A little more history from MTCU

In 2002, the Ministry took a first step in their Workplace Initiative by funding five regional networks as “first site” pilots 1) to work on increasing the capacity of their member agencies to serve learners with employment goals and 2) to develop their community’s capacity to market and deliver workplace literacy.

In early 2003 the Ministry received a preliminary report . The report recommended that the Ministry proceed more cautiously, that LBS delivery agencies needed to have confidence in their ability to serve LBS learners with employment goals before they begin to market and deliver LBS services to workplaces. The Ontario Literacy Coalition’s Taking the Temperature survey said the same thing.

MTCU listened to that advice. They delayed the full implementation of the Literacy for the Workplace initiative as outlined in Appendix 6 -and planned the Taking Stock and Building Capacity activities.

The Taking Stock surveys were sent out in the fall of 2003 to each site and completed surveys were submitted to MTCU along with the annual agency business plans.

The specific objectives of the Taking Stock – Site Survey were to:

1. Define more clearly the profile of LBS learners with employment goals
2. Identify the resources agencies are currently using and those they need to serve learners with employment goals
3. Determine the professional development needs of practitioners and administrators
4. Get an idea of the field’s satisfaction with their employment-related literacy services

The specific objectives of the Taking Stock – Community Survey were to:

1. Determine the current capacity of each literacy services planning community (LSP) to link with local employment preparation partners
2. Identify current good practices in preparing learners with employment related goals

The data gathered from the surveys provided MTCU with a good picture of where the field was at in relation to workforce activities.

In response to MTCU’s question, “What is required to build a solid foundation for the full implementation of the Workplace Literacy Strategy?”. the field responded with, “more training in workforce literacy”. MTCU then developing a 2-year “Train Ontario” plan to increase capacity on behalf of practitioners and agencies for serving learners with employment goals.
 

Why is LBS focusing so intently on workforce training?

Since the beginning of the LBS Program in 1999, MTCU has funded programming to help learners develop literacy and numeracy skills required by three goal paths: employment, further education and training, and increased personal independence.

Historically, practitioners have been more comfortable preparing learners for further education and training and independence goals than for workforce-related goals. Employment-related goals, however, are just as important as goals for the other two paths that learners choose. Train Ontario 1 is to help literacy instructors feel equally comfortable with employment goals so that when learners with employment goals come into the program, they can fully expect to receive training that is specifically designed to help them achieve their goal; i.e. to acquire knowledge and skills that will increase their employment opportunities.

The goal of the Labour Market and Training Division, of which the Literacy and Basic Skills Program in the Skills Investment Branch is a part, is for:

Increased quality and quantity of skilled labour to support growth, investment and competitiveness through an integrated training system.

The new provincial government also expressed commitment to the supply of a skilled labour force.  Kathleen Wynne MPP and Parliamentary Assistant to the Minister of Training, Colleges and Universities at the CESBA conference held in Toronto on December 5, 2003 stipulated the need for a ‘strong economy built on that strongest of foundations, a highly skilled and educated workforce” and affirmed that “success in the workplace demands higher levels of skills and learning.”

Statistics show that some learners come to literacy programs in order to improve their reading and writing and numeracy for employment purposes specifically.  In 2002-03 and 2003-04, 29% of LBS registered learners entered the program with an employment-related goal, and this does not include those learners who do not have the self confidence to consider employment a possibility for themselves, nor those learners who enter LBS as a first step to the long term goal of employment; that is, those who want to move from LBS to further education and training and then employment.
 

MTCU has expectations on behalf of learners.

What each learner can expect to receive -- in terms of advice, learning opportunities and facilitation to the next step -- should not depend on who they are, or where they live in Ontario, or what skills they have or lack, or who is delivering the LBS Program in their community. While there may be variations in methodology, the specific materials used, or the amount of time available for learning each week, there should be no variation in the quality level of service received by a learner who enters an LBS agency.

MTCU recognizes that employment may not be the goal of every learner who enters an LBS agency. Nor may it be possible for all LBS learners who do develop their skills and their employability to gain employment, due to barriers such as social discrimination, local economic conditions and high unemployment rates, or lack of grade 12 credentials.

MTCU does not expect staff in LBS agencies to be job development or job placement officers or to teach job specific skills.  MTCU does, however, expect that LBS agencies will collaborate with the employment preparation programs in their community such as Job Connect and Pre-Apprenticeship to ensure that the best possible combination of support and expertise is available to each LBS learner. 

Building a System

They say it takes a village to raise a child. We might also say that it takes a system to serve a learner.

LBS is one of several programs funded by the federal and provincial governments to support adults with employment goals. Each funder defines its program’s criteria and objectives, often in the context of its mandate and the complementary mandates of other ministries and levels of government.

Within LBS, we have two levels of service: delivery agencies which provide services directly to the learner, and service organizations which provide services to the delivery agencies.

Adult learners have a variety of needs that have to be addressed in order for them to achieve their goals. Each program in a community must define its services, both in terms of what can be provided to the client and how the services work together with other services to ensure all client needs are met. Agencies must work collaboratively, so that they do not duplicate each other’s efforts nor leave gaps between. Only in this way can the entire system work most effectively and efficiently to help each adult attain their goal.

In preparing to deliver Workforce literacy training, It’s important to be clear about what’s expected and what is not.

Key Components of WFL

The pilot programs called, First Sites, developed a list of key components for building local workforce capacity. This framework of 9 components helps focus the capacity-building work with local agencies and practitioners. Train Ontario 1 focuses on 6 of them.

Understanding Workforce Requirements focuses on practitioners’ gaining an understanding of the underlying skills, tasks, requirements and culture associated with a  particular job, workplace or industry sector or trade.

Workforce Qualified Instructors - this component focuses on professional development for practitioners.

Workforce Instructional Materials - this addresses the vital need to have relevant and authentic materials from the workplace for effective literacy training.

Common Assessment focuses on our continuing need to share a common approach and language regarding assessment and training plan development.

Local Planning & Coordination - while many of you may think of the LSP committees, coordination involves everyone both within an agency and between agencies and groups.

Workforce Program Evaluation - We all want to know that our programs are effective at supporting learners to reach their goals.

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