National Adult Literacy Database

Series: Composite Learning Index

Authors: Canadian Council on Learning (CCL)

The Composite Learning Index (CLI) is an annual measure of Canada’s progress in lifelong learning. It is based on statistical indicators that reflect the many ways Canadians learn, whether in school, in the home, at work or within the community.The first index of its kind in the world, the CLI is a valuable measurement tool that recognizes how learning throughout people’s lives is critical to their individual success, the success of their community and the success
of the country as a whole.

Until the Canadian Council on Learning created the Composite Learning Index in 2006 there was no means to measure how Canada performed across the full spectrum of learning. To reflect this broad perspective, the CLI uses a wide range of learning indicators to generate numeric scores for 4,700 cities and communities across Canada. A high CLI score means that a particular city or community possesses learning conditions that support social and economic well-being.
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The 2009 CLI is made up of 17 indicators and 25 specific measures. These are organized within four pillars: Learning to Know, Learning to Do, Learning to Live Together and Learning to Be. These pillars recognize the broad scope of lifelong learning — at home, in the classroom, at work and in the community. Indicators reflect an aspect of the state of lifelong learning across Canada and can include more than one specific measure. Specific measures are the building blocks of the index. These have defined units that quantify each indicator. For example, “Youth literacy skills” is an indicator that uses four specific measures from the OECD’s Programme for International Student Assessment (PISA). The four measures are: mean problem-solving scores for 15-year-olds; mean reading scores; mean math scores; mean science scores for 15-year-olds.

The report shows a trend of the 2009 CLI scores and trends for major Canadian cities. For the first time, Canada’s overall score on the Composite Learning Index has declined, dropping two points to 75 in 2009, from 77 in 2008.

In short, the CLI is designed as an objective and reliable measurement tool that can help communities make the best possible decisions about learning - decisions that will strengthen social ties, bolster the economy and, of course, improve people’s lives

Added: 2009-09-11

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• L'Indice composite de l'apprentissage 2009 : Mesurer les progrès du Canada en matière d'apprentissage tout au long de la vie

Series: Composite Learning Index

Authors: Canadian Council on Learning (CCL)

The Composite Learning Index (CLI) is an annual measure of Canada’s progress in lifelong learning, based on statistical indicators that reflect the many ways Canadians learn.
The 2010 CLI is the fifth time the measure has been taken and, therefore, the first time a five-year trend can be produced. Over the past five years, Canada has witnessed no substantial progress in lifelong learning, from a CLI benchmark score of 73 in 2006 to 75 in 2010.
But while Canada as a whole has seen only limited progress on the CLI over the past five years, the story is different when it comes to specific regions of the country. For example, 60 per cent of communities in Atlantic Canada have seen progress in their five-year score, compared with 26 per cent of all communities in Western Canada.
The CLI includes data on school-based learning; work-related learning; community and interpersonal learning; and personal development.

Added: 2010-05-26

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• Indice composite de l'apprentissage 2010 : Mesure des progrès du Canada en apprentissage tout au long de la vie depuis cinq ans

Lessons in Learning – April 17, 2008

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

Aboriginal people represent 4.5 percent of the Canadian population, but less than one percent of first-year medical students in Canada surveyed for a 2001 study were Aboriginal people. The same study showed that while almost a quarter of Canadians live in rural areas, only about 11 percent of medical students were from such communities.

Given the low numbers of rural and Aboriginal students in medical schools, it is not surprising that rural and Aboriginal communities face critical shortages of medical personnel, the authors of this paper point out. Although roughly 20 percent of Canadians live in rural areas, only 10 percent of Canadian physicians practise in such areas.

Increasing the number of doctors who come from under-represented populations can help improve health among such groups, as research shows that when underserved populations are treated by a physician from a similar background, they are more likely to seek care and comply with physician directives, and are more responsive to health promotion and prevention advice.

The authors discuss efforts to address the issue of under-representation, including trying to inspire children to consider a career in health care while they are in elementary school; modifying admission criteria for rural and Aboriginal students; setting aside seats in medical schools specifically for targeted minorities; altering the nature of admissions committees to include representatives from under-represented minorities; and changing the structure of government aid for needy students.

Added: 2012-08-10

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• Sous-représentation des communautés autochtones et rurales dans les écoles de médecine du Canada

Report on a Series of Community Knowledge-Exchange Meetings

Series: Community Outreach Initiative Reports

Authors: Jeff Meaney, Adult Learning Knowledge Centre (AdLKC), Canadian Council on Learning (CCL)

The report grew out of consultations held during the first six months of 2008 in Atlantic Canada. Immigrants were asked to discuss their experiences with adult learning since coming to Canada.

All participants identified the need for learning English in order to be integrated into Canadian society. In particular, they noted that a lack of ability to speak conversational English slowed their progress in making friends and participating in the workplace. They emphasized the need for better access to language classes.

As well, participants spoke of the need to learn more about Canadian culture and community. They pointed to the challenge of understanding how institutions like the courts, the health-care system and schools operate. They discussed employment challenges that ranged from simple job-search techniques to the tax implications of starting a business.

The authors recommend advancing adult immigrant education by supporting community groups, funding additional language training and backing workplace mentorship programs.

Added: 2010-02-10

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Lessons in Learning – April 15, 2009

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

Poor mental health in Canadian schoolchildren poses a significant risk to their academic development and puts them at greater risk of suicide, substance abuse, and dropping out.

