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1. 2008 Survey of Canadian Attitudes toward Learning: Results for learning throughout the lifespan (2009)

Authors: Canadian Council on Learning (CCL)

This annual survey provides a look at Canadians’ opinions, beliefs and experiences with learning across the lifespan. The 2008 edition covers four learning domains: early childhood learning; structured learning at the elementary, secondary and post-secondary levels; work-related adult learning; and health-related learning.

Within each of the four domains, questions were designed to elicit information on a variety of topics, including child-care arrangements; access to post-secondary education; participation in work-related training; and sources of health-care information.

The survey was designed by the Canadian Council on Learning (CCL) in consultation with Statistics Canada, which administered the survey on behalf of CCL. A total of 5,488 Canadians aged 18 to 74 were surveyed by Statistics Canada. All respondents had previously participated in Statistics Canada’s Labour Force Survey. Canadians living in institutions, on reserves, or in the northern territories were not included in the sample.

Added: 2010-02-10

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L'Enquête de 2008 sur les attitudes des Canadiens à l'égard de l'apprentissage : Résultats pour l'apprentissage tout au long de la vie

2. The 2009 Composite Learning Index: Measuring Canada's Progress in Lifelong Learning (2009)

Series: Composite Learning Index

Authors: Canadian Council on Learning (CCL)

Collection: Research Materials

The Composite Learning Index (CLI) is an annual measure of Canada’s progress in lifelong learning. It is based on statistical indicators that reflect the many ways Canadians learn, whether in school, in the home, at work or within the community.The first index of its kind in the world, the CLI is a valuable measurement tool that recognizes how learning throughout people’s lives is critical to their individual success, the success of their community and the success
of the country as a whole.

Until the Canadian Council on Learning created the Composite Learning Index in 2006 there was no means to measure how Canada performed across the full spectrum of learning. To reflect this broad perspective, the CLI uses a wide range of learning indicators to generate numeric scores for 4,700 cities and communities across Canada. A high CLI score means that a particular city or community possesses learning conditions that support social and economic well-being.
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The 2009 CLI is made up of 17 indicators and 25 specific measures. These are organized within four pillars: Learning to Know, Learning to Do, Learning to Live Together and Learning to Be. These pillars recognize the broad scope of lifelong learning — at home, in the classroom, at work and in the community. Indicators reflect an aspect of the state of lifelong learning across Canada and can include more than one specific measure. Specific measures are the building blocks of the index. These have defined units that quantify each indicator. For example, “Youth literacy skills” is an indicator that uses four specific measures from the OECD’s Programme for International Student Assessment (PISA). The four measures are: mean problem-solving scores for 15-year-olds; mean reading scores; mean math scores; mean science scores for 15-year-olds.

The report shows a trend of the 2009 CLI scores and trends for major Canadian cities. For the first time, Canada’s overall score on the Composite Learning Index has declined, dropping two points to 75 in 2009, from 77 in 2008.

In short, the CLI is designed as an objective and reliable measurement tool that can help communities make the best possible decisions about learning - decisions that will strengthen social ties, bolster the economy and, of course, improve people’s lives

Added: 2009-09-11

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See also:

L'Indice composite de l'apprentissage 2009 : Mesurer les progrès du Canada en matière d'apprentissage tout au long de la vie

3. The 2010 Composite Learning Index: Five Years of Measuring Canada's Progress in Lifelong Learning (2010)

Series: Composite Learning Index

Authors: Canadian Council on Learning (CCL)

Collection: Research Materials

The Composite Learning Index (CLI) is an annual measure of Canada’s progress in lifelong learning, based on statistical indicators that reflect the many ways Canadians learn.
The 2010 CLI is the fifth time the measure has been taken and, therefore, the first time a five-year trend can be produced. Over the past five years, Canada has witnessed no substantial progress in lifelong learning, from a CLI benchmark score of 73 in 2006 to 75 in 2010.
But while Canada as a whole has seen only limited progress on the CLI over the past five years, the story is different when it comes to specific regions of the country. For example, 60 per cent of communities in Atlantic Canada have seen progress in their five-year score, compared with 26 per cent of all communities in Western Canada.
The CLI includes data on school-based learning; work-related learning; community and interpersonal learning; and personal development.

Added: 2010-05-26

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Indice composite de l'apprentissage 2010 : Mesure des progrès du Canada en apprentissage tout au long de la vie depuis cinq ans

4. The ABCs of CIPMS (Continuous Improvement Performance Management System) (2008)

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Authors: Vicki Trottier, Jette Cosburn

Collection: Learning Materials

The Ontario Ministry of Training, Colleges and Universities introduced the concept of a Continuous Improvement Performance Management System (CIPMS) to Ontario’s Literacy and Basic Skills adult literacy delivery agencies in 2001. CIPMS is designed to create a cohesive set of policies and improved processes throughout the system so that programs can better work together to address client needs. This manual is designed to provide an overview of what CIPMS is, how it can be an effective process, how it is being used elsewhere, and how the Ministry envisions it being used in Literacy and Basic Skills agencies. It also includes sample tools and resources that can be used in your agency.

This manual includes five sections:
1 - Introduction
2 - CIPMS in Literacy and Basic Skills
3 - Using CIPMS
4 - Agency assessment
5 - Resources and appendices

Added: 2008-07-22

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5. Aboriginal and rural under-representation in Canada’s medical schools (2008)

Lessons in Learning – April 17, 2008

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

Collection: Research Materials

Aboriginal people represent 4.5 percent of the Canadian population, but less than one percent of first-year medical students in Canada surveyed for a 2001 study were Aboriginal people. The same study showed that while almost a quarter of Canadians live in rural areas, only about 11 percent of medical students were from such communities.

Given the low numbers of rural and Aboriginal students in medical schools, it is not surprising that rural and Aboriginal communities face critical shortages of medical personnel, the authors of this paper point out. Although roughly 20 percent of Canadians live in rural areas, only 10 percent of Canadian physicians practise in such areas.

Increasing the number of doctors who come from under-represented populations can help improve health among such groups, as research shows that when underserved populations are treated by a physician from a similar background, they are more likely to seek care and comply with physician directives, and are more responsive to health promotion and prevention advice.

The authors discuss efforts to address the issue of under-representation, including trying to inspire children to consider a career in health care while they are in elementary school; modifying admission criteria for rural and Aboriginal students; setting aside seats in medical schools specifically for targeted minorities; altering the nature of admissions committees to include representatives from under-represented minorities; and changing the structure of government aid for needy students.

Added: 2012-08-10

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See also:

Sous-représentation des communautés autochtones et rurales dans les écoles de médecine du Canada

6. Academic Studies English - Clear Thinking (1999)

Support Materials and Exercises

Series: Curriculum Project - English

Authors: Leslie Childs, New Brunswick Community College

Collection: Learning Materials

This is one of a series of support modules intended for the use of adults improving their literacy skills. Each module is matched to objectives and teaching points outlined in the Basic Academic Upgrading Curriculum Plan (English) (BAU-ENG) and/or the Intermediate Academic Upgrading – English Curriculum Plan (IAU-ENG), both New Brunswick Community College documents.

This support module may be used with IAU-ENG 1.4, Clear Thinking.

Funders:

OLES

Added: 2005-10-28

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