Browse by keyword "Accountability"
1. Accountability and the Public Trust (2006)
Restoring the Balance
Series: The Centre for Literacy Summer Institute
Authors: The Centre for Literacy of Quebec
This document is a bibliography compiled for the 2006 Summer Institute at The Centre for Literacy of Quebec. The selections include lectures, research studies, policy papers and government documents that describe and analyze recent concepts of accountability in the context of government funding in the non-profit sector in several countries. They look at issues of assessment and accountability in the broad field of education and more specifically in the fields of adult literacy and adult basic education.
Each section has been arranged in chronological order to reflect the evolution of ideas over the past two decades. Although far from exhaustive, the selected entries offer a set of essential readings on the topic and a point of entry for further research.
This document is divided into the following sections:
- Concepts of accountability
- Accountability frameworks: government and non-Profits
- Assessment and accountability in education
- Assessment and accountability in adult education
Added: 2007-09-27
2. Accountability in Adult Literacy: Voices from the field (2008)
Authors: Stacey Crooks, Paula Davies, Audrey Gardner, Katrina Grieve, Tracey Mollins, Marina Niks, Joani Tannenbaum, Brenda Wright
To understand and describe the state of a field, researchers traditionally carry out a literature review. This approach is widely accepted as a way to summarize what is known in the field. With Connecting the Dots: Improving Accountability in the Adult Literacy Field in Canada the authors knew they needed to do that. But more was needed. While a literature review was critical to understanding the conceptual underpinnings of recent initiatives for greater accountability, it was important to know the impact of these measures on the field. To do this, it was necessary to talk to people who work in the adult literacy
field to hear their perspectives and learn about their experiences. The field review presented here offers those voices to complement the literature review.
The report is organized into four sections: how participants defined accountability and the different emphases they place on the concept; a picture based on interviewees’ descriptions of how accountability information is collected,
by whom and the gaps and challenges encountered; the issues associated with the implementation of accountability measures, the need for respectful, knowledgeable relationships and clarity in communication and expectations; and finally the topic of resources and funding related to accountability structures.
Funders:
Added: 2009-07-07
3. Briefing Package: Labour Market Transfers and the Implications for Literacy and Essential Skills (2011)
Authors: Brigid Hayes
This report provides background material for understanding labour market transfers from the federal government and, in particular, for understanding the implications of one specific transfer, the Labour Market Agreement (LMA), for literacy organizations across Canada.
The LMA provides funding for training adults who are not eligible for Employment Insurance (EI), focusing on both the employed and unemployed who have low literacy levels and Essential Skills.
The author discusses the problems in determining actual LMA spending, as many provincial annual reports do not provide specific spending amounts. Also, accountability and evaluation in the LMA process are in need of improvement.
As well as explaining different labour market tools, the author analyzes the key elements of the LMAs from a literacy and Essential Skills perspective and provides general questions that could be asked of the various governments.
The final section of the report is customized for each province and territory, meaning that there are in effect 13 different versions of the report.
Added: 2012-02-10
4. Building a Foundation for Effectiveness: Findings on Financial Literacy Evaluation in Canada 2012 (2012)
Authors: Canadian Centre for Financial Literacy (CCFL)
This paper outlines a project undertaken by the Canadian Centre for Financial Literacy (CCFL), a division of Social and Enterprise Development Innovations (SEDI), a charitable organization that works with community groups to expand economic opportunities for Canadians living in poverty.
Carried out between November 2010 and September 2012, the Financial Literacy Evaluation Project (FLEP) brought together financial literacy practitioners, funders, researchers, and policy makers to begin to develop and test practical, cost-effective tools to promote and support the monitoring and evaluation of community-based financial literacy programs.
FLEP included national consultations; a literature review; the creation of a monitoring and evaluation tool set, and pilot testing of those tools; the writing of a “how to” evaluation resource; and the launch of a web-based strategy for disseminating information gained through the project.
The authors note that there is increasing demand across Canada for community organizations to offer financial literacy programming for low-income people. At the same time, funding for such programs is limited. Evaluation plays an important role in enhancing learning, improving practice, strengthening accountability, and demonstrating results.
Funders:
- Investment Industry Regulatory Organization of Canada (IIROC)
Added: 2012-11-15
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5. Business Communication for Accountants at Wits (2002)
Series: Plain Language Association International (PLAIN) - Fourth Biennial Conference
Authors: Deirdre Viviers
South Africa has 27 spoken and 11 official languages, and no uniform level of proficiency in English. Yet education, access to information and transparency are basic human rights, according to the new constitution. Plain language therefore plays a vital role in attaining these goals. Because plain language skills are also necessary for successful participation in the business community, the School of Accountancy at the University of the Witwatersrand developed a Business Communications course. Deirdre described the rationale for and design of the course, with a focus on the centrality of plain language.
Added: 2003-04-09
6. Consultation on Workplace Literacy (1997)
A Report
Authors: National Literacy Secretariat (NLS)
This report attempts to capture the debate and discussion that took place on June 11 and 12, 1997 in Ottawa, on workplace literacy. The NLS is working with its partners to create significant projects that will make a difference in the area of workplace literacy. As a first step, they convened a meeting of their partners who have experience in the area of workplace literacy. The objective of this meeting was to develop a list of priorities for workplace literacy practitioners, researchers in the area, workplace literacy coordinators and provincial/territorial government representatives.
Funders:
Added: 2004-04-05
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7. Customer Service Quality Statements (2010)
Authors: Community Literacy of Ontario (CLO)
Community Literacy of Ontario (CLO) is a network of literacy organizations throughout that province. CLO developed this document in response to practitioners’ concerns about the lack of a way to clearly track and showcase their practices.
The authors have included 10 customer service quality statements. Each statement is followed by a list of best practices for achieving the goal in the statement.
For example, the statement “Our literacy agency provides initial and ongoing support to learners” is followed by a list that includes an in-depth orientation process; referral services for learners with social and economic needs; regular meetings with learners; and the celebration of learners’ achievements.
Added: 2010-11-26
8. Customer Service Quality Statements (2010)
Authors: Community Literacy of Ontario (CLO)
Community Literacy of Ontario (CLO) is a network of literacy organizations throughout that province. CLO developed this document in response to practitioners’ concerns about the lack of a way to clearly track and showcase their practices.
The authors have included 10 customer service quality statements. Each statement is followed by a list of best practices for achieving the goal in the statement.
For example, the statement “Our literacy agency provides initial and ongoing support to learners” is followed by a list that includes an in-depth orientation process; referral services for learners with social and economic needs; regular meetings with learners; and the celebration of learners’ achievements.
Added: 2013-03-05
9. The Delusion of Accountability in the Adult Education and Literacy System (AELS) of the United States (2004)
Authors: Thomas G. Sticht
The author discusses a report, the “U.S. Department of Education (2003). The Adult Education and Family Literacy Act: Program Year 2001-2002: Report to Congress on State Performance. Office of Vocational and Adult Education.”
Added: 2004-05-25
10. The dilemmas of accountability (2009)
Exploring the issues of accountability in adult literacy through three case studies
Authors: Ralf St. Clair, ABC CANADA
The aim of this project was to compile what has been learned about building accountability systems in adult literacy in British Columbia, Ontario and Scotland. The findings are presented in three sections: dealing with systemic issues, how accountability mechanisms should be designed, and working with data. Wherever possible the findings reflect all three jurisdictions and focus on common concerns. It is the author's hope that some of the description and insights will be useful to people working in these and other jurisdictions.
Added: 2009-06-10
© 2012 National Adult Literacy Database
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This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
Office of Literacy and Essential Skills.
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