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WEBINAR INVITATION | Bridging the Gaps: Fostering Fluid Upskilling Pathways for Adults | 8 July 2025, 10:00 CEST

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WEBINAR INVITATION | Bridging the Gaps: Fostering Fluid Upskilling Pathways for Adults | 8 July 2025, 10:00 CEST

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In a rapidly evolving global skills landscape, adult learners often face fragmented pathways that hinder their ability to engage in continuous, meaningful upskilling. Too often, training is reactive and focused on basic compliance rather than equipping workers with transferable skills for future roles. To meet the demands of fast-moving labour markets, policy must shift from fragmented, short-term solutions to comprehensive strategies that integrate funding, employer engagement and flexible delivery models. Join us for this international webinar where the OECD will launch its latest Thematic Report on adult learning, which draws on the 2023 Survey of Adult Skills (PIAAC)! The webinar will explore strategies, systems, and partnerships that enable seamless lifelong learning journeys. Experts from around the world will share innovative models and real-world practices that empower adult learners to build personalised, stackable, and cohesive learning experiences. Whether you are a policy maker, training provider, employer, or educator, this event will provide insights on how to support learners’ upskilling and build fluid learning journeys.

Speakers will include:

Elisa Gómez Alemán, Policy Officer, Reform and Investment Task Force (SG REFORM), European Commission

Tracey Donnery, Director of Policy & Communications, Skillnet Ireland

Loh Gek Khim, Director, Industry Development Division 1, SkillsFuture Singapore

Glenda Quintini, Head of Skills and Future Readiness Division, OECD

Michele Tuccio, Senior Economist, OECD

Roland Tusz, Economist, OECD

Please register here

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Action Planning - Translating Conference Insights into Future Strategies

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Action Planning - Translating Conference Insights into Future Strategies

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De Greef_Action Planning - Translating Conference Insights into Future Strategies

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RESCALE: Reskill Employees by Stimulating Connection between Actors of Labor market & Education

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RESCALE: Reskill Employees by Stimulating Connection between Actors of Labor market & Education

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by Prof. Dr. Maurice de Greef

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Nordic-Baltic PIAAC network: Promoting Skills Data for Policy Impact

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Nordic-Baltic PIAAC network: Promoting Skills Data for Policy Impact

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by Antra Carlsen

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R3.4_Carlsen_Nordic-Baltic PIAAC network- Promoting Skills Data for Policy Impact

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What's the problem represented to be? Media coverage of PIAAC (MEDIAAC)

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What's the problem represented to be? Media coverage of PIAAC (MEDIAAC)

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by Anke Grotlüschen

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Adaptive Learning Systems with AI: Designing Intelligent Tutoring for Individualized Education

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Adaptive Learning Systems with AI: Designing Intelligent Tutoring for Individualized Education

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by Roy Franke

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R3.3_Franke_Adaptive Learning Systems with AI

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iRead4Skills: Enhancing Literacy through Intelligent Tools

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iRead4Skills: Enhancing Literacy through Intelligent Tools

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by Raquel Amaro

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R3.3_Amaro_iRead4Skills - Enhancing Literacy through Intelligent Tools

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Further Education, Parenthood and Immigrant Women: Identified Skill Gaps in PIAAC and Practical Solutions from Basic Education Pathways Project ‘Grundbildunspfade’ in Germany

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Further Education, Parenthood and Immigrant Women: Identified Skill Gaps in PIAAC and Practical Solutions from Basic Education Pathways Project ‘Grundbildunspfade’ in Germany

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by Nathan Breznau

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MOVE UP - Leveraging Gender Equality through Upskilling Pathways

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MOVE UP - Leveraging Gender Equality through Upskilling Pathways

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by Sylvia Liuti & Viola Pinzi

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R3.2_Liutu&Pinzi_MOVE UP - Leveraging Gender Equality through Upskilling Pathways

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Using Evidence-based Approaches for Upskilling and Reskilling Adult Skills Learners

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Using Evidence-based Approaches for Upskilling and Reskilling Adult Skills Learners

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by Judith Alamprese

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https://nll.org/netvaerk/piaac/

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Workplace Learning Programmes for Literacy, Numeracy and Digital Literacy: Fit for Purpose?

