between educational staff
at the museums and teachers at the educational
institutions.
50%
37%
40%
30%
23%
26%
23%
23%
20%
11%
10%
0%
Vi samarbejder ikke
Grundskole
Gymnasiale
uddannelser
Erhvervsuddannelse
Læreruddannelse
Universitet
Andre
Samarbejde mellem museer og uddannelsesinstitutioner
Region Nordjylland
100%
90%
80%
80%
70%
60%
50%
40%
30%
20%
27%
20%
13%
13%
Lærerudannelse
Universitet
13%
10%
0%
Vi samarbejder ikke
Grundskole
Gymnasiale uddannelser
It would be appropriate for the museums to pay
particular attention to establishing collaboration
with the upper secondary schools and the vocational training colleges.
the museums’ partners
71
Andre
The museums state that collaboration between
museums is local, regional, national and international (in Scandinavia and the rest of Europe), and
that it cuts across the museum categories.
Spørgsmål 48: Har museerne undervisningsaktiviteter, som er
udarbejdet i fællesskab med andre museer?
De nationale tal
100%
90%
80%
70%
60%
54%
50%
46%
40%
30%
20%
10%
0%
Nej
Ja
Collaboration between museums
Collaboration between museums on the development of educational offers aimed at primary/
lower secondary schools and upper secondary
programmes can help improve the quality of the
museums’ particular potential as knowledge centres and alternative learning environments.
Result
46 % of the museums collaborate with other
museums on the development of educational
activities. The largest regional variation is the
Capital Region of Denmark, where only 31 % of the
museums collaborate, while in Region Zealand
the figure is 63 %. In Region Northern Jutland,
53 % of the museums collaborate, while 49 % of
the museums in Region Southern Denmark and
46 % in the Central Denmark Region collaborate.
There is no significant difference between the
museum categories in relation to inter-museum
collaboration.
72
the museums’ partners
Conclusion
Almost half of the museums collaborate with
each other on the development of educational
activities, but the survey does not show how the
museums collaborate. It is paradoxical that so
few museums in the Capital Region of Denmark
indicate that they collaborate considering that
the region is the base for School Service Zealand,
which is precisely a professional network for
museum education. The results point to a need
for a strengthening of the museums’ professional
networks for museum education based on knowledge sharing and inter-museum collaboration. Increased collaboration between all museums could
develop and assure the quality of the museums’
educational activities. I.e. educational activities
that utilise the museums’ special frameworks
to offer formal educational activities in informal
learning environments. The museums’ collaboration could also help strengthen the theoretical and
methodological foundation for their educational
practice, creating consensus on terminology that
describes their practice and learning potential.
Recommendation
The Heritage Agency recommends that the museums strengthen their collaboration on museum
education through the professional networks for
museum education. All national and governmentapproved museums should participate in the
museums’ professional networks for museum
education.
Other partners
The museums’ partners in connection with their
educational activities may constitute an addition
of professional competences and help create local
anchoring.
Spørgsmål 49: Hvilke øvrige partnere samarbejder museerne med
omkring undervisningsaktiviteter?
De nationale tal
100%
90%
80%
Result
75 % of the museums collaborate with partners
other than educational institutions and museums
when they develop educational offers. 38 % of
the museums collaborate with public institutions
(municipal centres of education, consultants and
children’s culture consultants), and 37 % collaborate with other cultural institutions than museums
(libraries, theatres, centres of contemporary art,
archives and science centres etc.). 22 % collaborate with associations and 13 % collaborate with
private companies. 37 % collaborate with others,
e.g. interest organisations and volunteers from
various professions (e.g. amateur archaeologists,
wooden boat associations and storytellers).
70%
60%
50%
38%
40%
30%
25%
37%
37%
Andre kulturinstitutioner
Andre
22%
20%
13%
10%
0%
Ingen
Offentlige institutioner
Foreninger
Virksomheder
Museernes øvrige samarbejdspartnere
Region Hovedstaden
100%
90%
80%
58 % of the museums in Region Zealand collaborate
with public institutions. In the Central Denmark
Region, the figure is 43 %, and in Region Northern
Jutland, it is 33 %, whereas in the Capital Region
of Denmark and Region Southern Denmark, the
figure is 31 %.
As regards collaboration with associations, 31 %
of Region Southern Denmark’s museums have
this type of collaboration. In Region Zealand, it is
21 %, in Region Northern Jutland and the Central
Denmark Region, it is 20 %, and in the Capital
Region of Denmark, it is only 14 %. In Region
Zealand, 21 % of the museums collaborate with
companies, whereas 17 % in the Central Denmark
70%
60%
50%
40%
37%
34%
31%
30%
20%
20%
14%
11%
10%
0%
Ingen
Offentlige institutioner
Foreninger
Virksomheder
Region and 11 % in Region Southern Denmark
and the Capital Region of Denmark collaborate
with companies. No museums in Region Northern Jutland collaborate with companies on the
development of educational offers.
the museums’ partners
73
Andre kulturinstitutioner
Andre
Museernes øvrige samarbejdspartnere
Region Sjælland
100%
90%
80%
70%
63%
58%
60%
50%
40%
30%
26%
21%
20%
21%
16%
10%
0%
Ingen
Offentlige institutioner
Foreninger
Virksomheder
Andre kulturinstitutioner
Andre
Region Syddanmark
100%
90%
80%
70%
60%
50%
37%
37%
Andre kulturinstitutioner
Andre
40%
31%
There are no significant differences in relation to
the museum categories.
The mapping does not illustrate what the collaboration consists of or how the collaboration works.
Museernes øvrige samarbejdspartnere
30%
In Region Zealand, 63 % of the museums collaborate with other cultural institutions. In the
Central Denmark Region, the figure is 46 %, in
Region Southern Denmark, it is 37 %, in Region
Northern Jutland, it is 27 %, and in the Capital Region of Denmark, the figure is 20 %. The Capital
Region of Denmark is the region where the lowest
percentage of museums collaborates with other
partners. 37 % of the museums do not collaborate
with others on the development of their educational activities.
31%
26%
20%
Conclusion
The museums have a large network of partners
other than museums and educational institutions.
This means that they are widely anchored in
society, i.e. at a local/municipal level in relation to
their educational activities. The wide collaboration
interfaces help develop the educational activities
that the museums can offer and may create societal involvement in and a sense of co-ownership
of the museums.
11%
10%
0%
Ingen
Offentlige institutioner
74
Foreninger
Virksomheder
the museums’ partners
Recommendation
It would be appropriate to strengthen and develop
the museums’ collaboration with public institutions, other cultural institutions, companies and
interest organisations in order to develop and
quality assure museum education.
Museernes øvrige samarbejdspartnere
Region Midtjylland
100%
90%
80%
70%
60%
50%
46%
46%
Andre kulturinstitutioner
Andre
43%
40%
30%
20%
20%
20%
17%
10%
0%
Ingen
Offentlige institutioner
Foreninger
Virksomheder
Museernes øvrige samarbejdspartnere
Region Nordjylland
100%
90%
80%
70%
60%
50%
40%
33%
33%
30%
20%
27%
20%
20%
10%
0%
Ingen
Offentlige institutioner
Foreninger
Andre kulturinstitutioner
Andre
the museums’ partners
75
Spørgsmål 50: Hvordan markedsfører museerne deres undervisningsaktiviteter?
Marketing of educational activities
De nationale tal
100%
It is decisive for the users that the museums’
educational offers are visible. It is therefore
relevant to clarify how the museums market their
educational offers.
95%
90%
80%
70%
63%
60%
55%
53%
48%
50%
40%
31%
30%
20%
10%
12%
5%
3%
4%
0%
Result
95 % of the museums use their own websites to
market their educational offers. 63 % use their
own networks, 55 % use direct mail, and 53 % use
e-museum.dk in their marketing. 31 % use School
Service’s website, skoletjenesten.dk. In addition,
the museums use professional journals, info pamphlets, school visits and a whole string of other
methods to advertise their educational activities.
Only 3 % of the museums do not market their
educational offers.
The largest geographical deviation is Region
Northern Jutland, where only 40 % of the museums have material posted at e-museum. By comparison, 68 % of the museums in Region Zealand
display material at e-museum.
As regards the museum categories, the cultural
history museums largely reflect the national
figures. The art museums stand out positively
in relation to all parameters. 72 % of the art museums use their own networks, and 75 % of the
art museums use direct mail. All natural history
museums make use of the museum’s website to
market educational offers. Only 20 % of the natural history museums have material at e-museum,
which is a negative deviation of 30 % against the
national figures. On the other hand, 80 % of the
76
the museums’ partners
natural history museums use other marketing
channels, which is significantly more than the
national average of 48 %.
Conclusion
The museums market their educational offers
through many different channels. From a user’s
perspective, it might be appropriate if there were
one single place, where users could gain a general
idea of the educational offers at the national and
government-approved museums and of how to
book these. However, the survey does not touch
on the museums’ booking systems.
According to the mapping, 53 % of the museums
have their material posted on e-museum.dk. This
is a national platform elaborated in collaboration
between the Danish Ministry of Education and the
Danish Ministry of Culture. The platform is found
under the EMU, the Danish Ministry of Education’s
website for digital educational resources available to teachers from primary/lower secondary
schools, upper secondary programmes and
teacher and educator programmes.
Recommendation
The Heritage Agency recommends that the
museums’ professional networks for museum
education join forces to develop a joint platform
for presentation and marketing of the museums’
educational offers in close collaboration with the
development of e-museum. In this connection, a
sustainable solution needs to be found as to how
information and material available at this platform
should be continually updated to present current
educational offers and materials.
the museums’ partners
77
The museums’ strategic deliberations
This section presents the museums’ strategic deliberations about how to strengthen
their educational activities. It discusses the museums’ objectives, their strategies
and finally, the museums’ proposals concerning how the Heritage Agency can
help strengthen the museums’ educational activities. The questions have been
answered in plain text, and general traits have been deducted from the answers.
Objectives for educational activities
The objective of the museums’ educational
activities aimed at primary/lower secondary
schools and upper secondary programmes is
to strengthen the pupils’ cultural identity and
to create social inclusion and an active sense of
citizenship based on current year objectives and
curricula. The museums’ educational offers are
based on democracy and culture.
Museum education takes its starting point in
academic specialist knowledge and research in
cultural and natural heritage within the individual
museums’ areas of responsibility. This means the
humanities, science and social sciences as well as
history of science. The lessons are often problemorientated and include both theory and practice,
where sensory experiences are an important part
of the learning processes. Museum education
also includes acquisition and sharpening of skills,
knowledge and attitudes as well as the ability to
reflect on different issues. It is learning aimed
at creating change, development and a desire to
learn more. The museums are knowledge centres
and alternative learning environments, which con-
stitute a supplement to the primary/lower secondary schools and upper secondary programmes.
Workshop with upper
secondary school pupils.
Louisiana Museum of
Museum categories
Cultural history museums
The objective of the museum education is that
historical knowledge and an understanding of
the past that puts the present and the future into
perspective should be created based on the museums’ collections. The lessons place the museums’
collections in relevant contexts through e.g. practical exercises and role-play.
Art museums
The objective of the museum education is to
create knowledge of art and social conditions
in a historical perspective. The museums use
artistic processes and methods as learning tools
with an emphasis on interdisciplinarity. Museum
education is intended to strengthen the pupils’/
students’ ability to analyse and reflect on art,
design and architecture.
Natural history museums
The objective of the museum education is to
the museums’ strategic deliberations
79
Modern Art, 2007
generate interest in science through practical
exercises and interdisciplinary work based on
science subject elements and research. Museum
education is intended to strengthen the pupils’/
students’ ability to analyse and reflect on scientific
issues.
Many of the museums stress that the museums’
learning environments are able to accommodate
pupils who have learning difficulties in the educational institutions’ formal learning environments.
Similarly, the museums’ educational staff can
serve as role models to the pupils due to their
specialist knowledge and dedication.
Conclusion
Far from all of the museums have defined concrete objectives for their museum education.
The museums’ objectives are individual and
characterised by involvement. Often, it is the
person responsible for education who phrases the
objectives, which are not a part of the museums’
combined basic values.
The objectives are primarily considered
internal tools, and not all museums focus on educational offers relating to curricula, year objectives
and subject matter didactics.
Recommendation
The museums should focus on defining concrete
objectives for their educational activities so that
these become a part of the museums’ dissemination strategies and relate to curricula, year objectives and subject matter didactics.
All members of staff should be familiar with
the objectives, which should also be accessible to
users of the museums’ educational offers.
80
the museums’ strategic deliberations
Development of educational activities
and collaboration with educational
institutions
In general, educational activities are an important
focus area for the museums. The museums
indicate that finances and educational resources
are the most important conditions for the quality
of their educational activities. However, the museums are also looking for further training offers for
their educational staff and for knowledge sharing
through a stronger organisation of professional
networks. The museums have a series of specific
proposals as to how they would like to strengthen
their educational activities, in terms of both quality and quantity.
Strengthening of collaboration and partnerships
The museums wish to strengthen collaboration
and partnerships with other museums, primarily
through upper secondary schools, colleges of
education, universities and municipalities in order
to develop and improve the quality of their educational activities.
Permanent employment of staff
The museums wish to employ more educational
staff permanently and thus acquire more resources
for quality assurance and development of their
educational activities.
Focus on curricula and year objectives
The museums wish to focus more on the Ministry
of Educations’ year objectives and curricula for
primary/lower secondary schools and upper secondary programmes.
Internal knowledge sharing and further training
of staff
The museums wish to work with their organisation and internal knowledge sharing in order to
develop the museums’ learning environments
and the academic quality of their educational
activities. This would be achieved, among other
initiatives, by having the people responsible for
education participate in planning exhibitions and
thus ensuring development of the museums’
learning potential. The museums also request further training of their educational staff in order for
them to improve the quality of museum education
and external collaboration.
Professional networks
The museums wish to participate in professional
networks for museum education. Many museums
mention School Service Zealand as an important
prerequisite for collaboration across cultural
institutions and for coordinated collaboration with
educational institutions.
Digital media
The museums would like to develop their use of
digital media in connection with their educational
activities. This is relevant in connection with the
development of specific educational courses and
educational materials as well as in connection
with the advertising of educational offers.
Role-play and dramatised education
The cultural history museums would like to develop their work with role-play and drama in their
educational activities.
Evaluation and research
The museums wish to spend more resources on
quantitative and qualitative evaluation of museum
education. For instance, the museums would like
to make more use of focus groups in order to develop and improve the quality of their educational
activities. Several museums have experience in
working with focus groups of pupils and teachers
and consider focus groups an important tool
in the development of high quality and relevant
educational activities.
A number of museums also plan to develop evaluation in relation to practice research in museum
education.
Museum mergers
A number of museums are looking forward to
mergers that will release and combine resources
for a more professional development of the education area. The museums express that this may
create new opportunities for them to apply for
external pool funds and collaboration with other
museums and educational institutions.
Focus on public transport options
The museums wish to focus on public transport
and transport schemes for primary/lower secondary schools and upper secondary programmes
that make it possible for users to make use of
the museums’ educational offers throughout the
country.
the museums’ strategic deliberations
81
The museums’ proposals for
the Heritage Agency
• Demand for professionalisation of educational activities at museums
The Heritage Agency could place demands on the museums to improve the quality of the education departments at the museums on line with the demands placed on the museums by the Heritage Agency concerning research, storage conditions and registration of their collections.
• Support for evaluation practice and research
The Heritage Agency could support the
creation of a research centre for museum education and evaluation (maybe with
inspiration from the Museum Education and Evaluation Consultant in Leicester, England). The Agency could continue to allocate pool funds for research in museum education and evaluation of digital learning projects.
• Pool funds for the development of educational projects
The Heritage Agency could decide to let the e-museum fund and the dissemination funds continue.
