When it comes to adult learning, there is a growing shift from a knowledge-based approach to a skills-based approach. The description of skills, both in terms of the terminology involved and the approaches, have become increasingly more complex as well as equally more important over time. General skills are valued and highlighted, and it is not possible to cope in the world of labour without paying attention to them. If, occasionally, it seems that there is a lack in terminology and some English expression is more appropriate, then it is not the case when it comes to general skills. There is talk of transferable, soft, good, 21st century, cross-functional, core skills, key competencies, and so on. But they all have one thing in common - they are the most important! General skills are important prerequisites without which more specific competencies cannot be acquired. General skills are like a foundation on which to build and balance other skills and knowledge that create the preconditions for coping with increasingly complex challenges.

The aim of this article is not so much to clarify the terminology of the subject at hand, but to look at general skills and their importance from the point of view of adult education, underlining the nuances important for specifically adult educators to understand within these concepts and to consider in their daily work.

Starting off with Classification

The OSKA raport (1) has divided general skills into three major skill groups – self-management, interpersonal and thinking skills, all of which are further divided into smaller sub-skills. The analysts of OSKA have done a great job at defining the top ten key skills that previous reports in the field also point to. Although OSKA’s reports analyse skills related to the Estonian labour market, these general skills are also familiar in internationally distributed concepts, e.g. OECD European Commission.

On the basis of the listed skills it can be largely generalised that an adult who is well developed in these skill sets can, in fact, cope with various challenges, may they be professional, personal or self-improvement pursuits. When it comes to adult education, correspondingly skilled adult learners are close to ideal. Just think of it – someone who is ready to act, whose motivation and goal setting are clearly thought out, who is compassionate, proactive and at the same time adapts perfectly to change.

The Necessity of General Skills

In reality, the adults who arrive at the training room are of different educational backgrounds and, no doubt, general skills (including general skills). They have generally been captivated by the topic of the training, the title, in the best case also the learning outcomes, in the worst case only the assessment and opinion of the executive about the necessity to participate in the training. Although Estonia is an exception, according to European Union statistics, adults often do not have a habit of constantly participating in self-improvement.

Many adult educators are, on a daily basis, working with adults whose educational path had been interrupted and therefore may have significant gaps also in general skills. Returning to education can be hampered, for example, by poor learning skills that lower self-esteem and recurrence. Clearly it is much more difficult to continue learning without acquiring such skills. Although those who are used to learning and have a higher level of education generally learn more, these learners may not have strong general skill sets either. The level of their general skills and the need to develop them are not recognised. Here, the trainer can do a lot to raise the awareness of the learners and provide support for the development of general skills during their courses. What are the learning skills of these students? Analysis skills? To what extent can they learn from teamwork and communication and filter out what is important and useful to them? Combine what they have learned with their wider life and / or goals and challenges in their work?

To sum up, by paying more attention to general skills, we increase the effectiveness of in-service training and learning. It is likely that all curricula also support the development of general skills to some extent, but the issue that remains is if educators follow this consciously in their teaching, if they guide learners to pay attention to general skills in their learning and try to influence them to do so in a purposeful way.

What is the impact of general skills in adult education?

Based on OSKA's research, it can be stated that in-service training continues to be seen as an important opportunity for the development of general skills. One option, of course, is to offer training specifically aimed at developing general skills. For example, communication skills training, team and cooperation skills training, etc. However, in the case of such general topics, as a trainer, sooner or later there is a need to put these skills in context and look at them accordingly. It becomes even more important, for example, in supporting learning to learn, problem solving and the development of analytical skills. For example, from the point of view of communication skills, I can cope well with my children and the rest of the family, but for some reason struggle in the work environment. In other words, the more we can bring context to learning general skills, the more effective learning will be. It is more appropriate to consider general skills and support for their development as an integral part of all adult education.

What can a trainer-educator do to support the development of general skills?

The previously mentioned OSKA report offers the following recommendations for the acquisition of general skills through learning activities, to which I also add thoughts and recommendations from the point of view of an adult educator.

1. All parties understand the importance of general skills and understand the teaching methodology. The phase of increasing and recognising awareness is one of the most important in the area of ​​general skills. The topic has already been raised quite strongly today, but there is still much work to do for transferring the topic of general skills to both researchers and trainers in this particular field. Here, each trainer can start with the first steps, i.e. awareness and interpretation of general skills in the context of their course plans. And in the future, devote more time to supporting their development in their teaching.

2. The educator uses a systematic methodology. Appropriate methodology is undoubtedly one of the main tools of a trainer. A well-chosen or adapted methodology can support the learner's awareness of different general skills, their level and support development. From the educator's point of view, it is important to think through which general skills are realistic and can be supported within the planned course.

3. The learner and the educator have in-depth time. However, today's training market is dominated by short-term courses, with a significant list of learning outcomes. This will undoubtedly put strong pressure on both learners and educators, and there will be less time for in-depth study. However, the educator has the techniques and opportunities to create a learning environment that supports learning and immersion for this short-term course, to minimise distractions and to support multifaceted self-analysis.

4. Learning methods allow for an individual approach. The acquisition of general skills depends very much on the existing experience and knowledge of the learners. It is therefore important to use methods that take into account the individuality of the learner.

5. All parties are provided with self-assessment tools. Without analysis, the learning experience cannot be complete and effective. The conscious use of self-assessment tools supports both the learner and the educator in self-analysis and in assessing their own development.

6. The focus is on one or two general skills at a time. Especially in case of courses with an ongoing main topic, it is not wise to overdo the multi-focus. When perceiving the level of general skills of group members, it is reasonable to focus on one to two general skills, which, in addition to basic knowledge, should be supported through methods and self-analysis.

7. The feedback is constructive and development-oriented. Not every feedback is always forward-looking. It is important to give and receive feedback from different sources (educator, group members) in order to perceive one's actual performance and its impact.

In Conclusion

All things considered, how to, still, address the impact of general skills on the effectiveness of adult learning and what to expect as an educator? The trainers' manuals and instructions are full of different circumstances and concepts, instructions and descriptions of how and what is important to follow in order to best support the learner, such as group processes, andragogical principles, supporting self-management, etc. As with all of this, adding a general skills view is crucial. This can often provide answers to why learning is not embedded, why one or the other approach does not work for learners, at what stage is it necessary to step back and address general skills in a more targeted way. Also, the longer the learning period, the more the general skills of learners can be enhanced. The primary thing to start with is to create and notice awareness.

(1) The article uses the findings from OSKA report on General Skills of Labour Market - Classification and Demand, short report (2022) https://oska.kutsekoda.ee/wp-content/uploads/2022/03/Tooelu_yldoskused_Liigitus_ja_vajadused_lyhiaruanne.pdf