Straighten Basic Skills - Strategy to raise awareness and improve, generalize

and help tackling European needs for basic skills

European Roadmap

Designed by based on project outputs

This project (agreement no. 2014-1-FR01-KA202-008718) has been funded with support from the European
Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Table of Contents

Introduction ........................................................................................................................................................................................................... 1
Review of national policies and country specific training practices......................................................................................................................... 3
National policy and framework ............................................................................................................................................................................... 4
Educational aspects .............................................................................................................................................................................................. 8
Key findings and success factors .......................................................................................................................................................................... 9
Conclusions and recommendations ....................................................................................................................................................................... 9

This project (agreement no. 2014-1-FR01-KA202-008718) has been funded with support from the European
Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
 About this document
Introduction
The European Roadmap provides practical information about the
About the project
implementation of basic skills education in European countries. On a
The European project STRAIGHTEN BASIC SKILLS offers a multi- larger scale, it aims to increase participation in the public consultation
perspective view for a comprehensive strategy to effectively promote on questions related to the strengthening of work related basic skills,
work related basic training for adults. Seven organisations from and the training participation of low qualified employees and
France, Germany, Austria, Norway, the UK and Romania gathered, unemployed in adult education.
convinced that only the interaction of certain critical elements,
success factors, such as the legal framework, information and It is built upon European exchange, the excellent expertise of each
financing arrangements, or the action as an intermediary body could Straigthen Basic Skills consortium partner in the field of work related
lead to real improvements in the development of basic skills to basic education, the development of country case studies and finally
professional aiming. the pooling of the piloting results shall convincingly demonstrate how
workplace related basic education could be strengthened also in
In frame of the project, a set of successful indicators are developed other European countries.
based on findings regarding learning opportunities for adults,
especially for low qualified employees and long term unemployed, Set of successful indicators
with a view to training needs of workplace basic skills existing in This set describes key factors of social, economic and cultural
Austria, France, Germany, Norway, Romania and the UK. Only taking elements which contribute to the success of work-related basic skills
into account many different aspects to strengthen basic skills provision. They are generated from relevant resources, gathered from
trainings for adults will be successful and sustainable. Among them desk research, and several significant projects undertaken in and
are: Successful environments, legal conditions, so called vocational around the European Basic Skills Network.
training cultures, supportive collective agreements or agreements
between the social partners etc.

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In the research phase, the following factors were identified to have significant influence on the successful delivery of work-related basic skills
training. Different indicators were tested in frame of pilot trainings conducted in the partner countries. The set of successful indicators serves as a
reference for orientation to be taken into consideration by VET providers and professionals in the field for the provision of basic skills trainings.
Figure 1 : Success indicators for basic skills training

Supporting
guidance
systems
National legal Particular
framework methodical and
didactic
approaches
Flexible
Regular funding programme
systems structure - (Focus
on target groups)

National policy Professionalization

strategy of trainers

Success indicators for

implementing work related basic
skills training for low qualified
National quality workers and unemployed
assurance catalogue of
standards for training Good range of
agencies and training providers
measures framework
guidelines quality
marks

Successful co-
Policy making and operation with labour
offices and job
net-working on
centres
national or
Involvement of all
regional level
relevant actors
National and
regional campaigns Good access to
- Visibility and re-
Supportive employers and
movement from enterprises
taboo agreements
between the
social partners

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Review of national policies and country specific training practices

National policies and training practices are necessarily linked to each other. A well-elaborated policy framework has a positive impact on the
recognition and improvement of basic skills training, whereas insufficient or incoherent political actions can undermine it. The term national
policies refers to different factors resulting from the action taken by political institutions. This might include a specific rule or legal framework, a
funding system, a new policy strategy or a national campaign. Training practices also require a well-elaborated frame, starting from continuous
funding over professionalization of training staff to well-designed programmes in order to feed the need of both, participants and employers.
In this connection, country comparison can function as a useful information and learning source for actors in the field of basic skills education.

Programme
Funding
National structure,
framework certification

National Training
National Strategy
policy practices
for Literacy and Profession
Basic Education of alisation
Adults
Target
group

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National policy and framework
Topic/ Austria France Germany Norway Romania UK
indicators

Funding Federal states Regional; accredited No regular funding No regular funding The law of education Via the Department
collection organisms stipulates that funding for Education: Adult
Additional resources:
for training (OPCA) of adult learning is Education Budget,
European Social
made through private Apprenticeship and
Fund (ESF) Regional Council
and public funding, the Union Learning
European Social Fund based on the public- Fund
private partnership,
through financing and
co-financing from
employers, NGOs,
grants, lifelong
learning accounts,
contribution by
beneficiaries.

