Denmark is firmly within the Nordic tradition, with strong school-based routes in initial education and training and support for continuing vocational training and lifelong learning. It represents the Scandinavian educational reform movement (‘compehensivisation’) that has overshadowed the development of VET (integration of VET into upper secondary school). The Danish VET system for large parts relies on an apprenticeship system based on a model of ‘alternance’ whereby a school-based basic course is followed by a main programme that consists of alternating phases of in-company training and school instruction in vocational colleges. All vocational qualifications recognised according to national standards are available through apprenticeship training, and they allow for transition to special vocational tracks in higher education and from there to the academic track, i.e. university education. As concerns VET teachers and trainers the Danish VET system distinguishes between two teacher profiles, namely general subject teachers and vocational subject teachers. The former are usually university graduates or graduates from a general teacher college. The latter typically have a VET background and relevant work experience in the field. There are no requirements for teachers to have a pedagogical qualification prior to their employment. Pedagogical training is provided as in-service training and is based on interaction between theory and practice. Teachers are involved in the development of local educational plans, in research and development projects, in quality management and the organisation of lessons. The role of VET teachers has changed into one of a learning facilitator and coach due to the introduction of new pedagogical and didactical approaches as well as changes in the structure of qualifications and increased modularisation. Trainers in companies are very important for the Danish VET system given the principle of alternance in training. No formal requirements apply to becoming a trainer, although in some branches at least 5 years of work experience are expected. In recent years there has been increasing interest in in-company training and trainer skills, especially in connection with improving the quality of training. The pedagogical skills of trainers are now addressed by short courses offered by technical and commercial colleges. A major innovation has been the development of a web-based guide (TrænerGuide) which was developed, along with a standard trainer course, in a pilot project conducted by DEL and the trade committees. The guide describes trainers’ tasks and responsibilities and makes available simple training tools.