Satya Brink is a policy researcher who, as the director of research on lifelong learning in the Canadian Government, conducted much research on adult learning with her team. She was also the co-chair of the OECD Governing Board for PIAAC, also known as the Survey of Adult skills. She now works as an international consultant. We were interested in what opportunities and strategies she sees for supporting basic skills policies nationally and internationally. This interview was conducted by Graciela Sbertoli, Secretary General of the European Basic Skills Network. 

EBSN: How can we motivate politicians to implement basic skills policy and adequately fund it?

Satya Brink: The stars are aligning, and the time is right to promote adequately funded basic skills policies. Though there are moral reasons that drive advocates, these are only marginal for the spending of tax payer’s money since the many moral reasons compete for attention. The multiple and effective arguments based on hard evidence must be clear to decision makers. First, almost all industrialized countries will face labour shortages due to demographic changes. Second, there will be a skill shortage which will result in unfilled job vacancies while simultaneously there will be fairly high unemployment.  This is because, there tends to be fewer high skilled workers than market demand and a preponderance of low skill workers for whom there are no suitable jobs. Third, about a third of existing jobs will disappear due to obsolescence and automation and those that lose their jobs do not have the skills to meet the requirements for job vacancies. Estimates are as high as 75m jobs (The Guardian, Nov. 2015) worldwide that will be lost. Fourth, the content of current jobs and the tasks performed will require adaptation to digitalization. All these factors will have a negative impact on the growth of the national economy.  The response to this situation is to develop the human capital of the labour force. The quality of the labour force will be more important than quantity.  Those that suffer unemployment are likely to benefit from basic skill training in two ways: first, their skills are upgraded and second, their capacity for further learning and skill development are enhanced.  Therefore, basic skills training combined with digital skills is a policy with both short term and long-term benefits for both the individual and the country.

EBSN: How can return for investment be demonstrated? 

Satya Brink: The best way to evaluate return for investment would be through public value analysis over a period of time. Human capital development pays off a little immediately, but the long-term value and the spin-off effects are considerable. Public value analysis will calculate the cost for the human capital training and compare it with the lifetime tax contribution of an employed worker and the savings to unemployment insurance and social welfare costs. Spin-offs will include lower medical costs due to improved health, less public costs to support the family and more consumer spending. Macro analysis will show the contribution to GDP, say for every thousand new entrants to the labour market, based on their skill level. Incremental additions for adults gaining a high school diploma, or tertiary education can also be calculated.

EBSN: What would the main features of a feasible and sustainable national policy for basic skill provision? 

Satya Brink: The current constellation of factors affecting market demand argues for lifelong learning and a permanent infrastructure for adult education. This infrastructure, which would be a continuation of formal initial education should cater to continuing education (formal, non-formal (adult evening schools) and informal (study circles)) of adults of all ages, including workers, unemployed and retired people. The education and learning provided should include basic skills training, upskilling, reskilling, vocational education and higher education and there should be a seamless link with the current public system for initial education.  Educational pathways should be flexible and multiple within the system with no time restrictions.  Transitions should be smooth, with remedial educational support provided where necessary. Counselling services should be provided to all adults including learning plans, job search support, placement services as well as pre-retirement advice.

Stand-alone basic skills training policies will not be successful, nor will they be recognized as a valuable part of human capital development. A separate basic skills education system without a link to the initial and further education system would be vulnerable to budget cuts and it would be difficult to show its value.

EBSN: What would be the recommended option for governance?

Satya Brink: Governments could fund basic skills education, but they would probably work through public private and non-profit organizations to manage operations, much like schools. They might consider full or partial funding, requiring some individual contribution to ensure vested interest in the learning. This could be a nominal amount, or it could be a loan that would be paid back when the person begins to earn. Quality assurance must be provided by objective testing to an established standard and a diploma or certificate would inform potential employers of the skills held by the person.  Links can be made to the qualification framework and the passport if possible.

EBSN: What would be a good advocacy strategy for basic skills policy implementation?

Satya Brink: Decision-makers favour large coalitions of organizations representing a large proportion of the population which indicates a large measure of public support, rather than a single organization. Therefore, it would be useful to create a coalition involving affected sectors (unions, social welfare agencies, basic skill trainers, chambers of commerce, unions, etc.). Such a coalition should be created based on the key arguments presented in the first point and though each may benefit in a different way, they have a common interest in basic skills training. Cooperation between these stakeholders can only be maintained if each one can see the benefits reaped by their own organization while realizing that the likelihood of success is greater in a coalition than individual advocacy. Leadership and visibility of the advocacy movement as well as a champion in the decision-making body will be helpful. The coalition needs to have a strong organizational board representing members of the coalition. It can draw on ancillary members who can provide expertise, funding, or other support. For example, university professors can provide data and research results to build the evidence. Corporations can provide meeting space and examples of successful integration of new graduates of basic skills training. The coalition needs a skilled spokesperson or two. Public visibility of the movement will grow with information dissemination and media support. Testimony and success stories presented by successful graduates who have found work should be presented by the media. It is also advantageous to have a champion in the decision-making body, such as a parliamentarian or elected official, who believes in the cause. This champion should be supported by the coalition with information about the benefits to basic skills training but also with hard data evidence to support the need for the policy so that he or she can make a persuasive case to colleagues to gain their votes.