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Elektroniczna platforma na rzecz uczenia się dorosłych w Europie



EBSN / EPALE discussion - What works in workplace basic skills?

by Zsolt Vincze

From Wednesday 14th to Friday 16th September the European Basic Skills Network (EBSN) will be hosting an online discussion about Workplace Basic Skills on EPALE moderated by Rosemarie Klein and Dieter Zisenis from the German research and consultancy organization Büro für berufliche Bildungsplanung (bbb).

We would like to hear from anyone who has been involved in workplace basic skills training or is interested in developing expertise in this area.

The discussion will be open from Wednesday, 14th September, 10.00 CET. Please join us and share your thoughts and experiences! 


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Wyświetla 21 - 30 z 61
Obrazek użytkownika Rosemarie Klein

With our experiences in several projects on workplace basic skills we fully agree to what Cäsilia mentioned. Currently we are in a very good cooperation with 41 providers which offer workplace basic skills as freelancer and 15 institutional providers. To conceptualize offers of workplace basic training costs both providing-groups a lot of effort and time before a training or coaching starts and needs to show high quality and professionalisation. The willingness and engagement of the providers are in our Gruwe-Project supported by

- professionalisation offers for trainers 

- provider- and trainer-network for sharing experiences, success-stories and obstacles, for professionalisation and marketing

- financal incentive / reasonable remuneration

We are convinced that this are reasonable ways to build up a providing structure for high quality workplace basic skills - but it needs to be continued in regular structures to survive after the end of the project.

Obrazek użytkownika Dieter Zisenis

Dear all,


thanks a lot for your comments and impulses. I should like to tie up what Helmut from BEST posted. One mayor result of the inquiries and the discussions in the Straigthen Basic Skills consortium was to highlight the need of contextualized programmes embedding the aspects of basic skills. Employees and jobseekers as well as employers are not interested in "specific courses" dealing with reading, writing or math in genral. Employees and jobseekers as well as employers are interested in integrating basic skills programmes in the workplace or with regard to concrete challenges in their working life but also in their daily life.

I like to invite you to have a look in the second report of the Straighten Basic Skills project called "IO 2 - Synthesis of country report - Review of goog basic training practices applied to work situations for jobseekers or low-skilled employees". You will finf some good practices regarding to some aspects of the discussion on Epale.

Obrazek użytkownika Heidi GRANLUND

hello everybody, it was not possible to me to be there with you yesterday but i want to share with you the french strategy. The life long learning should be the preoccupation of every one. 

For everyone the basic skills will be differents but it's always about reading, talking, understanding instructions, working with others, managing the own activity, using e-mailling and internet and to care about security - environnement - first aid. In france, the CLEA systeme can help the low qualified workers to understand how to do a training period. the system provides assistance to the extent of the gap existing basic skills and those needed. 

the CLEA system is there to make grow the employability and self esteem. 

Some one who will be employable will have the chance to find a job and if the technical skills need to be fortified, he will be open enough to listen, try to understand and learn new things.

CLEA is an adult way to learn things they do not learn in school or have forgotten. CLEA is a way empowers adults to continue learning long life and CLEA certification values the basic skills on workplace .

Heidi From AFPA (France)






Obrazek użytkownika David Mallows

Good morning Heidi,

Could you tell us more about CLEA (or link to some information online)? All I can find online is that CLEA stands for 'contrat local d'éducation artistique', which sounds intriguing, but needs more explanation.


Obrazek użytkownika Heidi GRANLUND

Hello David, 

Yes i can :) 

I had work on the Afpa Clea project. The CLEA you find is not the good one.  I was asked to create a training on the subject "have more desire to learn" then "Respect the rules and teamwork" and "Work independently and take initiative".

it was very interesting because i really think that the cause of the no-formation of adults is that they don't know the possibility they can have, the way they can form, and there own possibility of learn news things. when i was trainer (FR : FORMATRICE INSERTION) , the people i see didn't know they have learning rights. No one of them knows how to do. 


About the french Project CLEA, you can take a look on these websites. 

" Clea demonstrates your knowledge and your skills in seven key areas:

Speak French
Calculate, reason
To use a computer
Respect the rules and teamwork
Work independently and take initiative
Have the desire to learn
Master the basic rules: hygiene, safety, environment
Clea begins with an assessment that allows to know your strengths in 7 key areas and identify your needs additional training."

Obrazek użytkownika Helmut Kronika

At our organisation, BEST, in the Vienna/Austrian labour-market-related basic skills area, we include workplace basic skills training in almost all our projects for different target groups. Among the key-persons for realising this type of practical training in the workplace, there are our so called “Betriebskontakter” ("business contacts"). These business contacts are responsible for several important tasks in the process:

-          They work directly with the participants/learners and help them with their CV, application letter and further training opportunities.

