Agenda: ( Thursday, 24.03.) 10:00 Meeting in room D-219 – sightseeing at the campus

1. LdV-project “Vocational Integration Support – Adaptation of Innovative Approaches of European Supporting Initiatives for the Disadvantaged and Identification of their Development Potential for National Structures and for the Partner Countries” Copenhagen Workshop (March 24-25, 2011, DPU/Aarhus University)

2. Agenda: (Thursday, 24.03.) 10:00 Meeting in room D-219 – sightseeing at the campus 11:00 Presentation of Greek requirements and experiences (UoA) 11:30 Discussion regarding the Greek presentation 12:00 Presentation of German requirements and experiences (GIB) 12:45 Discussion regarding the German presentation 13:15 Lunch 14:15 Presentation of Danish experiences and practices (DPU) 14:45 Discussion regarding the Danish presentation 15:15 Presentation of Swedish experiences and practices (FOLK) 15:45 Discussion regarding the Swedish presentation 16:15 Discussion: Summary of the day and points for discussion for the next day 17:00 The programme of the day is ended Evening at some restaurant in Copenhagen?

3. Agenda: (Friday, 25.03.) 10:00 Discussion: Where are we now, what do we need to proceed further? • “Soft” rather than “hard” competences (DPU, FOLK, UoA and GIB) • How could we structure the competences we look at, e.g. personal competencies, activity competences, social and communicative competences; other suggestions? Please give examples (mainly DPU and FOLK) • Are the criteria for systematisation suggested by GIB useful, coherent and complete?

4. Agenda: (Friday, 25.03.) 11:30 How are we going to “export” good practices? What may be possible and what not? • What procedures are we going to use for the “export” of good practices? • What characteristics / criteria of competence assessment concepts are of particular importance for the choice of concepts / methods to be transferred? 12:30 Organisational matters 13:00 Lunch 14:00 Final discussion and agreement on next steps

5. Presentation of Danish Experiences and Practices Niels Rosendal Jensen and Dirk Michel-Schertges

6. Content - Recognition of prior-learning or real competences - Preconditions regarding the recognition of prior-learning - From guidance to recognition of prior-learning - Methods for the assessment of prior-learning - Example 1: Tove Hansen, an unskilled clerk - Example 2: Thomas Berg, a skilled plumber - The competence portfolio

7. Recognition of prior learning or real competences …is about focusing on the individual’s overall competences. The individual must have the opportunity to use and build on his or her competence within the education system, irrespective of where and how the competences have been acquired.

8. Another precondition of enhanced recognition of prior learning is that the individual, companies, the social partners and the stakeholders within liberal adult education and civil society take on a co-responsibility for rendering competences visible and documenting them.

9. From guidance to recognition of prior-learning Educational institutions are to guide and show options and regulations; individual ambitions and goals must be heard and considered. The individual is responsibel for collecting the relevant documentation of prior-learning. An educational institution carries out the competences assessment, based on the individual‘s documention. There must be the possibility of a competence clarifying course if required. Not only traditional tests can be included, i.e. evaluations can be carried out fx at the workplace, etc.

10. Methods that might be used for the assessment of prior-learning - Written documentation of competences in CV-form or a personal document file etc. - Structured interviews during different phases of this assessment process, assessing individual compentences in relation to given objectives and course-specific content. - Observation of skills and competences whilst fx a practical task solution process. - Test and examinations to understand the theoretical knowledge (as well as practical skills). Competence Certificate(on request)

11. Example 1 For many years, Tove Hansen (TH) has worked as an unskilled clerk in a major export company, and now she would like her skills documented to be able to prove her competence. Having discussed the issue with the management, she contacts the local business college to obtain a competence assessment within office work. Guidance interview at the college: - Information on the administrative/secretarial course at the college and clarification of TH’s preferences as regards specialisation - Appointment fixed for competence assessment - TH receives a competence documentation form

12. Collection of documentation of prior learning: - TH’s certificates from previous school education - TH’s own description of job experience and competences - References from employers and from staff of the association that TH has been working for - Documentation of in-house supplementary training, adult vocational courses and an evening class in English Competence assessment – 3 days: - Review of TH’s personal portfolio - Testing of practical and theoretical knowledge and skills, including tests in computer literacy test and English - Concluding interview and overall assessment of prior learning visà-vis the administrative/secretarial course at the college

13. Recognition of Tove Hansen’s prior learning: - First year of the basic vocational education and training (former version), adult vocational training (AMU) courses and in-house IT courses - Employment in accounts and HR administration - Evening class in English - Treasurer in a major sports club Education plan for a basic adult education programme within secretarial/ administrative skills lasting 14 weeks: 1. Computer literacy level 3 and spreadsheets level 1 (AMU courses) 2. Specialist subjects: sales and marketing, quality and service as well as planning tools (VET single subjects at college) 3. Concluding examination

14. Example 2 Thomas Berg is a skilled plumber and wants to start his own business as a certified engineer. He has contacted the student guidance office at the nearest academy of professional higher education and has received information on the two-year programme leading to certified plumber, and the possibilities of having the course shortened. Collection of documentation of prior learning: - TB’s certificates of education from previous schooling, education and courses - Description of and documentation for job experience and competences within the plumber (gas) sector - Documentation for coach training in a sports association

15. Application for admission to the HVAC course: - Application for a reduction in the length of the course - A completed assessment form - TB’s documentation for relevant qualifications and competences Guidance interview and competence assessment – 1 day: - Review of assessment form and documentation material - Test in quality management and costing - Concluding interview and overall assessment of credit

16. Recognition of Thomas Berg’s prior learning: - The PC driving license, A-certificate and a course in organisational structure taken in conjunction with the Danish Teknonom course (specialised technical study) - Job experience and competences within the provision of quotations, quality management and accounts - Coach training from Danish Gymnastics and Sports Associations The HVAC course is reduced by 20 weeks: 1. Reduction in information technology, corporate techniques/costing 2. Reduction in the subject quality 3. Reduction in the subject organisational structure 4. Concluding long essay in specialist subject

17. Example of the Competence Portfolio