LITERACY IN SWITZERLAND

Transcription

1 LITERACY IN SWITZERLAND COUNTRY REPORT ADULTS March 2016 This project has been funded with support from the European Commission. This publication reflects the views of its authors only, and the Commission cannot be held responsible for any use which may be made of the information contained herein.

2 This report reflects the point of view of literacy professionals assembled in this network. It is still a work in progress since we continue to gather and update information on literacy in Romania up to the year The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded by a reference to ELINET, followed by the date of publication of the document. Main authors B Literacy Policy: Martina Fleischli, Swiss Federation for Adult Learning (SVEB) Report edited by Jenny Litster and David Mallows (UCL Institute of Education) Coordinator of the ELINET-Project University of Cologne Prof. Dr. Christine Garbe Institut für Deutsche Sprache und Literatur Richard-Strauss-Str Köln Cologne Germany christine.garbe@uni-koeln.de 2

3 TABLE OF CONTENTS A Performance in Literacy... 4 B Literacy Policy Provision Quality monitoring Literacy curricula/reading instruction Screenings/assessments/support Special support for second-language learners/migrants Reading environments to stimulate reading motivation Digital environments/use of technology in education Teachers Teacher education Policy-making C References

4 A PERFORMANCE IN LITERACY As Switzerland did not take part in PIAAC the OECD s Survey of Adult Skills, and has not carried out any recent national surveys of adult literacy, there is no data available on levels of literacy among the adult population. 4

5 B LITERACY POLICY 5

6 1 Provision 1.1 What types of adult literacy provision are there? What do you consider to be adult literacy provision in your country? In Switzerland s federal system, responsibility for education lies with the 26 cantons. As a result, regulations and practice differ from one canton (federal state) to another and there are also differences between the four language areas. However, the new 2014 Federal Law for Further Education (WeBiG) provides opportunities for more professionalisation, more finance, and also greater centralisation in the field of further education, including literacy provision. This law represents the first time that basic skills promotion for adults has been mentioned in a national law (Schweizerische Eidgenossenschaft, 2014). Moreover, the Swiss market for further education is dominated by private providers. In the field of basic skills these providers are mainly small and the courses they offer are partly subsidised by the cantons or the State (Schweizerischer Verband für Weiterbildung [SVEB], 2014). In Switzerland the term adult literacy provision refers to a rather narrow definition of reading and writing courses as well as alphabetisation. Language courses for second-language and foreignlanguage learners are not included in this definition. Instead of literacy provision, the German, French and Italian language terms for promotion of reading and writing skills are used. Literacy provision is regulated by the Federal Law for Further Education (WeBiG). It is part of basic skills provision (reading and writing, oral skills of a national language, basic knowledge of mathematics and use of ICT). The promotion of adult basic skills is a new concept at a legal level in Switzerland. Before it was referenced in the WeBiG, only fighting functional illiteracy and reading promotion were stated in laws that came under the responsibility of the Federal Office of Culture. As a result, current provision still reflects the legal situation prior to the WeBiG and the vast majority of basic skills provision consists of reading and writing provision (SVEB, 2014). 1.2 How is adult literacy provision funded? Literacy provision is financed on the national, cantonal or municipal level. Different departments/offices, such as the Federal Office for Migration (FOM), the cantonal specialised body for further education, and the cantonal Department of Education are responsible. As a consequence of the Swiss federal system and the absence of a national strategy, the funding situation in the field of basic skills provision varies substantially from one Swiss canton to another. While some cantons provide publicly-funded courses in reading and writing (e.g. the Canton of Bern), others offer no literacy courses at all. Of the 26 Swiss cantons, 4 offer no basic skills courses, whereas some cantons have a number of providers, for example Geneva (14) and Vaud (27) (SVEB, 2014). Organisations that provide basic skills for adults, in general, need financial support. Public funding for this is very low; nonetheless, literacy providers are dependent on public funding. Just over threequarters (77%) of providers in the field of basic skills (of which literacy provision is the main offer) have a public contract. Public institutions are also the main sources of funding for basic skills providers: 85% of basic skills providers finance over 60% of their offer from public funding (SVEB, 2014). 6

