Basic Skills within VET: online discussion
- Your experience of managing, teaching or designing VET with a focus on basic skills.
- How basic skills are addressed within VET in your country.
- Different models for the integration or embedding of basic skills.
integrating basic skills with VET
https://www.youtube.com/watch?v=9WpuWEyplCc&list=PLnE6Lf6LJD_Vimjarp8GYcU9qiM5p0rc1 (Integrating language, literacy and numeracy into Post Leaving Certificate courses: FE College)
https://www.youtube.com/watch?v=e_20KD3ii80&list=PLnE6Lf6LJD_WcG7dcqWHil8-c2QsPS2zo (Integrating LLN with vocational training: Apprenticeships)
https://www.youtube.com/watch?v=op6rHfS20Tc&list=PLnE6Lf6LJD_UngzHOgpLgVy3yEsIv8fFj (Integrating LLN with vocational and other learning in a youth training and development context) Blathnaid
Links to relevant videos...
Dividir els aprenentatges o complementar-los?
Thanks for the Catalan input, Rosa!
End of moderation at 5 pm
A learner voice - when integrating doesn't happen
“It is clear that our basic skills teacher knows nothing about our vocational course, so then how can they help us make sure we succeed in our course? I mean, that is what we are here for. Our vocational teacher tries to help us with our basic skills work, but it is clear they don’t work together.”
Tutor expertise is not the whole story
Features of teaching and learning
Staff understanding and values
Features of teaching and learning include contextualised materials, analysis of the basic skills demands of a vocational area and so on. But the other three were equally important. Teamwork is something I have touched on in other comments, it's about having time to work together. The third group is more intangible, to do with attitudes and values and the last is to do with organisational policies and structures. Fairly obvious perhaps, but still important. If an organisation is not committed to developing basic skills as part of vocational training development, then many organisational features can get in the way. The least tangible may also be one of the most important: teachers need to have mutual respect and understanding for one another's expertise and field of specialism.
Tutor expertise - can one person 'do-it-all'?
Comments from all participants needed:
Basic Skills Malta
The place of literacy within Basic Skills
Connection between Key Competence Framework and NQFs
- Communication in the mother tongue;
- Communication in foreign languages;
- Mathematical competence and basic competences in science and technology;
- Digital competence;
- Learning to learn;
- Social and civic competences;
- Sense of initiative and entrepreneurship; and
- Cultural awareness and expression
Trade Certificate as "practice candidate" in Norway
Practice candidate - with fewer years of experience?
Indeed Jan, good that you mentioned Erasmus+!
Erasmus+ and its predecessor programmes have funded many projects and partnerships which looked at aspects of teaching basics skills, literacy, numeracy, digital and others, both in the context of VET and adult education. By browsing and searching the database of projects you will find information on relevant projects and links to their results.
Furthermore, the 2018
Erasmus+ call for proposals has been published. https://ec.europa.eu/programmes/erasmus-plus/news/2018-erasmus-call-guide-published_en This provides possibilities
for those of you interested in improving basic skills learning by developing
teacher competences, or teaching materials, courses, etc. to get together and
propose new projects. All you need is a good idea and partners from at least
three countries. Funding is available
for strategic partnerships both in the adult education strand, but also the
vocational education and training stand, and don't forget to explore what is
available for higher education institutions.
Furthermore, the 2018 Erasmus+ call for proposals has been published.
This provides possibilities for those of you interested in improving basic skills learning by developing teacher competences, or teaching materials, courses, etc. to get together and propose new projects. All you need is a good idea and partners from at least three countries.
Funding is available for strategic partnerships both in the adult education strand, but also the vocational education and training stand, and don't forget to explore what is available for higher education institutions.
Similarly, staff in your organisations or staff providing basic skills can benefit from Erasmus+ mobility. Kay Activity 1, which covers mobility, including staff mobility in the adult education sector, offers organisations the possibility to send staff to another country on a training course, or simply to spend a few days shadowing a teacher in another country and observing their work, and exchanging ideas.
Learning in the workplace
Graciela was asking about different approaches yesterday. In Ireland, Skills for Work is a national programme aimed at providing training opportunities to help employees deal with the basic skills demands of the workplace. The initiative is funded by the Irish Government under the Department of Education and Skills, and delivered by the newly formed Education & Training Boards (ETB) across the country.
