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Adult L earning in DK: Facts

Adult L earning in DK: Facts. Public share of annual investment in human capital (incl. student support/allowance) is 8.4 pct of GDP – private share (direct school expenses only, primarily user fees) is 0.3 pct of GDP Enterprises’ investment is 3 pct of total labour force costs

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Adult L earning in DK: Facts

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  1. Adult Learning in DK: Facts • Public share of annual investment in human capital (incl. student support/allowance) is 8.4 pct of GDP – private share (direct school expenses only, primarily user fees) is 0.3 pct of GDP • Enterprises’ investment is 3 pct of total labour force costs • Public provision and support schemes financed through income taxes • Collective bargaining includes wages, working conditions, and may include right to competence development. Do not co-finance public training but may finance private enterprise training.

  2. … characteristics… • A well-developed education and training system for all: A public offer. • Adult education and training at well-known levels (“Qualifications Framework”) for better transition possibilities. • Access for all: An important element of LLL policy • 49 pct of 25-64 year olds participated in adult job and career relevant education/training during one year (IALS, 98/99). • 56.2 pct of 25-24 year olds participated in all adult learning activities during one year (IALS, 98/99) • Demand driven – taximeter financed

  3. Government Action PlanBetter Education (2002) • Flexibility not only in modularising but also through recognition of prior learning • Enhanced recognition of prior learning • Innovation in VET • New adult vocational training (AMU) concept • Better links between initial and continuing training (VET and AMU) • Reform of cross-sectoral guidance (young and adult)

  4. VET Reform 2003: Adapting to changes VET programmes to be more goal oriented towards different job profiles in labour market --->New: • Greater flexibility in structure (width, length, depth, focus) • -> Qualifying (= recognised) qualifications/skills at different levels • Possibilities of ‘stepping in’ after individual assessment of the pupil’s formal, non-formal and informal learning

  5. Interplay AMU - VET • Many AMU courses give credit transfer in VET • New flexible possibilities of recognition of non-formal and informal learning -> ‘second chance’ of VET diploma -> Two pathways, namely: • Adult VET (1992, short apprenticeship) and Basic Adult Education ( 2001, no apprenticeship) • New AMU concept -> Act on coordination and greater coherence in provision

  6. New AMU concept 2004 • Conceptual shift: From thinking in terms of training programmes to identifying labour market competences • = Coherent competence descriptions related to job areas (identifying job areas + relevant competences + list of AMU courses and selected VET single subject courses leading to those competences) • -> Think more in terms of competence development as a process combining formal training and learning at the workplace.

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