• Support for qualifying further training
The Heritage Agency could support the
establishment of further training in museum pedagogy. Many museums require further
training for their staff, in order to strengthen theoretical and methodological competences.
82
the museums’ strategic deliberations
• Strengthen the international perspective
The Heritage Agency could strengthen
Danish museums’ participation in
international networks, e.g. by allocating pool funds to international museum education projects.
•Establishment of a national professional
network for museum education
The Heritage Agency could support the
establishment of professional networks for museum education to be based on inter museum collaboration and on collaboration between museums and educational
institutions.
•Inter-ministerial anchoring of the museums’ educational activities
The Heritage Agency could support the
development of museum education by
contributing to the anchoring of museum
education in collaboration between the
Danish Ministry of Science, Technology and Innovation, the Ministry of Education and the Ministry of Culture.
• Publication about museum education
The Heritage Agency could collaborate with the Ministry of Education to issue a
publication that would provide inspiration as to how educational institutions can use the museums in their educational activities.
The exhibitions at
the old family farm,
Skarregaard, set the
thoughts in motion.
The Historical Museum
of Morsland, 2004
Conclusions to the national results
Below follows a summary of the report’s conclusions.
The museums’ educational activities
Educational offers
Education is an integrated part of the museums’
practice. This means that by far the majority of
the museums have permanent educational offers
with defined academic content within their areas
of responsibility.
Target groups
The educational offers are primarily aimed at
primary/lower secondary schools, in particular the
older classes, while only 60 % of the museums
offer education to the schools at upper secondary
level, including vocational training colleges.
Subjects and academic competences
The museums’ knowledge and educational activities supplement core academic competences
in primary/lower secondary schools and upper
secondary programmes. The mapping documents
that the museums’ educational offers accommodate practically all subjects and academic
competences in primary/lower secondary schools
and upper secondary programmes. Most of the
educational offers at the museums are directed
at the subjects of history, Danish, social studies,
visual arts, nature/technology and RE. The museums’ educational offers are characterised by being
both multi-disciplinary and cross-disciplinary. For
instance, the science subjects are represented to
84
conclusions to the national results
a very high degree in the museums’ educational
offers despite the fact that there are only five
government-approved natural history museums in
Denmark.
Educational objectives
Many museums are aware of teaching objectives
and curricula, but only 15 % consistently take year
objectives and curricula into account when they
plan their educational offers.
Where do lessons take place?
Lessons primarily take place in the museums’ permanent collection exhibitions and in their special
exhibitions. They are based on objects, works or
specimens depending on the museum category.
It is characteristic of the museum education that
it has both material and immaterial cultural and
natural heritage as its subject matter. At many
museums, experiments and practical exercises are
included in the lessons.
Educational material
Educational material – printed or digital – is
a central part of the museums’ educational
activities. However, far from all of the museums’
educational offers include educational material. In
this area, there is a great development potential –
especially in the digital part. The material can help
anchor museum education and the knowledge
offered by the museums. The educational mate-
rial can be included as part of the examination
requirements and thus legitimise the priority
given to museum education by the educational
institutions.
Evaluation
The museums do not systematically evaluate their
educational activities. The mapping shows that
one third of the museums do not evaluate their
educational activities. It is characteristic of the
museums that use evaluations that it is precisely via
the evaluation processes and the dialogue with the
users that they develop and improve the quality of
their educational activities.
Therefore, focusing on the development of the
museums’ evaluation practice is an essential prerequisite for developing and assuring the quality
of the museums’ educational activities and their
collaboration with educational institutions.
Guidance
78 % of the museums offer guidance in connection with project assignments to pupils from primary/lower secondary schools and upper secondary programmes, and also to student teachers and
university students. The survey does not look at
how the museums carry out guidance in practice.
Work placement schemes
71 % of the museums have work placement schemes.
50 % of the museums have work placement
schemes for university students, whilst 30 % have
work placement schemes for student teachers.
Work placement schemes for university students
and student teachers can be a beneficial collabora-
tion form through which museums gain inspiration and new knowledge that may help develop
and improve the quality of their educational offers.
They also provide future teachers with an insight
into how the museums’ educational offers can
supplement teaching in primary/lower secondary
schools and upper secondary programmes.
Work placement schemes are an important tool
in terms of ensuring continual collaboration and
knowledge sharing between museums and educational institutions.
Offers for teachers
Teachers are the ones who take the initiative to
use the museums’ educational offers, and therefore, they are a central target group for the museums. In general, offers for teachers are of high
priority to the museums. 63 % of the museums
give very high priority to this task. Courses for
teachers and newsletters are the most commonly
used tools for facilitation of teachers, but the museums have many different offers. However, there
is still a group of museums with no offers aimed
at teachers, and a large number of museums indicate that their initiatives have not been successful.
The museums’ educational resources
People responsible for teaching
90 % of the museums have a person who is
responsible for education, but there are no
established standards concerning which member
of staff undertakes the task. In some cases, it is
the museum manager or a dissemination director
who holds the responsibility for education, and in
conclusions to the national results
85
other cases, the person responsible is not even
employed by the museum.
There is no consensus as to the title given
to the people responsible for education at the
museums. The lacking consensus on terminology
also applies to the members of staff who handle
education at the museums. They are referred to as
communicators, tour guides, educational employees, teachers, school service staff etc.
Educational staff
The museums have many members of staff
involved in their educational activities, but there is
a great variation in their background and association with the museums. They include full-time
staff, part-time staff, freelance staff and volunteers. 52 % of the museums have more than four
staff members involved in educational activities.
Permanent staff
The permanent staff are involved in educational
activities at the museums, but education is often
one of many general functions handled by the
staff. 24 % have one permanent employee, 25 %
have three permanent employees, and 23 % have
more than four permanent staff members handling museum education.
Freelance staff
46 % of the museums make use of freelance
workers, and these are distributed across all
regions and museum categories. One of the
reasons for this is that the demand for education
at some museums varies a lot depending on the
seasons and special exhibitions. Tradition and
the museums’ finances also affect the terms and
conditions for staff employment.
86
conclusions to the national results
Voluntary unsalaried staff
One third of the museums have voluntary, unsalaried staff associated with their educational activities. Of these, 17 % have more than four people
who volunteer in the museum education.
The voluntary workforce constitutes an important
resource for the museums. The cultural history
museums in particular have a large number of
volunteers assisting in their educational activities.
Student staff members
39 % of the museums have students employed
to handle education. 17 % of the museums have
more than four students. The museums’ use
of student staff varies greatly across the different regions. The Capital Region of Denmark in
particular has many student staff involved in the
museums’ educational activities.
Fully qualified staff
Almost all of the museums have fully qualified
staff who handle education, but their number and
the amount of time they dedicate to educationrelated work vary greatly.
All museums have qualified educational staff. 70
% have between one and four qualified members
of staff, and 29 % have more than four fully qualified staff members associated with their educational activities.
Educational competences
The staff who handle education at the museums
have very different backgrounds and qualifications. They include people with Master’s degrees
from the humanities, social sciences and science
faculties, qualified teachers, artists trained at the
academies of art, people trained as conservators,
people with training as educators, craftsmen and
students from universities, schools of art and
colleges of education. The museums have at their
disposal highly specialised competences within
academic and cross-disciplinary theory, practical
and artistic subjects, crafts and education.
The museums’ cross-disciplinary groups of staff
constitute a great potential and a prerequisite for
the complex learning processes that the museums can offer. However, the great variety in staff
members’ competences and association with the
museums also places great demands on internal
knowledge sharing at the museums.
Use of resources
The priority given to education varies a lot
depending on the museums’ size and finances.
The greatest expense is related to the practical
conducting of educational activities. In contrast,
the amount of resources the museums allocate to
the planning, development and evaluation of their
educational activities varies greatly.
If no evaluation or quality assurance of the museums’ educational activities are carried out, there
may be a risk that the educational activities are
not related to the museums’ areas of responsibility and research and that they have no academic
relevance to the educational institutions. There
are also cases where the staff who handle education at the museums do not have the necessary
educational competences.
Facilities
The physical frameworks for the museums’
educational activities are primarily exhibitions of
objects, works or specimens, depending on the
museum category. Many museums also include
workshop facilities, laboratories and lecture halls
in connection with practical and experimental
exercises. The priority given by the museums to
the area of education means that 73 % of the museums have eating areas where pupils can sit and
eat their packed lunches.
Tools and materials
63 % of the museums use drawing as an educational tool, while 37 % use IT equipment, and 22
and 23 % use cameras and videos, respectively,
in connection with education. Only very few
museums use mobile phones, MP3 players and
PDAs in their educational activities, but this use
is greatly on the increase at the museums at the
moment.
The museums’ use of tools and materials vary a
lot. The museums’ professional fields of responsibility, physical frameworks and the priority they
give to the area of education affect the choice
of tools and materials that are included in their
educational activities.
Users of the museums’ educational
activities
Primary and lower secondary schools
The number of classes from primary/lower secondary schools who receive education at the museums varies a lot, but 61 % of the museums have
conclusions to the national results
87
more than 50 classes per year, while 25 % have
between 21 and 50 classes per year from primary/
lower secondary schools.
Upper secondary schools
Only very few classes from upper secondary
schools make use of the museums’ educational
offers. Among the 60 % of the museums that
offer education to upper secondary schools, the
largest group of museums have between 1 and 10
classes per year. Only 9 % of the museums have
more than 50 upper secondary school classes per
year, and 14 % of the museums do not have any
upper secondary school classes receiving education.
It is paradoxical that so few upper secondary
school classes make use of the museums’ educational offers, considering the professional specialist knowledge offered by the museums. This is an
area of great development potential, on which it
would be worth focusing particular efforts.
Vocational training colleges
The number of classes from vocational training
colleges that make use of the museums’ educational offers is very limited. 29 % of the museums
do not have any vocational training college classes
at all; 44 % have 1-5 classes, 18 % have between
6 and 20 classes, 4 % have 21-50 classes, while 5
% state that they receive more than 50 classes per
year.
The mapping’s results also indicate that it would
make sense for the museums to focus particularly
on developing educational offers aimed at classes
from vocational training colleges.
88
conclusions to the national results
Colleges of education
Only very few classes of student teachers make
use of the museums’ educational offers. 35 %
of the museums have no classes from colleges
of education, and only 3 % have more than 50
classes per year.
Educational offers aimed at student teachers are
an introduction to museum education and can
contribute to strengthening collaboration between
primary/lower secondary schools and museums
and thus increase the primary/lower secondary
schools’ use of the museums’ educational activities.
Other user groups
In general, museum education is used by the
entire education sector and also by all other
target groups that make use of the museums. The
questionnaire responses show that the museums’
educational activities have a great synergy effect
on the museums’ other dissemination. Therefore,
the quality and the degree of professionalisation
of the museums’ educational activities are also
decisive for the quality of the museums’ overall
dissemination.
Guidance in connection with project work
The number of pupils/students who make use of
the museums’ offers of guidance in connection
with project work is very limited despite the fact
that 78 % of the museums offer guidance to pupils/students in connection with project work.
Only 27 % of the museums have more than 20
primary/lower secondary school pupils per year,
while 31 % have between 1 and 5 primary/lower
secondary school pupils per year. The rest have no
pupils from this target group.
44 % of the museums have between 1 and 5 upper
secondary school pupils per year, 10 % have more
than 20 pupils per year, and 26 % do not have any
pupils form upper secondary schools receiving
guidance in connection with project work.
6 % of the museums have more than 20 pupils
from vocational training colleges receiving guidance. 51 % do not provide guidance for pupils
from vocational training colleges.
44 % of the museums provide guidance for 1-5
pupils from other educational programmes per
year. These include student teachers, students
from VUC (adult training centres), high schools,
schools of art and university students.
The project work form is used at all levels
throughout the education system, and therefore it
is rather conspicuous that so few pupils/students
receive guidance. There is great potential for development and improved quality of the guidance
function at the museums.
Geographic distribution of users
By far the majority of the museum users are local/
from the municipality. On average, 66 % of the
museums’ users are local/municipal educational
institutions, while the national average for
regional users is 22 % and the average number
of national users of educational offers at the
museums is 10 %, and 2 % of the users of the
museums’ educational activities are international
educational institutions.
The museums are solidly anchored locally and
thus have great significance for the local communities. Only very few museums have a significant
number of national users of their educational
activities. The museums’ accessibility by means of
public transport plays a decisive role for users of
the museums’ educational offers.
The museums’ partners
Collaboration with educational institutions
The vast majority of the museums collaborate
with educational institutions on the development
of their educational activities. A total of 83 % of
the museums collaborate with educational institutions on the development of their education. 67 %
collaborate with primary/lower secondary schools,
27 % collaborate with upper secondary schools,
while only 9 % collaborate with vocational training
colleges. 20 % collaborate with colleges of education. 19 % collaborate with universities on the
development of educational activities. 33 % are in
collaboration with other educational institutions.
The primary/lower secondary schools are the
museums’ primary partners as regards development of educational activities. However, the upper
secondary schools, vocational training colleges,
colleges of education and universities are also
important partners in the development of the
museums’ educational activities.
If museum education is to constitute an academic
supplement to educational institutions’ teaching, it is important that the museums know and
take the educational institutions’ year objectives
conclusions to the national results
89
and curricula into account as the basis for their
museum education. Conversely, it is also essential
that the educational institutions are aware of the
museum institutions and their learning potential.
Therefore, collaboration between museums and
educational institutions is necessary as a basis for
the development of relevant high quality educational activities at the museums.
Collaboration between museums
46 % of the museums collaborate with other museums on the development of their educational
activities.
Strengthened collaboration between national and
government-approved museums may serve to
develop and assure the quality of the museums’
educational activities. I.e. educational activities
that utilise the museums’ special frameworks
to offer formal educational activities in informal
learning environments. It may also be appropriate
for museums to focus on developing educational
activities that supplement each other.
Other partners
38 % of the museums collaborate with public
institutions (municipal centres of education, consultants and children’s culture consultants), and
37 % collaborate with cultural institutions other
than museums (libraries, theatres, centres of contemporary art, archives and science centres etc.).
22 % collaborate with associations and about
13 % collaborate with private companies. 37
% state that they collaborate with others, e.g.
interest groups and volunteers from various
industries.
90
conclusions to the national results
The mapping documents that the museums have
a large network of external partners and a wide
local/municipal anchoring in relation to their
educational activities. The wide collaboration is
a good foundation for developing high quality
and relevant educational activities and creating a
sense of ownership for the museums. The survey
does not review the scope of the collaboration
or how the museums collaborate with external
partners.
Marketing of educational activities
The museums market their educational offers
through many different channels. 95 % of the
museums use their own websites to market their
educational offers. 63 % use their own networks,
and half of the museums use direct mail or emuesum.dk in their marketing. 31 % use School
Service Zealand’s website, skoletjenesten.dk. In
addition, the museums use professional journals,
info pamphlets, school visits and a whole string
of other methods to advertise their educational
activities.
The primary channels of communication are
the museums’ own websites and the individual
museum’s own network. At the time the mapping
was carried out, half of the museums had material
posted at www.e-museum.dk.
It is essential to the users of the museums’ educational activities that there is one place where
the users can get a general overview of the educational offers at the museums, and where they can
find instructions on how to book educational at
the museums.
Conclusions for museum categories
Cultural history museums
The cultural history museums account for 98 of
the 143 responses from the 130 museums questioned. This means that the national figures to a
high degree are close to the results for the cultural
history museums.
Educational activities
The cultural history museums’ educational offers
are primarily aimed at the subjects of history,
social studies, Danish, nature/technology, RE,
visual arts and drama. The educational offers may
also be directed at the subjects of biology and
physics. The educational offers at the cultural history museums are always multi-disciplinary and
cross-disciplinary.
Education at the cultural history museums
take place in the context of special exhibitions
and permanent collections, but often also in the
cultural and urban landscapes.
