So, what's new?


The educational sector
The massive focus on real competencies leads to a need for formal education to come up with new ways to credit applicants.

It is now a legislative requirement that the educational institutions issue education and learning certificates which are generally applicable within the education system.

This again calls for a change of the ways education is organised. If real competencies of the individual is made the starting point for competence development, the courses must necessarily match the education with the competencies of the students, and adapt teaching to the individual's competencies. This would in principle mean a departure from the traditional method of teaching - the suppliers of education must adapt to the 'clients' and not the other way around.

In Denmark, vocational training and labour market training has applied this principle for a long time, and to a certain extent this is also true for Further Adult Education (Diploma/Master). Danish adult education centres (the VUC) are used to assigning new students to the appropriate educational levels by vocational guidance.

With the improved opportunity to recognise real competencies, the education system in general faces a major challenge. A more systematic approach is required and detailed guidance is issued to ensure uniformity and transparency. The educational institutions are expected to issue learning certificates for each individual. These education and learning certificates are not only valid in one institution, but across the educational sectors and within companies.

Non-formal adult education
The activities in non-formal adult education organisations develop competencies, although these competencies are not formally recognised as education. This makes non-formal adult education well prepared to take on the task of developing a wide range of competencies.
On the other hand it will be a departure from previous practice for adult education to engage in a systematic task of clarification and documentation of real competencies. It will require a coordinated cooperation within the non-formal adult education and with other sectors.

Work life
It is common to be judged not only on the basis of your professional competencies, but on your social and personal competencies as well. An employer will assess potential employees and their personality, appearance and life situation in general before hiring anyone. This is by its very nature a subjective evaluation, which makes it difficult for the applicant to fully understand the process.

New elements are:

  • an increased focus on clarification and evaluation of real competencies
  • a more systematic evaluation
  • a development of valid tools for evaluating soft competencies
  • a process which leads to a better description of the vaguely defined competencies.

In short this means:

  • a more open and accessible process
  • better tools for the individual to use in job interviews
  • boosted self-confidence for the individual
  • added security for the individual which to many people is something new
  • a better basis for employers to correctly evaluate potential employees.