Competence-based VET in Denmark

Benny WielandtTechnical Education Copenhagen

bw@tec.dk+45 25 45 34 72

Why does Denmark focus on competence ?

European Union and Internationally: • Lisbon (2010) Bologna (LLL), Copenhagen Declaration• trends in technology /labour market/ globalization • mobility/ migration/ integration:• common EU VET currency,recognize/don´t harmonize

Nationally: • National Action Plan for Lifelong Learning • Need for “competence” as concept in integration policy• demography: skill gap and age gap between supply of and demand for skilled and unskilled manpower• Increasingly advanced knowledge-intensive job functions and requirements from the labour market • economical use of human and economical resources

Danish labour force demographics Grey line: part of labour force employed or unemployed Red line: outside labour

force

A flexible VET system based on competences

• A well-functioning VET system marked by quality and flexibility is a precondition for ensuring growth and welfare for the individual and for society as a whole.

• A VET system based on competences (as in Australia, Ireland, , Denmark, parts of UK etc), rather than based on a fixed curriculum will fit in better with competence-based assessments, and will allow us greater efficiency in the use of our increasingly limited training resources

• The following diagrams shows major VET training parameters that we should make more flexible than at present. Any move from left to right in some or all these parameters will be a big improvement on present status !

Not flexible Dimension Flexible

Access

Strict entry/access requirements

(for whom) Free entry/access

NFIL not recognized NFIL recognized

Time and length

Fixed time and length (when) Takes the time needed

Fixed dates for start and stop

start and stop when ready

Fixed timetable Open or no timetable

Fixed dates for assessment

Assessment when ready

Learning environment

Presence required in designated learning areas

(where) Learning can take place anywhere (including NFIL)

Not flexible content/ assessment/

resources

flexible

No recognition of prior learning (RPL) or of current competence (RCC)

(what and how) Recognition of prior learning (RPL) or of current competence (RCC)

common learning goals Individual learning goals

Predestined fixed content Individually agreed content

Fixed progression in programme

Individually agreed progression in programme

Predestined tasks and activities

Individually agreed tasks and activities

Joint simultaneous assessment

Individual assessment when ready

standard resources varied resources as required

group-based ICT access individual access to ICT

support

Fixed delivery of lectures/presentations

(how) Choice of form and content

Competency levels in a standard, as defined in Blooms taxonomyLevel 1-2:to perform ; Level 3-4 to administer ; Level 5-6 to design 1) Knowledge: Remember specific facts or concepts, ie name, repeat, recall.

2) Comprehension: Organise facts in such a way as to make sense of them ,ie describe, explain, define.

3) Application: Apply known concepts in such a way as to make sense of them in new situations ie solve, apply, interpret.

4) Analysis: Analyse information into its parts or elements ieidentify interrelationships and key concepts.

5) Synthesis: Put together information in a new or original wayseg produce an original plan or solution.

6) Evaluation: Make critical judgements on the value of knowledge tospecific situations.

8 key competences (EQF/NQF)Key competence basic routine Advanced

1 Communication in the mother tongue

2 Communication in foreign language

3 Mathematical competence and basic competence in science and technology

4 Digital competence

5 Learning to learn

6 Social and civic competence

7 Sense of initiative and entrepreneurship

8 Cultural awareness and expression

A Training Package contains

Endorsed documents

(nationally)•Competence standard package for each trade/craft•Assessment guidelines•Qualifications, Certificates, EQF Mobility Pass

Non-endorsed documents

(local)•Local Didactics & Methodology•Local course outline•Personal education plan for each student•Assessment materials•Training materials (paper, digital, AV)

Four dimensions of a competence1 Task performance 2 Task management

To perform task to required standard Ability to plan and integrate a numbers of tasks

• Can students do individual actions (practical and theoretical) as well as the whole task ?

• Can student meet deadlines, handle related tasks and progress between tasks ?

• To plan sequence of work, choosing tools & materials and fit as required

3 Contingency management 4 Job/role environment

Ability to respond to irregularities Ability to deal with responsibilities and requirements of work environment

• Can student show evidence of dealing with contingencies ?

• Can student work with others and fulfill OHS,QA & other requirements ?

• To take into account unforeseen conditions and decide on alternative solutions

• To follow plans,specifications, OHS , QA & local authority requirements

Financing of VET for employers:

Training Levy: a question of forced solidarity

Apprenticeship-based main course

12 IVET Sector programs, with appr 100 trades, and at present with appr 100 000 apprentices under contract

1. Automobile, Planes & other means of Transportation ( 5200)

2. Building and Construction (11 500)

3. Building maintenance & other service trades (1000)

4. Animals, Plants and Nature (4900)

5. Beauty , Body and Style (2100)

6. Hotel, Catering & Food Production ( 5700)

7. Media production (1300)

8. Commercial and Office work (17 000)

9. Production and development (5400)

10. Electricity, Electronics ,Automation and ICT (5400)

11. Social & Health Care and Kindergarten ( 17 500) (”warm hands”)

12. Transportation and Logistics (2500)

4000 of these 100 000 apprentices are presently in school-based practical training

(The sector programs above in red are those offered by TEC)

IVET in Denmark is under permanent reform:

• VET programmes with 2 levels may be completed one level at a time. Almost all VET programmes have 2 levels, a few have three levels

• Most VET programme gives access to short & medium term higher education, pending on level reached in generic/elective subjects . For instance Health & Social Care assistant ( VET level 2) gives access to training to Registered Nurse (VET level 3,normally requiring A-level)

• A few short VET programmes are entirely college-based

• Two companies can share the task of company training of an apprentice

• Basic course graduates can join a college-based apprenticeship scheme until ordinary training contract is obtained (group training scheme)

• Apprentices may undertake internship of at least one month in any country in the world, only cost for the host being payment of local salary

• TEC Ballerup has a special VET programme (AspIT) for youths with Asperger syndrome, building on intrinsic IT competence in such youths

• In EUX-programme, after graduation you gain immediate access both to the labour market and to higher education