Chapter 1	Shared skill descriptions
Chapter 2	Labor Market Training
Chapter 3	Company approved by the approved provider
Chapter 4	The activities of other educational establishments on behalf of the approved provider ;
Chapter 5	Specific training courses for bilingual
Chapter 6	Assessment of basic skills and individual skills assessment
Chapter 7	Quality assurance and local training committees
Chapter 8	Draft and entry into force

Publication of labour market training and so on

In accordance with section 2 (2), 5, section 6 (4). 2, section 10 (4). 6, section 10 (a) (1). 2, 3, 4 and 5, section 11. 4, section 12, Clause 13, section 14 (4). 3, section 14 (a) (1). 4, section 15 (3). 6, section 15 (a) (1). 4, section 15 c, section 16 (4). 5, section 18, § 18 a, section 29 (4). 1, and section 33 of the law on labour market training, etc., cf. Law Order no. 381 of 26. In March 2010, as amended by law no. 473 of 13. May 2013, and after the Council has obtained a statement from the Council for Voksen and Post-Training, the following shall be determined :

Chapter 1

Shared skill descriptions

Objects and content

§ 1. Joint competence descriptions are objectives and framework descriptions for the basic occupational skills development for adults and with vocational training levels.

Paragraph 2. The relevant skills of employment shall be governed by the common competence descriptions as labour market training, in accordance with the law on labour market training, etc., and as a single subject from vocational training, by law of open education ; (professional adult education), etc.

Paragraph 3. Unless otherwise determined, the rules on the approved labour market training shall also apply to individual subjects when they are incorporated in a common competence description.

§ 2. The Joint Competency Descriptions shall be drawn up by the training committees and shall include :

1) Description of the job area (s) to which the common competence description should be included. The job area is described in the products and services that work in the area results in, and the production and work process in which the work is made up. A job area is also described in typical workplaces in the area and at typical skills in the groups of employees that are part of the job area.

2) Description of the associated occupational competencies, including special qualifications as a result of regulatory requirements.

3) The overview and target description of the labour market training and the individual subject, which may contribute to the attification of the number of the products in the sector. 2 mentioned skills in the job area.

Paragraph 2. The training options shall ensure that the common skills descriptions do not contain any occupational training with objectives identical to single-class subjects, specials or basic vocational training in accordance with the objective of vocational training. Section 1 (1). 2.

Paragraph 3. The training committees shall, where necessary, by drawing up the common competence descriptions, together with other post-training committees, of the skills description which will meet the need for skills development.

§ 3. A single-class subject of the law on vocational training may not normally be included in a common competence description.

Paragraph 2. However, after a separate reasoned application and in accordance with the opinion of the Council on Voksen and Post-training, the Minister for Education may, on a separate basis, be able to approve them in accordance with their opinion. 1 mentioned training activities shall be included in a common competence description, the specific reasons for which, in the context of cohesive skills, are referred to in the context of a common competence description.

Continuous Changes

§ 4. The post-education committees shall, on the basis of the need, include new and revised labour market training and relevant individual subjects in the common competence descriptions or leave uncurrent labour market training and the individual fall from the common market ; skills descriptions. Continuing changes to the common powers of competence shall be approved by the Exchange and Education Minister and submitted for information to the Council of the Voksen and Autumn Education Council. The Minister for Borders and the Education Minister will be able to obtain an opinion from the Council for the Vocational and Aftereducation issues relating to issues of relevance to the approvals.

Paragraph 2. The Minister for Education and Education may decide upon the opinion of the Council for the Voksen and Autumn Education Ministers to decide that certain labour market training schemes, including cross-disciplinary training, cf. Section 6, and individual subjects must be incorporated into the common skills descriptions.

Publication

§ 5. The Exchange and Education Minister shall publish the approved common skills descriptions and the current amendments thereon at www.uddannelsesadministration.dk and www.efteruddannelse.dk.

Chapter 2

Labor Market Training

Interdisciplinary and cross-disciplinary training

§ 6. The training committees and the education minister can develop social training with general cross-cutting objectives. The development of social education and training programmes with a general cross-cutting target must take place at the level of the exchange and education minister of the desired development, and must be coordinated with other committee training committees.

Paragraph 2. General Interdisciplinary objectives shall be reported to the public and education minister for inclusion in a common catalogue and as other labour market training approved if the Minister does not have any comments to make on this subject, Six weeks. The general transverse dimensions of labour market training shall be corresponding to the relevant common powers of competence.

