Participants also noted that addressing the literacy challenge begins with tackling the stigma associated with it.
Participants indicated that 36,000 people in PEI have not completed grade 12 and that 48% of the Island population between 15 and 64 years old has only levels 1 or 2 literacy (whereas levels 3 and higher are considered the minimum essential for functioning in society). This, according to participants, is a fundamental and structural problem that must urgently be addressed - not only for the sake of those who have literacy issues, but also for their children who unfortunately end up facing similar challenges (because their parents are unable to help them with their school work or for lack of positive role models).
Those at the dialogue also suggested that addressing the literacy challenge begins with tackling the stigma associated with it: people must feel confident that they can come forward and will receive the help and support they require, instead of feeling shame.
Participants pointed out that many employers feel they simply don't have the time required to mentor and develop new employees as competitive pressures are placing a higher emphasis on productivity.
Some participants discussed the role of employers in addressing the province's skills needs in the context of its aging workforce. Participants felt that employers must have the means to better assess the skills of their current workers: for example, credentials are not always a good indicator of skills (e.g., high school graduates who can't read or write). On this point, some participants indicated that PEI Workplace Education attempts to help employers address this problem by offering free "authentic skills assessment" services to employers (e.g., free assessment services and guidance on how to address gaps through workplace training), but that their current resources are quite limited.
Participants also pointed out that many employers feel they simply do not have the time required to mentor and develop new employees because competitive pressures are placing a higher emphasis on productivity. Similar concerns were expressed about journeypersons who feel they do not have the time to properly mentor their apprentices.
As a result, participants felt that workplace training and mentorship must be made a corporate priority - but must also be recognized (and supported) as an important component of the broader education and training continuum. Again, participants said that this can prove to be particularly challenging for small and mid-sized businesses, which require additional assistance if they are to play an active role in this regard.