National Austrian Initiative for The French Lack of a nationwide Adults Right to Formal Law of Education for There is a statutory
Framework Adult Education Vocational Training legal framework for Education White Lifelong Learning entitlement to fully-
Reform (2015) adult education Paper on Lifelong funded (free) English
Strategic Guidelines
establishing the Learning and and maths learning
in Frame of the
personal training Exclusion up to Level 2 in the
LLL:2020
account (CPF) No national law or national qualifications
other legal regulations framework.
Law on Vocational
regarding work
Training, Employment
related basic skills
and Social
Democratisation

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National Initiative Basic Agence Nationale de National Strategy for Norwegian Basic Strategy for education The national Skills for
Strategy for education Lutte Contre Literacy and Basic Skills Work Life and vocational Life Strategy ceased
Literacy lIllettrisme (ANLCI Skills of Adults Programme (BCWL) training in Romania in 2010. A range of
(BHW N) -
and Basic National Agency to for the period 2014- policies in adult (19+)
Educational (2012-2016) Kompetanse Norge
Education Fight Illiteracy) 2020 (under learning and skills
Homeland (VOX)
of Adults development) place an emphasis on
Association Lower
Professionalization of basic English and
Austria - Basic Decade for Literacy
Professionalization of trainers maths, creating an
education in lower
trainers and (2016-2026) enabling environment
Austria;
pedagogical teams for providers and
Qualification Plan through specific employers.
Vienna 2020 trainings

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 Austria France Germany
A settled national framework A Vocational Training Reform and regional No national law/legal regulations regarding
responsibility for basic skills training work related basic skills
In Austria, national policies specifically target to
enable disadvantaged people to develop and France has a well defined national framework The responsibility for education and advanced
update their basic skills. Therefore, basic skills for VET and a regular funding system. vocational training lies with the German
trainings are freely available and do not require However, the training reform of 2015 is not Federal States and is not regulated by national
any formal requirements. Courses are mostly specifically targeted to basic skills training. The law. However, there was a national strategy
practical showing a flexible structure in order to implementation of basic skills training is the followed by a Decade with a National
fit the participants` needs. There are courses responsibility of the regions, because they are Coordination point. Legislative actions are
for both, unemployed and employed people. locally funded. required in order to develop an adequate
Basic skills education cover literacy, numeracy In the last few years, the co-operation between infrastructure and sustainable support
and ICT. Furthermore, there are specific state, regional councils and social partners has opportunities for public funding. Currently,
courses for migrants/refugees, which combine been strengthened by legislation. In addition, besides national campaigns, there is no
language learning with basic skill education. the collaboration between the state and the uniform national funding scheme. In the
Due to this variety of offers, courses still need local government/local communities has following ten years, a large number of
to be developed with a specific focus, in order improved. measures will be encouraged with up to 180
1
to actually meet the needs of different groups. Basic skills training for employees is often Million Euro of funding.
Vocational training should be adjusted to the linked to sector-specific training (i.e. cleaning, It is obvious, that there is a gap between
companies and employees demands. food industry). That means that the trainings initiatives and national policy. In this
Moreover knowing the culture of the people are tailored in order to up-skill professional connection, the professionalization for basic
(i.e. migrants and refugees) is of crucial staff. For this purpose, educational skills trainers is lacking. The profession is
importance for trainers, thus it is necessary to professionals need to be trained in order to undervalued and characterised by precarious
get in deep contact with them. Still, awareness deliver contents related to basic skills employment conditions.
needs to be raised for the issue, i.e. regarding education and to address the needs of the
unrecognised basic skills gaps of employees. target groups.
Intercultural awareness and inclusion requires
to fill gaps in language, cultural and social
skills, leading to a much more holistic
approach.
1 https://www.bibb.de/de/39396.php

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 Norway Romania UK
Long-term experience with basic skills Attempt of developing a culture of National policy and basic skills training in
education learning frame of apprenticeships

