Lessons in Learning – July 25, 2006
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
In Canada, apprenticeship offers the potential to address both labour shortages in the skilled trades, and youth unemployment. However, there are negative attitudes towards apprenticeship, as well as a lack of information about apprenticeship.
The authors note that overcoming barriers to youth participation in apprenticeships will require changing attitudes among teachers, parents, and young people. As well, establishing clear pathways from pre-apprenticeship training through to employment would make this route more attractive to young people.
They also point out that family, peers, teachers, and counsellors tend to steer women away from the trades, and there is resistance toward accepting female tradespersons in the workplace. Removing those barriers involves changing attitudes and overcoming social expectations.
However, generating interest among potential apprentices is only useful to the extent that employers are willing to hire and sponsor apprentices. Therefore, efforts to encourage apprenticeship candidates must be accompanied by efforts to encourage employers to provide apprenticeship training.
Employers tend to be reluctant to take on apprentices because they perceive the investment in training to be risky and slow to return a benefit. However, a study by the Canadian Apprenticeship Forum indicates that returns to investment in apprenticeship training are realized much more quickly than employers expect.
Lesson Plan 10
This lesson plan, part of the Canadian Language Benchmarks (CLB) Essential Skills series, is aimed at learners who are reluctant to ask others to slow down or repeat what they have said. The goal is to help learners find ways to interrupt politely when they need clarification. As well, the lesson reassures learners that asking for clarification doesn’t mean losing face in the workplace.
The lesson plan is rated at CLB level 3-4 and is estimated to require 2 hours. It focuses on the essential skills of oral communication and working with others.
Authors: Nancy Cooper
This document offers a means of comparing reading levels across a variety of assessment approaches. It provides a graphic representation of the Literacy and Basic Skills (LBS) levels in comparison to the Essential Skills reading text levels and to the Ontario Common Curriculum Grades 1-10.
The author has also included an overview of LBS levels; an explanation of Essential Skills; a description of Essential Skills reading text levels; and a guide to the Ontario Common Curriculum.
Published by Ningwakwe Learning Press, the document also includes a list of the NLP’s current resources with their corresponding LBS level and Ontario Common Curriculum grade.
This is another in a series of free self-help guides prepared by Consolidated Credit Counselling Services of Canada Inc. The guide is aimed at those who are falling behind on mortgage payments and want to avoid losing their homes. The authors set out the options available and evaluate the relative merits of each option.
The process of foreclosure varies from province to province. While this guide focuses primarily on Ontario, the authors have included a link to a website with information on the regulations governing foreclosure in other parts of Canada.
This report grew out of a project entitled Provincial Partnerships to Promote Essential Skills: Motivation, Process and Outcomes. The partners agreed to focus on an Essential Skills resource for frontline practitioners and they developed a manual for that purpose. Originally, the focus was on developing a workshop that could be presented in venues appropriate to each of the project partners. However, after further discussion, it was agreed that the workshop format would limit the number of people who could benefit from it.
The document includes a history of literacy in Canada, leading up to the development of Essential Skills. Other chapters explain literacy and Essential Skills in the Canadian context and set out how Essential Skills connect to adult literacy. One chapter discusses how Essential Skills profiles can be developed for jobs included in the National Occupational Classification while a subsequent chapter focuses on tips for using such profiles in employment services to learners and clients, upgrading programs and career research. The final chapter includes tips and resources for using Essential Skills as learning opportunities.
The document also has a number of appendices, including a glossary of abbreviations and acronyms, an Essential Skills and levels comparison chart and a set of tips for using the National Occupational Classification to find ES profiles.
What Unions Should Know About Negotiating Worker-Centred Literacy Programs
Series: Learning in Solidarity
Authors: Canadian Labour Congress
This handbook is designed to help unions negotiate literacy and basic skills programs for their members. It is intended for those unions just starting to consider the possibility of bargaining for a literacy program, as well as unions that already have language on training but are seeking to add a basic skills component. Bargaining Basic Skills is part of the Learning in Solidarity series of Canadian Labour Congress resources on various aspects of literacy and basic skills for unions.
This handbook is divided into five sections:
1. Six good reasons to bargain basic skills - why unions should become involved in bargaining basic skills.
2. Worker-centred learning - looks at the essence of a union program on basic skills.
3. Planning for bargaining - outlines the five stages in the bargaining process.
4. Basic skills and public education - examines how unions can partner with public education institutions.
5. Stories from the front lines - offers examples, success stories and model clauses.
Authors: Calvin Coish
This series of six readers is based on the book The Hitch-Hiker, published in 1995. These readers provide a closer look at Newfoundland and Labrador. Each book begins with a Vocabulary listing the new words that learners might have difficulty pronouncing, and ends with a series of Questions to test comprehension and then topics For Discussion and Study. The series comprises:
Book 1 - Western Newfoundland ISBN 0-9682905-0-7 (bk. 1)
Book 2 - Labrador ISBN 0-9682905-1-5 (bk. 2)
Book 3 - Central Newfoundland ISBN 0-9682905-2-3 (bk. 3)
Book 4 - Eastern Newfoundland ISBN 0-9682905-3-1 (bk. 4)
Book 5 - South Coast ISBN 0-9682905-4-x (bk. 5)
Book 6 - Avalon Peninsula ISBN 0-9682905-5-8 (bk. 6)
Authors: Bea Clark
This resource guide is one component of a project aimed at helping Ontario’s colleges provide “blended delivery” of adult upgrading (AU) and literacy and basic skills (LBS) programs, an approach that combines traditional classroom instruction with online learning.
The guide includes sections explaining the nature of blended delivery; discussing student responses to the approach; outlining the resources required to start blended delivery; defining commonly used terms; and providing practical advice for teachers on redesigning courses for blended delivery.
The author has also included a checklist for teachers and an extensive list of additional resources.
Authors: Bea Clark
Between December 2010 and January 2012, Ontario’s College Sector Committee (CSC) carried out a project on “blended delivery” of adult upgrading (AU) and literacy and basic skills (LBS) programs, an approach that combines traditional classroom instruction with web-based learning.
The project included the delivery of pilot courses at six of Ontario’s colleges. In this document, the author discusses what was learned from those projects and offers recommendations for the future.
Evaluation showed that the majority of students were satisfied with blended delivery, citing flexibility and convenience as two reasons for their satisfaction. However, technical issues can frustrate students and affect their satisfaction. Teachers require training, technical support, and course redevelopment time to make a successful transition to blended delivery.
Recommendations to emerge from the project include ensuring that there is both departmental and college support to proceed with blended delivery; ensuring that training is provided for faculty, along with development time for course redesign; encouraging faculty to start small with simple, integrated learning activities; and ensuring that technical support is available for both faculty and students.