All of the cultural history museums in the category
have educational offers for the middle years of
primary/lower secondary school. This may be because history is a compulsory subject at this stage
of primary/lower secondary school.
In comparison to the other museum categories,
the cultural history museums have less educational offers aimed at upper secondary schools
and vocational training colleges. The cultural
history museums also have fewer offers aimed at
teachers than the other museum categories.
Staff resources
Among the cultural history museums, 52 % have
more than four people handling education. Of
these, 25 % of the cultural history museums have
more than four permanent staff members.
33 % of the cultural history museums have students employed to handle education; this is less
than the other museum categories.
40 % of the cultural history museums have freelance co-workers, and 46 % of the cultural history
museums have voluntary workers associated with
their educational activities. This means that this
group has far the largest number of volunteers as
compared with the other museum categories.
The people who handle education at the cultural
history museums are primarily academic employees and qualified teachers. The subjects most
commonly represented among the academic
employees at the cultural history museums are
history, prehistoric archaeology, medieval archaeology, European ethnology and anthropology.
Users of the cultural history museums’
educational activities
The cultural history museums have fewer classes
using their educational offers than other museum
categories. 57 % of the cultural history museums
have more than 50 classes per year from primary/
lower secondary schools.
conclusions for museum categories
91
20 % of the cultural history museums have no
classes from upper secondary schools, and 64 %
have 1-10 classes per year.
Art museums
45 % of the cultural history museums have 1-5
classes per year from vocational training colleges,
and 36 % do not have any classes from this target
group.
Educational activities
The art museums’ educational offers are primarily
aimed at the subjects of Danish and visual arts
as well as history, RE, social studies, philosophy,
media subjects, music and drama, but they may
also be aimed at maths, nature/technology and
PE. The art museums are the category that has the
largest number of educational offers for primary/
lower secondary schools, upper secondary programmes and colleges of education.
Almost half of the cultural history museums do
not have any classes of student teachers participating in educational activities.
Partners
Both among the cultural history museums and
among the art museums, 67 % collaborate with
primary/lower secondary schools, which reflects
the national figures. 23 % of the cultural history
museums collaborate with an upper secondary
school. When it comes to vocational training colleges, only 7 % of the cultural history museums
are involved in collaboration. 19 % of the cultural
history museums collaborate with colleges of education, and 13 % of the cultural history museums
collaborate with universities on the development
of educational activities, which is a lower percentage than the other museum categories. Furthermore, 31 % of the cultural history museums
collaborate with other educational institutions.
The art museums make up 37 of the 143 responses
from the 130 museums questioned in the survey.
The art museums also have the largest percentage
of museums with offers aimed at teachers.
Staff resources
44 % of the art museums have more than four
staff members handling education. 42 % of the art
museums only have one permanent staff member
working with education.
A large number of the educational staff are
freelancers or students. 56 % of the art museums
have freelance staff working with education, and
thus, the art museums are the category that has
most freelance staff. 50 % of the art museums
have students employed to work with education.
14 % of the art museums have volunteers working
with education. The art museums have far less
volunteers than the cultural history museums.
92
conclusions for museum categories
As a whole, the art museums have less educational staff members than the other museum
categories.
The art museums are the museum category that
has the lowest number of qualified staff. At 31 %
of the art museums, only one staff member with a
completed education works with education.
The employees who handle education at the art
museums are academic staff members and qualified teachers. Among the academic staff members
who handle education, the subjects that are most
frequently represented are modern culture and
culture dissemination, Danish and literary history.
Users of the art museums’ educational activities
The art museums are the museum category that
has the largest number of users from primary/
lower secondary school, upper secondary programmes and colleges of education.
Partners
67 % of the art museums collaborate with
primary/lower secondary schools, which corresponds to the national figures. 36 % of the art
museums collaborate with an upper secondary
school. 11 % of the art museums collaborate
with vocational training colleges. 17 % of the art
museums collaborate with colleges of education,
and 31 % of the art museums collaborate with
universities on the development of educational
activities. Furthermore, 42 % of the art museums
collaborate with other educational institutions.
Marketing
The art museums stand out in a positive way
as regards all parameters in relation to their
marketing of educational activities. For instance,
72 % of the art museums use their own teachers’
networks, and 75 % of the art museums use direct
mail.
67 % of the art museums have more than 50
classes per year from primary/lower secondary
schools, while 31 % of the art museums have
between 21 and 50 classes, and 19 % have more
than 50 classes per year from upper secondary
schools.
34 % of the art museums have between 6 and 20
classes per year from vocational training colleges.
Among the art museums, 75 % have 1-10 classes
of student teachers receiving teaching per year.
conclusions for museum categories
93
Natural history museums
The natural history museums make up 5 of the 143
responses from the 130 museums questioned in
the survey.
Educational activities
The natural history museums’ educational offers
are primarily aimed at the science subjects: nature/technology as well as the subjects of biology
and physics. However, they also address a number
of humanities’ and social sciences’ subjects, e.g.
history, Danish, social studies, RE, visual arts and
drama.
Staff resources
In comparison to the other museums, the natural
history museums have more educational staff.
80 % have more than four staff members handling education.
The natural history museums do not have any
volunteers working with education. 60 % have
three permanent staff members working with
education.
40 % of the natural history museums have
freelance co-workers, and 80 % have students
working with education.
At the natural history museums, the hired
educational staff primarily have scientific qualifications.
Facilities in connection with education
The natural history museums’ use of facilities in
connection with educational activities differs from
practice at the other museum categories, as
80 % use a classroom and 60 % use laboratories
in their educational activities.
94
conclusions for museum categories
Users of the natural history museums’
educationalactivities
All of the natural history museums have more
than 50 classes per year from primary/lower secondary schools, while 75 % of the museums have
1-10 upper secondary school classes receiving
education per year. At the natural history museums, 80 % have between 1 and 5 classes per year
from vocational training colleges.
80 % of the natural history museums have 1-10
classes of student teachers receiving education
per year.
Partners
All natural history museums develop their educational offers in collaboration with other educational institutions. 60 % collaborate with primary/
lower secondary schools; 40 % collaborate with
colleges of education, and 40 % collaborate with
universities. Only 20 % of the natural history museums collaborate with upper secondary schools,
and 20 % collaborate with vocational training colleges. This means that one out of the five natural
history museums collaborates with upper secondary schools and vocational training colleges.
Marketing
All natural history museums use the museum’s
website to market educational offers, but only
20 % of the natural history museums have material posted at e-museum; 80 % of the natural history museums use other marketing channels.
Conclusions about regional differences
Capital Region of Demark
The Capital Region of Denmark’s results are based
on 37 responses from national or governmentapproved museums.
Educational activities
In comparison to museums from other regions,
more museums in the Capital Region of Denmark
take concrete curricula and year objectives into account when they plan their educational activities.
48 % of the museums in this region have special
work placement courses for student teachers and
university students, which is 14 % more than the
national average and more than all of the other
regions. However, there are fewer museums than
in the other regions that offer guidance to pupils
and students in connection with project work.
Staff resources
In the Capital Region of Denmark, approx. 60 %
of the museums have more than four staff members handling education. The educational staff
constitute the largest number of freelancers and
students among the regions’ educational staff.
66 % of the museums have freelance co-workers.
74 % of the museums have students associated
with their educational activities. 11 % of the region’s museums do not have any permanent staff
members working with education.
At 37 % of the museums, there is only one
qualified staff member working with education,
and only 23 % of the museums have more than
four qualified staff members working with educa-
tion. This is significantly less qualified staff members than in the rest of the country. This is mainly
because of School Service Zealand. It is often
part-time student staff who handle educational
activities at the museums that have collaboration
agreements with School Service Zealand.
Physical facilities
As regards physical facilities, the Capital Region of
Denmark stands out negatively, as only 3 % of the
museums make study places available to pupils
and students.
Users of educational activities
The Capital Region of Denmark receives most
classes from both primary/lower secondary
schools and upper secondary programmes as participants in educational offers. 69 % of the museums in the Capital Region of Denmark have more
than 50 classes from primary/lower secondary
schools per year who participate in educational
activities, and 29 % of the museums have more
than 50 upper secondary school classes per year,
while 11 % of the museums have more than 50
classes annually from vocational training colleges
who participate in educational activities.
Partners
When it comes to development of educational
offers, the museums in the Capital Region of
Denmark collaborate with educational institutions, with each other or with partners other than
museums in the other regions.
conclusions about regional differences
95
In the Capital Region of Denmark, 51 % of the museums collaborate with primary/lower secondary
schools, and 29 % collaborate with upper secondary schools. 11 % of the museums in the Capital
Region of Denmark collaborate with vocational
training colleges, and 14 % of the museums collaborate with a college of education.
11 % of the museums in the Capital Region of
Denmark collaborate with a university.
In the Capital Region of Denmark, 29 % of the
museums do not collaborate with an educational
institution, and 37 % of the region’s museums
do not collaborate with others about the development of educational activities.
Region Zealand
Region Zealand’s results are based on 19 responses
from government-approved museums.
Staff resources
Region Zealand has more staff associated with
museum education than the national average. In
Region Zealand, Region Northern Jutland and the
Capital Region of Denmark, approx. 60 % of the
museums have more than four staff members
handling education.
Facilities
Out of Region Zealand’s museums, 5 % have
study places, which is significantly below the
national average.
Users of teaching activities
In Region Zealand, 58 % of the museums have 1-5
96
conclusions about regional differences
classes per year from vocational training colleges,
while 16 % have 6-10 classes; the remaining museums do not receive any classes from vocational
training colleges. In comparison with the other
regions, Region Zealand receives relatively few
classes of student teachers.
Partners
In Region Zealand, 68 % of the museums collaborate with primary/lower secondary schools, while
only 11 % of the museums in Region Zealand collaborate with upper secondary schools, and only
5 % of the museums in Region Zealand collaborate
with vocational training colleges. Region Zealand
has the highest percentage of museums collaborating with colleges of education, i.e. 26 % of the
museums. The same applies to the museums’
collaboration with universities: 32 % of Region
Zealand’s museums collaborate with universities.
Only 5 % of the region’s museums do not collaborate with an educational institution.
The museums in this region also collaborate
a lot with other museums, public institutions and
other cultural institutions on the development of
educational activities.
The largest positive deviation in relation to
the museums’ external collaboration is Region
Zealand, where 58 % of the museums collaborate
with public institutions and 63 % collaborate with
other cultural institutions.
Marketing
68 % of the museums in Region Zealand have
material posted at e-museum, and this makes
Region Zealand the region that has the largest
percentage of museums using e-museum.
The Central Denmark Region
The Central Denmark Region’s results are based
on 37 responses from national or governmentapproved museums.
Educational activities
The region’s museums have more educational
offers aimed at upper secondary programmes
than the national average. In the Central Denmark
Region, 71 % of the museums offer education to
upper secondary schools and vocational training
colleges.
Staff resources
The museums in this region have many permanent employees associated with their educational
activities. 30 % of the museums have more than
four permanent staff members handling education.
percentage of museums collaborates with upper
secondary schools, i.e. 37 %. Furthermore, 11 % of
the museums collaborate with vocational training
colleges. 23 % collaborate with colleges of education, and 26 % collaborate with universities. 23 %
of the museums in the Capital Region of Denmark
do not collaborate with educational institutions.
Region Southern Denmark
Region Southern Denmark’s results are based on
35 responses from government-approved museums.
Facilities
In the Central Denmark Region, 20 % of the museums offer study places for pupils and students.
Educational activities
Generally speaking, the region’s museums have
less educational offers than the other regions.
The museums have less offers aimed at upper
secondary programmes than the rest of the country. Only 54 % of the museums in this region offer
teaching aimed at upper secondary programmes.
Only 6 % of the museums consistently take year
objectives and curricula into account when they plan
educational activities. The national figure is 15 %.
Users of educational activities
The museums also receive more primary/lower
secondary school classes than the average. The
Central Denmark Region and the Capital Region of
Denmark have most classes from vocational training colleges, i.e. 9 % and 11 %, respectively, of the
museums have more than 50 classes receiving
education per year.
Staff resources
Region Southern Denmark is the region that has
the lowest number of people assigned to handle
education. Only 34 % of the museums here have
more than four staff members handling education. Region Southern Denmark is the region
where the smallest percentage of museums has
student staff, i.e. 18 % of the museums.
Partners
66 % of the region’s museums collaborate with
primary/lower secondary schools. The Central
Denmark Region is the region where the largest
Facilities
In Region Southern Denmark, 6 % of the museums
have study places, and only 37 % of the museums
have workshop facilities.
conclusions about regional differences
97
u.l.k. Art Labs.
National Gallery of
Denmark, 2007
80 % of the museums in Region Southern Denmark have eating areas where pupils and students
can sit and eat their packed lunches.
Region Northern Jutland
Users of educational activities
The museums have less classes participating in
museum education than the other regions. In
Region Southern Denmark, only 49 % of the museums have more than 50 classes per year from
primary/lower secondary schools.
Educational activities
None of the museums in this region offer special
work placement courses for students.
Nor are there many classes from upper secondary
programmes participating in museum education
in Region Southern Denmark. 20 % do not have
classes from upper secondary schools, 37 % have
1-5 classes, 20 % have 6-10 classes, and 23 % of
the museums in the region have between 11 and
50 classes per year who make use of the museums’ educational activities.
In this region, 46 % have 1-5 classes annually from
vocational training colleges, and 14 % have 6-10
classes per year, while 11 % have 11-20 classes per
year.
Partners
77 % of the museums in this region collaborate
with a primary/lower secondary school, while
23 % of the museums collaborate with an upper
secondary school and 11 % collaborate with a
vocational training college. 23 % of the museums
collaborate with a college of education, and 14 %
of the museums in the region collaborate with a
university.
In Region Southern Denmark, only 9 % of the
museums do not collaborate with an educational
institution.
98
conclusions about regional differences
Region Northern Jutland’s results are based on 15
responses from government-approved museums.
Staff resources
The museums in Region Northern Jutland have
more permanent staff members working with
education than any other region in Denmark.
In Region Northern Jutland, approx. 60 % of the
museums have more than four staff members
handling education. This means that along with
the Capital Region of Denmark and Region Zealand, this region has the largest number of people
associated with education. In Region Northern
Jutland, 40 % of the museums have more than
four permanent employees, and 40 % of the
museums have freelance co-workers. This makes
it the region that has the lowest percentage of
museums using freelancers. Out of the museums
in Region Northern Jutland, 47 % have more than
four hired staff who have completed their education.
Physical facilities
Region Northern Jutland is above the national
average concerning physical facilities. In Region
Northern Jutland, 67 % of the museums use
workshops in connection with their educational
activities, and 27 % of the museums have study
places available at the museum. In addition, 80 %
of the region’s museums have eating areas.
Users of educational activities
The museums in this region have very few users
from upper secondary schools. No museums
in Region Northern Jutland have more than 10
classes per year from upper secondary schools.
47 % of the museums in Region Northern Jutland
do not receive classes from vocational training
colleges, and the remaining 53 % have between 1
and 5 classes per year.
Partners
Region Northern Jutland is the region that has
the highest percentage of museums collaborating
with primary/lower secondary schools on the
development of their educational offers. 80 % of
the museums collaborate with a primary/lower
secondary school. By comparison, the national
average is 67 %. In Region Northern Jutland,
27 % of the museums collaborate with an upper
secondary school, which corresponds to the
national figure. By contrast, no museum in the
region collaborates with vocational training colleges, and only 13 % of the museums collaborate
with colleges of education; 13 % of the region’s
museums collaborate with a university. 13 % of
the region’s museums do not collaborate with an
educational institution.
Marketing
In Region Northern Jutland, only 40 % of the museums have material posted at e-museum. This is
significantly below the national average of 53 %.
