We wanted to visit an adult education in a Scandinavian country, which can be compared to our own organisation. The choice fell on VUC in Aalborg/Aabybro. The purpose of the visit was to gather inspiration, methods and best practice for teaching particularly weak pupils with slow progress. One of the main challenges our students face is achieving sufficient knowledge of Norwegian to complete primary school with satisfactory results. Can the educational courses in Norway and Denmark be compared? Do we have approximately the same legislation in the Education Act and the Integration Act for education? Who has the overall responsibility for language training, and is it important for the distribution of funds? It was also important to look at how language training was organised. In contrast to Norway, where there is separate adult education for immigrants, there were ethnic Danes and immigrants in the same class, in primary and secondary school.
Project entitled: Alternative learning methods to reduce early school leaving. Trondheim adult education center offers services to adult immigrants at primary, secondary, Norwegian and social studies level and special education. Since 2018, we have participated in a pilot project FVO (preparatory adult education for minority language speakers) through Kompetanse Norge. The aim is to offer a module-based primary school course in the subjects Norwegian, mathematics, social studies, science and English. Experience shows that many minority speakers struggle to get through a primary school course. The reason is often poor knowledge of Norwegian, reading and writing. During our visit to Denmark, our main focus was on supporting the vulnerable groups who experienced learning difficulties. Our aim was to obtain new methods and ideas through the visit. We were curious about how language training is structured in Denmark. We want to observe and discuss alternative methods of language teaching.