The Pathways project’s main objective was to develop a Toolkit for adult education and career professionals who work with unemployed low skilled adults (final beneficiaries). The toolkit’s purpose is to help both categories of professionals in the recognition of basic skills acquired through informal or non-formal learning contexts, as a means to improve the employability of the final beneficiaries. Alongside the recognition of skills, these professionals are now in the position of helping these adults in creating their individualised learning pathway, as a means of upskilling and improving their position in the labour market, but also for self-improvement, in the context of lifelong learning promotion. The project reached out to over 110 adult education teachers/ trainers and career counsellors, as well as over 100 low-skilled adults in search of employment and over 830 project stakeholders (career offices; VET providers; labour market representatives; technical schools; civil society organisations; local groups of interest; umbrella organisations; decision makers at local level; professional associations; local stakeholders), through the project activities, the multiplier events, as well as the dissemination and exploitation activities implemented. To achieve the results foreseen, the partners identified the Recognition of Prior Learning (RPL) procedures implemented in each participating country, what the labour market was in need of in terms of basic skills, what adult education provision offered and how career offices helped low-skilled adults in finding a job. All of this information was used to develop the Pathways methodology, composed of the definition and applicability of RPL, the methodology for applying it, the appropriate tools, as well as motivation and engagement techniques for low-skilled adults on lifelong learning options for upskilling and personal development. Afterwards, a training course was developed addressed to adult education and career professionals, aimed at building their capacities to implement the Pathways methodology. It was first delivered to staff members during the short-term learning activity organised in Palermo, who then trained adult educators and career counsellors in their respective countries. The latter were asked to implement this methodology with low-skilled adults to recognise their basic skills and create an individualised learning pathway. They were supported not only by the trainers but also through the Pathways eLearning platform. Through the implementation of this project the most important benefit was for the low-skilled adults to have their basic skills recognised as a means to improve their employability, but also enter into a mind-set based on which learning is necessary not only when referring to employment, but also personal development. The focus of the project being on the capacity building of adult education and career professionals was also a very important element for ensuring significant impact, but most importantly sustainability of the project results.
The Pathways project aimed at the development of a toolkit for adult education teachers/trainers and career advisors/counsellors which enables low skilled unemployed adults to get recognition for their basic skills acquired through informal or non-formal learning, and to create a pathway for enhancing their employability and personal development. In particular, the overarching objective of the Pathways project was to provide adult education and career counselling professionals with the appropriate tools to be in the position to guide low skilled adults towards specific learning options as a means for upskilling, which improves their position in the labour market, while at the same time is a determining factor for personal development, in the context of lifelong learning. Through the implementation of the project, the adult education and career professionals have improved competences to support adult learners, especially low skilled ones, in continuing their learning journey, having the opportunity to make informed learning decisions depending on their professional and personal priorities, and achieving a better future for themselves and their families.
One out of every five EU citizens is having significant difficulties with effectively developing basic skills. Additionally, there are many ways in which individuals can develop them even without realising it. However, skills developed in an informal or non-formal environment cannot be acknowledged in formal setting and especially by the labour market. We aimed to address this challenge by creating a methodology and a set of tools for adult educators and career professionals to guide low-skilled adults in the recognition of these skills. Moreover, this professionals will be in the position to also engage and motivate them and improve their employability potential.