Closely tied to the idea of employment preparation is employability skills development. In a review of the employability skills literature, Cotton (1993) describes employability skills as the non–job specific skills that can be found in all jobs at all levels. Such skills include basic reading, writing, and math; higher–order analytical skills to help problem solve and make decisions; and affective skills and traits that create a dependable and cooperative employee with a positive attitude. Most valued by employers, according to Cotton, is an entry–level employee who possesses "an array of basic, higher–order and affective employability skills" (p.2). In Canada, Human Resources Development Canada (HRDC) has developed Essential Skills Profiles that are used to detail the skills needed in a wide–variety of entry–level positions in order to support the development of these skills in a learning setting, whether that is a formal institution such as high school or an adult literacy program. An entry–level positionis one that does not require a post–secondary education or apprenticeship and can be obtained without moving up "an internal ladder of progression" (Mair, 1997, p. 299). Examples of jobs that are considered entry–level include bus drivers, sales clerks, nurse's aides, and labourers in different sectors. As an example, the most important Essential Skills for a bus driver are oral communication and problem solving. Other important skills include document use, decision making, finding information, working with others, and computer use. Literacy programs that offer employment preparation in the province most often focus on the development of employability skills, such as those outlined in the Essential Skills Profiles.

Although employment preparation and supporting employment goals has always been an inherent part of adult literacy education programs, it is becoming more of a focus in the province. For example, the responsibility for adult literacy services was once within the Education ministry, but is now located in the ministry responsible for training and falls within the department responsible for job skills training. In this way, literacy education is seen primarily as a prerequisite for employment and employment training. In addition, to ensure accountability and return on investment, programs must strive to meet a quota, in which 60% of all students achieve either employment or further training goals when they exit the program. Employment preparation has become a driving force behind literacy program development.