Development and content overall, as well as marking in the central information system

§ 7. The development of labour market training shall be developed, taking into account the target group, quality and pedagoal, including in the interest of reading and calculating participants, cf. law on labour market training, section 10.

Paragraph 2. The standard length of training shall be established in relation to the objectives of education. The duration of the training shall be fixed in days, possibly fraction of this, a 7 hours and 24 minutes. In the case of educational courses developed for bilingual purposes, it is indicative, maximum duration to be determined.

Paragraph 3. The training of labour market is usually both practical and theoretical, and can be included in educational structures.

Paragraph 4. Employed labour market education provides national social skills and can give merit to the basic vocational training courses.

Paragraph 5. In the case of the development of labour market training, within the framework of the law on labour market training etc. and notices issued in accordance with that, any regulatory authority shall be granted to the practitioners of the profession concerned.

§ 8. At www.uddannelsesadministration.dk, the after-training committee, with the approval of the children's and the Minister for Education, shall establish the following information :

1) Title

2) Target formulation

3) Proof of proof

4) Connectivity to a shared skill description

5) Training wizard .dk text

6) Level of the Danish Qualification Frame

Paragraph 2. In the case of a multi-plan training in which the same fertility is sought in one of several materials, or which are also implemented in different versions, the training committee shall be denoted with the approval of the children's and the Minister for Education, as well as the manner in which these are to be referred to as the evidence text, cf. paragraph 1 (c).

Paragraph 3. The training committees also mark the approval of the minister, provided that it is a question of :

1) A training to which a certificate of authority is issued, cf. Section 22 (2). 1, or industry-certificate, cf. Section 22 (2). 2.

2) A training is included in the community catalog, cf. § 6.

3) An education which, because of the need for special equipment, will not be carried out in a training institution.

Access to labour market training

§ 9. Access to labour market training and individual skills assessment shall have persons who are resident or real and actually employment in Denmark respectively, respectively, or in actual fact.

Paragraph 2. A person registered with domicile in the Central Person Register (CPR) is considered to be resident in Denmark.

Paragraph 3. An employment is considered to be a real and actual fact if it is employed-in addition to participation in labour market training or individual competencies-either (as an employee) towards an employer and by his instructions, services performs ; which may normally be regarded as falling within the labour market or (as self-employed) for economic return on a regular basis over a short period of time engaged in economic activity in its own activities. The employment of employment, which is so low, is that it is purely marginally complementary, is not considered real and in fact employment, and is being removed from employment as a self-employed person, which is of a very small scale.

Paragraph 4. An employee has employment in Denmark if the person concerned is able to perform his services, cf. paragraph 3, either in another physical person ' s private household situated in Denmark or in another (natural or legal) person's company being carried out from a business location in Denmark. A self-employed person has employment in Denmark if the economic activity of the person concerned in the company, cf. paragraph 3, mainly carried out from a business location in Denmark.

Paragraph 5. If the company, cf. paragraph 4, and in one or more other countries, the only person concerned shall be deemed to have employment in Denmark if the person in question is located in Denmark, while employment is being exercised. However, an employee of such activity shall also be considered to be employed in Denmark if the person concerned receives instructions on the operation of the work from Denmark.

§ 10. People who do not meet the conditions of section 9, but have either fixed residence or actual employment in the Faroe Islands or in Greenland, have access to labour market training and individual skills assessment against the full participant payment as set out in notice of open education and subsidies for labour market training, etc.

Paragraph 2. The training-seeking from the Faroe Islands or Greenland is to document the permanent residence or employment of the educational institution.

Paragraph 3. The conditions in section 9 (4). 3-5, concerning real and actual employment in Denmark, the corresponding application of real and actual employment in the Faroe Islands, but not about real and actually employment in Greenland, is not a matter of real and actual employment. A person who is physically residing in Greenland during the execution of his work is considered to have real and actually employment in Greenland in the sense of the notice, however, so that employment, which is so low, is that it is only one of them ; in purely marginal complements, are not regarded as real and in fact employment.

Paragraph 4. The grant rules on labour market training and so on sections 21 and 22 shall not apply to persons admitted pursuant to paragraph 1. 1.

§ 11. Persons who do not meet the conditions of section 9-10 but who are resident in one of the other Nordic countries may apply to labour market training when they demonstrate that equivalent training does not exist in the country of residence or that they live in a territory bordering on Denmark and that the institution in which the teaching takes place is more or less accessible to them than institutions where appropriate training can be followed in the country of residence. ~ 10 (1)) 4, and the claim of full Participant Payment, cf. ~ 10 (1)) 1 shall apply mutatis mutis to these persons.

