Browse by keyword "Youth"
31. Essential Skills for Transition to Further Training (2005)
Project Report
Authors: Goforth Consulting
Collection: Research Materials
The "Essential Skills for Successful Transition to Further Training Project" (Essential Skills Project) builds upon a large-scale, ongoing academic upgrading initiative involving Ontario's 24 colleges.
For several years, the CSC has focused on the successful transition of Ontario Basic Skills (OBS) and Literacy and Basic Skills (LBS) students to further college training as required by their chosen career path. The primary goal of most students in college academic upgrading programs is postsecondary training.
The CSC conducted an extensive review of the outcomes necessary to ensure the continued access of OBS and LBS college graduates to further college training. This review went beyond merely gaining access to further training. It examined factors that ensured student success at the next stage of training. It also included an examination of the outcomes of those students graduating from the new secondary school curriculum to ensure that graduates of college upgrading programs were able to demonstrate the same outcomes.
The review process contributed to the development of the ACE Program, approved for delivery in July 2004 at all 24 colleges by the Colleges Branch of MTCU. ACE is a Grade 12 Equivalent program. It is the level of programming generally accepted by colleges for admission to college-level, postsecondary programs and apprenticeship.
Added: 2005-11-14
32. An Exploration of Work and Learning Opportunities in New Brunswick (2007)
Report #5
Authors: Canadian Council on Learning (CCL)
Collection: Research Materials
This project on work and learning opportunities in New Brunswick was born out of a perception within the provincial government, and among post-secondary institutions and employers from the public and private sectors, that more needs to be done to foster a better learning environment for post-secondary students and for retaining highly qualified high school and post-secondary graduates in the province. The main objective of this research project was to identify the perceived barriers associated with post-secondary participation in work and learning opportunities in the province and to provide recommendations for improving program participation and impact.
Data for this project was collected through on-line surveys completed by both post-secondary students and employers throughout the province and through interviews and focus groups conducted with key informants. This report describes the methodology used, along with the main findings and conclusions that were drawn from the results.
Added: 2008-04-04
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33. Family Literacy in Manukau City (2002)
First Formative and Process Evaluation Report
Series: Manukau Family Literacy Project
Authors: John Benseman
Collection: Research Materials
This report incorporates both formative and process evaluation elements. It documents what has happened in this initial planning phase of the Manukau Family Literacy project, the issues that have arisen in its development, how these were resolved and offers some observations about why it has achieved what it has to date. It also includes a brief literature review of research in this area that has been used in guiding the programme's development.
This evaluation has been approved by the Human Subjects Ethics Committee of The University of Auckland (Reference 2002/230). A second stage evaluation proposal is currently being considered by COMET for the second phase of the MFLP, which will cover the programmes once they are underway.
Added: 2006-06-27
34. Family Literacy in Ontario (2006)
Putting it on the Map!
Authors: Action for Family Literacy Ontario
Collection: Research Materials
This position paper presents a vision of a professional, fully funded and secure infrastructure for family literacy.
Investing in family literacy programming is a concrete and proactive way to
address the educational and training needs of Ontario's future.
By investing in family literacy, Ontario can take its place as a leader in the area of this important intergenerational approach.
Funders:
Added: 2006-02-08
35. Family Literacy in Ontario (2006)
Putting it on the MAP!
Authors: Action for Family Literacy Ontario
Collection: Research Materials
The positions and recommended actions in this working paper are framed and informed by a recent province-wide study survey of the state of family literacy programming in Ontario, commissioned by Action for Family Literacy Ontario (AFLO), a working group of the Ontario Literacy Coalition (OLC). With a focus on Anglophone programs, this study found that the family literacy field is too under-funded and under-developed to meet the level of need in the province.
This position paper presents a vision of a professional, fully funded and secure infrastructure for family literacy. Investing in family literacy programming is a concrete and proactive way to address the educational and training needs of Ontario's future. By investing in family literacy, Ontario can take its place on the national stage as a leader in the field. AFLO is looking to family literacy stakeholders to reflect upon and contribute to the development of the positions and actions in this working paper. Ultimately, AFLO will be looking to the government to recognize the needs and benefits of the proactive, preventative approach that family literacy programming provides, and to answer the call to action outlined in the final position paper.
Funders:
Added: 2006-06-08
36. Family Violence Prevention and Curriculum Development (1992)
Women's Education des femmes, Winter 1992-93 - Vol. 10, No. 1 & Spring 1999, Vol. 13, No. 1
Series: Canadian Congress for Learning Opportunities for Women (CCLOW)
Authors: Suzanne Mulligan, Donna Mitchell
Collection: Research Materials
Child abuse and violence against adolescent and adult women is a serious societal problem. If the problem is ever going to be effectively addressed, it must be through prevention. In this article, the author discusses several key components which any successful prevention program must incorporate.