With the Norwegian Basic Skills Work Life Romania has a national law regulating basic In the UK, policy is devolved to the four UK
Programme (BCWL), Norway has an skills training and public funding. However, a nations, meaning there are differences of
established governmental programme for basic gap exists between the reality and the law. approach in England, Wales, Scotland and
skills education. Therefore, a lot of experience, Even though employers might finance some Northern Ireland. In England, there are national
various tools and material exist related to the workplace learning, basic skills learning is not policies and national funding schemes which
topic. Here to mention are the Competence acknowledged at national level as being a support the development of workplace basic
Goals, which are examples of local curricula in priority area for intervention for less skilled skills. Reductions in public spending on the
basic skills for adults. These goals, in employees. The Second Chance Programme, Adult Education Budget have decreased the
cooperation with The Basic Job Skills part of the national school system, addressed overall resources available for adult literacy
Profiles, are tools meant to facilitate the to those who have not completed compulsory provision, with much of the funding for work-
design of basic skills courses tailored to the education. The support of basic education is related skills now routed through
needs of each workplace and individual also addressed by the Strategy to reduce early apprenticeships. Accordingly, there is a need
learner. Through the use of these profiles, school leaving, but other than this, there are no to prioritise basic skills delivery and awareness
employers can get an overview of the skills that other national policies to support the in the professional development of
need to be strengthened and workers can development of basic skills for adults. At the apprenticeship trainers and providers. As
increase their awareness of their need for same time, there is a general lack of basic literacy provision can also be delivered in
further training in literacy, numeracy, oral skills provision for adults. There is no main discrete courses, as with the Norwegian
communication and digital competence. actor providing these kind of specific trainings. approach, awareness of employers regarding
Although this comprehensive system is a In this connection, there is a lack of trainings potential gaps in basic skills need to be raised.
promising approach, it has to be questioned, if for professionalization of educational staff. For this purpose, it is considered as important
employers recognise skills gaps of their These current developments are challenges that VET providers and employers collaborate
employees, especially regarding basic skills, the Romanian VET sector has to deal with. It is in order to achieve a whole organisational
and if employees lacking basic skills are an obstacle for the process of establishing a approach.
encouraged to announce their situation and culture of learning, which will be needed in
participate in respective trainings. order to draw attention to the importance of
basic skills for work and to encourage
employers to use the workplace as a setting to
develop their employees basic skills.
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Educational aspects
Target group: Employees
The provision of work related basic skills education is a central
concern of VET providers and actors in the field. The following
examples describe educational approaches collected in the partner
countries. For the implementation of basic skills training, the following Professional basic and up-skilling courses combined with
aspects are considered as relevant: literacy, numeracy and ICT
Access to the enterprise for the trainers in order to adapt their
training to the company needs
Small class size (10-12 participants)
A combination of training in the job place + outside the
Target group: Unemployed, disadvantaged
company + distance education
(young) people
Promotion of network building with companies and institutions
such as employee representatives, employer networks and
Focus on acquisition of basic and social skills jobcentres
Support of integration into labour market Development of programmes for companies and in
Easy to access/low threshold approach/no enter requirements collaboration with employers
Strengthening of learning skills such as autonomous learning, Exchange of proven approaches and strategies of different
learning to learn, etc. stakeholders
Small class size (10-12 participants) Training for employees to function as training mentors and
A proper guidance before entering in the training learning counsellors
Flexible programme structure Training in basic education to achieve formal certificates
Personalised training + Group dynamics Easy to access/low threshold approach/no enter requirement
Contents for specific target group
- Motivation for economic and technical (ICT) topics (i.e. for
young, disadvantaged and low-skilled women)
- Basic skills education combined with language course for
migrants

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Key findings and success factors Conclusions and recommendations

Uniform national framework

National framework A uniform national framework is considered as success factor,

because it puts the topic of basic skills education into the focus of
Exploiting funding schemes
public attention. Further, it mostly assures public funding. Of course,
Trainings of educational professionals budget cuts as described in the case of the UK as possible setbacks,
Focus on target group but nevertheless, a national framework gives the opportunity for
necessary initiatives. Alternatively, regional campaigns or projects
Def. of basic skills, respectively skills needs
can be started in order to raise awareness for the topic and provide
Training focus on flexible structure, practical an opportunity for training of the regional community. Of course,
and according to individual`s needs and labour when a national framework or national/regional projects exists, it is
market requirements extremely important to inform the public and communicate widely on
these opportunities.
Documentation of skills and training
development
Funding/free access
Collaboration with employers
As described in the previous paragraph, public funding is a benefit for
Involvement of stakeholders and establishment
basic skills education. Literacy, numeracy, and meanwhile also ICT
of networks skills are basic prerequisites for participation in society and therefore
Certification basic skills education should be accessible to any member of society
regardless social and economic background, language or origin. An
intelligent exploitation of existing support and support structures might be
one approach to receive funding from public sources. If there are no or
insufficient funding opportunities available on national level,
European funds are an alternative option.

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In France, the CLEA framework, a professional certificate created in 2016 During one of their initiatives the UK took up the expedient discussion around
by the Comit Paritaire Interprofessionnel National pour lEmploi et la the defined success indicators and the related challenges:
Formation (COPANEF) in order to evaluate and enhance job seekers and
employees basic skills is a good example of large-scale financing device. It was felt that the indicators chosen were comprehensive, but some were
https://www.certificat-clea.fr/ difficult to implement practically at a provider level. It was suggested
categorising the indicators thematically could help implementation, as
providers could then focus on indicators relevant for them.
Professionalization of educational specialists

