Analysis of Framework Supporting New Skills for Success Program
Foundational and transferable skills are needed for Canadians to participate, adapt and thrive in learning, in the workforce and in society. Focusing on the modern workforce, it is hard to plan for a constantly changing future that we cannot predict, especially as we continue to face a global pandemic. But, we can plan for change itself and build capacity for it. The new Government of Canada Skills for Success (external link, opens in new window) program provides an opportunity to do this.
It has been said that skills are the currency of the 21st century but 45 per cent of Canadians lack the literacy, numeracy, and digital skills that are increasingly necessary to succeed in today’s jobs. Even studies of university graduates have shown that a significant proportion do not score well on standardized tests.[1][2] And, many populations who are under-represented or under-employed face barriers to acquire or be recognized for their skills. We now have the opportunity to ensure we are consistent in ways to define, assess, develop and utilize skills. Rather than focusing on credentials alone, a focus on skills creates more flexibility, allowing Canadians to move more easily between jobs and sectors. Skills are defined in ways that are work-focused and transferrable, durable or enduring, assessable, teachable/learnable, broadly recognized, flexible and inclusive. Our research at the Diversity Institute and that of our partners shows that often there are differences in what, for example, job seekers and employers mean when they say “communication skills” or “digital skills.” While different sectors and different roles require different skills, building more common definitions and assessments will help reduce friction in the skills and employment ecosystem and help to expand pathways to employment.
Shared understandings among job seekers, skills developers and employers are critical. Additionally, more standardized processes for defining and assessing skills will improve evidence based approaches to recruitment, skills development and deployment of skills and talent. Having more consistency will also help with efforts to match job seekers to employment opportunities and improve mobility as they can more easily move between jobs which require similar core skills.s. The new Skills for Success framework which will inform the new Skills for Success program will help advance the work and programs of the Diversity Institute which focus on developing digital and professional skills, paving alternative pathways to employment, finding effective ways to develop skills and support upskilling and reskilling and creating more inclusive work environments.
The updated Skills for Success (external link, opens in new window) framework includes the skills needed to participate and thrive in learning, work and life, such as:
Reading |
Your ability to find, understand, and use information presented through words, symbols, and images. For example, at work we use this skill to read memos, emails, reports, instructions, and safety manuals; as well as to locate information on forms and drawings. |
Writing |
Your ability to share information using written words, symbols, and images. For example, at work we use this skill to fill out forms and write emails, instructions, and reports. |
Numeracy |
Your ability to find, understand, use, and report mathematical information presented through words, numbers, symbols, and graphics. For example, at work we use this skill to perform calculations, order and sort numbers, make estimations, and analyze and model data. |
Digital |
Your ability to use digital technology and tools to find, manage, apply, create and share information and content. For example, at work we use this skill to take measurements, create spreadsheets, safely use social media and make online purchases using digital |
Problem Solving |
Your ability to identify, analyze, propose solutions, and make decisions to address issues; monitor success; and learn from the experience. For example, at work we use this skill to make hiring decisions, select courses of action, and troubleshoot technical |
Communication |
Your ability to receive, understand, consider, and share information and ideas through speaking, listening, and interacting with others. For example, at work we use this skill to discuss ideas, listen to instructions, and serve customers in a socially appropriate |
Collaboration |
Your ability to contribute and support others to achieve a common goal. For example, at work we use this skill to provide meaningful support to team members while completing a project. |
Adaptability |
Your ability to achieve or adjust goals and behaviours when expected or unexpected change occurs, by planning, staying focused, persisting, and overcoming setbacks. For example, at work we use this skill to change our work plans to meet new deadlines, tolearn how to work with new tools, and to improve our skills through feedback. |
Creativity & Innovation |
Your ability to imagine, develop, express, encourage, and apply ideas in ways that are novel, unexpected, or challenge existing methods and norms. For example, at work we use this skill to discover better ways to complete tasks, to develop new products, and to deliver services in a new way. |
The Federal Budget 2021 and the launch of the Skills for Success program is placing significant emphasis on developing these skills. The investment of $298 million over three years, through Employment and Social Development Canada, is expected to help Canadians at all skills levels improve their foundational and transferable skills. The program will support the design and deliver training to enhance foundational skills such as literacy and numeracy. These will also now be consistently defined.
Examples include helping employers deliver training to increase communication and teamwork skills of their employees or community organizations looking to strengthen basic literacy and numeracy of marginalized groups. Additionally, funding will support the creation of assessments and training resources available online to all Canadians at no cost. The program is expected to improve literacy and essential skills to better prepare for, get and keep a job, and adapt and succeed at work.
The investment will pay back a significant return. Research shows a 1 percent increase in literacy level could be associated with a 2.5 percent rise in labour productivity and a 1.5% rise in the per capita GDP.[3][4]
The Diversity Institute will continue to use the Skills for Success framework to frame its work in developing innovative approaches to provide diverse groups with pathways to employment, to assess and identify “what works” for whom and to dig deeper into what employers want and need. Explore previous research and soon to be published work on skills, upskilling and reskilling:
- Mapping the Landscape: Indigenous Skills Training and Jobs in Canada
- Return on Investment: Industry Leadership on Upskilling and Reskilling their Workforce
- Understanding the Nature and Experience of Gig Work in Canada
- Small and Medium-Sized Employers (SMEs): Skills Gaps and Future Skills
- Technology-Enabled Innovations in the Skills and Employment Ecosystem
- Understanding the Future of Skills: Trends and Global Policy Responses
- Bridging the Digital Skills Gap: Alternative Pathways.
[1] Weingarten, H. P., & Hicks, M. (2018). On test: skills, summary of findings from HEQCO’s skills assessment pilot studies. Higher Education Quality Council of Ontario (HEQCO)
[2] Sá, C. (2019). HEQCO’s skills agenda shows a lack of rigour and scientific integrity. University Affairs.
[3] Coulombe, S. and Tremblay, J. (2004). Literacy, human capital, and growth.
[4] Dowie, M., Gyarmati, D., Leckie, N., Palameta, B., & Taylor, S. (2014). UPSKILL: A Credible Test of Workplace Literacy and Essential Skills Training. https://ideas.repec.org/p/ubc/clssrn/clsrn_admin-2014-46.html (external link)