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Workplace Learning Programmes for Literacy, Numeracy and Digital Literacy: Fit for Purpose?

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by Anne Reardon-James

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R2.4_Reardon-James_Workplace Learning - Is it fit for purpose

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Training Soft Skills and Action Competencies in Virtual Reality (VR) Environments

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Training Soft Skills and Action Competencies in Virtual Reality (VR) Environments

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by Roy Franke

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R2.3_Franke_Training Soft Skills and Action Competencies in Virtual Reality (VR) Environments

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From learning questions to classroom success

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From learning questions to classroom success

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by Sulotta Soren De Clercq & Leontien Flussie

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R2.2_De Clercq&Flussie_From learning questions to classroom success

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by Daiana Huber & Ana David

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by Barbara Sproelants

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by Lies Evenepoel & Manna Lahousse

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by Helena Van Nuffel & Annelies Jehoul,

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Re-imagining English language learning for migrant communities

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Re-imagining English language learning for migrant communities

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by Alex Stevenson

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Hybrid learning for low literate language learners

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Hybrid learning for low literate language learners

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by Bert Aerts

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R1.3_Aerts_Hybrid learning for low literate language learners

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Family literacy courses ('My child goes to school, and so do I')

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Family literacy courses ('My child goes to school, and so do I')

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by Lies Vanobbergen & Ine Meersman

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Innovative practice - gamification and basic skills

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Innovative practice - gamification and basic skills

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by Johanni Larjanko

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R1.3_Larjanko_Innovative practice - gamification and basic skills

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Innovative Pedagogy and Digital Solutions

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Innovative Pedagogy and Digital Solutions

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Bringing Vision to Life: The Reflection Tool of Ligo

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Bringing Vision to Life: The Reflection Tool of Ligo

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by Sulotta Soren De Clercq

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Vulnerable Subgroups Revisited: Financial Practices of Adults in strained economic situations

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Vulnerable Subgroups Revisited: Financial Practices of Adults in strained economic situations

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by Klaus Buddeberg

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R1.2_Buddeberg_Financial Practices of Adults  in Strained Economic Situations

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Inclusive Approaches for Vulnerable Groups

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Inclusive Approaches for Vulnerable Groups

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by Sam Duncan

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The role of the National Coordinator for Adult Learning in upskilling the basic skills of low skilled adult

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The role of the National Coordinator for Adult Learning in upskilling the basic skills of low skilled adult

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by Maria Kapniari

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R1.1_Kapniari_The role of the National Coordinator for Adult Learning in upskilling the basic skills of low-qualified adults

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Literacy skills of Flemish adults: policy proposals by the Flemish Education Council

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Literacy skills of Flemish adults: policy proposals by the Flemish Education Council

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by Ewoud De Sadeleer

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R1.1_De Sadeleer_Closing the literacy gap

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Ireland’s Adult Literacy for Life Strategy: Adapting to the changing context of adult literacy

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Ireland’s Adult Literacy for Life Strategy: Adapting to the changing context of adult literacy

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by Colleen Dube & Yvonne McKenna

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R1.1_Dube&McKenna_Ireland’s Adult Literacy for Life Strategy- Adapting to the changing context of adult literacy

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Building Policies and Systems for Upskilling Pathways

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Building Policies and Systems for Upskilling Pathways

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Working with young inmates in the Nordic countries

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Working with young inmates in the Nordic countries

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Support material for educators. Videos in English.

https://nll.org/nyheder/teaching-young-people-in-nordic-prisons/

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Building Policies and Systems for Upskilling Pathways

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Building Policies and Systems for Upskilling Pathways

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by Lonneke Boels

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Advancing Lifelong Learning and Adult Basic Skills for an Inclusive Europe

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Advancing Lifelong Learning and Adult Basic Skills for an Inclusive Europe

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by Ewoud De Sadeleer

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De Sadeleer_Advancing Lifelong Learning and Adult Basic Skills for an Inclusive Europe

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by Bram De Wever

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by Anja Meierkord

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AI tool helps to identify general skills

A Norwegian career guidance service is helping jobseekers to identify and present their general skills with support from AI technology and a user-friendly interface. It can even help people with little experience of working life.

https://nll.org/artikler/ai-tool-helps-to-identify-general-skills/

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AI tool helps to identify general skills - NLL

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A Norwegian career guidance service is helping jobseekers to identify and present their general skills with support from AI technology and a user-friendly interface. It can even help people with little experience of working life.

