Essential Skills and Vulnerable Groups

Dr. Marion E. Jones, Economics, University of Regina

Dr. John R. Graham, Social Work, University of Calgary

Andy Wong, Grad. School of Public Policy, University of Regina

Brenna Atnikov, Social Work, University of Calgary

Bonnie Morton, Regina Antipoverty Ministry Dianne Luxton, DECSA

Introduction and Overview73 Case Study Interviews, 5 focus

groups divided between Calgary and Regina

Vulnerable Groups Single Parents Indigenous Disabled (Physical, Mental, Addictions)

Key DivisionsSingle versus Multiple CharacteristicsWorking versus Non-working

Themes IndividualizationCredentialism IntersectionalityHuman Capital – Necessary or

Sufficient?Life skills – job readinessHealing and tipping points

Single ParentsHomogeneity – only a binding constraint

on people with multiple characteristicsChiefly interacts with / impinges upon

labour flexibilityAccess to good child care and early

learning centre places would alleviate these issues

Also interacts importantly with transporation

DisabilitiesHighly heterogeneousVisible Disabilities – constitutional

effectsPhysical Health ProblemsAddictions IssuesMental Health IssuesLearning Disabilities

Indigenous Residential school legacy and negative social

capital and violence Seasonality of availability for employment Cultural status a barrier to employment –

culture – gender nexus Self-esteem and tipping points crucial to

cutting the Gordian knot of unemployment and welfare dependency

Integrated approach

The Essential Skills Reading Writing Mathematics Computer Use Document Use Formal Communication Oral Communication Working with Others Thinking and Problem Solving

TOWESCredentialismRisksOpportunityProblems with pen and paper test

Discrimination Anxiety

Educational AttainmentKey differentiating variableSingle characteristics higher

educational attainment than multipleEmployed have a higher educational

attainment than those on welfare or in training

Human capital – key? - level?

ReadingEmployed group reads more frequently

than non-employed group, and more of them find reading easy.

Single characteristic group reads more frequently and has greater ease of reading than those with multiple characteristics

Differences are relatively small

WritingThose with multiple characteristics are

much more likely to write daily than those with single characteristics (correlation with high likelihood of being in a training program)

No meaningful differences in ease and frequency of writing between employed and non-employed groups.

MathematicsFor either bisection of the respondents

there is little difference in the frequency of using Mathematics

Those in the multiple characteristic group and those in the non-employed group are both much more likely to find mathematics difficult than the single characteristic and employed groups

Computer UseAlmost all respondents had experience

and training with computersMost participants had difficulty

articulating what was included in their computer training courses

Employed and single groups are more likely to use computers daily, but are also more likely to find using computers difficult

Document UseEmployed respondents were more likely

to be familiar with document use than non-employed respondents

Single characteristic respondents were much more likely to be familiar with document use than multiple characteristic respondents

Formal Communication Most respondents, regardless of

characteristics were rarely engaged in formal communications

Single characteristic respondents were noticeably more likely to engage in formal communication as were those in the employed group

Oral CommunicationsA slim majority of the employed and

single characteristic groups had no trouble with oral communications

A slim majority of the non-employed and multiple characteristic groups had difficulty with oral communications

Working with OthersThe frequency of working with others

was identical for single and multiple characteristic groups, but the multiple group had less difficulty working with others.

The employed group is much more likely to work with others, and finds it easier to do so.

Thinking and Problem SolvingThese are exceedingly difficult traits to

assess without a formal pen and paper or group project assessment, and therefore is omitted from our discussion.

There were no meaningful differences in frequency or ease of thinking between the various groups.

Summary – Essential SkillsObvious that essential skills as defined

by HRSDC are not particularly meaningful in explaining the labour market attachment status and experience of vulnerable peoples.

There are other not easily quantifiable or generalizable factors that explain employment status and experience among these groups.

Flexible Workers

Tipping PointsCatalysts for change amongst the hard

to employ

CongnitionNew Perspective

CognitionPast Influences my Present

BehaviourTipping Point

Applying what I learn to life

BehaviourHaving new ways of interacting with the

world and people I am better able to build positive social

support and social capital

Issues External to MeFit the mould employees

Issues External to MeChallenges of Difference

Issues External to MeUnrealistic Expectations

Issues External to MeTransportation

Conclusions Implications for Scholarship Implications for Practitioners Implications for Policy Makers