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expectedly play an important role in view of the labour market's general competence
requirements.

In 2018/19, nonformal educational activities accounted for 20 per cent of total course
13
activity among non-skilled citizens .

Figure 3: Adult participation rate in education and training (25-64) 2010-2020

40
35
30
25

% 20
15
10
5
0
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
EU AT DE DK NL SE

DIGITAL EDUCATION GOES BEYOND THE PURELY TECHNICAL LEVEL
The Danish educational sector have had access to digital learning and remote learning
for several years. However, most educational programmes were nevertheless based on
physical presence until the COVID-19 lockdowns. Due to the existing digital readiness
and preparation, the push for the development of digital education in the wake of the
COVID-19 crisis took place at a very high speed through platforms such as Zoom,
Teams, Google Meeting and various other digital tools.
There is an ongoing evaluation of the pros and contras during the COVID-19 period in
order to integrate the pros in the general educational contexts. It seems that learning
does not arise from technical tools and technicalities alone, but can be seen as a com-
bined interplay between didactics, context and learners´ prerequisites and character-
istics. The Danish Institute for Evaluation presents seven recommendations that may
enhance quality of digital learning:

1. Clarify the prerequisites for participating in a digital learning process.
2. Give participants a thorough introduction to the virtual space.
3. Create strong relationships between educators and participants in the virtual
space.
4. Support relationships between participants.
5. Provide participants with professional support.

13 Cf Statistics Denmark (2021): “Which employees participate in public adult and continuing education
courses?”