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Here is an example of a national system for basic skills that was mentioned in discussions in Brussels 18.6. and 19.6. You can contact me directly if you want to know more: johanni.larjanko@bildningsalliansen.fi

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EPALE - Electronic Platform for Adult Learning in Europe

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Skills badges help to strengthen competence in basic skills in Finland - EPALE - European Commission

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Skills badges help to strengthen competence in basic skills in Finland

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The example presented today in one of the workshops is this one, available to play for free online, no registration required, and no special equipment needed. However, you need to speak Finnish.

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The iRead4Skills project aims to improve reading skills of adult population by creating an intelligent system that assesses text complexity in FR, SP and PT, and suggests appropriate readings, contributing to reducing skills gaps and to provide access to information and culture.

We are currently at the stage of testing the tools to gather input from end users - AL teachers and students - so we can improve them. It would be great to know your opinion and comments!

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ebsn annual conference 2025 | Conference EBSN

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PIAAC demands action: basic skills to tackle inequalities

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PIAAC demands action: basic skills to tackle inequalities

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EPALE - Electronic Platform for Adult Learning in Europe

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PIAAC demands action: basic skills to tackle inequalities - EPALE - European Commission

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PIAAC demands action: basic skills to tackle inequalities

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AI for Inclusion: Opportunities for Low-Skilled Learners

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AI for Inclusion: Opportunities for Low-Skilled Learners

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Artificial Intelligence has transitioned from a futuristic concept to an integral aspect of modern life, reshaping industries, education, and interpersonal interactions. As automation becomes increasingly prevalent, the demand for skill development intensifies, particularly for individuals in low-skilled occupations. For many adults, especially those with lower-level skills, navigating the rapid pace of these advancements can be a daunting challenge.

The transformative potential of AI in adult learning offers unprecedented opportunities to address the specific needs of low-skilled learners. By enabling flexible, personalised learning experiences, AI can empower individuals to engage in training offers that are tailored to their needs. However, without careful design and implementation, there is a risk for adults with basic skills challenges to be excluded from these processes.

Across the EU, jobs are changing rapidly as AI and digital tools are becoming an increasingly prevalent part of work. According to the 2023 OECD Employment Outlook , two in five employers say that the lack of relevant skills is already holding back AI adoption in the workplace. While upskilling is a joint priority, not all learners start from the same place. For many low-skilled adults, digital learning tools can feel inaccessible or even intimidating. Past experiences of education - sometimes negative or discouraging- can also hold people back. Without targeted efforts to make learning welcoming and relevant, inequalities may grow, not shrink.

Policy plays a vital role in this respect. Investment in digital infrastructure is important, but so too is the human side - outreach, guidance, and inclusive support structures. Above all, learning programmes must be meaningful and accessible via flexible modes of completion to better fit the diverse background of the learners.

Even as online learning expands, too many adults are still left out. A 2020 study by Kapetaniou shows that access to AI-enhanced education varies widely depending on geography, income, and infrastructure. In rural or low-income areas, limited internet access and outdated devices are still major hurdles.

However physical access is only part of the story. Cultural factors - like fear of failure, embarrassment around learning, or mistrust in digital systems - can make people hesitant to participate. For education providers, it's vital to understand these emotional and social barriers, and to meet learners where they are.

Community-based learning centres, libraries, and trusted local organisations all have a key role to play. By co-creating programmes with learners and designing support that reflects real-life challenges, we can build more inclusive pathways that open doors rather than close them.

Understanding AI is not only about acquiring a new technical skill - it serves as a foundation for confidence and participation in today's world. For older adults or those with limited digital proficiency, learning the basics of how AI works can provide a gate to further development.

In a research article titled AI Literacy for an Ageing Workforce Chetty (2023) highlights how targeted AI literacy training can demystify algorithms, build trust, and reduce anxiety around digital change. These programmes work best when they use clear language, relatable examples, and practical activities. Whether it's understanding how recommendation systems work or learning to detect bias in automated decisions, small steps can build significant confidence.

