Announcement Of Higher Adult Education (College Education)

Original Language Title: Bekendtgørelse om videregående voksenuddannelser (Akademiuddannelser)

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Overview (table of contents)



Chapter 1



Purpose and knowledge base





Chapter 2



Organisation





Chapter 3



Access





Chapter 4



Structure and content





Chapter 5



Teacher qualifications





Chapter 6



The purpose of the individual professional fields





Chapter 7



Exam and assessment





Chapter 8



Academic regulations





Chapter 9



Other rules





Chapter 10



Date of entry into force and transitional rules





Annex 1









The full text of the Ordinance of higher adult education (College education)

Pursuant to section 11, paragraph 2, article 12, paragraph 4, article 15, paragraphs 5 and 6, § 16, § 19, nr. 1, point (a), section 20, section 22 and section 30, paragraph 2, and section 32, no. 1 of the law on vocational education and higher education (further education system) for adults, see. lovbekendtgørelse nr. 881 of 8. August 2011, and § 2, paragraph 9, of the Act on open education (vocational adult education), etc., see. lovbekendtgørelse nr. 952 of 2. October 2009 fixed: Chapter 1 Purpose and knowledge base § 1. Tertiary adult education must meet the objectives of the law on vocational education and higher education (further education system) for adults as well as the assumptions on which the programme is accredited and approved.

(2). Each of the tertiary adult education are set out in annex 1.

§ 2. Tertiary adult education must ensure the trained knowledge, skills and competencies at the level of higher adult education, as described in the framework for higher education Qualifications, see. Ordinance on accreditation and approval of vocational college education and professional bacheloruddannelser, etc.

§ 3. Education Knowledge Base are commercial and University-based and development-based.

(2). Vocational and professional orientation means that the education is based on new knowledge about key trends in the professions or the profession, as the training is directed against.

(3). Development orientation implies that education is based on new knowledge from experimental and development work relevant to the profession or the profession, as the training is directed against. Development orientation implies also that the education is based on new knowledge from the research fields that are relevant to the subject area that forms the basis for training purposes and commercial purposes.

Chapter 2 Organisation § 4. Tertiary adult education is a vocational higher education offered as open education, see. law on open education (vocational adult education), etc.

(2). The education is rated for 1 student FTE. 1 student FTE is a full-time student work in 1 year and corresponds to 60 points in the European Credit Transfer System (ECTS).

(3). The institution shall organise training as part-time teaching within a time frame of up to 3 years. The training can be organized as full-time education.

(4). The training is organised as delimited modules.

(5). The training shall be organised in such a way as to take into account the students ' opportunities to combine education with attachment to the labour market. Teaching should be practice-related, and the students ' experience to be involved in teaching.

(6). Training must be completed within 6 years after the student has begun training. The institution may, in exceptional cases, dispense from here.

(7). The content and organisation of the individual higher adult education is provided in a study programme, see. § 15.

Chapter 3 Access § 5. Access to higher education is subject to the condition that the applicant has completed one of the following courses: 1) Relevant professional training.

2) Relevant basic education for adults (GVU).

3) upper secondary education.

4) appropriate training on at least the same level as the No. 1-3. the provisions of paragraph 2. Applicants must have at least 2 years of relevant work experience after completed qualifying education, see. However, paragraph 3.

(3). Relevant professional experience obtained in parallel with the qualifying training, be taken into account in admission to the tertiary adult education.

(4). The institution occupies candidates after individual competence assessment pursuant to section 15 a of the law on vocational education and higher education (further education system) for adults have real competences recognised as equivalent to the conditions of access.

(5). The institution may accept applicants who do not meet the conditions laid down in paragraph 1, but as the basis of a specific assessment is estimated to have educational prerequisites, there can be equated with it.

(6). Institutions can in the curriculum establish rules concerning requirements for the applicant's special professional prerequisites, and institutions must publish rules on their websites.

Chapter 4 structure and content of section 6. Tertiary adult education consists of 60 ECTS credits and comprises: 1) Compulsory modules, corresponding to at least 20 ECTS credits within education professional area, see. Chapter 6.

2) optional modules, equivalent to at least 5 ECTS credits, see. However, paragraph 4, which is supporting in relation to education targets for learning outcomes. Optional modules within other disciplines than education field of study can, however, not exceed 15 ECTS credits for each student.

3) final project, corresponding to 10 ECTS credits, which completes the training. The final project must demonstrate that the training targets for learning outcomes are achieved. Graduation project topic must be within education and professional area and formulated, so any electives, including elective courses outside the professional training area, be involved. The institution approves the topic.