Chapter 3

Company approved by the approved provider

The obligation to supply

§ 12. The approved provider shall have, in all the territory approved by the provider, an obligation on the whole territory to which the tender is approved, to ensure the availability of tenders appropriate in relation to the need.

Paragraph 2. The tender shall be ensured through the obligation to adversaries, cf. section 19, and to work with other providers that are approved for the same shared skill description, or by means of a presentation or contracting, cf. § § 23-24.

Paragraph 3. The approved institution shall examine at least once a year in a documentary manner to examine the need for invitations to tender within the relevant common powers of competence. At least once a year, updated on the website's website, an award policy, which contains a description of the provider's cooperation with the other actors, including a policy of execution and of an outsourcing policy.

The tender court

§ 13. The authorized provider may only market and hold labour market training within the geographical area where the provider is approved for the common skill set, cf. § 12, paragraph 1. 1. The provider may, within the geographical area, be able to commuse the labour market education as needed.

Paragraph 2. The restriction to the geographical coverage area, cf. paragraph 1, as far as the holding is concerned, such training shall not apply to business-based education, cf. Section 18 (2). FOUR, TWO. Act.

Learning Qualifications

§ 14. The authorised provider of occupational occupational training is responsible for teachers ' qualifications and for teachers to implement the necessary skills, including in the organisation of teaching practical guidance for teachers, who are following pedagogical ; education, cf. paragraph 3.

Paragraph 2. Teachers who teach labour market training must at least have qualifications which, normally, within their professional territory, correspond to vocational training levels, as well as at least 3 years relevant and appropriate periods of employment. professional experience.

Paragraph 3. The teacher shall have, or, no later than four years, as teachers at the training of the labour market, the educational qualifications of adults at least equal to the level of a pedagogical diploma must be targeted at least equal to the level of teaching. For teachers employed before the 1. In July 2013, however, the deadline is six years. In general, the teacher shall start training with appropriate training no later than one year after beginning to teach. The authorised provider of labour market training may derogate from the requirement of diplomat levels in exceptional cases where the level of higher adult education in pedagogue is appropriate for the skills profile of the school's group's teacher group.

Paragraph 4. For hourly rates employed at half-time or less hourly, the provider may waive the requirements of paragraph 1. 3.

Paragraph 5. Teachers who teach Danish as a second language must have education to teach Danish as a second language for adults or similar qualifications.

§ 15. The training committees are responsible for the development of training for teachers within the job areas of the common skills description.

Paragraph 2. The Minister for Borders and the Minister for Education may foresee the development of training for teachers in the educational field and in transverse areas.

Recording

§ 16. The places of establishment shall have a duty to include in the case of occupational training and individual competencies that meet the conditions laid down in section 9, within the framework of the law on open training (adult education), etc., and in a framework of such training.

Paragraph 2. In the case of the implementation of the training, according to regulatory requirements, a condition for the pursuit of a profession in accordance with the requirements of the law in question. Section 7 (2). 5, only persons who, after the implementation of the training, will also meet any other conditions for the exercise of the profession shall be included in the training. This shall be suspended from conditions where use requires the exercise of a discretion.

Paragraph 3. Inclusion of labour market training may be refused if an applicant has participated in more occupational training than necessary for professional reasons. Applicants addressing the institution relating to the admission of a labour market or which have been met for training to which they are recorded at digital enrollment is referred to in other educational activities or to : individual skill assessment if they are to be taken not to have the necessary levels of professional expertise in order to achieve the objectives of the training programme within the specified maximum duration.

Paragraph 4. In order to ensure that the applicant is able to follow the class with satisfactory results, it may be required to carry out a test in the language of education or the language of education at the latest at the start of the training.

Paragraph 5. The inclusion on labour market or individual competence assessment cannot be conditional on organizational conditions or membership of an unemployment rate.

Paragraph 6. The applicant shall meet the conditions laid down in section 9, section 10 or section 11 concerning access to labour market training. In the case of applicants without permanent residence in Denmark indicating access to labour market training in accordance with Article 9, it shall be explicitly confirmed by the applicant and also by his employer, by his employer, that : the conditions of section 9 (4) ; 3-5 is done. In addition, the applicant and his employer must also inform their employer and their employer, and in particular on employment in Denmark, and where appropriate, how, on the one hand, which employment functions the applicant must fill in the context of employment. The place of education may require the submission of the basis of employment relations, such as employment contracts, and additional information for the lighting of employment. When an employer ensigns an employee of who formerly of the same training institution has been given confirmation after 2. Act. and information after 3. required, such confirmation and information shall not be renewed if the employer by the new enrollment declares that the previous confirmation and information continues to be in conformity with the facts. Reel and actual employment in the Faroes or Greenland, cf. Section 10 shall be documented in the presentation of contracts of employment.