Important here is that the programme is offered on company premises where possible, otherwise it is at the local ETB Adult Education Centre, or an alternative convenient location.
Perhaps someone who deals with this programme could explain to us what the procedure is when the learning takes place at the company. Is learning basic skills part of a broader vocational programme? Is the learning embedded in work? Who are the teachers and trainers in that case?
Maybe Mary could give us some insights?
Skills for Work and AONTAS...
Hi all, Thanks for the very
Thank you both, Rosemarie and Christianne!
translation of resources
Professionalization of trainers
Hello and good morning,
I am very late as I was out oft he office yesterday, but this morning I followed the interesting discussion and would like to contribute.
Our experiences show that work-based basic skills training as a vocational training offer has proved itself as a significant way to reach employees without vocational qualification, with migration background and non-recognised vocational qualificationsand in the receiving field employed refugees for a development of their basic competencies. A variety of projects and implementation strategies have generated empirical findings on this innovative training field on how access to companies and employees, work-based learning and competence development can be designed and which organizational conditions promote this business field. It has been shown that if strategies for continuing education are to be successful for unskilled workers, work-based learning must be professionally designed. Based on this idea we recently started a ERASUS+ project that aimes on the development of a professionalization concept for trainers, which I mentioned in the Blog yesterday.
bbb since several years coordinates a network of trainers and teachers of work based basic skills, offers professionalisation studies for trainers and teachers that are interested in work based basic skills training and at the moment develops a toolbox with basic information, good practices, marketing material and didactic-methodic tools covering the process of a – as we call it – work based basic skills project with a company.
As Cäcilia already pointed out: the work based basic skills training offers need to be tailored to the needs of employee and company, be individualized and oriented to changing requirements on the basic competencies of the workforce. To our experience one of main challenges for trainers is, that the learning offers are derived from concrete work and aim at the improvement of labor action.
Competence goals for the training of trainers?
Relevant and tailored learning provision
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 driversBasic job skills for canteen assistantsBasic job skills for carpentersBasic job skills for cleanersBasic job skills for electriciansBasic job skills for forklift driversBasic job skills for heavy equipment operatorsBasic job skills for HSE in the construction industryBasic job skills for kindergarten assistantsBasic job skills for long distance transport workersBasic job skills for personal care assistantsBasic job skills for plumbersBasic job skills for premises techniciansBasic job skills for retail assistantsBasic job skills for tinsmithsBasic job skills for warehouse workers
The profiles can also be used to create awareness tests/ self tests for the trainees. Listing all the "literacy actions" that are relevant to the occupation in one column, and adding three columns headed by "very skilled", "moderately skilled", "needs training", providers can encourage potential trainees to self-evaluate, and they can also measure progression. You will find examples in Norwegian of these templates here, under "Profiler Excel".
Another Skills Norway tool that is worth noting here, is the Guidelines for the Competence Goals. This is addressed to training providers.
We are eager to know of similar tools, whatever the language they are in!
competences for professionals
D• Hello, you are right, everything is in German language, but I can show, what our objectives are
understanding and contents of work based basic skills
• role of trainers and quality aspects on work based basic skills trainings
• quality aspects and assurance on work-based basic skills trainings
• market analyses for identifying sectors and regions with needs
• gaining relevant stakeholders for the information and the sensitization of companies
• establishing access to / approach of companies and target groups (low skilled employees)
• identifying needs and resources for work-based basic skills training within the company and employees
• didactical aspects on workbased learning regarding contents like digital competences, basic skills, nummeracy competences, literacy, health competencies...
• realization of workbased learning at the workplace: didactics, methodology, learning arrangements
• offering various formats of work based basic skills trainings
• action approaches and roles of trainers: Consulting of companies, training, learning process support
• Learning transfer assurance and evaluation
• Public relation
Not yet published
Importance of tailoring to the specific workplace
Tutors getting the company under their skin
Hello everyone,I am
The FOURTH INDUSTRIAL REVOLUTION AND VET..
I am Algimanta from Lithuania. So, I am working in Business Advisory Service Center and in EPALE platform too. During the mine working life experience, very important that education would be addapted to our real life and needs.
Vocational education is directly related to the industry and its development, therefore, we anticipated changes in the system of vocational education and initiated them for a long time.
