More than 70% of new jobs in Nova Scotia require some form of post secondary education, yet 24% of adults in the population at large and 44% of persons with disabilities do not have a high school diploma. It is well understood that Nova Scotia is experiencing a severe skills shortage and this will continue well into the future unless addressed quickly.

A tri–partite partnership between business, government, and the not–for–profit sector (disability and literacy organizations) should be struck. The mandate of the partnership would be to explore and develop programs to assist literacy students with disabilities make the transition to a work environment and to address issues of workplace literacy. Linkages with other similar projects and programs could provide a jump start to this partnership.

Projects the partnership should initiate include –

• Identifying and implementing some 'quick hits' which would remove some of the systemic barriers to employment for literacy students with disabilities;
• Designing incentives for employers (including not–for–profit organizations) to provide work opportunities for literacy students with disabilities with a commitment to support continuation of the learning process;
• Creating a program to recognize organizations who provide leadership and champion the 'Literacy for Employability' agenda; and
• Designing recognition and incentives for literacy students who achieve their goals.

In Section 7, under Findings, this report discusses the issue of students graduating from high school with literacy skills that are substantially below the grade 12 reading skill level.

Further understanding of this issue is required before definitive recommendations can be made. A project should be undertaken to examine these issues more closely and to explore the potential of building on existing school to work, high school to post secondary and school to apprenticeship transition programs that will address the specific needs of this student population.

Responsibility for moving forward with the agenda for adult literacy for persons with disabilities must rest with an organizational entity. Organizations which should be considered include the Disabled Persons Commission, TEAM Work Cooperative, and the Department of Education.

An planning coordinator’s position could initially be funded on a project basis to develop an action plan to address the issues related to literacy for persons with disabilities. Longer term, this position should be permanently funded to implement the plan and to provide the coordination and perform the advocacy work that will be necessary to improve literacy and consequent employment levels for persons with disabilities in HRM.