-          They establish the (personal) contact with a big number of different companies, in order to create opportunities for internships/trainings and job vacancies/employment status.

-          They invite companies to visit the project location and present themselves and their business. - Usually this is a very good opportunity for the project participants to get in contact with respective HR-personnel, hand in their CVs and apply through this channel for an internship or a job/vacancy.

-          They organise field trips to enterprises. In this way, the participants/learners get to know different work sectors, companies and their concrete workplaces.

-          They coach the learners before, during and after their internship/workplace basic skills training e.g. once a week.

These internships/trainings can last from a couple of days up to several weeks/months, depending on the company and on the position of the trainee. Within this period, the trainee gets to know the sector, profession and company, which is especially helpful in case the trainee is in the phase of professional orientation. A couple of days up to a week are usually enough to confirm if this branch/profession is really what he/she wants and expects. This type of training helps to decide if a specific, planned (expensive and/or long-lasting) vocational training is the right thing to do, or not.

An internship/workplace training which lasts for a couple of weeks is an important experience on the one hand, on the other hand it helps the trainee to actively acquire and train numerous basic skills and competences in a very practical and authentic way, which he/she would never acquire like this inside a (conventional) classroom setting. These basic skills and competences will be useful in the participant´s professional life, no matter which work sector, company or form of employment.

An evaluation of this type of practical training is not always easy and usually we can mainly measure a selected part of the whole experience and result. The first measurable indicators can be the number of companies which offer internships and trainings and the number of trainees having started an internship/training. Another indicator can be the number/percentage of (un-)employed participants after finishing the project. Regarding qualitative methods, evaluating the satisfaction of both the employer and the trainee by a feedback talk and/or feedback papers usually brings about the most significant results for all parties involved.


Helmut Kronika, Vienna/Austria

Obrazek użytkownika David Mallows

I like the concept of ‘Betriebskontakters’, though it does seem that the people who carry out the role must need a very wide range of competences/qualities themselves. Do other countries have similar roles?

I have one question for you. In the text you say ‘it helps the trainee to actively acquire and train numerous basic skills and competences in a very practical and authentic way’ How are these basic competences 1. identified (I presume that some are task specific, rather than general?) and 2 how are they validated?

Obrazek użytkownika Cäcilia Märki

We call them "Türöffner" - door openers. GO identified four functions in the compancy process. The most important one is the door opener! It may be a represtentative of the education provider with an exellent network and personal contacts or a representative of a national, regional or local employers assiciation or a trade union specialist. What is key is the personal contact.

To establish a "learning cooperation" of seven very small enterprises of migrants in Bale for example the GO team established contact to the existing "intercultural mediators" (interkulturelle Vermittler) of the city of Bale. Without their support the doors would have stayed closed due to distrust and misapprehension. They explained the possible benefits to work with GO and what was most important, established contact and trust.



Obrazek użytkownika Helmut Kronika

You are right, these colleagues must be real experts and show a wide range of competences and, above all, personal skills. Most of them have some business experience themselves, so they have not "only" worked in the pedagogic/training field before.

About basic skills identification and validation: before and after our trainees would sign up for and do their internships, they would be in courses/class, as well as individual settings, in which their basic skills knowledge is checked (to be honest in rather conventional ways, i.e. by tests and by "hands-on" exercises). In this way, we can quite clearly observe their progress. 

Obrazek użytkownika Ejvis Gishti

Companies have changed how they are organized and the way they do business. Workers have more responsibility and contribute more to productivity and innovation. Indeed, from the literature review the investments in knowledge, and skills of the individuals—human capital—are as important as investments in the more visible, physical capital of the country.

The private sector involvement in vocational education and training (VET) in Albania is essential in governance and financing and for the development of qualifications and curricula with a view to ensure a demand-led system. During the last two decades, the Albanian VET system has been criticised, among others, for its weak linkages between the vocational schools and businesses. This includes the limited role of businesses in the organization and implementation of students’ practice classes, internships or apprenticeships – with the latter two being the main forms of work based learning (WBL). The VET system is currently undergoing an in-depth reform process. One important aspect of this cooperation is linked to the WBL of students, which is paramount in developing vocational competences. On the other hand, based on the main findings of the Skills Needs Analysis in Albania, almost all the contacted businesses were of the opinion that young people generally lack a proper working attitude, technical knowledge and practical skills. They assessed that the technical knowledge and practical skills could be improved over time through training, but work willingness and culture are not aspects that the company could deal with alone. Thus, motivating businesses to become close partners of VET providers is a central goal of VET reform.