• Throughout the consultation, we heard that learning disabilities are pervasive but that the resources needed to address them are simply not in place in many communities – or inadequate at best. While there may be resources to assess learning disabilities in a given community, the expertise to intervene and assist those who are diagnosed with a learning disability is not.

• School system educators expressed frustration that they don’t have trained individuals in the school system to deal with learning disabilities – either in terms of assessment or treatment.

Experiential, Non-Academic, Learning…

“Often basic skills provision means going in the back door – using innovative and human approaches. The issue is hard to get at.” – Workforce literacy practitioner during Consultation

• Programs are needed that focus on non-formal learning, value experiential learning, and teach people skills that are transferable to other situations.

• Getting at basic skills requires using innovative and sensitive approaches.

• The need to combine lifeskills with basic skills training was expressed frequently.

Applied Curriculum… “Education needs to be relevant to the real world.” – Employer in the Supplemental Business/ Labour Telephone Survey “We need to have more ‘hands on’ learning in high schools.

We need to gear education toward providing skills that are necessary for the real world.” – Employer in the Supplemental Business/labour Telephone Survey

“There has to be industry input into what is needed to be learned. This should be in conjunction with workers as well as educators.” – Employer in the Supplemental Business/ Labour Telephone Survey

• The relevance of curriculum in the school system was a concern raised by many of the employers who participated in the Supplemental Business/Labour Telephone Survey.

• From the learners’ perspective, training needs to be more practical and applied (eg. how to get your driver’s license).

• Apprentices in many trades, particularly carpentry, need to upgrade their math skills. Unfortunately, the curriculum that’s offered is not applied curriculum – and some believe it is less effective for that reason.

• Many colleges are beginning to work more closely with industry – particularly around trades and technical upgrading and through coop programs. Many also have Standing Committees with community and employer groups.

• One example of colleges working with industry is the development of a 120-hour, HRDCfunded Aviation Orientation Program to help students determine if they want to go into aviation and what the fit is between their skills and the requirements of aviation jobs. Literacy is an important consideration because aviation is a “precision industry” with extensive use of print materials and heavy safety control processes.