7 1.3 Is there a statutory entitlement to literacy provision up to a certain level? There is no statutory entitlement to literacy provision for adults. Every Swiss citizen has an implicit right to nine years of primary and secondary education, and within this is entitled to nine years of literacy provision. 1.4 What is the rate of participation in adult learning, workplace training, and liberal adult education? A 2011 survey found that 77% of the residential population (aged between 25 and 64 years) took part in formal, non-formal, or informal adult learning and education activities. Further education is mainly non-formal education. 63% took part in non-formal education in general, 53% in non-formal education with a professional motivation and 26% in non-formal education with no professional motivation (Bundesamt für Statistik, 2011). 1.5 Are studies available on factors that inhibit or prevent participation in literacy education and in using literacy outside educational contexts? If yes, what are the factors? No studies of this type have been carried out. 1.6 What progression routes are there from adult basic education courses to VET/HE courses? There are two progression routes to gaining a professional qualification, aside from the standard route of completing a three- or four-year apprenticeship. The preconditions are basic primary and secondary school education and at least 5 years of professional experience. One option is catch-up training; the other is validation of prior learning. The latter route is less common and only available in a few professional fields (see section 4.2). How these two paths are implemented varies from one canton to another. 1 Below are some examples of catch-up training. These courses usually contain basic skills components, as these skills are considered a prerequisite for VET. Validierung plus is coordinated by four cantons working together. The aim of this programme is to catch-up a professional qualification. This course is aimed at adults that have professional experience but no recognised professional qualification (Eingangsportal, 2014). The catch-up training Vorlehre 25Plus is offered by the vocational school of Bern. This training aims to integrate adults into VET by refreshing school knowledge and promoting language and social skills (Berufs-, Fach- und Fortbildungsschule Bern, 2014). Other initiatives exist in the French-speaking part of Switzerland. Like Vorlehre 25Plus, the focus is on catch-up training, since good literacy skills are often considered a precondition for VET. These catch-up training offers are also validated as prior learning in these areas (see 4.2). 1 For a visual representation see: 7

8 1.7 Does a right to information, advice and guidance (IAG) regarding educational opportunities exist? If yes, who provides this IAG? There is no right to advice and guidance. However, every citizen has the right to careers advice, which is provided by cantonal and regional career advisory services. Everybody can consult this service on their own initiative and partially at their own expense (Schweizerisches Dienstleistungszentrum Berufsbildung, Berufs-, Studien- und Laufbahnberatung [SDBB], 2014). 2 Quality monitoring 2.1 Is there an inspection service to monitor the quality of adult literacy providers (including classroom practice)? There is no quality monitoring service specifically for adult literacy providers, although there is a general quality mark for further education institutions eduqua that adult literacy providers can apply for. This private, and not governmental, quality mark is managed in a decentralised system with uniform standards. Providers can be re-certified every three years on the premise that they fulfil all the criteria, including investment in the continuous development of the quality of their provision (eduqua Agency, 2013). A total of 1,050 Swiss adult education providers are currently eduqua-certified. 2.2 Are there national quality standards for the quality of adult literacy providers? There are no quality standards specifically for adult literacy providers. However, providers in this field use the general standards of eduqua (see section 2.1), which defines six criteria that are key to the quality of an institution: Course offer: Course offer that meets the educational needs of the customers. Information: Transparent presentation of educational programmes, the education provider and its guiding principles. Training: Training that allows, promotes and challenges learning and leads to learning success. Trainers: Trainers with high professional and methodological and didactic competences (requirement of Certificate SVEB). Quality assurance and development: Agreements and promises are verified and kept. Continuous quality developments take place. Management: Management that ensures customer-oriented, economical, efficient and effective services. The criteria determine minimum standards, and must be fulfilled in order to award an institution with the eduqua label. Independent certification authorities in all regions of Switzerland check adherence to the minimal standards (eduqua Agency, 2013). 8

