The project

The experimental European Project FORLAN arises with the spirit of addressing the significant challenge faced by Spain (developed in the region of Navarre) of training adults who have not achieved a basic qualification (basic literacy, numeracy and problem solving in highly technological environments). Those basic qualifications guarantee their employability and professional development.

In order to face this challenge, an experimentation has been designed to test new learning strategies adapted to the needs and context of adults with low level of qualification/skills. These strategies focus on the development of literacy, numeracy, and digital skills as part of personalised pathways towards inclusion and active employment.

Why is it important?

  • In the current context, Spain and all its autonomous regions, including Navarre, have one of the highest rates of low-skilled people in the EU.
  • In 2019, 38.7% of the Spanish population aged 25-64 had a level of educational attainment of secondary education or below (INE, National Statistics Institute –  Eurydice Spain). In Navarre, it was 29.2%.
  • The aim is to strengthen cooperation between the Departments of Employment, Education, and Social Rights.


The project proposes new contents and training strategies addressing the needs of different profiles. The participants have been divided in two sectors:

Sector I: public employment services and social services

  • Long-term unemployed people: with low qualifications in minimum income programmes, with itineraries or actions of inclusion or active employment. 
  • People with temporary or precarious jobs who move in and out of the labour market and who often supplement their wages with the minimum income programme of Navarre.

Sector II: service, construction and industrial companies

  • Workers who, regardless of their level of qualification, need digital skills in order to contribute to their own professional development, and to the competitiveness of the company.

The project has also proposed improvements to the initial assessment system of learner’s skills that allows a better diagnosis of their needs and to offer a more tailored training. In addition, it has proposed reforms in adult training policies, both at a national and regional level.

The project has been co-financed under the European Commission’s Programme for Employment and Social Innovation (EaSI), PROGRESS axis.


Experimental Design

Focus on personal motivation as a factor of success in formative and professional development    🡺
  • Pre-workshop on soft skills
  • Identification of ther self-perception in non-cognitive aspects (motivation, self-esteem)
  • Identification of barriers to access training  
Use of elements that go beyond training in order to facilitate access and retention in training   🡺
  • Personalised follow-up
  • Flexible support fund to overcome identified barriers
  •  Conciliation of personal life (playroom)
    • Individual training support
    • Support with soft skills
Flexibility of training   🡺
  • Reconocimiento del conocimiento previo: valoración inicial de competencias (VIC) 
  • Aula virtual (doble vertiente: seguimiento de la formación online cuando no se puede asistir y refuerzo de contenidos)
  • Modularización de la formación
Active and/or innovative learning strategies and linking of training to personal and work-related needs   🡺
  • Recognition of prior knowledge and skills: Initial Skills Assessment (VIC in Spanish)
  • virtual classroom (double dimension: strengthening of contents and online support lessons)
  • Modularisation of training
Parallel programmes to improve soft skills and to empower people with their own ability to learn   🡺
  • Support sessions for soft skills (in groups) and individual support when necessary
  • Generation of safe spaces where they can raise issues that concern them regarding the development of their training



The involvement of the partners in this project has been very relevant and is part of its differentiation with regard to other adult learning strategies. All entities have been involved in all stages, from the identification of needs to the communication of these needs to trainers and coordinators.

Moreover, in the design of the training, the obstacles that often hinder the participation of many people have been identified, and measures have been incorporated to facilitate the reconciliation of training and personal life.