Paragraph 7. The approved provider must offer an applicant who is intended for the institution to take on a labour market education without being admitted to the training, to the institution's waiting list. An applicant whose enrollment is cancelled because the crew in question is cancelled due to failure to obtain a minimum number of messages or for other reasons will not be created, should also be offered to the institution's waiting list. At the same time, with an offer to take a waiting list, the institution must weigh on the possibility of constantly being informed in the central information system for the labour market training system on all the training of education.

Organisation of the Organisation

§ 17. The training site shall organise the teaching in such a way that the centrally approved action-oriented objectives are achieved. The teaching of the pedagogical method of method must lead to the same national competence for all participants.

Paragraph 2. The educational site may, from a practical assessment of the requirements of each participant, shorten the period of training in relation to the normal duration of the labour market training. The teacher shall be employed in teaching, including the holding of samples, for a period of a total duration corresponding to the number of days reported as the duration of the training for the Kurds in question. The couriers shall, with the exception of any medical absence and similar such, have to be employed in the course of reception of education, cf. Section 21 (1). 1. If it is not a distance education, cf. paragraph 5, teachers and participants shall be present at the same time as in the presence of the coexistence of activities carried out in the interests of the production of the course of the couriers ' production, cannot be taken into account as education, or the reception of teaching.

Paragraph 3. A tutor who is not employed by the education site may be able to participate in a pre-delimited part of the education in advance. The school teacher, see. Section 14-15, shall ensure that the requirements for the notification, including paragraph 1, shall be ensured. The result is that, in the course of such a conjector of the couriers, it is not possible to contend with the conjectors of the conjector of the constellations.

Paragraph 4. The place of education may organise the training of occupational labour as a cohesive teaching or split education for more or less than 7 hours and 24 minutes a day, on all week days and as teaching at night, at night or in The weekend. Only breaks that are customary in the industry or one of the industries to which the training is associated can be included in the training period.

Paragraph 5. The education site may organise more labour market training or occupational training and individual skills assessment at the same time in the same room (open shop). The training of labour market training may be organised as a distance teaching, cf. Section 11 (1). 2, in the Act on labour market training, etc., cf. however, this notice is Article 28 (1) of this notice. This announcement of rules on driving distance education shall apply to education not based on the assumption that the exchange rate and teacher in normal cases without the use of technical remedies can see or hear each other.

Paragraph 6. The Education Site usually organises the labour market training with Danish as language learning. Subject to the regulatory requirements concerning access to the pursuit of an occupation, cf. Section 7 (2). 5 shall preclude the teaching of languages other than in Danish or in combination with any combination of Danish or other languages if it is informed by the marketing, cf. Section 20 (2). 5.

Paragraph 7. The place of education must ensure that the participants at the start of the labour market are aware of the action-oriented objectives of the training programme and know that education is organised in order to achieve the objectives of training. The teaching of an individual subject in a common competence description shall be organised in accordance with the education system for the vocational training established by the single body.

Detention

§ 18. The place of education must, however, be provided, to ensure that the required theor-site premises, equipment and materials must be made available.

Paragraph 2. The place of education must ensure that education is held somewhere for which inspection is available. Labor market training must be held in Denmark

Paragraph 3. The class shall be regarded as the place where teachers and pupils are staying under the training. Removal classes shall be regarded as taking place in the place where the teacher is under the instruction. Keep the participants in the remote view of the institution's initiative in a place that is not a private residence, to follow the teaching, the teaching of education is also seen there.

Paragraph 4. This training may be held at a business, cf. Section 11 (1). 2, in the case of labour market training, and so on. This notice rules on business-based education, cf. Section 13 (1). 2, and section 24 (4). THREE, TWO. a point shall apply to training conducted on a company in which some of the participants are employed. The location is not differentiated between the location where the participant is usually employed and other locations that the undertaking is making available.

Announcing obligations and placing on the market

§ 19. A training facility approved for the provision of labour market training must at least once annually at www.efteruddannelse.dk with the proper title and number advertise the qualifications approved for, unless it has reason to assume that others : authorised providers shall advertise the relevant training within the whole of the institution ' s geographical coverage area for the individual training.

