Displaying Results 1 to 9 of 9
The authors of this study use data from the child component of the 2001 Participation and Activity Limitation Survey (PALS) to analyze access to educational services for Canadian children with disabilities.
The first part of their analysis deals with national and provincial trends in an effort to determine if where a child lives makes a difference when it comes to access to educational services. The second part analyzes the effect of the type and complexity of disabilities on access to education.
The authors found that in Canada, the majority of children with disabilities attend regular school, with one quarter attending a regular school that offers special education classes and only a small minority attending special education schools.
There is much variability in provincial rates of school participation and it is unclear if these differences reflect provincial differences in policies, such as increased inclusion or an emphasis on mainstreaming children with disabilities, or whether it is a reflection of limited special education services available.
The authors found that the type of disability and its complexity are both important for access of school services. Children with physical disabilities only or chronic conditions only are more likely to attend regular classes and less likely to experience difficulties in accessing special education services, as compared to children who have a developmental, learning, or psychological disability.
The document was published by the Canadian Council on Learning (CCL) and Statistics Canada.
Authors: Valerie Unwin
This case study looks at the workplace learning programs available at Palliser Furniture Ltd, the largest furniture manufacturer in Canada, with over 1200 workers worldwide. For this study, the author focuses on programs the company offers in basic computer skills, manufacturing and leadership, and high school upgrading in English and math. Both learners and instructors were interviewed regarding their experiences, and the data collected helped the author identify the formal and informal learning paths of the workers. This study has been broken down into the following sections:
- the learning trend at Palliser
- factors related to training and learning
- learning triggers
- making decisions about workplace learning
- recognizing the training path
- opportunities for learning and engagement in the company
- types of learning
- synergy between formal and informal learning
The sixth international conference on adult education (CONFINTEA VI), held in Brazil in December 2009, was organized by the UNESCO Institute for Lifelong Learning in partnership with the Brazilian ministry of education and brought together more than a thousand participants from 144 countries.
This final report begins with an overview of the conference, including the history of the gathering. The authors go on to provide summaries of keynote speeches, round-table discussions and workshops. Themes discussed include participation and inclusion in adult education; policies and governance; financing of adult education; literacy as a key skill for lifelong learning; and assessing learning outcomes.
The final part of the report deals with the outcomes of the conference, including the adoption of the Belém Framework for Action, which is contained in an appendix to the document. It takes its name from the city where the conference was held.
This essay discusses the nature of literacy: as a Political act, a human right, a means to the liberation and development of human beings. The essay also examines the content that is used in literacy programs, which can criticize or reinforce social norms.
The purpose of this study was to further analyze the effects of education across different age ranges on neuropsychological test performance. Analyzing the data helps determine the influence of schooling background on neuropsychological test performance, and also contributes to a better understanding of the cerebral organization of cognitive activity.
Background report for Joint Project on Integrating Foreign Trained Workers into the Labour Market
Immigrants make up a significant and growing share of Ottawa's workforce. Each year, thousands of highly educated professionals make Ottawa their home. Unfortunately, many of these newcomers face a difficult and lengthy transition into careers and positions commensurate with their education and skills. For some, the transition never happens.
In an effort to address this issue, the Ottawa Foreign Trained Workers Project was launched to develop a community-based strategy aimed at facilitating the accreditation and integration of foreign trained workers into the Ottawa economy. To set the stage for future phases of the project, this report provides a statistical overview of Ottawa's immigrant population, highlighting the problem of skills underutilization.
Report of the New Brunswick Conference on Poverty and Policy
Authors: Urban Core Support Network
This is a report on a New Brunswick conference, attended by 63 invitees, including those living in poverty, public officials & administrators, representatives of labour, business, and a variety of community groups. The conference goal was to learn mutually acceptable ways for people in both the community and the government to develop effective public policy. Invitees were encouraged to attend in the spirit of working together, to reduce each other's isolation and to explore ways to work from the ‘outside' community to the ‘inside' government.
This manual is designed to help readers learn about the Internet. The authors examine what the Internet is, how to connect to it, and how to use it. The manual describes the different ways to communicate on the Internet, identifies informative sites, and explains how search tools make finding information simple. It also contains sample lessons that: provide specific goals and objectives; identify required instructional materials and resources; and offer activities that demonstrate how the Internet assists in meeting these goals.
Authors: Jean C. Unda
This document is part of an article that appears in the fall 2005 issue of the journal Literacies. The author, Jean Unda, is an adult educator with experience in both literacy and the labour movement. In this article she discusses the need to integrate literacy awareness and clear language into an organization. She suggests that literacy workers should shift away from a focus on getting the organization to adopt a literacy project and toward a focus on the bigger picture of the organization as a whole and how literacy awareness and clear language might make a contribution to the organization's existing goals and activities. She has developed a schematic to describe the key activities and analysis involved in this process.
Displaying Results 1 to 9 of 9