In Denmark, validation of non-formal and informal learning has been on the policy agenda for about 20 years. Basd on common principles, a legal framework for validation of prior learning in the adult education and training sector has been in place since 2007, regulating the validation of prior learning by law. Thereby, the implementation of the legislation is decentralised in Denmark.
VPL in Denmark has the aim to (i) enable access to formal education; (ii) tailor a study programme or award credits for certain classes up to Masters level; or (iii) award a ‘Competence certificate’ if the participant meets the requirements of part of an educational programme. Denmark has a comprehensive NQF covering all types and levels of qualifications that can be awarded by public authorities. This eight level framework was adopted in 2009 and referenced to the EQF in 2011.
VPL in Higher Education
Validation in higher education and training is provided in terms of: merit, dispensation and real competence assessment (RKV).
Is given on the basis of documented, completed learning and education being therefore narrower than a VPL process. Legislation concerning merit is founded in the orders for respectively Diploma program § 20 and for the Academy program, § 21.
Is given either due to access or due to the 6-year’s rule (outdated education). In terms of access, dispensation is based on a concrete assessment if the applicant possess the formal educational preconditions, equivalent with the formal requirement for access.
Legislation concerning dispensation for access is founded in the orders for respectively Diploma program, § 5.4 and the Academy program, § 5.5
Real Competence Assessment
Is based on assessment of the entire knowledge, skills and competences in relation to Academy and Diploma.