Denmark 2018

The Danish qualifications framework draws a clear distinction between levels 1 to 5 and levels 6 to 8. The latter are identical with the levels descriptors in the Danish qualifications framework for higher education at bachelor, master and doctoral levels, and contain explicit references to research related outcomes. A broader descriptor has been drawn up for level 5 in the NQF than for the corresponding level descriptor in the national NQF-HE for short cycle degrees; this makes it possible to include qualifications at level 5 acquired through certain vocational education and training or certain maritime vocational education and training programmes.

Qualifications have been assigned to NQF levels using two different principles. A qualification at levels 1 to 5 is assigned according to a 'best fit' principle where the final decision is based on overall judgement of the knowledge, skills and competences of a particular qualification (type). A principle of 'full fit' is used for levels 6 to 8, as is the case for the Danish qualifications framework for higher education; this means that qualifications at this level have to be accredited ([3] The process of accreditation in Danish HE, and how this links to the learning outcomes principle, is well documented in the 2013 report: https://www.nokut.no/contentassets/a4895de04f3744f0ab9f31330ad12cd8/learning_outcomes_in_external_quality_assurance_approaches_noqa_report_-220413_250613.pdf) as meeting the legal requirements set by national authorities and according to the qualifications framework for higher education for qualifications at these levels.

All current publicly recognised qualifications in the Danish education system at level 6 to 8 are included in the qualifications framework for higher education.

The eight-level structure adopted for the Danish NQF is defined by knowledge (Viden), skills (Færdigheder) and competences (Kompetencer). Danish level descriptors have been based on a number of different sources, including existing descriptions of learning outcomes in curricula and programmes, the EQF descriptors, and the Bologna descriptors. They have been designed to be relevant to different types of qualification, theoretically as well as practically oriented. Knowledge (Viden) descriptors emphasise the following:

1. the type of knowledge involved; knowledge about theory or knowledge about practice; knowledge of a subject or a field within a profession;

2. the complexity of knowledge; the degree of complexity and how predictable or unpredictable the situation in which the knowledge is mastered;
3. understanding; the ability to place one's knowledge in a context. For example, understanding is expressed when explaining something to others.

Skills descriptors refer to what a person can do or accomplish and reflect the following aspects:

1. the type of skill involved; practical, cognitive, creative or communicative;

2. the complexity of the problem-solving; the problem-solving these skills can be applied to, and the complexity of the task;
3. communication; the communication that is required; the complexity of the message; to which target groups and with which instruments?

Competence descriptors refer to responsibility and autonomy and cover the following aspects:

1. space for action; the type of work/study related context in which knowledge and skills are brought to play, and the degree of unpredictability and changeability in these contexts;

2. cooperation and responsibility; the ability to take responsibility for one's own work and the work of others, and the complexity of the cooperative situations in which one engages;
3. learning;
4. the ability to take responsibility for one's own learning and that of others ([4] The Danish Evaluation Institute (2011), pp 17-18. ).

Level descriptor in the Danish NQF for lifelong learning

Source: The Danish Evaluation Institute et al. (2011), p. 17.

These descriptors are used to address both full and supplementary qualifications ([5] The Danish qualifications framework for lifelong learning encompass all officially accredited degrees and certificates in the Danish education system and certificates for supplementary qualifications acquired in the adult education system.).

The role of supplementary qualifications is particularly important for adult education and for continuing vocational education and training. A supplementary qualification can be a supplement (addition) to a qualification, a part (module) or an independent entity not related to any other qualification.

The learning outcomes approach is widely accepted in all segments of education and training and is increasingly being used to define and describe curricula and programmes. However, the descriptions are often divided according to subject, meaning that there is not always a comprehensive presentation of the overall learning outcome for the entire qualification. In vocational education and training, for example, the student must comply with both defined learning outcomes and competence objectives to gain admission to the main course after the basic course, as well as to be awarded certificates for VET programmes. In higher education all qualifications are clearly described using a learning outcome based terminology. This shift from input- to output-based steering is supported by the Danish quality assurance approach of accreditation; learning outcome is an important reference point for accreditation of new and existing programmes.