(2). The individual modules can have an extent of 5 or 10 ECTS credits. The modules contain applied theory and methodology in relation to the professionens and to practice.

(3). Tertiary adult education can be organized with several educational directions. An educational direction is constituted of a series of directional-specific modules, which gives the student the opportunity through specialization or toning within education purposes to qualify vocational competence in a given direction. For the individual educational direction determined targets for learning outcomes as milestones that are included in the total targets for learning outcomes of individual training.

(4). An educational direction has, to an extent that corresponds to a minimum of 15 and a maximum of 30 ECTS credits. Higher adult education with educational directions can be organised without optional modules, see. (1). 2. the provisions of paragraph 5. The who has completed an approved educational direction, have the right to use the name attached to the tertiary adult education, followed by the guidelines designation, as determined in the curriculum.

§ 7. Ministry of Research, Innovation and higher education approves new educational directions in approved higher adult education.

(2). Providers shall supply new modules to the Ministry with a view to the detection and assessment of whether these results in substantial change of training objective or professional purpose, see. Ordinance on accreditation and approval of vocational college education and professional bacheloruddannelser, etc.

Chapter 5 Teacher Qualifications section 8. Teachers at an institutional offering of higher adult education must overall have a skill level that is higher than the output level of the training. By skill level in addition to pedagogical competence means proven theoretical, academic as well as vocational and/or professionsmæssig jurisdiction.

Chapter 6 the objective for the individual professional fields subject area for service, production, it, construction, etc.



§ 9. Higher adult education in the subject area for service, production, it, construction, etc. aims to qualify the trained to independently carry out functions and understand centrally applied theory and methodology in the areas of: cleaning and service production, information technology, construction, bio-and chemical engineering as well as quality and environmental management. Furthermore, the aim is to qualify the student to be able to participate in disciplinary and interdisciplinary cooperation with a professional approach and in a structured context to be able to develop their own practice.

Area of expertise for the welfare, education and health



§ 10. Higher adult education in the area of welfare, education and health aims to qualify the trained to independently carry out functions in relation to the following areas: education, health care, treatment, nutrition, personal care and well-being, as well as understand centrally applied theory and methodology within the health care professional, and didactic area. Furthermore, the aim is to qualify the student to be able to participate in disciplinary and interdisciplinary cooperation with a professional approach and in a structured context to be able to develop their own practice.

Faculty of management




§ 11. Higher adult education in the subject area of management aims to qualify the trained to independently carry out functions in relation to the following areas: organisation, staff and management in private and public enterprises as well as understand centrally applied theory and method in the management field. Furthermore, the aim is to qualify the student to be able to participate in disciplinary and interdisciplinary cooperation with a professional approach and in a structured context to be able to develop their own practice.

Mercantile area of expertise



§ 12. Higher adult education in the mercantile field of study aims to qualify the trained to independently carry out functions within the areas: finance, marketing, trade, finance, logistics and experience economy as well as media and communication as well as understand centrally applied theory and methodology within the commercial and communicative area. Furthermore, the aim is to qualify the student to be able to participate in disciplinary and interdisciplinary cooperation with a professional approach and in a structured context to be able to develop their own practice.

(2). The person who conducted modules corresponding to at least 40 ECTS-points under the mercantile area of expertise, can use the term Bachelor of Commerce.

Faculty of administration and management



§ 13. Higher adult education in the subject area of administration and management aims to qualify the trained to independently carry out functions and deal with development-oriented situations in the areas of: administration and management, as well as understand centrally applied theory and method in the social sciences and law. Furthermore, the aim is to qualify the student to be able to participate in disciplinary and interdisciplinary cooperation with a professional approach and in a structured context to be able to develop their own practice.

Chapter 7 Exam and assessment section 14. For tests and exam applies the rules laid down in the Ordinance on tests and exams in vocational education, see. However, (2) and Ordinance on the grading scale and the other judgement (karakterskala order).

(2). Each of the modules in a tertiary adult education ends with a trial with individual grading according to the grading scale in karakterskala order. At least 20 ECTS-points, including the final project for each student must be documented by external tests. The students can first go to the final try in the final project, when modules of a total extent of 50 ECTS-points are passed.

(3). Creates one external examiners for each of the five disciplines of higher adult education.

Chapter 8 academic regulations section 15. The institutions providing the individual higher education adult education, jointly prepare a curriculum for training.