Paragraph 2. However, in areas where education is subject to highly specialized equipment or competence, advertising may be omitted if it is likely that the yield will not be a target of resource consumption and if the institution follows a plan ; how the knowledge of the existence of these courses is disseminated, and any demand is accepted.

Paragraph 3. The place of education must have a website in which it is described in the area of the shared competencies of the field of competence to offer training and which the approval of the labour market is to be approved.

20. The placing on the market of labour market training, the assessment of basic skills in reading, writing, spelling, math and mathematics and guidance related to this or individual competence shall be referred to in this notice ; an appeal to the public or to specified recipients, which are intended to obtain participants for a specific organisation of a labour market training, respectively ; Such marketing must satisfy the rules laid down in paragraph 1. 2-7 when deleted from or on the initiative of any direct or indirect financial benefit of grants or participant payment as a result of the training of education.

Paragraph 2. Marketing must take place in relation to the target group to which the activity is developed and in relation to the purpose and objectives of the activity.

Paragraph 3. The placing on the market must not, by means of the choice of words, images or medium of use in an un-business context or in other manner, deceive of the objectives, content and the intended scope of the activity.

Paragraph 4. Individual labour market training must be individually identifiable as such in any marketing, just as the price of each educational or a single subject, as well as the approved code and title set at www.efteruddannelse.dk must be specified. The institution may, in addition to such designations, provide an overall name for a course of course, if this alone contains occupational training and a single subject in a shared competence description. The precise formulation of the action-oriented target formulation shall either directly or at a precise reference in the case of electronic marketing procedures by means of a link, in the marketing of a link.

Paragraph 5. In the case of the placing on the market of labour market and individual competence, it must be stated on which language teaching or evaluation is carried out if the activity is to be held in languages other than in Danish or with a combination of Danish, and other languages.

Paragraph 6. in writing.-(b) The marketing approach of short-text, such as radio and television advertising, web banners and posters, where in-depth information would significantly impede the impact, are not covered by paragraph 1. 4 and 5. It is assumed that the activity shall clearly identify the activity as a labour market without mixing with other activities and refers to the recipient of the message to another media meeting the requirements set out in paragraph 1. 4 and 5.

Paragraph 7. For the marketing of marketing, it must be clearly stated that it is possible to participate in the labour market training or of the other services provided. Where services are offered as a commercial enterprise, the price for these shall be shown separately.

Evidence

§ 21. The education point shall issue training certificates to persons meeting the objectives laid down in the labour market training objectives, cf. section 12 of the Act on labour market training and so forth, and competency proof of participants in individual competencies that meet parts of the objectives of labour market training, cf. Act 15 b.

Paragraph 2. In the case of the issue of training for labour market training, it is used for the training of evidence from www.uddannelsesadministration.dk.

Paragraph 3. For the purpose of issuing competencies, the part of the target formulation of the action-oriented objectives of the person or labour market training corresponding to the real skills acquired by the participant has been accepted. In addition, the number and title of the occupational training and / or the single profession and the number and title of the common competence description recorded by the relevant labour market training (s) are listed in.

Certificates

§ 22. The place of education may issue a certificate for training which, according to law, provides the right to the exercise of a particular profession, cf. Section 7 (2). 5. For the issue, the rules concerning the content, form and administrative procedures applicable to the area governing the territory of the competent authority shall apply to the certificate in question.

Paragraph 2. The place of education may, if a formalised set of rules are drawn up by a generally recognised cerceration or industry organisation or similar, in accordance with the issue of another form of certificate (industry-certificate) studies which, on behalf of the proposal of a committee, have been approved by the children's and Education Ministers. The Children's and Education Minister may refuse to approve an education for the issuer certificate if it cannot be demonstrated that the training of the training in the field of the profession is a prerequisite for the exercise of certain conditions, job functions.

Paragraph 3. The issuing of certificates must not impose significant additional costs in the educational establishments.

Chapter 4

The activities of other educational establishments on behalf of the approved provider ;

Aggregation

-23. The approved service provider may, by written agreement, leave it to another training institution approved in accordance with this law or by the law on vocational training institutions for a specified period of up to one year, the provision of one or more specific labour market training. At www.uddannelsesadministration.dk, the approved provider must register the agreement with the declaration of the second training institution and of each occupational education and the period of the proposal. The agreement shall include the title and number of the training field in both institutions ' s home pages at the time of the award of the contract to 1 year after its expiry.

