Our agency works to improve basic skills in the adult population in the areas of literacy, numeracy, oral communication and the use of ICT.
The main objective of our work is to increase the quality of teaching and ensure that individuals get an education adapted to their needs, so that every adult can attain the level of basic competence that enables him/her to meet the increased demands of today’s work and everyday life.
In Norway, the mean proficiency scores of 16–65 year-olds in literacy and numeracy are significantly above the average of the OECD countries participating in the Survey of Adult Skills (PIAAC).
Only 6.9% of the adult population (16–65 year-olds) report no prior experience with computers or lack very basic computer skills. In contrast, 41% of the adult population score at the highest level in problem solving in technology-rich environments, a proportion significantly above the average of the OECD countries participating in the Survey of Adult Skills (PIAAC).
Although Norway had a high score in the PIAAC survey of adult skills compared to other countries, there are still a large number of adults whose basic skills need to be addressed. Statistics show that approximately 400 000 adults are at risk.
The PIAAC results show that:
About 400 000 adults score at level one or below in reading.
Almost 500 000 score at level one or below in numeracy.
The younger adult population (16–24 year-olds) scores significantly below the average in literacy of the OECD countries participating in the Survey. In numeracy, they score around the average. In both domains, younger adults score higher than their older counterparts (55–65 year-olds).
In general, the number of people with low basic skills increases with age.
Immigrants, especially from non-western countries, have a low score.
Among people with low scores, these factors occur more frequently: low levels of education, unemployment, social benefits as main income.
Norway has taken part in three large international surveys concerning basic skills in the adult population; International Adult Literacy Survey, IALS, 1994–1998, Adult Literacy and Life Skill Survey, ALL (2004–2006) and The Programme for the International Assessment of Adult Competence, PIAAC (2013).
Tools and resources
The Competence Goals for Basic Skills for Adults establish national standards for reading and writing, mathematics, digital competence and oral communication.
The Competence Goals are examples of local curricula in basic skills for adults. They are based on the curricula in the Knowledge Promotion Reform and the Framework for Basic Skills prepared by the Norwegian Directorate of Education and Training.
The Competence Goals are a revised version of the Competence Goals in Basic Skills for Adults. They can be used as an aid in adapting learning content to adults, irrespective of the setting in which this learning takes place. The example of a local curriculum in reading and writing as a basic skill has been developed with a view to training of adults. In addition, it may be suitable for some students at the lower and upper secondary levels.
The Competence Goals gives examples of how the skills can be used in adults’ everyday life, working life and in educational activities. The examples are not exhaustive and in a training situation they should be adapted and supplemented with other examples and illustrations that are relevant to the participants.
The competence goals are divided into three levels which describe the advancing abilities and the intended learning outcomes for each of the basic skill.
Reading means to create meaning in the widest sense and gives insight into other people’s experience, opinion and knowledge independent of time and place. Writing involves expressing oneself understandably and appropriately about different topics and communicating with others in the written mode.
An ability to read and write at level 1–2 includes reading and writing brief and familiar texts that one encounters frequently. Some support may be needed when reading and writing in new situations.
An ability to read and write at level 3 includes reading and writing comprehensible texts. One relates actively to written information and has strategies for refinement of these skills. One can use reading and writing in new situations, for learning and for solving some challenges in everyday life.
An ability to read and write at level 4 includes mastery of formal requirements for a diversity of texts. One reads and writes an independent, critical and flexible manner and selects strategies on the basis of settings and needs.
Numeracy means applying mathematics in different situations.
Being basically numerate at level 1–2 means being able to understand simple mathematical information in everyday situations and make use of simple calculations in known settings.
Being basically numerate at level 3 means being able to relate actively to mathematical information and use calculation in various settings.
Being basically numerate at level 4 means being able to understand and use complex mathematical information and use that knowledge to draw conclusions, communicate and present mathematical information.
Digital skills involve being able to use digital tools, media and resources efficiently and responsibly, to solve practical tasks, find and process information, design digital products and communicate content.
Having digital skills at level 1–2 means being able to relate digital information when required and use digital tools, and being familiar with simple precautions when using the Internet.
Having digital skills at level 3 means being able to relate actively to digital information and use this information in new settings and situations. Digital tools and services are known and being used.
Having digital skills at level 4 means being a reflective user of complex digital tools and services. Production of personal ICT-based information is adapted to the situation and based on prior experience.
Oral skills relate to creating meaning through listening and speaking.
Having oral skills at level 1–2 means being able to engage in simple communication in known settings. The main content of messages and instructions is comprehended and simple communication strategies are applied.
Having oral skills at level 3 means being able to communicate actively on topics of interest in known settings. Personal interests and needs in daily life can be fulfilled, and oral communication abilities can develop as needed.