9 2.3 Are there national benchmarks/standards for adult literacy performance? How are adults progress in reading and writing assessed/monitored? A standard that is used is the five competence levels of the Adult Literacy and Lifeskills Survey (ALL). However, this survey was carried out only once in 2005 (Bundesamt für Statistik, 2006). Apart from the ALL standards there have been projects which have tried to establish such standards. One example is the project Integration through promotion of basic skills of migrants, coordinated by the Swiss Federation for Adult Learning (SVEB). As the name suggests, standards in the field of basic skills were developed for the target group of migrants but could also be applied to literacy provision for native speakers. The project created a set of instruments to assess literacy performance. The results of the project were mainly used in other projects but not for standards at national level (SVEB, 2008). 2.4 What accountability measures are in place for adult education providers? There are no general accountability measures. As mentioned above, the adult education market is highly privatised. If an institution receives public funding, then accountability is towards the financing public body, such as a federal or cantonal office. If an institution is eduqua-certified, there are interim audits every year and a new certification process every three years. In these audits, institutions need to prove that they still fulfil the standards (see section 2.2). Even though the eduqua label is private, some public bodies, such as cantons, only fund providers on the condition that they are eduqua certified. However, this practice varies considerably due to the federal system. 3 Literacy curricula/reading instruction 3.1 Is there a national literacy curriculum framework for adults? How is this linked to school curricula? There is no national literacy curriculum framework for adults. Private providers offer literacy courses according to demand, usually emanating from a contract with a public body. 3.2 What is the accepted methodology for the teaching of literacy to adults? There is no accepted methodology throughout the country; rather, there are numerous approaches in the different language areas and cantons. In the project National qualification framework for the (further) education of trainers in the field of basic skills, the Swiss Federation for Adult Learning (SVEB), together with 12 other organisations, tried to reach a consensus. The result is a definition of the competences of trainers in these fields according to the different target groups of learners and contexts. The approach of this project is to start with the competences of the trainers. Once their education is more professionalised, the methodologies they use in their literacy teaching will become also more professionalised (SVEB, 2014, Nationales Rahmenkonzept FFA-FBA). 9

10 3.3 How do curricula and learning materials cater for diversity of learner groups and learning needs? It is impossible to generalise about curricula and learning materials as these depend on the individual teachers. 3.4 Is there a specific focus on literacy in VET provision for adults? No, there is no national focus on literacy in VET, but cantonal or school-based initiatives may exist. As with education in general, the responsibility for VET lies with the cantons (see 1.6 and 4.2). 4 Screenings/assessments/support 4.1 How are adults with literacy needs identified? Apart from single initiatives and projects, there is no systematic approach for identifying adults with literacy needs. Most providers try to attract adults with literacy needs through advertisement or through awarenessraising initiatives with intermediaries ( sensitisation of intermediaries ) in the community, which can be used to make those with low literacy skills aware of the possibilities for learning. Two examples of projects in which literacy needs are identified through direct contact with adults are GO, which focuses on the promotion of basic skills in the workplace, and GO Sozialhilfe in social welfare. For the projects GO and GO2 the Swiss Federation for Adult Learning (SVEB) developed a model for describing and assessing a profile of requirements at a workplace and comparing these with the basic skills competences of the employees. Thus, the learning needs of the employee specific to the requirements at the workplace can be identified and training offered (SVEB, 2013). In the project GO Sozialhilfe the social workers (in the social welfare system) assess basic skills and literacy needs directly with welfare recipients. One assessment tool is direct conversation. The educational history of a person can reveal a basic skills need. Another tool is to invite the recipients to take notes, which can make poor writing skills obvious. As a consequence, social welfare consultants enrol the recipients to basic skills training (SVEB, 2012). In the project sensitisation of intermediaries run by the Swiss reading associations, intermediaries, people close to the potential learners, identify adults with literacy needs. Persons qualified in sensitisation in this field inform medical personnel, relatives or other possible intermediaries about the phenomenon of functional illiteracy. These intermediaries are invited to motivate or directly enrol adults with literacy needs in specific reading and writing courses (Verein Lesen und Schreiben Deutsche Schweiz, 2014). 4.2 How are adults prior literacy knowledge and skills recognised and validated? There are no national instruments for the recognition and validation of knowledge and skills, although single projects have tried to recognise literacy knowledge and skills. For example, in the project GO Sozialhilfe (see 4.1), systematic assessments of literacy competences are carried out with social welfare recipients (SVEB, 2012). 10

