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Transcript of Essential Skills and Vulnerable Groups Dr. Marion E. Jones, Economics, University of Regina Dr....
![Page 1: Essential Skills and Vulnerable Groups Dr. Marion E. Jones, Economics, University of Regina Dr. John R. Graham, Social Work, University of Calgary.](https://reader036.fdocuments.in/reader036/viewer/2022062620/551b3a8d550346dd1a8b533a/html5/thumbnails/1.jpg)
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
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Introduction and Overview73 Case Study Interviews, 5 focus
groups divided between Calgary and Regina
Vulnerable Groups Single Parents Indigenous Disabled (Physical, Mental, Addictions)
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Key DivisionsSingle versus Multiple CharacteristicsWorking versus Non-working
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Themes IndividualizationCredentialism IntersectionalityHuman Capital – Necessary or
Sufficient?Life skills – job readinessHealing and tipping points
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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
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DisabilitiesHighly heterogeneousVisible Disabilities – constitutional
effectsPhysical Health ProblemsAddictions IssuesMental Health IssuesLearning Disabilities
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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
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The Essential Skills Reading Writing Mathematics Computer Use Document Use Formal Communication Oral Communication Working with Others Thinking and Problem Solving
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TOWESCredentialismRisksOpportunityProblems with pen and paper test
Discrimination Anxiety
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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?
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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
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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.
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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
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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
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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
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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
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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
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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.
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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.
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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.
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Flexible Workers
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Tipping PointsCatalysts for change amongst the hard
to employ
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CongnitionNew Perspective
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CognitionPast Influences my Present
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BehaviourTipping Point
Applying what I learn to life
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BehaviourHaving new ways of interacting with the
world and people I am better able to build positive social
support and social capital
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Issues External to MeFit the mould employees
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Issues External to MeChallenges of Difference
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Issues External to MeUnrealistic Expectations
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Issues External to MeTransportation
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Conclusions Implications for Scholarship Implications for Practitioners Implications for Policy Makers