The [Nordic Network for Adult Learning] NVL network 'Competence in and for working life' consists of representatives of the social partners (employee and employer organisations) in Denmark, Finland, Iceland, Norway and Sweden. The network has functioned as a platform for the exchange of experiences and knowledge, with different perspectives on the theme development of qualifications for employees. The ambition has been to highlight the different dimensions, which either weaken or strengthen the opportunities for learning in working life, and show examples of this. The results of this work duri
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The [Nordic Network for Adult Learning] NVL network 'Competence in and for working life' consists of representatives of the social partners (employee and employer organisations) in Denmark, Finland, Iceland, Norway and Sweden. The network has functioned as a platform for the exchange of experiences and knowledge, with different perspectives on the theme development of qualifications for employees. The ambition has been to highlight the different dimensions, which either weaken or strengthen the opportunities for learning in working life, and show examples of this. The results of this work during the years 2018-2020 are presented in this final report. The network presents its collected recommendations, which point out some prerequisites, considered by the members as important for the development of competence in working life.
The network sees the necessity for the following: (1) a comprehensive policy in each of the Nordic countries to strengthen the perspectives for lifelong and life wide learning; (2) developing a more effective method of defining and formulating the need for qualifications and skills in working life, as a basis for education within and outside the formal education and training system; (3) the availability of career guidance for adults must be ensured and developed in order to increase an individual's ability for making conscious and well-informed choices throughout their working life; and the digital possibilities for more flexible and accessible career guidance must be explored; (4) enhanced flexibility in the educational and training system so that education can more quickly adapt to the changing needs of working life; (5) strengthening the motivation of businesses and individuals to work towards the development of qualifications and skills; (6) increased competency mapping and validation of competence in working life in order to create a better targeted competence development; and (7) continued focus on basic skills and general competence, including digital skills as well as other skills such as literacy, in order to assure that individuals can re-learn and learn new skills throughout their lives.
Edited excerpts from publication.
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