Chancen von Kompetenzfeststellung für benachteiligte Jugendliche. Basic Vocational Education and Training (EGU) in Denmark (23.August 2012, Berlin)

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1 Chancen von Kompetenzfeststellung für benachteiligte Jugendliche Basic Vocational Education and Training (EGU) in Denmark (23.August 2012, Berlin) Niels Rosendal Jensen Associate Professor of Sociology of Education Aarhus University, Faculty of Arts, Department of Education (DPU)

2 The aims of the Danish government: Nearly a 81% of a youth cohort are expected to complete a youth education within 25 years after completing the 9th form. In addition, 4% of a youth cohort is expected to complete a higher education that is not counted as youth education. It is the goal of the government that at least 95% of a youth cohort complete a youth education in the year 2015.

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4 The municipal basic schools is to bring the pupils knowledge and skills that: prepare them for further education and give them the desire to learn more, familiarize themselves with Danish culture and history, provide them with an understanding of other countries and cultures, contribute to their appreciation of the interaction between men and nature, and promote an all-around development of the individual pupil.

5 Around 84% of the girls of Danish origin will achieve a youth education,whereas this is only the case for 79% of the boys. Nearly 77% of the girls of ethnic origin other than Danish achieve a youth education in contrast to 66% of the boys. In out of 10 that succeeded general upper second education were girls.

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7 EGU: The basic vocational education and training The basic vocational education and training (EGU) is an individually planned offer of education to young people under 30 years of age who do not qualify directly for another youth education leading to formal qualifications. Target group: typically, practically-oriented juveniles/young people with a weak educational background showing a disinclination towards theoretical (academic) education (Source:

8 EGU (erhvervsgrunduddannelse) is an individualised basic vocational education and training programme that is geared towards both employment and continued education. EGU is an alternating or sandwich-type training programme where practical training is combined with a subject-relevant school-based part in an overall 1½-3 year programme in which the school-based part lasts between 20 to 40 weeks. The school-based elements are taken from a number of existing education- and training programmes. From 15 August 2007, all municipalities are obliged to offer EGU to the target groups. (Source:

9 Financing During the school-based part of the programme, EGU pupils receive a weekly school allowance. In 2007 this allowance amounted to DKK 555 for the under-18 year olds and DKK for young people over the age of 18. During practical training, the pupils receive ordinary trainee wages, which take a starting point in the first year s wages in the vocational education and training programmes (approximately DKK a month). School-based teaching is ordinarily financed pursuant to the legislation governing the educational elements that are included in the education programme. The municipality can provide supplementary grants etc. for the teaching. The municipalities themselves finance the appointment of persons in charge of EGU. (Source:

10 In total, the time in school is from 20 to 40 weeks. The periods of practice take place in one or more enterprises or as workshops practice in a technical school, a production school or similar.

11 The five municipalities in Denmark with the highest number of EGU students in 2010 are: 1) Aarhus (155) 2) Odense (107) 3) Copenhagen (101) 4) Aalborg (79) 5) Viborg (60)

12 Following the Danish Ministry of Education the main aim for the pupils is: to achieve personal, social and professional qualifications that both admit them to one of the other education and training programmes leading to a professional qualification, and provide a basis for employment. The programme and the competence aimed at, within a professional sector, are described in the EGU pupil s personal education plan (Ministry of Education, 2010)

13 Competency Assessment Procedures for Disadvantaged Youth Real Competency Evaluation: Structures and Procedures in Denmark (26 July 2012, Berlin) Dirk Michel-Schertges Associate Professor of International Sociology of Education Aarhus University, Faculty of Arts, Department of Education (DPU)

14 Contents - A brief historical overview - Competency-building processes - Changed (continuing) education perspectives - Three (pre-)conditions of real competency transfer - Objectives and development of the program - Recognition of "prior learning" and real competencies - From the consultation to recognition of prior learning - Methods of evaluating prior learning - The competency portfolio

15 A Brief Historical Overview UNESCO World Congress: Recognition of non-formal learning 1995 EU Commission: Identification of key skills 1996 OECD: LLL a reality for all 1999 Bologna Declaration 2000 Lisbon Declaration 2000 CVVU: Center for vurdering af udenlandske uddannelser 2001 Recognition of non-formal learning 2002 Bedre Uddannelse: Action plan for the recognition of real competencies

16 2004 Common European principles of real competency evaluation 2005 Europass Portfolio: Examination verifications, extra training/apprenticeship verifications, self-evaluation of language skills 2007 Legislation: Extension of recognition of real competencies in adult education and continuing education 2007 Ministry of Education: Strategy of the recognition of real competency in conjunction with LLL 2007 Nationalt Videncenter for Realkompetencevurdering: Collect, develop and convey knowledge in regard to real competencies 2008 Individualized competency evaluation offered

17 Concepts of competency...do not refer solely to a person's specialized qualifications, but to the fact that the "knowledge" the person him/herself has acquired (on his/her own accord) can be applied and implemented, including in frameworks that were not pre-planned. This competency includes the skill(s): to correctly assess situations; to identify potential possibilities for action; and to convert these possibilities into real actions. (see Jørgensen 1999: 4)

