LBS Practitioner Training

Professional development support for Literacy and Basic Skills educators in Ontario

Employment-Related Goal Requirements

  • PDF

Introduction

In 2004, with funding from the Ministry of training, Colleges and Universities, the QUILL Network developed Learning Works! Establishing the Foundations, and regional training events across the province were offered to help practitioners build capacity for delivering employment-related training. Over 400 practitioners from the Anglophone, Francophone, Native and Deaf streams participated in this training.

This course, Understanding Employment-Related Goal Requirements, was developed from one of the afternoon electives.  Its purpose is to help build awareness of what is involved in planning employment-related training in LBS programs. In this course, readers will find good information along with resources, activities and ideas that support an employment focus in LBS.

First, a little context. Literacy programs across the province have a number of things in common but also a number of things that are different.

They’re different...
• different agencies fulfill different roles in the learner’s journey to employment
• different roles require different approaches  
• different settings offer different opportunities

and they're the same. They have
• the same vision: to assist learners in reaching their goals
• the same personal goal – to make a difference
• similar challenges, i.e. how to work in their particular setting with their particular group of learners to help learners prepare for employment.
• the same commitment - to keep moving forward

While the challenges may be similar, the solutions that programs have come up with vary across the province.  Naturally, practitioners are at different levels of readiness and ability to respond to the growing demand for employment training. Experience and expertise in working with employment goals play a huge role in how practitioners are responding to the demand for employment training.
• Program history is a factor: some programs have always emphasized a traditional literacy education; others have been offering employment-related training for a long time.
• Different professional skills affect approach: some love to develop new curricula; others prefer materials ready-made.
• Experience is part of the equation: some have a bank of resources that have accumulated over the years; others are new and are still scrambling to find resources day-to-day.
• Settings matter: some locations lend themselves more naturally to work-related training while others do not.

This course is offered primarily for practitioners who want to increase the focus on employment training; however, everyone can learn something from the shared knowledge and experience that has contributed to this training.

Course Content

9.1 What Are The Challenges?
9.2 MTCU Expectations
9.3 What Practitioners Need To Know
9.4 Overall Role
9.5 What Programs Can Offer LBS Learners
9.6 Developing An Adequate Working Knowledge
9.7 Skills, Knowledge & Behaviors
9.8 Verbs
9.9 Soft Skills
9.10 Ideas For Employment Training
9.11 Modellng the Workplace
9.12 Resources
9.13 Summary

PLEASE NOTE: Due to the recent launch of the Ontario Adult Literacy Curriculum and the increased emphasis for programs on a task-based approach, this course is under review and content will be adapted over the new few months to more closely align with the OALCF. Readers can expect a completion date of December 2011.

Copyright © 2013 LBS Practitioner Training. All rights reserved.