In order to suggest a blueprint for future development the report will examine many of the issues attached to workforce literacy training in the municipal sector, describe some of the most successful solutions to these issues and present a picture of the "best practices" as they exist today.

Finally, the report will present a vision for the future movement of literacy in the municipal workforce and recommend ways to achieve the goals of that vision.

A Review of Municipal Literacy Programs - 1988 to 1999

In order to provide an overview of literacy programs and initiatives undertaken in the municipal sector since the late 1980's, data was gathered from municipal governments across Canada by means of a survey and a series of interviews. Some of the current respondents were reported on in the 1991 Feldman report and in the 1993 Nutter report "Literacy Initiatives in Canadian Municipalities" prepared for the National Literacy Secretariat. In recent years some of them have been reported on in "The Writing's on the Wall: Investing in Municipal Workforce Literacy," produced as part of the Canadian Association of Municipal Administrator's (CAMA) Literacy in the Municipal Workforce" Project. The information gathered for this final phase report was solicited from more than thirty municipal governments and provides, in detail, a picture of municipal literacy programs from conception to conclusion or evolution, as appropriate.

A significant 85% response rate demonstrates genuine commitment to the principle of a literate workforce by those surveyed, the majority of whom are members of the Canadian Association of Municipal Administrators (CAMA) and the Federation of Canadian Municipalities (FCM).

The survey asked for information on every aspect of Canadian municipal workforce literacy programs. The responses painted a clear and comprehensive picture of the field of workforce literacy as it exists today. The data collected is presented below.

2.1 Recognizing A Problem
Respondents recognized low literacy levels within their organization in the following ways:

• Acknowledging an older, less educated workforce when changes to hiring policies of late 1980's and early 1990's required Grade 12 or equivalent education;
• Unions initiating requests for management to provide basic skills training to workers;
• Employees exhibiting difficulty completing written and numeracy tasks while on the job and in training programs;
• Anecdotal information received from supervisors and employees;
• Self identification by workers/employees;
• Results from internal education surveys and needs assessments;
• A new awareness of workforce literacy issues gained in meetings with other municipal governments and Departments of Education;
• Inability of front line workers lacking transferable skills to move into supervisory positions.