Paragraph 2. The training institution approved for the tender shall retain the overall responsibility for the provision of approval, including for the marketing of the market, which shall be approved or checked by sampling. The institution shall retain further responsibility for the attainment of competences of the couriers, described in the action-oriented objectives of the teachers ' qualifications and the quality of the teachers.

Paragraph 3. A training institution which has received a development of labour market training cannot be published or outsourced the task.

Paragraph 4. Chapter 3 shall apply to the restrictions resulting from paragraph 1. 2-3, apply to the activities carried out by the training institution which has received the laying-down.

Outsourcing

§ 24. The approved service provider may, by written agreement, leave it to a private training institution which has not been approved in accordance with this law or, in the case of institutions for vocational training, that the part of the tender must be described as part of the tender of a single person ; specific labour market training. The Agreement shall specify the title and number of the training and the number of the home page of the competence of both institutions at the time of the award of the contract to 1 year after the date of expiry of the contract. The Agreement shall specify the tasks to be performed concerning the individual team and the amount of tasks to be taken in respect of the tasks relating to the individual team.

Paragraph 2. The outsourcing may not include the dutiful announcement of the tender, cf. section 19, and the training institution to which the contract is subcontracted may not make the placing on the market of the teaching or evaluation, cf. Section 20 (2). 1. Tasks related to the admission of couriers, certificates and certificates, collection of fees, the establishment and collection of the additional price for special detentions and the fee, treatment as well as the decision on cases of cases grants for room and board, and any inclusion in the central training system for business adult and training and any reporting to the Ministry of Children and Education shall be incumbersome to the approved provider, regardless of the source of the contract. The authorized provider shall be responsible for the subcontracting institution to which contracted, in the event of supervision, shall ensure access to any site in which the teaching is to be held, cf. Section 18 (2). 2.

Paragraph 3. Outsourcing cannot include labour market training with general cross-disciplinary objectives included in the common tax law, cf. § 6. Outsourced labour market training cannot be organised as a business-based education, cf. Section 18 (2). FOUR, TWO. Act.

Paragraph 4. A subview institution that has received an outsourcing of labour market training may not subcontracted the task to others.

Paragraph 5. The agreement between the approved service provider and the private training institution shall indicate the payment for each and the training or training or training which is to be subcontracted. This agreement may be concluded on the standard contract for the outsourcing of labour market training, which is available at www.uvm.dk. Where the standard contract is used, its provisions must be waived only by provisions which, in relation to the standard contract, limit the scope of the tasks that are to be subcontracted or which do not exceed the limits set out in paragraph 1. 2-4, extends the duties of the outsourced tasks incumbersome to the recipient of the contract.

Paragraph 6. If the standard contract is not used, the agreement between the approved operator and the recipient of the contract shall be regulating the same conditions as the standard contract, and the agreement may not derogate from the standard contract to the same extent as authorised by paragraph 1. 5.

Paragraph 7. Chapter 3 shall apply to the restrictions resulting from paragraph 1. 2-4, apply to the activities carried out by the training institution which has received the outsourcing.

Chapter 5

Specific training courses for bilingual

§ 25. Specific training courses for toingual are consistent cycles that can be merged by labour market training and individual subjects from one or more common competencies and practicalists, cf. Section 14, paragraph 14. 1, in the law on labour market training, etc.

Paragraph 2. People who do not have Danish as a mother tongue and who need lessons to take account of specific linguistic or professional conditions in order to be able to enter the labour market may take part in the course of paragraph 1. 1.

Paragraph 3. Participation in progress, wholly or in part, takes place in Danish, assumes that the parties concerned have linguistic conditions corresponding to the level of testing in Danish I, in accordance with the law on Danish education for adult foreigners and others.

SECTION 26. The duration of the labour market training and the individual class, which is part of specific training courses for bilingual, may be extended by the training site by up to 25%. in the interest of the professional and Danish language requirements of the current participants.

Paragraph 2. In the case of training courses involving Danish teaching, part of the instruction in Danish as a second language shall be integrated with the professional training of not more than 1 / 3 of the weekly subtractor.

Paragraph 3. There may be an internship in the training courses provided for in paragraph 1. 1 of a total duration that does not exceed the training part, not more than 12 weeks. The individual internship will normally have a duration of up to 4 weeks.

Paragraph 4. An applicant for a training program for toingual must review a language test at the latest at the start of training.

Paragraph 5. The Committee on Education and the Exchange and Education Minister can obtain relevant descriptions of special training courses for bilingual posts at the educational premises.

