Ongoing professional development with teachers would ensure they are able to build student's literacy skills using a variety of methods that match learner needs. The ability to recruit and retain qualified teachers and instructors with expertise in literacy, cross-cultural competency and the use of technology was a widespread concern.

• Capacity for programming is largely dependant on finding qualified educators and this is a growing challenge, especially in rural areas. As well, staff retention is a challenge due to low pay.
• Volunteer training is also crucial as they provide a large portion of one-on-one literacy building opportunities for adult learners. Regional training opportunities for literacy tutors and other literacy volunteers will directly influence the quality of delivery. However, finding volunteers is becoming increasingly difficult.
• Professionalizing literacy instruction with accreditation could be valuable in creating accountability (standardized evaluation), increasing quality of delivery and attracting professionals to literacy careers.

4.5.5  Common Definitions and Standards

It was suggested that more work was needed to define the continuum of literacy from early learning, K-12, post-secondary and community adult learning.

• A number of tables of participants suggested that government leadership was key to this, by having a continuum of learning reflected at the provincial level. Ministries and programs need to work together towards common goals, share information and opportunities. This would reduce duplication and overlap, create a more purposeful approach and link expertise and resources.
• Additionally, establishing benchmarks for literacy would allow for a common assessment process and feed the development of curriculum and lesson plans for use in a wide array of contexts.
• Improved assessment would assist in long-term planning, increasing accountability and creating more options for learners.

A detailed summary of challenges and solutions is included as Appendix C.