Appendix 1: List of museums that have participated in the survey
MUSEER OG AFDELINGER
Arbejdermuseet
ARKEN Museet for Moderne Kunst
ARoS Aarhus Kunstmuseum
Bangsbo Museum
Billund Museum
Blicheregnens Museum
Bornholms Kunstmuseum
Bornholms Museum
Industrimuseet i Horsens
Danmarks Mediemuseum
Dansk Landbrugsmuseum
De Danske Kongers Kronologiske Samling
Den Gamle By
Den Hirschsprungske Samling
Djursland Museum
Elmuseet
Esbjerg Kunstmuseum
Esbjerg Museum
Fiskeri- og Søfartsmuseet
Folkemuseet
Fuglsang Kunstmuseum
Furesø Museer
Fur Museum
Faaborg Kulturhistoriske Museer
Faaborg Museum for Fynsk Malerkunst
Gammel Estrup
Give Egnens Museum
Glud Museum
Greve Museum
Handels- og Søfartsmuseet
Helsingør Kommunes Museer
Herning Kunstmuseum
Herning Museum
100
Historiens Hus. Ringsted Museum og Arkiv
Hjerl Hede Frilandsmuseum
Holbo Herreds Kulturhistoriske Centre
Holbæk Museum
Hørsholm Egns Museum
Industrimuseet Frederiks Værk
Jagt- og Skovbrugsmuseet
J. F. Willumsen Museum
Kalundborg Museum
Kastrupgaardsamlingen
Kertemindeegnens Museer
Kroppedal Museum
Kulturhistorisk Museum Randers
Kunstindustrimuseet
Kunstmuseet Køge Skitsesamling
Kvindemuseet
Københavns Bymuseum
Køge Museum
Langelands Museum
Lemvig Museum
Limfjordsmuseet
Lolland-Falster Stiftsmuseum
Louisiana
Læsø Museum
Marstal Søfartsmuseum
Middelfart Museum
Moesgård Museum
Morslands Historiske Museum
Museerne i Fredericia
Museerne på Vestfyn
Museerne.dk
Museet Falsters Minder
Museet for Fotokunst
Museet for Samtidskunst
Museet for Syddjurs
appendix 1: list of museums that have participated in the survey
Museet for Thy og Vester Hanherred
Museet Færgegården
Museet på Koldinghus
Museet på Sønderskov
Museum Amager
Museum Sønderjylland
Arkæologi Haderslev
Kunstmuseet Brundlund Slot
Kunstmuseet i Tønder
Kulturhistorie Aabenraa
Kulturhistorie Tønder
Naturhistorie
Sønderborg Slot
Museumscenter Aars
Musikmuseet
Nationalmuseet
Frilandsmuseet
Frihedsmuseet
Musikmuseet
Industrimuseet Brede Værk
Naturama
Naturhistorisk Museum
Nivaagaards Malerisamling
Nordjyllands Kunstmuseum
Ny Carlsberg Glyptotek
Nyborg Museum
Næstved Museum
Odder Museum
Odense Bys Museer
Odsherreds Kulturhistoriske Museum
Ordrupgaard
Randers Kunstmuseum
Rewentlow Museet
Ribe Kunstmuseum
Ringkøbing-Skjern Museum
Roskilde Museum
Rudersdal Museum
Silkeborg Kunstmuseum
Silkeborg Museum
Skagen By- og Egnsmuseum
Skagens Museum
Skanderborg Museum
Skive Kunstmuseum
Skive Museum
Skovgaard Museet
Statens Museum for Kunst
Statens Naturhistoriske Museum
Storm P Museet
Stuer Museum
Svendborg Museum
Sydhimmerlands Museum
Sydvestjyske Museer Ribe
Sæby Museum
Teatermuseet
Teknisk Museum
Thorvaldsens Museum
Trapholt
Try Museum
Tøjhusmuseet
Varde Museum
Vejen Kunstmuseum
Vejle Kunstmuseum
Vejleegnens Museer
Vendsyssel Historiske Museum
Vendsyssel Kunstmuseum
Vestsjællands Kunstmuseum
Vestsjællands Museum
Viborg Stiftsmuseum
Vikingeskibsmuseet
Ærø Museum
Økomuseum Samsø
Østsjællands Museum
Aalborg Historiske Museum
Århus Bymuseum
appendix 1: list of museums that have participated in the survey
101
Appendix 2: Questionnaire
Welcome
• How long does the course last?
Welcome to the questionnaire about the museum’s educa-
• Please describe the planning phase/the preparatory work.
tional offers.
• Which art, history and natural objects are included in the
course?
In the electronic version of the questionnaire, it is possible
• Do you collaborate with other institutions on the educa-
to pause while completing the questionnaire – simply close
tional offer?
down the questionnaire. In order to continue, click on
the link you received by e-mail, and you will automatically
5. How many educational offers do you have?
return to the place in the questionnaire where you left it.
(Tick one answer only)
1. What is the name of the museum?
We only offer individually adapted teaching courses
2. What is the address of the museum?
None – (no further questions)
3. Please state the name of the museum manager.
1
4. Please state the name of the person responsible for
2
education at the museum.
3
4
Educational offers
More than 4 – please indicate number
In answer to the following questions, we would like you to
introduce the educational offers that are currently available
6. Which target group(s) is/are the educational offer(s)
to educational institutions.
aimed at?
Please summarise one example of good practice that is
Feel free to tick more than one target group.
characteristic of the museum’s current educational offers.
(Feel free to give more than one answer)
We imagine that the answer will amount to max. 500 words.
Early years of primary school
The answer may cover the following points:
Intermediate years of primary/lower secondary school
• What is the title of the educational offer?
Final years of lower secondary school
• What are the contents of the educational offer?
Upper secondary school and vocational training colleges
• What is the purpose of the educational offer?
Others – please specify
• What type of learning is involved? (E.g. development
of particular skills, knowledge, attitudes or reflective
7. Please state which upper secondary programmes the
thoughts).
educational offer(s) is/are aimed at.
• Which target group is the educational offer aimed at?
• Which educational methods are used? (E.g. storytelling,
8. Which subjects/academic competences is/are the edu-
making something come to life, role-play, ‘hands on’ or
cational offer(s) aimed at?
dialogue-based education.)
Feel free to tick more than one subject.
• Where does the course take place?(E.g. in the permanent
(Feel free to give more than one answer)
collection or in a workshop.)
Danish
102
appendix 2: questionnaire
History
Other places (State location/locations)
Social studies
Media studies
11. Please state at which location(s) in the cultural land-
Philosophy
scape the lessons take place.
RE
Maths
12. Please state at which educational institution(s) the les-
Physics
sons take place.
Chemistry
Biology
13. Is (are) the educational offer(s) supplemented by
Nature/technology
printed educational material?
PE
Visual arts
(Tick one answer only)
Music
Yes, some educational offers
Drama
Yes, all educational offers
Others – please specify
No
9. For each subject at the educational institutions, educa-
14. Is (are) the educational offer(s) supplemented by dig-
tional objectives have been defined.
ital educational material?
Do you take educational objectives for the individual sub-
(Tick one answer only)
jects into account when planning your educational offers?
Yes, some educational offers
(Tick one answer only)
Yes, all educational offers
Yes, always
No
Yes, in most cases
Yes, but only in a few cases
15. Do you offer guidance to pupils in connection with
No, never
project work?
Don’t know
(Tick one answer only)
Yes
10. Where does (do) the educational offer(s) take place?
No – Go to question 21
Feel free to tick more than one place.
(Feel free to give more than one answer)
16. How many PRIMARY/LOWER SECONDARY SCHOOL
In the museum’s collections
pupils receive guidance per year?
In the museum’s special exhibitions
(Tick one answer only)
In a separate room at the museum (workshop, laboratory,
0
lecture hall etc.)
1-5
In the cultural landscape
6-10
In the urban landscape
11-20
At an educational institution
More than 20 pupils (please state number)
appendix 2: questionnaire
103
17. How many UPPER SECONDARY SCHOOL pupils
Educational staff
receive guidance per year? (Tick one answer only)
In the following questions, we would like you to enter
0
information on the staff who work with education at the
1-5
museum. You need to provide information on both salaried
6-10
and unsalaried (voluntary) educational staff.
11-20
More than 20 pupils (please state number)
23. How many people, salaried and volunteers (unsalaried)
work with education at the museum?
18. How many VOCATIONAL TRAINING COLLEGE stu-
(Tick one answer only)
dents receive guidance per year? (Tick one answer only)
None – Go to question 32
0
1
1-5
2
6-10
3
11-20
4
More than 20 pupils (please indicate number)
More than 4 (please state number)
19. How many students from OTHER EDUCATIONAL
24. How many of the educational staff at the museum are
INSTITUTIONS receive guidance per year?
permanently employed?
(Tick one answer only)
(Tick one answer only)
0
None
1-5
1
6-10
2
11-20
3
More than 20 pupils (please indicate number)
4
More than 4 (please state number)
20. Do you evaluate your educational offers?
Feel free to tick more than one answer.
25. How many of the educational staff at the museum work
(Feel free to give more than one answer)
freelance (salaried) for the museum?
No
(Tick one answer only)
Yes, we evaluate the pupils’ level of learning
None
Yes, we evaluate the teachers’ satisfaction with the educa-
1
tional offer(s)
2
3
21. How do you use the evaluation of the pupils’ learning?
4
More than 4 (please state number)
22. How do you use the evaluation of the teachers’ satisfaction with your educational offers?
104
appendix 2: questionnaire
26. How many of the educational staff at the museum work
Use of resources
as volunteers (unsalaried) for the museum?
In the following, we would like you to state which resources
(Tick one answer only)
the museum allocates to educational activities.
None
Educational activities may be planning, conducting and
1
evaluation of teaching at the museum, project guidance,
2
service to teachers, collaboration and development
3
projects.
4
More than 4 (please state number)
31. How many man-years does the museum spend on activities related to education (development, planning, guided
27. How many of the educational staff at the museum are
tours, teaching etc.)?
students (salaried)?
A man-year is approx. 1,600 hours.
(Tick one answer only)
None
32. Which facilities are used in connection with educational
1
activities at the museum?
2
Feel free to tick more than one answer.
3
(Feel free to give more than one answer)
4
Exhibition
More than 4
Classroom
Study places
28. Please state the study subjects of student educational
Workshops
staff.
Laboratories
Eating areas where the pupils can eat their packed lunches
29. How many of the educational staff at the museum have
Other – (please specify)
completed an education?
(Tick one answer only)
33. Which tools and materials are used in connection with
None
educational activities?
1
Feel free to tick more than one answer.
2
(Feel free to give more than one answer)
3
Objects
4
Works
More than 4
Specimens
Drawing tools
30. Please state which education the qualified educational
Cameras
staff have.
Video
IT equipment
iPods
appendix 2: questionnaire
105
Mobile phones
21-50 classes
Other – (please specify)
More than 50 classes (please state number)
Users
37. How many classes from COLLEGES OF EDUCATION
In the following, we ask questions about the number of
use the museum’s educational offers per year?
classes that make use of the museum’s educational offers.
(Tick one answer only)
If you calculate the number of users in number of pupils/
No classes
students, please re-calculate the number into number of
1-5 classes
classes. On average, one class has 22 pupils.
6-10 classes
11-20 classes
34. How many PRIMARY/LOWER SECONDARY SCHOOL
21-50 classes
classes use the museum’s educational offers per year?
More than 50 classes (please state number)
(Tick one answer only)
No classes
38. If there are other groups that make use of your educa-
1-5 classes
tional offers, please indicate this.
6-10 classes
11-20 classes
User distribution
21-50 classes
Through the following questions, we would like to de-
More than 50 classes (please state number)
termine the geographic distribution of the users of your
educational offers.
35. How many classes from UPPER SECONDARY
SCHOOLS use the museum’s educational offers per year?
Please show the geographic distribution in %. When added
(Tick one answer only)
up, the geographic distribution should total 100 %. If you
No classes
do not have a systematic account of the geographic distri-
1-5 classes
bution, an estimate will suffice.
6-10 classes
11-20 classes
Local (educational institutions within the municipality)
21-50 classes
Regional (educational institutions within the region)
More than 50 classes (please state number)
National
International
36. How many classes from VOCATIONAL TRAINING
COLLEGES use the museum’s educational offers per year?
39. Which offers do you have for teachers from educational
(Tick one answer only)
institutions?
No classes
Feel free to tick more than one answer.
1-5 classes
(Feel free to give more than one answer)
6-10 classes
We do not have offers for teachers from educational institu-
11-20 classes
tions
106
appendix 2: questionnaire
Courses for teachers
development of educational offers
Seminars
Primary/lower secondary school
Focus groups
Upper secondary school
Idea-generating meetings
Vocational training college
Newsletters
College of education
Contact teacher scheme
University
Other – (please state which special schemes you have
Others – (please specify)
established)
47. Which upper secondary school/vocational training col40. Please describe the form and content of your courses
leges have collaborated with the museum on the develop-
for teachers using keywords only.
ment of educational activities?
41. Please describe the form and content of your seminars
48. Do you have educational activities that have been
using keywords only.
developed in collaboration with other museums?
(Tick one answer only)
42. Please describe the form and content of your focus
No
groups using keywords only.
Yes – (please specify)
43. Please describe the form and content of your idea-
49. With which other partners do you collaborate concern-
generating meetings using keywords only.
ing educational activities?
Feel free to tick more than one answer.
44. Please describe the form and content of your newslet-
(Feel free to give more than one answer)
ters using keywords only.
We do not collaborate with other partners concerning
educational activities
45. Please describe the form and content of your contact
Public institutions
teacher schemes using keywords only.
Associations
Companies
Development of educational activities
Cultural institutions other than museums
Through the following questions, we would like to find out
Others – (please specify)
what you do to develop educational activities with external
partners.
50. How do you market your educational activities?
Feel free to tick more than one answer.
46. Which educational institutions have collaborated with
(Feel free to give more than one answer)
the museum on the development of educational activities?
We do not market our educational activities
Feel free to tick more than one answer.
Via the museum’s website
(Feel free to give more than one answer)
Via the museum’s own network
We do not collaborate with educational institutions on the
By means of direct mail
appendix 2: questionnaire
107
Via e-museum
Strategic deliberations concerning teaching activities
In the professional journal ’Folkeskolen’
Through the final three questions, we would like to find out
In the professional journal ’Gymnasieskolen’
which strategic deliberations you have made concerning
In other professional journals
educational activities at the museum.
At the School Service website
Other places – (please specify)
53. If you have defined one or more objectives for your
educational activities, please include a short description of
Work placements
the objectives here:
Work placement schemes for university students and
student teachers may be a beneficial form of collaboration,
54. Which deliberations have you made on how to
through which the museum may gain new relevant knowl-
strengthen your educational offers and your collaboration
edge related to the development and improvement of the
with educational institutions in the future?
quality of educational offers.
55. Which initiatives could the Heritage Agency launch
Work placement schemes are an important instrument for
in order to support the development of your educational
continual collaboration between museums and educational
activities?
institutions, which is why we would like to gain an overview
of this area.
Thank you for your replies
51. Which target groups are the museums’ work placements aimed at?
Thank you for your replies – they are very valuable to us.
Feel free to tick more than one answer.
(Feel free to give more than one answer)
If you would like to print a list of your answers on paper,
We do not offer work placements
please click the button ‘Udskriv’ (‘Print’) below.
Student teachers
University students
Otherwise, please click ‘Afslut’ (‘Finish’) to submit your
Students from educational institutions abroad
answers.
Work placements for colleagues from museums in Denmark or abroad
Yours sincerely
Other groups – (please specify)
Ida Brændholdt Lundgaard,
the Heritage Agency of Denmark
52. Do you have special work placement courses?
&
(Tick one answer only)
Henrik Vincentz, Userneeds
Yes
No
108
appendix 2: questionnaire
Appendix 3: Tables of national and regional figures
Total
Hvad er museets navn?
