This document outlines two sets of agreements: the Common Assessment; and the Information and Referral Agreements. Agencies that are members of the Central, East, West, and York Local Literacy Committees in Toronto and the York region of Ontario accept these two sets of agreements.
The agreements outline a set of protocols established to provide a framework for smooth transition in the areas of agreement. The goal of this document is to ensure consistency and continuity between Literacy and Basic Skills (LBS) funded programs and other services. The aim is to benefit both learners and programs by providing a constant and transparent common assessment and information and referral process across the field.
The Common Assessment Working Group (CAWG) was assembled in the fall of 2005 to develop the agreements and work with the Local Literacy Committees to adopt them.
Toward a "Whole Life" Perspective on Learning Disabilities in Adult Literacy Settings
This review presents a selection of recent research on learning disabilities in adult literacy settings and considers the implications of this research for supporting professional development in adult literacy settings. It includes a conceptual framework that draws together the major strands of learning disability research into a cohesive tool to inform teaching, learning and professional development strategies. This document is organized into four sections:
1 - Introduction
2 - Definitions of learning disabilities
3 - A “whole life” approach to learning
4 - Recommendations for implementing “whole life” conceptual framework to learning disabilities through education policy and practice, professional development strategies and further research.
Series: SCALES Project
Authors: CONNECT Strategic Alliances
During the summer of 2010, researchers with the Supporting the Canadian Advancement of Literacy and Essential Skills (SCALES) project surveyed practitioners who work with unemployed and low-skilled workers to find out what resources they needed in order to incorporate a Literacy and Essential Skills (LES) approach into their work.
After reviewing this environmental scan, researchers concluded that trying to reach large numbers of practitioners at once was far too challenging, and a more focussed and strategic approach for data collection was required.
The revised research strategy addressed three key areas: what is and isn’t known about current approaches to LES in the context of active employment service provision; the needs of career development practitioners; and the opportunities available to develop and test tools.
Information collected through the revised research strategy has been used by the SCALES project team to develop tools that will be tested through pilot projects.
Series: SCALES Project
Authors: CONNECT Strategic Alliances
This document summarizes the key findings of research conducted between June and September 2010 as part of a project aimed at improving the employability of unemployed or underemployed Canadians by providing tools to identify their Literacy and Essential Skills (LES).
CONNECT Strategic Alliances, representing Ontario’s 24 publicly funded colleges, has undertaken the project in partnership with Nova Scotia Community College (NSCC) and Douglas College in British Columbia.
Through telephone interviews and online surveys, the researchers looked at the LES resources currently used by career practitioners and other professionals working with unemployed and low-skilled workers, and asked what resources are needed to help practitioners incorporate an LES approach into their work.
The authors note that while this environmental scan provided valuable data, low response rates in certain areas make it difficult to draw clear conclusions and point to the need for further study.
Linking Training Investment to Business Outcomes and the Economy
Canada’s preparedness to compete in the increasingly competitive, knowledge-based, global marketplace appears to be in jeopardy because of a lack of awareness that investing in the human capacity of Canada’s workforce is paramount to success. This paper reviews some of the key issues relating to Canada’s economic performance and explores critical linkages between weak national productivity growth, business performance and underinvestment in training and skills development.
In their reflections, the authors consider the following questions: What is the real benefit to Canada’s national economy from training employees? What is the payoff to businesses for investing in training? What is the evidence that training improves the bottom line? Are there any credible and easy-to-use strategies organizations can adopt to evaluate business returns and performance improvements from training?
CPRN Research Report
Canadian Policy Research Networks began the Pathways project in an attempt to shed more light on the paths young people take through school to the labour market and on the institutional and policy arrangements and values that support or hinder successful pathways. Through this project they hope to develop policy options that would improve young people's ability to identify, select and navigate pathways that lead to rewarding and productive lives. This is the eighth study that has been published in the series.
