- Instructors must be given a chance to improve their own WES skills before they can be expected to teach these skills (must be done in a way that makes instructors feel comfortable to seek assistance)
- Instructors must be given opportunities to improve their information technology skills and awareness (computer, internet, e-learning applications, etc.) so they feel comfortable using and addressing technology
- Instructors must be given training around ESL issues and strategies for addressing (an important part of WES development)
- Must be more interaction among colleges, the K-12 system and industry to address WES development
- Integrated programs tailored to the needs of Aboriginals must be developed using Aboriginal input and expertise
- Programs addressing entry-level positions must especially focus on WES – without strong essential skills, these employees will never be able to gain the skills necessary to progress
- Hold more “hands-on” workshops for policy makers and college program administrators – they need to see exactly what is involved when integrating WES into training programs (often they have a vague idea but not the concrete reality)
- Programs should be delivered at literacy and numeracy levels appropriate for learners and at the levels required by industry – this means knowing industry demands, assessing learners to identify gaps, and evaluating materials/course demands to determine reading and writing levels reflected
- Industry and college trainers should work together to develop training programs – promotes good instructional methodologies, relevant curriculum, WES integration and cost savings
- There must be more opportunity provided for employers and training institutions to dialogue about WES issues – many employers do not see the direct connection between strong essential skills and improved performance, especially in times of rapidly changing global markets and a looming international skills shortage