Hvad er museets adresse?
Angiv venligst navnet på museumslederen.
Angiv venligst navnet på museets
undervisningsansvarlige.
Eksempel på museets praksis
Hovedstaden
Syddanmark
Midtjylland
Nordjylland
Total
Total
Total
Total
Total
143
37
19
35
37
15
Total
Total
Total
Total
Total
Total
143
37
19
35
37
15
Total
Total
Total
Total
Total
Total
143
37
19
35
37
15
Total
Total
Total
Total
Total
Total
143
37
19
35
37
15
Total
Total
Total
Total
Total
Total
143
37
19
35
37
15
Total
Hvor mange undervisningstilbud har I?
Sjælland
Total
Total
Total
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
15%
22
8%
3
5%
1
17%
6
27%
10
13%
2
Ingen
3%
4
5%
2
0%
0
0%
0
5%
2
0%
0
1
3%
5
3%
1
5%
1
3%
1
5%
2
0%
0
2
6%
8
11%
4
0%
0
9%
3
0%
0
7%
3
7%
10
5%
2
11%
2
11%
4
0%
0
13%
2
4
8%
11
5%
2
16%
3
11%
4
0%
0
13%
2
Vi tilbyder kun individuelt tilpassede
undervisningsforløb
Mere end 4 – angiv venligst antal
58%
Total
100%
Base
Hvilken målgruppe/r henvender
undervisningstilbuddet/ene sig til?
Marker gerne flere målgrupper.
Indskoling
83
62%
143
100%
23
63%
37
100%
12
49%
19
100%
17
62%
35
100%
23
53%
37
100%
1
8
15
143
37
19
35
37
15
Total
Total
Total
Total
Total
Total
Procent
Antal
85%
Antal
Antal
32
87%
91%
32
95%
18
97%
34
94%
33
100%
15
29
79%
15
83%
29
80%
28
67%
10
54%
19
91%
Procent
83%
13
28
Antal
132
68%
80%
Procent
111
22
16
Antal
95%
63%
84%
Procent
80%
88
29
Antal
Mellemtrin
63%
83%
Procent
Udskoling
Ungdomsuddannelser
118
Procent
71%
25
13
60%
9
Andre – angiv hvilke
59%
82
63%
22
74%
14
49%
17
60%
21
53%
8
Total
382%
531
383%
134
400%
76
363%
127
397%
139
367%
55
Base
139
Angiv hvilke ungdomsuddannelser
undervisningstilbuddet/ene henvender sig til
Total
Total
Total
Total
Total
Total
88
22
13
19
25
9
Total
Total
Total
Total
Total
Total
Hvilke fag/fagligheder henvender
undervisningstilbuddet/ene sig til?
15
35
35
19
35
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
76%
105
80%
28
63%
12
74%
26
77%
27
80%
Antal
Historie
89%
124
86%
30
84%
16
91%
32
89%
31
100%
15
Samfundsfag
65%
90
66%
23
74%
14
54%
19
69%
24
67%
10
Marker gerne flere fag.
Dansk
Mediefag
19%
26
14%
5
26%
5
17%
6
26%
9
12
7%
1
Filosofi
22%
30
34%
12
32%
6
14%
5
17%
6
7%
1
Religion
45%
63
37%
13
63%
12
31%
11
49%
17
67%
10
Matematik
21%
29
34%
12
26%
5
20%
7
11%
4
7%
1
Fysik
19%
27
26%
9
16%
3
11%
4
23%
8
20%
3
Kemi
12%
17
11%
4
21%
4
9%
3
11%
4
13%
2
Biologi
23%
32
14%
5
42%
8
14%
5
31%
11
20%
3
Natur-teknik
51%
71
46%
16
68%
13
37%
13
54%
19
67%
10
Idræt
11%
4
23%
8
11%
4
20%
3
Billedkunst
54%
75
57%
20
47%
9
49%
17
54%
19
67%
10
Musik
14%
20
11%
4
21%
4
17%
6
11%
4
13%
2
Drama
18%
25
30%
42
29%
10
32%
6
32%
6
34%
12
23%
8
40%
6
Andre – angiv hvilke
25%
35
26%
9
42%
8
17%
6
26%
9
20%
3
Total
583%
811
583%
204
689%
131
514%
180
583%
204
613%
92
Base
139
35
19
35
35
15
109
Total
Hovedstaden
Total
Sjælland
Total
Syddanmark
Total
Midtjylland
Total
Nordjylland
Total
Total
For alle fag på uddannelsesinstitutionerne
er der beskrevet undervisningsmål.
Tager I højde for undervisningsmål for de
enkelte fag, når I tilrettelægger jeres
undervisningstilbud?
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ja, altid
15%
21
23%
8
16%
3
6%
2
17%
6
13%
2
Ja, i de fleste tilfælde
43%
60
46%
16
47%
9
40%
14
46%
16
33%
5
Ja, men kun i enkelte tilfælde
32%
27%
38
20%
7
6
37%
13
23%
8
27%
4
Nej, aldrig
9%
13
6%
2
0%
0
11%
4
11%
4
20%
3
Ved ikke
5%
7
6%
2
5%
1
6%
2
3%
1
7%
1
100%
139
100%
35
100%
19
100%
35
100%
35
100%
15
Total
139
Base
35
Total
19
Total
35
35
Total
Total
15
Total
Total
Hvor foregår undervisningstilbuddet/ene?
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
I museets samlinger
91%
126
86%
30
95%
18
94%
33
89%
31
93%
14
I museets særudstillinger
85%
118
86%
30
89%
17
80%
28
91%
32
73%
11
Marker gerne flere steder.
Antal
I et særskilt lokale på museet (værksted,
laboratorium, auditorium osv.)
68%
95
69%
24
74%
14
74%
26
54%
19
80%
12
I kulturlandskabet
48%
67
29%
10
58%
11
49%
17
54%
19
67%
10
37%
13
53%
10
I byrummet
60%
9
På en uddannelsesinstitution
35%
48
9%
3
37%
7
43%
15
34%
12
73%
11
Andre steder (Angiv lokation/lokationer)
32%
52%
45
72
26%
9
32%
6
29%
10
40%
14
40%
6
Total
411%
571
340%
119
437%
83
431%
151
414%
145
487%
139
Base
Angiv på hvilke/n lokation/er i kulturlandskabet,
undervisningen foregår.
Angiv på hvilke/n uddannelsesinstitution/er
undervisningen foregår.
35
Ja, nogle undervisningstilbud
Ja, alle undervisningstilbud
22
19
51%
18
35
15
Total
Total
Total
Total
Total
67
10
11
17
19
10
Total
Total
Total
Total
Total
Total
48
3
7
15
12
11
Total
Total
73
35
Total
Total
Er undervisningstilbuddet/ene suppleret af
undervisningsmateriale i trykt form?
63%
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
73%
101
80%
28
74%
14
71%
25
63%
22
80%
12
6%
8
9%
3
0%
0
6%
2
9%
3
0%
0
Nej
22%
30
11%
4
26%
5
23%
8
29%
10
20%
3
Total
100%
139
100%
35
100%
19
100%
35
100%
35
100%
15
139
Base
35
Total
Er undervisningstilbuddet/ene suppleret af
undervisningsmateriale i digital form?
Ja, nogle undervisningstilbud
Ja, alle undervisningstilbud
19
Total
35
Total
35
Total
15
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
68%
95
71%
25
79%
15
77%
27
57%
20
53%
8
4%
5
3%
1
5%
1
0%
0
6%
2
7%
1
Nej
28%
39
26%
9
16%
3
23%
8
37%
13
40%
6
Total
100%
139
100%
35
100%
19
100%
35
100%
35
100%
15
139
Base
35
Total
Tilbyder I vejledning til elever i forbindelse
med projektarbejde?
19
Total
35
Total
35
Total
15
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ja
78%
109
66%
23
84%
16
77%
27
89%
31
80%
12
Nej
22%
30
34%
12
16%
3
23%
8
11%
4
20%
Total
100%
139
100%
35
100%
19
100%
35
100%
35
100%
139
Base
35
Total
Hvor mange elever fra FOLKESKOLERNE
modtager vejledning om året?
0
1-5
6-10
19
Total
35
Total
3
15
35
Total
15
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
3%
3
4%
1
0%
0
0%
0
3%
1
8%
1
31%
34
22%
5
44%
7
52%
14
23%
7
8%
1
24%
26
22%
5
25%
4
15%
4
29%
9
Antal
33%
4
11-20
16%
17
26%
6
19%
3
7%
2
19%
6
0%
0
Mere end 20 elever (Angiv antal)
27%
29
26%
6
13%
2
26%
7
26%
8
50%
6
Total
100%
109
100%
23
100%
16
100%
27
100%
31
100%
Base
110
109
23
16
appendic 3: tables of national and regional figures
27
31
12
12
Total
Hovedstaden
Total
Hvor mange elever fra GYMNASIALE
UDDANNELSER modtager vejledning om
året?
0
Sjælland
Total
Syddanmark
Total
Midtjylland
Total
Nordjylland
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
26%
28
22%
5
50%
8
22%
6
23%
7
17%
Antal
2
1-5
44%
48
43%
10
31%
5
63%
17
39%
12
33%
4
6-10
14%
15
13%
3
13%
2
4%
1
16%
5
33%
4
11-20
6%
7
13%
3
0%
0
0%
0
10%
3
8%
1
Mere end 20 elever (Angiv antal)
10%
11
9%
2
6%
1
11%
3
13%
4
8%
1
Total
100%
109
100%
23
100%
16
100%
27
100%
31
100%
12
109
Base
23
Total
Hvor mange elever fra
ERHVERVSUDDANNELSER modtager
vejledning om året?
16
Total
27
Total
31
Total
12
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
0
51%
56
52%
12
56%
9
59%
16
52%
16
25%
Antal
3
1-5
27%
29
26%
6
25%
4
19%
5
19%
6
67%
8
6-10
16%
17
13%
3
19%
3
11%
3
23%
7
8%
1
11-20
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
Mere end 20 elever (Angiv antal)
6%
7
9%
2
0%
0
11%
3
6%
2
0%
0
100%
109
100%
23
100%
16
100%
27
100%
31
100%
12
Total
Base
23
109
Total
Total
Hvor mange elever fra ANDRE
UDDANNELSESINSTITUTIONER modtager
vejledning om året?
0
16
27
Total
31
Total
12
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
27%
29
35%
8
25%
4
33%
9
19%
6
17%
Antal
2
1-5
44%
48
22%
5
63%
10
37%
10
55%
17
50%
6
6-10
16%
17
13%
3
6%
1
19%
5
23%
7
8%
1
11-20
6%
Mere end 20 elever (Angiv antal)
Total
7
9%
2
0
7%
2
3%
1
17%
2
8
22%
5
6%
1
4%
1
0%
0
8%
1
109
100%
23
100%
16
100%
27
100%
31
100%
12
Base
23
109
Total
Evaluerer I jeres undervisningstilbud?
0%
7%
100%
16
Total
27
Total
31
Total
12
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Nej
30%
42
26%
9
37%
7
20%
7
37%
13
40%
6
Ja, vi evaluerer elevernes læringsudbytte
23%
32
26%
9
21%
4
31%
11
20%
7
7%
1
Marker gerne flere svar.
Antal
Ja, vi evaluerer undervisernes tilfredshed
med undervisningstilbuddet/ene
45%
62
46%
16
37%
7
51%
18
43%
15
40%
6
Ja, vi evaluerer (Angiv, hvad I evaluerer)
37%
52
40%
14
37%
7
40%
14
34%
12
33%
5
Total
135%
188
137%
48
132%
25
143%
50
134%
47
120%
139
Base
Hvordan anvender I evalueringen af elevernes
læringsudbytte?
Hvordan anvender I evalueringen af
undervisernes tilfredshed med jeres
undervisningstilbud?
35
Ingen
35
15
Total
Total
Total
Total
Total
32
9
4
11
7
1
Total
Total
Total
Total
Total
Total
62
16
7
18
15
6
Total
Total
18
35
Total
Total
Hvor mange personer - lønnede og
frivillige (ulønnede) - arbejder med
undervisning på museet?
19
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
2%
3
0%
0
0%
0
3%
1
6%
2
0%
Antal
0
1
9%
13
6%
2
11%
2
11%
4
11%
4
7%
1
2
13%
18
11%
4
11%
2
9%
3
14%
5
27%
4
3
14%
19
9%
3
16%
3
31%
11
3%
1
7%
1
4
10%
14
11%
4
5%
1
11%
4
14%
5
0%
0
Flere end 4 (Angiv antal)
52%
72
63%
22
58%
11
34%
12
51%
18
60%
9
Total
100%
139
100%
35
100%
19
100%
35
100%
35
100%
Base
139
35
19
35
35
15
15
appendix 3: tables of national and regional figures
111
Total
Hovedstaden
Total
Hvor mange af de personer, der arbejder
med undervisning på museet er fastansatte
på museet?
Ingen
Sjælland
Total
Syddanmark
Total
Midtjylland
Total
Nordjylland
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
6%
8
11%
4
5%
1
6%
2
3%
1
0%
Antal
0
1
24%
33
34%
12
21%
4
21%
7
27%
9
7%
1
2
15%
20
11%
4
26%
5
12%
4
9%
3
27%
4
38%
13
3
17%
6
9%
12
9%
3
5%
1
9%
3
15%
5
0%
0
Flere end 4 (Angiv antal)
23%
24%
31
17%
6
21%
4
15%
5
30%
10
40%
6
Total
100%
136
100%
35
100%
19
100%
34
100%
33
100%
4
32
136
Base
4
35
Total
Hvor mange af de personer, der arbejder
med undervisning på museet arbejder
freelance (lønnet) for museet?
21%
19
Total
15%
5
34
Total
27%
4
15
33
Total
15
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Ingen
54%
73
34%
12
53%
10
68%
23
58%
19
60%
Antal
9
1
13%
17
14%
5
16%
3
12%
4
12%
4
7%
1
2
4%
6
3%
1
5%
1
3%
1
6%
2
7%
1
3
7%
9
6%
2
16%
3
3%
1
6%
2
7%
1
4
4%
6
6%
2
5%
1
3%
1
3%
1
7%
Flere end 4 (Angiv antal)
18%
25
37%
13
5%
1
12%
4
15%
5
13%
2
Total
100%
136
100%
35
100%
19
100%
34
100%
33
100%
15
136
Base
35
Total
Hvor mange af de personer, der arbejder
med undervisning på museet arbejder
frivilligt (ulønnet) for museet?
19
Total
34
Total
1
33
Total
15
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
65%
88
86%
30
63%
12
65%
22
52%
17
47%
7
1
9%
12
3%
1
21%
4
6%
2
12%
4
7%
1
2
5%
7
0%
0
5%
1
9%
3
6%
2
7%
1
3
4%
5
6%
2
5%
1
3%
1
0%
0
7%
1
4
1%
1
0%
0
0%
0
0%
0
3%
1
0%
Ingen
0
Flere end 4 (Angiv antal)
17%
23
6%
2
5%
1
18%
6
27%
9
33%
5
Total
100%
136
100%
35
100%
19
100%
34
100%
33
100%
15
136
Base
35
Total
Hvor mange af de personer, der arbejder
med undervisning på museet er studerende
(lønnet)?
19
Total
34
Total
33
Total
15
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ingen
61%
83
26%
9
58%
11
82%
28
67%
22
87%
13
1
10%
14
14%
5
16%
3
9%
3
9%
3
0%
0
2
5%
7
14%
5
5%
1
0%
0
0%
0
7%
1
3
4%
6
0%
0
5%
1
6%
2
6%
2
7%
1
4
2%
3
3%
1
5%
1
0%
0
3%
1
0%
0
Flere end 4
17%
23
43%
15
11%
2
3%
1
15%
5
0%
0
Total
100%
136
100%
35
100%
19
100%
34
100%
33
100%
136
Base
Angiv venligst studie for de studerende
undervisningsmedarbejdere.