Chapter 6

Assessment of basic skills and individual skills assessment

Valuation of basic skills

§ 27. Anyone participating in labour market training or individual competencies, according to the law of labour market training etc., must be given the opportunity to assess their basic skills in reading, writing, spelling, math or math, and for guidance in connection with this.

Paragraph 2. Evaluation and guidance provided for in paragraph 1. 1 shall be used by the institution of training with the aim of :

1) organise the teaching and use of teaching material in accordance with the assessment results in order to improve the participation of the participants in order to carry out the educational process and to increase the benefits of teaching ;

2) guide the delta of reading, writing, spelling, math or math on labour market training, etc., including e.g. professional reading and writing or vocational math and math ; or after other, laws, including, for example, pre-adult learning, proverb education and training in Danish as a second language, and

3) guide the delta into and organise training and training courses combining occupational education and training in reading, writing, spelling, arithmetic or math under other legislation, including e.g. preparatory work adult learning, dyspool education and learning in Danish as a second language.

Paragraph 3. Evaluation and guidance provided for in paragraph 1. 1 and 2 may be carried out by educational establishments approved for the creation of an individual competency assessment, unless an assessment of basic skills in reading, writing, spelling, arithmetic or mathematics and guidance ; which are not covered by the approval. Evaluation and guidance provided for in paragraph 1. 1 and 2 may not be subcontracted.

Paragraph 4. Evaluation and guidance provided for in paragraph 1. 1 and 2 may be carried out during the training period or in association with this and shall have an indicative duration of up to 0,3 days.

Paragraph 5. The place of education may hold evaluation and guidance provided for in paragraph 1. 1 and 2 in a business.

Paragraph 6. The place of education must use appropriate assessment and guidance methods and forms of design to ensure that the objectives of paragraph 1 shall be taken. Two is reachable.

Paragraph 7. The place of education shall provide evidence of the assessment results to the participant. The documentation belongs to the participant.

Paragraph 8. The training site shall cooperate with providers of education and training in reading, writing, spelling, arithmetic and / or math under other legislation, including preparatory adult learning, dyspool training, language teaching and class. Cooperation shall provide the basis for the training facility to guide the participation of the participants in the provision of education and training for other institutions, in accordance with other legislation, and improve the possibilities for the establishment of works in the labour market ; is combined with education and training in reading, writing, spelling, arithreading, or maths or classes in Danish as other languages after other legislation.

Personalized skills assessment

§ 28. Anyone who has access to training within the framework of the law on labour market training, etc., has the possibility of having an individual competence assessment, cf. Section 15-15 b of the law on labour market training, etc. Individual competencies, is a real-purpose assessment and is intended to give the participant the recognition of his collective knowledge, skills and competence as a basis for further and adapted ; vocational training and training, within the framework of the law on labour market training, etc., and for use in the labour market. Recognition of realability shall be given in the form of an individual training plan, cf. Section 15 (3) of the law. 3, as proof of competence, cf. Article 15 (b) of the law. 1 or as training evidence, cf. Article 15 (b) of the law. 2.

Paragraph 2. Individual powers of competence may be carried out by educational establishments approved for the creation of labour market training, unless the approval does not include individual skills assessment. Individual skills assessment cannot be subcontracted. At the same time, an educational facility applying to another training facility for the training of a labour market training may at the same time be given individual skills assessment in relation to the occupational training or the single profession, and section 23 shall apply by analoging to the relevant application.

Paragraph 3. Individual powers of competence shall be made prior to the applicant ' s possible admission to labour market training and may be up to 5.0 days. However, for bilingual, lacking documentation for skills acquired outside Denmark, individual skills assessment may not last until 10,0 days.

Paragraph 4. Individual powers of competence shall be organised as an individual course of action. The place of education may hold an individual authority assessment of teams as a cohesive or fragmented state of conduct and the holding may be carried out on all days of the week, at any time of the day, and § 17 and 18 shall apply mutatis muted to individual skills assessment. However, individual competencies cannot be held as a distance assessment in accordance with section 17 (2). 5.

Paragraph 5. The training place shall cover the or the labour market training or the individual subject of a common competence description to be the target and benchmark for the assessment of the applicant ' s area of expertise, based on a description of its job function ; or competency profile after the end of the labor market. The participant ' s employer may be included in the preparation of the process in order to provide the description of the participant's job function or skill profile.

Paragraph 6. The applicant shall arrange for the individual skills assessment to be prepared for the collection of relevant evidence of the real skills requested by the person concerned in the individual competence assessment. In the context of preparation, the applicant may, for example, describe its relevant experiences, e.g. from voluntary activity in the interest groups or sports associations.

