Database of Instruments for Validating Informal and Non-Formal Learning|

Danish Confederation of Trade Unions

//Danish Confederation of Trade Unions
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Danish Confederation of Trade Unions

Danish Confederation of Trade Unions

The Danish Confederation of Trade Unions (LO) is very engaged and interested in the validation of prior learning. This is especially relevant now following the government’s latest proposal for VET reform, where validation plays an important part of the effort towards up-skilling adults. LO sees validation as a very relevant tool in relation to educational policy that can move adults from unskilled to skilled workers and from skilled workers to highly educated and skilled. This is also known as the two-fold educational improvement. LO believes that the main issue is for employees with vocational experience to gain recognition or validation of the skills that they have learned in practice. In this way, adults will be able to acquire skills that correspond to the set requirements of education / training level at a faster pace than young people without work experience. LO is involved in the shaping of policies and strategies at the political level, it performs tasks and is represented at central, regional and local level in the bodies of the vocational education system. So far, the use of validation of prior learning with regard to the twofold educational improvement has been scarce. LO believes that the greatest challenge is defining a common set of norms for the process of validation of prior learning. Another challenge reported by LO is balancing the individual validation assessments and the collective/group validation assessments in certain types of business so that more people than before can gain credits for the skills they acquired and thereby complete a vocational education level at a faster pace than the ones lacking work, practical experience. LO believes that work still remains to be done in ensuring that the validation results in recognition, which in turn creates an educational process that improves the competences of each adult. LO points out that Denmark has come far in its plans about validation and the implementation of validation. However the country still has a long way to go before declaring validation as well established, both within the responsible institutions and in terms of the content that enables it to become successful among employees and contribute to two-fold educational improvement.

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Type of Tool:

Dialogue or conversational methods , Declarative methods, Observations , Simulations , Evidence extracted from work or other practice

Phases of Validations:

Identification, Documentation, Assessment

Areas of Interests:

Certification, Framework of Qualifications, Informal learning, Lifelong learning, Non-formal learning, Practical skills, Recognition, Self Assessment, Transversal Skills, Validation

VINA Target Group:

Validation institutions - Public, Validation institutions - Private, Planning validation / adults, Planning validation / institutions, Trainers / teachers supporting informal - non-formal learning

Definition of Tools:

A - Self Validation, C - Official Validation

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