35
Ingen
34
15
Total
Total
Total
Total
Total
53
26
8
6
11
2
Total
Total
15
33
Total
Total
Hvor mange af de personer, der arbejder
med undervisning på museet har afsluttet
en uddannelse?
19
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
1%
1
0%
0
0%
0
0%
0
3%
1
0%
Antal
0
1
20%
27
37%
13
16%
3
15%
5
15%
5
7%
1
2
17%
23
11%
4
16%
3
12%
4
24%
8
27%
4
29%
10
3
18%
25
14%
5
16%
3
15%
5
13%
2
4
15%
20
14%
5
16%
3
21%
7
12%
4
7%
1
Flere end 4
29%
40
23%
8
37%
7
24%
8
30%
10
47%
7
Total
100%
136
100%
35
100%
19
100%
34
100%
33
100%
136
Base
Angiv venligst afsluttet uddannelse for de
uddannede undervisningsmedarbejdere
Hvor mange årsværk anvender museet samlet
på aktiviteter i tilknytning til undervisning
(udvikling, planlægning, rundvisning,
underv isning mv .)?
Et årsværk er ca. 1600 timer.
35
19
34
33
15
15
Total
Total
Total
Total
Total
Total
135
35
19
34
32
15
Total
Total
Total
Total
Total
Total
139
35
19
35
35
15
Total
Hovedstaden
Total
Hvilke faciliteter anvendes i forbindelse
med undervisningsaktiviteter på museet?
Marker gerne flere svar.
Udstilling
Sjælland
Total
Procent
Antal
Procent
99%
Syddanmark
Total
Antal
Procent
Midtjylland
Total
Antal
Procent
Nordjylland
Total
Antal
Procent
Total
Antal
Procent
Antal
138
100%
35
100%
19
100%
35
97%
34
100%
15
Undervisningslokale
60%
84
54%
19
63%
12
66%
23
57%
20
67%
10
Studiepladser
11%
15
3%
1
5%
1
6%
2
20%
7
27%
4
Værksteder
46%
64
40%
14
53%
10
37%
13
49%
17
67%
10
Laboratorier
10%
14
11%
4
5%
1
11%
4
9%
3
13%
2
Spiseområder hvor elever kan indtage
deres medbragte mad
73%
102
66%
23
63%
12
80%
28
77%
27
80%
12
Andet – (Angiv hvad)
45%
Total
345%
Hvilke redskaber og materialer anvendes i
forbindelse med undervisningsaktiviteter?
Marker gerne flere svar.
Genstande
63
43%
480
317%
15
53%
111
342%
10
34%
65
334%
12
49%
117
357%
17
60%
125
413%
9
62
139
35
19
35
35
15
Total
Total
Total
Total
Total
Total
Base
Procent
Antal
84%
117
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
80%
12
86%
30
89%
17
83%
29
83%
29
Værker
52%
72
51%
18
53%
10
57%
20
43%
15
60%
Præparater
16%
22
11%
4
26%
5
14%
5
17%
6
13%
2
Tegneredskaber
63%
88
63%
22
84%
16
46%
16
69%
24
67%
10
Kameraer
23%
32
17%
6
32%
6
20%
7
37%
13
9
0%
0
Video
22%
30
23%
8
21%
4
17%
6
29%
10
13%
2
IT-udstyr
37%
52
34%
12
58%
11
34%
12
37%
13
27%
4
0%
0
iPod
Mobiltelefoner
4%
5
1
11%
2
8%
11
9%
3
21%
4
3%
1
9%
3
0%
0
40%
56
43%
15
42%
8
26%
9
43%
15
60%
9
485
340%
119
437%
83
300%
105
369%
129
327%
49
Andet – (Angiv hvad)
Total
349%
3%
139
Base
35
Total
Hvor mange FOLKESKOLEKLASSER
anvender årligt museets
undervisningstilbud?
19
Total
3%
1
35
Total
7%
1
35
Total
15
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ingen klasser
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
1-5 klasser
4%
5
0%
0
5%
1
6%
2
3%
1
7%
1
6-10 klasser
3%
4
0%
0
0%
0
6%
2
3%
1
7%
1
11-20 klasser
7%
10
3%
1
21%
4
11%
4
0%
0
7%
1
21-50 klasser
25%
35
29%
10
21%
4
29%
10
23%
8
20%
3
Mere end 50 klasser (Angiv antal)
61%
85
69%
24
53%
10
49%
17
71%
25
60%
9
Total
100%
139
100%
35
100%
19
100%
35
100%
35
100%
15
139
Base
35
Total
Hvor mange klasser fra GYMNASIALE
UDDANNELSER anvender årligt museets
undervisningstilbud?
19
Total
35
Total
35
Total
15
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Ingen klasser
14%
20
14%
5
16%
3
20%
7
9%
3
13%
2
1-5 klasser
39%
54
20%
7
53%
10
37%
13
43%
15
60%
9
6
27%
4
6-10 klasser
7
17%
11-20 klasser
7%
10
6%
2
5%
1
6%
2
14%
5
0%
0
21-50 klasser
12%
17
17%
6
11%
2
17%
6
9%
3
0%
0
Mere end 50 klasser (Angiv antal)
Total
18%
25
9%
100%
14%
13
29%
139
100%
139
Base
16%
10
0%
35
100%
3
35
Total
Hvor mange klasser fra
ERHVERVSUDDANNELSERNE anvender
årligt museets undervisningstilbud?
5
20%
Antal
0
0%
19
100%
19
Total
0
9%
35
100%
35
Total
3
0%
35
100%
0
15
35
Total
15
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Ingen klasser
29%
41
31%
11
26%
5
29%
10
23%
8
47%
7
1-5 klasser
44%
61
29%
10
58%
11
46%
16
46%
16
53%
8
6-10 klasser
10%
14
9%
3
16%
3
14%
5
9%
3
0%
0
11-20 klasser
8%
11
9%
3
0%
0
11%
4
11%
4
0%
0
21-50 klasser
4%
5
11%
4
0%
0
0%
0
3%
1
0%
0
Mere end 50 klasser (Angiv antal)
5%
7
11%
4
0%
0
0%
0
9%
3
0%
139
100%
35
100%
19
100%
35
100%
35
100%
Total
Base
100%
139
35
19
35
35
Antal
0
15
15
appendix 3: tables of national and regional figures
113
Total
Hovedstaden
Total
Hvor mange hold fra
LÆRERSEMINARIERNE anvender årligt
museets undervisningstilbud?
Ingen hold
Sjælland
Total
Syddanmark
Total
Midtjylland
Total
Nordjylland
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
35%
49
34%
12
42%
8
49%
17
26%
9
20%
Antal
3
1-5 hold
47%
66
37%
13
47%
9
37%
13
57%
20
73%
11
6-10 hold
12%
16
11%
4
5%
1
14%
5
14%
5
7%
1
11-20 hold
1%
1
3%
1
0%
0
0%
0
0%
0
0%
0
21-50 hold
2%
3
6%
2
5%
1
0%
0
0%
0
0%
Mere end 50 hold (Angiv antal)
3%
4
9%
3
0%
0
0%
0
3%
1
0%
0
100%
139
100%
35
100%
19
100%
35
100%
35
100%
15
Total
139
Base
Hvis der er andre grupper, som anvender jeres
undervisningstilbud, bedes I angive dette.
Lokalt (uddannelsesinstitutioner inden for
kommunen)
Regionalt (uddannelsesinstitutioner inden for
regionen)
Nationalt
Internationalt
35
Marker gerne flere svar.
35
35
15
Total
Total
Total
Total
Total
Total
93
24
17
18
23
11
Total
Total
Total
Total
Total
Total
139
35
19
35
35
15
Total
Total
Total
Total
Total
Total
139
35
19
35
35
15
Total
Total
Total
Total
Total
Total
139
35
19
35
35
15
Total
Total
Total
Total
Total
Total
139
35
19
35
35
15
Total
Hvilke tilbud har I til undervisere fra
uddannelsesinstitutionerne?
19
Procent
Total
Antal
Procent
Total
Antal
Procent
Total
Antal
Procent
0
Total
Antal
Procent
Total
Antal
Procent
Antal
Vi har ikke tilbud til undervisere fra
uddannelsesinstitutioner
27%
38
29%
10
26%
5
29%
10
34%
12
7%
1
Lærerkurser
50%
69
54%
19
58%
11
34%
12
51%
18
60%
9
9%
13
14%
5
11%
2
6%
2
9%
3
7%
1
12%
17
20%
7
5%
1
14%
5
11%
4
0%
0
Seminarer
Fokusgrupper
Idégenereringsmøder
17%
6
32%
6
14%
5
Nyhedsbreve
42%
59
34%
12
63%
12
43%
15
37%
13
47%
7
Kontaktlærerordning
29%
19%
41
27
23%
8
42%
8
37%
23%
13
8
23%
8
27%
13%
4
2
Andet – (Angiv hvilke særlige ordninger, I
har etableret)
32%
44
26%
9
37%
7
31%
11
34%
12
33%
5
Total
222%
308
217%
76
274%
52
217%
76
214%
75
193%
29
139
Base
Beskriv med stikord form og indhold på jeres
lærerkurser.
Beskriv med stikord form og indhold på jeres
seminarer.
Beskriv med stikord form og indhold på jeres
fokusgrupper.
Beskriv med stikord form og indhold på jeres
idégenereringsmøder.
Beskriv med stikord form og indhold på jeres
nyhedsbreve.
Beskriv med stikord form og indhold på jeres
kontaktlærerordning.
114
35
19
35
35
15
Total
Total
Total
Total
Total
Total
69
19
11
12
18
9
Total
Total
Total
Total
Total
Total
13
5
2
2
3
1
Total
Total
Total
Total
Total
Total
17
7
1
5
4
0
Total
Total
Total
Total
Total
Total
27
6
6
8
5
2
Total
Total
Total
Total
Total
Total
59
12
12
15
13
7
Total
Total
Total
Total
Total
Total
41
8
8
13
8
4
appendix 3: tables of national and regional figures
Total
Hovedstaden
Total
Hvilke uddannelsesinstitutioner er
undervisningsaktiviteterne udviklet i
samarbejde med?
Procent
Sjælland
Total
Antal
Procent
Syddanmark
Total
Antal
Procent
Midtjylland
Total
Antal
Procent
Nordjylland
Total
Antal
Procent
Total
Antal
Procent
Antal
Marker gerne flere svar.
Vi samarbejder ikke med
uddannelsesinstitutioner om udvikling af
undervisningstilbud
17%
24
29%
10
5%
1
9%
3
23%
8
13%
2
Folkeskole
67%
93
51%
18
68%
13
77%
27
66%
23
80%
12
Ungdomsuddannelse
27%
37
29%
10
11%
2
23%
8
37%
13
27%
4
Erhvervsuddannelse
9%
13
11%
4
5%
1
11%
4
11%
4
0%
0
Lærerseminarium
20%
28
14%
5
26%
5
23%
8
23%
8
13%
2
Universitet
19%
26
11%
4
32%
6
14%
5
26%
9
13%
2
Andre – (Angiv hvilke)
33%
46
43%
15
42%
8
34%
12
23%
8
20%
3
Total
192%
267
189%
66
189%
36
191%
67
209%
73
167%
25
Base
139
Hvilke ungdomsuddannelser er
undervisningsaktiviteterne udviklet i
samarbejde med?
35
35
35
15
Total
Total
Total
Total
Total
Total
37
10
2
8
13
4
Total
Har I undervisningsaktiviteter, som er
udarbejdet i fællesskab med andre museer?
19
Total
Total
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Nej
54%
75
69%
24
37%
7
51%
18
54%
19
47%
7
Ja (Angiv hvilke)
46%
64
31%
11
63%
12
49%
17
46%
16
53%
8
Total
100%
139
100%
35
100%
19
100%
35
100%
35
100%
Base
139
35
Total
Hvilke øvrige partnere samarbejder I med
om undervisningsaktiviteter?
Marker gerne flere svar.
Procent
19
Total
Antal
Procent
35
Total
Antal
Procent
Procent
15
35
Total
Antal
15
Total
Antal
Procent
Antal
Total
Antal
Procent
Antal
Vi samarbejder ikke med øvrige partnere
om undervisningsaktiviteter
25%
35
37%
13
16%
3
26%
9
20%
7
20%
3
Offentlige institutioner
38%
53
31%
11
58%
11
31%
11
43%
15
33%
5
Foreninger
22%
30
14%
5
21%
4
31%
11
20%
7
20%
3
Virksomheder
13%
18
11%
4
21%
4
11%
4
17%
6
0%
0
Andre kulturinstitutioner end museer
37%
52
20%
7
63%
12
37%
13
46%
16
27%
4
Andre – (Angiv hvilke)
37%
51
34%
12
26%
5
37%
13
46%
16
33%
5
Total
172%
239
149%
52
205%
39
174%
61
191%
67
133%
20
Base
Hvordan markedsfører I jeres
undervisningsaktiviteter?
Marker gerne flere svar.
Vi markedsfører ikke vores
undervisningsaktiviteter
139
35
19
35
35
15
Total
Total
Total
Total
Total
Total
Procent
Antal
Procent
Antal
0
Procent
Antal
0%
0
Procent
Antal
3%
1
Procent
Antal
9%
Procent
Antal
3%
4
0%
3
0%
Via museets hjemmeside
95%
132
100%
35
89%
17
94%
33
91%
32
100%
15
Via museets eget netværk
63%
87
49%
17
74%
14
71%
25
57%
20
73%
11
0
Gennem direkte mail
55%
77
46%
16
63%
12
60%
21
57%
20
53%
8
Via E-museum
53%
74
57%
20
68%
13
54%
19
46%
16
40%
6
11%
2
0%
0
6%
2
I fagbladet Folkeskolen
I fagbladet Gymnasieskolen
I andre fagblade
På skoletjenestens hjemmeside
9%
3
4%
6
9%
3
0%
0
0%
0
9%
3
0%
0
12%
5%
17
7
14%
5
11%
2
14%
5
11%
4
7%
1
31%
43
54%
19
53%
10
11%
4
17%
6
0%
0
27%
4
Andre steder – (Angiv hvor)
48%
67
46%
16
58%
11
49%
17
51%
18
33%
5
Total
370%
514
383%
134
426%
81
357%
125
354%
124
333%
50
Base
Hvilke målgrupper tilbyder I
praktikophold?
139
35
19
35
35
15
Total
Total
Total
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Vi tilbyder ikke praktikophold
29%
41
31%
11
26%
5
29%
10
31%
11
27%
4
Studerende fra lærerseminarierne
30%
42
37%
13
53%
10
14%
5
29%
10
27%
4
Marker gerne flere svar.
Antal
Studerende fra universiteterne
58%
80
54%
19
58%
11
54%
19
63%
22
60%
9
Praktikanter fra uddannelsesinstitutioner i
udlandet
15%
21
17%
6
11%
2
14%
5
17%
6
13%
2
Praktikophold for kollegaer fra museer
nationalt eller internationalt
12%
16
17%
6
21%
4
3%
1
14%
5
0%
0
Andre grupper - (Angiv hvilke)
29%
40
17%
6
21%
4
37%
13
34%
12
33%
5
Total
173%
240
174%
61
189%
36
151%
53
189%
66
160%
Base
139
35
19
35
35
24
15
Total
Hovedstaden
Total
Har I særlige forløb til praktikanter?
