National Adult Literacy Database

A Positive Record - An Uncertain Future

Series: Report on Learning in Canada

Authors: Canadian Council on Learning (CCL)

The goal of this document, prepared by the Canadian Council on Learning (CCL), is to examine how Canada’s approach to higher education compares with other leading developed countries and how well its postsecondary education sector can respond to a fast-changing global environment.

The authors note that a shortage of reliable data has made it difficult to report accurately on the state of postsecondary education in Canada. They set out three priorities for this sector: establish a set of clear goals for post-secondary education at the national level; establish indicators to assess achievement; and establish mechanisms at the national level that will accomplish the first two goals while at the same time promoting cohesion and coherence among all facets of postsecondary education.

The authors have also included information about how the United Kingdom, Australia and numerous European countries assess progress towards national goals in postsecondary education.

Added: 2011-03-11

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See also:

• L'enseignement postsecondaire au Canada

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

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Authors: Paul Cappon

In many countries that are part of the Organization for Economic Cooperation and Development (OECD), there is a growing concern over studies suggesting that boys lag behind girls in measures of scholastic achievement.

In this report, the author draws on research reports, website materials and informal consultations with official sources to explore this issue. Specifically, he looks at education and training participation and results for boys and men throughout the OECD; whether there are policies and practices in place to counter unfavourable trends; what Canadian jurisdictions are doing; and what is known about the success and failure of various models throughout the OECD, particularly Germany, the United States, Australia and the United Kingdom.

The author concludes that while the label “boy crisis” offers a potentially useful starting point for examining a number of social, cultural, educational, economic and labour-market issues, it is still simply a starting point that highlights the need for further study.

Added: 2012-11-23

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Series: Composite Learning Index

Authors: Canadian Council on Learning (CCL)

According to Statistics Canada, the proportion of working-age Canadians with a university education increased steadily between 1993 and 2009. In 1993, 18 per cent of Canadians aged 25 to 64 had received a university certificate, diploma, bachelor’s degree or graduate degree; by 2009, that proportion had jumped to 28 per cent.

The authors of this document point out that during the same time period, university attainment rates for women rose more than the rate for men. In 1993, only 16 per cent of women in Canada had completed a university education, compared with 20 per cent of men. By 2009, Canadian women had passed men in this regard, with 29 per cent having attained some form of university education, compared to 27 per cent of men.

According to a 2008 study by the Organization for Economic Co-operation and Development (OECD), Canada placed second on an international list of countries comparing overall post-secondary attainment.

The authors note that research clearly shows the social and economic benefits of higher educational attainment for individual Canadians, the communities they live in, and the country as a whole.

Added: 2011-12-02

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See also:

• Feuillet d'information - Apprendre à savoir : Études universitaires

Exploring Learners' Perspectives on Progress

Authors: Susan Lefebvre, Patricia Belding, Mary Brehaut, Sarah Dermer, Anne-Marie Kaskens, Emily Lord, Wayne McKay, Nadine Sookermany

This project explored what constitutes progress in community-based literacy programs from the perspective of learners. The research took place between December 2004 and January 2006.

This project explored learners' experiences and understanding of progress and sought to define and articulate this knowledge. The research showed the importance of understanding and valuing the perspectives learners have of their progress. We discovered numerous nonacademic outcomes critical to learners' progress that they associated with adult literacy programs. Learners realized very well what literacy can do for them and value the many nonacademic outcomes they experience in various facets of their lives. The learners' comments also provided insight into the richness and complexity of the learning outcomes and of the interactions between these outcomes, their program environment, the learning process and non-academic learning outcomes they achieved.

Funders:

• 
• OLES
• Ontario Ministry of Education and Ministry of Training, Colleges and Universities

Added: 2006-05-25

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Lessons in Learning – September 14, 2005

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

The topic of school class size is a controversial one. Parents and teachers usually support smaller classes, while education officials caution that the costs of reducing class size may outweigh any benefits gained.

After examining available research on the topic, the authors of this article conclude that smaller is indeed better in the primary grades. Furthermore, the benefits accrued from smaller class sizes in the early years of schooling continue throughout the youngster’s school career.

At the same time, they warn that reductions in class sizes must be undertaken carefully. In California, education officials pursued an aggressive class size reduction policy, ignoring the fact that the system could not provide a sufficient number of qualified teachers. The gains anticipated from smaller classes did not materialize as expected because the classes were often staffed by inexperienced teachers.

They also call for the class size reductions in various jurisdictions across Canada to be accompanied by research initiatives designed to measure the long-term impact of smaller class sizes in the Canadian context

The research should also include attention to cost-benefit analyses that will enable decision-makers to determine the return on investment of class size reductions and other educational interventions designed to improve student achievement, such as volunteer tutoring; pull-out programs for students at risk; specialized programs such as reading recovery; and the deployment of teacher assistants.

