Both the problems of illiteracy and fear experienced by undereducated adults can be addressed by "study organizers." In Swedish enterprises, for example, organizers elected by the workforce and trained with the help of a state subsidy provide relevant information during working hours. They are responsible in particular for making the most disadvantaged workers (in terms of education and skill) aware of the training opportunities available. 51

Recommendation 16.
That provision be made for "study organizers" to assist in information dissemination regarding training and educational programs to workers and organization of study plans.

B. Needs of adult learners. Studies undertaken in West Germany show that women who had practical work experience, or who were returning to the workforce, were not interested in the vocational training as it is delivered to young inexperienced students. 52 In France and Belgium, it was found that the method of instruction is key to the participation of unskilled and semi-skilled workers in Paid Educational Leave. 53

Recommendation 17.
That the National Education and Training Agency as well as special departments for adult students in public educational institutions fully utilize adult education training methods which emphasize working from experience, participation and student centred seminars.

C. Age limits.

Several European countries (France, Belgium, and some states of Germany) initially sat age limits for the granting of educational leave. This practice works against women returning to the workforce after child rearing, and these limits have since been abandoned.

Recommendation 18.
That Skills Development Leave programs have no age limits.

D. Lack of opportunity for advancement following Skills Development Leave.

Motivation to undertake training stems, to a certain degree, from workers' perceptions that they will not only be assured of job security as a result of retaining, but that some improvement in their situation will eventually accrue to them. In France, low usage of paid educational leave was a result of frustration experienced by leave takers when new qualifications did not result in job advancement. 54

Recommendation 19.
That employers offer clearly defined paths to promotion and advancement to workers participating in Skills Development Leave.

E. Dealing with workload build-up during the absence of employees on leave.

In France, it was discovered that resentment from co-workers who may be required to assume the work of the leave taker could deter participation in such schemes. 55 Other workers in Belgium and France who have to pick up their full workload upon their return may find this accumulated responsibility prohibitive. 56

Recommendation 20.
That Skills Development Leave programs provide for coverage of workstations during employee absence due to Skills Development Leave.