An examination of Exit Outcomes indicates that 45% of college LBS students and 35% of OBS students go to employment when they leave programming. This would seem to support the idea that workforce preparation should be provided to a large number of college upgrading students. However a number of factors must be taken into consideration. Many exit in the months prior to a post secondary start up, and, like the traditional high school graduate, work in the intervening months to get money for their upcoming academic year. Many must "stop out" for financial reasons before moving on to their post secondary training which they may also pursue on a part time basis. Many continue working at the jobs which they had when they entered the program. A large number of those exiting for employment are OW recipients for whom employment is the preferred outcome. Tracking of students at the 3 and 6 month points shows a significant shift in statistics. At three months 30% of LBS students are employed and 35% are in further education. For OBS students the percentages are 26% employed and 52% in further education. These proportions remain constant at six months.

4. Colleges have recently become involved in a province wide College Sector workforce assessment initiative: TOWES, Test of Workplace Essential Skills. The lead department at each college may be Contract Training, Job Connect or Academic Upgrading. Colleges across the province have participated in a one year pilot that included the volunteer assessment of current employees, job seekers and upgrading students. This is a major linkage with employers which will result in increased referrals to upgrading programs in all sectors and has already resulted in changes to programming especially the identification and development of materials to prepare students for Document Use. Essential Skills materials are increasingly being incorporated into college upgrading classrooms. These are materials which are both purchased and developed in house. A number of colleges are also involved nationally in a sector specific initiative with the Trucking Industry.

5. Just as student profiles vary; college profiles vary. There is no one delivery model which works for every college. Colleges with multiple sites also have significant variance. Students at main college sites tend to have a post secondary goal. Often the percentage of students at smaller satellite sites having employment goals is greater e.g. Haliburton and Parry Sound. Teachers at these sites have incorporated much more workforce oriented material in their classroom delivery. It is not so much that there are different programs, rather the proportions of workforce preparation and post secondary preparation are different.

6. A major focus during the past two years at colleges has been the updating of the former Level 4 Basic Training for Skills Development (BTSD) program. Now called ACE, this program prepares people for post secondary and provides an alternate credential. ACE maths and sciences are broken down according to post secondary career paths: Business, Technology, Health Sciences and Apprenticeship. There is also an option for those seeking ACE for employment.