Added: 2013-06-04

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See also:

• Pour y voir clair dans la question de l'effectif des classes

Lessons in Learning - March 1, 2006

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

The authors note that students in rural Canada are falling being their urban counterparts, both in test scores and in level of education attained. Evidence suggests that school conditions and economic conditions combine to discourage rural students from achieving their educational potential.

The authors suggest that rural schools need to improve their teacher recruitment and retention strategies. They also need to take advantage of information technology to improve course offerings.

The authors urge rural schools to make special efforts to demonstrate the long-term value of education. They also point to the role governments must play in helping rural students improve access to post-secondary education.

Added: 2011-05-27

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See also:

• L'écart éducatif entre les zones rurales et urbaines

2008 - 2013

Authors: National Indigenous Literacy Association

The Board of Directors of the National Indigenous Literacy Association (NILA) represents First Nations people, Metis people, and Inuit people from coast to coast. Through provincial representation as well as representation in all stakeholder groups, NILA is poised to respond to the vision of eradicating illiteracy in its communities.

In May 2008 NILA was at a major organizational crossroads. There had been some monumental gains in the 10 years NILA had been in operation but there were some significant challenges.

The challenges that NILA recognized at that time included:

• A need for a renewal of organizational strength and vision

• The need to respond to the national priority of the development of essential skills

• The need to create self-sufficiency because of funding issues

• The need to ensure NILA had the capacity to respond to the needs of stakeholders including business, learners, communities, governments, teachers and programs.

Because of the pressing challenges and the vision of the board, a strategic planning process was started. The following document is the compilation of the strategic planning discussions of the meetings of the Board, the outcomes of two strategic planning sessions, and the input of the staff.

Added: 2009-07-07

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Lessons in Learning – October 13, 2005

Series: Lessons in Learning

Authors: Canadian Council on Learning (CCL)

The question of how much and how well children are learning in school is a concern for parents, students, employers, and the general public. The authors of this article look at three critical measures of success: student achievement in the core areas of language, mathematics and science; the disparity of student achievement among different socioeconomic groups; and high-school dropout rates. Based on their observations, they try to determine what those measures really mean, and whether it is possible to achieve success on all three fronts at once.

Canadian students generally have performed relatively well on standardized tests in math, science, reading, and writing. However, the authors point to the need for improvement in reading performance for boys; math performance for girls; reading and science in French minority-language settings; science performance overall; and within certain provinces and territories in most educational domains.

While students from high socioeconomic groups typically score higher on tests of academic achievement than students from lower status families, international tests seem to show that the gap is less noticeable among Canadian students. A smaller gap in educational achievement holds the promise of greater social cohesion, the authors note.

Comparing student achievement with dropout rates raises some interesting points. International testing in 2000 showed that Alberta, Quebec, and British Columbia all performed above the Canadian average in science, math, and reading. However, those provinces have shown less progress than others in reducing the high school dropout rate through the 1990s. In New Brunswick, by comparison, smaller percentages of students achieved high scores, but progress was made in reducing dropout rates to levels that are among the lowest in the country for both boys and girls.

Added: 2013-05-23

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See also:

• Le rendement scolaire : Que devrait-on mesurer?

Authors: Canadian Council on Learning (CCL)

By the end of the fall term of 2007, 42 percent of British Columbia’s 2005/06 high school graduation cohort had not registered at a public post-secondary institution. In March 2008, about 2,000 of these graduates were surveyed to find out more about them, their plans, and the reasons behind their decisions regarding postsecondary education.

The results showed that although they had not transitioned directly to public postsecondary studies in British Columbia, 96 percent of survey respondents were pursuing or were interested in pursuing further education. Only four percent indicated that they had no intention of ever pursuing postsecondary studies.

By March 2008, or nearly two years since high school graduation, more than 78 percent of the British Columbia high school graduates of 2006 had transitioned to public or private postsecondary education at institutions within the province or elsewhere. More than 62 percent of them had chosen to attend British Columbia’s public postsecondary institutions.

About seven percent of the graduates had enrolled at private postsecondary institutions within the province and about six percent had left the province to pursue their studies elsewhere in Canada. Students with high grade point averages (GPAs) tended to leave the province, while students with lower GPAs were more likely to be found in British Columbia’s private postsecondary institutions.

Financial concerns were the primary barrier to pursuing postsecondary studies reported by survey respondents.

Funders:

• British Columbia Council on Admissions and Transfer
• Canadian Council on Learning (CCL)

Added: 2013-02-27

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See also:

• Le parcours, l'attitude et les intentions des diplômés du secondaire 2005–2006 de la Colombie-Britannique qui ne s'étaient toujours pas inscrits à un établissement postsecondaire public en Colombie-Britannique à l'automne 2007