11 Switzerland has solid experience and know-how in the validation of prior learning, particularly in fields where formally recognised qualifications exist. Especially in VET, appropriate professional knowledge can be validated and replace basic education (Staatssekretariat für Bildung, Forschung und Innovation [SBFI], 2014). A Swiss pioneer of validation of prior learning in the field of basic skills is a group of nine providers in the canton of Geneva. In 2005, on behalf of the cantonal authorities, nine basic skills providers the Groupe des 9 (G9) came together in order to modularise basic skills training. The G9 adapted their basic skills courses so that every course could be classified as a module, and the participants would receive a certificate officially recognised by the Canton. The G9 made an effort to implement the modularisation and validation of prior learning sustainably beyond the limits of the initial project (Beltrametti, A., 2013). 4.3 Are there any standard tests to assess literacy needs or learning progress in literacy programmes? There are no such standard tests. 4.4 How are adults with dyslexia identified and supported? There are no systematic measures to identify and support adults with dyslexia. Instead, efforts are focused on the identification of dyslexia and literacy training of children. There are special programmes in some schools for children with dyslexia to learn to read and write. If an adult wants to be tested for dyslexia, with a view to taking a literacy class to address their low skills, this has to be done at his or her own initiative and expense. Training opportunities are offered by private providers on the free market. Adults with dyslexia are granted special conditions in exams and further education if they have an official diagnosis (Verband Dyslexie Schweiz, 2014). 5 Special support for second-language learners/migrants 5.1 Is there literacy provision for adult migrants whose home language is not the official language of the host country? The integration of migrants is an important political and social goal in Switzerland. Using a national language plays a central role in this integration process. For this reason, the provision of language courses for migrants is given more attention and greater financing than literacy provision for native speakers. Numerous private providers offer subsidised language courses to migrants. The courses are financed by service level agreements between providers and cantonal specialist departments for migration (see section 5.2.). 11

12 The fide system 2 regulates the train-the-trainer curriculum as well as the framework for provision of language courses. This system is still relatively new but has achieved broad support from providers, cantons and State. The concept of activity-orientated learning for migrants is a ground-breaking and promising approach (see section 5.5) (Bundesamt für Migration [BFM], 2009). 5.2 Who pays for this provision? The State (through the Federal Office for Migration [FOM]) and the cantons finance second language provision. In practice, the State allocates a part of the funding to the cantons within the Federal Act on Foreign Nationals. The cantons add a part of the funding and finance providers within the cantonal programme for integration. The cantonal specialist departments for migration tender the language courses and secure a service level agreement with one or more providers (Schweizerische Eidgenossenschaft, 2005 and 2007). 5.3 Does this provision employ specialist teachers? The Federal Office for Migration promotes the fide curriculum, which also includes defining the necessary competences of language teachers for adults. Special courses for language trainers are offered to assure methodological and didactical competences. The fide-curriculum is currently being integrated into the statutory structure, thus the trainers training is not yet applied in all training institutions. This restructuring is designed to lead to more professionalisation and specialisation of second-language trainers (BFM, 2009). 5.4 Is there specialist provision for those who have poor literacy skills in their L1? There is specialist provision for L1-learners, mainly in the form of alphabetisation courses. These courses combine reading and writing provision and second-language provision. Alphabetisation courses are also covered by the fide system. 5.5 Is there a separate national curriculum framework for this type of provision? The fide system does not build on a curriculum but on activity-orientated learning. Because it is held that migrants learn best where the learning is relevant to their everyday lives, a set of sources has been developed that describe fields of action with corresponding scenarios and steps of action. For example, where the field of action is health, the corresponding scenario is going to the GP. The resources are available for all providers and have become a common tool in classes (BFM, 2014). 2 See 12

13 6 Reading environments to stimulate reading motivation 6.1 Are there schemes to promote reading and writing for pleasure among adults? Reading promotion among adults will be mentioned for the first time in a national regulation in The Kulturbotschaft of the Federal Office of Culture wants to promote reading in order to increase the cultural participation of the population (Schweizerische Eidgenossenschaft, Botschaft zur Förderung der Kultur in den Jahren Vernehmlassungsentwurf). 6.2 Is there systematic cooperation with civil society e.g. libraries, bookstores, literature institutions, theatres, media, newspapers, publishers etc. in reading and writing promotion for adults? For children, several partnerships with civil society have been established. For adults, however, the initiatives are scarce and on a small scale. On the national level there is no systematic cooperation. 6.3 Are there family literacy programmes with a focus on supporting adult literacy? There are no national programmes but there are single publicly-funded projects. One example is the project Buchstart of the SIKJM, which gives a book to the parents of a newborn. Parents can ask for this book in a library, at a paediatrician s or at parents counselling (SIKJM, 2013). Another example is the project Schenk mir eine Geschichte - Family Literacy of SIKJM, in which the resources and literacy competences of parents from a migrant background are promoted (SIKJM, 2013: Schenk mir eine Geschichte). 7 Digital environments/use of technology in education 7.1 Is there a digital gap? How are adults supported in acquiring literacy and digital skills? There is an increasing digital gap in Switzerland. This gap also translates to a swelling demand and offer of ICT-courses, all of which are offered privately. There is no systematic, publicly-funded approach to promote digital literacy. 7.2 Which population groups are excluded from access to ICTs due to lack of literacy skills? Older people, those with a low income, those from a migrant background and people with fewer years of education are more likely to be excluded from access to ICT. 13

