1. Policy approach for basic skills in adult learning:
examples of good practice
Graciela Sbertoli
Secretary General
EBSN
April 2019

2. Creation and implementation of basic skills policy
Where do we start?
What do other countries do?
What tools are there out there?
Can we learn from other countries’ experience?

3. Case study: NORWAY Skills Norway (ex-Vox): mandate
Skills Norway and EBSN
The Norwegian Competence Reform (2000): Adult Learning
IALS ( ) and ALL ( ): Shock
Rationale for a new work place program

4. Basic Competence at the Work Place - initiated in 2006
Main criteria:
RELEVANCE: individual projects
Flexibility
Involving all stakeholders
Motivation
WORK-based

5. Building a framework Competence goals
Teacher training, handbook, resources
Capacity building for employers, provider leadership, and teachers
Relevance: the basic skills profiles
Motivation: outreach and tests
Profiles:
Basic Job Skills Profiles
The Basic Job Skills Profiles are a tool meant to facilitate the design of basic skills courses tailored to the needs of each work place and individual learner. The profiles describe how each of the basic skills are used by workers in a particular occupation. The profiles are based on the competence goals.
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Through the use of these profiles, employers can get an overview of the skills that need to be strengthened and workers can increase their awareness about their need for further training in literacy, numeracy, oral communication and digital competence.
Creating own profiles
Below, you will find an English translation the profiles Vox has created in cooperation with various enterprises, organizations and teachers. The best profiles, however, are those that have been tailored to each individual situation, taking into account a concrete case and adapting them to each individual need. These examples are meant as an inspiration for course providers, who can develop their own adaptations to create courses that are really relevant to the needs of the participants.
Download the profiles and get inspired.
Basic job skills for bus drivers Basic job skills for canteen assistants Basic job skills for carpenters Basic job skills for cleaners Basic job skills for electricians Basic job skills for forklift drivers Basic job skills for heavy equipment operators Basic job skills for HSE in the construction industry Basic job skills for kindergarten assistants Basic job skills for long distance transport workers Basic job skills for personal care assistants Basic job skills for plumbers Basic job skills for premises technicians Basic job skills for retail assistants Basic job skills for tinsmiths Basic job skills for warehouse workers

6. History, results, evaluation
From diversity to models
Evaluation, rethinking, updating, amplifying the target group
Clustering of SMEs
Commitment to a program & openness for change
Based on thripartite cooperation
Financing models
Norwegian Framework- The Competence Goals:
Luxembourg:

7. Skills Plus and Upskilling Pathways
Focus on Basic Skills
Synergy with other relevant Norwegian Initiatives: Validation of Prior Learning and Career Guidance
Basic Skills at work + VPL = vocational qualifications (at work)
From non-formal learning to formal qualifications

8. The OECD Skills Strategy - Norway
Diagnostic Report: lack of coordination between stakeholders in the education, labour market, business and regional policy sectors, both nationally and regionally, as well as between the various administrative levels.
Action Report published in 2014: to set up a national skills strategy incorporating a whole-of-government approach and a strong stakeholder involvement.

10. Norwegian Strategy for Skills Policy 2017 - 2021
“Aims to ensure that individuals and businesses have the skills that give Norway a competitive business sector, an efficient and sound public sector, and an inclusive labour market.”

11. Towards a new national skills strategy...
«The Government wants to develop a strategy in cooperation between ministries, social partners and other important skills policy actors. The strategy process is thus not intended as a process in which the social partners and others only provide input, but where we work together to arrive at good solutions. That is the ambition for the strategy work. The social partners and the most important other skills policy organizations in Norway will be invited to collaborate in order to develop the skills policy strategy.»

13. The strategy partners have agreed to
• contribute to making informed choices for the individual and society • promote better learning opportunities and effective use of skills in the labour market. • strengthen the skills of adults with poor basic skills, poor Norwegian and/or Sami skills and little formal education.

14. Case study: England and Wales
The Citizen’s Curriculum
Innovation to meet a growing need
Common principles but contextualization
The learner at the center
Results: successful and cost-effective

15. Learning & Work:
“More flexible, creative and innovative models are needed to engage and motivate learners and meet the challenge of poor basic language, literacy, numeracy and digital skills in the context of rapid social change.”

16. Local context and setting
LLN
Health
Civic
Digital
Financial
Local context and setting
Learner Involvement

17. Application 3: Practice

18. Adopting or adapting? Lessons learnt > lessons to “export”
Different circumstances but a common issue
Reinventing or adapting the wheel?
The EBSN’s Capacity Building Series
About Nyitok, on Epale:
About “Ich will lernen”, in Greek:
About the profiles for basic skills (Norway):

19. Stay tuned... Pilot MOOC within the Capacity Building Series
Dates: May 6th to 23rd
Theme = OER 1
Free admission
For further contact: