Thematic Review on Adult Learning: Denmark. Country Note. Revised.
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| Title: | Thematic Review on Adult Learning: Denmark. Country Note. Revised. |
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| Language: | English |
| Authors: | Organisation for Economic Cooperation and Development, Paris (France). |
| Availability: | For full text: http://www.oecd.org/pdf/M00028000/M00028311.pdf. |
| Peer Reviewed: | N |
| Page Count: | 63 |
| Publication Date: | 2002 |
| Document Type: | Information Analyses |
| Descriptors: | Adult Education, Adult Learning, Articulation (Education), Cooperative Programs, Coordination, Educational Change, Educational Policy, Educational Quality, Educational Trends, Educationally Disadvantaged, Foreign Countries, Futures (of Society), Inplant Programs, Learning Motivation, Lifelong Learning, Organizational Objectives, Partnerships in Education, Policy Formation, Prior Learning, Systems Approach, Vocational Education |
| Geographic Terms: | Denmark |
| Abstract: | This review identifies where Danish public authorities intend to take their adult education and training (AET) system, main issues in AET reform (VEU-Reform), and recommendations from reviewers. Section 1 introduces the thematic review. Section 2 presents an overview of policy issues, AET, and VEU-Reform. It lists objectives of VEU-Reform (improve opportunities for adults with the lowest levels of education, provide relevant education to adults at all levels, achieve a more efficient use of resources). Section 3 develops the four organizing themes in these areas: current stage, incentives and barriers, strengths and challenges, and recommendations. Strengths and challenges are highlighted for each theme. For Theme 1, how different actors are addressing ways to improve incentives and motivation for adults to learn, it was noted that AET often "repairs" problems that originated in initial education and that industry-supplied training, informal, and prior learning need to be recognized as part of the system. For Theme 2, promoting an integrated approach to provision of and participation in adult learning, the issue is creating a coherent, simplified AET system. For Theme 3, improving the quality, pedagogy, and variety of learning provision, three concepts must be incorporated: adult and lifelong learning is a lifetime concept; must be for all; and includes a variety of learning modes. For Theme 4, improving policy coherence and effectiveness, whether the VEU-Reform is a "one-house strategy" for public authorities or for society is considered . Section 4 considers future issues related to inclusion of adult learning in lifelong learning. Appendixes include a glossary. (Contains 34 references.) (YLB) |
| Entry Date: | 2003 |
| Accession Number: | ED469817 |
| Database: | ERIC |
| Abstract: | This review identifies where Danish public authorities intend to take their adult education and training (AET) system, main issues in AET reform (VEU-Reform), and recommendations from reviewers. Section 1 introduces the thematic review. Section 2 presents an overview of policy issues, AET, and VEU-Reform. It lists objectives of VEU-Reform (improve opportunities for adults with the lowest levels of education, provide relevant education to adults at all levels, achieve a more efficient use of resources). Section 3 develops the four organizing themes in these areas: current stage, incentives and barriers, strengths and challenges, and recommendations. Strengths and challenges are highlighted for each theme. For Theme 1, how different actors are addressing ways to improve incentives and motivation for adults to learn, it was noted that AET often "repairs" problems that originated in initial education and that industry-supplied training, informal, and prior learning need to be recognized as part of the system. For Theme 2, promoting an integrated approach to provision of and participation in adult learning, the issue is creating a coherent, simplified AET system. For Theme 3, improving the quality, pedagogy, and variety of learning provision, three concepts must be incorporated: adult and lifelong learning is a lifetime concept; must be for all; and includes a variety of learning modes. For Theme 4, improving policy coherence and effectiveness, whether the VEU-Reform is a "one-house strategy" for public authorities or for society is considered . Section 4 considers future issues related to inclusion of adult learning in lifelong learning. Appendixes include a glossary. (Contains 34 references.) (YLB) |
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