The rise and decline of the Danish daghøjskole - how changing political priorities transformed an entire school form

This article traces the history of Danish non-residential folk high schools, examining their expansion between 1970 and 2000 and their subsequent sharp decline over the past 25 years. At their peak, there were 195 schools serving vulnerable groups at the margins of the education system and labour market. These schools combined the Danish tradition of liberal education with a preparatory function, enabling participants to re-enter education or employment. This hybrid, bottom-up approach proved effective in supporting disadvantaged learners by adapting to individual needs and providing one-to-one mentoring. However, the neoliberal turn in education and employment policy shifted the focus towards human capital, measurable outcomes, and competitive tendering of activation schemes. As funding regimes tightened and provision was subjected to clearly stipulated top-down demands, many schools were forced to close; only 15 remain in 2025. The Danish case illustrates how institutions providing non-formal learning, such as the non-residential folk high schools, are challenged by changes in governance and funding structures. The case raises questions regarding the capacity of lifelong learning systems to support learning outside the formal education system, where there is not a narrow objective of improving employability, and bottom-up learning initiatives that cater for vulnerable groups

Adult education · Corporate governance · Danish · Disadvantaged · Higher education · Lifelong learning · Politics · Global Educational Policies and Reforms · Higher Education Learning Practices · Innovative Education and Learning Practices

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