This particular paper focuses on "demand-side" issues in the youth labour market, how employer demand is conveyed to students and those who support them, and how well the skills that young people gain are utilized on the job.This report is based on a literature review, analyses of survey data and key informant interviews. It includes an executive summary, introduction, methodology section, listing of key websites and the following main chapters:
- The Use and Limitations of Occupational Projections
- Skill Utilization and Skill Development in the Workplace
- The Role of Employers in the School-to-Work Transition
- Policy Implications and Research Gaps
Authors: The Conference Board of Canada
The Conference Board of Canada's education and learning case studies series examines outstanding education and lifelong learning programs and initiatives. This case study highlights the workplace education program in place at the Prince George Hotel in Halifax, Nova Scotia. The hotel's program focuses on English as a Second Language, academic upgrading, business writing and communication. This case study looks at various aspects of this successful workplace learning program, including the program's development, challenges, keys to success and benefits for both employees and employers.
For more information about The Conference Board of Canada, visit its website at http://www.conferenceboard.ca.
Lessons in Learning - September 6, 2007
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Although Canadian workers have more education than ever before, numerous surveys of business leaders suggest that employers are dissatisfied with their employees’ so-called “soft” skills, such as teamwork, problem-solving, communication skills, and self-motivation. Recent research suggests that a learning strategy called knowledge building can help students acquire and develop these skills.
The authors note that the traditional view of Canada’s classrooms is that the teacher is solely responsible for identifying learning needs, planning lessons, developing meaningful learning experiences, and evaluating students’ mastery of the curriculum. Students are expected to be relatively passive in this setting, an approach that allows many of them to pass standardized tests, while failing to develop skills that will be needed in the workplace.
By comparison, knowledge building focuses on a community of learners collectively creating and recording knowledge. In a knowledge-building environment, students, rather than teachers, are invested with the individual and collective responsibility of identifying holes in their knowledge; develop plans to close them; and assessing progress in attaining their goals.
This type of collaborative and self-directed learning is the norm in the world of work, especially in the knowledge industries that are driving most of the job growth in Canada, the authors point out.
Case Studies of Organizations Assisting Visible Minority/ Racialized Groups Seeking a Career in the Skilled Trades
Authors: Canadian Apprenticeship Forum (CAF)
Produced under the guidance of the Canadian Apprenticeship Forum (CAF), this report focuses on eight programs that connect members of visible minority/racialized groups with employers in the skilled trades. The authors note that “visible minority/racialized” is currently the preferred term and means Chinese, South Asian, Black, Arab/West Asian, Filipino, South East Asian, Latin American, Japanese, and Korean persons, but does not include Aboriginal peoples.
The programs all deal with the skilled trades. Programs that deal with employment in general and did not have at least some trades focus were not included in the study.
The main part of this report describes each of the eight programs in detail, highlighting the areas the interview subjects thought worked well and pointing out areas that needed improvement.
Among the challenges cited were the struggle to find employers for job placements; the need for enhanced communication about apprenticeships; and the sustainability of programs.
The Canadian Apprenticeship Forum is a federally chartered not-for-profit organization working to promote apprenticeship as an effective model for training and education with an overall goal of contributing to the development of a skilled, productive, inclusive and mobile labour force.
This document summarizes the proceedings and recommendations of a national forum that brought together experts in education, social services, and the justice system to encourage action on the issue of literacy for youth in conflict with the law. Teachers, politicians, police, parole officers, students, community workers, and volunteers attended conferences held concurrently in cities around Canada on June 5, 2012. In addition, online participants were able to submit questions by email or through Twitter.
Participants identified a number of key issues, including the need for collaboration across sectors and organizations; the vital importance of early intervention and the involvement of parents; and the wisdom of providing funds for early intervention and preventative measures, rather than offering support only after young people have already entered the justice system.
They recommended establishing and sharing best practices with those who police, sentence, monitor, and support youth before, during and after incarceration, so that they are aware of the importance of literacy and have strategies they can use to help young people.
The forum was organized by Frontier College, a national literacy organization. In preparation for it, Frontier College published a discussion paper and a literature review, which can be viewed by clicking here http://library.nald.ca/item/10431 and here: http://library.nald.ca/item/10446.