The authors of this paper note that schools can lead the way in implementing public health strategies designed to prevent and detect mental health disorders among young people. Two types of school-based mental health strategies show promise: mental health awareness and education programs, and mental health screening programs.

They point to programs like one tested in junior and senior high schools in Alberta, where students participated in workshops designed to increase their knowledge and understanding of mental health issues.

In the United States, a mental health screening program called TeenScreen has been implemented in 42 states. Participation is voluntary and students complete a questionnaire that screens for depression, anxiety, and substance abuse. Participants whose results indicate they are at risk are given on-site counselling and their parents are offered assistance in accessing mental health services.

Added: 2012-03-19

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• Obstacle à l'apprentissage : La maladie mentale chez les jeunes Canadiens

Lessons in Learning – February 21, 2008

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

The authors note that improvements in post-secondary educational attainment are an important response to the growing demand for skills in the Canadian labour market. However, in addition to academic skills, employers require their employees to have occupational skills, including both job-specific technical skills and “soft skills” like interpersonal communication and teamwork.

The authors say that many post-secondary students turn to programs that include an experiential learning component – such as co-operative education, internships or other forms of work placements – in order to develop a broader range of occupational skills.

The authors discuss ways to expand and improve experiential learning opportunities in Canada, including increasing awareness of such opportunities; implementing incentive programs; and ensuring that experiential learning programs provide students with good quality learning environments.

Added: 2011-10-14

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• Les avantages de l'apprentissage fondé sur l'expérience

Lessons in Learning – March 20, 2008

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

Bullying in schools can cause serious and lasting harm to both the victim and the perpetrator, and has been linked to such problems as substance abuse, aggression, and social withdrawal.

The authors of this document examine research about the effectiveness of intervention programs in ending bullying.

Their analysis suggests that intervention programs that utilize a whole-school approach often produce significant reductions in rates of bullying and victimization. To be effective, bullying prevention programs must be integrated into the school culture, with the entire school community committed to the creation of a safe environment in which to learn and grow.

Programs administered at the classroom level and those with a single focus – such as conflict resolution skills, peer mediation strategies, or social skills development – appear to be largely ineffective. Researchers argue that these types of interventions fail, in part, because bullying is a complex socio-cultural phenomenon that relies on power imbalances, rather than a social skills deficit on the part of the bully.

Added: 2012-08-16

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• Le taxage au Canada : L'effet de l'intimidation sur l'apprentissage

Lessons in Learning - February 16, 2007

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

Learning opportunities for Canadians with disabilities are slowly improving because of technological advances that help them to overcome limitations, and because society is increasingly willing to eliminate the barriers that restrict their activities. However, the authors of this paper argue that there is still ample room for improvement.

Studies suggest that Canadians with disabilities are not achieving the same positive learning outcomes as non-disabled Canadians, nor are they reaping the same benefits in the labour market, the authors point out.

Ensuring a fuller range of opportunities for Canadians with disabilities will require a multi-lateral approach that includes changing attitudes toward people with disabilities; providing support for parents of children facing disabling conditions; creating conditions to ensure school success; encouraging and supporting further education; and accommodating people with disabling conditions in the workplace and community.

Limitations on learning can arise directly from disabling conditions, or they can be imposed by society’s unwillingness to alleviate restrictions on the activities of people with disabilities, the authors say. In either case, removing those limitations would benefit all Canadians by ensuring that those with disabilities have richer opportunities to learn and to make contributions to society.

Added: 2013-02-18

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• Le Canada tarde à éliminer les restrictions des personnes handicapées

Lessons in Learning - March 15, 2007

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

The authors of this paper argue that without a strong commitment to and investment in workplace learning, Canada might not have enough workers with the necessary skills to meet future economic challenges.

Canada is falling behind its competitors in ensuring the ongoing workforce training and development, they note. While governments and others can provide support, increasing employer investment in workplace learning and skills development is critical for Canada’s future economic success.

Among the ideas put forward to increase employer investment in workplace learning are a tax credit for firms to encourage investment in training; a training fund, with matching contributions from firms and government; a national training levy; job protection for those who leave to further their training; and greater government support for Literacy and Essential Skills training, as a public good.

The authors also encourage increased support for sector councils and sectoral initiatives, and for the pooling of resources and expertise, especially for small- and medium-sized enterprises; increase awareness of the return on investment that raining offers; and active advocacy by business organizations to encourage a training culture.

Added: 2013-02-11

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• Le plus grand défi économique au Canada : Favoriser l'apprentissage en milieu de travail

A Positive Record - An Uncertain Future

Series: Report on Learning in Canada

Authors: Canadian Council on Learning (CCL)

The goal of this document, prepared by the Canadian Council on Learning (CCL), is to examine how Canada’s approach to higher education compares with other leading developed countries and how well its postsecondary education sector can respond to a fast-changing global environment.

The authors note that a shortage of reliable data has made it difficult to report accurately on the state of postsecondary education in Canada. They set out three priorities for this sector: establish a set of clear goals for post-secondary education at the national level; establish indicators to assess achievement; and establish mechanisms at the national level that will accomplish the first two goals while at the same time promoting cohesion and coherence among all facets of postsecondary education.

The authors have also included information about how the United Kingdom, Australia and numerous European countries assess progress towards national goals in postsecondary education.

Added: 2011-03-11

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• L'enseignement postsecondaire au Canada