06.06.2018

A flexible and transferable learning framework for Life Skills in Europe

Three months after the launch of the definition of Life Skills, the LSE project consortium is pleased to publish an overarching framework for life skills learning. The framework aims to establish a common understanding of life skills by describing eight key types of capabilities necessary to be an active participant in life and work.

The framework begins with the personal/interpersonal capability as this describes the skills, knowledge and attitudes which underpin the other seven capabilities (Literacy and language capability, numeracy capability, financial capability, digital and media capability, health capability, environmental capability and civic capability). The framework should not be considered as a programme that learners work through from start to finish: capabilities should be selected and prioritised according to the learners’ needs.

“There is an acknowledged overlap between some capabilities, for example numeracy and financial”, explains Alex Stevenson, from the Learning and Work Institute, co-author of the framework along with Jackie Woodhouse, “this reflects the real-world interrelatedness of life skills”.

 

Features and principles

An important feature of the framework is that for each capability there are two aspects -difficulty of skill/capability level and familiarity of context-, which allow for a range of starting points and support the recognition of learners’ progression. Indeed, the consortium believes learning should always incorporate facilitative approaches which encourage self-reflection and critical thinking as well as help learners to take charge of their own learning and problem-solve for themselves.

Since the Life Skills for Europe project promotes learning that is designed, delivered and evaluated with the active participation of learners, the framework is not intended to be exhaustive or prescriptive. Rather, it is presented as a starting point which can be added to and adapted to address the needs and requirements of the learners. “Since a framework is much more flexible and transferable than a traditional curriculum, the consortium believes that it will be applicable across Europe and adaptable to different target groups”, states Francesca Operti, the LSE Project Manager.

 

References and next steps

The knowledge, skills and attitudes described in the framework take account of a range of international and European national competence frameworks and build on the European Reference Framework of Key Competences for Lifelong Learning, which supports learners of all ages in developing key competences and basic skills for learning.

Some parts of the framework were sent to peers for review. The LSE partners are keen on evaluating further suggestions: please contact them by writing to the LSE project manager.

The framework is available in English on the dedicated page of the LSE project website. It will be soon translated in Danish, Slovenian, Greek and French. The framework will be official presented at the final project conference, which will take place in Brussels on the 16th of October 2018.

 

Text: LSE consortium   Pictures: Angeliki Giannakopoulou, Alex Stevenson

03.03.2021 Democracy

EAEA Grundtvig Award call on digitalisation and democracy

The EAEA Grundtvig Award 2021 aims to raise awareness for the digital transformation of our society and how it impacts adult education. In particular we want to highlight initiatives that promote democracy with the help of digital media and internet.

12.02.2021 elderly

Non-formal education fosters social inclusion and participation of the elderly

EAEA welcomes the Council’s conclusions on improving the well-being of older persons in the era of digitalisation during the covid-19 pandemic and highlighting the opportunities and potential risks for older persons in a digitalised world. EAEA believes that it is essential to support the elderly during these challenging times as well as moving forward in the aftermath of the pandemic. EAEA agrees that the aspect of ageing will need to be considered in all policy fields and older persons will need to be involved in decision-making processes in order to foster inclusion.

04.02.2021 Uncategorized

Have your say on how to improve adults’ basic skills in Europe

Five years after the adoption of the EU Council Recommendation on ‘upskilling pathways’, the European Commission started an evaluation process on progress made in its implementation in the EU Member States. The recently published UP-AEPRO toolkit will come in handy in preparing your response to the public consultation on the Recommendation.