Among the factors that affect learner retention, aspects related to self-management and self-direction have a significant impact on whether a learner continues in a literacy program. Recent studies in Ontario college programs include: What Counts as Evidence (2000), What Works (2001), and Retention Through Redirection (2002). Other important studies include: The Qualitative Tracking Project (2002), and Seeing the Need: Meeting the Need (2002).

Three studies on learner transition show the importance of self-management and self-direction for transition to further learning. These studies include Tools for Effective Transitions (2002), Moving Right Along (2001), and Seamless Transition to More Learning (2001).

Surveys of employer needs

A number of Ontario literacy programs have surveyed employers and found that employers particularly value problem-solving and the ability to work with others. In fact they often value these qualities as much, or more than, reading and writing skills.