A simple template was designed to assist in recording information on the pathways. Although the template was adjusted to accommodate special features of each path, it provided a measure of consistency and a common point of reference for comparing methodology, data, terminology and level of detail. The first section of the template required team members to develop a description for their transition path that captured the “essence” or fundamental nature of the path. The description could include
This was a useful exercise for the Project Team and resulted in “global” descriptions for all transition paths. As the framework continued to develop, these descriptions were revised. See Appendix H for the current draft descriptions of the five transition paths.
In Ontario, much activity has been focused on developing awareness of Essential Skills for workforce preparation. Employment learning activities and assessments based on an Essential Skills or functional approach have been developed. Most have incorporated the five LBS levels and the language of the Working with Learning Outcomes Validation Draft, which are linked to the Ontario Curriculum. Provincially, very little activity has been devoted to aligning LBS levels with the Essential Skills complexity levels. To develop a valid framework based on transition paths, some form of broad articulation will be required. Such an articulation between literacy skills and Essential Skills has been carried out in at least one other province. In 2000, the Pembina Valley Research and Innovation Team completed a project that involved aligning the Manitoba stages of learning with national standards. The research matched a significant number of tasks with the complexity levels within the Essential Skills occupational profiles. Manitoba uses a portfolio system that is externally evaluated to measure learners’ achievements (Centre for Education and Work, 2004).
Without an articulation in place, the team was presented with the dilemma of choosing which language to use in identifying core skills for successful transition – LBS or Essential Skills. As we saw in the previous section, four pathways conducted research to determine core skills and key tasks. This involved interviews with LBS/AU practitioners. In the case of secondary school credit, college postsecondary and apprenticeship pathways, further interviews were conducted with credit teachers and college faculty to get the “next steps” perspective on skills and task requirements. Although there was some attempt to introduce an instructive element with relation to the Essential Skills into the interviews and discussions, controlling for the interviewee’s knowledge of Essential Skills was not possible.