The purpose of this study was to further analyze the effects of education on cognitive decline during normal aging. Two main findings were obtained: (a) In people with low education, maximum scores more often were observed not in the youngest group but in the second age range (middle age adults: 31-50 years); and (b) Several different types of relationships between education and cognitive decline during normal aging were found, depending on aspect of cognitive functioning.
Authors: Ontario Literacy Coalition (OLC)
Prepared by the Ontario Literacy Coalition (OLC), now called Essential Skills Ontario, this document takes a historical look at literacy from the 19th century through to present-day programming in that province.
It includes sections about federal involvement in literacy; the history of French language education rights in Ontario; deaf literacy; and the connection between literacy and social justice.
The authors have also included material about specific organizations such as Laubach Literacy Ontario, Frontier College, the Ontario Native Literacy Coalition, and Coalition ontarienne de formation des adultes (COFA).
While much of the document is focused on literacy efforts in Ontario, the authors have also included information about the Antigonish Movement, an adult education initiative that began in Nova Scotia; Jane Addams, a social reformer who founded Chicago’s Hull House to help the poor of that city; and the Port Royal Experiment, started during the American Civil War to help former slaves become self-sufficient.
To learn more about Essential Skills Ontario, click here: http://www.essentialskillsontario.ca/.
This document is a reproduction of the course manual that accompanied an electronic workshop offered in 2000 by Community Literacy Ontario and Ontario Ministry of Agriculture, Food and Rural Affairs. The workshop was designed for anyone working with literacy volunteers. The manual contains six modules covering these topics: the changing volunteer environment, the new volunteer, getting the right volunteers, finding, retraining and acknowledging volunteers. The modules are accompanied by activities, discussion questions and additional resources. The manual is supplemented with definitions and a list of websites about volunteer management.
For more information on this workshop, please contact:
Community Literacy of Ontario (CLO),
80 Bradford Street, Suite 508,
Barrie ON L4N 6S7
Tel. (705) 733-2312
Fax (705) 733-6197
E-mail : email@example.com
WWW : http://www.nald.ca/clo.htm
Testing a Four-Level Framework for Integrating Work and Learning to Maximize Personal Practice and Job Performance
“Blended learning” refers to combining different kinds of instructional approaches, like face-to-face learning and coaching, with a variety of technologies, including discussion boards, e-content, and conference calls.
This research study compares the learning outcomes of four different blended learning strategies for developing the “soft skills” that enhance job performance and personal interactions. The four strategies range from a very loose coupling of personal learning with job performance to a very tight coupling.
The results showed that some individuals excelled in each of the research groups, and there were no common individual characteristics for those who did well in each group, or across the research study. Learning styles differed, learning preferences differed, and major motivators and major barriers for learning also differed.
The authors conclude that while there is no predictable best approach to workplace learning for developing soft skills, blended strategies can make it easier to customize learning to meet specific learner characteristics, experiences, and needs.
A national survey of Aboriginal Workforce/Essential Skills Development Programs was conducted.
The purpose of the survey was to identify critical success factors in the development, delivery and evaluation of such initiatives. The most important characteristics of these programs include:
- Adult Educators
- Integration of culturally appropriate materials
- On-going Communication between all involved
- Strategic Partnerships
- Supportive Employers
- Voluntary Participation
- Safe Learning Environment
A checklist for guidance when developing
such initiatives is provided in addition to details on the development of Workplace Practitioners.
A case study approach was used to collect data on how Alberta schools were currently using the Internet and how teachers were learning to use it, as well as data on the perceptions of educators and parents of its value as an educational tool. The findings from these case studies were reported under four headings: perceptions of educators and parents of the value of the Internet, the use of the Internet by educators and students, knowledge of and training in Internet use, and the impact of the school context on Internet use.
The case study findings will be used to guide the design of a province wide survey focusing on how the Internet is being used to enhance learning in the schools of Alberta. The survey will provide base line data about the successes and problems with the use of the Internet as an educational tool. The studies have also opened up a new area of inquiry related to teachers' knowledge of information searching strategies within the context of research as a literacy task. This will be the focus of a further study beginning in September 1997.
Women's Education des femmes, Spring 1999 - Vol. 13, No.1
This article was co-written by three authors: Cheryl Senecal, President of the Canadian Congress of Learning Opportunities for Women in 1999, Cathie Cookson was the President-Elect and Catherine O'Bryan was the Past-President. They wrote about the past, present and future of CCLOW.
Series: Light Onwords / Light Onwards
Authors: John Daniel O'Leary
John O'Leary was a speaker at “Living Literacies,” a conference that took place in Toronto at York University in November of 2002. This is the text of his presentation at the conference.
CPRN Research Report
Canadian Policy Research Networks began the Pathways project in an attempt to shed more light on the paths young people take through school to the labour market and on the institutional and policy arrangements and values that support or hinder successful pathways. Through this project they hope to develop policy options that would improve young people's ability to identify, select and navigate pathways that lead to rewarding and productive lives. This is the eighth study that has been published in the series.
This particular paper focuses on "demand-side" issues in the youth labour market, how employer demand is conveyed to students and those who support them, and how well the skills that young people gain are utilized on the job.This report is based on a literature review, analyses of survey data and key informant interviews. It includes an executive summary, introduction, methodology section, listing of key websites and the following main chapters:
- The Use and Limitations of Occupational Projections
- Skill Utilization and Skill Development in the Workplace
- The Role of Employers in the School-to-Work Transition
- Policy Implications and Research Gaps
A Snapshot of ESL Literacy in Ontario
Authors: Ontario Literacy Coalition (OLC)
The focus of this study is on the English as a Second Language (ESL) training community in Ontario, and their students who are studying to become literate in ESL, with limited or no literacy skills in their first language.
The aim of the study is to provide a current picture for the purpose of identifying issues, gaps, opportunities that could be addressed through policy and programming.