P-SKILLING/RE-SKILLING PATHWAYS FOR PEOPLE WITH LOW SKILLS: THE CASE OF THE SELF-LEARN PROJECT
Sunum, ss.123-135, 2024
- Yayın Türü: Diğer Yayınlar / Sunum
- Basım Tarihi: 2024
- Sayfa Sayıları: ss.123-135
- Ankara Hacı Bayram Veli Üniversitesi Adresli: Evet
Özet
Low-skilled adults are generally defined as those with less than the primary, primary, or lower secondary level of education (levels 0-2) (OECD b, 2019). According to the PIAAC data, 24% of adults in OECD countries have very low skills (level 1 or less), which is even higher in some countries. For example, it is 61.93% in Chile, 60.14% in Mexico, and 50.19% in Türkiye (OECD c, 2019). The skills gap is much more in a global context. Many adults around the world are unable to engage in modern economies; they work in unstable jobs and endure unemployment and poverty due to a lack of skills, in addition to the consequences, such as increased social exclusion and separation from the labor market for individuals with low basic skills, inadequate use of human resources limits countries' potential growth, deepens income inequality. It is an important solution for individuals to benefit from up-skilling and re-skilling opportunities. However, rather than individual effort or motivation, home and family intensity, work roles or workload, and mandatory characteristics of the workplace are the important obstacles. They also lack enough financial resources for special education. Moreover, tailoring learning opportunities is limited for them. Therefore, well-prepared, free self-learning resources are invaluable for individuals willing to develop their basic skills under these conditions. In this context, this study investigated the ways of upskilling and reskilling adults with low skill levels and considered the project ‘‘Mobile self-Learning Tool Targeting Improved Adult Literatenessself-Learn -’ supported by the European Commission as an example of good practice. The methodology, methods, and findings of this project were examined. The project adopted Malcolm Knowles' (1984) "learning by doing" approach and other adult learning theories. In this approach, adults focus on tasks they can perform rather than memorising content. The project focuses on practical examples and exercises for improving reading comprehension and numerical and digital basic skills within a robust mobile learning system supported by the Avatar application. The program used the PIAAC literacy proficiency levels to define separate levels. According to the levels, the project's main aim is to guide adults from level 0, where they have difficulty with the basic competencies required for daily tasks, to level 1, where they can handle simple tasks. In addition, it was aimed at adults' progress from level 1 in basic skills to level 2, including intermediate problem-solving and interpretation skills.