Having oral skills at level 4 means being able to communicate flexibly and effectively in known as well as unfamiliar settings. The adult can engage in exchanges of opinion in public and private settings and assume responsibility for the communicative process.
The Basic Job Skills Profiles are a tool meant to facilitate the design of basic skills courses tailored to the needs of each work place and individual learner. The profiles describe how each of the basic skills are used by workers in a particular occupation. The profiles are based on the competence goals.
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.
Basic job skills for bus drivers
Basic job skills for canteen assistants
Basic job skills for carpenters
Basic job skills for cleaners
Basic job skills for electricians
Basic job skills for forklift drivers
Basic job skills for heavy equipment operators
Basic job skills for HSE in the construction industry
Basic job skills for kindergarten assistants
Basic job skills for long distance transport workers
Basic job skills for personal care assistants
Basic job skills for plumbers
Basic job skills for premises technicians
Basic job skills for retail assistants
Basic job skills for tinsmiths
Basic job skills for warehouse workers
Vox offers a series of tools for basic skills training. Some of these are online, interactive and suited for learner self studies, others are aimed at the tutor.
Maths Aid (Regnehjelpen) is a digital learning tool consisting of tasks with topics from adult everyday life.
- It includes interactive tasks with topics from a variety of arenas including recipes, online shopping, working life and personal economy.
- The objective is to give people an opportunity to refresh their own maths skills and also to improve their ability to help their children with their homework.
In addition, the learning tool offers explanation of fundamental rules in maths through animations and different types of calculators.
(The English version consists of the interactive tasks only)
ABC pc is an interactive training programme for basic pc skills. It comprises the use of mouse and keyboard, writing texts, using the Internet and e-mail. The programme is aimed at adults who want to improve their basic ICT skills.
ABC pc is available in Norwegian and English. It is possible to download and translate the resource into other languages. You can also burn the course to a cd or a dvd.
InterAct is a web-based modell based on role play and problem solving. The aim is to motivate for learning at work. The activity is relatively short-term (lasting 4–6 weeks), giving diverse learning outcomes and creating a starting point for more learning.
The model is developed in an international Leonardo project co-ordinated by Vox. The objective of the project was to improve basic skills for employees with little formal education and low ICT skills.
Learning basic skills while serving time
This report is based on experience from basic skills training for inmates in Bastøy Prison in 2009. The daily work of the inmates was the focal point for the training.
In the report, you will find
- examples of texts and numeracy questions from the inmates’ everyday life
- examples of how to link the training to the inmates’ every day life
- examples of how prison staff contributed to creating learning opportunities
- an evaluation of how the participants’ identity and work relation influenced their motivation
Vox has the administrative responsibility for a programme directed towards developing basic competence for working life.
The aim of the CompetencePlus is to give adults the opportunity to acquire the basic skills they need to keep up with the demands and changes in modern working life and civil society.
Funding and participation have increased every year since the programme was established in 2006. The number of participants who have received training now exceeds 30 000.
The programme concentrates on reading, writing, numeracy, and digital skills. Commencing in 2014 the programme also includes oral communication in combination with other skills. Any enterprise in Norway, private and public, can apply for funding.
Special efforts are made to include SMEs in the programme and to encourage applications from industries which employ people with relatively low formal skills.
There is a range of training providers, including study associations as well as public and private providers. The providers are important stakeholders in the programme, and they often write the applications on behalf of the enterprises or in their own right, often as a training provider for a group of SMEs. Providers may apply for seed money to help them prepare good applications through meetings with companies, project planning, and motivation activities.
A data base has been established in order to supply up-to-date reports on the progress of the programme. The data base also includes detailed information on participants (gender, formal education, industry etc) and thereby makes it possible to monitor the activity and to ascertain whether it reaches the intended target groups. The data base will also make it easier to evaluate the long term impact of the Competenceplus.
Competence goals, tests, tools and teacher training
Competence goals, profiles for basic jobs skills, tests and educational tools have been developed to assure the quality of provision and to help providers in their task. Vox organises short courses for teachers of basic skills and provides grants for teachers who take further education in the teaching of basic skills.
Vox has been assigned the responsibility to design a model for teacher training customised to the needs of teachers who teach basic skills to adults.
A model for formal training for teachers who teach basic skills to adults was developed in close cooperation with pedagogical experts from training seminars, and in 2009/2010, the model was implemented in cooperation with teacher training institutes at universities and university colleges. The 30-credit training course comprises theoretical aspects as well as facilitating for learning, and is provided over two semesters as a distance learning course. The current course is running throughout the autumn term of 2013 and the spring term of 2014.
In addition to this, Vox organizes annual series of one-day seminars for professional development, aimed at training providers in the practical application of the competence goals, and covering a wide range of methodological topics.
Vox has been assigned by the Norwegian Ministry of Education to assist local adult education centers in establishing high quality basic skills training courses for adults.