• students do not necessarily receive Wes training in the K-12 system (still geared to university entrance even though only 15% of graduates choose this route) so they are unprepared for workplace demands – colleges and training programs must address the gap
• there are no mechanisms in place to update technical programs regularly so WES and technology components do not keep pace with constantly changing workplace demands
• colleges and institutions think they have solved the essential skills problem by insisting that learners complete a certain grade level before being accepted into a program – however, this is no guarantee that learners have the essential skills necessary to succeed
• often training programs are delivered at literacy and numeracy levels much higher than stipulated pre-requisite levels
• learners often assume their essential skills abilities are higher than they are
• the general public and employers are not aware of essential skills issues and their importance, especially the relationship to health and safety
• immigrants often have difficulty transitioning their skills – especially in WES areas
• employers do not understand the concept of essential skills and why they must be addressed in institutional training programs
• learners are often technically skilled but cannot pass state or trade exams because of poor essential skills development
• Aboriginal learners often lack essential skills because they have not experienced success in conventional learning situations – this impacts success in technical training programs
• the kinds of literacy skills required by workers may not be the kinds of skills instructors are used to addressing (e.g.) skimming, scanning, document navigation, tables and lists, schematics, flow charts

What are some possible solutions?

Discussion Points:

• explain and disseminate data that supports the inclusion of WES in training programs (e.g.) IALS results, Knowledge Matters, Literacy in the nformaion Age, etc.
• introduce concrete ways to measure WES proficiency so specific student needs can be targeted (e.g.) TOWES
• involve administration in the implementation of WES in training programs to generate support from “the top”
• take the time to cultivate buy-in from front line instructors and curriculum developers – do not impose strategies
• provide professional development time to instructors and give them an opportunity to develop WES exercises in a supported environment
• introduce a policy whereby all new curricula developed will include WES at some level (let instructors get a taste of the concept and then “grow it”)
• encourage representatives from industry to interact with instructors so instructors can understand the real need for WES training
• implement worksite visits and job shadowing activities for instructors that include exposure to WES use
• hire staff who have essential skills training so they can assist other instructors
• break WES needs into categories- those that are more generic can be developed collectively and shared across programs