Essential Skills - National Adult Literacy Database

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$Inuinnaqtun\English Dictionary by Nunavut Arctic College (NAC)$

W W Essential Skills and the Northern Oil and Gas Workforce Final Report and Resource Guide • Education versus a hot northern economy: with so many entry-level jobs available, there is a temptation for young people not to pursue further education and training. In fact, many do not see the point of completing grade 12, when incomes can be earned without a diploma. Although solid experience in the workforce can be important, skills development is still critical. This is because many industry-based jobs are cyclical and job evaporate, leaving debt and lifestyle expectations in their wake. • Programs: Sometimes training programs are introduced that do not meet identified workplace needs. This leaves learners ill-prepared for the realities of today’s northern workplaces. In order to avoid training “mismatches,” stakeholders must be involved at the program planning phase, and technical experts must play key roles as curriculum development advisors. • Application processes need to be made more realistic: Often employers require grade 12 even though the actual academic demands of the job are at a grade 10 level or lower. Also, there is a need for better career research and investigation on the part of learners. This would prevent learners from applying for jobs that are inappropriate or unrealistic. Currently, there is a tendency for students to rely on the College to supply all occupation-related information. Learners should be encouraged to undertake some of the research and to view the college application process as a job application exercise. Once a student is accepted, there should be strict expectations in terms of attendance, task completion, punctuality, and accountability. • Transferability and occupational standards: Learners must be taught how to break career aspirations into steps and to view training programs as the first step in the employment process. Colleges need to ensure that courses address occupational standards, skills and competencies identified by industry. These must be presented in such a way that learners can accumulate credits and transfer credits from one institution to another. Without this formal recognition of learning, skills transference and career laddering becomes difficult. • Work placements and work experience: Having learners participate in the workplace allows them to link theory to practice. It also prepares students for the demands of the workplace by providing “reality therapy.” During a work practicum, students become part of the production activity, allowing them to understand that what they have learned is, in fact, relevant. Work experience can occur within small communities; it does not have to take place exclusively at large industrial sites. 48
Essential Skills and the Northern Oil and Gas Workforce Final Report and Resource Guide Day 2 SESSION 3: NORTHERN WORKPLACE / WORKFORCE LITERACY CONSORTIUM Presenters: Helen Balanoff (NWT Literacy Council) Havi Echenberg (Researcher) Overview The NWT Literacy Council was established in 1989. In 1999 when Nunavut was created, the Council split into two groups and the Nunavut Literacy Council was created. Both organizations have NGO status and both operate on a project-based framework. The two Councils currently have a joint initiative that aims to promote and support quality workforce/workplace literacy programs in the NWT. The project stakeholders are employers, trainers/educators, funders, policy makers and the two Literacy Councils. In the context of the North, there are legal commitments to meet with regard to employing and promoting First Nations people and Inuit. In a context of a high demand for skilled labour, that sometimes means helping people to develop the underlying literacy and essential skills they need to even start on the job. Development of this project was prompted by requests from employers and colleges asking for resources, models, and examples of promising practices. The project distinguishes between two kinds of literacy programs: those usually based in a workplace, designed to meet the needs of existing employees for a particular company or industry and those that precede labour market participation, usually preparing people more generally for the workforce. It is believed that both have an important role to play. The literacy councils from the two territories joined forces on this project because they were dealing with similar industries (resource extraction, particularly oil and gas and diamonds), because there are commitments in both territories to meeting employment targets (impact agreements in NWT, Clause 23 in the context of Nunavut) and because many of the institutions involved in workplace and workforce literacy cross the territorial border as do some employers. Activities to date: • developed a discussion paper that is a “snapshot” of the state of workplace and workforce literacy in the two territories and provides some indication of the state of literacy training. • first stakeholder meeting took place April 05 in Yellowknife • next meeting, spring 06 to formalize collaboration and develop shared goals and coordinated strategies with regard to expanding the pool of literate and skilled workers. • developing a compendium of resources to be available to employers and existing and potential employees in print or web-based form The question now to be asked is, “Who is responsible for preparing a skilled northern workforce?” W W 49
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