Added: 2004-07-28
37. Female Scientists Are Real People! Introducing Girls to Science Careers (1991)
Women's Education des femmes, Summer 1991 - Vol. 9, No. 1
Series: Canadian Congress for Learning Opportunities for Women (CCLOW)
Authors: Andra McCartney
Collection: Research Materials
In this article, the author discusses a Science and Technology Careers Workshop held in Peterborough, Ontario in 1990. More than forty girls in grades 9 to 11 from Ontario participated in the three-day workshop where one of the main emphases was an attempt to break down the barriers caused by gender stereotyping.
The presenters posed questions to encourage students to think about gender and science such as: How many famous women scientists can you name? Why are there so few? What is the ratio of male science teachers to female science teachers at your school? Why? Are science and emotions compatible?
Added: 2004-07-28
38. Finding Their Voice: (2005)
Civic Engagement Among Aboriginal and New Canadians
Authors: Centre for Research and Information on Canada (CRIC), Centre de recherche et d'information sur le Canada
Collection: Research Materials
Why is it important to have a greater understanding of how Aboriginal Canadians and New Canadians engage in civic life and what their values are? Given current demographic trends, these groups are and will continue to be increasingly important players in the way Canada is growing and changing. During the 1990s, more immigrants came to Canada than in any previous decade. According to Statistics Canada, 18% of Canada's population is foreign-born. On a per capita basis, Canada's yearly intake of immigrants is higher than that of either Australia or the United States. In 2001, 1.8 million people, or 6.2% of our country's population, were immigrants who arrived during the previous decade.
The Aboriginal population is also experiencing very strong growth. In Canada, 3.8% of the population now identify themselves as Aboriginal. Furthermore, in 2001, almost half of the Aboriginal population lived in urban areas (mostly Prairie cities). Finally, one of every three Aboriginal Canadians is under the age of 14. This emerging generation is particularly prominent in Manitoba and Saskatchewan where one of every four children is Aboriginal.
Encouraging the next generation of Canadians to take on leadership roles in this country is a challenge for decision-makers who eventually must "pass the torch".
Added: 2006-02-03
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39. First Steps in Participatory Practice (2000)
Collection: Research Materials
The Calgary John Howard Society Literacy Program undertook a Participatory Action Research Project, made possible through funding from the National Literacy Secretariat and Human Resources Development Canada The purpose of this project was to address the need for high interest, appropriate and relevant literacy learning materials for youth in conflict with the law and to give them the opportunity to take an active rather than a passive role in the development of learning materials for use by themselves and their peers, and in their own literacy learning and continuing educational endeavours. For more information please contact: S. Linda Keam, Literacy Coordinator, Calgary John Howard Society, 917 - 9 Avenue S.E., Calgary AB T2G 0S5, Tel. (403) 265-4566, Fax (403) 265-2845, email: info@johnhoward.calgary.ab.ca WWW : http://www.calcna.ab.ca/johnhoward/ This document is available online at : http://www.nald.ca/fulltext/1ststeps/cover.htm (01.06.14)
Added: 2001-06-14
40. A Frontier College summary of the International Adult Literacy and Skills Survey (IALSS) 2003 (2005)
Authors: Frontier College, Collège Frontière
Collection: Research Materials
The International Adult Literacy and Skills Survey (IALSS) is the Canadian component of the Adult Literacy and Life Skills (ALL) study, which was a joint project of the Government of Canada and the Organization for Economic Cooperation and Development (OECD). The study was conducted by Statistics Canada.
The survey included data from over 20,000 Canadians between the ages of 16-65. The survey was conducted in either English or French. Of the 20,000 people who responded 3,400 were aboriginal Canadians; 2,600 were established immigrants (10 years + in Canada); 1,200 were recent immigrants (less than 10 yrs in Canada); 3,500 were francophones outside of Quebec; and 3,500 were youth 16-24.
The IALSS measured:
Prose literacy: the knowledge and skills needed to understand and use information from texts such as editorials, news stories, poems, and fiction;
Document literacy: the knowledge and skills required to locate and use information contained in various formats such as tables, forms, graphs, and diagrams;
Numeracy: the knowledge and skills required to effectively manage the mathematical demands of diverse situations;
Problem solving: the ability to solve problems by clarifying the nature of the problem and developing and applying appropriate solution strategies.
Added: 2005-12-01
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