Attention to promoting meaningful decisions in education is a very important sign for Business Community. There is a need for urgent attention for restructuring in the vocational education system for a number of reasons.
FIRST, the wave of the FOURTH INDUSTRIAL REVOLUTION has flourished in the Lithuanian industry by encouraging the digitization of factories. Given the lack of qualified professionals, digitization is the only way to remain competitive on European markets.
SECOND, at the same time, in changing industries, people with digital skills and competences are becoming more and more worthwhile.
However, people who have not yet been working in the industry as a standard and have not acquired digital skills is more than 50%, therefore their qualification and retraining is very important today.
The business needs more qualified employees now and in the future. That means - to provide the necessary and attractive conditions for peoples to become such and to ensure that when choosing a vocational education, they will not be able to make a decision to emigrate afterwards without finding an opportunity to realize acquired competences that are no longer valid in Lithuania.
Digital competence and risks for employers
Is the 'brain drain' a myth?
Digital competence and risks for employers
Integrating Literacy Language and Numeracy across FET VET
To integrate or not to integrate?
The ideal model
Ways of working to achieve integration
Basic skill training as stepstones to formal competence
The Norwegian work life is changing. An important key word is a rapid development from manual production to modern automatized and digitalized production, and a growing mismatch between vocational education and training (VET) and the development of the labor market.
As a provider of adult learning in workplaces in Norway, we are constantly faced with the growing gap between industry demand for competencies and skill levels in the workforce.
As there is a demand for less manual work, we see an increased demand for more specialized training in form of formal education and qualification.
According to The Confederation of Norwegian Enterprise (NHO) - and their skills barometer – many Norwegian businesses need more skilled workers and people with formal vocational training. And they want the training to be conducted in relation to the workplace!
6 of 10 Norwegian businesses have a need for vocational expertise they do not get covered today.
Other surveys from Norway shows that in 2020 less than 3 % of the work force will survive without formal vocational qualification.
For employees with weak basic skills this development offers particular challenges.
Some years aVET go we made a project with the large Norwegian paint produser Jotun. The enclosed in the link abow gives a good exemple of the need for basic skills training in combination with VET trainging.
Literacy Framework and Skills for Work
Moira Greene (2015) developed and used the Clare Adult Basic Education Service (CABES) Framework as a tool for teaching and learning.
This ‘…encourages consideration of five distinct yet interlinked factors that impact on the learning experience: background knowledge, familiarity with texts and technologies (and other learning tools), language practice (verbal and mathematical), social experience, self-awareness. The five factors provide a bridge between theory and practice because they are rooted in theory, yet visible in everyday practice.’
Greene, M. (2015). The CABES Framework as a tool for teaching and learning’. In The Adult Learner. Dublin: Aontas. https://www.aontas.com/assets/resources/Adult-Learner-Journal/AONTAS%20Adult%20Learner%20Journal%202015.pdf
This view allows non-literacy staff to see how a learner can have many parts to their learning not just reading and writing, maths or IT skills. The importance of seeing how much a learner knows rather than what they don't know and building on this is a good starting point.
Skills for Work
Skills for Work in Ireland is an area I don't work in but my FET centre colleague provides the service. The Adult Literacy Organiser meets with local employers and encourages them to offer opportunities to learn to their employees. This can take quite a bit of work and time with setting up appointments and getting access to business people.
Generally this is worth the effort and a programme can be developed and tailored to meet local needs. It is very suited to small businesses (typical in Ireland) who would not be able to afford to pay for this support. Self employed people are also included: e.g. farmers need to upskill in computers who now have to complete online herd management databases, Taxi drivers need to pass an exam in order to become a taxi driver, our staff have developed mock exams to mimic what people need to learn. These are very popular courses.
Staff are trained in literacy and have other skills to deliver on the job e.g.a person with nursing background with literacy skills training delivers an infection control module to ancillary staff working in a health care environment.
Retail and customer care skills within a business or stock control skills happening live in a busy supermarket, makes the learning very real, relevant and immediately useful. Putting Knowles theory of Andragogy into action.
County Councils and larger employers who tended to send higher paid, more educated staff on regular in-service training are offering lower paid, less qualified staff a range of courses to suit their needs through skills for work: computer skills, use of chemicals in professional gardening etc.