Authors: Bea Clark
This literature review is part of a project designed to provide Ontario’s 24 colleges of applied arts and technology with the resources to offer “blended delivery” of adult upgrading (AU) and literacy and basic skills (LBS) programs in an efficient and effective manner. Also known as hybrid delivery, blended delivery refers to courses that combine face-to-face classroom instruction with online learning, with the goal of maximizing both student learning and physical resources.
The author notes that research about blended delivery is not plentiful, given that it is a relatively new concept. However, the literature clearly shows that students are satisfied with blended delivery courses and do as well as or better than they do in face-to-face and fully online courses.
Blended delivery is particularly appealing to adult students because it can be more flexible and convenient, and may reduce such expenses as parking and travel.
The author also points out that training for faculty and technical support for both faculty and students are critical to the successful implementation of blended delivery.
Authors: Bea Clark
This report offers an assessment of the current state of “blended delivery” in Ontario’s college-based adult upgrading (AU) and literacy and basic skills (LBS) programs.
Blended delivery refers to courses that combine face-to-face classroom instruction with online learning. Such an approach, also known as hybrid delivery, is used to maximize both student learning and physical resources.
To get a picture of the state of blended delivery, three surveys were conducted early in 2011: a survey of college AU/LBS practitioners; a survey of college professional development staff; and a survey of AU/LBS students at Cambrian, Durham, Georgian, Mohawk, Sault and Sheridan colleges.
Based on these results, the author says, it is clear that blended delivery and the use of technology is the way of the future; students want and are prepared for flexible course delivery options; and while there are challenges to developing such courses, there are supports in place at most colleges to help practitioners move forward.
An Overview of Current Programs and Services, Challenges, Opportunities and Lessons Learned
Series: Canadian Colleges & Institutes
The Association of Canadian Community Colleges (ACCC) Strategic Focus priorities for 2005-2006 included Aboriginal peoples’ access to post-secondary education, and enhancing student success support mechanisms in colleges and institutes which are grounded in Aboriginal values, culture and tradition.
In April and May 2005, ACCC initiated a study on Aboriginal programs and services at colleges and institutes. The study included a literature review, an on-line survey for mainstream ACCC member colleges and institutes, and interviews with representatives from Aboriginal and northern ACCC member colleges and institutes, and the Aboriginal Institutes Consortium, an Associate Member of ACCC.
This report provides an overview of Aboriginal post-secondary education trends in Canada drawn from 2001 Census data and gives an overview of the current barriers to Aboriginal learners’ participation in post-secondary education.
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.
A College Network Development Project: Final Report
Authors: Bea Clark
The goal of the project outlined in this document was to improve student and client outcomes in college-based programs sponsored by Employment Ontario (EO) by promoting the collaboration of college frontline staff in Apprenticeship, Job Connect, LBS/Academic Upgrading and Employment Assistance Services. Projected results included improved referral processes, sharing of resources, greater awareness of Employment Ontario programs and services, and improved networks at individual colleges.
The author describes the colleges’ success in achieving those goals and provides a summary of recommendations for continuing progress in increasing collaboration.
Document appendices include bulletins prepared during the project, a sample college newsletter, and a draft agenda for a college event.
Part of the Learner Skill Attainment Framework Initiative
This document reports the results of a survey of faculty from Ontario colleges in which the participants have been asked to identify core skills and key tasks associated with students' successful transition to postsecondary and apprenticeship programs. This survey was conducted as part of the Learner Skill Attainment Framework Initiative, a project that has been undertaken by Ontario's College Sector Committee for Adult Upgrading (CSC) to develop a framework for measuring learner skill attainment in three key areas: reading text, document use and numeracy.
This report includes the following sections:
- an overview of the Learner Skill Attainment Framework project and a discussion of the concept of "transition paths;"
- survey methodology, participation and results;
Authors: Goforth Consulting
The "Essential Skills for Successful Transition to Further Training Project" (Essential Skills Project) builds upon a large-scale, ongoing academic upgrading initiative involving Ontario's 24 colleges.
For several years, the CSC has focused on the successful transition of Ontario Basic Skills (OBS) and Literacy and Basic Skills (LBS) students to further college training as required by their chosen career path. The primary goal of most students in college academic upgrading programs is postsecondary training.
The CSC conducted an extensive review of the outcomes necessary to ensure the continued access of OBS and LBS college graduates to further college training. This review went beyond merely gaining access to further training. It examined factors that ensured student success at the next stage of training. It also included an examination of the outcomes of those students graduating from the new secondary school curriculum to ensure that graduates of college upgrading programs were able to demonstrate the same outcomes.
The review process contributed to the development of the ACE Program, approved for delivery in July 2004 at all 24 colleges by the Colleges Branch of MTCU. ACE is a Grade 12 Equivalent program. It is the level of programming generally accepted by colleges for admission to college-level, postsecondary programs and apprenticeship.
Women's Education des femmes, Sept. 1989 - Vol. 7, No. 3
Authors: Cynthia Creelman Hill
The introduction of the Federal Contractors Program in 1986 was to be a means of bringing equity to women working or wishing to work as faculty and staff in a number of Canadian universities and colleges. In this article, the author discusses this program and suggests changes that could make the program more effective.
A Profile of the Quad Counties in the Strait Region
Authors: Patty Cave
Issues, Trends, Supports and Resources: A Profile of the Quad Counties in the Strait Region, is "Phase One of the Partners & Pathways Two Project". The research
compiled in this document will provide background information for Phase 2 -- a
Spring Forum scheduled for May 26, 2004. The Forum, Partners & Pathways...Bridging the Skills Gap will allow participants to discuss the issues, trends, supports and resources leading to the development of an action plan to address the skills and labour market challenges facing the Strait Region. The action plan will constitute Phase 3 of the process and Phase 4, the final component, will establish a strategy for the implementation of the action plan developed from the Forum.
Academic Upgrading, Job Connect, Apprenticeship, and Employment Assistance Services
This report outlines the work of the College Sector Committee (CSC) with seven colleges across Ontario to document the business case for partnership efforts among academic upgrading, apprenticeship, job connect, and employment assistance services. The CSC assists the Ontario Ministry of Training, Colleges and Universities and leads the Ontario College System in promoting the continuous improvement of the delivery of upgrading programs to meet the needs of adult learners.
Participating colleges were Conestoga College, George Brown College, Georgian College, Midland Campus, Lambton College, Niagara College, Northern College, and St. Lawrence College.
The report includes seven detailed case studies and an overall report that includes an analysis of the findings across the cases, as well as two-page summaries of the findings for each college.
The findings show that there is a strong business case for partnership work. Results show greater student success and retention, and an increase in the numbers of non-traditional students. However, the author cautions that more quantitative data needs to be collected in this subject area.