The format also matters. Blended approaches that mix face-to-face guidance with practical usage of technology tend to be more successful than standalone online courses. Additionally, guidance and support through mentoring, peer groups, or just a friendly environment can make an important contribution for someone re-engaging with learning.

In many sectors, work-based learning is the first point of contact for digital skills development for adults. AI may serve as a powerful tool in this context: intelligent tutoring systems, adaptive learning apps, and skills assessment platforms are already being used to tailor training to individual needs.

AI, however, is not a one-size-fits-all solution. Research by Roumell & Jabarkhail (2023) reminds us that low-skilled workers often need clear guidance and encouragement to engage with learning at work. Without time, support from supervisors, or a learning culture, even the most advanced tools can prove ineffective.

The most successful models combine technology with human connection. Individualised coaching, community learning, and regular feedback help learners to maintain their focus and keep them on the learning pathway. When employers invest not just in platforms but in people, AI may become a valuable tool in creating more dynamic and inclusive learning environments.

One of the most overlooked issues in educational AI is design. If platforms are built for tech-savvy, highly literate users, they risk excluding those who need support the most. Verhagen (2021) argues that many AI tools assume a level of autonomy or fluency that simply does not reflect the diverse reality of adult learners.

From hard-to-navigate interfaces to content that's only available in dominant languages, barriers can be subtle but significant. Furthermore, one may mention the risk of algorithmic bias, systems that unintentionally disadvantage certain groups based on background or data patterns.

To avoid these challenges, education technologies should be designed inclusively from the start. This may involve user testing with diverse learners, integrating accessibility features like voice interaction or translation, and building in feedback loops that allow real-time improvements. Effective design extends beyond functionality; it should also prioritise equity.

Several practical considerations could be addressed to ensure AI serves as a tool for inclusion within adult learning frameworks. These are not just technical considerations - they are social choices that shape who gets the chance to participate in the digital economy:

Apply design principles considering the needs of low-skilled adults

Support hybrid learning models that blend technology with human facilitation

Encourage employer partnerships that embed learning into the job

Listen to learners and involve them in shaping what and how they learn

Artificial Intelligence can better transform adult learning, if we design it with people's needs in mind. For low-skilled learners, AI offers new routes into education and employment. However, without access, support, and thoughtful design, these routes may remain out of reach. As adult learning professionals, we have a critical role to play. By fostering inclusive learning environments, advocating for supportive policies, and ensuring that AI works for , we can help turn digital disruption into opportunity - for all.

This autumn EPALE is launching an online course targeting AI with special attention to adult learning professionals.

Let your voice be heard by completing . It provides us with an important contribution and insights with regards to needs of practitioners in this area.

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AI for Inclusion: Opportunities for Low-Skilled Learners - EPALE - European Commission

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Can AI close the skills gap - or widen it? Discover how digital disruption can be turned into an opportunity for all. | Adult Learning in Europe

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EPALE 10th Anniversary Forum: Key Reflections and Insights

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EPALE 10th Anniversary Forum: Key Reflections and Insights

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Marking the 10th anniversary of EPALE, an online discussion was held on 15 April 2025, bringing together users of EPALE such as ambassadors, policy-makers, educators, and stakeholders from across Europe. The event provided an opportunity to reflect on the platform's achievements, challenges, and future directions.

The discussion was introduced by an online livestream discussion with two invited adult learning experts who had long history with the platform. Maria Toia - Senior Adult Education Expert and Former Thematic Coordinator; and Balázs Németh - Professor at the University of Pécs and EPALE Ambassador discussed with Tamás Harangozó - facilitator from the European Basic Skills Network . After the online stream, the discussion continued in a written format. Participants' comments underscored EPALE's role in building a European community of adult learning professionals and highlighted areas for further development.

Many contributors emphasised the evolution of EPALE from an initiative into a dynamic, influential platform. Participants praised the diversity of resources, the variety of events, and the strong sense of community that has developed over the past decade. As one ambassador noted, "EPALE has evolved significantly - going through various content and digital transformations. It has become a dynamic, information-rich space where anyone involved in adult education can find something valuable."