(2). The curriculum applies to all approved the offering of training and must contain the rules which the institutions within the framework of this Ordinance shall determine whether: 1) degree programme, including: (a)) purposes.

b) targets for learning outcomes, see. § 2, specified in the qualifications framework terminology.

c) indication of compulsory and optional modules.

(d)) The title of the Danish and the literate in English.

2) any educational direction, including: a) targets for learning outcomes, expressed as milestones in relation to education targets for learning outcomes, see. section 6, paragraph 3 3. PT.

b) indication of direction-specific modules, see. section 6 (3), 2. PT.

(c) the designation, as the educated) direction must apply together with the title associated with the tertiary adult education on vocational college level, see. § 6, paragraph 5.

3) the individual modules, see. section 6, including: a) learning objectives, specified in the qualifications framework terminology.

(b)) Content.

c) Scale, expressed in ECTS credits.

4) preparation of final project, see. section 6 (1). 3.5) Access conditions, including any requirements for the student's specific academic prerequisites, see. section 5, paragraphs 1 and 5.

6) teaching and learning methods.

7) Merit, see. § 20.

8) any transitional rules, see. section 26 (2).

(3). The curriculum indicate that the institution may grant derogations from the rules in the curriculum, which alone is provided by institutions, when it is justified by special circumstances.

§ 16. In the preparation of the common curriculum and by substantial changes of which involve the institutions the Joint Committee referred to in article 6. § 18, recruiters as well as key stakeholders in the field, with a view to the identification of education relevance and consistency with the needs of the labour market, as well as obtain an opinion of the examiner, the Presidency, of the basic regulation. exam notice.

(2). Academic regulations and significant amendments thereto shall enter into force upon an studieårs beginning and must contain the necessary transitional arrangements.

(3). Applicable curricula must be available on the institution's website no later than the beginning of a studieårs. The institution will inform the students about the curriculum.

Chapter 9 Other rules § 17. The institution may offer introductory courses for learners wishing to join or is registered in a module, see. section 4, paragraph 4.

(2). An introductory course must relate it to one or more modules and aim to improve the basis for implementing these.

(3). An introductory course has a scale that corresponds to a maximum of 1/12 of a year of full-time study. Initial courses may not be included as part of a module.

(4). Objectives and content of the initial courses must be explained by the common curriculum.

§ 18. The-providing institutions shall set up a Joint Committee within the framework of cooperation for each subject area, who carries out the common and general questions within the subject area. If the subject contains many areas can be set up under the Committee. Joint committees involving customers and key stakeholders in the ongoing work.

(2). Joint committees set up a contact Committee for college education, which carries the contact to the Ministry for Research, Innovation and higher education.

§ 19. The institution informs and guides the learners about the training-including access to study programmes and modules-as well as on the exam.

§ 20. Successful educational elements from another higher education may, in accordance with the institution's decision in each individual case or in accordance with rules laid down by the institutions of the joint study arrangement substitute for educational items that are covered by this notice (merit).

(2). A final project from one higher education, URf.eks. a bachelor's or a master's thesis project, may not merit transferred to a tertiary adult education.

(3). Decisions in accordance with paragraph 1 shall be taken on the basis of a professional assessment of the equivalence of the relevant programme elements.

§ 21. Ministry of Research, Innovation and higher education shall take a decision to grant a derogation from this Ordinance, when it is justified by special circumstances, except in the cases referred to in § 5, paragraph 4.

§ 22. Ministry of Research, Innovation and higher education may authorize derogation of this Ordinance as part of the trials. At the same time, the Ministry shall determine the duration of the experiment and the reporting form.

§ 23. The institution's decision under this Ordinance may be brought before the Ministry of Research, Innovation and higher education when the complaint relates to legal questions. The complaint shall be submitted to the institution, which shall deliver its opinion that the complainant shall be given the opportunity to comment within a period of not less than 1 week. The institution shall forward the complaint to the Ministry attached to the opinion and the complainant's comments to do so.

(2). The deadline for filing a complaint in accordance with paragraph 1 is 2 weeks from the day the decision is communicated to the complainant.

Chapter 10-entry into force and transitional rules in section 24. The notice shall enter into force on the 1. may 2012 and has effect for students starting a tertiary adult education 1. July 2012 or later.

§ 25. Joint study schemes with effect from the 1. July 2012 replaces curricula in accordance with the regulations referred to in section 26, be approved by the Ministry of Research, Innovation and higher education before entry into force.

section 26. The following regulations are hereby repealed with effect from the 1. July 2012:1) Bekendtgørelse nr. 1336 of 14. December 2005 of higher adult education in the commercial area.

2) Bekendtgørelse nr. 1337 by 14. December 2005 of higher adult education in the technical field.

