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Denmark emphasizes social skills in early childhood education. According to the Ministry of Foreign Affairs of Denmark, 98% of children attend kindergarten by the age of three. Most of the day is spent in "free play" to cultivate social norms and communication.

By age six students embark on their formal schooling. Denmark's curriculum is based on problem-solving rather than memorization and high-stakes assessments. Students have access to free public schooling (folkeskole) until they are 16 years of age.

Near the end of primary school, Danish students follow one of three routes: university preparation, trade school, or efterskole (after school) where the student lives at home studying topics of interest for a year.

Danes choosing to attend university can select to obtain a bachelors, masters, or PhD degree. Full-time students are eligible for Statens Uddannelsestøtte, or SU (limited income support) from the government to assist with university expenses.

Resource: https://denmark.dk/society-and-business/lifelong-education

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The primary goal of education in the United States is college and career readiness. States monitor student achievement through high-stakes testing and university admissions is partially based on entrance exams.

The overall goal of education in Finland is to deliver quality education through a less is more approach. Play is emphasized, while teaching and testing are minimized.

The main goal of education in Denmark is to promote lifelong learning. Social skills are equally important to academic achievement and personal interests develop a tailored approach to secondary education.

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To become an educator in the United States, one must obtain a bachelors degree and pass the Praxis exam before applying for a teaching license. Teachers are expected to complete professional development annually, as well as continuing education hours. Compensation is provided to teachers as they reach various degree rankings. Education received at the university level is paid for by the student.

To become an educator in Finland, one must obtain a master's degree in educational sciences. Additionally, all graduates have completed a rigorous research-based master's theses. Upon completion all professionals are then eligible to enroll in doctoral studies, which is tuition-free.

To become a primary or lower secondary educator in Denmark, one must obtain a bachelor of arts program equivalent to 240 European Credit Transfer and Accumulation System credits. As part of the curriculum, students specialize in three subjects. To become a math or science teacher, four fields of competence are required. Additionally, there are no official requirements for professional development after receiving a diploma. Students within the EU are not required to pay tuition.

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In the United States laws have been passed to provide the tools to identify and address inequalities. One example is ESSA, which was passed in 2015 includes provisions for providing quality education for all students. Another example is FAPE, which requires schools to provide tuition-free education that is ideal for each student with a disability in the general education classroom.

In Finland education is an individualized process in which equity is at the forefront. To begin, Finland ensures all students have access to highly qualified teachers. Secondly, Finnish policies have been put in place to develop optimal learning environments and instructional content. Lastly, all learners have the same expectations and supporting special education within the classroom begins early.

In Denmark, teachers are well-prepared with comprehensive education and higher self-efficacy. Students with special education needs (SEN) receive an inclusive education by removing the division between special and general education with an egalitarian focus. Essentially, Nordic schools have adapted a 'one school for all' mentality.

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The high-stakes, factory-based ideals that education is built upon the United States does not seem interchangeable with Denmark and Finland. On the contrary, these two countries have moved away from these ideals by modernizing to become more student-focused.

The less is more approach from Finland seems to be weaving its way into the education system of the United States. While Denmark is already adopting similar ideals, educational reformers in the United States are urging policy makers to step away from assessment-based learning. Most recently, Berkeley County Schools has implemented professional development focusing less on the teaching process and more on the learning process to create more rigorous educational experience for all learners in the classroom.

Denmark's approach, one school for all, can be interchangeable. Again, schools in the United States depend on policy makers to adopt experience-based curriculum, eliminate high-stakes testing, and allocate funds equitably. Finland has done well to equitably provide high-quality education by investing in their teachers, providing interest-based learning, pedagogical surrounding play, etc. In many ways, education systems in Denmark and Finland are similar.