Virtual seminar: How can we improve adult basic skills in Europe?

1. Cohesive frames for quality ensured
basic skills provision
Virtual seminar: How can we improve adult basic skills in Europe?
Graciela Sbertoli, May 2020

2. The EBSN, who are we?
A policy level network (policy makers and policy
providers)
promoting excellence in policy design and policy
implementation, at European, national and
regional level,for basic skills for adults (literacy,
numeracy, digital skills, 2nd language for
immigrants)
currently consisting of 82 members (among
them the NVL) and 9 associated members
outside Europe
Cooperating with the European Commission:

3. Today’s presentation is about…
Basic skills, which and why,
Why do we need national frameworks for basic skills,
What are the essential elements in a national
framework,
How should frameworks be used in order to ensure
quality, flexibility, and adaptation to the needs of every
individual,
What is the EBSN doing to promote better national
policies for basic skills provision.

4. Basic Skills, which and why
1 in 5 European adults has low levels of
literacy and numeracy
1 in 4 unemployed European adults has
low levels of literacy and numeracy
25% of adults lack the skills to
effectively use ICT
Even lower levels in average for
immigrant adults
LITERACY, NUMERACY, DIGITAL
SKILLS, 2nd LANGUAGE

5. Basic skills. Definitions (1)
Literacy is the ability to identify, understand, express,
create and interpret concepts, feelings, facts and
opinions in both oral and written forms, using visual,
sound/audio and digital materials across disciplines and
contexts. It implies the ability to communicate and
connect effectively with others, in an appropriate and
creative way. Development of literacy forms the basis for
further learning and further linguistic interaction.
Depending on the context, literacy competence can be
developed in the mother tongue, the language of
schooling and/or the official language in a country or
region.

6. Basic skills. Definitions (2)
Mathematical competence is the ability to develop
and apply mathematical thinking and insight in
order to solve a range of problems in everyday
situations. Building on a sound mastery of
numeracy, the emphasis is on process and
activity, as well as knowledge. Mathematical
competence involves, to different degrees, the
ability and willingness to use mathematical modes
of thought and presentation (formulas, models,
constructs, graphs, charts). (It should also include
financial literacy)

7. Basic skills. Definitions (3)
Digital competence involves the confident, critical
and responsible use of, and engagement with,
digital technologies for learning, at work, and for
participation in society. It includes information and
data literacy, communication and collaboration,
media literacy, digital content creation (including
programming), safety (including digital well-being
and competences related to cybersecurity),
intellectual property related questions, problem
solving and critical thinking.

8. Basic Skills in Upskilling Pathways
Helping adults acquire a level of
literacy, numeracy, and digital skills
which enables them to progress
towards an upper secondary
qualification or equivalent
Step 1: Skills assessment
Step 2: Learning offer (boosting
basic skills)
Step 3: Validation and recognition

9. National frameworks
“An integrated approach to upskilling pathways for adults
contains various ingredients at the strategic level, including a
nationally agreed approach (strategy/framework) and an
embedded nationally defined vision in the form of guidelines,
defining a common shared language, with high stakeholder
engagement for inclusive, tailored, accessible, adaptable and
flexible upskilling pathways for adults.”
Cedefop, 2019. Analytical Framework for Upskilling Pathways

10. Why a national framework
The EQF/NQF is not enough (spiky
profiles)
Need for consensus on levels and
outcomes
Focus on outcomes vs focus on curricula
Reference frame for benchmarking,
monitoring, further development, quality
assurance
.. and to support the development of
tailored courses and provision organized in
short modules.

11. Elements of a national framework
Competence goals
Divided by skill and level
Providing examples of how to operationalize these skills
(ex: Norwegian profiles)
Guidance on how to screen, assess, diagnose, create
individual paths, create tools for learner-centered
formative assessment
Guidance for documentation and accreditation
processes
Structured and sustainable provision for teacher
training, including CPD

12. Some European frameworks
Common European
Framework of Reference for
Languages, CEFR (Council
of Europe)
DigComp (European Union)
Common European
Numeracy Framework,
CENF, (work in progress)

13. Interesting examples of national frameworks
Norway: Kompetansemålene, Skills Norway
France: the ANLCI framework
Australia: Australian Core Skills Framework, ACSF
Two special examples from the UK
The Citizens Curriculum
The Adult Financial Capability Framework

14. The EBSN’s Capacity Building Series
WHAT?
OER Units: Providing a curated collection of (existing
or customized) educational resources on EPALE
directly linked to Upskilling Pathways
MOOCs: Open courses, reflective learning
environments with expert moderation and support
WHO?
For policy-makers (national, regional, local,
institutional); public employment services; VET and
AE authorities; chambers; unions , etc.
HOW?
Capacity building via flexible co-creation of
knowledge, dialogue, consultation, support for
decision making

15. WHY
Adult Learning in general must be a
transversal concern at governance
level, since it is relevant for
Education
Employability
Health
Inclusion, welfare and the fight against
poverty
Democracy, active citizenship,
sustainability...

16. Capacity Building for Upskilling Pathways
Existing OER Units on
EPALE
 Integrated Policy Approach in Basic
Skills Provision
 Policies for the Linguistic Integration of
Adult Migrants
 Building Inclusive Policies for Ensuring
Digital Literacy and Skills
 Workplace Basic Skills: Policy and
Practice
 Family Literacy Interventions: Policy
and Practice
MOOCs already
run on EPALE
 Integrated Policy Approach
in Basic Skills Provision
 Workplace Basic Skills:
Policy and Practice
 Family Literacy
Interventions: Policy and
Practice

17. Contact us!
Graciela Sbertoli
Secretary General of EBSN
secretary.general@basicskills
.eu
Zoltán Várkonyi
Head of EBSN EPALE Team
ebsn-epale@basicskills.eu
Tamás Harangozó
Editor for EBSN Capacity Building
Series
ebsn-cbs-editor@basicskills.eu
Visit our website!
www.basicskills.eu