Women's Education des femmes, Summer 1986 - Vol. 4, No. 4
This article discusses the under-representation of women in positions of added responsibility within Ontario High Schools in 1986.
Referral Systems in Quebec
Beginning in December 1996, Literacy Partners of Quebec carried out a needs assessment of the telephone referral process in Quebec, known as the Montreal region LEARN Line. The mandate for the study was to determine which aspects of the LEARN Line process worked effectively and which areas needed refinement. The study examines what happens after the initial call to the LEARN Line is made; whether or not callers continue on to the next stage and why; if not, why not, and how successful callers are in accessing the services they require. The study also looks at what conditions led to positive outcomes in an attempt to identify patterns of success as well as areas where improvement is needed.
Authors: ABC Life Literacy Canada
The Task Force on Financial Literacy was established in 2009 by the Government of Canada to consult with individuals and organizations across the country on how best to address the gaps in Canadians’ financial knowledge.
In this presentation to the task force, the authors begin by noting that a lack of financial literacy strikes hard at those already made vulnerable by poverty and unemployment.
At the same time, they say, many Canadians who are employed still lack the literacy skills that would help them improve their financial literacy. Therefore, they recommend that the workplace be recognized as a good venue to help Canadians improve their literacy and Essential Skills.
The authors also note that financial documents, including credit card agreements, are increasingly complicated and difficult to understand. They urge the task force to ensure that financial institutions use clear language in their documents.
The authors urge the task force to recognize the role that local, nongovernmental literacy agencies can play in improving Canadians’ financial literacy.
Authors: ABC Life Literacy Canada
This document offers a summary of ABC Life Literacy Canada’s submission to the Digital Economy Strategy Consultation, unveiled by the Government of Canada in 2010.
The authors point out that many Canadians need help in improving their basic literacy and Essential Skills before they can participate fully in a digital economy. They urge the government to build its digital skills strategy upon the strength and capacity of existing community-based literacy agencies and to fund their programs adequately.
They also urge the government to renew and strengthen the federal-provincial Labour Market Agreements and Labour Market Development Agreements (LMAs and LMDAs) to reflect the priorities of the digital economy skills transformation.
The authors also call upon the federal government to ensure that clear language is a central element of communications regarding the digital economy strategy.
ABC Life Literacy Canada is a non-profit organization that mobilizes business, government and communities to support lifelong learning.
Francophone Community Outreach Report
This document summarizes the report prepared by the Adult Learning Knowledge Centre (AdLKC) after a series of in-person meetings and teleconferences with official-language minority groups in Atlantic Canada. The object of the exercise was to build awareness of the AdLKC; identify the main challenges faced by stakeholders in the field of adult learning; and propose concrete measures for moving forward.
The authors note that despite recognition of official language minorities in the Constitution and in various provincial acts, the application and enforcement of fundamental rights require constant effort on the part of Francophone communities.
The authors recommend that the AdLKC help Francophone groups by planning and coordinating meetings, forums and other events in the adult-learning sectors; offering support in liaising and meeting with government, post-secondary institutions and other relevant stakeholders to provide input on increasing the accessibility of services; and providing various opportunities to share expertise, experience and knowledge with others.
The AdLKC was established in 2005 as an initiative of the Canadian Council on Learning.
This guidebook sums up many of the instructional strategies and accommodations for students who have disabilities which are already being implemented by professors and instructors at Brock University. The university's Special Needs Unit and the Advisory Committee on Campus and Program Accessibility by the Disabled has compiled them as a reference so that the common body of information in this area can be shared and advanced. This document is called a guidebook since it is recognized that each situation is unique, just as each person with a disability is an individual with his/her own requirements. Thus, any adaptations must be tailored to the individual and the specific situation.
The Technology and Literacy Survey was undertaken in January, 1996 by the Provincial Literacy Coordinators of the Department of Advanced Education and Labour with the assistance of the Literacy Coordinators of the New Brunswick Community Colleges.
The purpose of the survey was to help identify what skills and knowledge existed in the area of technology amongst those who provide training and those who receive training in adult literacy. The survey also attempted to obtain information that could help appraise the level of interest for technology in delivering community-based literacy programs and identify barriers that inhibit its utilization.
The results of the survey conducted with the Anglophone linguistic group are tabulated in this English version. A provincial report section contains the combined results of both the Anglophone and Francophone linguistic groups.
The findings should help give a sense of direction and vision to those who are charged with developing and implementing action plans that would integrate technology into adult literacy programs.
Achieving National Goals through a Comprehensive Pan-Canadian Literacy Strategy
“Towards a Fully Literate Canada” is the title that the Advisory Committee has adopted for its Report. This title expresses in clear language the Committee's primary recommendation. The Government of Canada, in full partnership with the provinces and territories, should commit itself to the goal of a fully literate country by adopting, implementing and promoting a comprehensive Pan-Canadian Literacy Strategy.
This paper makes the case that strong and focussed leadership is required to meet Canada's literacy challenges. Only bold action will serve the social, economic, cultural and political interests of every person who lives in our country, regardless of their circumstances.
Canadian governments know that a society that is literate and engaged reaps social and economic benefits that enrich individuals, families and communities as well as the economy upon which their prosperity depends. Literacy opens the door to increased productivity.
But ours is not a fully literate country. While we presently enjoy the rewards of an advanced knowledge-based society and economy, both of these pillars rest on a weak foundation.
On November 9th 2005, Statistics Canada reported the initial results of the International Literacy and Life Skills Survey (IALLS), the Canadian results from the Adult Literacy and Life Skills Survey (ALLS) released by the Organization for Economic Cooperation and Development (OECD) in May 2005. Statistics Canada reported that almost 9 million Canadian adults aged 16 to 65, or 42% of the working age population, have literacy skills that are below the level required to function effectively in a knowledge-based economy and society.
The proportion of the working aged adult population with low literacy skills remains exactly as it was in 1994.
Journal of Vocational Education and Training, 61(1), 1-13
While formal training plays a major role in helping adults upgrade skills, it is also important that learners be able to transfer those improved skills to real-life settings.
This document summarizes a study of how the transfer of learning occurred in an employment preparation program for adults with low literacy skills. Results indicate that participants’ various life roles – worker, parent, volunteer, citizen – were a key factor in the transfer of learning.
The authors note that the essential skills of computer literacy, oral communication, and continuous learning are the guideposts for transfer of learning. They also emphasize the importance of the three-way partnership of the instructor, trainee and workplace supervisor in ensuring the transfer of learning.
Literacy and Numeracy Studies: International Journal in the Education and Training of Adults, 15(2) 57-72
This study was undertaken by researchers from the University of Ottawa in Canada, the University of London in the United Kingdom, and the University of Maryland in the United States. Their goal was to investigate how adult students learn collaboratively with their peers in both formal and non-formal adult literacy programs and what teaching styles best support this learning.
The research design involved several different literacy organizations in Eastern Ontario and in Central London, United Kingdom.
The authors suggest that collaborative learning is the cement that bonds the various building blocks in a community of literacy practice across small, large and tutorial types of programs. Central to this framework is the instructor's philosophy and teaching perspective, which helps explain the teaching and learning transactions.