Paragraph 7. The training site shall use appropriate methods to enable the participant to demonstrate and rely on the competence of the participant and acknowledge the skills relevant to the target descriptions of it or of the labour market training or the individual subject of shared competency descriptions, which are the yardstick of the participant ' s competence assessment.

Paragraph 8. Assessment of basic skills in reading, writing, spelling, math or math and guidance related to this, cf. section 27 may form part of an individual competence assessment. Protests of applicants, cf. section 16 (4). 4, and section 26 (4). 4, may take place as individual competencies.

Niner. 9. In the light of the assessment and assessment of the participant ' s real-purpose skills, the educational participant shall recognize the real skills of the participant in accordance with. paragraph 1, and also issue documentation (evidence) of participation in individual skills assessment. Any evidence and training plans shall be issued to and belong to the individual participant. In cases where the estimated training needs of the delta can be best taken into account in the case of a combination of labour market training and education and training under other legislation, e.g. law on preparatory adult learning (VU), cooperation is being interworked with relevant providers thereof in order to implement combined flows. In cases where the participant is estimated to belong to the target group for the basic training of adults (GVU), the training place may carry out individual skills assessment and draw up training plan in relation to the GVU after children ; and the rules of referral to the minister of education, including rules on financing, if the training facility is approved in the area concerned and otherwise refer to a training facility which has been approved for this purpose.

Paragraph 10. The rules of section 14 concerning the teaching qualifications shall apply mutatis mueses to persons making individual skills assessment.

Chapter 7

Quality assurance and local training committees

Quality assurance

§ 29. The Child and Education Minister is developing and maintaining common quality assurance tools for labour market education and can carry out spot checks on quality assurance of training steers and training programmes.

Paragraph 2. The training sites and training committees shall use the common quality assurance tools determined by the children's and the Education Minister, and will contribute to maintenance, development and renewal of the common quality assurance tools.

-$30. The training sites must systematically make quality assurance and development of :

1) training efforts within the common competence descriptions in order to ensure that the participants can achieve the objectives set for training and training activities,

2) assessment of basic skills of reading, writing, spelling, arithmetic or math and guidance related to it so as to ensure that the participants are evaluated and weighted in accordance with the objectives, cf. § 27, paragraph. 2, and

3) individual skills assessment in order to ensure that the participants have assessed and recognised their real competencies in accordance with the purpose of the objective, cf. § 28, paragraph 1. 1.

Paragraph 2. The training sites must organise evaluations in such a way as to evaluate the activity and a representative sample of establishments that have been employees in training.

Paragraph 3. The educational establishments must conduct and document an ongoing follow-up to evaluations and other measurements of the quality of the training effort.

§ 31. The training committees should, by means of inter alia the common quality assurance tools, ensure that the labour market training, the committees develop, are relevant to companies and participants and in accordance with the needs of the labour market.

Local training committees

§ 32. A private training institution approved for the provision of labour market training shall set up one or more local training committees. Section 9 (1). 1-5, in the case of labour market training, etc. shall apply to these committees.

Paragraph 2. The obligation to establish a committee shall be entered for a year after the expiry of a calendar year, for which the institution has reported an activity of 20 years or more. Duty will fall when the institution of two calendar years in a row has reported an activity of less than 20 years.

Paragraph 3. An institution may maintain committees which may have been decommissioned in accordance with paragraph 1. TWO, TWO. Act.

Chapter 8

Draft and entry into force

Crow

§ 33. Complaints of the training status of the training schemes according to the law on labour market training etc. and the publication of the decision may be made by the decision to be placed on the market of children and the Education Minister in respect of the legal shortcomings.

Paragraph 2. Complaguing must be submitted to the training site no later than four weeks after the decision has been notified to the person concerned. If the complaint cannot be taken as a result of the training site and the complainant maintains the complaint, the training ground shall be forwarded within 10 days of the complaint to the minister, accompanied by the opinion of the Education Board. The education point shall inform the complainant of the forwarding and the opinion.

Entry into force

§ 34. The announcement shall enter into force on 1. July, 2013. However, the rules on the holding of the labour market training shall apply only to labour market training which is commencing on 1. July 2013 or later.

Paragraph 2. At the same time, notice No 802 of 22. September 2003 on joint competence descriptions for vocational training and training and labour market training. However, the rules relating to the organisation of labour market training shall, however, continue to apply to labour market training commencing before the 1 of the labour market. July, 2013.