Perceptions of Barriers: A consultation report
Authors: Canadian Labour and Business Centre
This report presents the findings of a research study commissioned by the Canadian Apprenticeship Forum (CFA). The CFA is a multi-partite organization comprised of business, labour, government, educators and other groups that promotes apprenticeship as an effective training and education system and provides a mechanism for key stakeholders to support apprenticeship-delivery systems across Canada. The CAF-FCA has identified accessibility and barriers to apprenticeship as an area of key concern and contracted the Canadian Labour and Business Centre (CLBC) to research this issue.
The objectives of the study were to:
1) Identify and explore the perspectives of individuals, unions, employers, governments and educators concerning the barriers to accessing, maintaining and completing apprenticeships.
2) Determine which barriers are systemic and which may be specific to certain groups.
3) Engage the apprenticeship community in a consultative process to discuss the findings and examine recommendations.
Authors: Grant Johnston
This paper looks at whether an increase in the basic literacy skills of adults would have a positive effect on the New Zealand economy. It finds good evidence for the benefits of literacy: studies
consistently find that adults with better literacy skills are more likely to be employed, and to earn more, than those with poorer literacy skills, even when taking account of other factors which affect work performance.
There is little rigorous evidence, however, for the benefits of adult literacy training and almost no accompanying information on the costs of this training.
While there is a good case for an increased focus on adult literacy, and on workplace literacy in particular, these findings suggest a cautious approach to expanding publicly-funded adult literacy programmes.
There is a clear need for more and better New Zealand-based research, for piloting innovative literacy programmes and for undertaking good-quality evaluations. A modest increase in literacy training may not materially affect economic performance.
The International Adult Literacy Survey Results
In 1990, Statistics Canada released the results of the Survey of Literacy Skills Used in Daily Activities (LSUDA), a 1989 Canada-wide survey of the reading skills of adults. In 1992, the then Ontario Ministry of Education reported on the LSUDA results for Ontario (Stan Jones, Survey of Adult Literacy in Ontario).
Shortly after the release of the LSUDA results in Canada and those of the National Adult Literacy Survey in the United States, interest in a comparative international study of adult literacy began to grow. In December 1995, the first results of the 1994 survey of adult literacy in seven countries, the International Adult Literacy Survey (IALS), were reported in Literacy, Economy and Society, a joint publication of Statistics Canada and the Organization for Economic Cooperation and Development. In September 1996, Statistics Canada released Reading the Future: A Portrait of Literacy in Canada, a report on the national data collected in IALS.
To measure literacy in IALS, respondents answered a set of test questions designed to measure adult reading skills as well as background questions about their education, work experience and literacy practices.
Ontario participated in the survey in order to gain key data to inform policy development and to focus its literacy programming. The present report covers in detail the IALS results for Ontario. It updates and supplements the previous report, Survey of Adult Literacy in Ontario. It is organized much as the previous report with a table, graph and commentary for each of the major literacy relationships. Throughout the text, shaded boxes provide background information. Usually the tables provide results for three scales -- prose, document and quantitative -- but the graphs are used to point to particularly interesting results in part of the data.
ANNOTATION: This report summarizes what was learned from a community outreach program held during the first six months of 2008. The African Canadian Knowledge Exchange gathered information at eight meetings held in March and April in Atlantic Canada. The goal of the meetings was to identify the learning needs of African Canadian adults; how those needs could be met; the challenges to be considered in meeting those needs; and who should be involved in the process and at what stage.
The common themes that emerged from the meetings were the need for more programming, leadership, finances and healing.
The authors recommend holding another meeting to bring together African Canadian people and organizations to discuss the challenges they face; identifying an existing organization in the African Canadian community that would be willing to take on the responsibility for advancing the learning agenda; developing a mentorship program; and establishing learning centres in each African Canadian community to improve adults' access to further learning opportunities.
The report includes a history of the African Canadian presence in Atlantic Canada and a section summarizing points raised in discussions held during the project.
Women's Education Des Femmes, Fall, Vol. 9, No. 2
Authors: Margaret Anderson-Clarke
This article profiles Toronto's "African Training and Employment Centre", which offers training programs to Toronto's African community, including a micro-computer skills training course, ESL, life skills, pre-employment preparation, and a Computer Numerical Control Operator Program.
The article is presented in English with a summary provided in French.
The Canadian Labour Business Centre (CLBC) carried out a study from October 2000 and January 2001 exploring Canadian employers’ views and experiences with assessing and recognizing the credentials of foreign-trained workers, as well as approaches to raising the awareness of employers on these subjects.
“The assessment and recognition of the education credentials of foreign-trained workers is an issue of growing importance in Canada. An accurate understanding and evaluation of the skills, knowledge and experience of foreign-trained workers plays a key role in enabling these workers to find jobs in which this preparation can be used to full advantage. When this happens, the individual benefits from earnings in keeping with his/her skills, and the employer and economy benefit from the full productive use of those skills. When this does not happen, the full productive potential of the labour force goes unrealized, and the affected individuals and their families suffer lower incomes and standards of living.” (Executive Summary)
This report describes the findings of a study aimed at evaluating the effectiveness of an augmented education program in helping individuals with mental illnesses graduate from college, and find and keep jobs over a two-year period. Augmented education is a model that combines elements of supported employment such as job coaching with supported education, which might include the opportunity to do make-up tests or access to additional teaching labs.
The study was a joint project of George Brown College and the Centre for Addiction and Mental Health (CAMH) in Toronto. Information was gathered from 123 students who began the program between April 2004 and April 2008 and agreed to participate in the study. Information was collected from students at program entry; program completion; 12 months after completing the program; and at 24 months after completion. As well, interviews were held with 13 key informants, including program instructors and staff and student employers.
The results suggest that the graduates of the augmented education program were able to get and keep jobs in the industry in which they had trained.
Participation in the program appeared to have little or no effect on participants’ clinical functioning as assessed by hospitalizations and change in mental health status.
A Research Report and Action Plan
Authors: Nunavut Literacy Council
This paper presents the results of a research project conducted by the Nunavut Literacy Council in 2006 in order to identify barriers that face youth seeking employment in Nunavut. Researchers also examined ways to re-engage marginalized youth in education, employment and community life and looked at the extent that literacy is a barrier to youth employment in Nunavut. In addition to the results of interviews with focus groups, this report includes information from a review of scholarly, popular and government literature on the northern economy, employment trends, Inuit culture, approaches to work and learning, and history. An action plan with recommendations for employers, educators, government, communities and the literacy council is also presented.
An Act Respecting Employment Insurance in Canada
Authors: Susan Sussman
This submission from the Movement for Canadian Literacy looks at the way in which Bill C-12: an Act respecting employment insurance in Canada, will support the development of Canada's human resources, and in particular how it will affect the millions of Canadians who have difficulty with the literacy demands they encounter each day at home, in their communities and in their jobs.
Women's Education des femmes, Sept. 1983 Vol.2 No.1
Authors: Gail Dewores
This article explains the Pre-Trades Training for Women program, a course which was designed for women who were serious about a career in the trades, offered in cooperation with the Saskatchewan Technical Institute.