14 7.3 Are there any web-based or mobile-based programmes for adults to improve their literacy & numeracy skills? A well-known platform is LeAp based on the e-learning system, ILIAS. This e-learning and teaching platform is used by trainers and learners in the field of basic skills in the German and French speaking parts of Switzerland (Universität Bern, 2014). 7.4 What classroom resources (E-books, notebooks, internet, mobile phones ) are used to support the development of adults literacy? These resources depend heavily on the providers and especially the teachers using them. Still, there is an increasing tendency of blended learning courses, where ICTs are used to support literacy learning (SVEB, 2014). Often ICTs are employed because the learners enjoy using new technology, which motivates them to learn. 8 Teachers 8.1 What are the professional roles within adult literacy education? There are no defined roles within adult education. For existing teacher qualifications see section What is the status/reputation of teachers and other professionals who work in adult literacy education? In Switzerland, there are approximately 70,000 educators and trainers involved in all aspects of adult learning. In addition to their specialist subject knowledge, around 35,000 people have acquired qualifications in adult learning (at least Certificate SVEB). In general, teachers working in adult education have a good reputation. Compared to teachers of primary and secondary schools they have the reputation of being more modern and capable of development, probably because teachers in adult education work in a relatively competitive market (SVEB, 2008). 8.3 What are their working conditions? Since the further education market is quite competitive, working conditions are getting poorer. Teachers are often employed part-time on a limited job contract. 8.4 How do salaries compare to the national average? Professionals who work in adult education earn around 62,300 per year (gross wage, age 25-65, Lernwerkstatt Olten, 2014) this compares to the national average annual wage of 63,700. Thus the salaries of professionals in adult education are around the national average (BFS, 2014, Löhne, Erwerbseinkommen). Within Switzerland there is a significant difference between the average wages of professionals in adult education in different regions. An adult educator in Zurich or Geneva, for instance, earns an average wage 15% higher than the average of their colleagues in the Grisons, Ticino or Valais. This regional divergence is similar for the national average wages. 14

15 9 Teacher education 9.1 What are the statutory qualification requirements for adult literacy teachers? There are no statutory qualification requirements for adult literacy teachers. The requirements depend on the employer. In some organisations the Certificate SVEB is a requirement; in others, voluntary workers with no relevant qualifications are employed. Especially in the French-speaking part of Switzerland there are many voluntary workers, few of whom are qualified in the field of literacy provision. However, the Certificate SVEB has become widely accepted throughout Switzerland. A modular trainthe-trainer system has been developed and successfully implemented since Before this the trainthe-trainer provision was a highly heterogeneous and scattered market without a nationally accredited certification system. The modular train-the-trainer system comprises 4 stages, each of which leads to a certificate or diploma. The first level is the Certificate SVEB and the second the Federal PET Diploma for Adult Trainers, which is officially recognised (SVEB, 2008). If a provider is eduqua-certified (see 2.1), it is obliged to employ trainers that are competent in the subject (formal qualification and experience) and have a Certificate SVEB or an equal qualification. If an organisation providing literacy courses is eduqua-certified, a Certificate SVEB (or an equivalent) is required (see 2.2). 9.2 Are there specialist qualification routes for adult literacy teachers? There are single initiatives to develop qualification routes for adult literacy teachers. In 2004, the Swiss Federation for Adult Learning (SVEB) was mandated to develop a national train-thetrainer system in the field of literacy teacher training. A modular training course for literacy teachers was developed in It was aimed at adult educators with professional experience who wanted to acquire additional competences to work with low-skilled learners. However, this Literator training has found only a margin foothold. One big provider of train-the-trainer courses offers this training together with the Certificate SVEB (SVEB, 2008). Another initiative is the train-the-trainer modules of the Reading and Writing Association of the French speaking part of Switzerland (Association Lire et Ecrire suisse romande). In these modules the Association trains trainers so they can develop the necessary competences to teach the target group and can work for local providers of reading and writing courses (Association Lire et Ecrire suisse romande, 2014). In the more general context of basic skills provision, the Swiss Federation for Adult Learning (SVEB) has been mandated to develop a national qualification framework for the (further) education of trainers in this field. The goal is to define the necessary competences of trainers to teach the specific target group in specific contexts (SVEB, 2014, Nationales Rahmenkonzept FFA-FBA). 9.3 What are the entry requirements for Initial Teacher Education for adult literacy teachers? There is no ITE as such. Depending on the subject, the qualification paths can be very different. If the training to receive a Certificate SVEB is considered as ITE, the Certificate can be achieved through training at a recognised educational institution or on the basis of an equivalence assessment. 15

