The DAEA homepage on real competencies
We learn all the time. We are constantly becoming smarter, better, more skilled at something. We acquire more or better competencies.
This is not limited to the ten or so years we attend school or to the post-vocational training courses. And it is not limited to insight into mathematics, languages or IT.
We also learn at work, when we are with our family or at the gym
… and in the youth and non-formal adult education organisations throughout the country.
The non-formal adult education organisations provide the public with more than knowledge and practical skills: The participants also learn abstract skills such as concept development, collaboration skills, taking care of our own health and much, much more.
We call this knowledge and these skills 'real competencies'. In English it is often referred to as Prior Learning.
We employ real competencies every day - whether or not we have a certificate to prove that we have these competencies. And we usually use the competencies without much thought.
Most of us would benefit from an improved awareness of our real competencies. These competencies can bolster our confidence and lead us to new opportunities. It can also be of great benefit to us when others recognise our real competencies, because that can lead to a new education or an entirely new job, to the benefit of the individual and of society.
This is why many people and organisations work to identify, assess and recognise real competencies - from people working in the OECD and the EU to practioners in day folk high schools and vocational schools in Denmark.
Real competencies comprise one of the Danish Adult Education Association (DAEA)'s focus areas.
The aims with the present site are to provide an introduction to the work with real competencies.
Contact persons for further information about the DAEA's work with real competencies and lifelong learning:
Phone: +45 33 26 03 76
The aim with non-formal adult education is to facilitate individual life choices, also concerning education and lifelong learning.
An assessment of real competencies must therefore not only be on the terms of the various formal educations or employees, but also has to improve the individual's self-awareness and ability to describe his or her own competencies - and this is particularly true for non-formal adult education.
The Danish language version of this site www.dfs.dk also covers:
- a dictionary to the key terms and expressions in the field - an overview of the projects that the AEOs and others work with - support to people working with real competencies.