The Danish Approach: Recognition of prior learning – Anerkendelse af realkompetencer

The Danish Approach: Recognition of prior learning – Anerkendelse af realkompetencer

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

Glasgow May 2012

The Danish Learning Culture• Education system / adult education system in Denmark is

well elaborated and developed - long traditions.• High degree of involvement of social partners and

stakeholders. • Collaboration with regional and local levels.• Legislation: Typically ”framework laws” with

decentralised operation. Top-down and bottom-up processes.

• Pedagogical approach: From teaching to learning , process-oriented, dialogue-based and involvment of participants. Evaluation.

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

Kirsten Aagaard National

Knowledge Centre for

Validation of Prior Learning

Policy process in DK

Since 1995 policy papers and decisions addressing:

• Support a higher level of competences primarily the low- and unskilled

• Make prior learning visible in order to secure recognition

• Improve cross sectoral mobility • Improve labour market mobility

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

Policy process (2)

• Issuing certificates for more than formal education

• The monopoly of the formal educational system is challenged

• Avoid double education – not get instruction in something you already know

• Facilitate admission to formal education

• Shortening length of formal educationKirsten Aagaard National Knowledge Centre for Validation of Prior Learning

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

Cross ministerial memorandum 2004 , legislation in 2007 and Ministry of Education following initiatives:

•A partnership agreement with the social partners regarding recognition of prior learning running from August 2007 to August 2009;•A national information and networking campaign focusing on prior learning; •An on-line skills portfolio that can be used to document skills when seeking prior learning assessments (www.minkompetencemappe.dk – an English version is available at www.mycompetencefolder.dk);•A handbook of prior learning to be used by the adult and continuing education institutions;•Establishment of a National Knowledge Centre for Validation of Prior Learning (NVR);•Establishment of a counselling web portal that provides general information about prior learning (www.ug.dk); and•A TV campaign aired on Danish National TV, conferences, seminars and meetings, etc.

Prior learning is defined as: ”Knowledge, skills and competencies a person has, regardless of how and where they are obtained” in

Danish ”Realkompetence”

Kirsten Aagaard , National Knowledge Centre for Validation of Prior Learning

Common principles:

• A right for the individual • Free of charge for low skilled• Always in relation to educational objectives, levels and requirements• The individual has a responsibility for contribution to the documentation • Generally accepted certificates• Appeals board established

Kirsten Aagaard, National Knowledge Centre for Validation of Prior Learning

Legal status: Act 556 of June 2007

• Adult vocational Training (AMU)• Basic Adult Education (GVU)• Short cycle higher education programmes ( VVU)• Diploma programmes• General adult education (avu)/ higher

preparatory exams (HF)

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

The process of RPL

Information and clarification

Dokumentation Assesment

Recognition and certification- admission- competence certificates- educational certificates

No funding

Funding

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

The Danish Ministry of Education has carried out an examination of the law (2010):

•RPL is still a broadly founded political project supported by relevant stakeholders and the social partners.

•It is still seen as a very important instrument contributing to promote adults participation in adult and continuing training and to improve adults possibilities on labour market.

•But there is a potential for development and improvement especially within information about RPL, simplifying, standardization and quality assurance.

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

Barriers

• Economy• Institutional anchoring • Attitudes of the teachers• Competence development of the

professionals• Cross sectorial cooperation / stakeholder

cooperation

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

National action plan 2010-2011In 2010 The former Ministry of Education made a national action plan with 4

initiatives crossing all relevant educational areas. The general themes were:

1. Mapping out the players guidance and counselling before RPL (the prefase)

2. Examine the possibilities of RPL in the educational system to get a broader perspective for example an occupational and a job-related perspective

3. Quality assurance with a special focus on developing a code of conduct for RPL

4. A local guidance and information campaign- in order to support a broader implementation of RPL in all educational areas

In spring 2011 a committee began to put more detail into the action plan.

In 2012 – 2014 further initiatives will be taken on the basis of the action plan.

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

Challenges - RPL• To get from system level to user level. • To built up a national coherent structure.• To develop the system in a sustainable way.• To inform and improve knowledge about the possibility of

obtaining RPL.• Educational changes in the light of RPL.• Strengthen the collaboration between the sectors:

Education, labour market and the third sector. • A challenge to integrate all the elements of the process:

Information, clarification, documentation, assessment and formal recognition.

• Quality assurance.

Kirsten Aagaard National Knowledge Centre for Validation of Prior Learning

European Inventory on Validation of Nonformal and Informal Learning 2010Country Report: Kirsten Aagaard•http://libserver.cedefop.europa.eu/vetelib/2011/77455.pdf

Contact:Kirsten AagaardNationalt Videncenter for RealkompetenceHedeager 2, 8200 Aarhus NDanmark+ 45 87 55 18 [email protected]