Ja
Sjælland
Total
Syddanmark
Total
Midtjylland
Total
Nordjylland
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
34%
35
48%
12
29%
4
33%
9
38%
10
0%
Antal
0
Nej
66%
69
52%
13
71%
10
67%
18
62%
16
100%
12
Total
100%
104
100%
25
100%
14
100%
27
100%
26
100%
12
104
Base
Hvis I har formuleret en eller flere
målsætninger med undervisningsaktiviteterne,
bedes I give en kort beskrivelse af
Hvilke overvejelser har I gjort jer for at styrke
jeres undervisningstilbud og jeres samarbejde
med uddannelsesinstitutionerne i fremtiden?
Hvilke initiativer kan Kulturarvsstyrelsen
iværksætte for at støtte udviklingen af jeres
undervisningsaktiviteter?
116
25
14
27
26
12
Total
Total
Total
Total
Total
Total
116
33
16
26
28
13
Total
Total
Total
Total
Total
Total
139
35
19
35
35
15
Total
Total
Total
Total
Total
Total
139
35
19
35
35
15
appendix 3: tables of national and regional figures
Appendix 4: Tables of national figures and figures distributed across museum categories
Total
Hvad er museets navn?
Hvad er museets adresse?
Angiv venligst navnet på museumslederen.
Angiv venligst navnet på museets
undervisningsansvarlige.
Eksempel på museets praksis
Natur
Kunst
Kultur
Total
Total
Total
Total
Total
143
5
37
98
3
Total
Total
Total
Total
Total
143
5
37
98
3
Total
Total
Total
Total
Total
143
5
37
98
3
Total
Total
Total
Total
Total
143
5
37
98
3
Total
Total
Total
Total
Total
143
5
37
98
3
Total
Total
Hvor mange undervisningstilbud har I?
Blandet
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Vi tilbyder kun individuelt tilpassede
undervisningsforløb
15%
22
20%
1
8%
3
18%
18
0%
0
Ingen
3%
4
0%
0
3%
1
3%
3
0%
0
1
3%
5
0%
0
5%
2
3%
3
0%
0
2
6%
8
0%
0
8%
3
5%
5
0%
0
3
7%
10
0%
0
5%
2
8%
8
0%
0
4
8%
11
0%
0
11%
4
6%
6
33%
1
Mere end 4 – angiv venligst antal
58%
83
80%
4
59%
22
56%
55
67%
2
Total
100%
143
100%
5
100%
37
100%
98
100%
3
143
5
37
98
3
Total
Total
Total
Total
Total
Base
Hvilken målgruppe/r henvender
undervisningstilbuddet/ene sig til?
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Indskoling
85%
118
80%
4
86%
31
84%
80
100%
3
Mellemtrin
95%
132
80%
4
86%
31
99%
94
100%
3
Udskoling
80%
111
80%
4
83%
30
78%
74
100%
3
Ungdomsuddannelser
63%
88
60%
3
69%
25
60%
57
100%
3
Andre – angiv hvilke
59%
82
60%
3
67%
24
57%
54
33%
Total
382%
531
360%
18
392%
141
378%
359
433%
Marker gerne flere målgrupper.
Base
5
139
Angiv hvilke ungdomsuddannelser
undervisningstilbuddet/ene henvender sig til
1
13
3
95
36
Total
Total
Total
Total
Total
88
3
25
57
3
appendix 4: tables of national figures and figures distributed across museum categories
117
Total
Natur
Total
Kunst
Total
Kultur
Total
Blandet
Total
Total
Hvilke fag/fagligheder henvender
undervisningstilbuddet/ene sig til?
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Dansk
76%
105
20%
1
Historie
89%
124
40%
2
100%
36
68%
65
100%
3
75%
27
97%
92
100%
Samfundsfag
65%
90
20%
3
1
53%
19
73%
69
33%
Mediefag
19%
26
1
0%
0
42%
15
12%
11
0%
0
Marker gerne flere fag.
Filosofi
22%
30
0%
0
47%
17
14%
13
0%
0
Religion
45%
63
20%
1
56%
20
43%
41
33%
1
Matematik
21%
29
20%
1
31%
11
18%
17
0%
0
Fysik
19%
27
60%
3
11%
4
21%
20
0%
0
Kemi
12%
17
40%
2
11%
4
12%
11
0%
0
Biologi
23%
32
100%
5
14%
5
22%
21
33%
1
Natur-teknik
51%
71
100%
5
25%
9
58%
55
67%
2
Idræt
18%
25
0%
0
17%
6
18%
17
67%
2
Billedkunst
1
97%
35
37
67%
2
Musik
14%
20
0%
0
33%
12
7%
7
33%
1
Drama
30%
54%
42
75
20%
20%
1
36%
13
28%
39%
27
33%
1
Andre – angiv hvilke
25%
35
40%
2
31%
11
23%
22
0%
0
Total
583%
811
500%
25
678%
244
553%
525
567%
17
Base
139
5
36
95
3
Total
Total
Total
Total
Total
For alle fag på uddannelsesinstitutionerne
er der beskrevet undervisningsmål.
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ja, altid
15%
21
20%
1
Ja, i de fleste tilfælde
43%
60
60%
3
17%
6
15%
47%
17
40%
14
0%
0
38
67%
Ja, men kun i enkelte tilfælde
27%
38
20%
1
25%
9
2
28%
27
33%
Nej, aldrig
9%
13
0%
0
8%
1
3
11%
10
0%
Ved ikke
5%
7
0%
0
0
3%
1
6%
6
0%
100%
139
100%
5
0
100%
36
100%
95
100%
3
Tager I højde for undervisningsmål for de
enkelte fag, når I tilrettelægger jeres
undervisningstilbud?
Total
Base
139
5
36
95
3
Total
Total
Total
Total
Total
Hvor foregår undervisningstilbuddet/ene?
Marker gerne flere steder.
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
I museets samlinger
91%
126
80%
4
100%
36
87%
83
100%
3
I museets særudstillinger
85%
118
80%
4
97%
35
81%
77
67%
2
I et særskilt lokale på museet (værksted,
laboratorium, auditorium osv.)
68%
95
80%
4
64%
23
68%
65
100%
3
I kulturlandskabet
48%
67
40%
2
11%
4
61%
58
100%
3
I byrummet
52%
72
40%
2
39%
14
57%
54
67%
2
På en uddannelsesinstitution
35%
48
40%
2
19%
7
39%
37
67%
2
Andre steder (Angiv lokation/lokationer)
32%
45
80%
4
25%
9
33%
31
33%
1
Total
411%
571
440%
22
356%
128
426%
405
533%
16
Base
Angiv på hvilke/n lokation/er i kulturlandskabet,
undervisningen foregår.
Angiv på hvilke/n uddannelsesinstitution/er
undervisningen foregår.
139
5
36
95
3
Total
Total
Total
Total
Total
67
2
4
58
3
Total
Total
Total
Total
Total
48
2
7
37
2
Total
Natur
Er undervisningstilbuddet/ene suppleret af
undervisningsmateriale i trykt form?
Kunst
Total
Total
Kultur
Blandet
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ja, nogle undervisningstilbud
73%
101
60%
3
78%
28
71%
67
100%
3
Ja, alle undervisningstilbud
6%
8
20%
1
6%
2
5%
5
0%
0
Nej
22%
30
20%
1
17%
6
24%
23
0%
0
Total
100%
139
100%
5
100%
36
100%
95
100%
3
Base
5
139
Total
Total
Er undervisningstilbuddet/ene suppleret af
undervisningsmateriale i digital form?
3
95
36
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ja, nogle undervisningstilbud
68%
95
60%
3
83%
30
62%
59
100%
3
Ja, alle undervisningstilbud
4%
5
20%
1
0%
0
4%
4
0%
0
Nej
28%
39
20%
1
17%
6
34%
32
0%
0
Total
100%
139
100%
5
100%
36
100%
95
100%
3
Base
5
139
Total
Total
Tilbyder I vejledning til elever i forbindelse
med projektarbejde?
3
95
36
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Ja
78%
109
100%
5
67%
24
81%
77
100%
3
Nej
22%
30
0%
0
33%
12
19%
18
0%
0
Total
100%
139
100%
5
100%
36
100%
95
100%
5
139
Base
Total
Total
Hvor mange elever fra FOLKESKOLERNE
modtager vejledning om året?
3
3
95
36
Total
Total
Total
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
0
3%
3
0%
0
8%
2
1%
1
0%
0
1-5
31%
34
0%
0
29%
7
32%
25
67%
2
6-10
24%
26
40%
2
29%
7
22%
17
0%
0
11-20
16%
17
20%
1
17%
4
16%
12
0%
0
Mere end 20 elever (Angiv antal)
27%
29
40%
2
17%
4
29%
22
33%
1
Total
100%
109
100%
5
100%
24
100%
77
100%
3
Base
5
109
Total
Total
Hvor mange elever fra GYMNASIALE
UDDANNELSER modtager vejledning om
året?
3
77
24
Total
Total
Total
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
0
26%
28
0%
0
13%
3
31%
24
33%
1
1-5
44%
48
80%
4
42%
10
43%
33
33%
1
6-10
14%
15
0%
0
17%
4
14%
11
0%
0
11-20
6%
7
20%
1
13%
3
4%
3
0%
0
Mere end 20 elever (Angiv antal)
10%
11
0%
0
17%
4
8%
6
33%
1
Total
100%
109
100%
5
100%
24
100%
77
100%
5
109
Base
Total
Total
Hvor mange elever fra
ERHVERVSUDDANNELSER modtager
vejledning om året?
3
3
77
24
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
0
51%
56
60%
3
50%
12
52%
40
33%
1
1-5
27%
29
20%
1
25%
6
26%
20
67%
2
6-10
16%
17
20%
1
25%
6
13%
10
0%
0
11-20
0%
0
0%
0
0%
0
0%
0
0%
0
Mere end 20 elever (Angiv antal)
6%
7
0%
0
0%
0
9%
7
0%
0
100%
109
100%
5
100%
24
100%
77
100%
3
Total
Base
109
5
24
77
3
appendix 4: tables of national figures and figures distributed across museum categories
119
Total
Natur
Hvor mange elever fra ANDRE
UDDANNELSESINSTITUTIONER modtager
vejledning om året?
Kunst
Total
Total
Kultur
Blandet
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
0
27%
29
40%
2
25%
6
26%
20
33%
1
1-5
44%
48
20%
1
38%
9
48%
37
33%
1
6-10
16%
17
40%
2
25%
6
12%
9
0%
0
11-20
6%
7
0%
0
0%
0
8%
6
33%
1
Mere end 20 elever (Angiv antal)
7%
8
0%
0
13%
3
6%
5
0%
0
109
100%
5
100%
24
100%
77
100%
Total
100%
Base
3
109
5
24
77
3
Total
Total
Total
Total
Total
Evaluerer I jeres undervisningstilbud?
Procent
Antal
Procent
Antal
Procent
Antal
Nej
30%
42
20%
1
17%
6
Ja, vi evaluerer elevernes læringsudbytte
23%
32
0%
0
25%
9
Ja, vi evaluerer undervisernes tilfredshed
med undervisningstilbuddet/ene
45%
62
60%
3
50%
18
Ja, vi evaluerer (Angiv, hvad I evaluerer)
37%
52
60%
3
47%
17
Total
135%
188
140%
7
139%
50
Procent
Antal
Procent
Antal
36%
34
33%
1
24%
23
0%
0
41%
39
67%
2
33%
31
33%
1
134%
127
133%
4
Marker gerne flere svar.
Base
5
139
Hvordan anvender I evalueringen af elevernes
læringsudbytte?
Hvordan anvender I evalueringen af
undervisernes tilfredshed med jeres
undervisningstilbud?
Total
Total
Total
Total
Total
32
0
9
23
0
Total
Total
Total
Total
Total
62
3
18
39
2
Total
Total
Hvor mange personer - lønnede og
frivillige (ulønnede) - arbejder med
undervisning på museet?
3
95
36
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ingen
2%
3
0%
0
0%
0
3%
3
0%
0
1
9%
13
20%
1
19%
7
5%
5
0%
0
2
13%
18
0%
0
11%
4
15%
14
0%
0
3
6
14%
13
0%
0
4
10%
14
0%
0
8%
3
12%
11
0%
0
Flere end 4 (Angiv antal)
52%
14%
72
19
80%
4
44%
16
52%
49
100%
3
Total
100%
139
100%
5
100%
36
100%
95
100%
Base
0%
0
5
139
3
3
95
36
Total
Total
Hvor mange af de personer, der arbejder
med undervisning på museet er
fastansatte på museet?
17%
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ingen
6%
8
0%
0
6%
2
7%
6
0%
0
1
24%
33
20%
1
42%
15
18%
17
0%
0
2
15%
20
0%
0
8%
3
18%
17
0%
0
3
24%
32
60%
3
22%
8
22%
20
33%
1
4
9%
12
0%
0
8%
3
10%
9
0%
0
Flere end 4 (Angiv antal)
23%
31
20%
1
14%
5
25%
23
67%
2
Total
100%
136
100%
5
100%
36
100%
92
100%
3
Base
120
136
5
36
92
3
appendix 4: tables of national figures and figures distributed across museum categories
Total
Natur
Total
Hvor mange af de personer, der arbejder
med undervisning på museet arbejder
freelance (lønnet) for museet?
Kunst
Total
Kultur
Total
Blandet
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Ingen
54%
73
60%
3
44%
16
59%
54
0%
0
1
13%
17
0%
0
11%
4
13%
12
33%
1
2
4%
6
0%
0
3%
1
5%
5
0%
0
3
7%
9
0%
0
11%
4
4%
4
33%
1
4
4%
6
0%
0
6%
2
4%
4
0%
0
Flere end 4 (Angiv antal)
18%
25
40%
2
25%
9
14%
13
33%
1
Total
100%
136
100%
5
100%
36
100%
92
100%
3
Base
136
5
Total
Total
Hvor mange af de personer, der arbejder
med undervisning på museet arbejder
frivilligt (ulønnet) for museet?
36
92
Total
Antal
3
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ingen
65%
88
100%
5
86%
31
54%
50
67%
2
1
9%
12
0%
0
8%
3
10%
9
0%
0
2
5%
7
0%
0
0%
0
8%
7
0%
0
3
4%
5
0%
0
0%
0
5%
5
0%
0
4
1%
1
0%
0
0%
0
1%
1
0%
0
Flere end 4 (Angiv antal)
17%
23
0%
0
6%
2
22%
20
33%
1
Total
100%
136
100%
5
100%
36
100%
92
100%
Base
5
136
Total
Hvor mange af de personer, der arbejder
med undervisning på museet er
studerende (lønnet)?
36
Total
Total
3
92
3
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Ingen
61%
83
20%
1
50%
18
67%
62
67%
2
1
10%
14
0%
0
11%
4
11%
10
0%
0
2
5%
7
0%
0
11%
4
3%
3
0%
0
3
4%
6
0%
0
3%
1
4%
4
33%
1
4
2%
3
0%
0
6%
2
1%
1
0%
0
Flere end 4
17%
23
80%
4
19%
7
13%
12
0%
0
Total
100%
136
100%
5
100%
36
100%
92
100%
3
Base
Angiv venligst studie for de studerende
undervisningsmedarbejdere.
136
92
3
Total
Total
Total
Total
Total
53
4
18
30
1
Total
Hvor mange af de personer, der arbejder
med undervisning på museet har afsluttet
en uddannelse?
36
5
Total
Total
Antal
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ingen
1%
1
0%
0
3%
1
0%
0
0%
0
1
20%
27
20%
1
31%
11
16%
15
0%
0
2
17%
23
20%
1
11%
4
20%
18
0%
0
3
18%
25
20%
1
19%
7
18%
17
0%
0
4
15%
20
0%
0
14%
5
16%
15
0%
0
Flere end 4
29%
40
40%
2
22%
8
29%
27
100%
3
Total
100%
136
100%
5
100%
36
100%
92
100%
3
Base
Angiv venligst afsluttet uddannelse for de
uddannede undervisningsmedarbejdere
136
36
5
92
3
Total
Total
Total
Total
Total
135
5
35
92
3
Total
Total
Total
Total
Total
139
5
36
95
3
Hvor mange årsværk anvender museet samlet på
aktiviteter i tilknytning til undervisning (udvikling,
planlægning, rundvisning, undervisning mv.)?
