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1. Policy Framework

2. Existing arrangements

Policy Framework

Denmark has a system for recognising competencies acquired outside the formal education system, including voluntary work. This is primarily used in vocational adult and continuing education. Additionally, two systems exist where competencies from informal learning can be used for admission to higher education, though they cannot be directly converted into ECTS credits.

Recognition Systems:

• Recognition of Prior Learning (RPL): Used in vocational adult and continuing education.
• Special Admission Permission: Allows entry into higher education without formal entry requirements.
• Quota 2: Individual assessment for admission to higher education programmes.

Legal Framework: Recognition of Prior Learning is regulated by various laws and regulations, including:

• Act No. 556 af 06/06/2007 on recognition of prior learning in adult and continuing education (LOV nr. 556 af 06/06/2007).
• Consolidation Act No. 603 of 23/05/2019 for General Adult Education (AVU) (LBK nr 603 af 23/05/2019)
• Ministerial Order No. 1795 of 27/12/2018 for Labour Market Training (AMU) (BEK nr 1795 af 27/12/2018)
• Consolidation Act No. 1038 of 30/08/2017 for adult continuing education (LBK nr 1038 af 30/08/2017) 

Special Admission Permission and Quota 2 are regulated by:

• Ministerial Order No. 87 of 25/01/2023 and No. 46 of 21/01/2025 on admission to Academy Profession and Professional Bachelor Programmes.
• Ministerial Order No. 69 of 26/01/2023 and No. 40 of 20/01/2025 on admission to university programmes.

Responsible Authorities:

• Ministry of Children and Education: Responsible for RPL in AVU, HF, AMU, and EUV.
• Ministry of Higher Education and Science: Responsible for RPL in academy and diploma programmes.
• National Appeal Bodies: Complaints regarding assessments are handled by relevant ministries or agencies.

Existing arrangements

Recognition of Prior Learning (RPL): Assessment covers skills acquired in formal and informal learning environments, including voluntary work. RPL can result in:

• Admission to education programmes
• Certificates of competence for parts of a programme
• Shortened study programmes
• Full programme completion certificates

Quality Assurance: Educational institutions must publish assessment methods, ensure qualified assessors, provide guidance before and after assessment, and document decisions in writing, including appeal instructions.

Special Admission Permission: Higher education institutions may grant exemptions from formal admission requirements if an applicant’s competencies are deemed sufficient.

Quota 2: For programmes with restricted admission, applicants are assessed individually based on criteria set by the institutions. Voluntary work may be considered.

Right to Appeal: Rejections in RPL, special admission permission, or Quota 2 can be appealed to the institution and, in some cases, escalated to relevant national authorities.

Denmark’s system for recognising prior learning is decentralised, with institutions determining assessment procedures under national regulation and quality assurance.