|
“You’ve
got to be able to read, write and communicate on the job or you might just find
yourself without one.” - Union Representative in the Supplemental
Business/Labour Survey
“More
demands are being made with regard to skills. People must be able to multi-task
and handle stressful workplaces. The lower the skill level, the higher the
frustration and the lower the belief in their own capacity.” –
Community Development Worker during Consultation
Supplemental Business/Labour Survey
“How do basic skills relate to workforce
education?”
|
All |
Business |
Labour |
|
% |
% |
% |
| Foundational |
36 |
32 |
45 |
| Necessary for Employment
|
35
|
37 |
32 |
| Minimum/Entry
Level |
28 |
31 |
23 |
|
|
|
|
|
NOTE: As many respondents gave more than one
answer, percentages do not total 100% |
Employers and union representatives described basic
skills as a kind of starting point for workforce education. Union
representatives were more likely to describe this starting point as being
foundational whereas employers were more like to refer to entry level
requirements.
Supplemental Business/Labour Survey
“Is the issue of basic skills and workforce
education relevant to your organization?”
|
All |
Business
|
Labour |
|
% |
% |
% |
| Yes |
87 |
84 |
90 |
| Indirectly |
9 |
9 |
10 |
| No |
4 |
7 |
-
|
Clearly, this is an issue that is relevant to business and
labour organizations.
Supplemental Business/Labour Survey
“If so, in what way?”
|
All |
Business |
Labour |
|
% |
% |
% |
| Needed to Obtain/Do
Job |
38 |
44 |
26 |
| Necessary for Further
Educ. |
20 |
25 |
12 |
| Minimum Requirement
|
19
|
16 |
24 |
| Health/Safety |
8 |
2 |
20 |
|
Trades/Apprenticeships |
7 |
2 |
18 |
| Other |
8 |
12 |
- |
|
NOTE: As many respondents gave more than one
answer, percentages do not total 100% |
|
