• Basic (general and technical) skills education and training in the workplace,
• The removal of obstacles to participation, especially among less qualified or older segments of the workforce,
• Verifying and increasing the quality and relevance of ALT provision, which should provide participants with qualifications and be transferable,
• The development of practices to allow for the expression of the organizational and individual learning demand at the level of the firm and the sector,
• Evaluation of ALT that goes beyond merely checking participant satisfaction,
• Support in various forms, which remain to be explored, for individual job-related ALT initiatives,
• The fit between the "education" and "employment" systems, with respect not only to adult learning and training but also the recognition of employees' prior informal and non-formal learning,
• The training and qualification of in-house trainers.

The fact that the "upstream" (assessing and expressing of learning demand) and "downstream" (evaluating results and knowledge transfer ) components of ALT are so unevenly systematized in many firms may pose a dual challenge that is less evident but no less critical: the need to more effectively link training with production processes, and the need to integrate learning activities into the ongoing professional development, and more generally, the life course, of ALT participants.

Finally, in the absence of similar monographs examining the situation in the other provinces, this report highlights the urgent problem of a lack of comparative data on ALT in firms across Canada and on the various regulatory policies and practices that guide the development of ALT.