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If we really had a large skills gap, wages in STEM fields would be very high and unemployment would be very low relative to non-STEM fields. But there is almost no evidence of this. In fact, the median salary of science and technology grads is actually lower than those in non-STEM fields, and the unemployment rate in STEM and non-STEM fields is virtually identical. The report therefore concludes that contrary to popular opinion, “Canada appears to have a well-functioning labour market, where individuals are choosing fields of study and occupations based on factors such as market signals and personal preferences.”
That so many people continue to believe in existence of a skills gap, despite the facts, is why Nobel Prize-winning economist Paul Krugman has dubbed it a “Zombie Idea,” an idea that should be killed by evidence, but refuses to die. Krugman pins the blame on the fact that influential people and the media have kept repeating the skills gap narrative for years now, to the point where it has just become accepted wisdom. He thinks part of the reason for this is to divert attention away from widening income equality and so that workers can be blamed for their own struggles. But while I doubt that is a major motivation among government and business leaders here in Canada, that does not make the skills gap story any more real. So perhaps it is time to put this myth to rest and focus our efforts on more pressing issues.
... the influential Jump Start report of 1989 stated, "There is no way in which the United States can remain competitive in a global economy, maintain its standard of living, and shoulder the burden of the retirement of the baby boom generation unless we mount a forceful national effort to help adults upgrade their basic skills in the very near future (p.iii)."
by Tom Sticht
The IALS discourse also acts as an important disciplinary mechanism of neoliberalism. Its framing of literacy is used to convince people who live in the Global North that economic competition is inevitable, that each of us is responsible for our nation’s GDP, and that some people in our midst—usually racialized people who are not fluent in an official language—are a drain on our individual and national prosperity. It is used to convince ‘good citizens’ to fear unproductive people who are hampering the economy, and to blame themselves rather than the structures of capitalism if they become ‘unproductive’ or unemployed. Finally, literacy as it has been constructed in IALS has been used as justification for undermining the social safety net: one of the most recent reports based on IALS data (Coulombe et al, 2005) concludes that investments in ‘human capital accumulation’ are more beneficial to national economies than policies that support social infrastructure.
from Commodifying literacy, justifying inequality:
Timely relations in the International Adult Literacy Survey (IALS)
by Tannis Atkinson (SCUTREA Conference, July 2009)
In Canada, government departments which support adult literacy insist that programs focus on a narrow range of literacy outcomes tied to a framework of Essential Skills that articulates key competencies identified by the OECD through PISA and IALS. Increasing numbers of practitioners experience a profound disconnect between the real needs of learners in their classes and the demands placed on them by state funders. In addition, they now feel pressured to spend more time on paperwork than on working with the adults who the programs exist to teach.I met up with some literacy workers at a work event the other day and we were talking about how we might have to start again - unfunded in a basement library as they did in Parkdale, Toronto many years ago.
Practitioners often respond to this predicament with dismay, puzzlement and frustration. They bemoan the fact that policies and funding seem driven by accountability rather than attempts to meet the needs of people who are marginalized because they lack basic education. Practitioners feel that the government policies are irrational, and most do not believe it is possible to effect change. While some may be aware that these pressures result from the past decade of neoliberal economic policies, the field as a whole has been unable to respond effectively to the poisoned environment in which they now work.
We called our time together deep listening. We needed this experience and we were very open about how we entered this time with each other, looking for what would emerge each time, and cherishing the time together. This is a very personal reaction to a research project, but I was also aware how it related to the field we work in everyday. There was this lingering feeling about how unusual our research situation was compared to the experience of keeping up with our daily life in literacy. When feelings of discomfort and difference arise in our work we are on the spot and have to choose the best response for the moment but can be left with disturbing feeling and questions that are not resolved even for years. These feelings and experiences surfaced and lived in our storytelling. I don’t mean that we “used” the stories as much as we experienced them together.
there is a hard-to-define element that seems to be a prerequisite for any successful learning circle. This is best described by the word conviviality; that is, the enjoyment people take in each other’s company. Again and again, when asked why they come to a group, people expressed the idea that they like spending time with the other people in the group. All of the above elements - safe place, peer learning, self-determination, group thinking - contribute to this atmosphere of enjoyment. It is also something that has a life of its own, that the group itself can create and nurture. Of course this is not something that can be made into a rule, or produced on demand. Nevertheless, it should never be far from our minds as we think about learning circles.
How are these elements of the group dynamic created? There are undoubtedly many factors, but the overriding one seems to be the role of the facilitator. Clearly this is different from the traditional role of the teacher or instructor. It involves a number of different facets. ...
