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
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
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]