I think there are a couple of things.
One thing is having information about what new technologies are coming down the pipe. I think that's hugely important, because if you know what that is, you can put the skills lens to it and look at what skills are going to be needed to respond. That information could then be communicated to educators, to the training systems, so those young people or those people coming out of the training system would have those foundational skills. That's a really important piece. When I talk about labour market information, I include technology, because people's skills have to respond to technology, and people have to have those good, strong foundations.
As well, there are instances of people already out there working in the industry whose literacy, numeracy, and critical-thinking skills just haven't kept pace with the demands of their industry, and that situation is a challenge for an employer.
For example, I got an e-mail from an employer who said he had a 57-year-old guy who's worked for him for 30 years and who just can't keep up, and he doesn't know what to do. He needs him. He doesn't want to get rid of him, but he can't give him the complex diagnostic work. It has to go to somebody else. So how does he, as an employer, keep him in the industry? How does he figure this out? We've been helping this gentleman with some essential skills assessments and some of that kind of work.
There's no easy answer, but I think there needs to be an understanding of the technology. There needs to be a mechanism to communicate that. There needs to be an ongoing dialogue with employers about research on new technologies that are coming, as well as the skills that will be needed.