Another feature of facilitation that we noticed in a number of the cases is that the facilitator was thoughtful about being, and acting like, an equal with the participants in the group. The leadership role of the facilitator seemed to be to all about leading the group to where they take over.
At the same time, we observed that the facilitator’s role in fact shifts within the group, and sometimes even during a single session. The facilitator is almost always the person who has the responsibility for the overall life of the group. As such, he or she is always paying attention to what is happening in the group, and adjusting his or her role accordingly. This role might shift from time-keeper, to storyteller, to peacemaker to teacher, to traditional facilitator. This attention and adaptability seems to be at the heart of what makes a good facilitator in a learning circle.
We know that our conditions of life are deteriorating. ... Interesting jobs are sliced up, through digital Taylorism, into portions of meaningless drudgery. The natural world, whose wonders enhance our lives, and upon which our survival depends, is being rubbed out with horrible speed. Those to whom we look for guardianship, in government and among the economic elite, do not arrest this decline, they accelerate it.
The political system that delivers these outcomes is sustained by aspiration: the faith that if we try hard enough we could join the elite, even as living standards decline and social immobility becomes set almost in stone. But to what are we aspiring? A life that is better than our own, or worse?
Guy Standing is a scholar at Soas, who was once a high-up at the UN's International Labour Organisation. In his vocabulary, to be at the sharp end of modern capitalism is to be a member of the precariat: a split-off from the shrinking working class, and one which is growing in size, though not yet in influence.
His 2011 book The Precariat: The New Dangerous Class set out its story: the term was originally used in 1980s France to denote temporary and seasonal workers, but now, with labour insecurity a feature of most western economies, it is the perfect word for a great mass of people, "flanked by an army of unemployed and a detached group of socially ill misfits", who enjoy almost none of the benefits won by organised labour during the 20th century. In Standing's view, they increasingly resemble denizens rather than citizens: people with restricted rights, largely living towards the bottom of a "tiered membership" model of society, in which a plutocratic elite takes the single biggest share, while other classes – the salariat, free-ranging "proficians", and what remains of the old working class – divide up most of what remains.
What these harsh economic conditions have produced in Canada, as they have in other capitalist nations like the U.S., is a split in the working class between a relatively better-paid, more secure stratum (but one that is not immune to the effects of recession, as the present period is demonstrating), and a large "surplus population" of unemployed and underemployed workers, forced either to fill low-wage Jobs or to remain idle, waiting to be called up during a period of exceptional economic expansion. ... While in the Marxist sense all productive workers face exploitation, members of the surplus population face an extra measure of it in that they receive a significantly smaller portion of the product of their labor than other workers-- often below the amount required for normal standards of subsistence. They are what has been termed "superexploited".
(a) as an employee on a short-term contractual basis, whether continuously or intermittently;The McMaster University study, It’s More than Poverty, was prepared by the Poverty and Employment Precarity in Southern Ontario (PEPSO) research group, a joint university-community initiative.
(b) as a self-employed individual;
(c) as an employee on a part-time basis; or
(d) as an intern.
Lewchuk's study shows that nearly 44 per cent of working adults face some level of precarity, a fact that Statistics Canada labour force data doesn't always show. While roughly half of this group work in temporary or contract employment, the other half work jobs that might on the surface appear stable, but in reality contain many of the characteristics of precarious labour, such as irregular and inconsistent scheduling and a lack of any benefits beyond basic wages.
The longer-term trend points to more insecure employment, said Prof. Lewchuk. “Each time there’s a recovery, the level of security is a little bit lower than the previous boom. I think this is because the competitive pressures are greater – firms are looking to cut costs … technology has changed, and there’s an infrastructure where they can go to temp agencies, and get not just unskilled workers, but they can get CEOs now.”
What was once viewed as a passing crisis now seems to be the new normal, producing deep psychological unease within the workforce and growing inequality between those with stable incomes and those without.
Global financial officials are worried to the point they've again started using the term "hysteresis," borrowed from physics, to warn that long-established unemployment is becoming "structural" and therefore harder to correct, as the jobless lose skills and companies grow addicted to cheaper, temporary labour.
The Paris-based Organization for Economic Co-Operation and Development, often called the developed world's think tank, describes this ugly phenomenon as the rise of the precariat — a play on the working-class proletariat and meaning those trapped in precarious lives with neither material nor psychological welfare.
As anyone who’s watched a TED talk, read a David Brooks column, or attended an Aspen Ideas Festival can tell you, there’s hardly a single issue currently vexing Americans that the 1 percent doesn’t think can be solved with more “education.” Urban poverty? Education! Stagnant wages? Education! Police brutality? Education! ... If you can think of a problem that might be at least mitigated by redistribution, you can bet that there’s some sage of the plutocracy out there insisting that we focus on education instead.
