Authors: Goforth Consulting
Learner Skill Attainment (LSA) was a large-scale research initiative, spearheaded by Ontario's College Sector Committee, designed to assist Literacy and Basic Skills (LBS) learners in Ontario move more easily among the programs that serve their educational and training needs. The initiative identified five pathways that LBS learners take to transition to greater independence, employment or further education and training. Assessment approaches and instruments based on essential skills were explored for each pathway. In January 2007, the LSA initiative was funded to develop a long-term plan for the development of a valid framework for measuring learner skill attainment in three key areas of essential skills (reading text, document use and numeracy).
This report explains why the Learner Skill Attainment Framework was needed, what the development process looked like, how well the process worked, what was accomplished and what needs to be done next. In addition to an overview of the LSA initiative, this report includes a summary, background information, recommendations and references.
A report on the process and outcomes of the Weaving Literacy project
In this report, you will read about the principles supporting integrated approaches to literacy, the Weaving Literacy project design, its outcomes and the issues that emerged from this work. The report concludes with recommendations for sustaining and deepening links between literacy and community-building in Canadian communities.
The Weaving Literacy project takes its inspiration from the work of literacy groups such as the Columbia Basin Alliance for Literacy (CBAL), the Northwest Territories (NWT) and Nunavut Literacy Councils, Parenting for a Literate Community, and others who have adopted a collaborative, community-building approach to literacy.
This report uses data from the International Study of Reading Skills to describe in depth the reading abilities of the least-skilled adult readers in society and to identify the basic reading profiles of these adults, based on their strengths and needs in reading. The goal is to supply policy makers, researchers and practitioners with new information useful for making decisions about how to plan and deliver appropriate and efficient reading instruction for different adult learners.
This report consists of the following five chapters and a several annexes.
Chapter 1 - Purpose, theories and methods
Chapter 2 - Demographic profiles of Canadians with low literacy proficiency
Chapter 3 - Theoretical considerations underlying the reading components
Chapter 4 - The relationship between reading components and literacy proficiency
Chapter 5 - Conclusions and implications for public policy and instruction
Impacts of the Adult Basic Education Experience on the Lives of Participants
The purpose of this study was to examine the long-term impact of ABE on students' lives. The study was funded by the 1992/93 B.C. literacy cost-shared program and sponsored by the Adult Basic Education Association of B.C. and Northwest Community College.
The research methodology included personal interviews in three regions of B.C. with 44 former students who had been away from their last ABE course for at least one year. The students were diverse in age, ethnic origin, and gender and had attended a college, school district, or community-based literacy or ABE program for at least three months. The students volunteered to participate in the study and came forward as a result of local advertising and contacts made by the researchers with instructors and tutors.
Over 90% of participants in the study reported positive impacts from their ABE experience. The study was designed to determine the "essence" of the positive impacts of ABE by uncovering patterns and similarities in the students' stories. The study found that the essence of a positive ABE experience is one that expands the possibilities for informed choice and action in life. "People are learning to learn.....even more importantly, people have learned that they have learned."
The report concludes with a discussion of the implications of the study's findings for planning and delivering ABE/literacy resources.
One of these implications is the economic benefit to society of ABE in facilitating healthier personal and family lifestyles and greater and more informed participation in social relationships of all kinds.
Women's Education des femmes, Winter 1991 - Vol. 8, No. 3/4
Authors: Sharon Goldberg
This article contains an interview with Charlotte Bunch, U.S. feminist activist and author. At time the article was written, she was employed as the Director of the Center for Global Issues and Women's Leadership at Douglass College, Rutgers University, New Jersey.
Authors: Goforth Consulting
The College Sector Committee (CSC) is committed to providing leadership in promoting the continuous improvement of the delivery of upgrading programs to meet the needs of adult learners.
The 2006 CSC Conference, "Let’s “Pond”er the Future, was planned as an inclusive event involving program managers, faculty/classroom support staff, and administrative support staff. The goal of the conference was to meet the PD needs of all three groups. This report documents the Conference activities and makes recommendations for the future.
The authors of this document have used data from the International Adult Literacy and Skills Survey (IALSS) to analyse the role cognitive skills play in the fact that immigrants earn less than their Canadian-born counterparts.
Their analysis shows that the cognitive skills of immigrants differ from those of workers born in Canada. As well, the authors note that immigrants educated abroad have much lower skills and earnings than immigrants who received their education in Canada.
The authors note that there is no evidence that the gap in earnings is caused by employers paying equally productive immigrants less than their Canadian-born counterparts.
The study presented here examines the link between literacy, the economy, and individual income, the premise being that an individual with greater literacy skills would be expected to have better employment opportunities and command higher earnings. The authors begin by examining the distribution of literacy skills in the Canadian economy and how they are generated, looking in particular at schooling and parental influence. Next, they discuss the nature of literacy generation in the years after individuals have left formal schooling and are in the labour market.
They conclude by examining the impact of increased literacy on individual earnings, investigating both the causal impact of literacy on earnings and the joint distribution of literacy and income. For this study, the authors use data from the 2003 International Adult Literacy and Skills Survey and the Canadian component of the 1994 International Adult Literacy Survey.