Integrating Essential Skills into Training - National Adult Literacy ...
Integrating Essential Skills into Training - National Adult Literacy ...
Integrating Essential Skills into Training - National Adult Literacy ...
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<strong>Essential</strong> <strong>Skills</strong> <strong>Essential</strong> <strong>Skills</strong><br />
Introduced in 1995<br />
Human Resources and Social Development (formerly<br />
• Identified how a core or essential set of skills<br />
Human Resources and <strong>Skills</strong> Development Canada)<br />
are used in the workplace Reading Text Thinking <strong>Skills</strong><br />
• Defined the set of skills as <strong>Essential</strong> <strong>Skills</strong> Document Use • Problem Solving<br />
because they were found in virtually every<br />
workplace in Canada<br />
Writing<br />
Numeracy<br />
•<br />
•<br />
Decision Making<br />
Job Task Planning and<br />
Organizing<br />
Working with Others • Significant Use of<br />
Continuous Learning<br />
Oral Communication<br />
Computer Use<br />
•<br />
Memory<br />
Finding Information<br />
How do they Compare? What we set out to do...<br />
Key Points Development of Transferable <strong>Skills</strong><br />
Basically the same skills Update Entry Level <strong>Skills</strong><br />
Research shows that these skills are Combine them with the language of<br />
transferable other skills frameworks<br />
Attitudes have been found to be the<br />
Reflect the language used in the<br />
“drivers” behind an employee being<br />
workplace<br />
able and willing to use the other skills Rename them Transferable <strong>Skills</strong> to<br />
These skills and attitudes are found<br />
throughout most industry sectors<br />
emphasize their transferability<br />
Development Process Development Process<br />
ONE • Reviewed the Entry Level <strong>Skills</strong> Standards Received strong participation in<br />
TWO • Integrated the language of <strong>Essential</strong> <strong>Skills</strong><br />
the feedback process<br />
and Employability Attitudes<br />
• Very supportive of having the attitudes<br />
THREE • Developed a framework diagram to show the<br />
connections of the three sets of skills<br />
up front and calling them attitudes<br />
• Everyone who replied made comments<br />
that justified having those skills and<br />
FOUR • Created a draft Transferable <strong>Skills</strong> Standards attitudes in the standards<br />
document • No negatives<br />
FIVE • Circulated the draft document to an industry<br />
review committee Validation Committee<br />
• Committee ratified the Transferable <strong>Skills</strong><br />
O b j e t i v e Standards on March 7, 2003