16 Moreover, participants need to have worked at least 150 hours over two years in the field (SVEB, 2014, Certificate SVEB). 9.4 Who pays for initial teacher education? The participant pays fully for the training. 9.5 Is there a curriculum framework for adult literacy initial teacher training? There are no nationally-certified curricula. The curricula mentioned in 9.2 are all private. 9.6 Are there compulsory (or optional) language and literacy modules in all adult education ITE? There are optional literacy modules. But, as mentioned in 9.2, these modules are not yet established in existing training. 9.7 What is the length of the required initial teacher training? There is no required training. 9.8 Are there quality standards for ITE? There are no quality standards in the field of literacy. In the more general field of adult education there is the Certificate SVEB (section 9.1 and 9.2). 9.9 Is there continuous professional development (in-service training) for teachers which focuses on literacy development? Since there is no nationally recognised curriculum, continuous professional development varies from one provider to another. There are no statutory requirements concerning CPD. This is why employers/providers are given leeway to invest in this training of their employees or to request certain training. One example of a provider that invests in the CPD of their employees is the Reading and Writing Association of the French-speaking part of Switzerland. One reason for this investment is that many of their employees have no specialised qualification in literacy provision and work on a voluntary basis. Their CPD is designed for trainers working with adults with basic skills need (Association Lire et Ecrire suisse romande, 2014) What is the take-up among teachers? Not applicable Who delivers this training? Not applicable How is it quality assured? Not applicable. 16

17 10 Policy-making Note: Fighting functional illiteracy has never been made a priority on the national political agenda, even though the Federal Office of Culture (FOC) was mandated by the Swiss government to constitute a network to fight functional illiteracy in On the national level there has never been the political will to develop (and fund) an overarching strategy to promote basic skills learning. There are still no commonly agreed national basic qualification standards, no national targets to promote participation, and no strategy to provide enough courses throughout the country (Schweizerischer Verband für Weiterbildung, SVEB, 2008) Who is involved in policy-making for adult literacy education? With the new Federal Law for Further Education (WeBiG) the strategy in basic skills provision, including adult literacy education should become more centralised. The State Secretariat for Education, Research and Innovation (SERI) will decide on adult literacy education together with the cantons. How this collaboration will be organised is still being defined in a regulation that will come into force in 2017 (Schweizerische Eidgenossenschaft, 2014, WeBiG). In the whole policy-making process for the Federal Law for Further Education and its regulations, interest groups also play an important role. Representatives from adult education providers, unions and management try to influence the implementation of the Law. An important player is the umbrella organisation in further education, the Swiss Federation for Adult Learning (SVEB). For more than a decade, SVEB has lobbied and pushed for a law in further education including basic skills provision. SVEB has founded and is coordinating the community of interests for basic skills (IG Grundkompetenzen) that consists of 23 organisations and associations in the field of basic skills provision. Together with this interest group, SVEB has paved the way for the new WeBiG How is inter-sectoral and interministerial cooperation promoted and coordinated? At the canton level there is the Swiss Conference of Cantonal Ministers of Education (EDK) and within the EDK the Intercantonal Conference of Further Education (IKW). Since the responsibility for adult literacy education lies with different cantonal offices (e.g. education, migration or employment), it is important that those responsible for further education in the cantons meet in the IKW (Schweizerische Konferenz der kantonalen Erziehungsdirektoren [EDK], 2014). Within the cantons, there are the Cantonal Conferences for Further Education, which gather together representatives of different departments and organisations in the field of further education. On the national level, there are regular meetings to coordinate the collaboration of the Federal Office of Culture (FOC) and the Federal Office for Migration (FOM). These meetings aim at coordinating the strategies in the overlapping areas of work What financing mechanisms exist that facilitate inter-sectoral cooperation? There are no such mechanisms. However, there are single projects (financed by the State) that promote inter-sectoral cooperation (e.g. GO [companies and training provider], GO Sozialhilfe [social welfare and training providers]). 17