Where basic education is not established or under development, the Combination of basic skills education and
staff responsible for implementing the courses are specialists from professionalization
the sector (for employees), or educational experts such as The main objective of the programmes is to enable (young) people to
psychologists, educational scientists or trainers. The lack of basic develop, not only basic skills, but also their professional skills. In
skills is a sensitive topic as the concerned people feel stigmatised some cases, social skills and learning skills are taught as transversal
and/or have to deal with difficult situations such as long-term aspects of the courses in order to empower participants and prepare
unemployment or economic disadvantages. Therefore, the staff them to develop a positive attitude regarding (lifelong) learning.
implementing basic education courses need to be trained in
counselling and coaching, as well as methodological and didactic Another positive aspect is the link between basic skills training and
knowledge for teaching in basic skills education courses. the support of transition into employment, i.e. through collaboration
with potential employers and internships.
A focus on target groups In the end, in order to be successful, every basic skills offer should
have a real added value for the job market: this is what motivates the
Another important aspect is the focus on target groups. Among most both unskilled workers and unemployed people.
jobseekers, specific programmes are tailored to targeted audiences,
such as young people (16 to 25 years old) or women. If it is not
possible to have a homogeneous group, it is recommended to cover
a wide range of the different success indicators in order to reach the
set goals as good as possible.

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 Definition of basic skills RECOMMENDED APPROACHES TO INCLUDE IN BASIC SKILLS TRAINING

The results of the pilot activities show that it is important to clarify the IDENTIFICATION OF TAILOR-MADE WORK ORIENTED BASIC
definition of basic skills in discussion with colleagues, partners and EDUCATION CONCEPTS

customers, and also with the final beneficiaries, with the aim of COLLECTION OF RESULTS OF DIFFERENT WORK-ORIENTED
sharing the same vision regarding the goal of the training. BASIC EDUCATION TRAININGS AND ADAPTION TO TARGET
GROUP
The clarification of the term is also important for the implementation in
further European countries, as the definition and understanding might BLENDED LEARNING

differ from country to country, but also between actors involved i.e. INTEGRATING LEARNING INTO WORKPLACE SCENARIOS
scientists and employers.
TAKING INTO ACCOUNT CURRENT DEVELOPMENTS IN WORKING
Further, it needs to be discussed whether basic skills training should LIFE
also include other aspects of skills development i.e. softs skills, INDIVIDUAL SUPPORT AND FEEDBACK BEFORE, DURING AND
communication and specific digital skills. AFTER THE TRAINING

INTEGRATING A POSITIVE ATTITUDE/EMPOWERMENT

Structure of the training
TRAINING AND COACHING THAT CONSIDER BACKGROUND OF
Basic skills trainings have to assure an easy access. That means that THE LEARNER AND MEET THE NEEDS
they should be easy to reach, flexible in their structure i.e. for people, DOCUMENTATION OF SKILLS-TO BE USED FOR EVALUATION AND
who are working, or people with care responsibilities, but also give a INTERNALLY FOR LESSONS LEARNT AND CONCLUSIONS FOR
low-threshold access without enter requirements and bureaucracy. FUTURE INITIATIVES
The course itself should be designed in a way that addresses the
target group`s needs and practically oriented. Inclusion of stakeholders

Collaboration with stakeholders and establishing networks require

continuous attention to relationships and time to develop them. A
starting point can be the identification and contacting of institutions
with experience in the field.

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Also, the relationship with institutions such as employees`
organisations or job centres are useful to support the development of
work related basic education concepts and awareness. The results of
the research and pilot activities in the partner countries also show,
that raising awareness among employers is important, as well as
collaboration approach between VET organisations and employers.

During the French local dissemination event, participants highlighted that

the cultural aspect is also crucial:

In a certain way, improving basic skills training means changing the

culture, the mentality. All relevant actors should be convinced of the benefit
of a collaborative work, especially between employers and training centers.
A huge collaborative work is necessary in order to identify needs, properly
orientate people, offer high-quality training and improve people skills.

Formal certification

The offer of a formal certification, i.e. in connection with further education

in the professional field, is an incentive for concerned people to
participate in a course involving basic skills training. It strengthens their
motivation and confidence, supports improvement of their professional
situation and might lead to further participation in trainings.

In Norway, the employees from two major companies in the bakery

industry can receive a trade certificate at the end of the training sessions.
(The Road to Trade Certificate)

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SbS consortium:

Institut National de Formation et de Bro fr berufliche Bildungsplanung, BEST Institut fr berufsbezogene

Recherche sur l'Education R. Klein & Partner GbR (Germany) Weiterbildung und Personaltraining
Permanente (France) (Austria)

www.infrep.org www.bbb-dortmund.de www.best.at

National Learning and Work Institute Institul Roman de Educatie a Adultilor Folkeuniversitetet (Norway)
(England and Wales) (Romania)

www.learningandwork.org.uk www.irea.ro www.folkeuniversitetet.no

Website:

http://straightenbasicskills.weebly.com/

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