Integrated Policy Approach in Basic Skills Provision
As an initial step in the EBSN’s Capacity Building Series, the objective of this unit of open educational resources is to facilitate the creation and implementation of consistent, efficient and sustainable policies for the provision of basic skills training in all European countries. This thematic unit aims at giving all relevant stakeholders a good overview of the following:
- the need for an integrated basic skills policy and its potential effects,
- the elements that need to be part of such a national policy for it to be effective and sustainable,
- and some references to potential examples of good practice.
The main target group are educational policy-makers at national level, who will through reading this collection of resources, gain a deeper knowledge of the issues around adult basic skills, and be able to reflect over the success criteria that can be studied in existing examples of good practice.
To be able to create integrated national policy in this field, however, it is extremely important to involve all national level stakeholders in the process of policy creation who are working in areas that may not seem to directly link to education, but are of great relevance to basic skills policy, such as employment, inclusion, health, and social welfare. National authorities and stakeholders responsible for the implementation of educational plans within these areas will through this CBS Unit increase their awareness of the need to create well-coordinated and flexible plans at all levels.
Regional educational authorities and managers of provider institutions will also benefit from this unit which will give them an overview of emerging policy developments and help them making preparations for the implementation phase.
How to use this unit?
The current OER unit can be approached in two alternative ways depending on the interest and background of each user:
- Firstly, by choosing Text path (visiting chapters below), users will access an explanatory text as a guide divided in chapters introducing the different resources in its context and explains why users should study them. Furthermore, it suggests questions for reflection and gives links for further readings.
- Secondly, by choosing Resource path (opening List of Resources directly), users will access a curated list of the different resources, also divided in sections according to sub-themes (i.e. chapters of Text path), presenting a short content description and, if applicable, related further links.
Text path gives a thorough overview of the significant issues emerging around basic skills policies and therefore is recommended for anyone seeking a starting point to the field at hand. The Resource path is for users who might have already gone through the Text path and wish to return to the resources directly. In either option, users of the OER are encouraged to engage in studying materials in ways that best fit their context and goal.
List of structural units
This section introduces the rationale of the Upskilling Pathways, the basic aim and elements of the recommendation and presents country-specific examples of preparing for implementation.
The main goal of this section is to raise the awareness on issues in the basic skills discourse policy challenges related to them by focusing on terms such as literacy and policy coherence. Multiple views on these concepts are introduced.
EBSN, as a wide international network in basic skills presents its insights into the field by giving access to policy briefs, reports, expert reports its declaration of the 2018 conference in Berlin.
This section presents details, practices and lessons learnt from enacting policy initiatives locally and/or regionally with an emphasis on individuals’ needs. Users can find reports on actual implementation experiences on specific initiatives (e.g. Citizens’ Curriculum) as well as expert advice on policy support.
Resources are collected and listed according to chapters of the OER. By following the link above, users can directly access EPALE Resources and other materials used in the guided Text path.
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