18 Changed (continuing) Education Perspectives hard skills (stiff-fact knowledge) soft skills (personal characteristics such as flexibility, creativity, independence, cooperation, responsibility and service mindedness) Employability: professional qualification and identity development situated learning and communities of practice (Lave/Wenger 2003; 2004)

19 (Pre-)conditions of Real Competency Transfer 1) The organizational and institutional structures contract or agreement changes in light of the need for close cooperation with local authorities and companies. (i.e., in regard to the implementation of interventions/programs) - (Danish) National Centre for Real Competence Assessment - Handbook for standards of assessment (financed by the Ministry) - Documentation based on principles of accountability, include all educational institutions.

20 (Pre-)conditions of Real Competency Transfer 2) Competency evaluation processes... particularly important is the implementation of new content and methods, working conditions and the relationship with the youth and their parents during the process. - It is imperative to develop a real competency evaluation (by legislation) and processes that are accepted by all involved partners (institutions and companies). - Standards are met in two ways: through professional assessment of the institutions performing the assessments and through the possibility of legal action directly with the Ministry or the "ombudsman."

21 (Pre-)conditions of Real Competency Transfer 3) Focus: The perspective of the recipient change in living situation, improvement of living conditions, social integration, etc. - Perspective of realization of "human chances" (capabilities) - Opportunities are provided to understand the results from a different perspective, for example from the perspective of the community, the professions and the local/social environment

22 Objectives and Development of the Program The development of the program is based on services catered to the individual's needs, i.e., compiled and developed directly by the person who is to be assessed. (Individual) Curriculum development: though not directly a task of the evaluation process, it has the purpose of strengthening the young individual's skills. Dominant pedagogy refers to work-based learning and implies a soft guidance through the employability assessment. (Link to reality)

23 Recognition of prior learning and real competencies is focused on the competencies as a whole of the individual. The individual must have the possibility to use his or her existing competencies within the educational system and (continue to) build on those competencies; without regard to where and how these competencies were acquired

24 A further prerequisite for optimal recognition of prior learning is that the "individual," the companies, the social partners and stakeholders in the areas of liberal adult education (LLL, continuing education, etc.) and civil society also assume and sense responsibility in regard to the transparency of the competencies, their documentation and the procedures

25 From the Consultation to Recognition of Prior Learning Educational institutions should be made aware of possibilities and limits; individual ambitions and goals must be included in the process. The participant being assessed is responsible for gathering the relevant (qualification / educationrelated) verifications. An educational institution administers the competency assessment, which is based on the individual documentation. There must be a possibility for a "competence-clarifying-course." In addition to traditional tests, evaluations at the workplace or in similar settings can be administered.

26 Methods of Evaluating Prior Learning - Written documentation of the competencies in the form of a CV. - Structured interview during the various phases of the evaluation process, individual competencies relating to certain objectives and course-specific content. - Observation of knowledge and competencies through, for example, a practical solution finding process. - Tests and examinations in regard to theoretical knowledge (as well as practical knowledge). Competency Certificate (upon request)

27 Example 1 Tove Hansen (TH) has worked for several years as an employee without formal training in a large export company and she would now like to have her knowledge documented. After discussing the matter with the management of her company, she contacts the local "business college" to have a competency evaluation performed. Guidance interview at the business college: - Information about the administration curriculum at the school and clarification of TH s preferences - Consultation and arrangement of a competency evaluation - TH receives a competency documentation form

28 Gathering documentation of prior learning: - TH's certificates from her school education - TH's own description of her work experience and competencies - Reference letters from (former) employers (and special colleagues) - Documentation of professional, on-the-job training, additional training and education, and an evening English course. Competency evaluation three days: - Meeting to discuss TH s portfolio - Review of practical and theoretical skills and knowledge, including tests for computer application, language skills and English proficiency - Final interview and overall assessment of prior learning in the administration curriculum at college

29 Recognition of TH's prior learning: - First year of basic vocational education, adult continuing education courses and inhouse IT courses - Professional experience in accounting and other administrative activities - Evening classes in English - Treasurer in a large sports club Academic curriculum of the basic adult education program in administration (14 weeks): 1. Computer skills level 3 and working with tables level 1 2. Special subjects: Sales and marketing, quality and service, planning management 3. Final test

30 Examples of the competency portfolio

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40 References Illeris, Knud (2009). Competence, learning and education: how can competences be learned, and how can they be developed in formal education?, in: Illeris, Knud (ed.) International Perspectives on Competence Development. London/New York: Routledge, pp Jørgensen, Per Schultz (1999). Hvad er kompetence? Uddannelse, 9: Lave, Jean & Wenger, Etienne (2003). Situeret læring. København: Hans Reizels forlag. Lave, Jean & Wenger, Etienne (2004). Situeret læring og andre tekster, 2. oplag. København: Hans Reizels forlag.