Page 30 - R1Guidebook_Final revised version for translation after visual changes_EN

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 Interactive Digital Media
 Master in ICT and learning
 IT Product Design etc.

CPD FOR ADULT TEACHERS WITHIN PREPARATORY ADULT EDUCATION
As one outspread example, Denmark had for almost 20 years a Preparatory Adult Edu-
cation Act, which allows short-skilled citizens access to improve their skills in Danish,
Maths, English - and now also a Digital Educational Line.
Teaching takes place in small classes and is organised according to the learning pre-
requisites and requirements among the learners. The Preparatory Adult Education is
free of charge by law and workplaces can receive subsidies when they refer employees
to the education during working hours.
Many adult educational centres and language schools in Denmark offer the Preparato-
ry Adult Education in several subjects both as face-to-face and online-based courses
for short-skilled adult learners. However, this requires professional teachers to be fur-
ther certified and to complete a special formal education in order to teach the prepar-
atory subjects. This programme is offered by University Colleges in Denmark and has
two tracks:
 Basic Digital Skills (10 ects), providing teachers with theoretical and practical
knowledge of digital technologies and a.o. tools to assess adult learners' digital
prerequisites, etc.
 Teaching of digital skills for adults (10 ects), providing teachers with competences
to plan, implement and evaluate differentiated teaching of adults who wish to im-
prove their digital skills.

Finally, it was mentioned by teachers in the research phase that ICT-based approaches
are increasingly used to fit education into the everyday life of adults, and furthermore
that ICT-based approaches in university study programmes are paving the way for new
opportunities to complete part-time studies.

MORE NEEDS-ORIENTED OFFERS WITHIN CPD
16
According to the EU monitoring , there seems to be room for improvement in the
Danish CPD efforts, when it comes to teachers’ assessments. Accordingly, only 70.9%
of teachers attending training courses felt that they had a positive impact on their
teaching practices. Compared with their European peers, Danish teachers consider
that the specific course content is less adapted to their needs, has a less coherent
structure and does not provide sufficient training opportunities for active or collabora-
tive learning. Nevertheless, Danish teachers are among the European teachers (along
with Italian, Dutch and Swedish teachers) that devote the most time to teamwork.

16 The European Commission 2021, op.cit.