Summer Institute 2010: Workplace Literacy and Essential Skills - What Counts? and Why?
June 28-30, 2010

Introduction: What Counts, and Why?

The 2010 Summer Institute brought together policy-makers, literacy and essential skills providers, and researchers to examine what is currently being counted to evaluate the results of WES programs and whether
enlarging the frame of reference could lead to better outcomes for workers, employers and the country as a whole. 

This Institute followed up on the 2009 Summer Institute, What Works and Why. At that Institute we learned that there is significant literature about what makes workplace literacy and essential skills (WES) program models effective, but very limited long-term evaluation of the results for workers and employers from these various models. We also heard about studies in the UK and New Zealand that were examining longer-term impacts of such programs. Since then, the UK and NZ studies have been completed and come to somewhat different conclusions about the impacts.

The Centre has since begun baseline research on a three-year OLES-funded project in collaboration with Nova Scotia Labour and Workforce Development and Workplace Education Manitoba. This project will adapt the research model from New Zealand to capture and compare quantitative and qualitative outcomes from workplace literacy and essential skills programs in these two provinces that have invested in these programs for two decades. It will also permit comparisons with New Zealand.

Governments have tended to focus on reading and math skills, which are tangible and testable. However, the first analysis from the NZ study and preliminary work on the Manitoba- Nova Scotia project suggest that growth or improvement in some of the skills and competencies traditionally dubbed “soft” may actually be good predictors of longterm impacts and important to employers.

• What do employers value most from WES programs?

• Why have studies in the UK and NZ come to different conclusions about the outcomes of WES?

• How can some existing tools be used to capture competencies that are not measured well by standardized tests?

• How can we use existing structures and mechanisms, such as labour market agencies and intergovernmental tables to share current and emerging knowledge?

• How can apprenticeship programs and workplace essential skills programs be better aligned or work more collaboratively together?'

• Catching confidence and learning essential skills [discussion paper], by Dr. Janine Eldred, Associate Director, International, National Institute for Adult and Continuing Education (NIACE)