18 Moreover, NGOs, such as SVEB, receive structural funding to bring together public and private stakeholders (State, cantons, unions) Which policies promote for the provision of broad and varied access to adult literacy education? There are no policies that explicitly focus on access to adult literacy education How are the motivation, interests and needs of adults taken into account in the policymaking processes? There are no grassroots organisations that take into account the interests of the potential learners. As mentioned in section 10.1, there are various interest groups that try to influence the policy-making process; these are, however, representatives of the providers, ministries, and employers, and not learners Does government promote adult literacy in its lifelong learning policy? In the new Federal Law for Further Education (WeBiG), adult literacy provision is a declared goal. The main goal of this law is to strengthen further education as a part of lifelong learning. Basic skills are part of further education and adult literacy is part of the basic skills. For the first time, adult basic skills are mentioned in a national law. In the WeBiG adult basic skills are defined as the precondition for lifelong learning. Declaring the promotion of basic skills as a goal is also a change of paradigm. Prior to the WeBiG mainly fighting functional illiteracy was a declared goal. The new law enables the government for the first time to have an influence in this field and to coordinate the promotion of basic skills. To what extent the government will seize this opportunity will be clear after 2017, when the law is due to be implemented (Schweizerische Eidgenossenschaft, 2014, WeBiG). 18

19 C REFERENCES 19

20 Association Lire et Ecrire suisse romande, Formation de base de formateurs et formatrices. accessed 7 October Beltrametti, A., Le collectif genevois pour la formation de base des adultes. Geneva: UPCGE. Berufs-, Fach- und Fortbildungsschule Bern Vorlehre 25plus. nachholbildung_ausbildungen_fuer_erwachsene_vorlehre_info, accessed 10 October Bundesamt für Migration [BFM], fide. accessed 4 October Bundesamt für Migration BFM, Materialien und Unterrichtshilfen fide. Bundesamt für Statistik, Mikrozensus Aus- und Weiterbildung, Bundesamt für Statistik [BFS], Löhne, Erwerbseinkommen. de/index/themen/03/04.html, accessed 3 October Bundesamt für Statistik, Lesen und Rechnen im Alltag - Grundkompetenzen von Erwachsenen in der Schweiz - Nationaler Bericht zu der Erhebung. eduqua Agency, eduqua. accessed 3 October Eingangsportal, Der Erfahrung einen Wert verleihen. accessed 10 October Lernwerkstatt Olten, Salärempfehlungen 2014 für Bildungsfachleute. toolbox/salaerempfehlungen-bildungsfachleute/, accessed 3 October Schweizerische Eidgenossenschaft, Bundesgesetz über die Ausländerinnen und Ausländer. Schweizerische Eidgenossenschaft, Verordnung über die Integration von Ausländerinnen und Ausländern. Schweizerische Eidgenossenschaft, Bundesgesetz über die Weiterbildung [WeBiG]). Schweizerische Eidgenossenschaft, Botschaft zur Förderung der Kultur in den Jahren Vernehmlassungsentwurf. Schweizerische Konferenz der kantonalen Erziehungsdirektoren [EDK], Kantonale Verantwortliche für Weiterbildung. accessed 7 October Schweizerischer Verband für Weiterbildung [SVEB], IFG - Integration durch Förderung der Grundkompetenzen von MigrantInnen. petenzen-von-migrantinnen/, accessed 13 October Schweizerischer Verband für Weiterbildung [SVEB], National Report on the Development and State of the Art of Adult Learning and Education [ALE]. Schweizerischer Verband für Weiterbildung [SVEB], Förderung der Grundkompetenzen in der Sozialhilfe. accessed 3 October Schweizerischer Verband für Weiterbildung [SVEB], GO2 Förderung der Grundkompetenzen Erwachsener. accessed 3 October

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