This document offers a capsule summary of basic skills training and the workplace.
The authors begin by providing an overview of the stages in establishing basic skills training in the workplace and listing the objectives at each stage. From there, they go on to list, for each stage, the objectives and main activities to be carried out; discuss the impact of basic skills training on a firm’s productivity; offer practical suggestions for integrating the assessment process into the basic skills training; and give examples of the types of materials to be used throughout the process.
The authors describe the organization of the document as a highway with various exits, which means that it can be used in a number of ways. Readers can go back and forth within the same stage; take shortcuts that meet their needs; go from one objective in one stage to an objective in another stage; or stop to review the summary table of objectives.
Authors: Canadian Labour and Business Centre
This report was prepared for the Saskatchewan Task Force of the Workplace Partners Panel, a national initiative managed by the Canadian Labour and Business Centre. The purpose of this document is to provide up-to-date information, statistics, analysis, and commentary pertaining to the key issues stemming from the Workplace Partners Panel's Saskatchewan task force theme of “skills needs in the context of an aging workforce”.
This document contains the following sections:
1. Population and demographics. This section looks at the population of the province and the factors that determine how that population changes;
2. Economic context. In this section, economic activity is examined in terms of gross domestic product and employment and employment earnings;
3. Education, skills development, and training;
4. Migration and labour mobility.
Practitioner Training Strategy - Project Report
Series: Skills For The Future
This report presents the findings of Phase One of the Literacy Practitioner Training Strategy of the Ontario Ministry of Training, Colleges and Universities (Literacy and Basic Skills Section). This multi-phase initiative funded each of the literacy delivery sectors and streams to carry out research on the skills, training and recognition issues within their respective sectors/streams. The initial training of literacy practitioners is the central goal of the Strategy.
In Phase One of the Strategy, each sector and stream was to answer three questions:
1) What are the core skills needed by a practitioner in a given sector or stream?
2) How should these skills be acquired by individuals working in a given sector or stream?
3) How should the acquisition of these skills be recognized by the sector or stream?
These questions are addressed in separate chapters of the report, followed by recommendations.
Authors: Movement for Canadian Literacy
This press release from the Movement for Canadian Literacy regarding the 2003 International Adult Literacy and Life Skills Survey (IALLSS) which reveals serious cracks in Canada's literacy foundation with as many as 4 in 10 Canadian adults below the skill level considered necessary to thrive in today's knowledge society.
Success in today's world demands continuous learning, and the study confirms that millions are being left behind.
Achieving National Goals through a Comprehensive Pan-Canadian Literacy Strategy
“Towards a Fully Literate Canada” is the title that the Advisory Committee has adopted for its Report. This title expresses in clear language the Committee's primary recommendation. The Government of Canada, in full partnership with the provinces and territories, should commit itself to the goal of a fully literate country by adopting, implementing and promoting a comprehensive Pan-Canadian Literacy Strategy.
This paper makes the case that strong and focussed leadership is required to meet Canada's literacy challenges. Only bold action will serve the social, economic, cultural and political interests of every person who lives in our country, regardless of their circumstances.
Canadian governments know that a society that is literate and engaged reaps social and economic benefits that enrich individuals, families and communities as well as the economy upon which their prosperity depends. Literacy opens the door to increased productivity.
But ours is not a fully literate country. While we presently enjoy the rewards of an advanced knowledge-based society and economy, both of these pillars rest on a weak foundation.
On November 9th 2005, Statistics Canada reported the initial results of the International Literacy and Life Skills Survey (IALLS), the Canadian results from the Adult Literacy and Life Skills Survey (ALLS) released by the Organization for Economic Cooperation and Development (OECD) in May 2005. Statistics Canada reported that almost 9 million Canadian adults aged 16 to 65, or 42% of the working age population, have literacy skills that are below the level required to function effectively in a knowledge-based economy and society.
The proportion of the working aged adult population with low literacy skills remains exactly as it was in 1994.
Canada's Food Retail and Wholesale Sector
This report presents a brief summary of the results of the research on the of the business performance impacts — or return on investment (ROI) — of training.
The discussion is organized as follows:
• An introduction to the issue, including what defines business performance impacts/ROI that may me attributable to training;
• Recent evidence concerning the relationship between business trainers and performance, based on industry surveys in Canada and the United States;
• An overview of current company level practices with regard to formal training evaluation and the degree to which performance results are captured. This is supplemented by several case examples drawn predominantly from the food retail and wholesale sector;
• Some brief reflection on how these findings relate to specific human resource issues and training strategies in Canada's food retail and wholesale sector.
Women's Education des femmes, Sept. 1989 - Vol. 7, No. 3
This article discusses Women in Trades and Technology (WITT), courses taken by women to qualify for operational, professional, and technical jobs. The authors talk about a study designed to find out about the qualitative experience of being in the WITT program.
Calculating the Return On Training Investment
Authors: Open Learning Agency
Whether or not there is a clear monetary return, proceeding with training can be difficult to justify unless a good return on investment can be proven.
This document outlines a study on how return on investment could be applied to training; a method of calculating return on training investment (ROTI) was developed.
Women's Education des femmes, June 1984 - Vol. 2, No. 4
This article contains an edited version of the Executive Summary of "The National Training Act: It's Impact on Women", presented by CCLOW to the Director General of CEIC, Sask. Region in March of 1984.
Understanding Return on Investment to Training & Other Business Results
This document includes the following articles:
- It's the Talent, Stupid
- Employee Training Delivers Results
- Investment in Apprenticeship Nets Positive Return for Employers
- How to Measure Training ROI
- A New Frontier for Workplace Literacy