In response, the Westminster [British government] consensus insists that [the precariat] should be subject to regimes that are not just cruel, but dysfunctional. In other words, it doesn't actually matter if so-called welfare-to-work programmes actually help people, or just screw them up: the point is that they visibly punish them in pursuit of a political dividend. In that sense, the precariat is not only at the cutting edge of the economy, but at the receiving end of a postmodern politics that values the manipulation of appearances much more highly than reality.
while liberals see literacy education as a technical process of compensating for cognitive skill deficiencies among the poor (to permit them to better adjust to the needs of the economy), adherents of the critical perspective view such efforts both as ineffective - because they do not deal with the root cause of poverty - and as oppressive - because they better accommodate the poor to the structures which exploit them. For their part, they would make adult basic and literacy education a vehicle for the awakening of critical social consciousness among members of subordinate social classes and a means of support for collective efforts to radically transform the class system.
Concept Papers must fall under one of the following Innovative Training Models:Always with the labour market outcomes. Long gone is the idea that literacy is about culture, self-directed learning and community development.
- Expansion of a proven LES model: this would include models that have been successfully applied within Canada or outside of Canada that could be replicated in a different region or with a different target audience and/or increased in scale;
- Integration of LES into other programs: application of LES into an existing employment and/or training program; or
- New LES model: development and testing of new approaches with the potential to improve labour market outcomes for Canadians.
measure, study, and communicate the impact of competitive markets and government interventions on the welfare of individualsthey have released a study Comparing Government and Private Sector Compensation in British Columbia.
While British Columbia’s government has returned to an operating surplus, the province still faces fiscal challenges as it continues to borrow to pay for capital expenditures, thus increasing government debt. In fact, a recent study warned that the province’s fiscal position could become unsustainable unless the government restrains spending in the future (Wen, 2014) [This is another Fraser Institute study called Capital Budgeting and Fiscal Sustainability in British Columbia.]The report concludes that
As the BC government struggles with growing debt and looks for ways to restrain spending, now is an opportune time to examine the compensation levels of government employees, particularly in light of ongoing collective bargaining negotiations between the government and its public sector unions.
The empirical analysis of wage data and a survey of available non-wage benefit data [there is insufficient data to calculate or make a definitive statement about the differences in non-wage benefits between the public and private sectors in British Columbia, the available data suggest that the public sector enjoys more generous non-wage benefits than the private sector. (p. 28)] for British Columbia indicate that government workers in the province enjoy both higher wages and likely higher non-wage benefits than their private sector counterparts. Specifically, British Columbia’s public sector workers (including federal, provincial, and local government workers) enjoy a 6.7 percent wage premium, on average, compared to private sector workers, after adjusting for personal characteristics such as gender, age, marital status, education, tenure, size of establishment, type of job, industry, and occupation. When unionization is included in the analysis, the wage premium for the government sector in British Columbia declines to 3.6 percent.Could this be an argument for more unionization of private sector workplaces? Considering the Fraser Institute's vision is
a free and prosperous world where individuals benefit from greater choice, competitive markets, and personal responsibility.probably not. It is more likely that they are recommending that the provincial debt can be retired by cutting the public sector 6.7% "wage premium."
wages are higher in the public sector precisely for those groups of people who experience the greatest discrimination in the private sector—because the public sector goes further in correcting those discriminatory practices. Salaries are lower in the public sector for the groups least likely to experience discrimination on the basis of race and sex.She proposes that in order to bring public sector compensation in line with the private sector, public sector employers would need to
Parents need to stop raising their children on the principles that they must beat everyone in their class, that their school needs to rise up the league tables, or for their country to defeat every other nation on Earth in global education rankings.
We live in an age of accountability, performance measurement, the adage that whatever can be measured matters. PIAAC and its predecessor surveys define what matters for literacy practice in this country. ...
In this country, we seem to have an extraordinary emphasis on the five levels to the exclusion of alternative ways of measuring progress demonstrating progress. Literacy discourse relies heavily on questions of literacy levels, how many hours will it take to move somebody from one level to another. ...
Over the past 10 years, we’ve seen a shift to have benchmarks that speak almost exclusively of literacy as a work-related practice. Now I would agree that work is where many of us spend most of our time and that workplace practices can contribute to or inhibit the development of literacy practice. But the political discourse in this country has placed literacy as only a workplace and economic issue. Literacy’s role in social cohesion and societal stability is ignored. Other venues for literacy practice and growth, venues such as the community and the family, appear undervalued. ...