Newer members of the community also expressed appreciation for the opportunities EPALE offers. One participant wrote, "As a newcomer, I'm quite curious to engage in some of the wide range of events mentioned - conferences, discussions, workshops. This sharing of best moments was really enlightening."

The role of EPALE in fostering both professional and personal growth was widely recognised throughout the event. Frequent references were made to conferences, webinars, workshops, and community stories as vehicles for knowledge exchange and professional development. Several contributors highlighted the sense of belonging that EPALE creates. As one participant summarised, "EPALE is more than a community, it's a laboratory of ideas, action, and impact."

The forum also showcased several new initiatives linked to EPALE, including the ProfAdul platform developed by EBSN and SVEB (Swiss Federation for Adult Learning) to support the professional development of adult educators. Attention was drawn to recent thematic focuses, such as the integration of artificial intelligence (AI) into education. Events like the Czech EPALE conference were cited as examples of how the platform addresses emerging trends in adult learning.

Several contributors noted that EPALE has become an important driver of innovation and policy in adult learning, by offering spaces for discussions on green and digital transitions and lifelong learning strategies.

Challenges and Areas for Improvement

While celebrating EPALE's achievements, participants also identified areas for improvement. Suggestions included making the platform more user-friendly through personalised content recommendations and improved navigation. It was proposed that EPALE should offer better filtering options, tailored newsletters, and stronger networking features.

Some participants suggested rethinking certain features, such as the Community Stories section, proposing a more interconnected storytelling approach to enhance the platform's coherence. There were also calls for stronger links with Erasmus+ projects to better highlight ongoing European initiatives related to adult learning.

Looking ahead, participants emphasised the importance of EPALE continuing to promote inclusivity and expanding its outreach to non-traditional adult learning locations and professionals such as museums, libraries, and civil society organisations. The importance of intercultural dialogue was also highlighted, with several contributions noting the need for communities of practice that go beyond multicultural coexistence to foster meaningful interaction and exchange.

There was consensus on EPALE's key role in supporting adult education professionals across Europe. Contributors stressed that EPALE should continue adapting to emerging educational needs, including further integration of digital tools and a focus on lifelong learning competences aligned with societal changes.

The online discussion highlighted widespread appreciation for EPALE's contributions to adult learning in Europe over the past decade. Participants valued the platform's role in fostering professional growth, community building, and innovation. At the same time, critical reflections indicated a strong commitment to further enhancing EPALE's relevance, usability, and impact.

As one contributor concluded, "Happy anniversary, EPALE - and thank you for being such a valuable partner!"

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EPALE 10th Anniversary Forum: Key Reflections and Insights - EPALE - European Commission

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Here is a summary of the online discussion held on 15 April to celebrate EPALE's 10th anniversary! | Adult Learning in Europe

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An External Perspective on European Adult Learning and EPALE

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An External Perspective on European Adult Learning and EPALE

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EPALE - Electronic Platform for Adult Learning in Europe

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An External Perspective on European Adult Learning and EPALE - EPALE - European Commission

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An External Perspective on European Adult Learning and EPALE

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You can find the first day's presentations in this section.

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You can find the second day's presentations in this section.

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From Insights to Action: Reflections from the Parallel Sessions

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From Insights to Action: Reflections from the Parallel Sessions

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Perspectives on the Union of Skills and the Action Plan on Basic Skills

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One of the usual elements of EBSN conferences is the Marketplace, where participants can present the latest results, resources and developments of their organisation freely. Share your bit by adding a new padlet post below and engage with others' materials too!

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https://padlet.com/damianfaeh/ebsn-networking-project-generation-platform-71ox3pnb6atnneit

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One of EBSN's interactivity tool is the Project Generation Facility. Let us know about any relevant projects that you are implementing, or planning to launch! Find partners, connect ideas and join efforts here!

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The EBSN is looking for potential new members of the network. We know our current activities, particularly those related to the production and upkeep of the Capacity Building Series, will benefit f…

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Find the link to the final program for more information and scroll down for reading about the speakers!

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This stream is dedicated to presenting the program and sharing information about the speakers.

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European Basic Skills Network Email Forms

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