Desk research on existing VNFIL portfolio and e-portfolio

COUNTRY – DENMARK

NAME OF PORFOLIO/E-PORTFOLIO – ASSESSMENT OF REAL COMPETENCIES OR SKILLS AUDIT

AIM

– to give each individual the right to have his/her prior learning experiences validated in relation to specific goals of adult education and continuing training programmes. *

*Citizens from other EU countries are granted the same rights to undergo validation processes

TARGET GROUP

According to Danish law, the assessment must be conducted by the educational institution offering the corresponding study programmes – adults

SECTOR

According to Danish law, the assessment must be conducted by the educational institution offering the corresponding study programmes – all sectors

HOW TO USE

For general assessment: My Competence Portfolio: www.minkompetencemappe.dk – everyone can register to the site and perform the required tasks.

For specific or convergent assessment http://www.knowentia.com/ .

LINKS WITH OTHER TOOLS

No links found.

MAIN CONTENT OF PORTFOLIO

In Denmark, a distinction is often made between general and specific types of competence assessment:

■ A general or divergent assessment aims to identify all competences mastered by the individual. The focus of the process is for the person to clarify and describe all of his/her prior learning in order to identify future choices of job and education. Often, the process will follow a formative learning approach. Example of approache include My Competence Portfolio: www.minkompetencemappe.dk

■ A specific or convergent assessment aims to identify which of the individuals’ competences are relevant in relation to the standards of a specific qualification. This can be carried out after a broad assessment. An example of approach for technical professions and qualifications is the Misc. IT test tools, i.a. http://www.knowentia.com/

Most tools include self-assessments during which the individual is to grade his/her experience, knowledge or competences on a scale typically ranging from 1 to 6. Often, the individuals themselves describe their competences. In other instances, the competences have been described in advance, and the individuals are merely required to assess their competences on a certain scale.

Documentation through self-assessment enables individuals to reflect on their own competences and makes it possible to describe them in a systematic way.