We’ve set up a dichotomy between literacy as a social good and literacy as an economic good. Here in Canada, with the jurisdictions split between federal and provincial responsibilities, we have the federal government leading the charge on the economic value of literacy with the provinces focusing on literacy as a form of adult or second chance education. Provinces have been dividing responsibility for literacy from responsibility for workplace training, the latter which is now, more often than not, focused on essential skills.
At the national level, government is focused on results, not necessarily educators or practice. It seems more important to show movement from one level to another. For example, we have funders asking that curriculum focus on one essential skill at a time.
IALS was easy to understand – it mimics grade levels. Levels resemble the grade system that certainly policymakers understand. When I was in government I had a director general say to me, and I quote, “IALS is the ultimate report card,”– he was planning to use it as a means to determine whether we had been successful. ...
PIAAC puts the attention on the individual. Yet the environment in which we are being asked to use the skills is just as important as the skills we have. I could have all the skills in the world only to find that the work environment or personal environment do not demand that I use them. In that case, I am not going to value those skills. By the same token, it’s imperative that we not create barriers of unclear writing and unnecessarily complex text. It’s not just about the individual.
PIAAC and its focus on the individual give short shrift to the challenges faced by adults who are trying to improve their skills. This is not some sort of mechanical process. We need quality programs that are accessible with sufficient funding, teacher training,and resources. Learners need support such as income replacement, childcare, transportation. We need adult friendly programming and institutions. The culture here in Canada values youth education and formal education. This is why adult education sits at the margins. This is why informal education is not valued.
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| Snakes and Ladders* |
"They’re not going to take the day off because they have to take their dog to the vet. They’re going to show up to work on time, they're going to work a full week without disappearing," -- Dan Kelly, president of the Canadian Federation of Independent Business
The International Experience Canada visa allows anyone aged 18-35 from 32 countries party to a bilateral youth exchange agreement with Canada to work in the country for up to two years without a Labour Market Opinion. Most participants come from Europe and Australia.
Under most worker immigration streams, employers are required to first post the job in Canada for a reasonable length of time. They must then submit proof they have done so to Employment and Social Development Canada, which assesses the impact hiring that worker would have on the Canadian labour market. A positive labour market opinion, or LMO, is required for most foreign workers before Citizenship and Immigration Canada will issue a visa.
The International Experience class is exempt from that requirement because it involves quotas based on reciprocal agreements with other countries.
is harshly critical of the federal government’s controversial temporary foreign workers program, saying it has spurred a higher unemployment rate in western Canada.
The study says changes to the program made between 2002 and 2013 made it easier for employers to hire temporary foreign workers and consequently contributed to a hike in the joblessness rate in Alberta and B.C.
Immigration Minister Chris Alexander says the program will allow "a swifter path to Canada that will select immigrants based on the skills and attributes that Canada needs based on those identified by government but also by employers" (emphasis mine).
A survey of 25,000 employers that cost $4.6-million and was commissioned by the federal government could shed light on the extent of the country's skills gap, but it has sat idle for two years due to lack of funding to make it public.
In 2011, Employment and Social Development Canada – then known as HRSDC – contracted Statistics Canada to do a new survey of 25,000 employers on topics such as workplace demographics and future skills shortages. Firms were asked about whether they used temporary foreign workers, hired for any "green jobs," and which positions were toughest to fill and why.
Statscan collected the surveys over the first three months of 2012, but the funding ended there, before the data could be analyzed. Business and education experts have been eager to see the results, but even as Employment Minister Jason Kenney has been giving speeches saying "we must do a much better job" collecting detailed labour market information to help steer Canada's economy in a better direction, budget resources to do so have shrunk.Which brings to mind the story from March about how the government of Canada is reduced to using data from Kijiji to develop its job report because it is no longer collecting data of its own.
“Kijiji’s a great place to sell a bike, but this is no way to run an economy,” said NDP finance critic Nathan Cullen after Question Period.
The reaction followed a Globe and Mail report that revealed a key factor as to why job-vacancy data released by Finance Canada this year on budget day has been out of sync with other sources.
According to the data agency, high school grads are making wage gains, while the earnings of holders of a post-secondary school degree are staying flat — and in the case of young men, even decreasing.This mirrors data from the US that shows that a degree only made a significant difference if it was from an Ivy League school pointing to the value of network over schoolwork.
McDonald's accused of favouring foreign workers (CBC)
Temporary foreign workers have better work ethic, some employers believe (CBC)
Ottawa doubles number of Irish workers allowed on two-year visas (Vancouver Sun)
Temporary foreign workers program has boosted joblessness, C.D. Howe report says (Toronto Star)
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