• Financial – there is very little funding for adult literacy students unless they are on an employment path and are pursuing post secondary education. For students functioning at the lowest two levels, neither employment nor post secondary education are likely to be near term goals which would potentially allow them access to funding sources. Funding is discussed in more detail later in this report.
• Literacy versus Employability – because funding programs often place value on literacy as it relates to employability and the pursuit of a job. The literacy community is concerned that there is insufficient appreciation of the value that enhanced literacy skills bring to individual's lives through increased self confidence and general quality of life. However, there is no doubt of the direct linkage between literacy and employability and an individual's ability to compete for and achieve sustainable employment.
• Program Eligibility – high school students graduating from high school who had participated in an Individual Program Plan (IPP), are not assessed in the same manner as other students. These students often 'graduate' from high school with a High School diploma, and very low literacy skills. Regardless of their literacy capability, they are not eligible for many of the literacy programs and are not eligible to apply for a another Nova Scotia High School Graduation Diploma for Adults or to write the GED tests.

Personal Issues

• Fear and Embarrassment – focus group participants spoke to their lack of confidence and their embarrassment about their reading capability, often preventing them from seeking clarification from an instructor or a tutor. Fear and embarrassment are the root of the confidence issue identified clearly as the number one barrier by respondents to our survey. The lack of confidence subsequently leads to learners avoiding any learning risk.
• Personal Motivation – students with learning difficulties, attention deficit / hyperactivity disorder, brain injuries, mental health or intellectual disabilities often learn slowly. The process is lengthy and requires a significant amount of perseverance. The pursuit of a high school diploma can be a long and tedious process or may not be attainable at all.
• Personal Priorities – for persons with disabilities, literacy may be low in their hierarchy of needs. Many adults find coping mechanisms which allow them to function adequately within their communities.
• Value of Literacy – Lack of understanding of the relationship between literacy skills and goal attainment, whether the goals are employment, social or personal, can be a demotivator. This is particularly true where there have been negative experiences with education in the past.