Authors: Sandra Germain
This research project is intended to identify and catalogue First Nations community-based initiatives across Canada that target late-entry learners. The focus is on recruitment strategies that target First Nations persons and identifies post-secondary institutions that have been successful in assisting students make the transition to student life and culturally appropriate pedagogy. The document will also help determine the most effective retention strategies for First Nations clients. The information collected from the research will be used by Mawi tan etj in its efforts to design a sustainable education plan for the First Nations communities within the Miramichi region of New Brunswick. The Mawi tan etj research project will contribute to the strengthening of a pan-Canadian First Nations network and the results will be used to make decisions for a long-term education strategy.
Authors: Priscilla George
This report describes the author's experiences with Aboriginal Literacy in Australia. The author also explains the concept of the Rainbow (Holistic) Approach to Aboriginal Literacy, and compares to it to the definition of literacy used in the International Adult Literacy Survey.
Authors: Dee Goforth
Traditionally, college academic upgrading programs have not been strong users of the AlphaPlus Centre services.
In an effort to discover what AlphaPlus resources might be useful to college programs, especially at the more advanced levels, the College Sector Committee (CSC) recruited faculty from colleges across the province to research the suitability of resources available through AlphaPlus. Objectives of the project included helping colleges become aware of AlphaPlus services and resources, identifying gaps or barriers to their use, and increasing the Centre's awareness of the College Sector's resource needs and delivery environment.
The CSC research initiative was successful in meeting its objectives, particularly in increasing colleges' awareness of the kinds of resources and supports AlphaPlus provides. Eleven volunteers from seven colleges conducted an extensive search of three AlphaPlus services:
Demonstrations Ontario, and
The researchers discovered many creative, engaging, level-appropriate resources and detailed how these resources could be used in programming. They provided useful suggestions for improving resources. They also identified many gaps in resources, mostly in AlphaRoute and mainly in the area of Science.
Series: Adult Working Group
The Adult Working Group, the author of this report, is a committee of the Health and Learning Knowledge Centre. The purpse of this report is to make generalizations about the existing literature, both practitioner-based and academic, related to the health and learning of adults. This report also identifies gaps in this literature and makes recommendations with respect to promising lines of inquiry for the future. The report focuses on the health and learning of adults with particular attention to the five priority areas of the Adult Working Group and the themes of the Canadian Council on Learning (CCL). It includes the settings (workplace, community, health care, and families) of the Adult Working Group. It also includes literature that focuses on issues of gender and race and ethnicity. Background information on the Health and Adult Learning Working Group and its mandate, and an interpretation of health and learning that guided this study, are provided in the introduction.
Women's Education des femmes, Spring 1992 - Vol. 9, No. 3
Authors: Susan Gray Dueck
This article discusses the seminar, and the participants of the seminar, which took place in 1991 in El Salvador, "Disabled Women and Functional Literacy." The women attending the seminar came from all over Central America: Panama, Nicaragua, Honduras, Mexico, Costa Rica, El Salvador. They came to learn about writing. Every woman in the room had a disability and craved empowerment within societies that see them as sick, helpless and pitiful.
Part of the Learner Skill Attainment Field Review Project
Authors: Barb Glass
This document looks at the factors that help an Ontario college Literacy and Basic Skills (LBS) 5 student make a successful transition to Academic Upgrading (AU) studies. The author asks whether it is simply a matter of academic skills or whether there are attitudes that go along with those skills. As well, the author asks what kinds of tasks in LBS 5 are good predictors of success in AU.
To get some insight into these questions, the author conducted an informal email survey of college LBS/AU teachers.
The author observes that many students begin in college upgrading programs prior to LBS 5 and are very familiar with the program and the overall expectations by the time they move into AU. As well, a continuum exists in most college LBS/AU programs so that students can consolidate skills and concepts as they progress through LBS levels, paving the way for a smoother transition to Academic Upgrading.
The author notes that students entering Academic Upgrading from LBS 5 are very goal-focused because AU is the summit of their academic preparation for postsecondary or apprenticeship training or employment.
In LBS 5, the author notes, there are specific tasks, skills and attitudes that are considered by teachers to be important for a successful transition to AU-level studies. One advantage of the LBS/AU continuum is that the curriculum builds on itself, so that a task needed for the transition to upgrading is one that began much earlier in the LBS levels. As an example, the author cites essay-writing, which is introduced in LBS 4; addressed more formally in LBS 5; and culminates in an in-depth research essay in AU.
Part of the Learner Skill Attainment Framework Initiative
Successful Transitions to College Post-secondary and Apprenticeship Programs is a follow-up study to the 2007 report entitled Essential Skills for Success in College Post-secondary and Apprenticeship Programs.
The 2007 Essential Skills for Success study involved interviewing 25 college post-secondary and apprenticeship faculty to gain feedback on the relative importance of HRSDC’s nine Essential Skills to student success in college programs and apprenticeship training. The follow-up project described in this document elicited feedback and information from an additional 23 college faculty, in particular faculty who teach in Academic Upgrading (AU) programs and who prepare students for transition to college programs and/or apprenticeship training. This project provides a glimpse into what AU teachers know are meaningful, “milestone” accomplishments and/or behaviours which are indicative of learners’ readiness to transition from AU into either a college program or apprenticeship training.
A Research Project on Self-Management & Self-Direction
Authors: Katrina Grieve
This is a research report describing how self-direction is critical to successful learning. Practitioners, researchers and administrators of adult literacy programs may all find something of interest in this report, as it explores the factors that affect learning, as well as progress in a literacy program and change in learners'daily lives. In this eagerly awaited publication, OLC investigates a domain of learning that has not - until now - been well explored or understood in terms of literacy learning. The research shows that "self-management and self-direction" is an important aspect of learning and that is more than individual skills. Learning happens in a social context and there is a need for community supports to be built into literacy learning so learners can be successful.
Literacy and Disabilities Study (LaDS)
Authors: Audrey Gardner
The Literacy and Disabilities Study (LaDS) project conducted a survey of literacy and other community programs in Canada that use the Speech Assisted Reading and Writing (SARAW) computer program with adults with disabilities.
The purpose of the survey was to learn about different delivery models and educational settings where adults with
disabilities use SARAW to help them develop and strengthen reading and writing skills.
The programs in this survey, that use SARAW, are mostly community-based adult
literacy programs. A few other programs provide support, outreach or residence for people with disabilities.
This report documents the methodology, findings and recommendations from the
SARAW survey, which consisted of face-to-face and phone interviews with learners, tutors, instructors and coordinators in programs that use SARAW. The report also
includes case studies of two programs.
Women's Education des femmes, Fall 1985 - Vol. 4, No. 1
Authors: Sylvia Gold
Sylvia Gold addressed CCLOW's Annual General Meeting, June 21, 1985 in Toronto, Ontario.
In 1985, Sylvia Gold was President of the Canadian Advisory Council on the Status of Women.