3) Bekendtgørelse nr. 1338 by 14. December 2005 of higher adult education in the fields of health, education and management.

(2). Students who have completed one or more modules of a higher adult education according to the rules of one of the notices referred to in of paragraph 1, can, if each institution's conditions permitting, finish the training after the previously applicable rules.

(3). Institutions providing tertiary adult education in accordance with this Ordinance, it shall draw up jointly a transitional arrangement, so that a student who has completed one or more modules according to the rules of one of the notices referred to in of paragraph 1, can complete training in accordance with the rules of one of the training referred to in annex 1. Institutions provider after the transitional arrangements special gradients of less than 5 ECTS-points in relation to the individual student's final project, in order to ensure that the overall course of study for each student make up a total of 60 ECTS-points.


Ministry of Research, Innovation and higher education, the 25. April 2012 Morten Østergaard/Randall S



Annex 1 higher adult education within the individual areas of expertise

Subject area for service, production, it, construction, etc.



a) laboratory and biotechnology Training Academy, which gives the right to use the designation: AU in Laboratory and biotechnology. The term in English is: Academy Profession (AP) Degree in Laboratory and biotechnology.



(b) training in the information technology Academy), which gives the right to use the designation: AU in information technology. The term in English is: Academy Profession (AP) Degree in Information & Communication Technology.



c) Academy training in innovation, product and production, which gives the right to use the designation: AU in Innovation, product and production. The term in English is: Academy Profession (AP) Degree in Innovation, Product and Production.



d) Academy training in culinary arts, which gives the right to use the designation: AU in Gastronomy. The term in English is: Academy Profession (AP) Degree in Gastronomy.

Area of expertise for the welfare, education and health a) Academy training as outdoor Guide, which gives the right to use the designation: AU as Open-air supervisor. The term in English is: Academy Profession (AP) Degree of Outdoor Education in Theory and Practice.



b) Academy training in youth and adult education, which gives the right to use the designation: AU in youth and adult education. The term in English is: Academy Profession (AP) Degree in Youth and Adult Education.



c) Academy education in youth education, which gives the right to use the designation: AU in Youth education. The term in English is: Academy Profession (AP) Degree in Youth Pedagogy.



d) Academy education in health practice, which gives the right to use the designation: AU in Health practice. The term in English is: Academy Profession (AP) Degree in Health Practice.



e) Academy training in interpretation, which gives the right to use the designation: AU in Interpretation. The term in English is: Academy Profession (AP) Degree in Interpretation.



f) Academy training in dental practice, which gives the right to use the designation: AU in Dental practice. The term in English is: Academy Profession (AP) Degree in Odontological Praxis.

Faculty of management (a)) Academy training in management, which gives the right to use the designation: AU in management. The term in English is: Academy Profession (AP) Degree in Leadership & management.



b) Academy education in HR, which gives the right to use the designation: AU in Mr Designation in English is: Academy Profession (AP) Degree in Human Resource.

Mercantile area of expertise a) Academy training in financial advice, which gives the right to use the designation: AU in financial advice. The term in English is: Academy Profession (AP) Degree in Financial Advice.



b) Academy training in economics and resource management, which gives the right to use the designation: AU in economics and resource management. The term in English is: Academy Profession (AP) Degree in Business Economics.



c) Academy education in retail, which gives the right to use the designation: AU in Retail. The term in English is: Academy Profession (AP) Degree in Retail.



d) Academy training in the experience economy, which gives the right to use the designation: AU in the experience economy. The term in English is: Academy Profession (AP) Degree in Experience Economy.



e) Academy training in international transport and logistics, which gives the right to use the designation: AU in International transport and logistics. The term in English is: Academy Profession (AP) Degree in International Transportation and Logistics.



f) AU in international trade and marketing, which gives the right to use the designation: AU in International Trade and marketing. The term in English is: Academy Profession (AP) Degree in International marketing.



g) Academy training in communication and dissemination, which gives the right to use the designation: AU in communication and dissemination. The term in English is: Academy Profession (AP) Degree in Business Communication.



h) Academy training in taxes and levies, which gives the right to use the designation: AU in taxes. The term in English is: Academy Profession (AP) Degree in Taxes.

Faculty of administration and management (a)) Academy training in public management and administration, which gives the right to use the designation: AU in public administration and management. The term in English is: Academy Profession (AP) Degree in Public Administration.



(b)), which provides employment Training Academy the right to use the designation: AU in Employment. The term in English is: Academy Profession (AP) Degree in Employment.