Brain Capital Perspectives: Melanie Valcin

What will it take for Canadians to thrive in an AI-enabled economy? To explore this question, the Public Policy Forum convened a diverse group of leaders from across Canada working at the intersection of talent, education, workforce development, technology, health and inclusion. They share their perspectives on strengthening brain health, building future-ready skills and creating the conditions for more Canadians to contribute, succeed and flourish. (Read the full series of Q&A’s.)

Q: What is the most pressing talent challenge Canada needs to address?

A: In my view, it pertains to literacy levels in Canada. The most recent PIAAC survey stated that 19 percent of Canadian adults score at the lowest literacy levels. The situation among young people is particularly concerning. The latest Program for International Student Assessment results show that 22 percent of students aged 15 scored below Level 2 in reading and 26 percent scored below Level 2 in mathematics. Level 2 is PISA’s baseline for proficiency. Low literacy skills make it harder for individuals to find and keep a job, persevere in school or participate fully in community life.

The challenge before us is to ensure that everyone, particularly the next generation, has the foundational skills to keep learning and think critically. Literacy is essential to meet this challenge.

United for Literacy is a national organization helping 30,000 Canadians build their literacy skills every year. We see how difficulties with reading can prevent someone from accessing training or understanding instructions at work. Additionally, as AI becomes part of everyday life, we see why people need strong literacy skills to question the information they receive and make informed decisions.

Developing Canada’s talent means strengthening foundational skills at every age. It also means no one should be left behind. Learning opportunities must be accessible and flexible enough for people who are balancing work and family responsibilities.

Q: What actions or policy shifts would help address this challenge?

A: I see three priorities. First, establish clear federal leadership on literacy. Through the National Literacy Alliance, the literacy and learning sector is calling for a national strategy led by a dedicated unit within Employment and Social Development Canada to bring greater coordination to existing efforts. Such a unit needs continuous funding and shared goals developed with provinces and territories, Indigenous partners and the literacy sector.

Second, invest early and sustain that investment throughout life. This starts with helping families build children’s language and literacy skills from an early age, followed by strong instruction and timely interventions through school. Adults also need flexible opportunities to strengthen their skills. Community organizations need predictable funding to offer services that reflect people’s languages and cultures, such as with Indigenous partners who can lead approaches in their communities.

Finally, make learning opportunities easier to access and connect them to people’s lives. For example, stronger partnerships between employers and literacy organizations can help people prepare for training or progress at work. Support should also remain available in trusted community spaces, including for people outside the workforce.

Across these priorities, we need better data to understand who is being left out and what kinds of programs work. Progress should reflect learners’ own goals, including greater independence and participation in community life, alongside employment outcomes.

Q: How is AI changing the talent needs in your field, and what opportunities or risks does it create for people’s brain health and skills?

A: AI is changing how we work and what we need to learn. As more tasks become automated, literacy and critical thinking become even more important. When AI gives us an answer, we need to understand what it says, know when to question it, and use our own judgment to decide how to act on it.

I see reading and writing skills and digital literacy as complementary. Both help people understand information and make informed decisions.

For example, at United for Literacy, AI can help us adapt materials to someone’s literacy level or interests and give learners more practice between sessions, making learning more tailored to each individual.

AI also carries risks for brain health and skills. Relying too heavily on it to read, write and solve problems can weaken those skills over time, and accepting its answers without question can erode critical thinking. People with lower literacy may be more exposed, since errors and bias can be harder to spot. Strengthening foundational skills helps people use AI as a tool rather than a substitute for our own judgment.

People facing literacy challenges may also feel further behind as expectations change, resulting in additional anxiety about their future at work.

We cannot leave individuals to manage this transition alone. Employers need to provide paid time to learn. Governments must invest in accessible education, including community literacy programs. And access to support should not depend on where someone lives or whether their employer offers training.

At United for Literacy, we want learners to develop the confidence to make their own decisions. That takes trusted human guidance and policies that give everyone an equal opportunity to learn as the demands of work and civic participation rapidly change.