Browse by subject "Adult Basic Education"
91. Community Works Handbook (2008)
Series: Community Works
Authors: Helen Mildon
Collection: Learning Materials
This handbook is designed for adult learners who are doing volunteer placements as a means of strengthening their skills and preparing for paid employment.
The author begins with a unit designed to help learners analyse their personal qualities and abilities. Other units deal with workplace safety; charting personal progress during a volunteer placement; time management and other organizational skills; workplace communication; and getting along with others.
Funders:
Added: 2010-08-31
92. The Components of Numeracy (2006)
Authors: Lynda Ginsburg, Myrna Manly, Mary Jane Schmitt
Collection: Research Materials
As the quantitative and technical aspects of life become more important, adults require higher levels of numeracy to function effectively. In order to achieve these higher levels, numeracy instruction in adult basic education programs needs to be improved and expanded. First, however, policymakers, program directors, educators, professional developers and curriculum designers need a full understanding of numeracy to know how to provide adults with effective numeracy instruction.
In this paper, the authors attempt to describe the complex nature of numeracy as it exists today. By components of adult numeracy, they refer to those fundamental elements that are inherent in proficient numeracy practice. This paper will attempt to identify and clarify the nature of the components that are specific to adult numeracy with the hope that such identification and clarification will provide a vision that will guide instruction, contribute to the design of assessments, frame research, and inform policy.
Added: 2008-05-02
93. Computer Based Learning - Development and Integration into Deaf Programming (2002)
Authors: Mohawk College of Applied Arts and Technology
Collection: Research Materials
This is a report on a project begun by Mohawk College, based in Hamilton, Ontario in 1998 and completed in March 2002 in which the College researched the integration of computer-based learning into literacy classrooms for deaf adults. For this project, research was conducted along several avenues including literature searches, secondary source analysis of computer-based learning software effectiveness for deaf adult learners, and primary source field testing. Through this project, Mohawk College had the opportunity to field test a number of pieces of computer-based learning software with students in its Deaf Empowerment Program.
This project report has been divided as follows:
- Project overview and distribution
- Recommendations on computer-based learning and deaf learners
- Compendium of computer-based learning software
Funders:
- OLES
- Ontario Ministry of Education and Ministry of Training, Colleges and Universities
Added: 2008-06-17
94. Computer Use Self-Assessment (2009)
Series: Self-Assessment Tools - HRSDC
Authors: Human Resources and Skills Development Canada (HRSDC)
Collection: Learning Materials
This is one in a series of self-assessment tools prepared by Human Resources and Skills Development Canada (HRSDC) to help individuals determine their grasp of essential skills.
The first section of this document includes a series of statements designed to measure how well a person uses computers or other electronic equipment. The individual must check off either Yes, Somewhat or No in response to each statement.
The second section, on personal development, requires the respondent to identify both his strengths and the areas where he needs improvement.
Added: 2010-08-31
View complete record details...
See also:
95. A Conceptual Framework to Guide Professional Development (2007)
Toward a "Whole Life" Perspective on Learning Disabilities in Adult Literacy Settings
Authors: Suzanne Smythe, Dawn Courage
Collection: Research Materials
This review presents a selection of recent research on learning disabilities in adult literacy settings and considers the implications of this research for supporting professional development in adult literacy settings. It includes a conceptual framework that draws together the major strands of learning disability research into a cohesive tool to inform teaching, learning and professional development strategies. This document is organized into four sections:
1 - Introduction
2 - Definitions of learning disabilities
3 - A “whole life” approach to learning
4 - Recommendations for implementing “whole life” conceptual framework to learning disabilities through education policy and practice, professional development strategies and further research.
Funders:
Added: 2008-02-20
96. Connecting Literacy, Learning & Work (2008)
Authors: Christine Pinsent-Johnson
Collection: Learning Materials
This book is intended for those who work in adult literacy programs and are engaged in the on-going process of making connections between literacy, learning and work. It contains some research-based discussion, curriculum ideas, a few ready-to-use tools, interviews with instructors, and student photo stories. It is a book that tells a story about an adult literacy program that made changes to the way it thought about and taught literacy for adults who want to make changes to their working lives. Although there is one story, it is told from many perspectives: those of the students, the instructors, the program managers, published research and the author.
Added: 2009-05-20
97. Connecting Research with Policy (2008)
The Learning Paths of Low Skilled Workers
Authors: Maurice Taylor, Partnerships in Learning
Collection: Research Materials
In this booklet in the Connecting Research with Policy series, three key findings relating to learning and low-skilled workers are described. Below each finding, a brief paragraph entitled "policy implication" discusses what the key finding means in terms of workplace policies. The key findings discussed in this document are summarized as follows:
1- Workplace literacy and essential skills programs are catalysts for further learning at work.
2 - Employees with low skills can easily identify the types of informal workplace learning that happens from day-to-day.
3- Workers learn differently in formal training programs than they do when learning informally in their daily work.
Added: 2008-06-12
View complete record details...
See also:
98. Connecting to Workplaces (2004)
Validating Outcomes Demonstrations with Employers
Authors: Susan Taylor
Collection: Research Materials
From October 2003 to June 2004, Literacy Network Northeast conducted a job creation partnership project in Northeastern Ontario entitled the Workforce Skills Training project. This project involved hiring twelve researchers in eight communities throughout Northeastern Ontario. These researchers worked in literacy and basic skills funded agencies gathering information on entry-level jobs in the local labour market and creating job profiles.
This document is a report of the project and outlines the results of the pilot process and pros and cons regarding employer contact. It also summarizes what employers said, what conclusions were drawn from the results, what principles were learned due to the methods used as well as challenges encountered. This report includes a comprehensive executive summary, in addition to background information, a description of the project, results, recommendations and conclusions.
Added: 2008-06-12
99. Consultations on the Government of Canada's Proposal to Establish a Canadian Learning Institute (2003)
Authors: Benjamin Levin, Shirley Seward
Collection: Research Materials
This report outlines the views expressed over the course of consultations done in early 2003. The consultations were regarding the broad parameters of a proposed Canadian Learning Institute, including knowledge and information needs, mandate and organizational structure.
This report identifies areas where there seemed to be agreement and areas where views diverge, under three main themes: Overall views, Proposed mandate, Proposed governance and structure.
Added: 2006-08-10
View complete record details...
See also:
100. Contextualizing Learning: Insights from The Prince George Hotel (2005)
Series: The Conference Board of Canada Publications
Authors: The Conference Board of Canada
Collection: Research Materials
The Conference Board of Canada's education and learning case studies series examines outstanding education and lifelong learning programs and initiatives. This case study highlights the workplace education program in place at the Prince George Hotel in Halifax, Nova Scotia. The hotel's program focuses on English as a Second Language, academic upgrading, business writing and communication. This case study looks at various aspects of this successful workplace learning program, including the program's development, challenges, keys to success and benefits for both employees and employers.
For more information about The Conference Board of Canada, visit its website at http://www.conferenceboard.ca.
Added: 2008-12-09
© 2012 National Adult Literacy Database
Powered by Drupal
Powered by Drupal
This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
Office of Literacy and Essential Skills.
Comments
Comments
If you found this particular resource to be useful, please include a comment.