Et årsværk er ca. 1600 timer.
121
Total
Natur
Kunst
Total
Total
Kultur
Blandet
Total
Total
Total
Hvilke faciliteter anvendes i forbindelse
med undervisningsaktiviteter på museet?
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Udstilling
99%
138
100%
5
100%
36
99%
94
100%
3
Undervisningslokale
60%
84
80%
4
47%
17
63%
60
100%
3
Studiepladser
11%
15
20%
1
11%
4
11%
10
0%
0
Værksteder
46%
64
40%
2
53%
19
43%
41
67%
2
Laboratorier
10%
14
60%
3
14%
5
6%
6
0%
0
Spiseområder hvor elever kan indtage
deres medbragte mad
73%
102
80%
4
64%
23
77%
73
67%
2
Marker gerne flere svar.
Andet – (Angiv hvad)
45%
63
80%
4
36%
13
47%
45
33%
1
Total
345%
480
460%
23
325%
117
346%
329
367%
11
139
5
36
95
3
Total
Total
Total
Total
Total
Base
Hvilke redskaber og materialer anvendes i
forbindelse med undervisningsaktiviteter?
Procent
Antal
Procent
84%
117
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Marker gerne flere svar.
Genstande
100%
5
50%
18
96%
91
100%
3
Værker
52%
72
0%
0
97%
35
37%
35
67%
2
Præparater
16%
22
100%
5
0%
0
17%
16
33%
1
Tegneredskaber
63%
88
60%
3
92%
33
53%
50
67%
2
Kameraer
23%
32
60%
3
42%
15
14%
13
33%
1
Video
22%
30
20%
1
31%
11
19%
18
0%
0
IT-udstyr
37%
52
60%
3
47%
17
33%
31
33%
1
iPod
4%
5
0%
0
8%
3
2%
2
0%
0
Mobiltelefoner
8%
11
20%
1
8%
3
6%
6
33%
1
Andet – (Angiv hvad)
40%
56
80%
4
22%
8
45%
43
33%
1
Total
349%
485
500%
25
397%
143
321%
305
400%
12
Base
5
139
Total
Total
Hvor mange FOLKESKOLEKLASSER
anvender årligt museets
undervisningstilbud?
3
95
36
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ingen klasser
0%
0
0%
0
0%
0
0%
0
0%
0
1-5 klasser
4%
5
0%
0
0%
0
5%
5
0%
0
6-10 klasser
3%
4
0%
0
0%
0
4%
4
0%
0
11-20 klasser
7%
10
0%
0
8%
3
7%
7
0%
0
21-50 klasser
25%
35
0%
0
25%
9
26%
25
33%
1
Mere end 50 klasser (Angiv antal)
61%
85
100%
5
67%
24
57%
54
67%
2
Total
100%
139
100%
5
100%
36
100%
95
100%
3
Base
5
139
Total
Total
Hvor mange klasser fra GYMNASIALE
UDDANNELSER anvender årligt museets
undervisningstilbud?
3
95
36
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ingen klasser
14%
20
0%
0
3%
1
20%
19
0%
0
1-5 klasser
39%
54
40%
2
8%
3
49%
47
67%
2
6-10 klasser
18%
25
40%
2
25%
9
15%
14
0%
0
11-20 klasser
7%
10
0%
0
14%
5
5%
5
0%
0
21-50 klasser
12%
17
0%
0
31%
11
5%
5
33%
1
Mere end 50 klasser (Angiv antal)
9%
13
20%
1
19%
7
5%
5
0%
0
139
100%
5
100%
36
100%
95
100%
Total
Base
100%
139
5
36
95
3
3
Total
Natur
Total
Hvor mange klasser fra
ERHVERVSUDDANNELSERNE anvender årligt
museets undervisningstilbud?
Kunst
Total
Kultur
Total
Blandet
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ingen klasser
29%
41
20%
1
14%
5
36%
34
33%
1
1-5 klasser
44%
61
80%
4
36%
13
45%
43
33%
1
6-10 klasser
10%
14
0%
0
17%
6
8%
8
0%
0
11-20 klasser
8%
11
0%
0
17%
6
4%
4
33%
1
21-50 klasser
4%
5
0%
0
6%
2
3%
3
0%
0
Mere end 50 klasser (Angiv antal)
5%
7
0%
0
11%
4
3%
3
0%
0
100%
139
100%
5
100%
36
100%
95
100%
3
Total
Base
139
5
Total
Hvor mange hold fra LÆRERSEMINARIERNE
anvender årligt museets
undervisningstilbud?
36
Total
95
Total
3
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ingen hold
35%
49
0%
0
17%
6
44%
42
33%
1
1-5 hold
47%
66
40%
2
53%
19
46%
44
33%
1
6-10 hold
12%
16
40%
2
22%
8
5%
5
33%
1
11-20 hold
1%
1
20%
1
0%
0
0%
0
0%
0
21-50 hold
2%
3
0%
0
6%
2
1%
1
0%
0
Mere end 50 hold (Angiv antal)
3%
4
0%
0
3%
1
3%
3
0%
0
100%
139
100%
5
100%
36
100%
95
100%
3
Total
Base
139
Hvis der er andre grupper, som anvender jeres
undervisningstilbud, bedes I angive dette.
Lokalt (uddannelsesinstitutioner inden for
kommunen)
Regionalt (uddannelsesinstitutioner inden for
regionen)
Nationalt
Internationalt
5
36
95
3
Total
Total
Total
Total
Total
93
3
26
63
1
Total
Total
Total
Total
Total
139
5
36
95
3
Total
Total
Total
Total
Total
139
5
36
95
3
Total
Total
Total
Total
Total
139
5
36
95
3
Total
Total
Total
Total
Total
139
5
36
95
3
Total
Total
Total
Total
Total
Hvilke tilbud har I til undervisere fra
uddannelsesinstitutionerne?
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Marker gerne flere svar.
Vi har ikke tilbud til undervisere fra
uddannelsesinstitutioner
27%
38
20%
1
6%
2
37%
35
0%
0
Lærerkurser
50%
69
60%
3
75%
27
38%
36
100%
3
Seminarer
9%
13
60%
3
22%
8
2%
2
0%
0
Fokusgrupper
12%
17
0%
0
25%
9
8%
8
0%
0
1
Idégenereringsmøder
19%
27
0%
0
36%
13
14%
13
33%
Nyhedsbreve
42%
59
20%
1
75%
27
32%
30
33%
1
Kontaktlærerordning
29%
41
0%
0
39%
14
26%
25
67%
2
Andet – (Angiv hvilke særlige ordninger, I
har etableret)
32%
44
60%
3
42%
15
27%
26
0%
0
Total
222%
308
220%
11
319%
115
184%
175
233%
7
Base
Beskriv med stikord form og indhold på jeres
lærerkurser.
139
5
36
95
3
Total
Total
Total
Total
Total
69
3
27
36
3
123
Total
Beskriv med stikord form og indhold på jeres
seminarer.
Beskriv med stikord form og indhold på jeres
fokusgrupper.
Beskriv med stikord form og indhold på jeres
idégenereringsmøder.
Beskriv med stikord form og indhold på jeres
nyhedsbreve.
Beskriv med stikord form og indhold på jeres
kontaktlærerordning.
Natur
Kunst
Kultur
Total
Total
Total
Total
Total
13
3
8
2
0
Total
Total
Total
Total
Total
17
0
9
8
0
Total
Total
Total
Total
Total
27
0
13
13
1
Total
Total
Total
Total
Total
59
1
27
30
1
Total
Total
Total
Total
Total
41
0
14
25
2
Total
Total
Total
Blandet
Total
Total
Hvilke uddannelsesinstitutioner er
undervisningsaktiviteterne udviklet i
samarbejde med?
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Marker gerne flere svar.
Vi samarbejder ikke med
uddannelsesinstitutioner om udvikling af
undervisningstilbud
17%
24
0%
0
17%
6
19%
18
0%
0
Folkeskole
67%
93
60%
3
67%
24
67%
64
67%
2
Ungdomsuddannelse
27%
37
20%
1
36%
13
23%
22
33%
1
Erhvervsuddannelse
9%
13
20%
1
11%
4
7%
7
33%
1
Lærerseminarium
20%
28
40%
2
17%
6
19%
18
67%
2
Universitet
19%
26
40%
2
31%
11
13%
12
33%
1
Andre – (Angiv hvilke)
33%
46
20%
1
42%
15
31%
29
33%
1
Total
192%
267
200%
10
219%
79
179%
170
267%
8
Base
139
Hvilke ungdomsuddannelser er
undervisningsaktiviteterne udviklet i samarbejde
med?
5
95
3
Total
Total
Total
Total
Total
37
1
13
22
1
Total
Har I undervisningsaktiviteter, som er
udarbejdet i fællesskab med andre
museer?
36
Total
Total
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Nej
54%
75
40%
2
50%
18
58%
55
0%
0
Ja (Angiv hvilke)
46%
64
60%
3
50%
18
42%
40
100%
3
Total
100%
139
100%
5
100%
36
100%
95
100%
3
Base
139
5
36
95
3
Total
Total
Total
Total
Total
Hvilke øvrige partnere samarbejder I med
om undervisningsaktiviteter?
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Marker gerne flere svar.
Vi samarbejder ikke med øvrige partnere
om undervisningsaktiviteter
25%
35
20%
1
25%
9
26%
25
0%
0
Offentlige institutioner
38%
53
40%
2
33%
12
40%
38
33%
1
Foreninger
22%
30
20%
1
17%
6
23%
22
33%
1
Virksomheder
13%
18
0%
0
22%
8
11%
10
0%
0
Andre kulturinstitutioner end museer
37%
52
40%
2
47%
17
34%
32
33%
1
Andre – (Angiv hvilke)
37%
51
40%
2
36%
13
37%
35
33%
1
Total
172%
239
160%
8
181%
65
171%
162
133%
4
Base
139
5
36
95
3
Total
Natur
Total
Kunst
Total
Kultur
Total
Blandet
Total
Total
Hvordan markedsfører I jeres
undervisningsaktiviteter?
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Marker gerne flere svar.
Vi markedsfører ikke vores
undervisningsaktiviteter
3%
4
0%
0
0%
0
4%
4
0%
0
Via museets hjemmeside
95%
132
100%
5
100%
36
93%
88
100%
3
Via museets eget netværk
63%
87
40%
2
72%
26
59%
56
100%
3
Gennem direkte mail
55%
77
60%
3
75%
27
48%
46
33%
1
Via E-museum
53%
74
20%
1
58%
21
53%
50
67%
2
I fagbladet Folkeskolen
5%
7
0%
0
11%
4
3%
3
0%
0
I fagbladet Gymnasieskolen
4%
6
0%
0
8%
3
3%
3
0%
0
I andre fagblade
12%
17
20%
1
17%
6
9%
9
33%
1
På skoletjenestens hjemmeside
31%
43
40%
2
42%
15
27%
26
0%
0
Andre steder – (Angiv hvor)
48%
67
80%
4
42%
15
49%
47
33%
1
Total
370%
514
360%
18
425%
153
349%
332
367%
11
Base
139
5
36
95
3
Total
Total
Total
Total
Total
Hvilke målgrupper tilbyder I praktikophold?
Marker gerne flere svar.
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Vi tilbyder ikke praktikophold
29%
41
0%
0
28%
10
32%
30
33%
1
Studerende fra lærerseminarierne
30%
42
80%
4
31%
11
27%
26
33%
1
Studerende fra universiteterne
58%
80
60%
3
58%
21
57%
54
67%
2
15%
21
0%
0
17%
6
16%
15
0%
0
0
Praktikanter fra uddannelsesinstitutioner i
udlandet
Praktikophold for kollegaer fra museer
nationalt eller internationalt
12%
16
0%
0
17%
6
11%
10
0%
Andre grupper - (Angiv hvilke)
29%
40
80%
4
25%
9
27%
26
33%
1
Total
173%
240
220%
11
175%
63
169%
161
167%
5
Base
139
5
Total
Har I særlige forløb til praktikanter?
36
Total
95
Total
3
Total
Total
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Procent
Antal
Ja
34%
35
60%
3
29%
8
33%
23
50%
1
Nej
66%
69
40%
2
71%
20
67%
46
50%
1
Total
100%
104
100%
5
100%
28
100%
69
100%
2
Base
104
Hvis I har formuleret en eller flere målsætninger
med undervisningsaktiviteterne, bedes I give en
kort beskrivelse af målsætningerne her:
Hvilke overvejelser har I gjort jer for at styrke
jeres undervisningstilbud og jeres samarbejde
med uddannelsesinstitutionerne i fremtiden?
Hvilke initiativer kan Kulturarvsstyrelsen
iværksætte for at støtte udviklingen af jeres
undervisningsaktiviteter?
5
28
69
2
Total
Total
Total
Total
Total
116
5
30
78
3
Total
Total
Total
Total
Total
139
5
36
95
3
Total
Total
Total
Total
Total
139
5
36
95
3
appendix 4: tables of national figures and figures distributed across museum categories
125
TITle / danish museum’s learning potential
– mapping of danish museums’ educational activities for primary/lower secondary schools and upper secondary programmes
Publisher
/ the heritage agency of denmark
the historical museum of morsland, pages 4, 80. the national gallery of denmark, pages 9, 29, 97.
the national museum of denmark (else marie gert nielsen), pages 14, 65. natural history museum aarhus, page 43.
louisiana museum of modern art, page 77.
Photos and credits:
Editors
Text
/ the heritage agency of denmark (ida brændholdt lundgaard, katrine johnsen, berit fruelund kjerside and jacob hansen)
/ ida brændholt lundgaard, author and responsible for the survey
Graphic design
translation
ISBN
/ marianne bisballe
/ avanti gruppen
/ 978-87-91298-54-7
Front page
/ smk foto/the national gallery of denmark
Thank you
the heritage agency of denmark would like to thank all of the national and government-approved museums for their
contribution to this mapping. furthermore, we would particularly like to thank the eight museums that have contributed
constructive suggestions to the development of the questionnaire: aros, aarhus kunstmuseum; bangsbo museum and archive
in frederikshavn; the museum of industry in horsens; natural history museum aarhus; kunsten museum of modern art in
aalborg; the history museum of northern jutland in aalborg; the south west zealand museum in sorø and the west zealand
museum of art in sorø.
The Heritage Agency of Denmark
Museums
h.c. andersens boulevard 2
1553 copenhagen v
denmark
tel. +45 33 74 51 00
post@kulturarv.dk
www.kulturarv.dk
Danish Museums’ Learning Potential
Mapping of Danish museums’ educational activities for primary/lower secondary
schools and upper secondary programmes
The Heritage Agency of Denmark has mapped the national and governmentapproved museums’ educational activities aimed at primary/lower secondary
schools and upper secondary programmes. The educational activities are
based on the museums’ areas of responsibility and research in the field of
cultural and natural heritage and correspond to the educational institutions’
core areas. The educational activities at the museums are cross-disciplinary
and include a wide variety of learning forms, which are characterised by being
problem-orientated and practice-related. Therefore, museum education can
constitute a significant supplement to the educational institutions’ teaching.
The purpose of the survey is to review how the museums understand and
practise education and to highlight the challenges that the museums face
in relation to professional administration of their learning potential in the
21st century knowledge society.
The Heritage Agency
of Denmark
Museums
h.c. andersens boulevard 2
1553 copenhagen v
denmark
tel. +45 33 74 51 00
post@kulturarv.dk
xx
www.kulturarv.dk
127