RECOGNITION OF NON-FORMAL AND INFORMAL ... - Solidar

More documents

Recommendations

Info

RECOGNITION OF NON-FORMAL AND INFORMAL COMPETENCES OF WORKERS’ REPRESENTATIVES NATIONAL EXAMPLES: DENMARK PART IV 4 / Danish qualifi cation exists, the assessment normally mentions a broader fi eld of study such as the fi eld of social science. WHAT IS THE ASSESSMENT BASED ON? The basis for the assessment includes, in particular, the entry requirements, nominal length, aims, subject combination and structure of the programme as well as the relationship between theory and practice in the programme. The Danish Agency for International Education may take into consideration any previous assessment of the qualifi cation or assessments of similar qualifi cations by other countries. The assessment only assess qualifi cations gained through education and training. It does not assess competencies acquired through professional experience, short courses, non-formal education, life experience etc. The qualifi cations to which the assessment applies are listed in the assessment letter. gramme, provided that they have applied for admission, been admitted to or are enrolled on that programme. The educational institution decides whether they are entitled to credit transfer. An assessment by the Danish Agency for International Education can only be used as guidance. An applicant disagreeing with the decision on credit transfer concerning foreign qualifi cations or study periods may fi le a complaint with the ‘Qualifi cations Board’. HOW TO USE THE ASSESSMENT LETTER The assessment letter can be used when applying for a job, for admission to a study programme or for membership of an unemployment fund. It can also help clarify education and job opportunities in Denmark. ADMISSION TO FURTHER STUDY OR TRAINING The individual educational institution decides on the admission of applicants to its programmes. However, the level of education indicated by the Danish Agency for International Education is binding on the educational institution when it decides whether the applicant satisfi es the general entry requirements. This means that the application for admission must be treated on an equal footing with applications from Danish qualifi cation holders at the same level of education as that stated in the assessment. In addition, specifi c admission requirements may apply to the study programme in question, e. g. requirements concerning marks (grades). Such requirements apply to applicants with Danish and foreign qualifi cations alike. CREDIT TRANSFER If the applicant have already studied a subject abroad, they can apply for credit transfer to replace parts of a Danish pro- PRESENTATION OF THE PROCEDURE ADMISSION TO VOCATIONAL EDUCATION AND TRAINING (VET) Admission to a vocational education and training (VET) programme requires a minimum of 9 years of schooling equiva- Photo credits: © shironosov / istockphoto.com 38
PART IV 4 / lent to the Danish folkeskole. The applicant may enter a VET programme either at a vocational college or in a company where practical, on-the-job training is to take place. The applicant must have signed a training agreement with a business enterprise before on-the-job training begins. Before admission, foreigners can take a Danish test at the college. The Danish language requirement is often at the level of Almenprøve 2 + DUF-prøven. HOW TO APPLY FOR ADMISSION If the applicant is starting on a VET programme at a school, it is here the applicant shall apply for admission. Registration forms are available from vocational colleges (technical colleges, business colleges and agricultural colleges) and from the Public Employment Service Centers (AF). They may sign up for most programmes until starting time, which is normally in August and in January. They may conclude a training agreement with a business enterprise at any time during the year. ALTERNATIVE ROADS INTO VET If the applicants have work experience, they may want to get an assessment and take supplementary courses through the Ba- sic Adult Education (Grundlæggende Voksenuddannelse, GVU). Admission to GVU requires that the applicant is at least 25 years old, has a minimum of 2 years of relevant work experience and hold a qualifi cation in relevant subjects at least equivalent to a Danish lower-secondary school-leaving examination. GVU offers an initial assessment of competences, typically including practical exercises, and on this basis, a personal plan for supplementary education and training is drawn up. Registration takes place by contacting a school offering the programme in question. FINANCIAL Low skilled and skilled participants are entitled to a fi xed allowance fi nanced by the state, the State Grant System for Adult Training (VEU-godtgørelse) corresponding to the level of maximum unemployment benefi t rate. Companies paying regular wages to employees participating in adult vocational training programmes are entitled to receiving the grant instead. Expenditures for the allowances are covered by employer’s en bloc (AER arbejdsgivernes Elevrefusion). Expenditures for participation by unemployed after their fi rst term of unemployment are covered by the job centers / local authorities (payment commitment). MAINSTREAM EDUCATION SYSTEM ADULT EDUCATION AND CONTINUING VOCATIONAL TRAINING The Danish Education and Training System Higher Education Youth Education 39
Page 1 and 2: RECOGNITION OF NON-FORMAL AND INFOR
Page 3 and 4: 30 45 30 PART IV NATIONAL EXAMPLES
Page 5 and 6: ¬ This publication represents the
Page 7 and 8: PART I 1 / CURRENT SITUATION: RELEV
Page 9 and 10: PART I 1 / politically and economic
Page 11 and 12: PART I 1 / Assessment of learning o
Page 13 and 14: PART I 1 / In Switzerland, the qual
Page 15 and 16: PART II 2 / ¬ European Unions’ e
Page 17 and 18: PART II 2 / tation, institutional a
Page 19 and 20: PART II 2 / with the European Quali
Page 21 and 22: PART II 2 / Training 2010’: devel
Page 23 and 24: RECOGNITION OF NON-FORMAL AND INFOR
Page 25 and 26: PART III 3 / Criticism of the Europ
Page 27 and 28: PART III 3 / The APL-procedure itse
Page 29 and 30: PART III 3 / COMPETENCES ASSUMED TO
Page 31 and 32: PART III 3 / This can only be accom
Page 33 and 34: PART IV 4 / SWEDEN GENERAL BACKGROU
Page 35 and 36: PART IV 4 / formal and informal lea
Page 37 and 38: PART IV 4 / the report ‘Concepts
Page 39: PART IV 4 / months of submitting al
Page 43 and 44: PART IV 4 / 2. The ‘Ervaringsprof
Page 45 and 46: PART IV 4 / INDIVIDUAL PERSPECTIVE
Page 47 and 48: Personal information curriculum vit
Page 49: 5 OF 37 STRENGTH CARDS ability to o
Page 52: PARTNERS OF THE PROJECT NOTE This p

RECOGNITION OF NON-FORMAL AND INFORMAL ... - Solidar

Create successful ePaper yourself

Delete template?

Save as template?