Academic skills are only part of the learning equation. Communities, employers, families, and governments value the contributions of people who feel secure in themselves, who can work co-operatively with others, and who can learn to make independent decisions. According to the International Commission on Education for the Twenty-First Century (Delors, 1996), the four pillars for lifelong learning are as follows:
These value statements reflect the holistic approach to literacy embraced in the Levels 1 and 2 Literacy Benchmarks for Lifelong Learning and Interpersonal Skills. The learning outcomes in this section acknowledge other ways of knowing and being. They honour other cultures and different healing, spiritual, and cultural beliefs. As learners get to know themselves and others better, they also learn skills that can be transferred or applied to community and workplace activities. Employers are looking for employees who have critical and creative thinking skills and who are able to work with others. The Lifelong Learning and Interpersonal Skills outcomes can enhance learners' participation in the community and the workplace.
These learning outcomes also acknowledge that individuals, workplaces, and schools are influenced by the rapid development of information technology, as confirmed by the National Centre on Adult Literacy:
Educational institutions are also being dramatically transformed by information technology. School can no longer provide students with a set of skills and knowledge that will last them a lifetime. Learning how to learn is the key basic skill required for success in the 21st century. (Stites, 1998, p. 24)
As adults learn to appreciate their lifelong learning skills, they become more successful in adapting to the rapid pace of change. Their self-esteem increases and this personal empowerment leads to more respectful interaction with others.
To be most effective, Lifelong Learning and Interpersonal Skills outcomes are meant to be used in conjunction with Benchmarks from Communications and Numeracy. Komangapik (1996) found that "combination exercises which build self-esteem at the same time as they build literacy skills have proven to be effective in developing the already-existing sense of self-esteem which brought them into the literacy learning group" (p. 98). The best use of all of the Benchmarks is to use them in combination rather than in isolation. This approach greatly improves adults' readiness to engage in learning and helps them to see the interconnectedness of all life experiences.