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Adult learning, basic skills provision and the professional development of adult teaching staff in Norway
Margrethe Marstrøm Svensrud Director of Basic skills department Vox, Norway [email protected] PLA Cyprus 05.12.13
Vox, Norwegian Agency for Lifelong Learning • Agency of the Norwegian Ministry of Education
and Research • Established in 2001 • Purpose: Serving adult learning within and
outside working life Main goals: • to contribute to supporting active citizenship, • improving employability and • increasing participation in education
PLA Cyprus 05.12.13
What is the situation in Norway?
• 5 million people • Low unemployment rate • Above OECD average in
PIAAC
• Many on benefits • 400 000 very low
reading skills • 500 000 very low
numeracy skills
PLA Cyprus 05.12.13
Adult learning – what is on offer? • basic skills - and
formal competences • further and continuing
education • learning for its own
sake - learning for joy • learning for active
citizenship and democracy
PLA Cyprus 05.12.13
Experience-based VET Certification
• Gives adults the right to pass VET examination upon proof of long and relevant practice
• Recognition of prior learning • Combination of in-service training, tutoring and
classes
PLA Cyprus 05.12.13
Reading
Writing
Digital skills Numeracy
Oral skills
Literacy and digital competence 25.11.13
Use digital tools
efficiently and
responsibly to solve practical
tasks
Express oneself understandably and appropriately about different topics in the written mode.
Create meaning from text in the widest sense
Apply mathematics in different situations
Create meaning through listening and speaking
Explain why you are late!
• You have been in a car accident, and because of that you are late for your appointment.
• You will need to make a phone call or send a message to explain why.
• What would you say?
1. You are late for a job interview 2. You are late for dinner with your family 3. You are meeting some friends at the pub
PLA Cyprus 05.12.13
Towards a more flexible system
• Many adults with low basic skills do not need a full primary or lower secondary school course
• They need a possibility to attend flexible education geared towards basic skills
Support for Basic Skills provision
• competence goals in digital skills, numeracy, reading, writing and oral communication
• guidelines for providers • teaching resources and didactic
models • mapping tools and tests • a model for teacher training
Areas of Basic skill provision • Primary and secondary education • The workplace - BCWL • The Norwegian Labour and Welfare Service
(NAV) • The Norwegian Correctional Services • Vocational Rehabilitation Enterprises • Libraries • Other learning arenas
The Basic Competence in Working Life Programme (BCWL) • Financed by the Norwegian government • Concentrates on reading, writing, numeracy and
digital skills • Cooperation between enterprise and learning
provider • Learning in the workplace environment • Competence goals for Basic Skills for Adults
In what concrete situations will you need basic skills to work as a health care assistant?
Literacy and digital competence 25.11.13
Reading
Writing
Verbal communication
Basic maths
Computer skills
Individual plan: Health care assistant
PLA Cyprus 05.12.13
Competence areas
Reading
Written communication
Learning goal I know this I need to practice this
• Signs • Messages • Menus • Duty rosters • Personal care plans • Weekly plans • Shopping lists • HSE instructions on hygiene
and fire • Simple reports
Written communication
Write short and simple messages Write about personal experiences or happenings
Read and understand short and simple texts from your workplace. Find particular information in simple written material
Use real life material
PLA Cyprus 05.12.13
The adult teachers • Teachers trained to teach
children or young people • Adult educators with no
competences in teaching basic skills
• People with no formal teaching qualifications
Quality of provision????
How do we provide teachers and trainers with a deep understanding of the workplace learning approach? • The PIAAC results states that there is a positive
relationship between proficiency and labor force participation and employment. This might be seen as an argument for more embedded learning also in adult education and second chance schools.
PLA Cyprus 05.12.13
Professional development for teachers • For teachers who teach basic skills to adults • Formal and non-formal further training • Purpose:
•Ensure the quality of the learning provision •Support the teachers in their role • Improve the teachers’ competence in mapping participants’ need for adapted training
• Focus on both theory, practice and attitude • Will provide teachers and trainers with a deep
understanding of the workplace learning approach
Non-formal teacher training
•Annual series of seminars for teachers and trainers •Free of charge •Has been implemented since 2007 •Get input and ideas •Share experience with other teachers
Formal teacher training
•30 ECTS points
•Part-time study
•Are implemented from the autumn of 2009
•Are given in cooperation with Norwegian Universities and University Colleges
The model for formal training
Adult learning 1 (5 ECTS)
Teaching reading and
writing to adults 1
(10 ECTS)
Teaching numeracy to
adults 1
(10 ECTS)
Teaching digital
competence to adults 1 (10 ECTS)
Teaching reading and
writing to adults 2
(10 ECTS)
Teaching numeracy to
adults 2
(10 ECTS)
Teaching digital
competence to adults 2 (10 ECTS)
Adult learning 2 (5 ECTS)
30 ECTS
Teacher training is crucial
• Adult learning • Basic skills for adults • Embedded learning
• Need for a spesific training programme for teachers • Need for a system for accreditation of providers • Need for co-ordination across areas of provision
• The European Commission’s Guidelines for Basic Skills
•The importance of the professional competence of teachers as a condition for better quality of provision
Road Map: Towards a Quality Framework for Basic Skills Training Provision in all sectors of Norwegian Adult Learning
• establish a consensus among all relevant sectors and stakeholders
about the need to focus on the quality of BST provision • identify the most urgent issues and the possibilities for synergy
between initiatives in the different sectors; • co-ordinate the efforts of all stakeholders with the aim of creating a
Road Map called “Towards a Quality Framework for Basic Skills Training Provision in all sectors of Norwegian Adult Learning”.
Access to teacher training?
No formal requirements
saying the teachers
HAVE TO do the training
Teacher A: YES!I really like to do the training
Teacher B: NO! I do not want
to. I do not have
time. I have other
priorities
School owner: ???
Priorities Finances
Politiciens and policy
makers: ??? Knowledge about AEL Prioriteis Finances
PLA Cyprus 05.12.13
How can we ensure access to teacher training to everybody? • Recognition of the need for specific training for adult
educators in general as well as training with a sector-based approach is important to ensure quality in adult education. How can we promote this and ensure access to such training to everybody?
PLA Cyprus 05.12.13
For more information
www.vox.no/english